PAPERWORK REDUCTION ACT SUBMISSION SUPPORTING STATEMENT 

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

**November 2013**  

# Attachment A - 1 

# Mandatory **Civil Rights Data Collection**  **Data Set f** 

**or School Yea**  **rs 2013 –**  **14 and 2015 –**  **16 :**  **Overview and I**  **nformation to Assist**  **Reviewers** Revised after 60- day public comment period.Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 2 

## INTRODUCTION This clearance submission is for the data set to be collected through the Civil Rights Data Collection (CRDC) for school years 2013

– 14 and 2015

– 16 . Attachment A contains the data set that is being proposed for collection and is organized into five parts:  Attachment A - 1

– Overview of the collection , including directory information , and i nformation about the CRDC data set to assist reviewers ;  Attachment A - 2

– Data groups collected from local education al agencies ( L EA) ;  Attachment A - 3

– Categories used in data groups ;  Attachment A - 4

– Directional indicators used to ensure LEAs are only p resented with applicable data group tables ; and  Attac hment A - 5

– Directe d questions for public comment . This part of Attachment A (i.e., A - 1) is divided into two parts. The first part contains the overview of the collection, and is organized as follows:  Summary

of CRDC

– This section provides background information about the CRDC and an overview for the collection plan.  Standard definitions

– This section provides definitions for terms that are used throughout the data set.  Reporting periods

– This section explains the reporting periods used in the data set.  Directory

r eco rds

– This section explains the directory o r universe of education entities. A ll data collected through the CRDC are linked to education entities in the directory . The second part of A - 1, which contains an explanation of the data set to assist reviewers, is organized as follows:  Explanation of terms

– This section explains key terms used in the clearance submission.  Guide to the data group tables and category t ables

– This section provides information on how to read the data group tables and category tables in the attachments.  Other information

– This section provides an FAQ for reading the clearance submission.  Acron ym s – This section provides a list of acronyms used in the data group and data category definitions. Changes made as a result of comments received during the 60 - day public comment period are noted with a “ **†** ” . Additional changes (including technical edits and revisions) that were made for clarit y, accuracy, and consistency are noted with a “ **‡** ”.Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 3 

## SUMMARY OF **THE CIVIL RIGHTS DAT A** 

**COLL ECTION**  The Civil Rights Data Collection (CRDC) is a longstanding and critical aspect of the overall enforcement and monitoring strategy used by the Department’s Office for Civil Rights (OCR) to ensure that recipients of the U.S. Department of Education’s ( ED) federal financial assistance do not discriminate on the basis of race, color, national origin, sex, and disability . OCR relies on CRDC data as it investigates complaints alleging discrimination, determines whether the federal civil rights laws it enfo rces have been violated, initiates proactive compliance reviews to focus on particularl y acute or nationwide civil rights compliance problems, and provides policy guidance and technical assistance to educational institutions, parents, students, and others. ED has collected CRDC data on school characteristics, programs, services, and student outcomes directly from l ocal e ducation a gencies (LEA) on a biennial basis since 1968. For man y ye ars, the collection operated as the Elementary and Secondary

School Civil Rights Compliance Report approved b y OMB as 1870 - 0500. Since 2004, the CRDC has been conducted primaril y online (f lat file submissions and paper survey s were also allowed) . With the exception of two state educational agencies (SEA), each LEA that is included submits an LEA summary survey and a survey about each school in the LEA ( one SEA provided all the data on behalf of its LEAs and another SEA provided some data on behalf of its LEAs during this time ) . All data from these alternate methods were m erged with data collected online and the entire dataset was transferred into the EDFacts data warehouse , a central data repository for use by offices across ED . Section 203(c)(1) of the 1979 Department of Education Organization Act convey s to the Assistant Secretary

for Civil Rights the authority to “collect or coordinate the collection of data necessary to ensure compliance with civil rights laws within the juris diction of the Office for Civil Rights” (20 U.S.C. § 3413(c)(1)). The civil rights laws enforced b y OCR include: Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, and national origin; Title IX of the Education Amendments of 1972, which prohibits discrimination based on sex; and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability . OCR’s implementing regulations for each of these statutes requires recipients o f the Department’s federal financial assistance to submit to OCR “complete and accurate compliance reports at such times, and in such form and containing such information” as OCR “may determine to be necessary to enable [OCR] to ascertain whether the recip ient has complied or is complying” with these laws and implementing regulations (34 CFR 100.6(b), 34 CFR 106.71, and 34 CFR 104.61). In addition, pursuant to a delegation b y the Attorney General of the United States, OCR shares in the enforcement of Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination based on disability . An y data collection that OCR has determined to be necessary to ascertain or ensure compliance with these laws is mandatory . OCR also works with Department offices to help them effectivel y carry out programs of Federal financial assistance that the Secretary of Education is responsible for administering. See generally , Sections 201, 202(g), 411(a), and 412 of the Department of Education Organization Act (20 U.S.C. §§ 3411, 3412(g), 3471(a), and 3472). OCR works with the Department’s OfficeAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 4 of Elementary

and Secondary

Education, which is responsible for administering the Elementary and Secondary

Education Act of 1965 (ESEA). Se ction 9533 of the ESEA (20 U.S.C. § 7913) prohibits discrimination in the administration of the ESEA in violation of the Fifth or Fourteenth Amendments to the Constitution. In addition, Section 9534 of the ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the basis of race, color, religion, sex (except as otherwise permitted under Title IX), national origin, or disability . Thus, in addition to OCR's authority described above, the ESEA provides authority for the Department to mandate that LEAs respond to this data collection. PLANS FOR THE CRDC ED proposes that for an y CRDC survey s administered for school ye ar ( SY ) 201 3

– 1 4 and SY 2015

– 16 , ED would:  Continue electronic collection.  Allow flat file submissions , including those submitted by SEAs on behalf of their LEAs .  Allow paper submissions for LEAs with no Internet connectivity or limited Web access.  Utilize data submitted by states through the Eden Submission Sy stem (ESS) for selected additional data groups to supplement the CRDC dat aset with no additional burden.  In clude a full universe of schools and LEAs. There are three distinct phase s to the CRDC:  Notification and reporting status ,  Collection of data b y LEAs , and  Survey

submission window . The first phase in the CRDC is to notify school districts of their obligation to report, designate a principal point of contact, and verify the reporting status of LEAs and schools. The result of this first phase is a full directory of LEAs and schools and their CRDC reporting status. Th e information collected in this directory is outlined in the Directory Record section, starting on page A1 - 10 . During the collection of data phase by L EAs, OCR intends to provide collection tools for LEAs to organize and prepare their submission to OCR . First used with the 2011

– 12 universe survey , OCR received positive comments from school districts using the tools to collect, verify , and store their CRDC data files for submission once the survey window opened. To reduce burden, ED uses an interactive W eb - based survey tool that takes into consideration responses provided b y LEAs. For example, if a user indicates the school serves onl y elementary students, then questions about high schools are not presented. To facilitate this approach , directional que stions may precede data group tables. For example, the user may be asked if the high school provided Advanced Placement (AP) courses. If the user answers “No,” then theAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 5 series of tables about AP would be skipped; if the answer is “Yes,” then the tables a bout AP would be presented. School districts have the option to submit flat files of their data, use W eb screens to enter data, or a combination of these submission methods. To minimize the reporting burden on school districts, all data collected by school districts will be reported during one submission window. The survey submission for the 2013

– 14 CRDC will open no later than September 2014 and is expected to close on or around January 2015. KEY POINTS ABOUT THE CRDC The following are key

point s about this collection.  CRDC does not collect individual student - or staff - level information. All information provided in response to the CRDC is aggregated

— often b y categories such as grade level. Although some of the data files may contain small numb ers, none of the information is linked to specific students or staff members. In submitting data required for the CRDC , LEA s and other data suppliers cannot suppress the data in small data cells .  Data are collected primarily from LEAs . LEAs are responsi ble for reporting LEA - level and school - level data. Some SEAs may report data on behalf of their LEAs. Most data are collected through the CRDC Web - based Survey Tool . The CRDC survey tool collects flat files submitted electronically by L EA s or data enter ed b y LEAs through W eb screens .  CRDC collects data about where students are receiving instruction. All students are reported where they

spend at least 50% of their school day , even if they are reported elsewhere for purposes of accountability or funding.  Data are reported for a specific period of time. For example, the student membership data group (DG979) is reported for on or close to October 1 , while the AP exam participation data group (DG904) is reported for a regular school year.  Data are associated with the school year of performance. For example, the student membership data for October 1, 2013 , are associated with SY 2013

– 14 since the student membership data represent the beginning counts of students for the school year. The table below summarizes the CRDC data set proposed for collection. **Component of the CRDC**  **Data Set Description**  **Explained in** Directory records CRDC obtains data from EDFacts and

collects data from LEAs to build an official Attachment A - 1Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 6 **Component of the CRDC**  **Data Set Description**  **Explained in**

directory of LEAs and schools required to report the CRDC to OCR . Data groups and c ategories collected from L EAs L EAs upload files or complete a W eb form to

submit data via the CRDC Survey Submission Tool . Attachment s A 2 ( data groups ) and A - 3 ( c ategories)Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 7 

### STANDARD DEFINITIONS In order to consolidate and centralize early childhood through grade 12 data collections, definitions need to be standardized. The same term cannot have multiple definitions. The CRDC uses the same standardized definitions as the Department’s EDFacts collection wherever possible in order to maintain consistency . This sectio n contains the standard definitions used in the CRDC data set:  Children with Disabilities (IDEA)  Limited English Proficient (LEP) Students  Local educational agency  Race/ethnicit y  School **Children with Disabilities ( IDEA**  **) (also referred to as Students with Disabilities (**  **IDEA ))**  **–** Children having intellectual disabilitie s; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic br ain injury ; developmental delay; other health impairment; a specific learning disability ; deaf - blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program (IEP), Individual Family

Service Plan (IFSP), or service s plan. 1 **Limited English Proficient (LEP)**  **Students –**  Incoordination with the state’s definition based on Title IX of the Elementary and Secondary Education Act ( ESEA ) , students: (A) who are ages 3 through 21; (B) who are enrolled or preparing to enroll in an elementary school or a secondary

school; (C ) (who are i, ii, or iii) (i) who were not born in the United States or who se native languages are languages other than English; (ii) (who are I and II) (I) who are a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who come from an environment where languages other than English have a signi ficant impact on their level of language proficiency ; or (iii) who are migratory , whose native languages are languages other than English, and who come from an environment where languages other than English are dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to den y the individuals (who are denied i or ii or iii) 2

1 Statutory reference

– Section 602(3) of IDEA . 20 U.S.C. 1401(3). 2 Must be determined by a valid assessment .Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 8 (i) the ability

to meet the state’s proficient level of achievement on state assessments described in section 1111(b)(3) [of ESEA, 20 U.S.C. 6311(b)(3)] ; (ii) the ability

to successfully

achieve in classrooms where the language of instruction is English; or (iii) the opportunity

to participate fully

in societ y. Note - To be classified as limited English proficient, an individual must be A, B, C, and D. For C, an individual can be i, ii, or iii. If C - ii, the individual must be I and II. For D, an individual must b e denied i or ii or iii. 3 **Local educational agency**

– A l ocal e ducation al a gency (LEA) or e ducation al a genc y is a governmental administrative unit at the local level which exists primarily to operate schools or to contract for educational services. These units may or may not be coterminous with county , cit y, or town boundaries. **Race/ Ethnicity** 

– Final guidance issued in the Federal Register on October 19, 2007 (72 Fed. Reg. 59267) on the collection and reporting of racial and ethnic data b y educational institutions and other grantees now allows individuals to self - identify their ethnicity and race , and select more than one race and/or ethnicity . This change permits individuals to more accuratel y reflect their racial and ethnic backgrounds b y expanding reporting options from five to seven permitted values and permitting individuals to select more than one category . The final guidance requires, beginning with data for SY 2010

– 11 and future school years, that all SEAs must submit racial and ethnic data (except for assessment and accountability data required under Title I of ESEA ) b y the seven permitt ed values. The seven race/ethnicity permitted values are listed below:  American Indian or Alaskan Native ,  Asian ,  Black or African American ,  Hispanic/Latino ,  Native Hawaiian or Other Pacific Islander ,  White , and  Two or more races . **School –**  A school is an institution that provides educational services and  has one or more grade groups ( PK through 12 grade) or is ungraded,  has one or more teachers,  is located in one or more buildings,  has assigned administrator(s),  receives public funds as its primary support, and  is operated b y an educational agency.

3 Statutory reference

– Section 9101(25) of ESEA .Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 9 Note - For purposes of this definition, "public funds" includes federal, state, and local public funds. “Located in a building" does not preclude virtual schools since the administrators and tea chers are located in a building somewhere. An “education agency" is not limited to the state or local educational agency, but can include other agencies (e.g., corrections or health and human services) charged with providing public education services . 

### REPORTING PERIODS Data groups that are counts of students or staff are assigned to a reporting period. The reporting period is the period of time for the count. Counts can be either cumulative over a period of time or snapshot of a specific day . The fol lowing reporting periods are used for cumulative counts:  Regular school year – The instructional period not including intersession or summer sessions .  School year (Fiscal)

– The 12 - month period defined by the LEA. The LEA determines the start and end date for the fiscal ye ar.  School year – Up to one day prior to the beginning of the following school year .  School year (CCD)

– The 12 - month period beginning on October 1 and ending the following S eptember 30. The summer follows the regular school year. **†** The following reporting periods are generall y used for counts that are snapshots:  October 1 (or the closest school day to Octob er 1)  IDEA child count date ( The date designated b y the state that is between October 1 and December 1 . )  Single day

at the end of the regular school year  For block scheduling

— o October 1 in the first block, and around March 1 in the second block o Single day

at the end of the first block, and single day at the end of the sec ond block 

### DIRECTORY RECORDS As the first phase of the CRDC, OCR maintain s a three - tier directory of education units in each of the 50 states and the D istrict of C olumbia . The three tiers are the state , the LEA, and the school. For each education unit, a Directory Record is maintained that includes unique identifiers ( e.g. , name, identification numbers, location), contact information ( e.g. , addresses ), and descriptive information ( e.g. , reporting status). The large majority

of the CRDC directory

information is pre - populated b y existing data files from EDFact s and used in the National Center for Education Statistics (NCES ) Common Core ofAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 10 Data (CCD). As part of the first phase of the CRDC, LEAs are asked to verify the information, update their list of schools and supplement the directory data to provide a principal point of contact. Additionally , the CRDC directory may contain schools that are not under the purview of the SEA . For example, some justice faci lities may operate under the state ’s Department of Corrections , and , therefore not be included in the EDFacts directory . As a result, OCR will have justice facilities provide the necessary directory information. The state and identification numbers are us ed to link the education units to each other in the hierarch y. For example, the record for a school includes the state and identification numbers of the LEA to which the school belongs. Where possible , the CRDC uses the same identification number used b y NCES. However, in some specific cases, an entity may be required to report CRDC data but not be included in the NCES directory . As a result, OCR assigns a new identification number to the school or LEA using the same format as traditional NCES codes ( fi ve - character LEA identification code and seven - character school identification code) . Data in the Directory

are generall y obtained from the EDFacts directory supplied by SEAs and supplemented, as necessary , by L EAs . However, ED may obtain some data, for example, directory information for justice facilities , from other state or federal sources instead of SEAs.

SUMMARY OF DIRECTORY DATA GROUPS BY TIER The following table display s which d irectory data groups are coll ected for each tier in the hierarch y of education units in the states. As noted above, the majority of the CRDC directory

information is gathered through the OMB approved EDFacts information clearance package (OMB Control Number: 1875 - 0240) available at http://www.reginfo.gov/public/do/PRAViewI C?ref_nbr=201302 - 1875 - 001&icID=45336 . During the first phase of the CRDC, LEAs verify and correct the information as necessary . Additionally , LEAs provide contact information for the superintendent and a principal point of contact for the CRDC. Following this summary , there is a detailed description of each of these data groups. Data groups collected solel y b y the CRDC are noted with an “*”. By Tier **S tate**  **LEA School**  DG Name DG Name DG Name**U n** **i q** **u e** **I d** **e n** **t i** **f i** **e r** **s** 559 S tate code 559 S tate code 559 S tate code 7 Education entity name 7 Education entity name 1 LEA identifier (NCES /CRDC ) 1 LEA identifier (NCES /CRDC ) 529 School identifier (NCES /CRDC )Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 11 By Tier **S tate**  **LEA School**  DG Name DG Name DG Name**C o** **n t** **a c** **t I** **n f** **o r** **m a** **t i** **o n**  9 Address location 9 Address location 8 Address mailing 8 Address mailing 10 Telephone - education entity 10 Telephone - education entity 998 * Superintendent contact information 999 * Principal point of contact for the CRDC 572 County name* 572 County name* 16 LEA operational status 531 School operational status 453 Education agency type 21 School type 14 Geographic location* 14 Geographic location* 657 Charter status 27 Charter Status * ED plans to obtain these data groups from sources other than the SEA. DETAILED DESCRIPTION OF DIRECTORY DATA GR OUPS FOR FIRST PHASE OF T HE CRDC Below are detailed descriptions of d irectory data groups. For each data group, there is a header box showing the name of the data group, the data group number, the data provider (SEA vs. another source), and the levels for which the data group is collected. That box is followed by the definition and, as appropriate, the code s et or permitted values. UNIQUE ID ENT IF IE RS **Name DG ID**  **Source Level(s)**  State code 559 SEA/EDFacts State, LEA, School **Definition:** The two digit American National Standards Institute (A N SI ) code for the state and District o f Columbia . **Name DG ID**  **Source Level(s)**  Education entity

name 7 SEA/EDFacts LEA, School **Definition:** The full legally accepted name of the school, LEA, SEA, or other entity reporting education data.Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 12 **Name DG ID**  **Source Level(s)**  LEA identifier (NCES /CRDC ) 1 SEA/EDFacts LEA, School **Definition:** The seven - digit unique identifier assigned to the LEA by the NCES or OCR . **Format:** The LEA identification number is made up of a two - digit state code followed by a five - digit LEA code. **Name DG ID**  **Source Level(s)**  School identifier (NCES /CRDC ) 529 SEA/EDFacts School **Definition:** The twelve - digit unique identifier assigned to the school b y the NCES or OCR . **Format:** The school identification number is made up of a two - digit state code followed by a five - digit LEA code which is f ollowed b y a five - digit school code. CONTACT INFORMATION **Name DG ID**  **Source Level(s)**  Address location 9 SEA/EDFacts School **Definition:** The set of elements that describes the phy sical location of the education entit y, including the street address, city , state, ZIP Code and ZIP Code + 4. **Name DG ID**  **Source Level(s)**  Address mailing 8 SEA/EDFacts LEA **Definition:** The set of elements that describes the mailing address of the education entity, including the mailing address, city, state, ZIP Code and ZIP Code + 4. **Name DG ID**  **Source Level(s)**  Telephone

– e ducation entity 10 SEA/EDFacts LEA **Definition:** The 10 - digit telephone number, including the area code, for the education entity . **Name DG ID**  **Source Level(s)**  Superintendent Contact Information 998 L EA L EA **Definition:** The contact information of the superintendent , including first and last name, official title, phone number and email address. **Name DG ID**  **Source Level(s)**  Principal Point of Contact Information 999 L EA L EA **Definition:** The contact information of the principal point of contact for the CRDC , including first and last name, official title, phone number and email address.Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 13 DESCRI PTI VE INFORMAT IO N **Name DG ID**  **Source Level(s)**  County name 572 Outside SEA LEA, School **Definition:** The name of a count y, parish, borough, or comparable unit (within a state) in which an education unit is located. **Name DG ID**  **Source Level(s)**  LEA reporting operational status 16 SEA/EDFacts LEA **Definition:** The classification of the reporting status of a local education al agency (LEA). **Code Set:**  Open and required to report Agency is open for the school year and is required to report  Closed ; Not required to r eport Agency closed and therefore not required to report  New ; required to report New agency

formed and is required to report  Operation; not required to report Agency is listed in the directory , but may not serve students for at least 50% of the school day **Name DG ID**  **Source Level(s)**  Education agency

ty pe 453 SEA/EDFacts LEA **Definition:** The classification of the education agency within the geographic boundaries of a state according to the level of administrative and operational control granted by the state. **Code Set:**  1 - Regular local school district that is NOT a component of a supervisory union In cludes both independent school districts and those that are a dependent segment of a local government, such as a city or count y. Agencies that do not operate schools (non ops) but have primary

responsibility

to provide free pub lic elementary and/or secondary education to school - age children within their jurisdictions should be included.  2 - Local school district that is a component of a supervisory union A superintendent and administrative services are shared with other local sc hool districts. Each agency

given this code should have an entry in the Supervisory Union I dentification Number data field corresponding to the appropriate ty pe 2 or t ype 3 agency. Non - ops in supervisory

unions should be included in this category .  3 - Supervisory

union administrative center, (or county superintendent’s office serving the same purpose) Each agency

given this code should have an entry in the Supervisory Union I dentification Number data field. Student and staff data reported elsewhere sho uld NOT be duplicated in records carrying this code.  4 - Regional education service agencyAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 14 Agencies created for the purposes of providing specialized educational services to other education agencies. Student and staff data reported elsewhere should NOT be duplicated in records carrying this code.  5 - State agency

providing elementary

and/or secondary

level instruction to school - age children in a specified population, e.g., agency responsible for state schools for the blind or deaf students, correctional fa cilities, and state hospitals.  6 - Federal agency

providing elementary - and/or secondary - level instruction to school - age children in a specified population. EXCLUDE Bureau of Indian Education (BIE) and Department of Defense Education A ctivity (DoDEA).  7

– Independent charter district Agencies that administer charter schools that are not under the administrative control of local school districts (i.e., ty pes 1, 2, or 3).  8

– Other education agencies In cludes four categories of other education agencies:  Int ermediate levels of public agencies that provide education but are not school districts, such as county

juvenile detention centers, sheriff’s offices, or university lab schools;  Non - governmental organizations that provide education such as hospitals, resid ential treatment centers, YMCA, or Easter Seal Society ;  Postsecondary

schools or agencies reported in order to include a postsecondary ‘shared time’ school, such as community colleges or technical institutes; and  Other agencies that do not meet the criteria for other agency t ypes 1 through 7. **Name DG ID**  **Source Level(s)**  School ty pe 4 977 SEA/EDFacts School **Definition:** The ty

pe of education institution as classified by its primary

focus. School ty

pe is a classification of schools conducting elementary and/or secondary

instruction or programs according to the ordinary or special instructional needs of students. **Code Se t:**   1 - Regular School A public elementary

/secondary

school that does NOT focus primarily on vocational, special, or alternative education, although it may provide these programs in addition to a regular curriculum.  2 - Special Education School A public el ementary

/secondary

school that focuses primarily on serving the needs of students with disabilities.  3 - Vocational Education School

4 Also referenced in Attachment A - 2: Data Groups for Ci vil Rights Data Collection for School Years 2013

– 14 and 2015

– 16 (see page A2 - 13 ).Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 15 A school that focuses primarily on providing secondary

students with an occupationally relevant or career - related curriculum, including formal preparation for vocational, technical, or professional occupations.  4 - Alternative Education School A public elementary

/secondary

school that addresses the needs of students that ty pically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside the categories of regular, special education, or vocational education.  5 - Reportable Program Program that does not meet the definition of a school but that enrolls public school students or otherwise provides education services on a regular basis. (This may include magnet programs operated within public schools when these programs must be reported separate from the schools and postsecondary institutions that are the school of record for students in any

grade PK - 13 or ungraded classes. Exclude postsecondary institutions that offer programs for students enrolled in elementary or secondary schools, for example, community

colleges that provide a limited number of dual enrollment courses for students enrolled in a public high school.) **Name DG ID**  **Source Level(s)**  Charter status 5 915 SEA/EDFacts School **Definition:** An indication of whether the school provides free public elementary and/or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority and designated by

such a uthority to be a charter school . **Permitted Values:**  Yes  No  NA

5 Also referenced in Attac hment A - 2: Data Groups for Ci vil Rights Data Collection for School Years 2013

– 14 and 2015

– 16 (see page A2 - 8 ).Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 16 

### EXPLANATION OF TERMS **What is the CRDC**  **Data Set?** The CRDC data set is all the data approved b y OMB to be collected for a specific school ye ar. **What is a data group** ? A CRDC data group is a specific aggregation (i.e., group) of related data to satisfy the specific information need for OCR . Thus, a CRDC data group does not represent a single data entry but rather a set of related data entries. Each CRDC data group is intended to be discrete, concise, universally

understood, and non - redundant. For example, Gifted/talented program participation table is data group DG 931 . Gifted/talented program participation table is a series of numbers. It includes th e number of students by racial ethnic and sex, by

L EP status and sex, and by disability status and sex. This data group is described in Attachment A - 2 under the section “Data Groups that are Part of the CRDC.” The CRDC data groups are listed and explain ed in Attachment A - 2. **What is a data category?** A data category

(category) chara cterizes a count, dollar value, or a full - time equivalent (FTE) in a CRDC data group. A data category is a grouping that an L EA uses to aggregate data before the L EA sends the data to OCR . For example, Sex (Membership) is a data category . When this category is used , data are reported by sex: the number of female students enrolled, the number of male students enrolled. Mathematics Course Enrollment is a data cat egory . When this category is used , data are reported b y academic subject: the number of students enrolled in Geometry , the number of students enrolled in Algebra II , the number of students enrolled in advanced mathematics courses , and the number of students enrolled in Calculus . The CRDC data categories are listed and explained in Attachment A - 3. **What are data category sets?** A data category

set (category

set) is a combination of data categories ( e.g., rac ial ethnic b y grade level). For example, Retention table ( DG963 ) has a single category set of grade level (K - 12 ), racial ethnic, and sex (membership). For this category set, data are reported as follows:  Kindergarten , American Indian or Alaska Native, FemaleAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 17  Kindergarten , American Indian or Alaska Native, Male  Grade 1 , American Indian or Alaska Native, Female  Grade 1 , American Indian or Alaska Native, Male  Etc.  Kindergarten , Asian, Female  Kindergarten , Asian, Male  Grade 1 , Asian, Female  Grade 1 , Asian, Male  Etc. The data would look completel y different if instead of having these categories as a single category set, each category

was its own category

set. A data group with three category sets of grade level ( K - 12 ), racial ethnic, and sex would be reported as follows:  First data b y grade level o Kindergarten o Grade 1 o Etc.  Then data b y racial ethnic o American Indian or Alaska Native o Asian o Etc.  Then data b y sex o Female o Male As the data are reported for DG963 , data can be compared between Asian males retained in grade 1 and Hispanic females retained in grade 1 . If the data were reported where each category was a separate category

set, the data could be compared by students who are male and students who are female but not by females retained in grade 1 and males retained in grade 1 .Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 18 

### GUIDE FOR READING THE TABLES ON DATA G ROUPS **How do I read the tables on the data groups in Attachment A**  **- 2**  **?** Each data group in the CRDC data set is described in a table. The first row of the table provides the data group name and identification number. For exampl e, below is the first row for the Advanced Placement course enrollment table which is data group number 901 ( DG901 ). **Group Name: Advanced Placement course enrollment**  **table D**  **G :**  **901** The next row in the table indicates the basic content of the data group. The data groups are assigned to one of the following sections: education unit, finance, program, staff, or student. For example, the data group Advanced Placement course enrollment table is assigned to the section “student” because the table collects co unts of students. Section Student The next row contains the definition of the data group. Below is the definition of the data group Advanced Placement course enrollment table. Definition The unduplicated number of students enrolled in at least one

Advanced Placement (AP) course. The row labeled “Permitted Values” contains the acceptable values for data group ( e.g., yes, no, and NA) or a format ( e.g., integer, percentage, dollars, or short text). For example, the data group Advanced Placement c our se s elf - s election ( DG902 ) collects whether or not enrollment via self - selection is permitted for all Advanced Placement courses offered . This data group has acceptable permitted values of either ye s it permits student self - selection or no it does not perm it student self

- selection. Permitted Values  Yes  No As another example, the data group Advanced Placement course enrollment table collects the count of students which is alway s an integer. Permitted Values  Integer The reporting period row contains the collection period. Data for s ome data groups are collected at a point in time ( e.g., October 1 or the IDEA child count date) while others are cumulative ( e.g. , regular school ye ar or school year ( fiscal ) . The reporting period for DG 901 Advanced Placement course enrollment table is October 1.Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 19 Reporting Period October 1 Data can be submitted at the state level, for each LEA, and/or for each school. The row labeled “Reporting Levels” indicates the levels for which the data are required to be submitted . In the example below, data are required to be submitted at the school and LEA level . Reporting Levels School  LEA  State  The box on the row “Grand Total (Education Unit Total) ” is checked when the grand total for each education unit (state, LEA, and/or school) must be submitted. Grand Total (Education Unit Total)  Additional information about the data group is found in the comments row. Comment Some data groups include data aggregated by category sets. The category

sets are described in the next rows. See the question “what are data category sets” in the previous section of this attachment for an explanation of category sets. **CATEGORY SET DESC**  **RIPTION** Category Set A  Category Set B  Category Set C  Etc. Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 20 

### GUIDE FOR READING THE TABLES ON CATEGO RIES **How do I read the tables on the categories in A**  **ttachment A**  **- 3**  **?** Like data groups, categories are described in tables. The first row of the table contains the category name. For example, below is the first row for the academic subject (single - sex classes) table. **Category Name: Academic Subject (Single**  **- Sex Classes)**  The next row contains the definition. For examp le, below is the definition of a cademic subject (single - sex classes). Definition The course or subject area offered in academic classes in a co educational school where only male students or only

female students are permitted to take the class. The comments row is next. For example, below ar e some of the comments for the a cademic subject (single - sex classes) category . Comments Algebra I

– Algebra I is a course that includes the study of properties and operations of the real number sy stem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of pol ynomials; and solving simple qu adratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. The next row contains the permitted values. For example, below are the permitted values for the data category academic subject (single - sex classes) . **Permitted Values**  Algebra I, Geometry , and/or Algebra II

 Other mathematics  English/reading/language arts  Science Other academic subjectsAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 21 The final row of the category tables contains the data groups that use the category . For example, below are the data groups that use the category academic subject (single - sex classes) . **Data Groups**  976 Single - sex academic classes tableAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 22 

### GUIDE TO READING THE TABLES ON DIRECTIONAL QUESTIONS **How do I read the tables on the directional questions**  **in Attachment A**  **- 4**  **?** Like data groups, directional questions are described in tables. The first row of the table contains the name and identification ( DI ) number . For example, “Advanced Placement Indicator” is directional indicator #1. **DI Name:**  **A dvanced Placement indicator**  **DI :1**  The next row in the table indicat es the basic content of the directional indicator . The indicator is assigned to one of the following sections: education unit, finance, program, staff, or student. For example, the Advanced Placement indicator is assigned to the section “Education Unit.” Section Education Unit The definition row is next. For example, below is the definition of Academic Placement indicator . Definition An indication of whether the school has an y students enrolled in one

or more Advanced Placement (AP) course s. The next row contains the permitt ed values. For example, below are the permitted values for the directional indicator Advanced Placement . **Permitted Values**  Yes

 No The reporting period row contains the collection period. Data for s ome data groups are collected at a point in time ( e.g., October 1 or the IDEA child count date) while others are cumulative ( e.g. , regular school ye ar or school year ( fiscal ) ) . The reporting period for the directional indicator Advanced Placement is October 1. Reporting Period October 1 Data can be submitted at the LEA level , and/or for each school. The row labeled “Reporting Levels” indicates at which levels the data are required to be submitted. In the example below, data are required to be submitted at the school level . Reporting Levels School  LEA  State Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 23 The box on the row “Grand Total (Education Unit Total) ” is checked when the grand total for each education unit (state, LEA, and/or school) must be submitted. Grand Total (Education Unit Total)  The next row is for comments. For example, below are some additional details for the Advancement Placement indicator . **Comment** Report only for schools with any

grade 9 through 12 and/or ungraded with high school age students. Advanced Placement (AP)

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

– An AP course is an advanced, college - level cour se designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. The final row lists the data groups where the directional question is used to determine whether the data group is applicable to the LEA. For example, the Advanced Placement indicator is used to determine whether the Advanced Placement course enrollment table should be pre sented to a school district. **GUIDING QUESTION FOR DATA GROUPS:**  900 Advanced Placement course b y subject participation table  901 Advanced Placement course enrollment table  902 Advanced Placement course self - selection  903 Advanced Placement different courses provided  904 Advanced Placement exam participation table  905 Advanced Placement exam passing tableAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 24 

### OTHER INFORMATION **What else should I know to review the attachments?** Data group and data category definitions and comments may include acrony ms. To save space and improve technical readability , these acrony ms are not defined within each data group or data category description. The acrony

ms can be found at the end of this attachment. Definitions and comments may also include citations to federal statute s . Because this is a technical instruction rather than a formal writt en document, these citations may be abbreviated. **Where should I begin in reviewing the attachments?** Attachment A - 1 is a good place to begin. Attachment A - 2 co ntains an overview of the entire CRDC data set. **How are the data groups and categories organized in the attachments?** In Attachment A - 2 (data groups) and Attachment A - 3 (data categories), the data groups and categories are organized alphabeticall y b y nam e under each topic. The introduction to the attachments contains a list of the topics in the attachment.Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 25 

### ACRONYMS Data group and data category definitions and comments may include acrony

ms. To save space and improve technical readability , these acrony ms are defined here. They are not defined within each data group or data category description.

 AP

– Advanced Placement  CCD

– Common Core of Data  CFDA

– Catalog of Federal Domestic Assistance  CFR

– Code of Federal Regulations  CRDC

– Civil Rights Data Collection  DG

– Data group  EC

– Early

Childhood  ED

– U.S. Department of Education  EDEN

– Education Data Exchange Network (sy nony mous with EDFacts or EDFacts Submission Sy stem)  ESEA

– Elementary and Secondary Education Act  ESS

– EDFacts Submission Sy stem  FS

– File Specification  FTE

– Full Time Equivalent  GED

– General Educational Development  GEPA - General Education Provisions Act  GFSA

– Gun - Free Schools Act  HS

– High School  IB

– International Baccal aureate Diploma Programme  ID EA

– Individuals with Disabilities Education Act  IEP

– Individualized Education Program  IFSP

– In dividualized Family Service Plan  IH E

– Institute of Higher Education  K - 12

– Kindergarten through grade 12  LEA

– Lo cal Education al A gency  LEP

– Limited English Proficient  NCES

– National Center for Education Statistics  NCLB

– No Child Left Behind Act  N or D

– Neglected or Delinquent  OCR

– Office for Civil Rights , U.S. Department of Education  OELA

– Office of English L anguage Acquisition , U.S. Department of Education  OESE

– Office of Elementary and Secondary

Education , U.S. Department of Education  OII

– Office of Innovation and Improvement , U.S. Department of Education  OSHS

– Office of Safe and Health y Schools , U.S. Department of Education  OSEP

– Office of Special Education Programs , U.S. Department of Education  OSERS

– Office of Special Education and Rehabilitative Services , U.S. Department of Education  OVAE

– Office of Vocational and Adult Education , U.S. Department of Educati onAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 26  PK - 12

– Pre - kindergarten through grade 12  PS - 12

– Preschool through grade 12  PS

– Preschool  SA

– School Age  SEA

– State Education al Agency  Section 504 - Section 504 of the Rehabilitation Act of 1973  SY

– School Year  Title VI

– Title VI of the Civil Ri ghts Act of 1964  Title IX

– Title IX of the Education Amendments of 1972  URL

– Uniform Resource L ocatorAttachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 27 **Public Burden Statement** According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection display s a valid OMB control number. Public reporting burden for the 2013

– 14 school year collection of information is estimated to average 12.7 hours per school survey response, and 2.8 hours per local educational agency survey response. Public reporting burden for the 2015

– 16 school year collection of information is estimated to average 14.1 hours per school survey resp onse, and 4.2 hours per local educational agency survey response. The reporting burden includes time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of info rmation. This collection is authorized under a number of federal statutes and regulations. Section 203(c)(1) of the 1979 Department of Education Organization Act convey s to the Assistant Secretary for Civil Rights the authority to “collect or coordinate the collection of data necessary to ensure compliance with civil rights laws within the jurisdiction of the Office for Civil Rights” (20 U.S.C. § 3413(c)(1)). The civil rights laws enforced b y the OCR include: Title VI of the Civil Rights Act of 1964, wh ich prohibits discrimination based on race, color, and national origin; Title IX of the Education Amendments of 1972, which prohibits discrimination based on sex; and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basi s of disability . OCR’s implementing regulations for each of these statutes requires recipients of the Department’s federal financial assistance to submit to OCR “complete and accurate compliance reports at such times, and in such form and containing such information” as OCR “may determine to be necessary to enable [OCR] to ascertain whether the recipient has complied or is complying” with these laws and implementing regulations (34 CFR 100.6(b), 34 CFR 106.71, and 34 CFR 104.61). In addition, pursuant to a delegation b y the Attorney General of the United States, OCR shares in the enforcement of Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination based on disability . An y data collection that OCR has determined to be nece ssary to ascertain or ensure compliance with these laws is mandatory . OCR also works with Department offices to help them effectivel y carry out programs of Federal financial assistance that the Secretary of Education is responsible for administering. Se e generally , Sections 201, 202(g), 411(a), and 412 of the Department of Education Organization Act (20 U.S.C. §§ 3411, 3412(g), 3471(a), and 3472). OCR works with the Department’s Office of Elementary

and Secondary

Education, which is responsible for admi nistering the Elementary and Secondary

Education Act of 1965 (ESEA). Section 9533 of the ESEA (20 U.S.C. § 7913) prohibits discrimination in the administration of the ESEA in violation of the Fifth or Fourteenth Amendments to the Constitution. In additio n, Section 9534 of the ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the basis of race, color, religion, sex (except as otherwise permitted under Title IX), national origin, or disability . Thus, in addition to OCR's authority desc ribed above, the ESEA provides authority for the Department to mandate that LEAs respond to this data collection. The obligation to respond to this collection is required to obtain or retain benefit. Send comments regarding the burden estimate or an y othe r aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave.,Attachment A 1 CRDC Data Set for School Years 2013

– 14 and 2015

– 1 6

Page A 1 - 28 SW, Washington, DC 20202 - 4536 or email ICDocketMgr@ed.gov and reference the OMB Control Number XXXX - XXXX. N ote: Please do not return the completed Civil Right Data Collection survey

to this address.