Prior-to-Secondary School 

Course Classification System:

School Codes for the

Exchange of Data (SCED)

Prior-to-Secondary School 

Course Classification System:

School Codes for the

Exchange of Data (SCED)
ii • Prior-to-Secondary School Course Classification System

National Cooperative Education Statistics System 

The National Center for Education Statistics (NCES) established the National Cooperative Education 

Statistics System (Cooperative System) to assist in producing and maintaining comparable and uniform 

information and data on early childhood education and on elementary and secondary education. These data 

are intended to be useful for policymaking at the federal, state, and local levels. 

The National Forum on Education Statistics (the Forum) is an entity of the Cooperative System that, among 

its other activities, proposes principles of good practice to assist state and local education agencies in meeting 

this purpose. The Cooperative System and the Forum are supported in these endeavors by resources from 

NCES.

Publications of the Forum do not undergo the same formal review required for products of NCES. The 

information and opinions published here are those of the National Forum on Education Statistics and do not 

necessarily represent the policy or views of the U.S. Department of Education or NCES.

January 2011

This publication and other publications of the National Forum on Education Statistics may be found at the 

websites listed below.

The NCES Home Page address is http://nces.ed.gov. 

The NCES Publications and Products address is http://nces.ed.gov/pubsearch. 

The Forum Home Page address is http://nces.ed.gov/forum.

This publication was prepared in part under Contract No. ED-06-CO-0056 with the Council of Chief 

State School Officers. Mention of trade names, commercial products, or organizations does not imply 

endorsement by the U.S. Government.

Suggested Citation

National Forum on Education Statistics. (2011). Prior-to-Secondary School Course Classification System: School 

Codes for the Exchange of Data (SCED) (NFES 2011–801). U.S. Department of Education. Washington, DC: 

National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch.

Technical Contact

Ghedam Bairu

(202) 502-7304

ghedam.bairu@ed.gov
The Prior-to-Secondary Course Code Classification Working Group

A volunteer working group of the National Forum on Education Statistics and its partners produced this 

document. It was developed through the National Cooperative Education Statistics System and funded by 

the National Center for Education Statistics of the U.S. Department of Education. 

CHAIR

Helene Bettencourt

Massachusetts Department of Elementary and 

Secondary Education

Malden, Massachusetts

WORKING GROUP MEMBERS

Margaret Hanson

Iowa Department of Education

Des Moines, Iowa

Lee Hoffman

formerly National Center for Education Statistics

Washington, DC

Myrna Holgate

Idaho State Department of Education

Boise, Idaho

Carol Jones

Michigan Center for Educational Performance 

and Information

Lansing, Michigan

Carmen Jordan

Arkansas Department of Education

Little Rock, Arkansas

Rachel Kruse

Iowa Department of Education

Des Moines, Iowa

Kristina Martin

Macomb Intermediate School District

Clinton Township, Michigan

Ray Martin

Connecticut State Department of Education

Hartford, Connecticut

Coleen McClanahan

Iowa Department of Education

Des Moines, Iowa

Vince Meyer

Wyoming Department of Education

Cheyenne, Wyoming

Jeannette Nobo

Kansas State Department of Education

Topeka, Kansas

Cheryll Ostrom

Minnesota Department of Education

Roseville, Minnesota

Michael Schwartz

New Hampshire Department of Education

Concord, New Hampshire

Ryan Smith

Loess Hills Area Education Agency 13

Council Bluffs, Iowa

Dixie Stack

Maryland State Department of Education

Baltimore, Maryland

Patricia Sullivan

Texas Education Agency

Austin, Texas

Carolyn Wood

Harford County Public Schools

Bel Air, Maryland

School Codes for the Exchange of Data • iii 
iv • Prior-to-Secondary School Course Classification System

CONSULTANTS

Denise Bradby

Leslie Hall

MPR Associates 

Berkeley, California

Alyssa Alston

Council of Chief State School Officers

Washington, DC 

PROJECT OFFICER

Ghedam Bairu

National Center for Education Statistics

Washington, DC
School Codes for the Exchange of Data • v 

Acknowledgments

The members of the Prior-to-Secondary Course Code Classification Working Group thank those members 

of the National Forum on Education Statistics who contributed suggestions and resource materials necessary 

for improving the accuracy and usefulness of this document.

The Working Group also thanks the following people for valuable suggestions on improving the publication:

Michael A. Clarke 

Office of the State Superintendent of Education

Washington, DC

Lynne M. Erickson

Michigan Center for Educational Performance and Information

Lansing, Michigan

Tony Moss

Kansas State Department of Education

Topeka, Kansas

Renee ́ Rowland

National Center for Education Statistics

Washington, DC

Beth Young

Quality Information Partners

Fairfax, Virginia

In addition, the Working Group thanks Synergy Enterprises, Inc. for overall editing and design of this 

publication. 
vi • Prior-to-Secondary School Course Classification System

Foreword

The National Forum on Education Statistics (the Forum) is pleased to present Prior-to-Secondary School 

Course Classification System: School Codes for the Exchange of Data (SCED), hereafter referred to as the Priorto-Secondary SCED. One goal of the Forum is to improve the quality of education data gathered for use 

by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the 

collective experiences of Forum members to inform best practice guides in areas of high interest to those 

who collect, maintain, and use data about elementary and secondary education. Standardizing the way state 

and district data systems record course codes is one of those high-interest areas. 

The Prior-to-Secondary SCED provides a taxonomy and course descriptions intended to help schools 

and education agencies maintain longitudinal information about students’ coursework in an efficient, 

standardized format that facilitates the exchange of records as students transfer from one school, district, 

state, or level to another.

The Prior-to-Secondary SCED will be part of the National Center for Education Statistics (NCES) 

Handbooks Online series, which is published as a searchable electronic database (http://nces.ed.gov/

programs/handbook/). NCES has developed a series of data handbooks to provide consistent data definitions 

and guidance regarding the sound maintenance of education data, so that such data can be accurately 

aggregated and analyzed. The handbooks are intended to serve as reference documents for public and private 

education agencies, schools, early childhood centers, and other educational institutions, as well as researchers 

involved in the collection of education data. In addition, the handbooks may be useful to elected officials 

and members of the public who have an interest in education information. The handbooks are not collection 

instruments, nor do they reflect any type of federal data maintenance requirements. Handbooks Online is 

reviewed and updated annually.

Education agencies and institutions collect and maintain information to help the education system function 

efficiently and effectively. The Prior-to-Secondary School Course Classification System: School Codes for the 

Exchange of Data (SCED) is intended to provide educators and data managers with a tool to standardize data 

and to support instructional decisionmaking and education outcomes at all levels.

The National Cooperative Education Statistics System

The work of the National Forum on Education Statistics (the Forum) is a key aspect of the National 

Cooperative Education Statistics System (Cooperative System). The Cooperative System was established to 

produce and maintain, with the cooperation of the states, comparable and uniform education information 

and data that are useful for policymaking at the federal, state, and local levels. To assist in meeting this 

goal, NCES, within the U.S. Department of Education, established the Forum to improve the collection, 

reporting, and use of elementary and secondary education statistics. The Forum deals with issues in 

education data policy, sponsors innovations in data collection and reporting, and provides technical 

assistance to improve state and local data systems. 

Development of Forum Products

Members of the Forum establish task forces to develop best practice guides in data-related areas of interest 

to federal, state, and local education agencies. They are assisted in this work by NCES, but the content 
School Codes for the Exchange of Data • vii 

comes from the collective experience of the state- and school-district working group and task force 

members, who review all products iteratively throughout the development process. Documents prepared, 

reviewed, and approved by task force members undergo a formal public review. This consists of focus groups 

with representatives of the product’s intended audience, review sessions at relevant regional or national 

conferences, or technical reviews by acknowledged experts in the field. In addition, all draft documents 

are posted on the Forum website prior to publication so that any interested individuals or organizations 

can provide feedback. After the task force oversees the integration of public review comments and reviews 

the document a final time, publications are subject to examination by members of the Forum standing 

committee sponsoring the project. Finally, the entire Forum (approximately 120 members) reviews and 

formally votes to approve all documents prior to publication. 

School Codes for the Exchange of Data • ix 

CONTENTS

The Prior-to-Secondary Course Code Classification Working Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter 1. Framework of the Prior-to-Secondary SCED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 2. Prior-to-Secondary SCED Subject Area Codes, Titles, and Descriptions . . . . . . . . . . . . . . . . . 7

Subject Area 51: English Language and Literature (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . 8

Subject Area 52: Mathematics (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Subject Area 53: Life and Physical Sciences (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Subject Area 54: Social Sciences and History (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . 25

Subject Area 55: Fine and Performing Arts (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Subject Area 56: Foreign Language and Literature (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . 42

Subject Area 57: Religious Education and Theology (prior-to-secondary) . . . . . . . . . . . . . . . . . . . 50

Subject Area 58: Physical, Health, and Safety Education (prior-to-secondary) . . . . . . . . . . . . . . . 51

Subject Area 60: Computer and Information Sciences (prior-to-secondary) . . . . . . . . . . . . . . . . . 56

Subject Area 61: Communications and Audio/Video Technology (prior-to-secondary) . . . . . . . . . 57

Subject Area 62: Business and Marketing (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Subject Area 63: Manufacturing (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Subject Area 64: Health Care Sciences (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Subject Area 65: Public, Protective, and Government Service (prior-to-secondary) . . . . . . . . . . . . 64

Subject Area 66: Hospitality and Tourism (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Subject Area 67: Architecture and Construction (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . 65

Subject Area 68: Agriculture, Food, and Natural Resources (prior-to-secondary) . . . . . . . . . . . . . 65

Subject Area 69: Human Services (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Subject Area 70: Transportation, Distribution, and Logistics (prior-to-secondary) . . . . . . . . . . . . 67

Subject Area 71: Engineering and Technology (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . 67

Subject Area 72: Miscellaneous (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Subject Area 73: Nonsubject Specific (prior-to-secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Appendix A. List of Prior-to-Secondary SCED Course Titles and Codes, in Numeric Order . . . . . . . . . 77

Appendix B. State Use of Prior-to-Secondary Course Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Appendix C. Forum and Other NCES Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

School Codes for the Exchange of Data • 1 

CHAPTER 1

Framework of the 

Prior-to-Secondary SCED 

In this handbook, Prior-to-Secondary School Course Classification System: School Codes for the Exchange of 

Data (SCED), the National Center for Education Statistics (NCES) and the National Forum on Education 

Statistics have extended the existing secondary course classification system with codes and descriptions for 

courses offered at lower grade levels to facilitate student record transfer for all students. Like the school codes 

at the secondary level, the elementary- and middle-grade course descriptions are written in a general way 

so that users can map their specific courses to a common code. It is not expected that the course titles and 

descriptions will replace those used by states or school districts.

NCES published the Secondary School Course Classification System: School Codes for the Exchange of Data 

(SCED) in 2007; it was designed for use in student record systems, transcripts, and reporting by school 

districts and state education agencies (and their nonpublic school equivalents). That publication 

(http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007341) includes course titles, descriptions, and codes for 

secondary-school-level courses.

Scope and Limitations of the Prior-to-Secondary School Codes 

Readers should keep several considerations in mind as they review or use the prior-to-secondary course 

codes:

• The distinction between “prior-to-secondary” and “secondary” courses does not necessarily imply 

any specific grade level. Elementary course descriptions include the option of content-area-specific 

(e.g., fourth-grade mathematics) as well as nonsubject-specific (e.g., first-grade) courses for schools 

that do not distinguish subject areas at the elementary level. The middle school courses are generally 

modified versions of secondary courses, but do not include the “available credit” component. The 

secondary courses carry codes that include available credit for the course. 

• The elementary- and middle-grade course descriptions are drawn from existing state and school 

district course catalogs or descriptions. The course descriptions reflect what is widely taught; they do 

not attempt to incorporate emerging curriculum standards or potential courses. This principle also 

guided the development of the secondary codes.

• The elementary- and middle-grade course descriptions provide detail on courses that a student might 

take. Although they may describe the courses that a teacher teaches, their purpose is to make student 

transcripts and school course catalogs more comparable.

The courses describe content, not methodology. Thus, the descriptions do not include specific instructional 

approaches such as courses using the Montessori method.
2 • Prior-to-Secondary School Course Classification System

Brief Review and Extension of the Elements of the Coding Structure 

By design, the prior-to-secondary course code framework mirrors, in large part, the secondary course code 

framework. Both frameworks consist of four basic elements: course description, course level, available credit 

(for secondary) or grade span (for prior-to-secondary), and sequence. Taken together, these elements create a 

unique identification code for any course. 

Element 1. Course Description consists of two parts: a Subject Area and a Course Identifier within that 

Subject Area. For example, the prior-to-secondary course General Math is coded as 52002—Subject Area 

Mathematics (52) and Course Identifier (002). 

Subject Area. For prior-to-secondary-level courses, there are 23 Subject Area codes, each represented by two 

digits. The option set for the prior-to-secondary Subject Area element (51 through 73) is derived by adding 

50 to the secondary Subject Area code (i.e., the option set for the secondary Subject Area codes is 01 through 

22). Subject Area identifies a single type of course, generally described, when it is combined with the Course 

Identifier; the Sequence field (Element 4, described below) may need to be used to describe a single course. 

The categories are mutually exclusive and, to date, can include any course offered in prior-to-secondary 

schools. The Nonsubject Specific Subject Area option (73) is used only at the prior-to-secondary level. The 

Military Science code (59) is not used at the prior-to-secondary level. (A listing of prior-to-secondary Subject 

Area names and codes is provided in chapter 2, exhibit 2.)

Course Identifier. Courses within a Subject Area are distinguished by a three-digit code. The codes carry 

no meaning within themselves. Generally, throughout the NCES Handbook series, “09999” is reserved 

for courses coded as “other.” In this handbook, however, “099” is used for “other.” Only some numbers 

between 001 and 999 have been used in this system; unused numbers can accommodate new courses as they 

are added to the Prior-to-Secondary SCED. The Course Descriptions are fairly general, but they provide 

enough specificity to identify the course’s topic and to distinguish it from other courses in that Subject Area. 

However, the Course Descriptions do not include course objectives. 

Three other elements in the course classification structure provide additional information about a course 

when combined with the Course Description. 

Element 2. Course Level conveys the course’s level of rigor. There are five options for coding this element: 

• B for basic or remedial—a course focusing primarily on skills development, including literacy in 

language, mathematics, and the physical and social sciences. These courses are typically less rigorous 

than standard courses and may be intended to prepare a student for a general course. 

• G for general or regular—a course providing instruction in a given subject area that focuses 

primarily on general concepts appropriate for the grade level. General courses typically meet the 

state’s or district’s expectations of scope and difficulty for mastery of the content. 

• E for enriched or advanced—a course that augments the content and/or rigor of a general course, but 

does not carry an honors designation. 

• H for honors—a course carrying an honors status according to educational requirements. These 

courses typically include additional content and/or a higher level of rigor than that found in general 

courses, and they are formally designated as honors courses. 
School Codes for the Exchange of Data • 3 

• X for no specified level of rigor. The notion of rigor may not be appropriate for some courses at the 

elementary and middle levels; survey or interest courses that expose students to a variety of subjects 

are examples. 

The majority of courses that schools offer are general: they are intended for any student in the proper gradelevel range. However, some courses are distinguished by having more or less rigorous requirements than the 

“regular” course and are designated as enriched/advanced, honors, or basic/remedial. In some school systems, 

students are in different “tracks”—particularly in academic subject areas—while other school systems do 

not use such distinctions, holding all students to the same standards. The coding structure enables schools 

to portray such differences. Personal judgment is needed in assigning and interpreting the Course Level 

element. While individual schools, districts, and states may have criteria that clearly distinguish one level of 

course rigor from another, these criteria are not the same in every state or school district. Not every course 

catalog will include courses at all of these levels. 

Element 3. Grade Span or Available Credit identifies the intended grade span for a prior–to-secondary 

course. (For secondary courses, this element indicates the amount of Carnegie unit credit available to a 

student who successfully meets the objectives for courses that carry credit. Grade Span, however, is used at 

the prior-to-secondary level, particularly in elementary and middle schools, where Carnegie units hold no 

particular meaning.) For prior-to-secondary courses, this element indicates the grade span for which the 

course is appropriate. The span is represented as a four-character code with no decimals. Each grade level 

from 1 through 12 is represented by a two-digit code, ranging from 01 to 12; kindergarten is represented by 

the letters KG, and prekindergarten by the letters PK. For example, a course appropriate for kindergarten 

and first grade would be assigned a Grade Span of KG01.

Element 4. Sequence describes the manner in which school systems may “break up” increasingly difficult 

or more complex content. School districts operating on a semester or trimester schedule frequently offer 

consecutive courses fitting into one Course Description. For example, Chemistry may be broken into two 

different courses that, together, make up a complete Chemistry course. Or a school may offer Chemistry 1 

and Chemistry 2. Having this Sequence code allows for successively complex courses that cover the same 

general content to be coded, without having a system with thousands of codes that, in the end, may not 

translate across school, district, or state lines. (That is, Art 2 may be School A’s second semester Art class, 

while in School B, Art 2 may be the second year of Art.) 

Sequence is a two-character element that should be interpreted as “part n of m parts.” In the School B 

example given above, with each course a year in duration, Creative Art–Comprehensive would be course 

“one of two” or “1 2.” It is important to remember that Sequence describes the order in which the courses are 

taken. If the arts sequence required or offered six semester-long courses, the second semester of Creative Art–

Comprehensive could be shown with Sequence “2 6” meaning “part 2 of 6 parts.” The Sequence indicated 

for a given course can vary across school districts. 

Exhibit 1 provides examples of how the four SCED elements are used to identify a specific course.
4 • Prior-to-Secondary School Course Classification System

Exhibit 1. Course code structure: Life and Physical Sciences (Prior-to-secondary)

course description course level grade span sequence

53 051 G 07 08 1 1

Life and 

Physical 

Sciences

Biology General grades 7 and 8 “1 of 1”—not part

of a sequence

53 233 X 03 03 1 1

Life and 

Physical 

Sciences

Science No specfic level 

of rigor

grade 3 “1 of 1”—not part

of a sequence

NOTE: See exhibit 2 in chapter 2 of this manual for a complete listing of prior-to-secondary Subject Area 

names and codes.

The first example in Exhibit 1 shows the 12-character alphanumeric code for a Biology course (Course 

Description) taught within a prior-to-secondary school (embedded within the Subject Area portion of the 

Course Description code) at a regular or general level (Course Level) and offered to students in grades 7 and 

8, that is the sole Biology course, or not part of a sequence of biology courses (Sequence).

The second example in Exhibit 1 shows the 12-character alphanumeric code for a Science course (Course 

Description) taught within a prior-to-secondary school (embedded within the Course Description code) 

without a specific level of rigor (Course Level) that is designed for third-graders and is not part of a sequence 

of science courses (Sequence).

Additional Notes on the Content and Structure of SCED

SCED is intended to be an electronic system, part of the NCES Handbooks Online. As part of this system, 

NCES has published a handbook for secondary school courses in addition to this handbook for prior-tosecondary school courses. The following discussion pertains to both handbooks. 

Course description codes. Within the SCED, Subject Areas are numbered in an arbitrary order (e.g., “51” is 

English Language and Literature, “52” is Mathematics, and so on). The Course Identifier codes within the 

various Subject Areas similarly carry no meaning other than that they distinguish one course from another. 

Unused numbers among the Course Identifiers are simply placeholders for additional courses that may be 

added to SCED and Handbooks Online in the future.

One important characteristic of an electronic data handbook is that, if there are good search criteria, it is just 

as efficient to include many entries as it is to include a few. A number of the courses in SCED will be offered 

by only a few districts; however, when a code and description are needed, they will be available.

Ambiguous Subject Area descriptions. Some courses combine content from more than a single subject area, 

and the assignment of the course to a Subject Area is a judgment call. Integration of SCED into Handbooks 

Online enables users to create their own course lists and assign individual courses to whatever Subject Area is 

appropriate for that list while retaining the original SCED code.
School Codes for the Exchange of Data • 5 

Additional transcript information. SCED makes it feasible to include detailed course information on 

electronic student transcripts, with standard course descriptions that are widely understood. However, there 

will undoubtedly be additional information about courses and their outcomes that schools and districts will 

want to add to an electronic transcript or other student record. This could include, for example, the grade 

assigned for performance in the class or, at the secondary level, flags identifying courses that meet state high 

school graduation or college admission requirements.

Treatment of special education courses. There are no course descriptions in SCED that are intended solely for 

students with disabilities, or that indicate that a course has been modified for these students. When this 

information is appropriate, users will need to add an element in order to note that a course is adapted to 

meet the individual needs stated in a student’s Individual Education Program (IEP).

Treatment of AP and IB courses. Advanced Placement (AP) and International Baccalaureate (IB) courses are 

assigned individual codes in SCED, rather than being identified by the Level element. This is because the 

College Board and International Baccalaureate Organization define the content and set the performance 

standards for AP and IB courses. Unlike “honors” or “advanced” classifications, a course’s designation as IB 

or AP is not at the discretion of the school or district using SCED.

Treatment of foreign language courses. SCED does not include every language other than English that could 

be taught in school. The languages for which there are course descriptions are those most likely to be found 

in the elementary, middle school, and secondary school course catalogs reviewed for the development of 

SCED. For each language, there are five course descriptions that progress from introductory to higher 

levels of fluency; separate course descriptions for native speakers, field experience, study of conversation and 

culture, and the language’s literature; and two courses preparing the student for the IB level A and level B 

examinations, respectively.

Miscellaneous subject area. Courses that cannot be assigned to any of the other subject areas are designated 

as courses with a miscellaneous subject area. Miscellaneous courses often include activities or skills that are 

applicable to a range of topics: standardized test preparation (72001) and study hall (72006) are examples 

of this. Other miscellaneous courses, such as community service (72104) and family living (72208), address 

what may be perceived as important but nonacademic areas. 

School Codes for the Exchange of Data • 7 

CHAPTER 2

Exhibit continues on next page

Prior-to-Secondary SCED 

Subject Area Codes, Titles, and 

Descriptions

Exhibit 2 presents the School Codes for the Exchange of Data (SCED) Subject Area names and codes (the 

first two digits of the Course Description element). For each Subject Area, the first column of presents 

the assigned code for prior-to-secondary coursework and the last column presents the assigned code for 

secondary coursework. 

Exhibit 2. Subject Areas and Codes in the SCED

Subject Area

Code for 

Prior-toSecondary 

Courses

Code for 

Secondary 

Courses1

English Language and Literature 51 01

Mathematics 52 02

Life and Physical Sciences 53 03

Social Sciences and History 54 04

Fine and Performing Arts 55 05

Foreign Language and Literature 56 06

Religious Education and Theology 57 07

Physical, Health, and Safety Education 58 08

Military Science 59 09

Computer and Information Sciences 60 10

Communications and Audio/Visual Technology 61 11

Business and Marketing 62 12

Manufacturing 63 13

Health Care Sciences 64 14

Public, Protective, and Government Services 65 15

Hospitality and Tourism 66 16

Architecture and Construction 67 17

Agriculture, Food, and Natural Resources 68 18

Human Services 69 19

Transportation, Distribution, and Logistics 70 20

Engineering and Technology 71 21

2
8 • Prior-to-Secondary School Course Classification System

Exhibit 2. Subject Areas and Codes in the SCED

Subject Area

Code for 

Prior-toSecondary 

Courses

Code for 

Secondary 

Courses1

Miscellaneous 72 22

Nonsubject Specific 73

1 The taxonomy for assigning standard codes to secondary school courses is contained in Secondary School Course Classification System: 

School Codes for the Exchange of Data (SCED), available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007341.

2 No code for Military Science is used at the prior-to-secondary level.

The following sections provide the codes, titles, and descriptions for prior-to-secondary courses within the 

SCED, please refer to the Secondary School Course Classification System: School Codes for the Exchange of Data 

(SCED). Appendix A provides a list of all prior-to-secondary courses within each subject area. Appendix B 

provides information about states’ use of prior-to-secondary course codes.

Subject Area 51: 

English Language and Literature (prior-to-secondary)

Comprehensive Language Arts

51007 IB Language A (English), Middle Years Program

International Baccalaureate (IB) Language A (English), Middle Years Program courses include 

instruction in the instrumental function of a language, emphasizing skills in listening, viewing, speaking, 

reading, and writing, as well as literature encompassing a variety of periods and genres.

51008 English as a Second Language

English as a Second Language (ESL) courses are designed for English language acquisition, focusing 

on reading, writing, speaking, and listening skills. ESL courses usually begin with extensive listening and 

speaking practice, building on auditory and oral skills, and then move on to reading and writing. These 

courses provide a foundation of the basic structures of the English language, enabling students to progress 

from an elementary understanding of English words and verb tenses to a more comprehensive grasp of 

various formal and informal styles, to succeed in content classrooms, and to move into “regular” English 

courses. ESL courses may also include an orientation to the customs and culture of the diverse population in 

the United States.

51009 Language Arts Laboratory

Language Arts Laboratory courses provide instruction in basic language skills, integrating reading, 

writing, speaking, and listening, while placing great emphasis on the progress of individual students. Course 

content depends upon students’ abilities and may include vocabulary building, improving spelling and 

grammar, developing writing and composition skills, reading silently or aloud, and improving listening and 

comprehension abilities. 

51026 Language Arts (early childhood education)

Language Arts (early childhood education) courses develop students’ readiness for language arts 

learning in reading, writing, listening, and speaking. Courses may include activities related to phonics, 

—Continued
School Codes for the Exchange of Data • 9 

phonemic awareness, and vocabulary. Content is age appropriate and conforms to any existing state 

standards for early childhood education.

51027 Language Arts (pre-kindergarten)

Language Arts (pre-kindergarten) courses develop students’ readiness for language arts learning 

in reading, writing, listening, and speaking. Courses may include activities related to phonics, phonemic 

awareness, and vocabulary. Content is age appropriate and conforms to any existing state standards for prekindergarten education.

51028 Language Arts (kindergarten)

Language Arts (kindergarten) courses engage students in activities to develop their language arts 

skills (reading, writing, listening, and speaking). Course content may emphasize storytelling or reading 

aloud and evoking a written, oral, or pictorial response. Specific content depends upon state standards for 

kindergarten.

51029 Language Arts (grade 1)

Language Arts (grade 1) courses include the four aspects of language use: reading, writing, speaking, 

and listening. These courses may emphasize recognition of and response to various types of text, extension 

of vocabulary and writing skills, and the connection of language to the expression of ideas. Specific content 

depends upon state standards for grade 1.

51030 Language Arts (grade 2)

Language Arts (grade 2) courses include the four aspects of language use: reading, writing, speaking, 

and listening. These courses may build students’ skills in independent reading and writing by increasing 

reading and writing fluency, vocabulary, and recognition of word and language patterns. They may also 

introduce or reinforce the rules of grammar. Specific content depends upon state standards for grade 2.

51031 Language Arts (grade 3)

Language Arts (grade 3) courses include the four aspects of language use: reading, writing, speaking, 

and listening. These courses may emphasize independent reading and writing in a variety of assignments. 

Some emphasis may also be placed on presentation or oral communication skills. Specific content depends 

upon state standards for grade 3.

51032 Language Arts (grade 4)

Language Arts (grade 4) courses include the four aspects of language use: reading, writing, speaking, 

and listening. These courses may emphasize independent reading and writing in a variety of assignments 

and require students to respond to different material in different ways. Grammar and usage of the English 

language may also be emphasized. Specific content depends upon state standards for grade 4.

51033 Language Arts (grade 5)

Language Arts (grade 5) courses include the four aspects of language use: reading, writing, speaking, 

and listening. These courses may extend students’ skills in composition, writing for particular purposes or 

audiences, distinguishing meaning and literary functions in texts, and fluency in reading. Specific content 

depends upon state standards for grade 5.
10 • Prior-to-Secondary School Course Classification System

51034 Language Arts (grade 6)

Language Arts (grade 6) courses build upon students’ prior knowledge of grammar, vocabulary, 

word usage, and the mechanics of writing, and include the four aspects of language use: reading, writing, 

speaking, and listening. These courses may emphasize the use of language for different effects, in different 

contexts, and for different purposes. Specific content depends upon state standards for grade 6.

51035 Language Arts (grade 7)

Language Arts (grade 7) courses build upon students’ prior knowledge of grammar, vocabulary, 

word usage, and the mechanics of writing, and include the four aspects of language use: reading, writing, 

speaking, and listening. Beyond emphasizing different uses for language, these courses may also include 

using language (particularly written text) to construct meaning and connections. Specific content depends 

upon state standards for grade 7.

51036 Language Arts (grade 8)

Language Arts (grade 8) courses build upon students’ prior knowledge of grammar, vocabulary, 

word usage, and the mechanics of writing, and include the four aspects of language use: reading, writing, 

speaking, and listening. Typically, these courses use various genres of literature to improve reading skills, and 

they link writing exercises for different purposes to those reading selections. Specific content depends upon 

state standards for grade 8.

51037 Language Arts

Code 51037, representing Language Arts courses that are not grade differentiated, should be 

used when a state or locality does not have or does not employ grade-level content standards, when those 

standards may apply to a range of consecutive grades (e.g., “by third grade, students should know and be able 

to do...”), or when the content descriptions above (Language Arts, early childhood education through grade 

8) do not fit the courses offered. The grade span element should be included to define which grades may be 

incorporated in this course code.

Literature/Reading

51038 Reading (early childhood education)

Reading (early childhood education) courses develop students’ readiness for language arts, 

particularly focusing on reading skills. Courses may include activities related to phonics, phonemic 

awareness, and vocabulary. Content is age-appropriate and conforms to any existing state standards for early 

childhood education.

51039 Reading (pre-kindergarten)

Reading (pre-kindergarten) courses develop students’ readiness for language arts, particularly 

focusing on reading skills. Courses may include activities related to phonics, phonemic awareness, and 

vocabulary. Content is age-appropriate and conforms to any existing state standards for pre-kindergarten 

education.

51040 Reading (kindergarten)

Reading (kindergarten) courses engage students in activities to develop their reading skills. Course 

content may emphasize storytelling or reading aloud and evoking a written, oral, or pictorial response. 

Specific content depends upon state standards for kindergarten.
School Codes for the Exchange of Data • 11 

51041 Reading (grade 1)

Reading (grade 1) courses focus on reading skills and may emphasize recognition of and response 

to various types of text; extension of vocabulary; and the connection of language to the expression of ideas. 

Specific content depends upon state standards for grade 1.

51042 Reading (grade 2)

Reading (grade 2) courses focus on reading skills and may build students’ skills in independent 

reading by increasing reading fluency, vocabulary, and recognition of word and language patterns. Specific 

content depends upon state standards for grade 2.

51043 Reading (grade 3)

Reading (grade 3) courses focus on reading skills and may emphasize independent reading in a 

variety of assignments. Some emphasis may also be placed on presentation skills. Specific content depends 

upon state standards for grade 3.

51044 Reading (grade 4)

Reading (grade 4) courses focus on reading skills and may emphasize independent reading in a 

variety of assignments and require students to respond to different material in different ways. Specific 

content depends upon state standards for grade 4.

51045 Reading (grade 5)

Reading (grade 5) courses focus on reading skills and may extend students’ skills in distinguishing 

meaning and literary functions in texts, and fluency in reading. Specific content depends upon state 

standards for grade 5.

51046 Reading (grade 6)

Reading (grade 6) courses build upon students’ prior knowledge and skill in reading and may 

emphasize the use of language for different effects, in different contexts, and for different purposes. Specific 

content depends upon state standards for grade 6.

51047 Reading (grade 7)

Reading (grade 7) courses build upon students’ prior knowledge and skill in reading and may 

emphasize the use of language for different effects, in different contexts, and for different purposes. Specific 

content depends upon state standards for grade 7.

51048 Reading (grade 8)

Reading (grade 8) courses build upon students’ prior knowledge and skill in reading. Typically, these 

courses use various genres of literature to improve reading skills, and link exercises for different purposes to 

those reading selections. Specific content depends upon state standards for grade 8.

51049 Reading

Code 51049, representing Reading courses that are not grade differentiated, should be used when a 

state or locality does not have or does not employ grade-level content standards, when those standards may 

apply to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), or 

when the content descriptions above (Reading, early childhood education through grade 8) do not fit the 

courses offered. The grade span element should be included to define which grades may be incorporated by 

this course code.
12 • Prior-to-Secondary School Course Classification System

51053 Literature

Literature courses offer the opportunity for students to study and reflect upon the themes presented 

in the body of literature being presented. Students improve their critical-thinking skills as they determine 

the underlying assumptions and values within the reading selection and as they understand how the work 

reflects society’s problems and culture. Oral discussion is an integral part of literature courses, and written 

compositions are often required. Literature courses may survey representative works, reflect a particular genre 

or a specific theme, or survey works of a particular time or people.

51066 Strategic Reading

Strategic Reading courses are intended to improve a student’s vocabulary, critical-thinking and 

analysis skills, or reading rate and comprehension level. Although these courses typically emphasize works 

of fiction, they may also include works of nonfiction (including textbooks). Strategic Reading courses often 

have a time-management focus, offering strategies for note taking or for understanding and evaluating the 

important points of a text.

51067 Assisted Reading

Assisted Reading courses offer students the opportunity to focus on their reading skills. Assistance is 

targeted to students’ particular weaknesses and is designed to bring students’ reading comprehension up to 

the desired level or to develop strategies to read more efficiently. 

51068 Corrective Reading

Corrective Reading courses offer diagnostic and remedial activities designed to correct reading 

difficulties and habits that interfere with students’ progress in developing reading skills and understandings. 

Activities are chosen to increase or improve students’ reading comprehension, reading technique, and general 

literacy skills.

51097 Literature—Independent Study

Courses in Literature—Independent Study, often conducted with instructors as mentors, enable 

students to explore topics of interest related to literature. Independent Study courses may serve as an 

opportunity for students to expand their expertise in a particular application, to explore a topic in greater 

detail, or to develop more advanced skills.

51099 Literature—Other

Composition/Writing

51103 Composition

Composition courses focus on students’ writing skills and develop their ability to compose different 

types of papers for a range of purposes and audiences. These courses enable students to explore and practice 

descriptive, narrative, persuasive, or expositive styles as they write paragraphs, essays, letters, applications, 

formal documented papers, or technical reports. Although composition courses may present some 

opportunities for creative writing, their focus usually remains on nonfiction, scholarly, or formal writing.

51104 Creative Writing

Creative Writing courses offer students the opportunity to develop and improve their technique 

and individual style in poetry, short story, drama, essays, and other forms of prose. The emphasis of the 
School Codes for the Exchange of Data • 13 

courses is on writing; however, students may study exemplary representations and authors to obtain a fuller 

appreciation of the form and craft. Although most creative writing classes cover several expressive forms, 

others concentrate exclusively on one particular form (such as poetry or playwriting).

51128 Writing (early childhood education)

Writing (early childhood education) courses develop students’ readiness for language arts, 

particularly focusing on writing. Content is age appropriate and conforms to any existing state standards for 

early childhood education.

51129 Writing (pre-kindergarten)

Writing (pre-kindergarten) courses develop students’ readiness for language arts, particularly 

focusing on writing. Content is age appropriate and conforms to any existing state standards for prekindergarten education.

51130 Writing (kindergarten)

Writing (kindergarten) courses engage students in activities to develop their writing skills. Course 

content may emphasize storytelling or personal expression. Specific content depends upon state standards for 

kindergarten.

51131 Writing (grade 1)

Writing (grade 1) courses focus on writing skills and may emphasize recognition and creation of 

various types of text; extension of vocabulary and writing skills; and the connection of language to the 

expression of ideas. Specific content depends upon state standards for grade 1.

51132 Writing (grade 2)

Writing (grade 2) courses focus on writing skills and may build students’ skills in independent 

writing by increasing writing fluency, vocabulary, and recognition of word and language patterns. They may 

also introduce or reinforce the rules of grammar and spelling. Specific content depends upon state standards 

for grade 2.

51133 Writing (grade 3)

Writing (grade 3) courses focus on writing skills and may emphasize independent writing in a variety 

of assignments. Some emphasis may also be placed on presentation skills. Specific content depends upon 

state standards for grade 3.

51134 Writing (grade 4)

Writing (grade 4) courses focus on writing skills and may emphasize independent writing in a variety 

of assignments and require students to respond to different materials in different ways. Grammar and usage 

of the English language may also be emphasized. Specific content depends upon state standards for grade 4.

51135 Writing (grade 5)

Writing (grade 5) courses focus on writing skills and may extend students’ skills in writing for 

particular purposes or audiences, distinguishing meaning and literary functions in texts, and fluency in 

writing. Specific content depends upon state standards for grade 5.
14 • Prior-to-Secondary School Course Classification System

51136 Writing (grade 6)

Writing (grade 6) courses build upon students’ prior knowledge and skill in writing and may 

emphasize the use of language for different effects, in different contexts, and for different purposes. Specific 

content depends upon state standards for grade 6.

51137 Writing (grade 7)

Writing (grade 7) courses build upon students’ prior knowledge and skill in writing and may 

emphasize the use of language for different effects and to construct meaning and connections. Specific 

content depends upon state standards for grade 7.

51138 Writing (grade 8)

Writing (grade 8) courses build upon students’ prior knowledge and skill in writing. Typically, 

these courses use writing exercises to expand students’ understanding of the different purposes of written 

communication. Specific content depends upon state standards for grade 8.

51139 Writing

Code 51139, representing Writing courses that are not grade differentiated, should be used when a 

state or locality does not have or does not employ grade-level content standards, when those standards may 

apply to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), 

or when the content descriptions above (Writing, early childhood education through grade 8) do not fit the 

courses offered. The grade span element should be included to define which grades may be incorporated by 

this course code.

51147 Composition—Independent Study

Composition—Independent Study courses, often conducted with instructors as mentors, 

allow students to explore particular topics within the field of language arts (emphasizing composition). 

Independent Study courses may serve as an opportunity for students to expand their expertise in a particular 

application, to explore a topic in greater detail, or to develop more advanced skills.

51149 Composition—Other

Speech and Communication

51151 Public Speaking

Public Speaking courses enable students, through practice, to develop communication skills that can 

be used in a variety of speaking situations (such as small- and large-group discussions, delivery of lectures or 

speeches in front of audiences, and so on). Course topics may include (but are not limited to) research and 

organization, writing for verbal delivery, stylistic choices, visual and presentation skills, analysis and critique, 

and development of self-confidence.

51155 Communications

Communications courses focus on the application of written and oral communication skills 

through a variety of formal and informal experiences. The courses are performance based and emphasize 

effective interpersonal and team-building skills. Communications courses may also involve the study of how 

interpersonal communications are affected by stereotypes, nonverbal cues, vocabulary, and stylistic choices.
School Codes for the Exchange of Data • 15 

51197 Speech—Independent Study

Speech—Independent Study courses, often conducted with instructors as mentors, allow students to 

explore particular topics within the field of language arts (emphasizing speech). Independent Study courses 

may serve as an opportunity for students to expand their expertise in a particular application, to explore a 

topic in greater detail, or to develop more advanced skills.

51199 Speech—Other

Linguistics

51203 English—Test Preparation

English—Test Preparation courses provide to students activities in analytical thinking and with the 

skills and strategies associated with standardized test taking. Topics covered include vocabulary, reading 

comprehension, and writing strategies, as well as time management, scoring procedures, and dealing with 

test-related stress. Course materials may include national and state standardized test review materials, current 

assessment software programs, and previous standardized examinations. 

All Others

51991 Language Arts Laboratory

Language Arts Laboratory courses provide instruction in basic language skills, integrating reading, 

writing, speaking, and listening, while placing great emphasis on the progress of individual students. Course 

content depends upon students’ abilities and may include vocabulary building, improving spelling and 

grammar, developing writing and composition skills, reading silently or aloud, and improving listening and 

comprehension abilities. 

51992 English Proficiency Development

English Proficiency Development courses are designed to assist students in acquiring the skills 

necessary to pass proficiency examinations.

51996 English Language and Literature—Supplemental 

English Language and Literature—Supplemental courses, designed to be taken in addition to or in 

coordination with other English language and literature courses, provide instruction to assist students in 

acquiring English language arts skills so that students attain necessary grade-level skills or reach a desired 

competency level.

51997 English Language and Literature—Independent Study

English Language and Literature—Independent Study courses, often conducted with instructors 

as mentors, allow students to explore particular topics within the field of language arts. Independent Study 

courses may serve as an opportunity for students to expand their expertise in a particular application, to 

explore a topic in greater detail, or to develop more advanced skills.

51999 English Language and Literature—Other
16 • Prior-to-Secondary School Course Classification System

Subject Area 52: Mathematics (prior-to-secondary)

Foundation Mathematics

52001 Informal Mathematics

Informal Mathematics courses emphasize the teaching of mathematics as problem solving, 

communication, and reasoning, and highlight the connections among mathematical topics and between 

mathematics and other disciplines. These courses approach the teaching of general math, pre-algebra, and 

pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to realworld problems.

52002 General Math

General Math courses reinforce and expand students’ foundational math skills, such as arithmetic 

operations using rational numbers; area, perimeter, and volume of geometric figures; congruence and 

similarity; angle relationships; the Pythagorean theorem; the rectangular coordinate system; sets and logic; 

ratio and proportion; estimation; formulas; and solving and graphing simple equations and inequalities.

52003 Particular Topics in Foundational Mathematics

These courses examine particular topics in foundational math skills, such as arithmetic, sequences, or 

basic conceptual skills, rather than providing a more comprehensive overview of mathematics.

52028 Mathematics (early childhood education)

Mathematics (early childhood education) courses cover foundational skills and concepts related to 

mathematics. Content is age appropriate and conforms to any existing state standards for early childhood 

education.

52029 Mathematics (pre-kindergarten)

Mathematics (pre-kindergarten) courses cover foundational skills and concepts related to 

mathematics. Content is age appropriate and conforms to any existing state standards for pre-kindergarten 

education.

52030 Mathematics (kindergarten)

Mathematics (kindergarten) courses typically introduce and reinforce basic concepts of mathematics 

such as counting whole numbers and understanding patterns, time, and money. Specific content depends 

upon state standards for kindergarten.

52031 Mathematics (grade 1)

Mathematics (grade 1) courses typically help build a conceptual foundation in number, operation, 

and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; 

and measurement. These courses often require students to develop their numerical fluency and to make 

calculation predictions. Specific content depends upon state standards for grade 1.

52032 Mathematics (grade 2)

Mathematics (grade 2) courses typically continue to build a conceptual foundation in number, 

operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial 

reasoning; and measurement. These courses often require students to develop their numerical fluency, 
School Codes for the Exchange of Data • 17 

particularly in addition and subtraction, and to solve problems using those operations as well as estimation. 

Specific content depends upon state standards for grade 2.

52033 Mathematics (grade 3)

Mathematics (grade 3) courses typically emphasize number, operation, and quantitative reasoning; 

patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement. These 

courses often require students to improve their numerical fluency, adding multiplication and division 

to addition and subtraction operations, using whole numbers and parts (quarters, thirds, halves), and 

estimation. Specific content depends upon state standards for grade 3.

52034 Mathematics (grade 4)

Mathematics (grade 4) courses typically emphasize number, operation, and quantitative reasoning; 

patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement. Course 

content may include activities that help students increase operational fluency, make connections between 

abstract symbols and concrete events or concepts, or present conclusions based on data. Specific content 

depends upon state standards for grade 4.

52035 Mathematics (grade 5)

Mathematics (grade 5) courses typically emphasize number, operation, and quantitative reasoning; 

patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement. Course 

content may include activities that help students increase operational fluency, make connections between 

abstract symbols and concrete events or concepts, or present their mathematical reasoning. Specific content 

depends upon state standards for grade 5.

52036 Mathematics (grade 6)

Mathematics (grade 6) courses typically emphasize skills in numerical operations (including basic 

operations and their proper order); measurement; patterns; simple functions; geometry; and concepts of data 

analysis, including statistics and probability. Specific content depends upon state standards for grade 6. 

52037 Mathematics (grade 7)

Mathematics (grade 7) courses typically emphasize proficiency in skills involving numbers and 

operations; measurement; patterns; functions; algebraic formulas; geometry; and concepts of data analysis, 

including statistics and probability. Specific content depends upon state standards for grade 7. 

52038 Mathematics (grade 8)

Mathematics (grade 8) courses typically emphasize proficiency in skills involving numbers and 

operations, measurement, patterns, simple functions, algebra, geometry, statistics, and probability. Specific 

content depends upon state standards for grade 8. 

52039 Mathematics

Code 52039, representing Mathematics courses that are not grade differentiated, should be used 

when a state or locality does not have or does not employ grade-level content standards, when those 

standards may apply to a range of consecutive grades (e.g., “by third grade, students should know and be able 

to do...”), or when the content descriptions above (Mathematics, early childhood education through grade 

8) do not fit the courses offered. The grade span element should be included to define which grades may be 

incorporated by this course code.
18 • Prior-to-Secondary School Course Classification System

52047 Foundation Math—Independent Study

Foundation Math—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest related to foundational mathematics. Independent Study courses may 

serve as an opportunity for students to expand their expertise in a particular application, to explore a topic in 

greater detail, or to develop more advanced skills.

52049 Foundation Math—Other

Pure Mathematics

52051 Pre-Algebra

Pre-Algebra courses increase students’ foundational math skills and prepare them for Algebra I by 

covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, 

estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving 

first-degree equations and inequalities.

52052 Algebra I

Algebra I courses include 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. 

52061 Integrated Math—Multiyear Equivalent

Integrated Math courses emphasize the teaching of mathematics as problem solving, communication, 

and reasoning, and emphasize the connections among mathematical topics and between mathematics 

and other disciplines. The multiperiod sequence of Integrated Math replaces the traditional Algebra I–

Geometry–Algebra II sequence of courses, and usually covers the following topics during a 3- or 4-year 

sequence: algebra, functions, geometry from both synthetic and algebraic perspectives, trigonometry, 

statistics and probability, discrete mathematics, the conceptual underpinnings of calculus, and mathematical 

structure.

52069 Algebra—Other

52071 Informal Geometry

Informal Geometry courses emphasize a practical approach to the study of geometry and deemphasize an abstract, formal approach. Topics typically include properties of and work with plane and solid 

figures; inductive methods of reasoning and use of logic; concepts of congruence, similarity, parallelism, 

perpendicularity, and proportion; and rules of angle measurement in triangles.

52072 Geometry

Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically 

include 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.
School Codes for the Exchange of Data • 19 

52073 Analytic Geometry

Analytic Geometry courses include the study of the nature and intersection of lines and planes in 

space, including vectors, the polar coordinate system, equations and graphs of conic sections, rotations and 

transformations, and parametric equations. 

52074 Principles of Algebra and Geometry

Principles of Algebra and Geometry courses combine the study of some pre-algebra and algebra 

topics with introductory geometry topics. These courses include the study of formulas; algebraic expressions; 

first-degree equations and inequalities; the rectangular coordinate system; area, perimeter, and volume of 

geometric figures; and properties of triangles and circles. 

52075 Particular Topics in Geometry

These courses examine specific topics in geometry, such as solid or technical geometry, rather than 

provide a general study of the field of geometry.

52079 Geometry—Other

52132 IB Mathematics, Middle Years Program

International Baccalaureate (IB) Mathematics, Middle Years Program courses are built on a 

framework of five branches of mathematics: number, algebra, geometry and trigonometry, statistics and 

probability, and discrete mathematics. The program encourages students to develop an understanding of 

mathematical reasoning and processes, the ability to apply mathematics and evaluate the significance of 

results, the ability to develop strategies for problems in which solutions are not obvious, and the acquisition 

of mathematical intuition.

Applied Mathematics

52157 Consumer Math

Consumer Math courses reinforce general math topics (such as arithmetic using rational numbers, 

measurement, ratio and proportion, and basic statistics) and apply these skills to consumer problems and 

situations. Applications typically include budgeting, taxation, credit, banking services, insurance, buying 

and selling products and services, home and/or car ownership and rental, managing personal income, and 

investment. 

All Others

52991 History of Math

History of Math courses include a study of the historical development of numbers, computation, 

algebra, and geometry. Figures critical to the development of mathematics (e.g., Pythagoras, Pascal, and 

Descartes) or important developments (e.g., pi, decimal fractions, probability theory, and calculus) often 

form the backbone of these classes. 

52993 Mathematics—Test Preparation

Mathematics—Test Preparation courses provide to students activities in analytical thinking and with 

the skills and strategies associated with taking standardized tests (such as the PSAT, SAT, and ACT). Topics 
20 • Prior-to-Secondary School Course Classification System

covered include strategies for arithmetic, algebra, geometry, and quantitative comparison problems as well as 

time management, scoring procedures, calculator usage, and management of test-related stress.

52994 Mathematics Proficiency Development

Mathematics Proficiency Development courses are designed to assist students in acquiring the skills 

necessary to pass proficiency examinations.

52996 Mathematics—Supplemental 

Mathematics—Supplemental courses, designed to be taken in addition to or in coordination with 

other mathematics courses, provide instruction to assist students in acquiring mathematic skills so that 

students attain necessary grade-level skills or reach a desired competency level.

52997 Mathematics—Independent Study

Mathematics—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest related to mathematics. Independent Study courses may serve as an 

opportunity for students to expand their expertise in a particular application, to explore a topic in greater 

detail, or to develop more advanced skills.

52999 Mathematics—Other

Subject Area 53: Life and Physical Sciences (prior-to-secondary)

Earth Science

53008 Earth/Space Science

Earth/Space Science covers basic principles of earth and space science. These may include plate 

tectonics, rocks and the rock cycle, weather, ocean currents, movements of the Earth, moon, and planets, 

components of the galaxy and universe, or other topics consistent with state academic standards for earth 

and space science. 

53009 Particular Topics in Earth Science

Particular Topics in Earth Science courses concentrate on a particular subtopic within the field 

of earth science (such as oceanography, meteorology, physical geography, and so on) that is not otherwise 

described within this classification system. 

53047 Earth Science—Independent Study

Earth Science—Independent Study courses, often conducted with instructors as mentors, 

enable students to explore scientific topics of interest, using advanced methods of scientific inquiry and 

experimentation. These courses may be offered in conjunction with other science courses or may serve as an 

opportunity to explore a topic of special interest.

53049 Earth Science—Other
School Codes for the Exchange of Data • 21 

Biology

53051 Biology

Biology courses are designed to provide information regarding the fundamental concepts of life and 

life processes. These courses include (but are not restricted to) such topics as cell structure and function, 

general plant and animal physiology, genetics, and taxonomy.

53063 Particular Topics in Biology

Particular Topics in Biology courses concentrate on a particular subtopic within the field of biology 

(such as botany, zoology, genetics, and so on) that is not otherwise described within this classification 

system. 

53097 Biology—Independent Study

Biology—Independent Study courses, often conducted with instructors as mentors, enable students 

to explore scientific topics of interest, using advanced methods of scientific inquiry and experimentation. 

These courses may be offered in conjunction with other science courses or may serve as an opportunity for 

students to explore a topic of special interest.

53099 Biology—Other

Chemistry

53101 Chemistry

Chemistry courses involve studying the composition, properties, and reactions of substances. These 

courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid/base and oxidation/

reduction reactions; and atomic structure. Chemical formulas and equations and nuclear reactions are also 

studied.

53108 Particular Topics in Chemistry

Particular Topics in Chemistry courses concentrate on a particular subtopic within the field of 

chemistry (such as chromatography and spectrometry) that is not otherwise described in this classification 

system.

53147 Chemistry—Independent Study

Chemistry—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore scientific topics of interest, using advanced methods of scientific inquiry and 

experimentation. These courses may be offered in conjunction with other rigorous science courses or may 

serve as an opportunity to explore a topic of special interest.

53149 Chemistry—Other

Physics

53151 Physics

Physics courses involve the study of the forces and laws of nature affecting matter, such as 

equilibrium, motion, momentum, and the relationships between matter and energy. The study of physics 

includes examination of sound, light, and magnetic and electric phenomena.
22 • Prior-to-Secondary School Course Classification System

53153 Principles of Technology

Principles of Technology courses focus on the study of the forces and laws of nature and their 

application to modern technology. Equilibrium, motion, momentum, energy conversion, electromagnetism, 

and optical phenomena are presented in the context of current, real-world applications. Demonstrations, 

math labs, and applied laboratory experiments are an integral part of the Principles of Technology 

curriculum. 

53158 Life Science

Life Science courses cover the basic principles of life and life processes. These topics may include 

cells, species, ecosystems, reproduction, genetics, or other topics consistent with state academic standards for 

life science. 

53159 Physical Science (prior-to-secondary)

Physical Science (prior-to-secondary) courses cover basic principles of physical science, such as 

matter, energy, force, and motion. Topics may include conservation of energy and matter, the atomic model, 

the periodic table, electricity, or other topics consistent with state academic standards for physical science. 

53162 Particular Topics in Physics

Particular Topics in Physics courses concentrate on a particular subtopic within the field of physics 

(such as optics, thermodynamics, quantum physics, and so on) that is not otherwise described in this 

classification system.

53197 Physics—Independent Study

Physics—Independent Study courses, often conducted with instructors as mentors, enable students 

to explore scientific topics of interest, using advanced methods of scientific inquiry and experimentation. 

These courses may be offered in conjunction with other rigorous science courses or may provide an 

opportunity for students to explore a topic of special interest.

53199 Physics—Other

Integrated/Other

53201 Integrated Science

The specific content of Integrated Science courses varies, but they draw upon the principles of several 

scientific specialties—earth science, physical science, biology, chemistry, and physics—and organize the 

material around thematic units. Common themes covered include systems, models, energy, patterns, change, 

and constancy. These courses use appropriate aspects from each specialty to investigate applications of the 

theme.

53202 Unified Science

Unified Science courses combine more than one branch of science into a cohesive study or may 

integrate science with another discipline. General scientific concepts are explored, as are the principles 

underlying the scientific method and experimentation techniques.
School Codes for the Exchange of Data • 23 

53203 IB Sciences, Middle Years Program

International Baccalaureate (IB) Sciences, Middle Years Program courses provide to students a body 

of knowledge and an understanding of the scientific approach to problem solving. It may be organized as 

biology, chemistry, and physics, or as an integrated sciences course. The course requires students to formulate 

hypotheses, design and carry out experiments to test them, and evaluate results.

53228 Science (early childhood education)

Science (early childhood education) courses cover foundational skills and concepts related to 

science, such as investigation and observation. Content is age appropriate and conforms to any existing state 

standards for early childhood education.

53229 Science (pre-kindergarten)

Science (pre-kindergarten) courses cover foundational skills and concepts related to science, such as 

investigation and observation. Content is age-appropriate and conforms to any existing state standards for 

pre-kindergarten education.

53230 Science (kindergarten)

Science (kindergarten) courses encourage students to observe and describe properties of organisms, 

systems, and the environment. Students may raise questions, identify patterns, and record observations. 

Specific content depends upon state standards for kindergarten.

53231 Science (grade 1)

Science (grade 1) courses allow students to identify interactions and patterns in objects and events 

and to record observations in written or visual form. Typically, students investigate systems of living 

organisms and the environment. Specific content depends upon state standards for grade 1.

53232 Science (grade 2)

Science (grade 2) courses continue to introduce students to basic scientific processes and principles. 

Course content may include identification of patterns, classification and sequencing, or manipulation of 

systems to observe interactions between parts and record the effects of change. Specific content depends 

upon state standards for grade 2.

53233 Science (grade 3)

Science (grade 3) courses involve observation, measurement, and description of simple systems. 

Course content may include the scientific process; life and environmental science; and physical, earth, and 

space science. Specific content depends upon state standards for grade 3.

53234 Science (grade 4)

Science (grade 4) courses typically explore complex systems, such as plant and animal adaptation, 

forces and motion, and physical and chemical changes in matter, or content consistent with state academic 

standards. Students may identify causes and effects of change, make predictions, and gather data from 

multiple sources. Specific content depends upon state standards for grade 4.

53235 Science (grade 5)

Science (grade 5) courses build on the study of various systems. They may include identification 

and description of cycles, comparisons of forms of matter and energy, forces, or content consistent with 
24 • Prior-to-Secondary School Course Classification System

state academic standards. Students may make comparisons and interpret and analyze information. Specific 

content depends upon state standards for grade 5.

53236 Science (grade 6)

Science (grade 6) courses typically include subject matter from several strands of science, including 

earth/space sciences, physical sciences, and life or environmental sciences, and may organize material around 

thematic units. Specific content depends upon state standards for grade 6.

53237 Science (grade 7)

Science (grade 7) courses build on previous years of scientific inquiry and typically include subject 

matter from several strands of science, including earth sciences, physical sciences, and life or environmental 

sciences, and may organize material around thematic units. Specific content depends upon state standards 

for grade 7.

53238 Science (grade 8)

Science (grade 8) courses typically include subject matter from several strands of science, including 

earth sciences, physical sciences, and life or environmental sciences, and may organize material around 

thematic units. Specific content depends upon state standards for grade 8.

53239 Science

Code 53239, representing Science courses that are not grade differentiated, should be used when a 

state or locality does not have or does not employ grade-level content standards, when those standards may 

apply to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), 

or when the content descriptions above (Science, early childhood education through grade 8) do not fit the 

courses offered. The grade span element should be included to define which grades may be incorporated by 

this course code.

53994 Life and Physical Sciences—Proficiency Development

Life and Physical Sciences—Proficiency Development courses are designed to assist students in 

acquiring the skills necessary to pass proficiency examinations related to the life sciences and physical 

sciences.

53996 Life and Physical Sciences—Supplemental 

Life and Physical Sciences—Supplemental courses, designed to be taken in addition or in 

coordination with other life and physical science courses, provide instruction to assist students in acquiring 

science skills so that students attain necessary grade-level skills or reach a desired competency level.

53997 Life and Physical Sciences—Independent Study

Life and Physical Sciences—Independent Study courses, often conducted with instructors as 

mentors, enable students to explore scientific topics of interest, using advanced methods of scientific inquiry 

and experimentation. These courses may be offered in conjunction with other rigorous science courses or 

may serve as an opportunity to explore a topic of special interest.

53999 Life and Physical Sciences—Other
School Codes for the Exchange of Data • 25 

Subject Area 54: Social Sciences and History (prior-to-secondary)

Geography

54001 World Geography

World Geography courses provide an overview of world geography, but may vary widely in the 

topics they cover. Topics typically include the physical environment; the political landscape; the relationship 

between people and the land; economic production and development; and the movement of people, goods, 

and ideas. 

54002 Particular Topics in Geography

Particular Topics in Geography courses examine a particular topic in geography, such as physical or 

cultural geography, or the geography of a particular area or region, rather than provide an overview of the 

field. 

54003 U.S. Geography

U.S. Geography courses provide an overview of the geography of the United States. Topics typically 

include the physical environment, the political landscape, the relationship between people and the land, and 

economic production and development.

54047 Geography—Independent Study

Geography—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest within geography. Independent Study courses may provide an 

opportunity for students to expand their expertise in a particular specialization, to explore a topic of special 

interest, or to develop more advanced skills.

World History

54051 World History—Overview

World History—Overview courses provide an overview of the history of human society from early 

civilization to the contemporary period, examining political, economic, social, religious, military, scientific, 

and cultural developments. World History—Overview courses may include geographical studies, but often 

these components are not as explicitly taught as geography.

54061 World Area Studies

World Area Studies courses examine the history, politics, economics, society, and/or culture of one 

or more regions of the world, such as Africa, Latin America, the former Soviet Union, Far East Asia, and 

the Middle East. These courses may focus primarily on the history of a particular region or may take an 

interdisciplinary approach to the contemporary issues affecting the region. Furthermore, these courses may 

emphasize one particular country (other than the United States) rather than a region or continent.

54062 World People Studies

World People Studies courses allow students to study various types of subgroups that have something 

in common such as religion, gender, or culture. Similar in style to World Area Studies, but focusing on 

a group of people rather than on a specific region, these courses examine a subgroup’s history, politics, 

economics, and/or culture.
26 • Prior-to-Secondary School Course Classification System

54063 Western Civilization

Western Civilization courses apply an interdisciplinary approach to the study of Western cultural 

traditions, frequently using a chronological framework. Course content typically includes a survey of the 

major developments in and contributors to art and architecture, literature, religion and philosophy, and 

culture. These courses may also cover intellectual and political movements.

54064 Contemporary World Issues

Contemporary World Issues courses enable students to study political, economic, and social issues 

facing the world. These courses may focus on current issues, examine selected issues throughout the 20th 

century, and look at historical causes or possible solutions.

54097 World History—Independent Study

World History—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest within world history. Independent Study courses may provide an 

opportunity for students to expand their expertise in a particular period or area, to explore a topic of special 

interest, or to develop more advanced skills.

U.S. History

54101 U.S. History—Comprehensive

U.S. History—Comprehensive courses provide an overview of the history of the United States, 

examining time periods from discovery or colonialism through World War II or after. These courses 

typically include a historical overview of political, military, scientific, and social developments. Course 

content may include a history of the North American peoples before European settlement.

54105 State-Specific Studies

State-Specific Studies courses examine the history, politics, economics, society, and/or cultures of 

one state in the United States. This course may focus primarily on the history of that state or may take an 

interdisciplinary approach to the contemporary issues affecting it.

54106 Contemporary U.S. Issues

Contemporary U.S. Issues courses study the political, economic, and social issues facing the United 

States, with or without an emphasis on state and local issues. These courses may focus on current issues or 

may examine selected issues that span throughout the 20th century to the present.

54107 U.S. Ethnic Studies

U.S. Ethnic Studies courses examine the history, politics, economics, society, and/or culture of one 

or more of the racial/ethnic groups in the United States. These courses may focus primarily on the history of 

an individual racial/ethnic group or may take a more comprehensive approach to studying the contemporary 

issues affecting racial/ethnic groups overall.

54147 U.S. History—Independent Study

U.S. History—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest within U.S. History. Independent Study courses may provide an 

opportunity for students to expand their expertise in a particular period or area, to explore a topic in greater 

detail, or to develop more advanced skills.
School Codes for the Exchange of Data • 27 

54149 U.S. History—Other

Government, Politics, and Law

54151 U.S. Government—Comprehensive

U.S. Government—Comprehensive courses provide an overview of the structure and functions of 

the U.S. government and political institutions and examine constitutional principles, the concepts of rights 

and responsibilities, the role of political parties and interest groups, and the importance of civic participation 

in the democratic process. These courses may examine the structure and function of state and local 

governments and may cover certain economic and legal topics.

54161 Civics

Civics courses examine the general structure and functions of American systems of government, 

the roles and responsibilities of citizens to participate in the political process, and the relationship of the 

individual to the law and legal system. These courses do not typically delve into the same degree of detail on 

constitutional principles or the role of political parties and interest groups as do comprehensive courses in 

U.S. Government. 

54171 IB Humanities, Middle Years Program

International Baccalaureate (IB) Humanities, Middle Years Program courses aim to develop the 

understanding and application of concepts (time, place and space, change, systems and global awareness) 

and skills (technical, analytical, problem solving, and investigative). Content may include topics such as 

geography, history, economics, politics, civics, sociology, anthropology, and psychology. 

54197 Government, Politics, and Law—Independent Study

Government, Politics, and Law—Independent Study courses, often conducted with instructors 

as mentors, enable students to explore topics of interest within one of the fields of Government, Politics, 

and Law. These courses may provide an opportunity for students to expand their expertise in a particular 

specialization, to explore a topic of special interest, or to develop more advanced skills.

54199 Government, Politics, and Law—Other

General Social Studies

54428 Social Studies (early childhood education)

Social Studies (early childhood education) courses provide a developmentally appropriate 

understanding of social studies concepts, helping students begin to develop an understanding of self and 

others; the concept of time (past and present events); and skills conducive to citizenship, such as group 

decisionmaking. Content is age appropriate and conforms to any existing state standards for early childhood 

education.

54429 Social Studies (pre-kindergarten)

Social Studies (pre-kindergarten) courses provide a developmentally appropriate understanding of 

social studies concepts, helping students begin to develop an understanding of self and others; the concept of 

time (past and present events); and skills conducive to citizenship, such as group decisionmaking. Content is 

age appropriate and conforms to any existing state standards for pre-kindergarten education.
28 • Prior-to-Secondary School Course Classification System

54430 Social Studies (kindergarten)

Social Studies (kindergarten) courses generally provide initial foundations in the social studies 

disciplines: history, geography, civics and government, and economics. Specific content depends upon state 

standards for kindergarten.

54431 Social Studies (grade 1)

Social Studies (grade 1) courses develop foundational skills in the social studies disciplines: history, 

geography, civics and government, and economics. These disciplines are often taught together and organized 

around a theme. Specific content depends upon state standards for grade 1.

54432 Social Studies (grade 2)

Social Studies (grade 2) courses help students reach greater understanding of the social studies 

disciplines: history, geography, civics and government, and economics. Courses often offer study of these 

disciplines in an integrated fashion, through the context of a specific theme or discipline, such as state-based 

social studies or the history of a people. Specific content depends upon state standards for grade 2.

54433 Social Studies (grade 3)

Social Studies (grade 3) courses build on previous knowledge and introduce concepts in the social 

studies disciplines: history, geography, civics and government, and economics. Instruction of the disciplines 

is often integrated for instructional purposes. Students may study these disciplines through the context of a 

specific theme or discipline, such as state-based social studies or U.S. history. Specific content depends upon 

state standards for grade 3.

54434 Social Studies (grade 4)

Social Studies (grade 4) courses continue to develop skills in history, geography, civics and 

government, and economics. Although the four disciplines are typically integrated, these courses may take 

a more discipline-specific approach, such as concentrating on U.S. history, state-specific history, or civic 

engagement for periods of time. Specific content depends upon state standards for grade 4.

54435 Social Studies (grade 5)

Social Studies (grade 5) courses continue to develop skills in history, geography, civics and 

government, and economics. These courses may be more discipline-specific (dividing up state history, U.S. 

history, geography, government, and so on). Specific content depends upon state standards for grade 5.

54436 Social Studies (grade 6)

Social Studies (grade 6) courses provide a greater understanding of social studies disciplines, 

including history, geography, civics and government, and economics. These courses often focus on the 

history, culture, and government of various specific world societies. Typically, students develop skills used in 

the social studies disciplines. Specific content depends upon state standards for grade 6.

54437 Social Studies (grade 7)

Social Studies (grade 7) courses provide continued development of understanding and skills in 

the social studies disciplines: history, geography, civics and government, and economics. Specific content 

depends upon state standards for grade 7.
School Codes for the Exchange of Data • 29 

54438 Social Studies (grade 8)

Social Studies (grade 8) courses provide continued development of understanding and skills in the 

social studies disciplines: history, geography, civics and government, and economics. Typically, these courses 

focus on single disciplines at a time (e.g., state-specific history and government, U.S. history, world history, 

or civics) to develop discipline-related skills. Specific content depends upon state standards for grade 8.

54439 Social Studies

Code 54439, representing Social Studies courses that are not grade differentiated, should be 

used when a state or locality does not have or does not employ grade-level content standards, when those 

standards may apply to a range of consecutive grades (e.g., “by third grade, students should know and be able 

to do...”), or when the content descriptions above (Social Studies, early childhood education through grade 

8) do not fit the courses offered. The grade span element should be included to define which grades may be 

incorporated by this course code.

All Others

54996 Social Sciences and History—Supplemental 

Social Sciences and History—Supplemental courses, designed to be taken in addition to or in 

coordination with other social sciences and history courses, provide instruction to assist students in acquiring 

social studies/social science skills so that students attain necessary grade-level skills or reach a desired 

competency level.

54997 Social Sciences and History—Independent Study

Social Sciences and History—Independent Study courses, often conducted with instructors as 

mentors, enable students to explore topics of interest within one of the fields of social studies. These courses 

provide an opportunity for students to expand their expertise in a particular specialization, to explore a topic 

of special interest, or to develop more advanced skills.

54999 Social Sciences and History—Other

Subject Area 55: Fine and Performing Arts (prior-to-secondary)

Dance

55001 Dance Technique

Dance Technique courses provide experience in one or several dance forms (e.g., modern, jazz, ballet, 

and tap). Initial classes are usually introductory in nature, while the more advanced classes concentrate on 

improving students’ technique and may offer or require experience in choreography and dance evaluation.

55002 Dance Repertory

Dance Repertory courses provide the opportunity for students with prior dance experience to 

develop dance techniques in small groups; these classes require auditions and emphasize performance.

55003 Expressive Movement

Expressive Movement courses help develop students’ ability to move expressively, without an 

emphasis on particular dance forms or on developing specific dance techniques.
30 • Prior-to-Secondary School Course Classification System

55004 Dance Appreciation

Dance Appreciation courses expand students’ knowledge of dance as an art form and help develop 

students’ ability to evaluate dance performances. Learning the history of one or several dance forms may also 

be included as a course objective.

55005 Choreography

Choreography courses teach students how to arrange and direct dancers’ movements. Course 

content includes application of the elements and principles of dance, study of historical and contemporary 

dance from a worldwide perspective, and instruction in critique. Course objectives include developing 

an appreciation of dance as a communicative art form and self-expression. Students sometimes gain 

performance experience.

55028 Dance (early childhood education)

Dance (early childhood education) courses provide developmentally appropriate activities to create 

awareness of bodily movement and its potential for creativity, expression, and communication. Specific 

course content conforms to any existing state standards for early childhood education.

55029 Dance (pre-kindergarten)

Dance (pre-kindergarten) courses provide developmentally appropriate activities to create awareness 

of bodily movement and its potential for creativity, expression, and communication. Specific course content 

conforms to any existing state standards for pre-kindergarten.

55030 Dance (kindergarten)

Dance (kindergarten) courses provide developmentally appropriate activities to create awareness of 

bodily movement and its potential for creativity, expression, and communication. Specific course content 

conforms to any existing state standards for kindergarten.

55031 Dance (grade 1)

Dance (grade 1) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen their critical abilities. 

Specific course content conforms to any existing state standards for grade 1.

55032 Dance (grade 2)

Dance (grade 2) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen their critical abilities. 

Specific course content conforms to any existing state standards for grade 2.

55033 Dance (grade 3)

Dance (grade 3) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 
School Codes for the Exchange of Data • 31 

styles of dance, appreciate the culture and history of dance forms, and strengthen their critical abilities. 

Specific course content conforms to any existing state standards for grade 3.

55034 Dance (grade 4)

Dance (grade 4) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen their critical abilities. 

Specific course content conforms to any existing state standards for grade 4.

55035 Dance (grade 5)

Dance (grade 5) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 5.

55036 Dance (grade 6)

Dance (grade 6) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 6.

55037 Dance (grade 7)

Dance (grade 7) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 7.

55038 Dance (grade 8)

Dance (grade 8) courses typically provide activities that foster creative expression, communication 

through artistic endeavor, appreciation of culture and heritage, and evaluative and critical thinking using 

the art of dance. Activities may include those that enable students to develop their technique, learn different 

styles of dance, appreciate the culture and history of dance forms, and strengthen the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 8.

55039 Dance

Code 55039, representing Dance courses that are not grade differentiated, should be used when a 

state or locality does not have or does not employ grade-level content standards, when those standards may 

apply to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), 

or when the content descriptions above (Dance, early childhood education through grade 8) do not fit the 

courses offered. The grade span element should be included to define which grades may be incorporated by 

this course code.
32 • Prior-to-Secondary School Course Classification System

55047 Dance—Independent Study

Dance—Independent Study courses, often conducted with instructors or professional dancers/

choreographers as mentors, enable students to explore a particular dance form. Independent Study courses 

may serve as an opportunity for students to expand their expertise in a particular form or style, to explore a 

topic in greater detail, or to develop more advanced skills.

55049 Dance—Other

Drama

55051 Introduction to the Theater

Introduction to the Theater courses provide an overview of the art, conventions, and history of the 

theater. Although the courses sometimes include experiential exercises, they emphasize learning about the 

theater rather than performance. Students learn about one or more of the following topics: basic techniques 

in acting, major developments in dramatic literature, major playwrights, the formation of theater as a 

cultural tradition, and critical appreciation of the art. 

55052 Theatre Arts

Theatre arts courses focus on the study and performance of drama, including musical theatre. These 

courses review a wide range of scripted materials, such as plays, screenplays, teleplays, readers’ theatre scripts, 

dramatic criticism, creation of original dramatic works, and the role of dramatic arts in society. In addition, 

students work collaboratively on performances.

55053 Drama—Comprehensive

Drama—Comprehensive courses are intended to help develop students’ experience and skill in 

one or more aspects of theatrical production. Initial courses are usually introductory in nature, providing 

an overview of the features of drama, such as acting, set design, stage management, and so on. The more 

advanced courses concentrate on improving technique, expanding students’ exposure to different types of 

theatrical techniques and traditions, and increasing their chances of participating in public productions. 

These courses may also provide a discussion of career opportunities in the theater.

55054 Exploration in Drama

Exploration in Drama courses are designed to enhance students’ understanding of life through the 

study and performance of dramatic works. They emphasize developing students’ ability to express themselves 

and establish personal criteria for the critical evaluation of drama activities. 

55068 Drama (early childhood education)

Drama (early childhood education) courses provide developmentally appropriate activities to enable 

students to express themselves through dramatic play and storytelling. Specific course content conforms to 

any existing state standards for early childhood education.

55069 Drama (pre-kindergarten)

Drama (pre-kindergarten) courses provide developmentally appropriate activities to enable students 

to express themselves through dramatic play and storytelling. Specific course content conforms to any 

existing state standards for pre-kindergarten.
School Codes for the Exchange of Data • 33 

55070 Drama (kindergarten)

Drama (kindergarten) courses provide developmentally appropriate activities to enable students to 

express themselves through dramatic play and storytelling. Specific course content conforms to any existing 

state standards for kindergarten.

55071 Drama (grade 1)

Drama (grade 1) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. Specific course content conforms to any existing state standards for 

grade 1.

55072 Drama (grade 2)

Drama (grade 2) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. Specific course content conforms to any existing state standards for 

grade 2.

55073 Drama (grade 3)

Drama (grade 3) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. Specific course content conforms to any existing state standards for 

grade 3.

55074 Drama (grade 4)

Drama (grade 4) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. Activities may include those that enable students to refine their 

technique, increase their artistic vocabulary, express themselves and their world view, and strengthen their 

critical abilities. Specific course content conforms to any existing state standards for grade 4.

55075 Drama (grade 5)

Drama (grade 5) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. Activities may include those that enable students to refine their 

technique, increase their artistic vocabulary, express themselves and their world view, and strengthen their 

critical abilities. Specific course content conforms to any existing state standards for grade 5.

55076 Drama (grade 6)

Drama (grade 6) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. Activities may include those that enable students to refine their 

technique, increase their artistic vocabulary, express themselves and their world view, and strengthen their 

critical abilities. Specific course content conforms to any existing state standards for grade 6.
34 • Prior-to-Secondary School Course Classification System

55077 Drama (grade 7)

Drama (grade 7) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. As appropriate, students may focus on acting techniques and 

traditions, other aspects of drama (staging, lighting, costuming), or both. Specific course content conforms 

to any existing state standards for grade 7.

55078 Drama (grade 8)

Drama (grade 8) courses enable students to express themselves through dramatic play and 

storytelling. Course content typically includes the use of movement, language, character, plot, and spectacle 

to portray imaginary or real experiences. As appropriate, students may focus on acting techniques and 

traditions, other aspects of drama (staging, lighting, costuming), or both. Specific course content conforms 

to any existing state standards for grade 8.

55079 Drama

Code 55079, representing Drama courses that are not grade differentiated, should be used when a 

state or locality does not have or does not employ grade-level content standards, when those standards may 

apply to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), 

or when the content descriptions above (Drama, early childhood education through grade 8) do not fit the 

courses offered. The grade span element should be included to define which grades may be incorporated by 

this course code.

55097 Drama—Independent Study

Drama—Independent Study courses, often conducted with instructors or artists as mentors, enable 

students to explore a particular theatrical form. Independent Study courses may serve as an opportunity 

for students to expand their expertise in a particular form or style, to explore a topic in greater detail, or to 

develop more advanced skills.

55099 Drama—Other

Music

55101 General Band

General Band courses develop students’ technique for playing brass, woodwind, and percussion 

instruments and cover a variety of nonspecified band literature styles (concert, marching, orchestral, and 

modern styles).

55102 Concert Band

Courses in Concert Band are designed to promote students’ technique for playing brass, woodwind, 

and percussion instruments and cover a variety of band literature styles, primarily for concert performances.

55103 Marching Band

Courses in Marching Band are intended to develop students’ technique for playing brass, 

woodwind, and percussion instruments and cover appropriate band literature styles, primarily for marching 

performances.
School Codes for the Exchange of Data • 35 

55104 Orchestra

Orchestra courses are designed to develop students’ abilities to play brass, woodwind, percussion, and 

string instruments, covering a variety of string and orchestral literature styles.

55105 Contemporary Band

Contemporary Band courses help students develop their techniques for playing brass, woodwind, 

percussion, and string instruments, as well as guitars and keyboards, focusing primarily on contemporary 

stage band literature styles, such as traditional jazz, jazz improvisation, and rock.

55106 Instrumental Ensembles

Instrumental Ensemble courses are intended to develop students’ technique for playing brass, 

woodwind, percussion, and/or string instruments in small ensemble groups. Instrumental Ensemble courses 

cover one or more instrumental ensemble or band literature styles.

55110 Chorus

Chorus courses provide the opportunity to sing a variety of choral literature styles for men’s and/or 

women’s voices and are designed to develop vocal techniques and the ability to sing parts.

55111 Vocal Ensembles

Vocal Ensemble courses are intended to develop vocal techniques and the ability to sing parts in 

small ensemble or madrigal groups. Course goals may include the development of solo or improvisational 

singing ability and may emphasize one or several ensemble literature styles.

55116 Music History/Appreciation

Music History/Appreciation courses survey different musical styles and periods with the intent of 

increasing students’ enjoyment of musical styles and/or developing their artistic or technical judgment. 

Music History/Appreciation courses may also focus on developing an understanding of a particular style or 

period.

55118 Music Appreciation

Similar in nature to Music History/Appreciation courses, Music Appreciation courses focus 

specifically on students’ appreciation of music. They are designed to help students explore the world of music 

and to develop an understanding of the importance of music in their lives. 

55128 Music (early childhood education)

Music (early childhood education) courses provide developmentally appropriate activities to enable 

students to create and perform music, listen and respond to musical compositions, and incorporate their 

musical experiences with other activities and subjects. Specific course content conforms to any existing state 

standards for early childhood education.

55129 Music (pre-kindergarten)

Music (pre-kindergarten) courses provide developmentally appropriate activities to enable students 

to create and perform music, listen and respond to musical compositions, and incorporate their musical 

experiences with other activities and subjects. Specific course content conforms to any existing state 

standards for pre-kindergarten.
36 • Prior-to-Secondary School Course Classification System

55130 Music (kindergarten)

Music (kindergarten) courses provide developmentally appropriate activities to enable students 

to create and perform music, listen and respond to musical compositions, and incorporate their musical 

experiences with other activities and subjects. Specific course content conforms to any existing state 

standards for kindergarten.

55131 Music (grade 1)

Music (grade 1) courses provide activities to enable students to create and perform music, listen 

and respond to musical compositions, and incorporate their musical experiences with other activities and 

subjects. Course content usually involves understanding music as creative expression and communication, 

developing skill with the voice and/or musical instruments, and establishing the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 1.

55132 Music (grade 2)

Music (grade 2) courses provide activities to enable students to create and perform music, listen and 

respond to musical compositions, and to incorporate their musical experiences with other activities and 

subjects. Course content usually involves understanding music as creative expression and communication, 

developing skill with the voice and/or musical instruments, and establishing the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 2.

55133 Music (grade 3)

Music (grade 3) courses provide activities to enable students to create and perform music, listen 

and respond to musical compositions, and incorporate their musical experiences with other activities and 

subjects. Course content usually involves understanding music as creative expression and communication, 

developing skill with the voice and/or musical instruments, and establishing the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 3.

55134 Music (grade 4)

Music (grade 4) courses provide activities to enable students to create and perform music, listen 

and respond to musical compositions, and incorporate their musical experiences with other activities and 

subjects. Course content usually involves understanding music as creative expression and communication, 

developing skill with the voice and/or musical instruments, and establishing the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 4.

55135 Music (grade 5)

Music (grade 5) courses provide activities to enable students to create and perform music, listen 

and respond to musical compositions, and incorporate their musical experiences with other activities and 

subjects. Course content usually involves understanding music as creative expression and communication, 

developing skill with the voice and/or musical instruments, and establishing the ability to discern and 

critique. Specific course content conforms to any existing state standards for grade 5.

55136 Music (grade 6)

Music (grade 6) courses enable students to create and perform music, listen and respond to musical 

compositions, and incorporate their musical experiences with other activities and subjects. Course content 

usually involves understanding music as creative expression and communication, developing skill with the 
School Codes for the Exchange of Data • 37 

voice and/or musical instruments, and refining the ability to discern and critique. Specific course content 

conforms to any existing state standards for grade 6.

55137 Music (grade 7)

Music (grade 7) courses enable students to create and perform music, listen and respond to musical 

compositions, and incorporate their musical experiences with other activities and subjects. Course content 

usually involves understanding music as creative expression and communication, developing skill with the 

voice and/or musical instruments, and refining the ability to discern and critique. Specific course content 

conforms to any existing state standards for grade 7.

55138 Music (grade 8)

Music (grade 8) courses enable students to create and perform music, listen and respond to musical 

compositions, and incorporate their musical experiences with other activities and subjects. Course content 

usually involves understanding music as creative expression and communication, developing skill with the 

voice and/or musical instruments, and refining the ability to discern and critique. Specific course content 

conforms to any existing state standards for grade 8.

55139 Music

Code 55139, representing Music courses that are not grade differentiated, should be used when a 

state or locality does not have or does not employ grade-level content standards, when those standards may 

apply to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), 

or when the content descriptions above (Music, early childhood education through grade 8) do not fit the 

courses offered. The grade span element should be included to define which grades may be incorporated by 

this course code.

55147 Music—Independent Study

Music—Independent Study courses, often conducted with instructors, professional musicians, or 

voice coaches as mentors, enable students to explore music-related topics. Independent Study courses may 

serve as an opportunity for students to expand their expertise in a particular form or style, to explore a topic 

in greater detail, or to develop more advanced skills.

55149 Music—Other

Visual Arts

55151 Art Appreciation

Art Appreciation courses introduce students to the many forms of art and help them form an 

aesthetic framework through which they can judge and critique art of various ages and cultures. These 

courses also explore the place and significance of art in our society.

55152 Art History

Art History courses introduce students to significant works of art, artists, and artistic movements 

that have shaped the art world and have influenced or reflected periods of history. These courses often 

emphasize the evolution of art forms, techniques, symbols, and themes.
38 • Prior-to-Secondary School Course Classification System

55154 Creative Art—Comprehensive 

Creative Art—Comprehensive courses provide to students the knowledge and opportunity to 

explore an art form and to create individual works of art. These courses may also provide a discussion 

and exploration of career opportunities in the art world. Initial courses cover the language, materials, 

and processes of a particular art form and the design elements and principles supporting a work of art. As 

students advance and become more adept, the instruction regarding the creative process becomes more 

refined, and students are encouraged to develop their own artistic styles. Although Creative Art courses focus 

on creation, they may also include the study of major artists, art movements, and styles.

55155 Creative Art—Drawing/Painting

Creative Art—Drawing/Painting courses cover the same topics as Creative Art—Comprehensive 

courses, but focus on drawing and painting. In keeping with this attention on two-dimensional work, 

students typically work with several media (such as pen-and-ink, pencil, chalk, watercolor, tempera, oils, 

acrylics, and so on), but some courses may focus on only one medium.

55156 Creative Art—Drawing

Creative Art—Drawing courses cover the same topics as Creative Art—Drawing/Painting, but focus 

on drawing. In keeping with this attention on two-dimensional work, students typically work with several 

media (such as pen-and-ink, pencil, chalk, and so on), but some courses may focus on only one medium.

55157 Creative Art—Painting

Creative Art—Painting courses cover the same topics as Creative Art—Drawing/Painting, but 

focus on painting. In keeping with this attention on two-dimensional work, students typically work with 

several media (such as watercolor, tempera, oils, acrylics, and so on), but some courses may focus on only one 

medium.

55158 Creative Art—Sculpture

Creative Art—Sculpture courses cover the same topics as Creative Art—Comprehensive courses, 

but focus on creating three-dimensional works. Students typically work with several media (such as clay, 

ceramics, wood, metals, textiles, and so on), but some courses may focus on only one medium.

55159 Ceramics/Pottery

Ceramics/Pottery courses cover the same topics as Creative Art—Comprehensive courses, but focus 

on creating three-dimensional works out of clay and ceramic material. Particular attention is paid to the 

characteristics of the raw materials, their transformation under heat, and the various methods used to create 

and finish objects.

55165 Crafts

Crafts courses teach the same lessons as Creative Art—Comprehensive courses, but do so with a 

focus on crafts. These courses may survey a wide range of crafts, or they may focus on only one type of 

craft; possibilities include calligraphy, quilting, silk screening, cake decorating, tole painting, mask making, 

knitting, crocheting, paper making, and so on.

55167 Photography

Photography courses expose students to the materials, processes, and artistic techniques of taking 

artistic photographs. Students learn about the operation of a camera, composition, lighting techniques, depth 
School Codes for the Exchange of Data • 39 

of field, filters, camera angles, and film development. The course may cover black-and-white photography, 

color photography, or both. As students advance, the instruction regarding the creative process becomes 

more refined, and students are encouraged to develop their own artistic style. These courses may also cover 

major photographers, art movements, and styles.

55168 Film/Videotape

Film/Videotape courses expose students to the materials, processes, and artistic techniques involved 

in film, television, or videotape. Students learn about the operation of a camera, lighting techniques, camera 

angles, depth of field, composition, storyboarding, sound capture, and editing techniques. Course topics may 

also include production values and various styles of filmmaking (documentary, storytelling, news magazines, 

animation, and so on). As students advance, the instruction becomes more refined, and students are 

encouraged to develop their own artistic style. Students may also study major filmmakers, cinematographers, 

and their films and learn about film, television, and video and their relationships to drama and theater. 

55178 Art (early childhood education)

Art (early childhood education) courses provide to students developmentally appropriate activities 

to foster creative expression, communication through artistic endeavor, and appreciation of culture and 

heritage. Although the art form typically involves visual arts (drawing, painting, sculpture, crafts, and the 

like), students may also explore other forms of art such as dance, music, and theater. Specific course content 

conforms to any existing state standards for early childhood education.

55179 Art (pre-kindergarten)

Art (pre-kindergarten) courses provide to students developmentally appropriate activities to foster 

creative expression, communication through artistic endeavor, and appreciation of culture and heritage. 

Although the art form typically involves visual arts (drawing, painting, sculpture, crafts, and the like), 

students may also explore other forms of art such as dance, music, and theater. Specific course content 

conforms to any existing state standards for pre-kindergarten.

55180 Art (kindergarten)

Art (kindergarten) courses provide to students developmentally appropriate activities to foster creative 

expression, communication through artistic endeavor, and appreciation of culture and heritage. Although the 

art form typically involves visual arts (drawing, painting, sculpture, crafts, and the like), students may also 

explore other forms of art such as dance, music, and theater. Specific course content conforms to any existing 

state standards for kindergarten.

55181 Art (grade 1)

Art (grade 1) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, and strengthen their critical abilities. 

Although the art form typically involves visual arts (drawing, painting, sculpture, crafts, and the like), 

students may also explore other forms of art such as dance, music, and theater. Specific course content 

conforms to any existing state standards for grade 1.

55182 Art (grade 2)

Art (grade 2) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 
40 • Prior-to-Secondary School Course Classification System

students to refine their technique, increase their artistic vocabulary, and strengthen their critical abilities. 

Although the art form typically involves visual arts (drawing, painting, sculpture, crafts, and the like), 

students may also explore other forms of art such as dance, music, and theater. Specific course content 

conforms to any existing state standards for grade 2.

55183 Art (grade 3)

Art (grade 3) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, and strengthen their critical abilities. 

Although the art form typically involves visual arts (drawing, painting, sculpture, crafts, and the like), 

students may also explore other forms of art such as dance, music, and theater. Specific course content 

conforms to any existing state standards for grade 3.

55184 Art (grade 4)

Art (grade 4) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, express themselves and their world 

view, make connections to other content areas, develop their own aesthetic, and strengthen their critical 

abilities. Although typically involving the visual arts (drawing, painting, sculpture, crafts, and the like), these 

courses may also include other forms of art (for example, dance, music, and theater). Specific course content 

conforms to any existing state standards for grade 4.

55185 Art (grade 5)

Art (grade 5) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, express themselves and their world 

view, make connections to other content areas, develop their own aesthetic, and strengthen their critical 

abilities. Although typically involving the visual arts (drawing, painting, sculpture, crafts, and the like), these 

courses may also include other forms of art (for example, dance, music, and theater). Specific course content 

conforms to any existing state standards for grade 5.

55186 Art (grade 6)

Art (grade 6) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, express themselves and their world 

view, make connections to other content areas, develop their own aesthetic, and strengthen their critical 

abilities. Although typically involving the visual arts (drawing, painting, sculpture, crafts, and the like), these 

courses may also include other forms of art (for example, dance, music, and theater). Specific course content 

conforms to any existing state standards for grade 6.

55187 Art (grade 7)

Art (grade 7) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, express themselves and their world 

view, make connections to other content areas, develop their own aesthetic, and strengthen their critical 

abilities. Although typically involving the visual arts (drawing, painting, sculpture, crafts, and the like), these 
School Codes for the Exchange of Data • 41 

courses may also include other forms of art (for example, dance, music, and theater). Specific course content 

conforms to any existing state standards for grade 7.

55188 Art (grade 8)

Art (grade 8) courses provide to students activities that foster creative expression, communication 

through artistic endeavor, and appreciation of culture and heritage. Activities may include those that enable 

students to refine their technique, increase their artistic vocabulary, express themselves and their world 

view, make connections to other content areas, develop their own aesthetic, and strengthen their critical 

abilities. Although typically involving the visual arts (drawing, painting, sculpture, crafts, and the like), these 

courses may also include other forms of art (for example, dance, music, and theater). Specific course content 

conforms to any existing state standards for grade 8.

55189 Art

Code 55189, representing Art courses that are not grade differentiated, should be used when a state 

or locality does not have or does not employ grade-level content standards, when those standards may apply 

to a range of consecutive grades (e.g., “by third grade, students should know and be able to do...”), or when 

the content descriptions above (Art, early childhood education through grade 8) do not fit the courses 

offered. The grade span element should be included to define which grades may be incorporated by this 

course code.

55197 Visual Art—Independent Study

Visual Art—Independent Study courses, often conducted with instructors or professional artists as 

mentors, enable students to explore a particular art form or topic. Independent Study courses may serve as an 

opportunity for students to expand their expertise in a particular form or style, to explore a topic in greater 

detail, or to develop more advanced skills.

55199 Visual Arts—Other

All Others

55201 Integrated Fine Arts

Integrated Fine Arts courses explore self-expression across the fine arts: any subset or all of the visual 

arts, music, drama, theater, and literature may be included in the curriculum for these courses. Students 

both study and critique the works of others and participate in or produce art themselves. These courses often 

include comparative study of various art forms over time—i.e., the interrelationship of literature, music, and 

the performing arts of a particular time period and culture.

55202 IB Arts, Middle Years Program

International Baccalaureate (IB) Arts, Middle Years Program courses include visual and performing 

arts and organize learning around the creative cycle. These courses bring students into contact with art forms 

and aesthetic values of several cultures and help students master artistic techniques. 

55997 Fine and Performing Arts—Independent Study

Fine and Performing Arts—Independent Study courses, often conducted with instructors or 

professional artists as mentors, enable students to explore a particular art form. Independent Study courses 
42 • Prior-to-Secondary School Course Classification System

may serve as an opportunity for students to expand their expertise in a particular form or style, to explore a 

topic of in greater detail, or to develop more advanced skills.

55999 Fine and Performing Arts—Other

Subject Area 56: Foreign Language and Literature (prior-tosecondary)

56028 Foreign Language (early childhood education)

Foreign Language (early childhood education) courses engage students in developmentally 

appropriate activities to acquire the language arts skills (listening, speaking, reading, and writing) necessary 

to communicate in a foreign language. Course content typically includes some introduction to other 

cultures. Specific content depends upon state standards for early childhood education. 

56029 Foreign Language (pre-kindergarten)

Foreign Language (pre-kindergarten) courses engage students in developmentally appropriate 

activities to acquire the language arts skills (listening, speaking, reading, and writing) necessary to 

communicate in a foreign language. Course content typically includes some introduction to other cultures. 

Specific content depends upon state standards for pre-kindergarten. 

56030 Foreign Language (kindergarten)

Foreign Language (kindergarten) courses engage students in developmentally appropriate activities 

to acquire the language arts skills (listening, speaking, reading, and writing) necessary to communicate in 

a foreign language. Course content typically includes some introduction to other cultures. Specific content 

depends upon state standards for kindergarten. 

56031 Foreign Language (grade 1)

Foreign Language (grade 1) courses engage students in language arts skills (listening, speaking, 

reading, and writing) necessary to communicate in a foreign language. These courses may emphasize 

recognition of written words, vocabulary, speech patterns, and grammar. Cultural aspects (major events, 

foods, art, and so on) of the people(s) speaking the language(s) being studied are typically included as topics 

of study. Specific content depends upon state standards for grade 1. 

56032 Foreign Language (grade 2)

Foreign Language (grade 2) courses engage students in language arts skills (listening, speaking, 

reading, and writing) necessary to communicate in a foreign language. These courses may emphasize 

recognition of written words, vocabulary, speech patterns, and grammar so that students become more 

independent communicators. Cultural aspects (major events, foods, art, and so on) of the people(s) speaking 

the language(s) being studied are typically included as topics of study. Specific content depends upon state 

standards for grade 2. 

56033 Foreign Language (grade 3)

Foreign Language (grade 3) courses engage students in language arts skills (listening, speaking, 

reading, and writing) necessary to communicate in a foreign language. These courses may emphasize 

recognition of written words, vocabulary, speech patterns, and grammar so that students become more 
School Codes for the Exchange of Data • 43 

independent communicators. Cultural aspects (major events, foods, art, and so on) of the people(s) speaking 

the language(s) being studied are typically included as topics of study. Specific content depends upon state 

standards for grade 3. 

56034 Foreign Language (grade 4)

Foreign Language (grade 4) courses engage students in language arts skills (listening, speaking, 

reading, and writing) necessary to communicate in a foreign language. Cultural and/or historical aspects of 

the people(s) speaking the language(s) being studied are typically included as topics of study. Specific content 

depends upon state standards for grade 4. 

56035 Foreign Language (grade 5)

Foreign Language (grade 5) courses engage students in language arts skills (listening, speaking, 

reading, and writing) necessary to communicate in a foreign language. Cultural and/or historical aspects of 

the people(s) speaking the language(s) being studied are typically included as topics of study. Specific content 

depends upon state standards for grade 5. 

56036 Foreign Language (grade 6)

Foreign Language (grade 6) courses engage students in language arts skills (listening, speaking, 

reading, and writing) necessary to communicate in a foreign language. Cultural and/or historical aspects of 

the people(s) speaking the language(s) being studied are typically included as topics of study. Specific content 

depends upon state standards for grade 6. 

56037 Foreign Language (grade 7)

Foreign Language (grade 7) courses emphasize the language arts skills (listening, speaking, reading, 

and writing) necessary to communicate in a foreign language. Grammar and syntax, vocabulary, and 

applicable accents typically are studied so that students have the knowledge and ability to express themselves 

and understand others. Students usually explore the customs, history, and art forms of the people(s) whose 

language is being studied. Specific content depends upon state standards for grade 7. 

56038 Foreign Language (grade 8)

Foreign Language (grade 8) courses emphasize the language arts skills (listening, speaking, reading, 

and writing) necessary to communicate in a foreign language. Grammar and syntax, vocabulary, and 

applicable accents typically are studied so that students have the knowledge and ability to express themselves 

and understand others. Students usually explore the customs, history, and art forms of the people(s) whose 

language is being studied. Specific content depends upon state standards for grade 8. 

56039 Foreign Language

Code 56039, representing Foreign Language courses that are not grade differentiated, should be 

used when a state or locality does not have or does not employ grade-level content standards, when those 

standards may apply to a range of consecutive grades (e.g., “by 3rd grade, students should know and be able 

to do...”), or when the content descriptions above (Foreign Language, early childhood education through 

grade 8) do not fit the courses offered. The grade span element should be included to define which grades 

may be incorporated by this course code.
44 • Prior-to-Secondary School Course Classification System

Romance Languages

56100 Spanish

Spanish courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Spanish language and students’ knowledge of Spanish-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an understanding 

of the language and its rules. Later courses advance students’ knowledge and ability to express themselves 

beyond basic communication (and understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Spanish-speaking people to deepen their understanding of the 

culture(s).

56101 IB Language B (Spanish), Middle Years Program

International Baccalaureate (IB) Language B (Spanish), Middle Years Program courses enable 

students to gain competence in modern Spanish; these courses also encourage respect for and understanding 

of other languages and cultures.

56120 French

French courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the French language and students’ knowledge of French-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an understanding 

of the language and its rules. Later courses advance students’ knowledge and ability to express themselves 

beyond basic communication (and understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of French-speaking people to deepen their understanding of the 

culture(s).

56121 IB Language B (French), Middle Years Program

International Baccalaureate (IB) Language B (French), Middle Years Program courses enable students 

to gain competence in modern French and encourage respect for and understanding of other languages and 

cultures.

56140 Italian

Italian courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Italian language and students’ knowledge of Italian-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an understanding 

of the language and its rules. Later courses advance students’ knowledge and ability to express themselves 

beyond basic communication (and to understand others, either in a written or verbal format), seeking to 

enable students to express more complex concepts, in different tenses, and to do so more easily. Students 

usually explore the customs, history, and art forms of Italian-speaking people to deepen their understanding 

of the culture(s).

56141 IB Language B (Italian), Middle Years Program

Language B (Italian), Middle Years Program courses enable students to gain competence in modern 

Italian and encourage respect for and understanding of other languages and cultures.
School Codes for the Exchange of Data • 45 

56160 Portuguese

Portuguese courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Portuguese language and students’ knowledge of Portuguese-speaking cultures. Initial 

courses emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an 

understanding of the language and its rules. Later courses advance students’ knowledge and ability to express 

themselves beyond basic communication (and to understand others, either in a written or verbal format), 

seeking to enable students to express more complex concepts, in different tenses, and to do so more easily. 

Students usually explore the customs, history, and art forms of Portuguese-speaking people to deepen their 

understanding of the culture(s).

56161 IB Language B (Portuguese), Middle Years Program

International Baccalaureate (IB) Language B (Portuguese), Middle Years Program courses enable 

students to gain competence in modern Portuguese and encourage respect for and understanding of other 

languages and cultures.

Germanic Languages

56200 German

German courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the German language and students’ knowledge of German-speaking cultures. Initial 

courses emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an 

understanding of the language and its rules. Later courses advance students’ knowledge and ability to express 

themselves beyond basic communication (and to understand others, either in a written or verbal format), 

seeking to enable students to express more complex concepts, in different tenses, and to do so more easily. 

Students usually explore the customs, history, and art forms of German-speaking people to deepen their 

understanding of the culture(s).

56201 IB Language B (German), Middle Years Program

International Baccalaureate (IB) Language B (German), Middle Years Program courses enable 

students to gain competence in modern German and encourage respect for and understanding of other 

languages and cultures.

Greek Language

56280 Greek

Greek courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Greek language and students’ knowledge of Greek-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding of the 

language and its rules. Later courses advance students’ knowledge and ability to express themselves beyond 

basic communication (and to understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Greek-speaking people to deepen their understanding of the 

culture(s).
46 • Prior-to-Secondary School Course Classification System

56281 IB Language B (Greek), Middle Years Program

This course allows students to gain competence in modern Greek and encourages respect for and 

understanding of other languages and cultures.

Classical Languages

56300 Latin

Latin courses introduce and then extend students’ skills in reading and writing Latin language 

and students’ knowledge of Roman life and culture. Initial courses emphasize structures, forms, grammar 

and syntax, and vocabulary, so that students have an understanding of the language and its rules. Later 

courses advance students’ knowledge and ability to express themselves beyond basic communication (and to 

understand original Latin texts), seeking to enable students to express more complex concepts, in different 

tenses, and to do so more easily. Students usually explore the customs, history, and art forms of Rome to 

deepen their understanding of the culture(s).

56320 Classical Greek

Classical Greek courses introduce and then extend students’ skills in reading and writing classical 

Greek language and students’ knowledge of Grecian life and culture. Initial courses emphasize structures, 

forms, grammar and syntax, and vocabulary, so that students have an understanding of the language 

and its rules. Later courses advance students’ knowledge and ability to express themselves beyond basic 

communication (and to understand original Greek texts), seeking to enable students to express more complex 

concepts, in different tenses, and to do so more easily. Students usually explore the customs, history, and art 

forms of ancient Greece to deepen their understanding of the culture(s).

East Asian Languages

56400 Chinese

Chinese courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Chinese language and students’ knowledge of Chinese-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding of the 

language and its rules. Later courses advance students’ knowledge and ability to express themselves beyond 

basic communication (and to understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Chinese-speaking people to deepen their understanding of the 

culture(s).

56401 IB Language B (Chinese), Middle Years Program

International Baccalaureate (IB) Language B (Chinese), Middle Years Program courses enable 

students to gain competence in modern Chinese and encourage respect for and understanding of other 

languages and cultures.

56420 Japanese

Japanese courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Japanese language and students’ knowledge of Japanese-speaking cultures. Initial 

courses emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an 

understanding of the language and its rules. Later courses advance students’ knowledge and ability to express 
School Codes for the Exchange of Data • 47 

themselves beyond basic communication (and to understand others, either in a written or verbal format), 

seeking to enable students to express more complex concepts, in different tenses, and to do so more easily. 

Students usually explore the customs, history, and art forms of Japanese-speaking people to deepen their 

understanding of the culture(s).

56421 IB Language B (Japanese), Middle Years Program

International Baccalaureate (IB) Language B (Japanese), Middle Years Program courses enable 

students to gain competence in modern Japanese and encourage respect for and understanding of other 

languages and cultures.

56440 Korean

Korean courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Korean language and students’ knowledge of Korean-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding of the 

language and its rules. Later courses advance students’ knowledge and ability to express themselves beyond 

basic communication (and to understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Korean-speaking people to deepen their understanding of the 

culture(s).

56441 IB Language B (Korean), Middle Years Program

International Baccalaureate (IB) Language B (Korean), Middle Years Program courses enable 

students to gain competence in modern Korean and encourage respect for and understanding of other 

languages and cultures.

Southeast Asian/Austral-Asian Languages

56500 Vietnamese

Vietnamese courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Vietnamese language and students’ knowledge of Vietnamese-speaking cultures. Initial 

courses emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding 

of the language and its rules. Later courses advance students’ knowledge and ability to express themselves 

beyond basic communication (and to understand others, either in a written or verbal format), seeking to 

enable students to express more complex concepts, in different tenses, and to do so more easily. Students 

usually explore the customs, history, and art forms of Vietnamese-speaking people to deepen their 

understanding of the culture(s).

56501 IB Language B (Vietnamese), Middle Years Program

International Baccalaureate (IB) Language B (Vietnamese), Middle Years Program courses enable 

students to gain competence in modern Vietnamese and encourage respect for and understanding of other 

languages and cultures.

56520 Filipino

Filipino courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Filipino language and students’ knowledge of Filipino-speaking cultures. Initial 

courses emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an 
48 • Prior-to-Secondary School Course Classification System

understanding of the language and its rules. Later courses advance students’ knowledge and ability to express 

themselves beyond basic communication (and to understand others, either in a written or verbal format), 

seeking to enable students to express more complex concepts, in different tenses, and to do so more easily. 

Students usually explore the customs, history, and art forms of Filipino-speaking people to deepen their 

understanding of the culture(s).

56521 IB Language B (Filipino), Middle Years Program

IB (International Baccalaureate) Language B (Filipino), Middle Years Program courses enable 

students to gain competence in modern Filipino and encourage respect for and understanding of other 

languages and cultures.

Balto-Slavic Language

56600 Russian

Russian courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Russian language and students’ knowledge of Russian-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding of the 

language and its rules. Later courses advance students’ knowledge and ability to express themselves beyond 

basic communication (and to understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Russian-speaking people to deepen their understanding of the 

culture(s).

56601 IB Language B (Russian), Middle Years Program

International Baccalaureate (IB) Language B (Russian), Middle Years Program courses allow students 

to gain competence in modern Russian and encourage respect for and understanding of other languages and 

cultures.

Semitic and Near/Middle Eastern Languages

56700 Hebrew

Hebrew courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Hebrew language and students’ knowledge of Hebrew-speaking cultures. Initial 

courses emphasize grammar and syntax, vocabulary, and the spoken accent so that students have an 

understanding of the language and its rules. Later courses advance students’ knowledge and ability to express 

themselves beyond basic communication (and to understand others, either in a written or verbal format), 

seeking to enable students to express more complex concepts, in different tenses, and to do so more easily. 

Students usually explore the customs, history, and art forms of Hebrew-speaking people to deepen their 

understanding of the culture(s).

56701 IB Language B (Hebrew), Middle Years Program

International Baccalaureate (IB) Language B (Hebrew), Middle Years Program courses enable 

students to gain competence in modern Hebrew and encourage respect for and understanding of other 

languages and cultures.
School Codes for the Exchange of Data • 49 

56720 Arabic

Arabic courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Arabic language and students’ knowledge of Arabic-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding of the 

language and its rules. Later courses advance students’ knowledge and ability to express themselves beyond 

basic communication (and to understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Arabic-speaking people to deepen their understanding of the 

culture(s).

56721 IB Language B (Arabic), Middle Years Program

International Baccalaureate (IB) Language B (Arabic), Middle Years Program courses allow students 

to gain competence in modern Arabic and encourage respect for and understanding of other languages and 

cultures.

African (non-Semitic) Languages

56760 Swahili

Swahili courses introduce and then extend students’ skills in speaking, reading, writing, and 

comprehending the Swahili language and students’ knowledge of Swahili-speaking cultures. Initial courses 

emphasize grammar and syntax, vocabulary, and vocal tones so that students have an understanding of the 

language and its rules. Later courses advance students’ knowledge and ability to express themselves beyond 

basic communication (and to understand others, either in a written or verbal format), seeking to enable 

students to express more complex concepts, in different tenses, and to do so more easily. Students usually 

explore the customs, history, and art forms of Swahili-speaking people to deepen their understanding of the 

culture(s).

56761 IB Language B (Swahili), Middle Years Program

International Baccalaureate (IB) Language B (Swahili), Middle Years Program courses allow students 

to gain competence in modern Swahili and encourage respect for and understanding of other languages and 

cultures.

American Sign Language

56800 American Sign Language

American Sign Language courses introduce and then extend students’ ability to communicate with 

deaf persons through finger spelling, signed words, and gestures. Initial courses emphasize vocabulary and 

physical expression so that students have an understanding of the language and its rules and conventions. 

Later courses advance students’ knowledge and ability to express themselves beyond basic communication 

(and to understand others), seeking to enable students to express more complex concepts, and to do so more 

easily. Course topics may include the culture of and issues facing deaf people.

56801 IB Language B (American Sign Language), Middle Years Program

International Baccalaureate (IB) Language B (American Sign Language), Middle Years Program 

courses allow students to gain competence in modern American Sign Language and encourage respect for 

and understanding of other languages and cultures.
50 • Prior-to-Secondary School Course Classification System

American Indian Languages

56820 American Indian Language

American Indian Language courses introduce and then extend students’ skills in speaking, reading, 

writing, and comprehending an American Indian language (e.g., Navajo, Cherokee, and Kree) and students’ 

knowledge of Native American cultures. Initial courses emphasize grammar and syntax, vocabulary, and 

vocal tones so that students have an understanding of the language and its rules. Later courses advance 

students’ knowledge and ability to express themselves beyond basic communication (and to understand 

others, either in a written or verbal format), seeking to enable students to express more complex concepts, 

in different tenses, and to do so more easily. Students usually explore the customs, history, and art forms of 

Native American people to deepen their understanding of the culture(s).

56821 IB Language B (American Indian Language), Middle Years Program

International Baccalaureate (IB) Language B (American Indian Language), Middle Years Program 

courses allow students to gain competence in a modern American Indian Language and encourage respect 

for and understanding of other languages and cultures.

All Others

56997 Foreign Language and Literature—Independent Study

Foreign Language and Literature—Independent Study courses, often conducted with instructors as 

mentors, enable students to explore foreign language-related topics of interest. Independent Study courses 

may serve as an opportunity for students to expand their expertise in a particular language, to explore a topic 

in greater detail, or to develop more advanced skills.

56999 Foreign Language and Literature—Other

Subject Area 57: Religious Education and Theology 

(prior-to-secondary)

57001 Religious Foundations

Religious Foundations courses’ primary objectives include instruction in the history, tenets, and 

organization of a religion; development of personal faith and conviction; and exposure to the ways in which 

daily life may reflect personal religious beliefs. These courses typically include various components particular 

to a specific religion, such as religious sacraments and symbols, food laws, the authority and structure of the 

church, the church calendar, and so on.

57005 Scriptures

Scriptures courses emphasize understanding and interpreting the sacred writings of a faith (such 

as the Bible, Torah, Koran, Book of Mormon, and so on) from the standpoint of a religious faith. Course 

objectives are designed so that students may comprehend the theological, doctrinal, and ethical messages 

contained within religious scriptures.
School Codes for the Exchange of Data • 51 

57006 Old Testament

Old Testament courses emphasize understanding and interpreting the sacred writings of the Old 

Testament from the standpoint of a religious faith and may focus on one or several books. Course content 

typically focuses on themes, theological concepts, and portrayal of ethical messages, but may also include 

critique and commentary.

57007 New Testament

New Testament courses emphasize understanding and interpreting the sacred writings of the New 

Testament from the standpoint of a religious faith and may focus on one or several religious books. Course 

content typically focuses on themes, theological concepts, and portrayal of ethical messages, but may also 

include critique and commentary.

57008 Bible History

Bible History courses treat the Bible as a historical document and provide an overview of significant 

biblical events. The content usually includes geography; the relationship among cultures, belief systems, and 

the events chronicled in the Bible; and early Jewish or Christian Church history.

57015 Faith and Lifestyle

Faith and Lifestyle courses focus on the development of young adults from puberty to adulthood, 

approached from the perspective of a faith or church. In these courses, the religion’s values and traditions 

provide an underpinning for examining such topics as identity, independence, sexuality, employment, and 

leisure. Typically, Faith and Lifestyle courses include discussions about adult roles—single life, marriage, 

religious life, and ordained ministry.

57997 Religious Education and Theology—Independent Study

Religious Education and Theology—Independent Study courses, often conducted with instructors, 

members of the clergy, or religious leaders as mentors, enable students to explore topics of interest related to 

religion or theology. Independent Study courses may serve as an opportunity for students to expand their 

expertise in a particular religion, to explore a topic in greater detail, or to develop more advanced skills.

57999 Religious Education and Theology—Other

Subject Area 58: Physical, Health, and Safety Education 

(prior-to-secondary)

Physical Education

58001 Physical Education

Physical Education courses provide to students the knowledge, experience, and opportunity to 

develop skills in more than one of the following sports or activities: team sports, individual/dual sports, 

recreational sports, and fitness/conditioning activities.

58002 Team Sports

Team Sports courses provide to students the knowledge, experience, and opportunity to develop 

skills in more than one team sport (such as volleyball, basketball, soccer, and so on).
52 • Prior-to-Secondary School Course Classification System

58003 Individual/Dual Sports

Individual/Dual Sports courses provide to students the knowledge, experience, and opportunity to 

develop skills in more than one individual or dual sport (such as tennis, golf, badminton, jogging/running, 

racquetball, and so on).

58004 Recreation Sports

Recreation sports courses provide to students the knowledge, experience, and opportunity to develop 

skills in more than one recreational sport or outdoor pursuit (such as adventure activities, croquet, Frisbee, 

wall climbing, bocce ball, fishing, hiking, cycling, and so on).

58005 Fitness/Conditioning Activities

Fitness/Conditioning Activities courses emphasize conditioning activities that help develop muscular 

strength, flexibility, and cardiovascular fitness.

58007 Adapted Physical Education

These courses provide physical education activities (sports, fitness, and conditioning) adapted for 

students with special needs.

58008 Gymnastics

Gymnastics courses are designed to help students develop knowledge and skills in gymnastics, 

stunts, and tumbling while emphasizing safety. Floor gymnastics may be supplemented by the use of 

gymnastic equipment such as the balance beam, uneven bars, parallel bars, rings, and so on. Gymnastic 

courses may include other components such as the history of gymnastics and conditioning.

58010 Aquatics/Water Sports

Aquatic Sports courses help students develop skills useful or necessary in an aquatic environment. 

They may focus on swimming and competitive strokes, such as freestyle, breaststroke, butterfly, and so on 

or may involve team-oriented water sports, such as water polo and relay swimming. These courses may also 

include (or concentrate exclusively on) diving and/or lifesaving skills.

58013 Specific Sports Activities

Courses in Specific Sports Activities help students develop knowledge, experience, and skills in a 

single sport or activity (such as basketball, volleyball, track and field, and equestrian events) other than those 

coded within this section. (Dance is included under the Fine and Performing Arts subject area.)

58014 Physical Education Equivalent

Physical Education Equivalent courses award physical education credit for other at-school activities, 

such as marching band or cheerleading. (Dance is included under the Fine and Performing Arts subject area.)

58015 Off-Campus Sports

Off-Campus Sports courses award physical education credit for off-campus sports activities (e.g., 

swimming, weight training, or any individual or team sports) taken at a community center or other location 

off the school campus.
School Codes for the Exchange of Data • 53 

58016 Lifetime Fitness Education

Lifetime Fitness Education courses emphasize acquiring knowledge and skills regarding lifetime 

physical fitness; content may include related topics such as nutrition, stress management, and consumer 

issues. Students may develop and implement a personal fitness plan.

58028 Physical Education (early childhood education)

Physical Education (early childhood education) courses emphasize fundamental movement skills, 

body awareness and control, safety, and the enjoyment of physical activity. Specific content depends upon 

state standards for early childhood education.

58029 Physical Education (pre-kindergarten)

Physical Education (pre-kindergarten) courses emphasize fundamental movement skills, body 

awareness and control, safety, and the enjoyment of physical activity. Specific content depends upon state 

standards for pre-kindergarten.

58030 Physical Education (kindergarten)

Physical Education (kindergarten) courses emphasize fundamental movement skills, body awareness 

and control, safety, and the enjoyment of physical activity. Specific content depends upon state standards for 

kindergarten.

58031 Physical Education (grade 1)

Physical Education (grade 1) courses typically emphasize knowledge and skills that lead to health, 

enjoyment, and social development through physical activity. Course content may include activities that 

strengthen gross and fine motor skills, body awareness, safety, and the relationship between physical activity 

and health. Specific content depends upon state standards for grade 1. 

58032 Physical Education (grade 2)

Physical Education (grade 2) courses typically emphasize knowledge and skills that lead to health, 

enjoyment, and social development through physical activity. Course content may include activities that 

strengthen gross and fine motor skills, body awareness, safety, and the relationship between physical activity 

and health. Specific content depends upon state standards for grade 2. 

58033 Physical Education (grade 3)

Physical Education (grade 3) courses typically involve the acquisition of knowledge and skills that 

provide the foundation for sport, a physically active lifestyle, and social development through physical 

activity. Locomotor skills, strength, endurance, flexibility, safety, and rules and conventions of games and 

sports are often the focus; health education topics may also be included. Specific content depends upon state 

standards for grade 3. 

58034 Physical Education (grade 4)

Physical Education (grade 4) courses typically involve the acquisition of knowledge and skills that 

provide the foundation for sport, a physically active lifestyle, and social development through physical 

activity. Locomotor skills, strength, endurance, flexibility, safety, and rules and conventions of games and 

sports are often the focus; health education topics may also be included. Specific content depends upon state 

standards for grade 4. 
54 • Prior-to-Secondary School Course Classification System

58035 Physical Education (grade 5)

Physical Education (grade 5) courses typically involve the acquisition of knowledge and skills that 

provide the foundation for sport, a physically active lifestyle, and social development through physical 

activity. Locomotor skills, strength, endurance, flexibility, safety, and rules and conventions of games and 

sports are often the focus; health education topics may also be included. Specific content depends upon state 

standards for grade 5. 

58036 Physical Education (grade 6)

Physical Education (grade 6) courses typically involve the acquisition of knowledge and skills that 

provide the foundation for sport, a physically active lifestyle, and social development through physical 

activity. Activities typically include those that increase strength, endurance, and flexibility; reinforce safe 

technique; teach the rules and conventions of games and sports; and explore the relationship between 

physical activity and health. Health topics (such as the effects of drugs and alcohol, sexual education, and 

healthy lifestyles) may also be included. Specific content depends upon state standards for grade 6. 

58037 Physical Education (grade 7)

Physical Education (grade 7) courses typically involve the acquisition of knowledge and skills that 

provide the foundation for sport, a physically active lifestyle, and social development through physical 

activity. Activities typically include those that increase strength, endurance, and flexibility; reinforce safe 

technique; teach the rules and conventions of games and sports; and explore the relationship between 

physical activity and health. Health topics (such as the effects of drugs and alcohol, sexual education, and 

healthy lifestyles) may also be included. Specific content depends upon state standards for grade 7. 

58038 Physical Education (grade 8)

Physical Education (grade 8) courses typically involve the acquisition of knowledge and skills that 

provide the foundation for sport, a physically active lifestyle, and social development through physical 

activity. Activities typically include those that increase strength, endurance, and flexibility; reinforce safe 

technique; teach the rules and conventions of games and sports; and explore the relationship between 

physical activity and health. Health topics (such as the effects of drugs and alcohol, sexual education, and 

healthy lifestyles) may also be included. Specific content depends upon state standards for grade 8. 

58039 Physical Education

Code 58039, representing Physical Education courses that are not grade differentiated, should be 

used when a state or locality does not have or does not employ grade-level content standards, when those 

standards may apply to a range of consecutive grades (e.g., “by third grade, students should know and be able 

to do...”), or when the content descriptions above (Physical Education, early childhood education through 

grade 8) do not fit the courses offered. The grade span element should be included to define which grades 

may be incorporated by this course code.

58040 IB Physical Education, Middle Years Program

International Baccalaureate (IB) Physical Education, Middle Years Program courses aim to facilitate 

physical, intellectual, emotional, and social development, and to cultivate a healthy and active lifestyle. These 

courses include activities that are enjoyable and contribute to healthy living. They help students develop 

motor skills necessary to participate in a variety of physical activities, and to learn about the nature of 

physical fitness. 
School Codes for the Exchange of Data • 55 

58047 Physical Education—Independent Study

Courses in Physical Education—Independent Study, often conducted with instructors as mentors, 

enable students to explore topics of interest related to physical education. Independent Study courses may 

serve as an opportunity for students to expand their expertise in a particular sport or activity, to explore a 

topic in greater detail, or to develop more advanced skills.

58049 Physical Education—Other

58051 Health Education

Topics covered within Health Education courses may vary widely, but typically include personal 

health (nutrition, mental health and stress management, drug/alcohol abuse prevention, disease prevention, 

and first aid) and consumer health issues. The courses may also include brief studies of environmental health, 

personal development, and/or community resources.

58052 Health and Fitness

Health and Fitness courses combine the topics of Health Education courses (nutrition, stress 

management, substance abuse prevention, disease prevention, first aid, and so on) with an active fitness 

component (typically including aerobic activity and fitness circuits) with the intention of conveying the 

importance of life-long wellness habits. 

58057 Health and Life Management

Health and Life Management courses focus as much on consumer education topics (such as money 

management and evaluation of consumer information and advertising) as on personal health topics (such 

as nutrition, stress management, drug/alcohol abuse prevention, disease prevention, and first aid). Course 

objectives include helping students develop decisionmaking, communication, interpersonal, and coping skills 

and strategies.

58058 Substance Abuse Prevention

Substance Abuse Prevention courses focus specifically on the health risks of drugs, alcohol, and 

tobacco. These courses provide information on the negative consequences of these products and teach 

students coping strategies to resist the influences (such as peers and media images) that may entice them to 

use these substances. Students may also explore the community resources available to them.

58097 Health Education—Independent Study

Courses in Health Education—Independent Study, often conducted with instructors as mentors, 

enable students to explore topics of interest related to health and health education. Independent Study 

courses may provide the opportunity for students to expand expertise in a particular application, to explore a 

topic of special interest in greater detail, or to develop more advanced skills.

All Others

58997 Physical, Health, and Safety Education—Independent Study

Courses in Physical, Health, and Safety Education—Independent Study, often conducted with 

instructors as mentors, enable students to explore topics of interest related to physical, health, and safety 

education. Independent Study courses may serve as an opportunity for students to expand their expertise in a 

particular application, to explore a topic in greater detail, or to develop more advanced physical, health, and/

or safety skills.
56 • Prior-to-Secondary School Course Classification System

58999 Physical, Health, and Safety Education—Other

Note: Subject Area 59 (Military Science) is not included at the prior-to-secondary level.

Subject Area 60: Computer and Information Sciences

(prior-to-secondary)

Computer Literacy

60001 Introduction to Computers

Introduction to Computer courses introduce students to computers and peripheral devices, the 

functions and uses of computers, the language used in the computer industry, possible applications of 

computers, and occupations related to computer hardware and software. These courses typically explore legal 

and ethical issues associated with computer use, as well as how computers influence modern society. Students 

may also be required to perform some computer operations.

60002 Computing Systems

Computing Systems courses offer a broad exploration of the use of computers in a variety of fields. 

These courses have a considerable range of content, but typically include the introduction of robotics and 

control systems, computer-assisted design, computer-aided manufacturing systems, and other computer 

technologies as they relate to industry applications.

60003 Computer and Information Technology

Computer and Information Technology courses teach students to operate and use computer and 

information technology, emphasizing their role as tools to communicate more effectively, conduct research 

more efficiently, and increase productivity. Course content includes the legal and ethical issues involved with 

computer technology and use.

60004 Computer Applications

In Computer Applications courses, students acquire knowledge of and experience in the proper and 

efficient use of previously written software packages. These courses explore a wide range of applications, 

including (but not limited to) word-processing, spreadsheet, graphics, and database programs, and they may 

also cover the use of electronic mail and desktop publishing.

60008 Particular Topics in Computer Literacy

These courses examine particular topics related to general computer literacy other than those already 

described, such as privacy issues or instruction in using a particular software application.

60010 Computer Literacy

Computer Literacy courses provide to students the knowledge and ability to use computers and 

technology efficiently. Typically, course content includes exposure to word-processing, spreadsheet, and 

presentation applications, but also may include the various uses of computers in modern society. Specific 

course content aligns with state standards to promote students’ technological literacy.

60049 Computer Literacy—Other
School Codes for the Exchange of Data • 57 

Media Technology

60201 Web Page Design

Web Page Design courses teach students how to design websites by introducing them to and refining 

their knowledge of site planning, page layout, graphic design, and the use of markup languages—such as 

Extensible Hypertext Markup, JAVA Script, Dynamic HTML, and Document Object Model—to develop 

and maintain a web page. These courses may also cover security and privacy issues, copyright infringement, 

trademarks, and other legal issues relating to the use of the Internet. Advanced topics may include the use of 

forms and scripts for database access, transfer methods, and networking fundamentals.

60202 Computer Graphics

Computer Graphics courses provide the opportunity for students to explore the capability of the 

computer to produce visual imagery and to apply graphic techniques to various fields, such as advertising, 

TV/video, and architecture. Typical course topics include modeling, simulation, animation, and image 

retouching.

60203 Interactive Media

Interactive Media courses provide to students the knowledge and skills to create, design, and 

produce interactive media products and services. The courses may emphasize the development of digitally 

generated and/or computer-enhanced media. Course topics may include 3D animation, graphic media, web 

development, and virtual reality. 

60247 Media Technology—Independent Study

Media Technology—Independent Study courses, often conducted with instructors as mentors, 

enable students to explore topics related to media technology. Independent Study courses may serve as an 

opportunity for students to expand their expertise in a particular specialization, to explore a topic in greater 

detail, or to develop more advanced skills.

All Others

60997 Computer and Information Sciences—Independent Study

Computer and Information Sciences—Independent Study courses, often conducted with instructors 

as mentors, enable students to explore computer-related topics of interest. Independent Study courses may 

serve as an opportunity for students to expand their expertise in a particular specialization, to explore a topic 

in greater detail, or to develop more advanced skills.

60999 Computer and Information Sciences—Other

Subject Area 61: Communications and Audio/Video Technology 

(prior-to-secondary)

Communication

61001 Introduction to Communication

Introduction to Communication courses enable students to understand and critically evaluate the 

role of media in society. Course content typically includes investigation of visual images, printed material, 
58 • Prior-to-Secondary School Course Classification System

and audio segments as tools of information, entertainment, and propaganda; improvement of presentation 

and evaluative skills in relation to mass media; recognition of various techniques for delivery of a particular 

message; and, in some cases, creation of a media product. The course may concentrate on a particular 

medium.

61002 Communication Technology

Communication Technology courses enable students to effectively communicate ideas and 

information through experiences dealing with drafting, design, electronic communication, graphic arts, 

printing process, photography, telecommunications, and computers. Additional topics covered in the 

course include information storage and retrieval. Drafting equipment may be used to make scale drawings, 

including multi-view drawing, photographs, and poster mock-ups. 

61003 Particular Topics in Communication

These courses examine specific topics in communication other than those already described.

61047 Communication—Independent Study

Communication—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest related to mass communications. Independent Study courses may serve 

as an opportunity for students to expand their expertise in a particular application, to explore a topic in 

greater detail, or to develop more advanced skills.

61049 Communication—Other

Audio and Video Technology and Film

61051 Audio/Visual Production

Audio/Visual Production courses provide to students the knowledge and skills necessary for 

television, video, film, and/or radio production. Writing scripts, camera operation, use of graphics and other 

visuals, lighting, audio techniques, editing, production principles, and career opportunities are typical topics 

covered within production courses. Students are usually required to produce their own program or segment. 

Additional topics such as broadcast industry regulations, radio/TV operation, power of the medium, 

photography, transmission technology, and so on may be included.

61052 Commercial Photography

Commercial Photography courses provide instruction in the use of cameras and laboratory filmprocessing techniques. Topics covered in the course include composition and color dynamics; contact 

printing; enlarging; developing film; use of camera meters, air brushes, and other photographic equipment; 

portrait, commercial, and industrial photography; processing microfilm; and preparing copy for printing or 

for graphic-arts processing.

61053 Photographic Laboratory and Darkroom

Photographic Laboratory and Darkroom courses prepare students to develop and print still or 

motion picture film. Topics covered in the course may include controlling resultant prints; touching up 

negatives; and finishing, coloring, restoring, and copying prints. 
School Codes for the Exchange of Data • 59 

61054 Photo Imaging

Photo Imaging courses provide the opportunity for students to effectively communicate ideas and 

information via digital, film, still and video photography. Topics covered typically include composition, 

layout, lighting and supplies. More advanced courses may include instruction in specialized camera 

and equipment maintenance, application to commercial and industrial need and photography business 

operations.

61055 Video

Video courses enable students to explore video communications, incorporating both the technical 

and artistic aspects of video media. Topics covered in the course include the use of video equipment and 

techniques, and students typically create a video presentation. Advanced course topics may include creating 

various forms of film media including silent film; sport and music video; and self portrait video.

61056 Particular Topics in Audio/Video Technology and Film

These courses examine specific topics in audio and video technology and film other than those 

already described.

61099 Audio/Video Technology and Film—Other

Journalism and Broadcasting

61101 Journalism

Journalism courses (typically associated with the production of a school newspaper, yearbook, or 

literary magazine) emphasize writing style and technique as well as production values and organization. 

Journalism courses introduce students to the concepts of newsworthiness and press responsibility; develop 

students’ skills in writing and editing stories, headlines, and captions; and teach students the principles of 

production design, layout, and printing. Photography and photojournalism skills may be included.

61102 Photojournalism

Photojournalism courses expose students to the manner in which photography is used to convey 

information and experiences. Typically coordinated with production of the school newspaper, yearbook, or 

other media product, photojournalism courses provide the opportunity for students to improve their photo 

composition and film development skills, and to apply their art to journalistic endeavors.

61103 Broadcasting Technology

Broadcasting Technology courses provide to students the knowledge and skills to produce television 

broadcast programs. Typically, students prepare and produce short programs, learning the technical aspects 

of the operation and how to evaluate programming and assess audience reaction and impact. 

61104 Publication Production

Publication Production courses provide to students the knowledge and skills necessary to produce the 

school newspaper, yearbook, literary magazine, or other printed publication. Students may gain experience 

in several components (writing, editing, layout, production, and so on) or may focus on a single aspect while 

producing the publication.
60 • Prior-to-Secondary School Course Classification System

61105 Particular Topics in Journalism and Broadcasting

These courses examine specific topics in journalism and broadcasting other than those already 

described.

61147 Journalism and Broadcasting—Independent Study

Journalism and Broadcasting—Independent Study courses, often conducted with instructors as 

mentors, enable students to explore topics of interest related to journalism, broadcasting, and mass media. 

Independent Study courses may serve as an opportunity for students to expand their expertise in a particular 

application, to explore a topic in greater detail, or to develop more advanced skills.

61149 Journalism and Broadcasting—Other

Printing Technology and Production

61151 Digital Media Technology

These courses are designed to give students the skills necessary to support and enhance their learning 

about digital medical technology. Topics covered in the course may include internet research, copyright laws, 

web-publishing, use of digital imagery, electronic forums, newsgroups, mailing lists, presentation tools, and 

project planning.

61152 Desktop Publishing

Desktop Publishing courses integrate the knowledge and skills learning in word processing with the 

concepts, procedures and application of desktop publishing. Students learn to format, create and proofread 

brochures, programs, newsletters, web pages, presentations and manuscripts. 

61159 Particular Topics in Printing Technology and Production

These courses examine specific topics in printing production, such as bookbinding or silkscreen 

printmaking, other than those already described.

61197 Printing Technology—Independent Study

Printing Technology—Independent Study courses, often conducted with instructors as mentors, 

enable students to explore topics of interest related to the print medium. Independent Study courses may 

serve as an opportunity for students to expand their expertise in a particular application, to explore a topic in 

greater detail, or to develop more advanced skills.

61199 Printing Technology—Other

All Others

61997 Communication and Audio/Video Technology—Independent Study

Communication and Audio/Video Technology—Independent Study courses, often conducted with 

instructors as mentors, enable students to explore topics of interest related to mass communication and its 

technologies. Independent Study courses may serve as an opportunity for students to expand their expertise 

in a particular application, to explore a topic in greater detail, or to develop more advanced skills.

61999 Communication and Audio/Video Technology—Other
School Codes for the Exchange of Data • 61 

Subject Area 62: Business and Marketing (prior-to-secondary)

Administration

62001 Business/Office Career Exploration

Business/Office Career Exploration courses expose students to the occupational opportunities 

available in the accounting, administration, data processing, management, and secretarial fields. Emphasis is 

placed on responsibilities, qualifications, work environment, and career paths. These courses may also include 

consumer education topics, keyboard exposure, and/or hands-on experience within the various occupational 

areas.

62005 Keyboarding

Keyboarding courses provide an introduction to the keyboard (letters, numbers, and symbols), 

basic machine operation, and proper keystroke technique. As students progress, they improve their speed 

and accuracy and produce increasingly complex documents. Such courses help students develop keyboard 

proficiency, document production skills, and problem-solving skills.

62006 Word Processing

Word Processing courses introduce students to automated document production using one or more 

software packages. These courses may introduce keyboarding techniques or may require prior experience; in 

either case, speed and accuracy are emphasized. A parallel focus is placed on the use of software commands 

and functions to create, edit, format, and manipulate documents, capitalizing on the power offered by wordprocessing software programs. These courses may also cover file and disk management and other computerrelated skills.

62008 Particular Topics in Administration

These courses examine specific topics related to business administration not otherwise described, 

such as a focus on dictation or office machinery, rather than provide a general study of office administration 

principles and techniques.

62047 Administration—Independent Study

Administration—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore business administration-related topics of interest. Independent Study courses may serve as 

an opportunity for students to expand their expertise in a particular application, to explore a topic in greater 

detail, or to develop more advanced skills.

Management

62051 Introductory Business

Introductory Business courses survey an array of topics and concepts related to the field of business. 

These courses introduce business concepts such as banking and finance, the role of government in business, 

consumerism, credit, investment, and management. They usually provide a brief overview of the American 

economic system and corporate organization. Introductory Business courses may also expose students to the 

varied opportunities in secretarial, accounting, management, and related fields.
62 • Prior-to-Secondary School Course Classification System

62097 Management—Independent Study

Management—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore business management-related topics of interest. Independent Study courses may serve 

as an opportunity for students to expand their expertise in a particular specialization, to explore a topic in 

greater detail, or to develop more advanced skills.

Finance

62101 Banking and Finance

Banking and Finance courses provide an overview of the American monetary and banking system 

as well as types of financial institutions and the services and products that they offer. Course content may 

include government regulations; checking, savings, and money market accounts; loans; investments; and 

negotiable instruments.

62147 Finance—Independent Study

Finance—Independent Study courses, often conducted with instructors as mentors, enable students 

to explore business finance-related topics of interest. Independent Study courses may serve as an opportunity 

for students to expand their expertise in a particular specialization, to explore a topic in greater detail, or to 

develop more advanced skills.

Marketing

62151 Marketing Career Exploration

Marketing Career Exploration courses expose students to the opportunities available in retail, 

wholesale, advertising, and other occupational fields using marketing principles.

62152 Marketing—Comprehensive

Marketing—Comprehensive courses focus on the wide range of factors that influence the flow of 

goods and services from the producer to the consumer. Topics may include market research, the purchasing 

process, distribution systems, salesmanship, sales promotions, shoplifting and theft control, business 

management, and entrepreneurship.

62197 Marketing—Independent Study

Marketing—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore marketing-related topics of interest. Independent Study courses may serve as an 

opportunity for students to expand their expertise in a particular specialization, to explore a topic in greater 

detail, or to develop more advanced skills.

All Others

62997 Business and Marketing—Independent Study

Business and Marketing—Independent Study courses, often conducted with instructors or 

professionals as mentors, enable students to explore business or marketing-related topics of interest. 

Independent Study courses may serve as an opportunity for students to expand their expertise in a particular 

specialization, to explore a topic in greater detail, or to develop more advanced skills.
School Codes for the Exchange of Data • 63 

62999 Business and Marketing—Other

Subject Area 63: Manufacturing (prior-to-secondary)

Manufacturing Technology

63001 Exploration of Manufacturing Occupations

Exploration of Manufacturing Occupations courses introduce and expose students to career 

opportunities pertaining to the processing and production of goods. Course topics vary and may include 

(but are not limited to) systems pertinent to the manufacturing process, properties of various raw materials, 

and the methods used to transform materials into consumer products. Course activities depend upon the 

careers being explored; course topics may include entrepreneurship, labor laws, and customer service.

63003 Industrial Arts

Industrial Arts courses expose students to the tools and machines that they may encounter in 

manufacturing-related occupations and enable them to develop the skills they need to use these tools 

in various applications. Course topics typically include (but are not limited to) drawing and planning, 

electricity, graphic arts, woodwork, leatherwork, metalwork, plastics, and power technology. These courses 

typically cover general safety and career exploration as well.

Processing/Production

63052 Material and Processes

Materials and Processes courses expose students to the tools, machines, and processes that may be 

encountered in manufacturing-related occupations. In particular, these courses emphasize the analysis, 

testing, and processing of metals, plastics, woods, ceramics, and composite materials.

All Others

63997 Manufacturing—Independent Study

Manufacturing—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics related to manufacturing. Independent Study courses may serve as an opportunity 

for students to expand their expertise in a particular specialization, to explore a topic in greater detail, or to 

develop more advanced skills.

63999 Manufacturing—Other

Subject Area 64: Health Care Sciences (prior-to-secondary)

Comprehensive

64001 Exploration of Health Care Occupations

Exploration of Health Care Occupations courses expose students to the variety of opportunities 

available within the health care industry (e.g., nursing, therapy, dental care, administrative services, and 

lab technology). These courses provide experiences in several of these occupational clusters, along with 

information and knowledge related to the health care industry as a whole.
64 • Prior-to-Secondary School Course Classification System

64002 Health Care Occupations—Comprehensive

Health Care Occupations—Comprehensive courses provide an orientation to the health care 

industry and help refine students’ health care-related knowledge and skills. Topics covered usually include 

(but are not limited to) an overview of health care delivery; patient care, including assessment of vital signs, 

body mechanics, and diet; anatomy and physiology; identification and use of medical equipment and 

supplies; medical terminology; hygiene and disease prevention; first aid and CPR procedures; laboratory 

procedures; and ethical and legal responsibilities.

All Others

64997 Health Care Sciences—Independent Study

Health Care Sciences—Independent Study courses, often conducted with instructors as mentors, 

enable students to explore health-related topics of interest. Independent Study courses may provide an 

opportunity for students to expand their expertise in a particular specialization, to explore a topic in greater 

detail, or to develop more advanced skills.

64999 Health Care Sciences—Other

Subject Area 65: Public, Protective, and Government Service 

(prior-to-secondary)

65001 Exploration of Public Service Careers

Exploration of Public Service Careers courses expose students to the duties, responsibilities, 

requirements, and career opportunities within public service. Course topics vary and may include (but 

are not limited to) protective services; correction, judicial, and probation services; fire protection and fire 

fighting; public administration; and social work. Course activities depend upon the career clusters that 

students explore.

65997 Public, Protective, and Government Service—Independent Study

Public, Protective, and Government Service—Independent Study courses, often conducted with 

instructors as mentors, enable students to explore topics of interest related to public, protective, and 

government service. Independent Study courses may serve as an opportunity for students to expand their 

expertise in a particular application, to explore a topic in greater detail, or to develop more advanced skills.

65999 Public, Protective, and Government Services—Other

Subject Area 66: Hospitality and Tourism (prior-to-secondary)

66001 Exploration of Hospitality Careers

Exploration of Hospitality Careers courses survey a wide array of topics while exposing students 

to the variety of career opportunities in hospitality fields (such as food service, lodging, tourism, and 

recreation). These courses introduce students to the general field of hospitality, providing an opportunity to 

identify a focus for continued study.
School Codes for the Exchange of Data • 65 

66997 Hospitality and Tourism—Independent Study

Hospitality and Tourism—Independent Study courses, often conducted with instructors as mentors, 

enable students to explore topics of interest within the hospitality and tourism industry. Independent Study 

courses may serve as an opportunity for students to expand their expertise in a particular application, to 

explore a topic in greater detail, or to develop more advanced skills.

66999 Hospitality and Tourism—Other

Subject Area 67: Architecture and Construction (prior-to-secondary)

67001 Construction Careers Exploration

Construction Career Exploration courses expose students to the opportunities available in 

construction-related trades, such as carpentry, masonry, air conditioning/refrigeration, plumbing, and so on. 

Students learn about the processes involved in construction projects and may engage in a variety of small 

projects. These courses emphasize responsibilities, qualifications, work environment, rewards, and career 

paths within construction-related fields.

67002 Construction—Comprehensive

Construction—Comprehensive courses provide the basic knowledge and skills required for 

construction of commercial, residential, and institutional structures. These courses provide experiences and 

information (typically including career opportunities and training requirements) regarding constructionrelated occupations such as carpentry, cabinetmaking, bricklaying, electrical trades, plumbing, concrete 

masonry, and so on. Students engage in activities such as reading blueprints, preparing building sites, 

starting foundations, erecting structures, installing utilities, finishing surfaces, and providing maintenance. 

67997 Architecture and Construction—Independent Study

Architecture and Construction—Independent Study courses, often conducted with instructors as 

mentors, enable students to explore architecture and construction-related topics of interest. Independent 

Study courses may serve as an opportunity for students to expand their expertise in a particular application, 

to explore a topic in greater detail, or to develop more advanced skills.

67999 Architecture and Construction—Other

Subject Area 68: Agriculture, Food, and Natural Resources 

(prior-to-secondary)

68001 Introduction to Agriculture and Natural Resources

Introduction to Agriculture courses survey a wide array of topics within the agricultural industry, 

exposing students to the many and varied types of agriculture and livestock career opportunities and to 

those in related fields (such as natural resources). These courses serve to introduce students to the agricultural 

field, providing an opportunity for student to identify an area for continued study or to determine that 

their interest lies elsewhere. They often focus on developing communication skills, business principles, and 

leadership skills.
66 • Prior-to-Secondary School Course Classification System

68002 Agriculture—Comprehensive

Agriculture—Comprehensive courses cover a wide range of agricultural topics, including plant and 

animal science, production, and processing; agricultural mechanics, including tool and machine operation 

and repair; construction and repair of farm structures; business operations and management; and the careers 

available in the agricultural industry. Courses may also include topics such as chemical and soil science, 

ecology, agricultural marketing, and veterinary science. 

68003 Agriculture and Natural Resources—Comprehensive

Agriculture and Natural Resources—Comprehensive courses cover a wide range of topics concerning 

agriculture and natural resources, including plant and animal science, production, and processing; 

environmental science and conservation; ecology; agricultural mechanics; agricultural construction; business 

operations and management; and the careers available in the agricultural/natural resources industry. Courses 

may also include topics such as chemical and soil science, forestry, agricultural marketing, and veterinary 

science.

68997 Agriculture, Food, and Natural Resources—Independent Study

Courses in Agriculture, Food, and Natural Resources—Independent Study, often conducted with 

instructors as mentors, enable students to explore topics of interest related to agriculture, food, and natural 

resources. Independent Study courses may serve as an opportunity for students to expand their expertise in a 

particular application, to explore a topic in greater detail, or to develop more advanced skills.

68999 Agriculture, Food, and Natural Resources—Other

Subject Area 69: Human Services (prior-to-secondary)

69001 Human Services Career Exploration

Human Services Career Exploration courses introduce and expose students to career opportunities 

pertaining to the provision of personal and consumer services for other human beings. Course topics 

vary and may include (but are not limited to) caring for others, education, cosmetology, apparel/textiles, 

entrepreneurship, labor laws, and customer service. Course activities depend upon the careers being explored.

69997 Human Services—Independent Study

Human Services—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest related to providing human services. Independent Study courses may 

serve as an opportunity for students to expand their expertise in a particular application, to explore a topic in 

greater detail, or to develop more advanced skills.

69999 Human Services—Other
School Codes for the Exchange of Data • 67 

Subject Area 70: Transportation, Distribution, and Logistics 

(prior-to-secondary)

70001 Exploration of Transportation, Distribution, and Logistics

Exploration of Transportation, Distribution, and Logistics courses introduce students to careers that 

involve the planning, management, and movement of people, materials, and products using any of several 

modes of transport. Such careers may also involve infrastructure, vehicular maintenance and repair, and 

operating or managing facilities that hold what is being transported. Therefore, specific course topics vary 

widely and depend upon the careers being explored.

70997 Transportation, Distribution, and Logistics—Independent Study

Transportation, Distribution, and Logistics—Independent Study courses, often conducted with 

instructors as mentors, enable students to explore topics of interest related to transportation, distribution, and 

logistics. Independent Study courses may serve as an opportunity for students to expand their expertise in a 

particular application, to explore a topic in greater detail, or to develop more advanced skills.

70999 Transportation, Distribution, and Logistics—Other

Subject Area 71: Engineering and Technology (prior-to-secondary)

Engineering

71001 Pre-Engineering Technology 

Pre-Engineering Technology courses integrate technology-oriented applications of mathematics and 

science into pre-engineering activities for students. Course topics may include material sciences, technology 

processes, enterprises, and career opportunities. 

71002 Engineering Applications

Engineering Applications courses provide an overview of the practical uses of a variety of engineering 

applications. Topics covered usually include hydraulics, pneumatics, computer interfacing, robotics, 

computer-aided design, computer numerical control, and electronics.

71003 Engineering Technology

Engineering Technology courses provide an opportunity to focus on one or more areas of industrial 

technology. Students apply technological processes to solve real engineering problems; develop the knowledge 

and skills to design, modify, use, and apply technology; and may also design and build prototypes and 

working models. Topics covered in the course include the nature of technology, use of technology, and 

design processes. 

71004 Principles of Engineering

Principles of Engineering courses provide an understanding of the engineering/technology field. 

Students typically explore how engineers use various technology systems and manufacturing processes to 

solve problems; they may also gain an appreciation of the social and political consequences of technological 

change.
68 • Prior-to-Secondary School Course Classification System

71005 Engineering—Comprehensive

Engineering—Comprehensive courses introduce students to and expand their knowledge of major 

engineering concepts such as modeling, systems, design, optimization, technology-society interaction, and 

ethics. Particular topics often include applied engineering graphic systems, communication of technical 

information, engineering design principles, material science, research and development processes, and 

manufacturing techniques and systems. The courses may also cover the opportunities and challenges in 

various branches of engineering. 

71006 Engineering Design

Engineering Design courses offer students experience in solving problems by applying a design 

development process. Often using solid modeling computer design software, students develop, analyze, and 

test product solutions models and communicate the features of those models.

71009 Robotics

Robotics courses develop and expand students’ skills and knowledge so that they can design and 

develop robotic devices. Topics covered in the course may include mechanics, electrical and motor controls, 

pneumatics, computer basics, and programmable logic controllers. 

71047 Engineering—Independent Study

Engineering—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest related to engineering. Independent Study courses may serve as an 

opportunity for students to expand their expertise in a particular application, to explore a topic in greater 

detail, or to develop more advanced skills.

71049 Engineering—Other

Technology

71051 Technological Literacy

Technological Literacy courses expose students to the communication, transportation, energy, 

production, biotechnology, and integrated technology systems and processes that affect their lives. The study 

of these processes enables students to better understand technological systems and their applications and 

uses.

71052 IB Technology, Middle Years Program

International Baccalaureate (IB) Technology, Middle Years Program courses are essentially concerned 

with solving problems, and they encourage students to investigate, design, plan, create, and evaluate. 

Content is balanced among systems, information, and materials, but the particular technology subjects may 

vary.

71097 Technology—Independent Study

Technology—Independent Study courses, often conducted with instructors as mentors, enable 

students to explore topics of interest related to technology systems and processes. Independent Study courses 

may serve as an opportunity for students to expand their expertise in a particular application, to explore a 

topic in greater detail, or to develop more advanced skills.
School Codes for the Exchange of Data • 69 

Drafting

71102 Drafting—General

Drafting—General courses introduce students to the technical craft of drawing illustrations to 

represent and/or analyze design specifications and then refine the skills necessary for this craft. Drafting—

General courses use exercises from a variety of applications to provide to students the knowledge and 

experience to develop the ability to perform freehand sketching, lettering, geometric construction, and 

multiview projections and to produce various types of drawings (working, detail, assembly, schematic, 

perspective, and so on). Computer-aided drafting (CAD) systems (if available) are typically introduced and 

used to fulfill course objectives.

71147 Drafting—Independent Study

Drafting—Independent Study courses, often conducted with instructors as mentors, enable students 

to explore drafting-related topics of interest. Independent Study courses may serve as an opportunity for 

students to expand their expertise in a particular application, to explore a topic in greater detail, or to 

develop more advanced skills.

All Others

71997 Engineering and Technology—Independent Study

Engineering and Technology—Independent Study courses, often conducted with instructors as 

mentors, enable students to explore topics of interest related to engineering and/or technology. Independent 

Study courses may serve as an opportunity for students to expand their expertise in a particular application, 

to explore a topic in greater detail, or to develop more advanced skills.

71999 Engineering and Technology—Other

Subject Area 72: Academic Enrichment

72001 Standardized Test Preparation

Standardized Test Preparation courses help to prepare students for national standardized tests. In 

particular, these courses assist students in developing and/or expanding their vocabulary, test-taking, and 

reasoning skills through study, lecture, and practice drills. Course topics may include vocabulary review; 

root words, prefixes, and suffixes; mathematical concepts, logic, and rules; and general problem-solving and 

test-taking strategies.

72002 State Test Preparation

State Test Preparation courses prepare students for particular state tests required for graduation. 

These courses may cover specific content areas (such as citizenship, mathematics, language arts, and so on) 

according to individual student needs, or they may provide a more general course of study, similar to the 

Standardized Test Preparation course described above.

72003 Study Skills

Study Skills courses prepare students for success in high school and/or postsecondary education. 

Course topics may vary according to the students involved, but typically include reading improvement 

skills, such as scanning, note-taking, and outlining; library and research skills; listening and note taking; 
70 • Prior-to-Secondary School Course Classification System

vocabulary skills; and test-taking skills. The courses may also include exercises designed to generate 

organized, logical thinking and writing.

72004 Dropout Prevention Program

Dropout Prevention Program courses vary widely, but typically are targeted at students who have 

been identified as being at risk of dropping out of or failing in school. Course content may include study 

skills and individual tutorials; career exploration or job readiness skills; communication skills; personal 

assessment and awareness activities; speaker presentations; and small-group seminars.

72005 Tutorial

Tutorial courses provide the assistance students need to successfully complete their coursework. 

Students may receive help in one or several subjects.

72006 Study Hall

Study Hall courses provide the opportunity and time for students to complete classroom assignments 

or school projects. Students typically work on their own, without the help of a tutor; however, they are 

supervised and usually remain in the classroom.

72007 Advancement Via Individual Determination (AVID)

AVID courses encourage students to pursue college readiness (and eventual enrollment). Typically, 

the courses offer activities that enable students to learn organizational and study skills, enhance their critical 

thinking skills, receive academic assistance as necessary, and be motivated to aspire to college education.

School Organization/Leadership

72101 Leadership

Leadership courses are designed to strengthen students’ personal and group leadership skills. 

Typically intended for students involved in extracurricular activities (especially as officers of organizations or 

student governing bodies), these courses may cover such topics as public speaking, effective communication, 

human relations, parliamentary law and procedures, organization and management, and group dynamics.

72102 School Orientation

School Orientation courses provide to students an introduction to the culture of their school so that 

they understand staff expectations and the school’s structure and conventions. These courses may vary widely 

according to the philosophy, aims, and methods of each school.

72103 School Governance

School Governance courses convene students as an entire student body to discuss common concerns, 

organize groups for action, make decisions, and solve school-related problems. Because of the nature of these 

courses, they are typically offered at private, alternative, or experimental schools.

72104 Community Service

Community Service courses provide the opportunity for students to volunteer their time, energy, and 

talents to serve a community project or organization. These courses are usually (but not always) conducted 

with a seminar component, so that students can use their volunteer experiences to learn how to solve 

problems, make decisions, and communicate effectively.
School Codes for the Exchange of Data • 71 

72105 Values Clarification

Values Clarification courses enable students to explore individual and societal actions and 

implications in order to help them develop personal values and make decisions about their lives. Examples 

of discussion topics include philosophy and religion, world resource allocation, genetic engineering, 

environmental issues, and death-related issues (euthanasia, suicide, and abortion).

72106 Seminar

Seminar courses vary widely, but typically offer to a small peer group the opportunity to investigate 

areas of interest. Course objectives may include improvement of research and investigatory skills, 

presentation skills, interpersonal skills, group process skills, and problem-solving and critical-thinking skills. 

Career Exploration/Development

72151 Career Exploration

Career Exploration courses help students identify and evaluate personal goals, priorities, aptitudes, 

and interests, with the goal of helping them make informed decisions about their careers. These courses 

expose students to various sources of information on career and training options and may also assist them in 

developing job search and employability skills.

72152 Employability Skills

Employability Skills courses help students match their interests and aptitudes to career options, 

with a focus on using employment information effectively, acquiring and improving job-seeking and 

interview skills, composing job applications and resumes, and learning the skills needed to remain in and 

advance within the workplace. Course content may also include consumer education and personal money 

management topics.

Family and Consumer Sciences

72201 Family and Consumer Science—Comprehensive

Family and Consumer Science—Comprehensive courses are inclusive studies of knowledge and skills 

that are useful for the efficient and productive management of the home. Course topics typically include 

foods and nutrition; clothing; child development and care; housing design, decoration, and maintenance; 

consumer decisions and personal financial management; and interpersonal relationships.

72202 Food and Nutrition

Food and Nutrition courses provide an understanding of food’s role in society, instruction in how 

to plan and prepare meals, experience in the proper use of equipment and utensils, and background on 

the nutritional needs and requirements for healthy living. Some classes place a heavier emphasis on the 

nutritional components of a balanced diet, while others concentrate on specific types of food preparation. 

Although these courses may present career opportunities in the food service industry, their emphasis is not 

career related.

72203 Food Science

Food Science courses offer opportunities for students to study the composition, structure, and 

properties of foods and the chemical changes that occur during the processing, storage, preparation, and 
72 • Prior-to-Secondary School Course Classification System

consumption of food. These courses often explore the effects of various materials, microorganisms, and 

processes on food products through laboratory experiments.

72205 Clothing/Sewing

Clothing/Sewing courses introduce students to and expand their knowledge of various aspects of 

wearing apparel, sewing, and fashion. These courses typically include wardrobe planning; selection, care, 

and repair of various materials; and construction of one or more garments. They may also include related 

topics, such as fashion design, fashion history, the social and psychological aspects of clothing, careers in the 

clothing industry, and craft sewing.

72206 Life Skills

Life Skills courses provide information about a wide range of subjects to assist students in 

becoming wise consumers and productive adults. These courses often emphasize such topics as goal setting, 

decisionmaking, and setting priorities; money and time management; relationships; and the development 

of the self. Practical exercises regarding selecting and furnishing houses, meeting transportation needs, 

preparing food, selecting clothing, and building a wardrobe are often integral to these classes. In addition, 

specific topics such as insurance, taxation, and consumer protection may also be covered.

72207 Self-Management

Self-Management courses introduce students to the skills and strategies helpful in becoming 

more focused, productive individuals. These courses typically emphasize goal setting; decisionmaking; 

management of time, energy, and stress; and identification of alternatives and coping strategies. They may 

also allow students to explore various career and lifestyle choices.

72208 Family Living

Family Living courses emphasize building and maintaining healthy interpersonal relationships 

among family members and other members of society. These courses often emphasize (but are not limited to) 

topics such as social/dating practices, human sexuality and reproduction, marriage preparation, parenthood 

and the function of the family unit, and the various stages of life. They may also cover topics related to 

individual self-development, career development, personal awareness, and preparation for the responsibilities 

of a family member and wage earner.

72209 Personal Development

Similar to Family Living courses, but more focused on the individual, Personal Development courses 

emphasize strengthening self-esteem, recognizing and resisting negative peer pressure, and developing coping 

skills for dealing with changes within one’s self and within others. These courses may also have a substanceabuse prevention component.

72210 Consumer Economics/Personal Finance

Consumer Economics/Personal Finance courses provide an understanding of the concepts and 

principles involved in managing one’s personal finances. Topics may include savings and investing, credit, 

insurance, taxes and social security, spending patterns and budget planning, contracts, and consumer 

protection. These courses may also provide an overview of the American economy.

72249 Family and Consumer Science—Other
School Codes for the Exchange of Data • 73 

All Others

72250 Exploratory

Exploratory courses provide a brief introduction to a variety of topics, typically elective subject areas, 

often in the form of discrete units or modules. Students may choose to take courses later that allow them to 

pursue the topics introduced in more depth. Topics may vary widely and span multiple subject areas within 

one course. 

72260 IB Personal Project, Middle Years Program

International Baccalaureate (IB) Personal Project, Middle Years Program courses occur during the 

final year of the program and should result in a significant piece of work that is the product of the student’s 

own initiative and creativity. Students choose their projects, which may take many forms, and complete 

them under the supervision of a teacher. Projects involve planning, research, and a high degree of personal 

reflection. 

72995 Miscellaneous—Aide

Miscellaneous—Aide courses offer the opportunity for students to assist instructors in preparing, 

organizing, or delivering course curricula or to assist other staff members in fulfilling their duties. Students 

may provide tutorial or instructional assistance to other students.

72999 Miscellaneous—Other

Subject Area 73: Nonsubject Specific (prior-to-secondary)

73028 Early Childhood Education

Code 73028 represents Early Childhood Education courses that are not differentiated by subject 

area—that is, instances in which students are enrolled in a grade-specified course and are taught various 

subjects throughout the day, rather than being enrolled in subject-specific courses. Specific course content 

depends upon state standards for early childhood education.

73029 Pre-kindergarten

Code 73029 represents Pre-kindergarten courses that are not differentiated by subject area—that 

is, instances in which students are enrolled in a grade-specified course and are taught various subjects 

throughout the day, rather than being enrolled in subject-specific courses. Specific course content depends 

upon state standards for pre-kindergarten.

73030 Kindergarten

Code 73030 represents Kindergarten courses that are not differentiated by subject area—that 

is, instances in which students are enrolled in a grade-specified course and are taught various subjects 

throughout the day, rather than being enrolled in subject-specific courses. Specific course content depends 

upon state standards for kindergarten.

73031 Grade 1

Code 73031 represents Grade 1 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 
74 • Prior-to-Secondary School Course Classification System

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 1.

73032 Grade 2

Code 73032 represents Grade 2 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 2.

73033 Grade 3

Code 73033 represents Grade 3 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 3.

73034 Grade 4

Code 73034 represents Grade 4 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 4.

73035 Grade 5

Code 73035 represents Grade 5 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 5.

73036 Grade 6

Code 73036 represents Grade 6 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 6.

73037 Grade 7

Code 73037 represents Grade 7 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 7.

73038 Grade 8

Code 73038 represents Grade 8 courses that are not differentiated by subject area—that is, instances 

in which students are enrolled in a grade-specified course and are taught various subjects throughout the day, 

rather than being enrolled in subject-specific courses. Specific course content depends upon state standards 

for grade 8.
School Codes for the Exchange of Data • 75 

73039 Prior-to-Secondary Education

Code 73039, representing prior-to-secondary education courses that are not grade-differentiated, 

should be used when a state or locality does not differentiate courses by either grade level or subject area or 

when standards apply to a range of consecutive grades (e.g., “by third grade, students should know and be 

able to do...”) and a multiplicity of subject-area content.

73041 IB Primary Years Program

International Baccalaureate (IB) Primary Years Program courses incorporate six transdisciplinary 

themes defined by the International Baccalaureate Organization as the framework for exploration and study 

at the primary level. Those themes are who we are, where we are in place and time, how we express ourselves, 

how the world works, how we organize ourselves, and sharing the planet. The course addresses multiple 

subject areas through the framework of these themes, including language; social studies; mathematics; arts; 

science; and personal, social, and physical education. 

School Codes for the Exchange of Data • 77 

APPENDIX A

List of Prior-to-Secondary SCED 

Course Titles and Codes, in 

Numeric Order

English Language and Literature (prior-to-secondary)

Comprehensive Language Arts 

IB Language A (English), Middle Years Program 51007

English as a Second Language 51008

Language Arts Laboratory 51009

Language Arts (early childhood education) 51026

Language Arts (pre-kindergarten) 51027

Language Arts (kindergarten) 51028

Language Arts (grade 1) 51029

Language Arts (grade 2) 51030

Language Arts (grade 3) 51031

Language Arts (grade 4) 51032

Language Arts (grade 5) 51033

Language Arts (grade 6) 51034

Language Arts (grade 7) 51035

Language Arts (grade 8) 51036

Language Arts 51037

Literature/Reading

Reading (early childhood education) 51038

Reading (pre-kindergarten) 51039

Reading (kindergarten) 51040

Reading (grade 1) 51041

Reading (grade 2) 51042

Reading (grade 3) 51043

Reading (grade 4) 51044

Reading (grade 5) 51045

Reading (grade 6) 51046

Reading (grade 7) 51047

Reading (grade 8) 51048

Reading 51049

Literature 51053

Strategic Reading 51066

Assisted Reading 51067

Corrective Reading 51068
78 • Prior-to-Secondary School Course Classification System

Literature—Independent Study 51097

Literature—Other 51099

Composition/Writing

Composition 51103

Creative Writing 51104

Writing (early childhood education) 51128

Writing (pre-kindergarten) 51129

Writing (kindergarten) 51130

Writing (grade 1) 51131

Writing (grade 2) 51132

Writing (grade 3) 51133

Writing (grade 4) 51134

Writing (grade 5) 51135

Writing (grade 6) 51136

Writing (grade 7) 51137

Writing (grade 8) 51138

Writing 51139

Composition—Independent Study 51147

Composition—Other 51149

Speech and Communication

Public Speaking 51151

Communications 51155

Speech—Independent Study 51197

Speech—Other 51199

Linguistics 

English—Test Preparation 51203

All Others

Language Arts Laboratory 51991

English Proficiency Development 51992

English Language and Literature—Supplemental 51996

English Language and Literature—Independent Study 51997

English Language and Literature—Other 51999

Mathematics (prior-to-secondary)

Foundation Mathematics

Informal Mathematics 52001

General Math 52002

Particular Topics in Foundational Mathematics 52003

Mathematics (early childhood education) 52028

Mathematics (pre-kindergarten) 52029
School Codes for the Exchange of Data • 79 

Mathematics (kindergarten) 52030

Mathematics (grade 1) 52031

Mathematics (grade 2) 52032

Mathematics (grade 3) 52033

Mathematics (grade 4) 52034

Mathematics (grade 5) 52035

Mathematics (grade 6) 52036

Mathematics (grade 7) 52037

Mathematics (grade 8) 52038

Mathematics 52039

Foundation Math—Independent Study 52047

Foundation Math—Other 52049

Pure Mathematics

Pre-Algebra 52051

Algebra I 52052

Integrated Math—Multiyear Equivalent 52061

Algebra—Other 52069

Informal Geometry 52071

Geometry 52072

Analytic Geometry 52073

Principles of Algebra and Geometry 52074

Particular Topics in Geometry 52075

Geometry—Other 52079

IB Mathematics, Middle Years Program 52132

Applied Mathematics

Consumer Math 52157

All Others

History of Math 52991

Mathematics—Test Preparation 52993

Mathematics Proficiency Development 52994

Mathematics—Supplemental 52996

Mathematics—Independent Study 52997

Mathematics—Other 52999

Life and Physical Sciences (prior-to-secondary)

Earth Science

Earth/Space Science 53008

Particular Topics in Earth Science 53009

Earth Science—Independent Study 53047

Earth Science—Other 53049
80 • Prior-to-Secondary School Course Classification System

Biology 

Biology 53051

Particular Topics in Biology 53063

Biology—Independent Study 53097

Biology—Other 53099

Chemistry 

Chemistry 53101

Particular Topics in Chemistry 53108

Chemistry—Independent Study 53147

Chemistry—Other 53149

Physics 

Physics 53151

Principles of Technology 53153

Life Science 53158

Physical Science 53159

Particular Topics in Physics 53162

Physics—Independent Study 53197

Physics—Other 53199

Integrated/Other

Integrated Science 53201

Unified Science 53202

IB Sciences, Middle Years Program 53203

Science (early childhood education) 53228

Science (pre-kindergarten) 53229

Science (kindergarten) 53230

Science (grade 1) 53231

Science (grade 2) 53232

Science (grade 3) 53233

Science (grade 4) 53234

Science (grade 5) 53235

Science (grade 6) 53236

Science (grade 7) 53237

Science (grade 8) 53238

Science 53239

Life and Physical Sciences—Proficiency Development 53994

Life and Physical Sciences—Supplemental 53996

Life and Physical Sciences—Independent Study 53997

Life and Physical Sciences—Other 53999
School Codes for the Exchange of Data • 81 

Social Sciences and History (prior-to-secondary)

Geography 

World Geography 54001

Particular Topics in Geography 54002

U.S. Geography 54003

Geography—Independent Study 54047

World History 

World History—Overview 54051

World Area Studies 54061

World People Studies 54062

Western Civilization 54063

Contemporary World Issues 54064

World History—Independent Study 54097

U.S. History

U.S. History—Comprehensive 54101

State-Specific Studies 54105

Contemporary U.S. Issues 54106

U.S. Ethnic Studies 54107

U.S. History—Independent Study 54147

U.S. History—Other 54149

Government, Politics, and Law

U.S. Government—Comprehensive 54151

Civics 54161

IB Humanities, Middle Years Program 54171

Government, Politics, and Law—Independent Study 54197

Government, Politics, and Law—Other 54199

General Social Studies

Social Studies (early childhood education) 54428

Social Studies (pre-kindergarten) 54429

Social Studies (kindergarten) 54430

Social Studies (grade 1) 54431

Social Studies (grade 2) 54432

Social Studies (grade 3) 54433

Social Studies (grade 4) 54434

Social Studies (grade 5) 54435

Social Studies (grade 6) 54436

Social Studies (grade 7) 54437

Social Studies (grade 8) 54438

Social Studies 54439
82 • Prior-to-Secondary School Course Classification System

All Others

Social Sciences and History—Supplemental 54996

Social Sciences and History—Independent Study 54997

Social Sciences and History—Other 54999

Fine and Performing Arts (prior-to-secondary)

Dance 

Dance Technique 55001

Dance Repertory 55002

Expressive Movement 55003

Dance Appreciation 55004

Choreography 55005

Dance (early childhood education) 55028

Dance (pre-kindergarten) 55029

Dance (kindergarten) 55030

Dance (grade 1) 55031

Dance (grade 2) 55032

Dance (grade 3) 55033

Dance (grade 4) 55034

Dance (grade 5) 55035

Dance (grade 6) 55036

Dance (grade 7) 55037

Dance (grade 8) 55038

Dance 55039

Dance—Independent Study 55047

Dance—Other 55049

Drama 

Introduction to the Theater 55051

Theatre Arts 55052

Drama—Comprehensive 55053

Exploration in Drama 55054

Drama (early childhood education) 55068

Drama (pre-kindergarten) 55069

Drama (kindergarten) 55070

Drama (grade 1) 55071

Drama (grade 2) 55072

Drama (grade 3) 55073

Drama (grade 4) 55074

Drama (grade 5) 55075

Drama (grade 6) 55076

Drama (grade 7) 55077

Drama (grade 8) 55078

Drama 55079
School Codes for the Exchange of Data • 83 

Drama—Independent Study 55097

Drama—Other 55099

Music 

General Band 55101

Concert Band 55102

Marching Band 55103

Orchestra 55104

Contemporary Band 55105

Instrumental Ensembles 55106

Chorus 55110

Vocal Ensembles 55111

Music History/Appreciation 55116

Music Appreciation 55118

Music (early childhood education) 55128

Music (pre-kindergarten) 55129

Music (kindergarten) 55130

Music (grade 1) 55131

Music (grade 2) 55132

Music (grade 3) 55133

Music (grade 4) 55134

Music (grade 5) 55135

Music (grade 6) 55136

Music (grade 7) 55137

Music (grade 8) 55138

Music 55139

Music—Independent Study 55147

Music—Other 55149

Visual Arts

Art Appreciation 55151

Art History 55152

Creative Art—Comprehensive 55154

Creative Art—Drawing/Painting 55155

Creative Art—Drawing 55156

Creative Art—Painting 55157

Creative Art—Sculpture 55158

Ceramics/Pottery 55159

Crafts 55165

Photography 55167

Film/Videotape 55168

Art (early childhood education) 55178

Art (pre-kindergarten) 55179

Art (kindergarten) 55180

Art (grade 1) 55181

Art (grade 2) 55182
84 • Prior-to-Secondary School Course Classification System

Art (grade 3) 55183

Art (grade 4) 55184

Art (grade 5) 55185

Art (grade 6) 55186

Art (grade 7) 55187

Art (grade 8) 55188

Art 55189

Visual Art—Independent Study 55197

Visual Arts—Other 55199

All Others

Integrated Fine Arts 55201

IB Arts, Middle Years Program 55202

Fine and Performing Arts—Independent Study 55997

Fine and Performing Arts—Other 55999

Foreign Language and Literature (prior-to-secondary)

Foreign Language (early childhood education) 56028

Foreign Language (pre-kindergarten) 56029

Foreign Language (kindergarten) 56030

Foreign Language (grade 1) 56031

Foreign Language (grade 2) 56032

Foreign Language (grade 3) 56033

Foreign Language (grade 4) 56034

Foreign Language (grade 5) 56035

Foreign Language (grade 6) 56036

Foreign Language (grade 7) 56037

Foreign Language (grade 8) 56038

Foreign Language 56039

Romance Languages

Spanish 56100

IB Language B (Spanish), Middle Years Program 56101

French 56120

IB Language B (French), Middle Years Program 56121

Italian 56140

IB Language B (Italian), Middle Years Program 56141

Portuguese 56160

IB Language B (Portuguese), Middle Years Program 56161

Germanic Languages

German 56200

IB Language B (German), Middle Years Program 56201
School Codes for the Exchange of Data • 85 

Greek Language

Greek 56280

IB Language B (Greek), Middle Years Program 56281

Classical Languages

Latin 56300

Classical Greek 56320

East Asian Languages

Chinese 56400

IB Language B (Chinese), Middle Years Program 56401

Japanese 56420

IB Language B (Japanese), Middle Years Program 56421

Korean 56440

IB Language B (Korean), Middle Years Program 56441

Southeast Asian/Austral-Asian Languages

Vietnamese 56500

IB Language B (Vietnamese), Middle Years Program 56501

Filipino 56520

IB Language B (Filipino), Middle Years Program 56521

Balto-Slavic Language

Russian 56600

IB Language B (Russian), Middle Years Program 56601

Semitic and Near/Middle Eastern Languages

Hebrew 56700

IB Language B (Hebrew), Middle Years Program 56701

Arabic 56720

IB Language B (Arabic), Middle Years Program 56721

African (non-Semitic) Languages

Swahili 56760

IB Language B (Swahili), Middle Years Program 56761

American Sign Language

American Sign Language 56800

IB Language B (American Sign Language), 

 Middle Years Program 56801
86 • Prior-to-Secondary School Course Classification System

American Indian Languages

American Indian Language 56820

IB Language B (American Indian Language), 

 Middle Years Program 56821

All Others

Foreign Language and Literature—Independent Study 56997

Foreign Language and Literature—Other 56999

Religious Education and Theology (prior-to-secondary)

Religious Foundations 57001

Scriptures 57005

Old Testament 57006

New Testament 57007

Bible History 57008

Faith and Lifestyle 57015

Religious Education and Theology—Independent Study 57997

Religious Education and Theology—Other 57999

Physical, Health, and Safety Education (prior-to-secondary)

Physical Education

Physical Education 58001

Team Sports 58002

Individual/Dual Sports 58003

Recreation Sports 58004

Fitness/Conditioning Activities 58005

Adapted Physical Education 58007

Gymnastics 58008

Aquatics/Water Sports 58010

Specific Sports Activities 58013

Physical Education Equivalent 58014

Off-Campus Sports 58015

Lifetime Fitness Education 58016

Physical Education (early childhood education) 58028

Physical Education (pre-kindergarten) 58029

Physical Education (kindergarten) 58030

Physical Education (grade 1) 58031

Physical Education (grade 2) 58032

Physical Education (grade 3) 58033

Physical Education (grade 4) 58034

Physical Education (grade 5) 58035

Physical Education (grade 6) 58036

Physical Education (grade 7) 58037

Physical Education (grade 8) 58038
School Codes for the Exchange of Data • 87 

Physical Education 58039

IB Physical Education, Middle Years Program 58040

Physical Education—Independent Study 58047

Physical Education—Other 58049

Health Education

Health Education 58051

Health and Fitness 58052

Health and Life Management 58057

Substance Abuse Prevention 58058

Health Education—Independent Study 58097

All Others

Physical, Health, and Safety Education—

 Independent Study 58997

Physical, Health, and Safety Education—Other 58999

Computer and Information Sciences (prior-to-secondary)

Computer Literacy

Introduction to Computers 60001

Computing Systems 60002

Computer and Information Technology 60003

Computer Applications 60004

Particular Topics in Computer Literacy 60008

Computer Literacy 60010

Computer Literacy—Other 60049

Media Technology

Web Page Design 60201

Computer Graphics 60202

Interactive Media 60203

Media Technology—Independent Study 60247

All Others

Computer and Information Sciences—

 Independent Study 60997

Computer and Information Sciences—Other 60999

Communication and Audio/Video Technology (prior-to-secondary)

Communication 

Introduction to Communication 61001

Communication Technology 61002

Particular Topics in Communication 61003
88 • Prior-to-Secondary School Course Classification System

Communication—Independent Study 61047

Communication—Other 61049

Audio and Video Technology and Film

Audio/Visual Production 61051

Commercial Photography 61052

Photographic Laboratory and Darkroom 61053

Photo Imaging 61054

Video 61055

Particular Topics in Audio/Video Technology and Film 61056

Audio/Video Technology and Film—Other 61099

Journalism and Broadcasting

Journalism 61101

Photojournalism 61102

Broadcasting Technology 61103

Publication Production 61104

Particular Topics in Journalism and Broadcasting 61105

Journalism and Broadcasting—Independent Study 61147

Journalism and Broadcasting—Other 61149

Printing Technology and Production

Digital Media Technology 61151

Desktop Publishing 61152

Particular Topics in Printing Technology 

 and Production 61159

Printing Technology—Independent Study 61197

Printing Technology—Other 61199

All Others

Communication and Audio/Video Technology—

 Independent Study 61997

Communication and Audio/Video Technology—Other 61999

Business and Marketing (prior-to-secondary)

Administration 

Business/Office Career Exploration 62001

Keyboarding 62005

Word Processing 62006

Particular Topics in Administration 62008

Administration—Independent Study 62047
School Codes for the Exchange of Data • 89 

Management 

Introductory Business 62051

Management—Independent Study 62097

Finance 

Banking and Finance 62101

Finance—Independent Study 62147

Marketing 

Marketing Career Exploration 62151

Marketing—Comprehensive 62152

Marketing—Independent Study 62197

All Others

Business and Marketing—Independent Study 62997

Business and Marketing—Other 62999

Manufacturing (prior-to-secondary)

Manufacturing Technology

Exploration of Manufacturing Occupations 63001

Industrial Arts 63003

Processing/Production

Material and Processes 63052

All Others

Manufacturing—Independent Study 63997

Manufacturing—Other 63999

Health Care Sciences (prior-to-secondary)

Comprehensive 

Exploration of Health Care Occupations 64001

Health Care Occupations—Comprehensive 64002

All Others

Health Care Sciences—Independent Study 64997

Health Care Sciences—Other 64999

Public, Protective, and Government Services (prior-to-secondary)

Exploration of Public Service Careers 65001

Public, Protective, and Government Service—

 Independent Study 65997
90 • Prior-to-Secondary School Course Classification System

Public, Protective, and Government Services—Other 65999

Hospitality and Tourism (prior-to-secondary)

Exploration of Hospitality Careers 66001

Hospitality and Tourism—Independent Study 66997

Hospitality and Tourism—Other 66999

Architecture and Construction (prior-to-secondary)

Construction Careers Exploration 67001

Construction—Comprehensive 67002

Architecture and Construction—Independent Study 67997

Architecture and Construction—Other 67999

Agriculture, Food, and Natural Resources (prior-to-secondary)

Introduction to Agriculture and Natural Resources 68001

Agriculture—Comprehensive 68002

Agriculture and Natural Resources—Comprehensive 68003

Agriculture, Food, and Natural Resources—

 Independent Study 68997

Agriculture, Food, and Natural Resources—Other 68999

Human Services (prior-to-secondary)

Human Services Career Exploration 69001

Human Services—Independent Study 69997

Human Services—Other 69999

Transportation, Distribution, and Logistics (prior-to-secondary)

Exploration of Transportation, Distribution, 

 and Logistics 70001

Transportation, Distribution, and Logistics—

 Independent Study 70997

Transportation, Distribution, and Logistics—Other 70999

Engineering and Technology (prior-to-secondary)

Engineering 

Pre-Engineering Technology 71001

Engineering Applications 71002

Engineering Technology 71003

Principles of Engineering 71004

Engineering—Comprehensive 71005
School Codes for the Exchange of Data • 91 

Engineering Design 71006

Robotics 71009

Engineering—Independent Study 71047

Engineering—Other 71049

Technology 

Technological Literacy 71051

IB Technology, Middle Years Program 71052

Technology—Independent Study 71097

Drafting 

Drafting—General 71102

Drafting—Independent Study 71147

All Others

Engineering and Technology—Independent Study 71997

Engineering and Technology—Other 71999

Miscellaneous (prior-to-secondary)

Academic Enrichment

Standardized Test Preparation 72001

State Test Preparation 72002

Study Skills 72003

Dropout Prevention Program 72004

Tutorial 72005

Study Hall 72006

Advancement Via Individual Determination (AVID) 72007

School Organization/Leadership

Leadership 72101

School Orientation 72102

School Governance 72103

Community Service 72104

Values Clarification 72105

Seminar 72106

Career Exploration/Development

Career Exploration 72151

Employability Skills 72152

Family and Consumer Sciences

Family and Consumer Science—Comprehensive 72201

Food and Nutrition 72202

Food Science 72203

Clothing/Sewing 72205
92 • Prior-to-Secondary School Course Classification System

Life Skills 72206

Self-Management 72207

Family Living 72208

Personal Development 72209

Consumer Economics/Personal Finance 72210

Family and Consumer Science—Other 72249

All Others

Exploratory 72250

IB Personal Project, Middle Years Program 72260

Miscellaneous—Aide 72995

Miscellaneous—Other 72999

Nonsubject Specific (prior-to-secondary)

Early Childhood Education 73028

Pre-kindergarten 73029

Kindergarten 73030

Grade 1 73031

Grade 2 73032

Grade 3 73033

Grade 4 73034

Grade 5 73035

Grade 6 73036

Grade 7 73037

Grade 8 73038

Prior-to-Secondary Education 73039

IB Primary Years Program 73041
School Codes for the Exchange of Data • 93 

APPENDIX B

State Use of Prior-to-Secondary 

Course Codes

The purpose and benefits of developing prior-to-secondary course codes may be best illustrated by states that 

are pioneering their use. The following use-cases were gathered from members of the Prior-to-Secondary 

Course Code Classification Working Group. Representatives from four state education agencies provided 

a brief description of how prior-to-secondary course codes are used in their states. Contact information is 

provided for states and districts that have follow-up questions for these staff.

Iowa

Iowa is implementing an electronic transcript and student record project to follow K-12 students across 

districts, and prior-to-secondary course codes are the missing link. The student record provides an immediate 

set of data to the receiving school to assist with appropriate education placement of the new student. Iowa 

currently lacks a standardized way of capturing this information below the high school level, given the 

diversity of courses, subjects, coding, and descriptions at the prior-to-secondary level. At the high school 

level, implementation of the NCES Pilot Standard National Course Classification System for Secondary 

Education since 1997 and the School Codes for the Exchange of Data (SCED) since 2007 has resulted in 

standardized state curriculum reporting, and improved data accuracy and equity.

Coleen McClanahan

Consultant, Iowa Department of Education

Phone: 515-233-1074

c_mcclanahan@msn.com

Kansas

As Kansas considered standard state course codes, the decision was made early in the process to not only 

adopt the national SCED codes, but to develop and adopt elementary and middle school course codes as 

well. Kansas developed national elementary codes in order to have comparable teacher assignment data. 

Teacher license endorsements were also mapped to the Kansas Course Codes, providing a consistent view of 

the data for educator assignment reports. Kansas included use of the Kansas Course Codes in collection of 

student level course information for program areas such as migrant and career and technical education, and 

will require it in the upcoming collection of student course completion transcript data for all K-12 students. 

The state’s electronic transcript implementation requires the use of Kansas Course Codes in order to provide 

uniform sharing of information across districts and into postsecondary.

Jeannette Nobo

Assistant Director of Standards, Kansas State Department of Education

Phone: 785-296-3047 

jnobo@ksde.org
94 • Prior-to-Secondary School Course Classification System

Minnesota

Consistent prior-to-secondary codes across districts are an essential component of Minnesota’s planned 

P-20 data warehouse. The warehouse will track students from their entry into the state educational system 

through workforce entry. Information on teachers assigned to each student will also be included. A high 

percentage of Minnesota’s students attend higher education in Minnesota and participate in the state’s 

workforce. Goals for the data warehouse include identifying student course-taking patterns and levels of 

achievement in relation to education and career choices, and outcomes. To understand these patterns, high 

school student achievement and course-taking data are an insufficient starting point. 

Cheryll Ostrom

Information Technologies Project Management, Minnesota Department of Education

Phone: 651-582-8417 

cheryll.ostrom@state.mn.us

New Hampshire

In New Hampshire, many schools now provide report cards at the lower grade levels that include feedback 

for each subject (e.g., reading, math). To support this level of detail in the report cards, the schools have 

requested that more detail be included in the student information systems at the lower grades. Prior-tosecondary course codes can provide this detail.

Michael Schwartz

Consultant, New Hampshire Department of Education

Phone: 603-271-7455 

mschwartz@ed.state.nh.us
School Codes for the Exchange of Data • 95 

APPENDIX C

Forum and Other NCES Resources

Traveling Through Time: The Forum Guide to Longitudinal Data 

Systems, Book I: What is an LDS?

nces.ed.gov/pubs2010/2010805.pdf

This book, the first of the four-part Forum series, is a primer on longitudinal data 

systems (LDS). It focuses on the LDS fundamentals, providing a definition of 

“LDS” and detailing the features that a basic system should have as well as the 

components that can further expand the system’s utility. Benefits of an LDS are 

discussed and common misconceptions about these systems are dispelled. The 

book also includes basic organizational steps that should guide the development of 

a successful LDS.

The Forum Guide to Data Ethics (NFES 2010–801)

http://nces.ed.gov/forum/pub_2010801.asp

Every day, educators collect and use data about students, staff, and schools. Some 

of these data originate in individual student and staff records that are confidential 

or otherwise sensitive. And even those data that are a matter of public record, such 

as aggregate school enrollment, need to be accessed, presented, and used in an 

ethically responsible manner. While laws set the legal parameters that govern data 

use, ethics establish fundamental principles of “right and wrong” that are critical to 

the appropriate management and use of education data in the technology age. This 

guide reflects the experience and judgment of experienced data managers; while 

there is no mandate to follow these principles, the authors hope that the contents 

will prove a useful reference to others in their work.

Crisis Data Management: A Forum Guide to Collecting and 

Managing Data about Displaced Students (NFES 2010–804)

http://nces.ed.gov/forum/pub_2010804.asp

This publication provides guidelines that can be used by elementary and secondary 

education agencies to establish policies and procedures for collecting and 

managing education data before, during, and after a crisis.
96 • Prior-to-Secondary School Course Classification System

The Forum Guide to Metadata: The Meaning Behind Education 

Data (NFES 2009–805)

http://nces.ed.gov/forum/pub_2009805.asp

This guide offers best practice concepts, definitions, implementation strategies, and 

templates/tools for an audience of data, technology, and program staff in state and 

local education agencies. This resource was developed to improve these audiences’ 

awareness and understanding of metadata and, subsequently, the quality of the 

data in the systems they maintain. 

Every School Day Counts: Forum Guide to Collecting and Using 

Attendance Data (NFES 2009–804)

http://nces.ed.gov/forum/pub_2009804.asp

This guide offers best practice suggestions on collecting and using student 

attendance data to improve performance. It includes a standard set of codes to 

make attendance data comparable across districts and states. The publication 

includes real-life examples of how attendance information has been used by school 

districts.

NCES Handbooks Online 

http://www.nces.ed.gov/programs/handbook

NCES Handbooks are a valuable source of metadata for organizations and individuals interested in 

education data. These print and online resources define standard education terms for students, staff, schools, 

local education agencies (LEA), intermediate education agencies, and state education agencies (SEA). The 

handbooks are intended as reference documents for public and private organizations, including education 

institutions and early childhood centers; as well as education researchers and other users of education data. 

In order to improve access to this valuable resource, NCES has also developed NCES Handbooks Online,

a web-based tool that allows users to view and download information via an electronic table of contents, a 

drill-down finder, element name and first letter searches, and advanced query options.
School Codes for the Exchange of Data • 97 

National Education Data Model

http://nces.ed.gov/forum/datamodel/index.aspx 

The National Education Data Model (NEDM) is the first nonproprietary, national education data model 

developed to help schools, LEAs, and states design or guide the selection of systems for instructional delivery, 

data-driven decisionmaking, data collection, operations, and reporting. The model provides a national 

blueprint to help schools evaluate and improve instructional tools; communicate needs to their umbrella 

agency or to vendors; enhance the movement of student information from one LEA to another; and, in the 

end, have better tools to inform instruction. NEDM can be used by educators, vendors, and researchers to 

understand the information required for teaching, learning, and administrative systems.

Managing an Identity Crisis: Forum Guide to Implementing New 

Federal Race and Ethnicity Categories (NFES 2008–802)

http://nces.ed.gov/forum/pub_2008802.asp

This best practice guide was developed to help state and local education agencies 

implement the new federal race and ethnicity categories, thereby reducing 

redundant efforts within and across states, improving data comparability, and 

minimizing reporting burden. Users may select and adopt strategies that will help 

them quickly begin the process of implementation in their agencies.

Forum Guide to Core Finance Data Elements (NFES 2007–801)

http://nces.ed.gov/forum/pub_2007801.asp

This publication establishes current and consistent terms and definitions for 

maintaining, collecting, reporting, and exchanging comparable information 

related to education finances. It is designed to accompany Financial Accounting 

for Local and State School Systems: 2003 Edition by identifying common reporting 

requirements and defining frequently used indicators and calculations that use data 

elements from accounting and other data systems.
98 • Prior-to-Secondary School Course Classification System

Forum Curriculum for Improving Education Data: A Resource for 

Local Education Agencies (NFES 2007–808)

http://nces.ed.gov/forum/pub_2007808.asp

This resource supports efforts to improve the quality of education data by serving 

as training materials for K–12 school and district staff. It provides lesson plans, 

instructional handouts, and other resources; and presents concepts necessary to 

help schools develop a culture for improving data quality.

Forum Guide to Decision Support Systems: A Resource for 

Educators (NFES 2006–807)

http://nces.ed.gov/forum/pub_2006807.asp

This Forum guide was developed to help the education community better 

understand what decision support systems are, how they are configured, how 

they operate, and how they might be developed and implemented in an education 

setting.

Forum Guide to Virtual Education (NFES 2006-803)

http://nces.ed.gov/forum/pub_2006803.asp

This publication offers recommendations for collecting accurate, comparable, 

and useful data about virtual education in elementary and secondary education 

settings. It highlights policy questions and data elements critical to meeting the 

information needs of policymakers, administrators, instructors, and parents of 

students involved in virtual education.
School Codes for the Exchange of Data • 99 

Forum Guide to the Privacy of Student Information: 

A Resource for Schools (NFES 2006–805)

http://nces.ed.gov/forum/pub_2006805.asp

This publication was written to help school and local education agency staff better 

understand and apply the Family Educational Rights and Privacy Act (FERPA), 

a federal law that protects the privacy interests of parents and students with 

respect to information maintained in student education records. It defines terms 

such as “education records” and “directory information,” and offers guidance for 

developing appropriate privacy policies and information disclosure procedures 

related to military recruiting, parental rights and annual notification, videotaping, 

online information, media releases, surveillance cameras, and health-related 

information.

Accounting for Every Student: A Taxonomy for Standard Student 

Exit Codes (NFES 2006–804)

http://nces.ed.gov/forum/pub_2006804.asp

This publication was developed to help education agencies develop effective 

information systems for tracking students’ enrollment status. It presents a studentlevel exit code taxonomy for states and districts that accounts for 100 percent (not 

90 or 110 percent) of all students. It also offers “best practice” advice regarding 

tracking students, collecting exit codes data, and distinguishing among high 

school completion credentials.

Forum Guide to Education Indicators (NFES 2005–802)

http://nces.ed.gov/forum/pub_2005802.asp

This publication provides encyclopedia-type entries for 44 commonly used 

education indicators. Each indicator entry includes a definition, recommended 

uses, caveats and cautions, related policy questions, data element components, a 

formula, commonly reported subgroups, and display suggestions. The document 

will help readers better understand how to appropriately develop, apply, and 

interpret commonly used education indicators.
100 • Prior-to-Secondary School Course Classification System

Forum Guide to Building a Culture of Quality Data 

(NFES 2005–801)

http://nces.ed.gov/forum/pub_2005801.asp

This publication focuses on data entry: getting things done right at the source. It 

recommends a practical process for developing a “culture of quality data” based 

around individual tip sheets for individuals involved in providing data, including 

principals, teachers, office staff, school board members, superintendents, data 

stewards, and technology staff.

Forum Unified Education Technology Suite (2005)

http://nces.ed.gov/forum/pub_tech_suite.asp

This publication presents a practical, comprehensive, and tested 

approach to assessing, acquiring, instituting, managing, securing, and 

using technology in education settings. It is written for individuals 

without extensive experience with technology who have been tasked 

with leading technology initiatives in a school or district setting.

Forum Guide to Protecting the Privacy of Student Information: 

State and Local Education Agencies (NCES 2004–330)

http://nces.ed.gov/forum/pub_2004330.asp

This publication presents a general overview of privacy laws and professional 

practices that apply to information collected for, and maintained in, student 

records. The guide provides an overview of key principles and concepts governing 

student privacy; summarizes federal privacy laws; identifies issues concerning the 

release of information to both parents and external organizations; and suggests 

good data management practices for schools, districts, and state education 

agencies.

Facilities Information Management: A Guide for State and Local 

Education Agencies (NCES 2003–400)

http://nces.ed.gov/forum/pub_2003400.asp

This publication provides a framework for identifying a basic set of school facilities 

data elements and definitions that will meet the information needs of school and 

community decisionmakers, school facility managers, and the general public. It 

presents recommendations for designing and maintaining an information system 

that addresses the condition, design, use, management, and financing of elementary 

and secondary education facilities. Commonly used measures, data elements, and 

additional resources for the practitioner are also included.
School Codes for the Exchange of Data • 101 

Planning Guide for Maintaining School Facilities 

(NCES 2003–347)

http://nces.ed.gov/forum/pub_2003347.asp

This publication is intended to help school facilities managers plan for efficient and 

effective operations. It provides practical advice on a range of topics, including how 

to conduct a facilities audit, plan for maintenance to ensure smooth operations 

and avoid costly surprises, manage staff and contractors, and evaluate maintenance 

efforts.