National Cooperative Education Statistics System

The National Center for Education Statistics 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 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, among other activities, proposes principles of good practice to assist

state and local education agencies in meeting this purpose. The Cooperative System and the National Forum on

Education Statistics are supported in these endeavors by resources from the National Center for Education

Statistics.

Publications of the National Forum on Education Statistics do not undergo the formal review required for products

of the National Center for Education Statistics. The information and opinions published here are the product of the

National Forum on Education Statistics and do not necessarily represent the policy or views of the U.S. Department

of Education or the National Center for Education Statistics.

July 2006

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

National Center for Education Statistics website.

The NCES World Wide Web Home Page is http://nces.ed.gov 

The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch 

The Forum World Wide Web Home Page is http://nces.ed.gov/forum 

Suggested Citation

National Forum on Education Statistics. (2006). Forum Guide to Elementary/Secondary Virtual Education

(NFES 2006–803). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

For ordering information on this report, write:

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

Or call toll free 1–877–4ED–PUBS; or order online at http://www.edpubs.org 

Technical Contact:

Ghedam Bairu

202–502–7304

ghedam.bairu@ed.gov 
TASK FORCE MEMBERS iii

TASK FORCE MEMBERS

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

National Center for Education Statistics (NCES) of the U.S. Department of Education. A volunteer task force of the

National Forum on Education Statistics produced this document. 

Co-Chairs

Blair Loudat

North Clackamas Schools (Oregon)

Derrick Lindsay

Mississippi Department of Education

Task Force Members

Larry Fruth

Schools Interoperability Framework Association

Elizabeth Glowa 

Maryland Department of Education

Marilyn Grunewald

Franklin Central Supervisory Union (Vermont)

Myrna Holgate

Idaho State Department of Education

Brad James

Vermont Department of Education

John Kennedy

Maine Department of Education

Mike Matukaitis

Central Susquehanna Intermediate Unit (Pennsylvania)

Stephen Sanders 

Wisconsin Department of Public Instruction

Steve Smith

Waterville Public Schools (Maine)

Mary Ann Wolf

State Educational Technology Directors Association

Consultant

Tom Szuba

Quality Information Partners

Project Officer 

Ghedam Bairu 

National Center for Education Statistics

Forum Review Procedures

Task force members review all products iteratively throughout the development process. Documents prepared, reviewed,

and approved by task force members undergo a formal public review. This public review may consist of focus groups

(of 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, draft documents are posted on the Forum website prior to publication so that other interested individuals or organizations can provide feedback. After task force members oversee the

integration of public review comments and review the document a final time, all publications are subject to examination

by members of the Forum standing committee sponsoring the task force. Finally, the entire Forum (approximately 120

members) must review and vote to formally approve a document prior to final publication.
iv FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

ACKNOWLEDGMENTS

The members of the Virtual Education Task Force of the National Forum on Education Statistics would like to thank

everyone who reviewed drafts of this document or otherwise contributed to its development. In particular, thanks are due

to the following individuals who participated in focus group document reviews in Maine and Vermont:

Gary Ackerman

West Rutland School District

West Rutland, Vermont

Joe Bowen

West Rutland School District

West Rutland, Vermont

Jane Langley

Ellsworth High School

Ellsworth, Maine

Bill Romond

Vermont Department of Education

Montpelier, Vermont

Donna Searchfield

Ellsworth High School

Ellsworth, Maine

Holden Waterman

Milton Independent School District

Milton, Vermont

Floyd Wygant

Waterville Senior High School

Waterville, Maine

The members of the Virtual Education Task Force also wish to acknowledge guidance provided by the Steering

Committee, Technology (TECH) Committee, and members of the National Forum on Education Statistics. Finally, 

the task force wishes to thank Jeff Stowe (Arizona Department of Education) and Tim Webb (Tennessee Department of

Education), as well as Bernard Green, Lee Hoffman, and Jeffrey Owings of the National Center for Education Statistics.

Frances Erlebacher edited the document and the Creative Shop provided layout and design services.
PREFACE

Dear reader:

As the members and staff of the State Educational Technology Directors Association (SETDA) surely know, technology

is changing the face of education. Virtual education, for example, offers opportunities and possibilities unknown to 

educators even a decade ago—but it also presents challenges, particularly in terms of the quality of information collected

and reported about this new and exciting instructional pathway. Put simply, traditional education data systems were built

for traditional schools, and they will need to be modified to produce accurate and useful information about activities not

constrained by a brick-and-mortar setting or a seven-period class day.

The National Forum on Education Statistics traditionally responds to such a need in the education community by 

convening a group of experts, including local practitioners and state and national policy leaders, to develop a resource

that provides “best practice” guidance for education decisionmakers. The Forum Guide to Elementary/Secondary Virtual

Education certainly follows this model in terms of meeting a need and reflecting the expertise of local, state, and national

leaders in the field. This publication, however, extends far beyond the current needs of practitioners by anticipating how

virtual education will affect future data collection, reporting, and policymaking. It provides guidance for education organizations deciding how to maintain information about students and teachers engaged in virtual education—and links these

data issues to policy issues that should be addressed prior to managing, operating, and evaluating virtual education initiatives.

Thus, by adopting recommendations in the document, education organizations can improve the quality of both their data and

their efforts to effectively manage virtual education services. 

I encourage you to read and implement guidance presented in this resource, then pass it along to colleagues in your

school, district, or state. This will most certainly help improve the quality of virtual education data and policymaking,

now and in the future.

Sincerely,

Mary Ann Wolf

Executive Director

State Educational Technology Directors Association (SETDA)

PREFACE v
TABLE OF CONTENTS

Task Force Members ................................................................................................................................................iii

Acknowledgments ....................................................................................................................................................iv

Preface ......................................................................................................................................................................v

Foreword................................................................................................................................................................viii

Who Developed this Guide? ....................................................................................................................................viii

Who Should Read this Guide? ..................................................................................................................................ix

Document Organization ............................................................................................................................................ix

Chapter 1. Virtual Education: Changing Education and Education Data................................................................1

Introduction ..............................................................................................................................................................1

Organizational Structure ............................................................................................................................................1

Virtual Education: Schools, Courses, Classes, and Programs ......................................................................................3

Class Pace and Virtual Education Technologies ..........................................................................................................4

Data and Policy Implications......................................................................................................................................4

Summary ....................................................................................................................................................................6

Chapter 2. Recommendations for Virtual Education Data Elements. ......................................................................9

A Note about Using Data Elements to Develop Data Systems..................................................................................11

I. Domain: School ....................................................................................................................................................13

1. School Identification ......................................................................................................................................14

2. School Classification ......................................................................................................................................15

3. School Governance..........................................................................................................................................16

4. School Accreditation ......................................................................................................................................17

5. School Contact Information ..........................................................................................................................18

6. School Location ..............................................................................................................................................19

7. School Enrollment ..........................................................................................................................................20

8. School Calendar..............................................................................................................................................21

9. Course Information ........................................................................................................................................22

10. Class Information............................................................................................................................................23

11. Unit Information ............................................................................................................................................24

12. Reporting Information....................................................................................................................................25

13. Safety and Discipline ......................................................................................................................................26

vi FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
TABLE OF CONTENTS vii

II. Domain: Student ................................................................................................................................................27

1. Student Identification ..................................................................................................................................28

2. Student Demographics..................................................................................................................................29

3. Student Contact Information........................................................................................................................30

4. Student Enrollment/Exit Information ..........................................................................................................31

5. Student Attendance Information ..................................................................................................................32

6. Course Participation/Performance Information ............................................................................................33

7. Student Progress Information........................................................................................................................34

8. Student Health Information..........................................................................................................................35

III. Domain: Staff Member ......................................................................................................................................36

1. Staff Member Identification ..........................................................................................................................37

2. Staff Member Demographics ........................................................................................................................38

3. Staff Member Contact Information ..............................................................................................................39

4. Staff Member Employment Status ................................................................................................................40

5. Staff Member Employment Credentials ........................................................................................................41

6. Staff Member Assignment Information ........................................................................................................42

7. Staff Member Attendance Information..........................................................................................................43

8. Staff Member Health Information ................................................................................................................44

Summary ..................................................................................................................................................................45

Appendix A. Data Element Definitions ..................................................................................................................47

Appendix B. Data Elements Related to Student Services and Security in a Virtual Environment........................115

Appendix C. References and Other Resources ......................................................................................................119

Glossary ................................................................................................................................................................123

Alphabetical Index ................................................................................................................................................139
FOREWORD

The National Forum on Education Statistics is pleased to introduce the Forum Guide to Elementary/Secondary Virtual

Education. This guide provides recommendations for collecting accurate, comparable, and useful data about virtual 

education in an elementary/secondary education setting. Its goals are to:

• identify components common to many education information systems that are necessary to meet the information needs

of policymakers, administrators, instructors, and parents involved in virtual education;

• highlight specific data elements relevant to the delivery, management, and oversight of virtual education;

• identify commonly accepted data element definitions that may need to be modified to more accurately reflect the

unique circumstances and information needs of virtual education;

• present policy considerations related to managing information about virtual education; and 

• illustrate how complex issues related to virtual education data may play out in a real-world setting.

Realizations about Traditional Education Data in a Virtual World

• Some conventional data elements cannot be applied to a virtual education setting without modification 

(e.g., seat time, instructional minutes, location of services). 

• Some conventional data collection practices need to be reconsidered to accurately portray virtual education 

(e.g., student enrollment counts based on physical presence in school on a single day).

• Some common policy choices have significant implications for virtual education practices (e.g., recognizing 

teaching licenses across jurisdictions may affect whether virtual classes are taught by “highly qualified” teachers).

• Some education data systems are not yet able to accommodate virtual education in its various models 

(public, private, and charter schools) and modes (mixed virtual and traditional classes versus a completely 

virtual setting), or distinguish between students enrolled in virtual schools, programs, and courses.

Who Developed this Guide?

The Forum Guide to Elementary/Secondary Virtual Education is the product of a collaborative effort between members

of the National Forum on Education Statistics (the Forum), the State Educational Technology Directors Association

(SETDA), and the Schools Interoperability Framework Association (SIFA). The local, state, and federal education agency

representatives who are members of these organizations recognize that investing in the accurate collection, maintenance, and

reporting of virtual education data is both a sound pedagogical and wise management decision. 

• National Forum on Education Statistics: The National Forum on Education Statistics is comprised 

of representatives of state and local education agencies, offices of the U.S. Department of Education,

other federal agencies, and national associations with an interest in education data. The Forum’s mission

is to develop and recommend strategies for building an education data system that will support local,

state, and national efforts to improve public and private education throughout the United States. Visit

http://nces.ed.gov/forum for more information about the Forum.

• State Educational Technology Directors Association: The State Educational Technology Directors

Association (SETDA) is the principal national association representing state directors for educational

technology. It promotes national leadership in educational technology, encourages lifelong learning,

provides professional development for state education technology directors, and builds partnerships that

advance learning opportunities—all with an ultimate goal of improving student achievement through

technology. Visit http://www.setda.org for more information about SETDA.

viii FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
FOREWORD ix

• Schools Interoperability Framework Association: The Schools Interoperability Framework Association

(SIFA) is a nonprofit membership organization comprised of over 300 school districts, state education

agencies, software companies, and other organizations—all collaborating to create a set of rules and

definitions that enable software programs from different vendors to share information. Implementing

products that conform to the “SIF Implementation Specification” makes it possible to share data

without additional programming by local schools, districts, or states. SIFA’s goal is to make it possible

for school administrators, teachers, and other school staff to have secure access to the most current and

accurate education data available. Visit http://www.sifinfo.org for more information about SIFA.

Who Should Read this Guide?

This publication was written primarily for staff in state and local education agencies, including policymakers, data management professionals, curriculum coordinators, and technology coordinators. Software developers and other vendors,

staff in private schools, and the parents of children schooled at home may also find it useful. In addition, any organization

or individual incorporating virtual education into an education data system will find this information valuable.

This guide is a reference tool. It does not represent a federal mandate and is not a data collection instrument. Readers may

modify recommendations to meet their needs, including customizing content for state and local education data systems.

Document Organization

This guide is organized into two chapters and three appendices, as described below.

Chapter 1. Virtual Education: Changing Education and Education Data 

This chapter examines the role of virtual education in the changing world of elementary and secondary education. It also

reviews commonly used virtual education terminology, discusses the importance of high quality data for informing policy,

and recommends modifying traditional education data definitions and systems to better reflect a virtual education setting.

Chapter 2. Recommendations for Virtual Education Data Elements

This chapter provides detailed information about organizing and updating data systems and data elements to meet the

information demands of the virtual education environment. Data elements are categorized by domain and topic area.

Additional guidance is provided in the form of policy considerations, usage recommendations, and examples of real world

application.

Appendix A. Data Element Definitions

Appendix A presents names, definitions, and code lists for data elements referenced throughout this publication, as originally

available in the NCES Handbooks Online, Version 4.0 (http://nces.ed.gov/programs/handbook/index.asp).

Appendix B. Data Elements Related to Student Services and Security in a Virtual Environment

Appendix B summarizes legal and security issues related to ensuring and improving student services and safety in a virtual

setting.

Appendix C. References and Other Resources

Appendix C lists other resources related to virtual education and education data quality, including materials available

from the National Forum on Education Statistics, the National Center for Education Statistics (NCES), and other 

organizations. 

Glossary

Alphabetical Index

Disclaimer: Virtual education is an evolving enterprise. 

Therefore, recommendations presented here may change over time.

CHAPTER 1. Virtual Education: Changing Education and Education Data 1

CHAPTER 1.

Virtual Education: Changing Education and Education Data

This chapter examines the role of virtual education in the changing world 

of elementary and secondary education. It also reviews commonly used 

virtual education terminology, discusses the importance of high quality

data for informing policy, and recommends modifying traditional

education data definitions and systems to better reflect a virtual 

education setting.

Introduction 

The Internet has revolutionized all facets of our society, including education. By 2004,

91 percent of public schools had Internet access in one or more classrooms,1 and 77

percent reported that at least half of their teachers used the Internet for instruction.2

During the 2002–03 school year, 36 percent of public school districts enrolled a total 

of more than 328,000 students in technology-based distance education courses.3 Most

reviews of education trends show a dramatic increase in both the capacity and use of

technology in our schools. In fact, at least 22 states had established “virtual” schools by

the 2004–05 school year.4

“Virtual education” is defined as instruction during which students and teachers are

separated by time and/or location and interact via computers and/or telecommunications

technologies. Virtual education ranges from straightforward coursework presented online

for students to view at their own pace; to interactive, real-time instruction between

teachers and students over an electronic medium unconstrained by geographic or

temporal boundaries. When properly employed by skilled instructors, technology can

make many learning opportunities available to any student, at any location, and at any

time. However, determining which instructional methods are best for a specific group 

of students, community, or circumstance demands that high quality data be available 

to the instructors, administrators, and policymakers who will study these issues and

lead our schools through the coming decades and beyond.

Organizational Structure

“Virtual education” may be delivered by “virtual schools” or by traditional, “brick-andmortar” schools. “Virtual schools” are defined as public or private schools that offer only

virtual courses and generally do not have a physical facility that allows students to attend

classes on site. Alternatively, “brick-and-mortar schools” may provide both conventional

and virtual education programs. One difference between the two types of schools is that

many virtual schools register students regardless of traditional administrative boundaries—

in other words, students need not reside in a particular geographic area to take a class.
Brick-and-mortar schools with virtual programs have the same capacity, but are sometimes limited by policy to established attendance areas and geographic boundaries.

In a virtual setting, for example, a student in Idaho may take a course from a teacher 

in Vermont through a virtual school in Pennsylvania, and have classmates in Maine,

Mississippi, and Oregon. These students might attend public schools, private schools, 

or even home schools. Some might be enrolled in the virtual school as a degree-granting

institution, others might attend a traditional school and take the class to complement or

supplement their local school’s curriculum, while others may intend to transfer credit to

a college or university. 

Because the technology driving virtual education permits participation regardless of

administrative boundaries—attendance areas, county lines, and state borders—restrictions on participation have largely become administrative and policy issues. These policy

decisions are often constrained by overarching rules and regulations, such as local or state

laws limiting the transfer of funds across administrative boundaries or regulations requiring specific academic credentials to teach within a particular state or school district.

According to the North Central Regional Education Laboratory publication, Keeping

Pace with K–12 Online Learning (NCREL® 2004), public virtual education arises in 

five basic types of administrative structures: statewide supplemental programs, district-level

supplemental programs, single-district cyberschools, multidistrict cyberschools, and cyber 

charter schools. While a wide range of configurations exist within these basic categories

(such as exclusively virtual schools versus schools that mix virtual and traditional offerings),

some features are common to each category and help describe the range of public virtual

education programs:

• Statewide supplemental programs offer courses to students enrolled in a traditional

school or a cyberschool anywhere in the state. These programs are authorized in some

way by state-level authority (for example, a state education agency regulation or a state

law) to operate on a statewide basis.

• District-level supplemental programs offer courses to students enrolled in a traditional

school within a single district. These programs exist in many states, but they are not

always monitored by state education agencies because they are operated within

autonomous districts. 

• Single-district cyberschools are run as stand-alone schools by individual school districts

for district residents seeking an alternative to the physical school environment. They

are often housed within one of the district’s physical schools. In most states, the number

of students enrolled in single-district cyberschools is quite small, but the these programs

are growing rapidly in size and number as school districts seek to retain students they

may otherwise lose to multidistrict cyberschools.

• Multidistrict cyberschools are operated by, or chartered within, individual school districts,

but they enroll students from several or many school districts throughout a state. These 

programs represent the largest growth sector in elementary/secondary online learning. 

• Cyber charter schools exist in many states that allow charter schools. They are chartered within a single district but usually operate as multidistrict cyberschools. Cyber

charter schools are sometimes operated by commercial vendors. Some states have

enacted legislation specifying expectations for these schools with regard to program

quality and accessibility. Other states apply general charter school laws and regulations

to cyber charter schools.

2 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
CHAPTER 1. Virtual Education: Changing Education and Education Data 3

Virtual Education: Schools, Courses, Classes, 

and Programs 

The term “virtual education” is often used interchangeably with “distance education,”

“distributed learning,” “open learning,” “networked learning,” “web-based education.”

“online learning,” “cyber education,” “net education,” “computer learning,” and other

similar terms. Some of these phrases focus on the concept of overcoming the physical

boundaries of traditional face-to-face, teacher-student learning environments. Others

emphasize the use of technology as a tool for accessing information unavailable locally.

The bottom line, however, is that virtual education uses information and communications technologies to offer educational opportunities in a manner that transcends traditional limitations of time and space with respect to students’ relationships with teachers,

peers, and instructional materials. 

As discussed above, sometimes an entire curriculum is offered in a virtual setting; in

other cases only individual classes are available online; and in still other circumstances 

a series of courses in a program are available electronically. This document makes the

following distinctions between schools, courses, classes, and programs:

• School. An institution that provides preschool, elementary, and/or secondary instruction

and may provide other education-related services to students; has one or more teachers;

is located in one or more buildings; and has an assigned administrator. A virtual school

is defined as a school that focuses primarily on instruction in which students and

teachers are separated by time and/or location, and interaction occurs via computers

and/or telecommunications technologies. Virtual schools generally do not have a

physical facility that allows students to attend classes on site.

• Course. The organization of subject matter and related learning experiences for the

instruction of students on a regular or systematic basis. Courses are usually offered to

an individual or group of students (e.g., a class) for a predetermined period of time

(e.g., a semester, two weeks), although pacing may vary in a virtual setting. 

• Class. A setting in which organized instruction of course content is provided to one or

more students. One or more teachers may provide class instruction, in person or via a

different medium, as in the case of virtual education. Some institutions use the

expression “e-class” for subject matter primarily delivered electronically and guided by

a course of study.

• Program. A series of courses that build upon one another to provide either depth 

or breath within a subject matter area. A virtual or traditional school may offer a 

virtual program that consists of a series of related courses offered virtually.

Thus, the term “course” refers to subject matter content, whereas the term “class”

refers to the setting in which a course is offered to one or more students. Within a

given school and mathematics program, there might be several classes for the same algebra

II course. All of the classes would cover the same subject matter, but they might meet

at different times (e.g., 1st period, 7:00 p.m., or “student-paced and not at a specific

time”), attract different groups of students (e.g., 10th grade students or adult students),

rely upon different instructional approaches (e.g., instructor-led or self-taught), and use

various media for communication between students and instructors (e.g., face-to-face

or online). 
Class Pace and Virtual Education Technologies 

With respect to class management, class pace measures the rate of advancement or

progress through academic content. Virtual education provides an approach to class

pace that, although not entirely new to public education, is innovative and available 

to large numbers of students for the first time. Indeed, virtual classes may be taught to 

a group of students who log in, tune in, or otherwise participate in class at a specified

time and learn synchronously, as in a traditional class but without a shared physical presence.

Alternatively, a virtual class may be self-paced and students access class instruction, materials, and assignments at their convenience as long as work is completed by agreed-upon

deadlines (paced asynchronous). A third alternative for class pace combines asynchronous

activities with periodic synchonous activities such as online discussions, “webinars”

(web-based seminars), or phone conferences.

Virtual education programs, courses, and classes are delivered through a host of available

technologies. According to the 2005 SETDA National Leadership Institute Toolkit on

Virtual Learning, these options include two-way interactive television (I-TV), web-based

or online, satellite, and video-conferencing. In most cases, a single virtual education

class relies upon a combination of these delivery systems. Such “blended technologies”

might include satellite and web-based communications; I-TV, web-based instruction,

and on-site interaction; and I-TV courses with web components. Other common mechanisms include the use of videotapes, compact disks (CDs), digital video disks (DVDs),

broadcast television, cable television, telephone conferencing, radio, and prerecorded

audiotapes. 

In both traditional and virtual settings, education leaders must select the type or types

of class pace and educational technologies to offer and support. They must also consider

many other instructional and administrative issues that arise when operating any education institution, be it traditional or virtual in nature. These policy decisions will have a

profound impact on the types and effectiveness of learning environments they will be

able to establish in their school, systems, and states.

Data and Policy Implications 

The implications of policymaking on virtual education are many and varied. Relevant

policy issues (see box) are both administrative and instructional in nature, and arise at

the state, local, school, and classroom levels. At the state level, for example, teacher

credentialing policies within and across state boundaries may disqualify some individuals

from teaching virtual classes within one state even though they may be considered 

qualified in another. At the district level, policymakers have the authority to determine

which technologies are available for virtual education in schools and classrooms. At the

school level, standards may (or may not) be established to limit the number of students

and teachers participating in virtual coursework or to determine the time of day best

suited for such courses. Finally, at the classroom level, decisions to adapt online materials

to accommodate the needs of special populations might affect access to and, therefore,

the equity of, resources for individuals with disabilities (accommodations might include

using specific text colors, font sizes, and other web browser modifications).

Given the breadth and depth of issues that affect, and are affected by, virtual education,

policymakers must simultaneously demonstrate foresight and caution as they grapple with

important pedagogical and policy choices. In many circumstances, virtual education can be

a powerful tool that allows students and teachers to access otherwise unavailable expertise,

4 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
CHAPTER 1. Virtual Education: Changing Education and Education Data 5

information, and experience. Virtual education is especially useful when decisionmakers

choose to: 

• offer coursework not otherwise possible (e.g., when offering a class is not feasible

because too few students have enrolled);

• access instructional expertise or materials not otherwise available; 

• present instructional material in a format better suited to some students’ learning

needs;

• introduce supplementary experiences otherwise impractical to offer in real time and

space, such as virtual field trips (e-trips);

• maximize educational opportunities beyond traditional school hours;

• eliminate travel time between instructional locations;

• permit students to set their own learning pace;

• offer instruction to hospitalized, incarcerated, homebound, and other students 

physically unable to travel to a school site;

• offer services to homeschooled students and their parents;

• provide services to students who may prefer alternative settings (for example, to avoid

bullying or because they do not function well in a social setting); and/or

• ensure equity of instructional opportunity for all students regardless of school assignment (for example, to equalize options in urban, suburban, and rural settings).

To evaluate whether virtual education is effectively and efficiently serving these functions,

decisionmakers must have access to high quality data. The National Forum on Education

Statistics has produced a host of publications designed to improve data quality in elementary and secondary education agencies (see appendix C). These resources emphasize that

high quality data are a product of well-trained data management specialists who: 

• understand how their education organization operates;

• recognize the information needs of their constituents (e.g., teachers, principals, 

superintendents, school board members, and parents and community members);

• have the support of high-level policymakers in the organization; and

• develop information systems based on commonly accepted standards for elementary

and secondary education data.

When data systems are built to reflect these best practices, they can produce information that accurately, reliably, and cost-effectively portrays the operational and academic

status of an organization. This type of system generates high quality and timely data

Policy concerns related to virtual education

School accreditation

Teacher qualifications

Participation criteria

Student enrollment

Testing and assessment

Technology access

Access to individuals with disabilities

Resource equity

Credits and credit transferability

Instructional quality

Fees/tuition payment

Funding formulas
that can be used to plan a budget, individualize instruction, create a lesson plan, manage

a school, assess student performance, and, ultimately, support the greater goals of the

education institution.

Many well developed data systems that generate high quality data for traditional educational endeavors are, as yet, unable to accomplish the same for virtual education. This

may be attributable to the fact that virtual education is a relatively new phenomenon for

which best practice data collection and reporting standards are only now being proposed

(i.e., with the publication of this guide). Although virtual education should be a component of any comprehensive education data system, commonly accepted definitions 

for student attendance, class location, and even school address can be difficult to apply

in virtual settings. Thus, if policymakers are to have access to high quality data about

virtual education, data collectors must carefully consider how to improve existing data

systems—what type of information is to be maintained about virtual education, how

data elements are to be defined, how existing standards may need to be modified, and

when data are to be collected.

To accurately portray the quality, effectiveness, and efficiency of virtual education activities,

data systems must address the following areas of divergence:

• School/course organization—virtual schools and classes may be organized and operated

quite differently than the traditional, face-to-face paradigm.

• Schedule—virtual courses may not be constrained by a seven-period school day or

five-day school week.

• Pace (synchronous or asynchronous)—the concept of students and teachers possibly

working at different times is largely new to our elementary/secondary education 

system.

• “Face time”—in a virtual setting, students may be geographically separated from their

peers and their teachers.

• Medium of instruction—virtual course materials are not limited to paper textbooks.

• Teacher quality—virtual course instructors may be located beyond local or state 

borders and, therefore, may not possess the same credentials as in-state faculty.

• Assessment—staff responsible for virtual student instruction may be beyond the

administrative control of state or local entities accountable for student achievement.

Summary 

Despite its limited history as an instructional path, virtual education is a promising and

inevitable part of any future education system. This paradox of uncertainty and promise

demands that policymakers use high quality data about virtual education to assess its

past performance and determine its future direction. This guide proposes data management

practices to help states, school districts, and schools gather, maintain, and use high quality

data to manage virtual education initiatives. 

Unless these issues are addressed, the non-existent or inconsistent collection and reporting

of virtual education information will have negative effects on the quality of data and

decisionmaking at the classroom, school, district, state, and national levels. Data that

inform accountability systems will be less reliable when states cannot identify virtual

schools from brick-and-mortar entities, or virtual education students from regular 

students. As a result, the quality of the decisionmaking will also be compromised. 

6 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
CHAPTER 1. Virtual Education: Changing Education and Education Data 7

Updating education data systems to reflect the unique needs and circumstances of

virtual education will improve the quality of policy and instructional choices in the

21st century.

...............................................................

NOTES

1 Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 

(NCES 2005–010). (See appendix C.)

2 Technology Counts, 2005. (See appendix C.)

3 Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 

(NCES 2005–010).

4 Technology Counts, 2005.

CHAPTER 2. Recommendations for Virtual Education Data Elements 9

CHAPTER 2. 

Recommendations for Virtual Education Data Elements

This chapter provides detailed information about organizing and updating

data systems and data elements to meet the information demands of

the virtual education environment. Data elements are categorized by

domain and topic area. Additional guidance is provided in the form 

of policy considerations, usage recommendations, and examples

of real world application.

Education data are usually collected in schools and school districts, stored in school or

district information systems, and reported upon request by state education agencies and

the federal government (see figure 1). 

Within an education information system, the basic unit of information is the “data

element.” A data element is a specific piece of information that can be defined and

measured. For example, the NCES Handbooks Online (see appendix C) defines data

element number 0187, Name of Institution, as “The full, legally accepted or popularly

accepted name of an organization (e.g., a school, an association, or a company).” Similarly,

data element number 0851, Sex, is defined as “A person’s gender”; this element has been

assigned additional coding options, “Male” and “Female.” Data elements are the basic

units of information—any less would not have meaning.

All data elements in this guide are categorized according to a hierarchy (see table 1). At

the most general level, data elements are grouped by “domain,” a term used to indicate

the source from which a data element, its definition, and attributes originate within the

NCES Handbooks Online. In this guide, domains include “School,” “Student,” and

“Staff Member.” 

Figure 1.

Data Systems capable of 

providing high quality data 

for accountability and decision making may not be able 

to accommodate a virtual 

education system that is 

not currently aligned along 

traditional administrative,

intructional, and policy 

making channels.

Traditional Schools Virtua Schools

Traditional Classes Virtua Classes Students 

& Teachers

p r

p r

p r

ocal Education Agencies

State Education Agencies

National Data Collections
Each domain is divided into topic areas, which separate and organize related data elements.

Examples of topic areas are “School Location” (within the “School” domain), “Student

Attendance Information” (within the “Student” domain), and “Staff Member Employment

Credentials” (within the “Staff Member” domain). These topic headings are descriptive in

nature and constructed purely for the purpose of organizing data elements.

Table 1 displays the format used in chapter 2 to organize virtual education data elements for

each of the three primary information domains: schools, students, and staff members. Within

these domains, recommended data elements are categorized by the following topic areas.

I. School

1. School Identification

2. School Classification

3. School Governance

4. School Acreditation

5. School Contact Information

6. School Location

7. School Enrollment

8. School Calendar

9. Course Information

10. Class Information 

10 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Table 1. Example to illustrate the format of chapter 2 recommendations

Organizing Concept: Domain

Definition: Indicates the source from which a data element, its definition, and attributes originate within the NCES

Handbooks Online (e.g., school, student, and staff member)

Example: “School”

Organizing Concept: Topic Area

Definition: Divides, separates, or otherwise organizes related data elements.

Example: “School Identification”

Policy Issues

Questions to Consider

Issues that affect the interpretation or use of the 

data elements or the information collected and

maintained in a topic area.

Example: “Is the virtual entity a school, a program, 

a course, or a class?”

It Really Happens...

Real world examples of how the data elements 

or topic area can be used (or misused) in schools, 

districts, and state education agencies.

Example: “A change from Lincoln High to 

Abraham Lincoln High School may 

affect data quality if not tracked 

accurately.”

Data Issues

Data Elements

A specific piece of information that can be defined

and measured. All data elements referenced in this

guide are defined in appendix A.

Example: “0187 Name of Institution”

Guidance/Recommendations

Insight into why a data element is relevant or how it

might be modified to better reflect the information and

reporting needs unique to a virtual education setting.

Example: “These four data elements are central to the

identification of any school in an education

data system.”
CHAPTER 2. Recommendations for Virtual Education Data Elements 11

11. Unit Information

12. Reporting Information

13. Safety and Discipline

II. Student

1. Student Identification

2. Student Demographics

3. Student Contact Information

4. Student Enrollment/Exit Information

5. Student Attendance Information

6. Student Participation/Performance Information

7. Student Progress Information

8. Student Health Information

III.Staff Member

1. Staff Member Identification

2. Staff Member Demographics

3. Staff Member Contact Information

4. Staff Member Employment Status

5. Staff Member Employment Credentials

6. Staff Member Assignment Information

7. Staff Member Attendance Information

8. Staff Member Health Information

A Note about Using Data Elements to Develop Data Systems

Data elements recommended in this guide may be used in many ways—to design a collection instrument or survey, for

example. More broadly, however, these data elements will likely become components of a school, school district, or state

education agency’s education data system (sometimes referred to as an education management information system). 

Many education information systems are designed as databases. When designing such a database, accommodating

the possibility of “multiple entries” is often useful. These are entries likely to be repeated within the data system.

For example, most students take more than one class during a grading period; therefore, the entity “class” must

accommodate multiple data elements (one for each class on a student’s transcript).

Classes taken by a student this grading period

Within a data system, replicating the same data elements for each occurrence within a multiple entry is referred 

to as a “data loop” or an “information loop.” Thus, “data loops” consist of one or more data elements repeated as

necessary to fully describe multiple entries. Because this guide focuses on data elements and policymaking rather

than data system development, specific instances in which data loops might be used by data system designers are

not identified. However, given how critical the technique is for efficient and effective data systems, data elements

in the NCES Handbooks Online (see appendix C) are designed to accommodate data looping.

Math Class

Class Organization

Class Pace

Medium of Instruction

Class Period

Etc...

Reading Class

Class Organization

Class Pace

Medium of Instruction

Class Period

Etc...

History Class

Class Organization

Class Pace

Medium of Instruction

Class Period

Etc...
12 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Figure 2. Data element “looping”

“Data loops” consist of one or more data elements repeated as necessary to fully describe entries that are likely to be

repeated within a data system. For example, a student may have more than one address, as captured by the data element

“Address Type” with the options “Mailing Address,” “Other Home Address,” and “Physical Location Address”. 

The following data elements would be maintained for each of those address types within a data system (i.e., they would be in

a “data loop”).

Disclaimers

• This document presents a broad range of data elements that may be useful in a

robust education data system; however, some organizations may not find it

necessary to maintain all of these elements for their basic operational, 

management, and reporting purposes.

• Any record system that collects information about individual students and staff

members should comply with regulations and professional standards intended to

protect the privacy and confidentiality of students, staff, and parents. For more

information about relevant privacy issues, see the Forum Guide to Protecting 

the Privacy of Student Information: State and Local Education Agencies (see

appendix C), Privacy Issues in Education Staff Records (see appendix C), and

other privacy-related web resources available from the National Forum on

Education Statistics (http://nces.ed.gov/forum/ferpa_links.asp).

Etc.

Loop 1

Mailing Address

Street Number/Name

Apt/Room/Suite Number

Building/Site Number

City

State Abbreviation

Zip Code

Loop 2

Other Home Address

Street Number/Name

Apt/Room/Suite Number

Building/Site Number

City

State Abbreviation

Zip Code

Loop 3

Physical Location Address

Street Number/Name

Apt/Room/Suite Number

Building/Site Number

City

State Abbreviation

Zip Code
CHAPTER 2. Recommendations for Virtual Education Data Elements 13

I. Domain: School 

A major role of traditional education data systems is to record the status of, and changes in,

schools. This requires the collection, maintenance, and reporting of information about the

topic areas listed below. While most of this information can and, in fact, should be collected about virtual schools as well as traditional ones, differences in the physical characteristics

of some virtual schools (e.g., those without buildings) and the administrative boundaries of

some virtual schools (e.g., those without geographic or government borders) suggest that

some data elements in traditional education systems be adjusted. Similarly, accounting for

differences in time-based school management (e.g., for a virtual school that offers courses

outside the hours of the traditional school day or beyond the timeframe of the traditional

school calendar year) requires adjustments as well.

Topic Areas

1. School Identification

2. School Classification

3. School Governance

4. School Accreditation

5. School Contact Information

6. School Location

7. School Enrollment

8. School Calendar

9. Course Information

10. Class Information

11. Unit Information

12. Reporting Information

13. Safety and Discipline
Descriptive elements used to identify a school, education institution, agency, or organization providing an educational experience to

an individual.

1. School Identification

Data Issues

Data Elements

Guidance/Recommendations

• These four data elements are central to the identification

of any school in an education data system. The presence

of data in the field for element number 0187, Name of

Institution, may help distinguish between a virtual school

and a virtual program.

• An existing school that changes its name may or may not 

be considered “new,” depending on other factors involved 

in its reconstitution. Creating a “new school” file for an

existing school that has only changed its name may have

serious implications on management and recordkeeping,

including the determination of Annual Yearly Progress

(AYP) status under the No Child Left Behind Act of 2001

(NCLB).

• School names that reference school classification (e.g., Rosa

Parks Magnet School or George Washington Alternative

School) may simplify communications and recordkeeping.

• In the absence of element number 0146, Identification

Code, school names that differ slightly (e.g., Martin Luther

King Middle School, MLK Middle School, and ML King

School) may represent different schools or a single school

called by different names.

0187 Name of Institution

0313 Former Name of Institution

0146 Identification Code

0147 Identification System

14 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Is the virtual entity a school, a program, a course,

or a class?

• Is the name of the school unique within the 

education data system? 

• How is a school that is geographically outside of

the district or state identified (i.e., flagged in the

education data system)? Does it require a separate

address data element?

• If an existing school changes its name, can the 

system accommodate the change or would the 

new name generate a file for a “new” school?

It Really Happens... 

Advanced coursework is offered to students

statewide through a state’s “virtual school” but

when local schools attempt to register students 

in the virtual school, they cannot find a school

identification number in the state data system.

After much research, school staff determine that

the state runs its virtual school as a program rather

than as a school, even though the program’s name

suggests the opposite.
Virtual courses are offered by a wide range of school types, organizational structures, and funding sources.

2. School Classification

0029 Administrative Funding Control 

0316 Regular School

0036 Alternative School

0840 Special Education/Ungraded School

0174 Magnet/Special Program Emphasis School

0089 Charter School Status

1120 Virtual School 

CHAPTER 2. Recommendations for Virtual Education Data Elements 15

Policy Issues

Questions to Consider

• Is the virtual entity a school, a program, a

course, or a class?

• What criteria are used to establish or recognize

a school in your state or locality?

• Does your definition of a school accommodate

virtual schools?

• Does your organization define virtual schools

differently than regular schools?

• Are out-of-district and out-of-state schools

recognized by the same criteria?

• How is a “virtual school” identified (i.e.,

flagged in the education data system)? Would

it require a separate, Virtual School, data 

element?

• Can your data system identify (i.e., flag) 

a school classified in several categories 

(for example, if a school is simultaneously 

alternative, magnet, charter, and virtual)?

It Really Happens... 

The county high school had changed its 

classification many times: originally a regular

high school, it became a magnet school, then 

a charter school and eventually an alternative

school. In its final reconstitution, a separate,

virtual school was housed in the school’s 

technology center. State auditors called the 

district several times to confirm that both the

alternative school and the virtual school had

the same street address, and only released 

supplemental funding after verifying that 

the school classifications had been reported

correctly. 

CHAPTER 2. Recommendations for Virtual Education Data Elements 15

Data Issues

Data Elements

Guidance/Recommendations

• Many education data system managers have determined that

it is necessary to collect classification information for each

school within their jurisdiction, as well as for schools in other

jurisdictions attended by any of their students, either virtually

or in person.

• Element 1120, Virtual School, serves as a flag to identify a

virtual school. 

• A school may belong to more than one category (e.g., a single

institution may simultaneously be an alternative school, a magnet school, and a virtual school). Systems that maintain these

data element flags separately are able to identify these schools. 

• Although a virtual school may not be housed in a building, the

current NCES definition of a “school” is: An institution that

provides educational services, has one or more grade groups (PreK

through 12) or is ungraded, has one or more teachers, is located in

one or more buildings, and has assigned administrator(s).

• School names that reference school classification (e.g., Rosa

Parks Magnet School or George Washington Alternative

School) may simplify communications and recordkeeping

about institutions.
School governance refers to the entity or institution responsible for oversight and policy decisions for an education organization.

Because virtual schools may be beyond the control of local and state authority, school leaders should identify the governance structure of any entity providing virtual education services to local students.

3. School Governance 

Data Issues

Data Elements

Guidance/Recommendations

• Several governing bodies (e.g., a local or state education

agency) may need to recognize a virtual school’s governance

structure before credit can be transferred or funds expended.

• Some organizations have both public and private governance

structures (for example, a private organization receiving public

funds to operate public schools).

• Some organizations have governance structures beyond the

traditional elementary/secondary education setting, such as

universities offering courses to high school students.

• Some organizations’ governance structures cross traditional

administrative boundaries in the public sector (e.g., national

and regional virtual schools).

0187 Name of Institution

0029 Administrative Funding Control

0271 Statute Title

0238 Regulation Title

0234 Regulation Description

16 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Does your organization have a process to determine the governance structure of a virtual school

located beyond your administrative boundaries?

• Does your organization recognize the governance

structure of the virtual school?

• Do other governing bodies, such as a local or

state education agency, need to recognize the

governance structure of the virtual school? If so,

do they?

• Do you have accurate contact information for

the virtual school’s administrators so you can

reach the appropriate authorities as needed?

• Which administrative or legal entity will resolve

conflicts?

It Really Happens... 

The Bureau of Indian Affairs (BIA), of the U.S.

Department of the Interior, supports several local

public schools serving Native American student

populations in Maine. Thus, these schools operate

simultaneously under local, state, and federal

authority: the BIA (federal) owns the school

buildings, the local education agency operates the

schools, and the Maine Department of Education

governs all local education agencies within its

geographical borders.
Because virtual schools may be beyond the control of local and state authority, school leaders should determine the accreditation

status (and accrediting institution) of any entity offering virtual education services to local students.

4. School Accreditation 

CHAPTER 2. Recommendations for Virtual Education Data Elements 17

Policy Issues

Questions to Consider

• Does your organization have a process to determine

the accreditation status of a virtual school located

beyond your administrative boundaries?

• Does an existing reciprocity agreement mean your

organization must recognize a virtual school’s

accreditation if another entity recognizes it (for

example, if your state and a neighboring state have

agreed to recognize each other’s schools)?

• Does your organization recognize the accreditation

status of all virtual schools in which your students

are enrolled?

• Do other governing bodies, such as a state education agency or institute of higher education, need

to recognize the accreditation status of the virtual

school? If so, do they?

• Do you have accurate contact information for the

accrediting organization so you can reach the

appropriate authorities as needed?

It Really Happens... 

A national news show exposed an accreditation

organization that never conducted site visits,

financial audits, or program reviews as a part of its

accreditation process. Instead, any organization that

paid its $1,495 annual fee in a timely manner was

labeled “accredited.” The school district realized that

its supplemental services partner boasted that very

same, “prestigious” credential discussed in the show.

Clearly, accreditation was only meaningful relative 

to the standards set by, and the integrity of, the

institution issuing the credentials.

Data Issues

Data Elements

Guidance/Recommendations

• An accreditation organization is an authority that reviews

an organization’s educational program and staff for quality,

and certifies whether the organization meets a minimal set

of standards.

• Other governing bodies, such as local or state education

agencies, may need to recognize the accreditation status of

a virtual school before credit can be transferred or funds

expended.

• The meaning of the label “accredited” varies based on the

standards used to measure a school, program, or staff. A

virtual school’s “accreditation” is significant only when

granted by an agency whose review process conforms to

standards deemed acceptable by local authorities. 

• The process for determining whether to recognize a

virtual school’s accreditation is often identical to the 

one used for traditional schools (e.g., when credits are

transferred from an out-of-state brick and mortar school).

0187 Name of Institution

0076 Authorizing Entity Type 

1121 Accreditation Status 
Information used to communicate directly with an individual, organization, or institution

5. School Contact Information

Data Issues

Data Elements*

*Contact information for a school’s physical location is included

under School Location.

Guidance/Recommendations

• Maintaining accurate contact information about virtual

schools is imperative because they operate from locations

across the globe. Electronic mail (e-mail) addresses and

websites are especially relevant, and telephone numbers

should include international (country) codes for sites 

outside of the United States. 

• As legal entities, even virtual organizations have a formal

business address. This official address (and telephone

number) is a logical starting place for contact information.

• A virtual school’s only physical presence may be that of a

server, while its students, teachers, and administrators may

all be geographically separated. When this is the case, a

business address or primary contact address should be

secured.

• Different contact information may be necessary for 

routine correspondence, payment, instructional matters,

administrative concerns, technical problems (i.e., a help

desk), and emergencies.

• Many organizations require that service providers maintain

“routine” business hours, during which they must be

accessible via the provided contact information.

0281 Telephone Status

0280 Telephone Number Type (e.g., main number, answering service,

beeper number, fax, etc.)

0279 Telephone Number

0121 Electronic Mail Address Type

0120 Electronic Mail Address

0304 Web Site Address (URL)

18 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• How do you contact a school when it is truly virtual

(i.e., it has no brick-and-mortar school building)?

How do you handle routine correspondence?

Payment? Instructional and administrative issues?

Technical problems? Emergencies?

• Can the virtual provider guarantee accessibility

during standard or “routine” business hours? If

technical problems occur, such as a server going

down, how is communication handled during 

off-hours?

• Have planners accommodated differences in time

zones when negotiating “routine” business hours

and other contact periods?

• Are proposed constraints on the use of contact

information acceptable? For examples, may a virtual

school respond to messages only during its local

business hours? May messages be returned within 

48 hours but not necessarily sooner, even in an

emergency?

It Really Happens...

The server is down on a Monday morning and 

students cannot access their coursework—and the 

virtual school only checks e-mail once every 48 hours.

Will students be without access for two days? How

can the local school contact the provider to have the

system repaired immediately?
By its very nature, a virtual school is not limited by the spatial constraints of traditional brick-and-mortar institutions. This is clear in

two very real ways: a virtual school does not need to have a physical site where students receive education services, and a virtual

school can serve students regardless of physical proximity and geographical parameters that traditionally define school assignments.

6. School Location

CHAPTER 2. Recommendations for Virtual Education Data Elements 19

Policy Issues

Questions to Consider

• How do you determine a school’s location

when it is truly virtual (i.e., it has no

brick-and-mortar school building)? How

do you handle routine correspondence?

Payment? Instructional and administrative

issues? Technical problems? Emergencies?

• Does your organization or its governing

authority require that service providers

be located within certain geographical

boundaries (e.g., within the state or district) if they are to be paid with state or

local funds?

• Does your organization award or receive

resources based on a school’s geographic

location? If this resource distribution is

based on the assumption that a school

serves its local population, consider that

an out-of-state virtual school may, in

fact, be serving your local students. At

the same time, a virtual school headquartered within your geographic

boundaries may receive funds without

serving the targeted local population.

It Really Happens... 

Rural enhancement grants, and other

federal and state funds, are often allocated based on the geographic location of a

school’s mailing address (assuming the

school is serving students in that region).

This assumption is not necessarily valid

for virtual schools, which might serve

students from other counties, states, and

even countries. Therefore, it may not be

wise to allocate funding aimed at specific

populations within a geographic area

based solely on a school’s mailing

address.

0025 Address Type

0272 Street Number/Name

0037 Apartment/Room/Suite Number

0081 Building/Site Number

0090 City

0186 Name of County

0100 County FIPS (Federal Information 

Processing Standard) Code

0268 State FIPS (Federal Information 

Processing Standard) Code

0267 State Abbreviation

0188 Name of State

0305 Zip Code

0099 Country Code

0185 Name of Country

0306 Zone Number

0183 Metropolitan Statistical Area (MSA) 

Federal Information Processing 

Standard (FIPS) Code

0839 Locale Code

0158 Latitude

0173 Longitude

0202 Additional Geographical Designation

Data Issues

Data Elements

Guidance/Recommendations

• Any entity with which a school or students interact will have either: 

a) a brick-and-mortar presence, b) a business mailing address, or c) a 

contact person at a physical location with official contact information.

• A traditional brick-and-mortar school offering virtual courses (within

or beyond its administrative borders) will have an address associated

with its physical site and to which traditional address-related data

elements will apply without modification. In contrast, a virtual

school may or may not have a physical location where students

receive education services. In fact, a virtual school’s only physical

presence may be that of a server, while its students, teachers, and

administrators may all be geographically separated. When this is the

case, a business address or primary contact address should be listed 

as the school address.

• When physical location affects funding, concerns may arise about

inconsistencies between a school’s physical location and its business

address. Some funding formulas consider a school’s geographic location

when determining need. For example, rural enhancement programs

provide additional funding to schools in low population-density areas

that, presumably, serve rural populations. The criteria for determining

eligibility for such funds are often limited to zip codes, Federal

Information Processing Standard (FIPS) codes, Metropolitan

Statistical Area (MSA) codes, and other locale-based data. A virtual

school headquartered in a rural location may receive these types of

funds without, in fact, serving the local population whose needs are

being targeted by the program. Funding agencies may wish to consider

additional criteria, including student demographic data, when

determining a school’s eligibility for such programs (other examples

include high poverty and enterprise zone locations). 

• Some organizations have governance structures that cross traditional 

public sector boundaries (e.g., national and regional virtual schools).
Elements used to describe a school’s enrollment.

7. School Enrollment

Data Issues

Data Elements*

0615 Enrollment Status

0959 Service Population

0960 Attendance Area Code*

0961 School Attendance Area*

* May be applicable if a traditional school offers virtual services to

local students (e.g., within a single jurisdiction).

Guidance/Recommendations

• Enrollment data for virtual and traditional schools may

change if students begin but do not complete a virtual course,

illustrating the limitations of point-in-time measurements.

• Enrollment counts based on physical presence may undercount virtual enrollments if students access their virtual

coursework via computers in traditional schools.

20 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Will a point-in-time count accurately depict

enrollment in both traditional and virtual schools?

• Do any rules and regulations limit student participation in virtual offerings based on attendance areas

(e.g., for a district-level supplemental program, 

single-district cyberschool, or multidistrict 

cyberschool)? 

• Have policymakers decided when students in a 

traditional school may enroll in virtual courses?

Reasons might include enhanced course offerings,

postsecondary credits, remedial support, homebound instruction, cultural outreach, and virtual

field trips.

• How is funding allocated when a student is physically

present in one school but enrolled in another, as

may occur in virtual education (for example, when

students use the technology at their local school to

access a virtual school)?

It Really Happens... 

A student in a local school building uses its equipment

to access a virtual school. The local school believes it

should receive some portion of the full-time equivalency

(FTE) for pupil funding for providing facilities, equipment (computers, water fountains, and restrooms), and

custodial support; the virtual school disagrees because it

hires staff based on student to teacher ratios. Who will

mediate this dispute and on what criteria will they base

the decision?
Information about the days and times a school is accessible for student instruction.

8. School Calendar 

Data Issues

Data Elements

Guidance/Recommendations

• If a student is enrolled in only one school, that school’s

calendar is the only one that will affect the student.

However, when a student is enrolled in one school and

enrolled in a course at another (traditional or virtual),

comparing instructional calendars is probably necessary

to provide appropriate logistical support and accurately

credit coursework.

• Assessing a virtual school’s instructional calendar is no

different than evaluating an instructional calendar for a

brick-and-mortar school when students take a course

outside of their school of enrollment. However, some

translation may be necessary from traditional time-based

measures to units more applicable to the virtual setting

(e.g., total days login-accessible, total days website-accessible, time online, time estimated to complete a course,

performance, etc.).

• Many schools assess course credit based on traditional

seat time, although this is changing. In a virtual setting,

these time-based measures may need to be translated into

measures more applicable to the virtual environment (e.g.,

total days login-accessible, total days website-accessible,

time online, time estimated to complete a course, 

performance, etc.).

0266 Session Type

0264 Session Beginning Date

0265 Session Ending Date

0285 Total Days in Session

0150 Instructional Minutes

CHAPTER 2. Recommendations for Virtual Education Data Elements 21

Policy Issues

Questions to Consider

• What are the units of measure in your organization’s

instructional calendar (e.g., instructional minutes,

days, weeks, performance, etc.)?

• What are the units of measure in the virtual

provider's instructional calendar (e.g., instructional

minutes, days, weeks, total days login-accessible,

total days website-accessible, time online, time 

estimated to complete a course, performance, etc.)?

• Is the virtual school’s instructional calendar 

compatible with your organization’s, or can it be

translated into compatible units?

• Will you have to adjust your calendar for students

participating in virtual coursework? 

• How will one school account for the other’s snow

days, teacher work days, and standardized testing

days? For example, will students be counted absent

by their virtual school if their home school closes

because of bad weather?

• Does your organization measure course credit based

solely on traditional seat time, or does it accept

other measures more applicable to the virtual environment (e.g., total days login-accessible, total days

website-accessible, time online, time estimated to

complete a course, performance, etc.)?

It Really Happens... 

A student enrolled in a traditional school is taking a

virtual course from its media center. When the local

school goes on spring break, the student cannot

access the virtual class for ten days even though the

virtual school is in session. Policymakers at the local

school soon realize that they may need to open their

campus and buildings to accommodate the needs of

students enrolled in these virtual classes. 
The organization of instructional subject matter and related learning experiences provided on a regular or systematic basis, usually

for a predetermined period of time (e.g., a semester), to individuals or groups of students. Note that the term “course” refers to subject matter content, whereas “class” refers to the setting in which course content is offered to one or more students.

9. Course Information

Data Issues

Data Elements (See also Class Information)

Guidance/Recommendations

• Course names may vary between organizations

(and different subject matter areas may have 

the same, or apparently similar, course name).

Whenever credits are transferred, course codes and

coding systems need to be coordinated between

institutions for the data to be meaningful.

• In response to the above need, national course

classification standards are being developed by the

National Center for Education Statistics (NCES).

• Terminology regarding frameworks, standards,

benchmarks, grade-level expectations, etc., may

vary between organizations.

0102 Course Code

0103 Course Code System

0107 Course Title

0104 Course Description

0145 High School Course Requirement

0110 Curriculum Framework 

0109 Curriculum Framework Name

0246 Resource Author 

0034 Aligned with State Standards

22 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Does your curriculum framework or standard apply to

virtual coursework?

• Do your organization’s required content assessments

apply to virtual coursework?

• Can students acquire exceptions to curriculum framework and assessment requirements (e.g., for transferred

coursework)?

• Can you map transferred course credits to your organization’s course classification system?

It Really Happens... 

A student took English I in 9th grade at a virtual school,

so her guidance counselor assumed she would be prepared for English II when she enrolled, in 12th grade, at

the local high school. Unfortunately, the virtual school

curriculum was not aligned to the state standards and

some of the content expected on the statewide graduation

exam was not covered. The guidance counselor realized

that courses with identical names may not teach identical

content and, in the absence of a standard course classification system, there was no way of knowing how similar

or different such courses might be.
A setting for providing organized instruction of course content to one or more students (including cross-age groupings) for a set

period of time. Note that more than one “class” may be offered the same “course.” 

10. Class Information 

Data Issues

Data Elements (See also Course Information)

*This data element may or may not apply depending on whether the class 

is offered as a separate part of the regular school day.

Guidance/Recommendations

• In performance-based instruction, students advance from one

instructional level to the next based on mastery of subject matter 

and skill sets. In asynchronous virtual courses, where communication between participants occurs at different times, students often

advance through course material at their own pace as long as they

meet minimum contact requirements to demonstrate participation.

Students may thus complete a virtual course in less—or more—

time than is allotted during a normal grading period.

• In a synchronous virtual environment, attendance is relatively

straightforward to measure—either the student is present and 

on time for class or not, just as in face-to-face coursework. For

asynchronous classes, however, some schools, districts, and states

have established a minimum number of online interactions to

measure student attendance; others count logins, time online, 

or the number of keystrokes per unit time.

• Asynchronous: Not occurring at the same time. In virtual courses,

“asynchronous” means that communication between participants

(e.g., students and teachers) occurs at different times. For example, students submit questions via e-mail for teachers to answer

a later time; or discussions occur over several days in an online,

threaded discussion board setting.

• Synchronous: Occurring at the same time. In virtual courses, “synchronous” means that communication between participants (e.g.,

students and teachers) occurs at the same time despite any physical

separation. For example, students and teachers are online at the

same time so that questions can be answered immediately, or 

(virtual) discussions occur with all participants online at the same

time.

0094 Class Organization

1146 Class Pace

0209 Medium of Instruction 

0204 Percentage of Time by Medium 

of Instruction 

0095 Class Period

0091 Class Beginning Time* 

0092 Class Ending Time*

0093 Class Meeting Days* 

0283 Timetable Day*

1147 Same Physical Location of 

Instruction

1125 Originating Location of 

Instruction/Service

0124 Originating Location of 

Instruction/Service Description

0171 Receiving Location of 

Instruction/Service

0172 Receiving Location of 

Instruction/Service Description

0282 Estimated Time Element

1122 Course Attendance Requirement

1123 Course Attendance Frequency 

Requirement

0857 Number of Students in Class

CHAPTER 2. Recommendations for Virtual Education Data Elements 23

Policy Issues

Questions to Consider

• Class pace issues:

• Are policies and procedures in place to allow

a student to participate in a self-paced course? 

• Are students allowed to begin a new course

if they complete a self-paced course prior to

the end of the normal grading period? 

• Is there a maximum number of credits a

student may earn per unit time (e.g., per

grading period or per year), and does this

limit conflict with self-paced acceleration

of academic progress?

• Class timing issues:

• Does your organization’s scheduling system

accommodate asynchronous (see below) class

settings that do not have traditional class

periods, beginning and ending times, and

meeting days?

• Can your organization’s attendance 

system accommodate asynchronous (see

below) class settings that may not employ

traditional time-based attendance measures

such as “school days”?

• Do established policies clarify permissible

rates of advancement from course to course

(e.g., is a student permitted to complete

self-paced algebra I, geometry, and

trigonometry in a single academic year?). 

It Really Happens... 

A student advances through a self-paced 

algebra I course and easily passes the endof-course assessment in the third month 

of the school year. He completes an online

geometry course two months later. As he

enrolls in trigonometry, his guidance counselor

realizes that the school district has never

awarded so much credit to a student in a single

academic year. The administration and school

board want to encourage the student, but 

realize they must consider the consequences 

of such rapid academic progress and establish

policies to guide future decisionmaking.
Within a class, information used to describe a topic or theme taught during a specified period of time.

11. Unit Information 

Data Issues

Data Elements

Guidance/Recommendations

• Terminology regarding frameworks, standards, benchmarks, grade-level expectations, etc., may vary between

organizations.

• Many schools assess course credits based on traditional

classroom time, although this is changing. In a virtual 

setting, these time-based measures may need to be translated

into units more applicable to the virtual environment (e.g.,

total days login-accessible, total days website-accessible, time

online, time estimated to complete a course, performance,

etc.).

0294 Unit Name

0293 Unit Duration

0159 Learning Standards Documents

0239 Related Learning Standards

0167 Lesson Name

0166 Lesson Duration

0169 Lesson Plan

0160 Lesson Activity Begin Date

0163 Lesson Activity End Date

0162 Lesson Activity Duration

0074 Assignment Start Date

0071 Assignment Finish Date

0070 Assignment Due Date

24 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Does your organization maintain unit-level

information for coursework in a traditional

school? If so, should you maintain similar

information for coursework offered by virtual

providers?

• Do required learning standards apply to virtual

coursework?

• Are procedures in place for acquiring exceptions

to learning standards requirements (e.g., for

transferred coursework)?

• Can you map learning standards from transferred

coursework to your organization’s learning 

standards requirements?

It Really Happens... 

An online course has lesson activities and assignments due at periodic points throughout the

grading period. Rather than work at an even pace

between due dates, some students ignore their

coursework for long periods of time and complete

their assignments at the last minute. Administrators

recognize that this is not the best way to encourage

sound study habits and student behavior, so they

develop policies to structure expectations more

evenly throughout the course. Unfortunately, this

leads to the creation of “busy work” in some courses

not well-suited for frequent assignments or assessment (e.g., reading-intensive history courses). School

leaders are then forced to reconsider blanket policies

about online course management.
Information used to describe academic performance.

12. Reporting Information

Data Issues

Data Elements

Guidance/Recommendation

• Many schools measure grading periods based on traditional classroom time, although this is changing. In a 

virtual setting, these time-based measures may need to 

be translated into units more applicable to the virtual

environment (e.g., total days login-accessible, total days

website-accessible, time online, time estimated to complete

a course, performance, etc.).

0244 Reporting Means

0245 Reporting Method

0143 Grading Period Beginning Date

0144 Grading Period Ending Date

0284 Total Days in Grading Period

0065 Assessment Content Standard

0046 Assessment Duration

0190 Standardization Group

CHAPTER 2. Recommendations for Virtual Education Data Elements 25

Policy Issues

Questions to Consider

• Can a student receive a grade from an instructor not

employed by your organization (e.g., for a virtual

class)?

• Can you crosswalk grading systems when coursework

is transferred in from another organization?

• Who may access online information about individual

student performance (e.g., what are the security rules

for online report cards)?

• Who may supervise assessments and other student

work? For example, is it acceptable for a student’s

parents/guardians to supervise homework and

assessments when a student accesses virtual 

coursework from home?

It Really Happens... 

A local school issues report cards on a quarterly basis,

but the virtual school several local students ”attend”

generates academic progress reports on a monthly

basis. Local school administrators do not have an

existing mechanism for communicating these monthly

reports to parents, but decide to establish electronic

means for doing so rather than squander the useful

information made available by the virtual service

provider.
Information used to document the occurrence of safety and discipline incidents.

13. Safety and Discipline

Data Issues

Data Elements

Guidance/Recommendations

• A fee-based virtual provider may have a financial 

disincentive to expel a student.

• The No Child Left Behind Act of 2001 (NCLB) applies

to all public schools throughout the nation. Thus, as

would any public school, public virtual schools must

report whether they have been designated “persistently

dangerous.” 

1037 Incident Identifier

1039 Incident Time

1040 Incident Location

1041 Facilities Code

1043 Reporter Description

1126 Incident Recording Mechanism

1148 Rule/Regulation Violated

0894 Security System

1050 Perpetrator Description

1052 Victim Description

1054 Disciplinary Action

1057 Duration of Disciplinary Action

26 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Does your organization have student-conduct 

regulations and appropriate-use policies?

• If so, do these policies apply to students participating

in virtual courses?

• Do policies incorporate provisions of the Children’s

Online Privacy Protection Act of 1998 (COPPA)?

(See appendix C.)

• Are virtual providers expected to have comparable

or identical student-conduct regulations and 

appropriate-use policies?

• Are virtual providers required to report violations of

these regulations and policies to you and/or to law

enforcement authorities?

• Are filters required on web-accessible technologies?

• Is internet safety training provided to student users?

It Really Happens... 

A student uses a school computer to participate in 

a virtual course, but then sends another student a

harassing e-mail, views inappropriate content on the

Internet, or hacks into other files on the network.

The school’s acceptable use policy clearly states that

such offenses are punishable by loss of technology

privileges. However, the principal realizes that if the

student loses access to the school’s technology, it

would effectively suspend him from his virtual

coursework, which was not the intention of the

disciplinary action.
II. Domain: Student 

Another major role of traditional education data systems is to record the status of, and

changes in, each student’s school participation and performance. This requires collecting,

maintaining, and reporting information about the topics listed below. While most of this

data can, and, should, be collected for students taking virtual courses, differences in the

spatial and temporal relationships of students, instructors, and administrators (within the

virtual school setting as well as between virtual and traditional schools) pose challenges to

many education data systems. 

Although most policies about transferring credits among traditional schools should

apply to the transfer of credit from virtual schools, some operational and management

differences require changes in traditional data element use. These adjustments often

focus on differences in time-based school management (for virtual schools offering

courses outside the hours of the traditional school day, whether synchronously or

asynchronously). 

Policies should also be developed to regulate the transfer of student records to virtual

providers not subject to the same administrative and legal rules as the student’s local

school. Depending on local policies, most schools have the authority to transfer student

demographic, academic, and personal information to staff at a virtual school who provide

educational services to students; usually the service provider must agree, in writing, to

adhere to all relevant privacy laws. Thus, policymakers and other school leaders should

prepare legal agreements that adequately describe their privacy policies concerning

individual student records, and require that virtual providers affirm their intentions

and capabilities with respect to this critical issue. Additionally, any exchange of confidential student information should be conducted in an encrypted format and over

secure lines. Local school leaders may also negotiate agreements with virtual providers

concerning student attendance (what constitutes “in attendance” in a virtual setting),

prorated enrollment (whether and how to prorate a student’s full-time equivalency

between the two schools for funding), accountability responsibilities (which institution

is accountable for the student’s performance), and academic record maintenance (which

institution will maintain the student’s permanent academic record). 

Topic Areas

1. Student Identification

2. Student Demographics

3. Student Contact Information

4. Student Enrollment/Exit Information

5. Student Attendance Information

6. Course Participation/Performance Information

7. Student Progress Information

8. Student Health Information

CHAPTER 2. Recommendations for Virtual Education Data Elements 27
Descriptive elements used to identify a student participating in an educational experience, including the student’s name and

other identifying information.

1. Student Identification 

Data Issues

Data Elements

Guidance/Recommendations

• In some jurisdictions, students are not assigned unique

identification numbers; in others, they are assigned such

numbers at the district level. An increasing number of

states are now assigning statewide unique identifiers to

facilitate student tracking.

• In the absence of a unique identifier, common derivations of a single name may result in multiple records for

the same student.

0131 First Name

0184 Middle Name

0156 Last/Surname

0135 Generation Code/Suffix

0157 Last/Surname at Birth

0189 Nickname

0146 Identification Code

0147 Identification System

28 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Does your organization (or its governing authorities)

require that each student be assigned a unique identifier?

• Do these student identifiers need to be unique across

institutions within the state?

• Are virtual providers required to use the same unique

student identifier system, or may they use their own?

• How will your organization and the virtual provider

match student identification numbers to ensure that

student records are accurate?

It Really Happens... 

Without a unique student identifier system, record

matching between a virtual and a traditional school

(or any two institutions) can be very tricky. For example, different records might be maintained for a single

student under the names, “Joseph Smith,” “Joe Smith,”

and “J. Smith.” In addition, individuals with similar

name may also lead to errors. For example, if “James

Jones,” “Jamie Jones,” and “J.J. Jones” are different

students in a single school, their records could inadvertently be confused. 
Elements used to describe a student’s background and other vital, descriptive information.

2. Student Demographics

Data Issues

Data Elements

*Virtual schools might not serve meals, but they could still collect 

free- and reduced-price meal eligibility as a measure of economic need.

Guidance/Recommendations

• The No Child Left Behind Act of 2001 (NCLB) applies to all public

schools throughout the nation. Thus, as would any public school,

public virtual schools must report academic proficiency by required

student subgroups.

• Accurate demographic information about enrolled students is required 

by many federal, state, and local funding formulas.

• To make informed instructional and service decisions, instructors may

need to know students’ demographic information (e.g., if a student’s

behavior and performance changes abruptly, his teacher may benefit

from understanding that his family situation has also recently changed).

• Technical staff may need to know when special adaptive and assistive

technologies (e.g., language translation software) are required for a student to equitably participate in virtual education, even though access 

to the student’s personal information might otherwise be restricted.

• Data systems should be able to report all demographic information

required for state and federal public reporting (e.g., NCLB and equity 

of access subgroup populations).

0310 Hispanic or Latino Ethnicity

0849 Race

0851 Sex

0314 Birth Date

0852 City of Birth

0317 County of Birth

0319 Name of State of Birth

0320 Country of Birth Code

0325 First Entry Date (into the United 

States)

0322 Citizenship Status

0323 Country of Citizenship Code

0585 English Proficiency

0327 Language Type

0328 Language Code

0588 Minor/Adult Status

0589 Homelessness Status

0590 Migratory Status

0605 Economic Disadvantage Status

0606 Eligibility Status for School Food 

Service Programs*

0607 Participation in School Food 

Service Programs*

0608 Family Public Assistance Status

0330 Marital Status

0306 Zone Number

0597 Residence Block Number

0202 Additional Geographical Designation

CHAPTER 2. Recommendations for Virtual Education Data Elements 29

Policy Issues

Questions to Consider

• What demographic information is

required for state and federal public

reporting? For example, student subgroups are required under the No Child

Left Behind Act of 2001 (NCLB).

• What demographic information is necessary to ensure equitable access to 

virtual education for all students?

It Really Happens... 

A student becomes homeless and is no

longer able to use her home computer to

participate in a virtual class on a regular

basis. Because demographic information

is regularly updated in the student record

system, the instructor at the virtual school

is aware of this and handles the student’s

changing attendance and performance

patterns by offering support services rather

than dealing with it as a discipline issue.
Information used to communicate directly with an individual. 

3. Student Contact Information

Data Issues

Data Elements

Guidance/Recommendations

• Because virtual courses are offered to students around the globe,

maintaining accurate contact information is imperative. Information

about electronic mail (e-mail) addresses and web sites is especially

important for virtual communications. Telephone numbers should

include international (country) codes as applicable for students 

outside of the United States. 

• An education institution not only has the right to require that

information about its students be protected from improper release,

but also the responsibility to do so.

• Any education institution that shares information about its students

on a need-to-know basis should, as required by the Family Educational

Rights and Privacy Act (FERPA), require that recipients of the information sign a written agreement promising adherence to all relevant

privacy laws.

• Any electronic exchange of confidential student information should be

conducted in an encrypted format and over secure lines.

• New resources about FERPA guidance are under development by the

National Forum on Education Statistics (see appendix C).

0025 Address Type

0272 Street Number/Name

0037 Apartment/Room/Suite Number

0081 Building/Site Number

0090 City

0186 Name of County

0100 County FIPS (Federal Information 

Processing Standards) Code

0268 State FIPS (Federal Information 

Processing Standards) Code

0267 State Abbreviation

0305 Zip Code

0099 Country Code

0281 Telephone Status

0280 Telephone Number Type

0151 International Code Number

0279 Telephone Number

0121 Electronic Mail Address Type

0120 Electronic Mail Address

30 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Before releasing student information, has

your organization assessed its responsibilities

under the Family Educational Rights and

Privacy Act (FERPA)? (See appendix C.) 

• Do you have a legal agreement that 

adequately describes all privacy policies

relating to student contact information,

and are virtual providers required to sign

it?

It Really Happens... 

A student submits personal contact information when registering to take a course

from a virtual provider. Shortly thereafter,

he begins to receive unwanted (junk) mail

in both his e-mail account and through the

post. The student’s family complains to the

principal at the local school, and an investigation reveals that the virtual provider sold

its mailing list to a marketing company or

otherwise failed to maintain agreed-upon

privacy expectations.
Enrollment information concerns the entry or re-entry of students into a school, including their status and classification upon admission. Exit information concerns a student’s exit or withdrawal from a class, grade, or school. 

4. Student Enrollment/Exit Information 

Data Issues

Data Elements

Guidance/Recommendations

• Virtual education funding is usually based on either enrollment or

attendance. Either unit may be measured on a per class, per day, or

per term basis, and translated to a full-time equivalency (FTE) standard. “FTE” is defined as the amount of time a student is enrolled in

(attending) a school, stated as a proportion of full-time enrollment

(attendance); or the number of courses/credits taken, stated as a 

proportion of full-time course load.

• At the high school level, the number of credits taken is generally

most relevant when determining FTE. At the elementary school

level, FTE is often stated in instructional minutes per full-time day.

• “Time enrolled in a school” may need to be translated into units that

correspond to enrollment in a virtual setting.

• Because virtual education may be self-paced, tracking cohorts is

difficult.

• In some virtual schools, students follow a grade-based chronology

(e.g., they must complete grade 1 before enrolling in grade 2), but

new concepts are introduced at different “grade levels” based on how

much of a K–8 sequential curriculum they have completed. 

• Enrollment and credit data may be compared to determine whether

students are completing their virtual coursework.

• The No Child Left Behind Act of 2001 (NCLB) applies to all public

schools throughout the nation, including public virtual schools.

Student enrollment status (i.e., the school of enrollment) must be

accurate to calculate a school’s Adequate Yearly Progress (AYP).

0615 Enrollment Status

0616 Admission Date

0617 Admission Status

0366 Entry Date

0619 Entry Type

0620 Entry/Grade Level

0621 Full-time/Part-time Status

0622 Full-time Equivalent (FTE) Status

0618 Cohort Year 

0625 Tuition Payment Amount

0626 Fee Payment Type

0853 Fee Amount

0627 Total Cost of Education to 

Student

0628 Tuition Status

0629 Payment Source(s)

0631 Financial Assistance Type

0633 Financial Assistance Source

0634 Financial Assistance Amount

0642 Exit/Withdrawal Date

0643 Exit/Withdrawal Status

0644 Exit/Withdrawal Type

0650 Discontinuing Schooling Reason

0673 Nonpromotion Reason

CHAPTER 2. Recommendations for Virtual Education Data Elements 31

Policy Issues

Questions to Consider

• What constitutes full-time/part-time status? 

Is it based on number of classes, minutes of

instruction, credits taken, or some other

measure?

• To ensure comparable data, has the virtual

provider agreed to your organization’s definition of “full-time/part-time” status?

• Is tuition charged and paid by the class,

credit, term, or other basis?

• Is there a limit on the tuition your organization will pay for a student’s virtual education

(either by course, credit, term, or cumulative

over time)? What if students repeatedly register for, but do not complete, virtual courses?

• Must service providers be located within

established geographic boundaries (e.g.,

within the state) to receive public funds?

• How will you verify a student’s enrollment/exit status when paying for students

to attend virtual schools?

• If students are enrolled in virtual coursework,

how will schools determine average daily

membership and other statistics used in funding calculations?

It Really Happens... 

A student is enrolled full-time in a virtual

school that is paid by his local public school

system. Two months into the school year, the

student’s family moves away but fails 

to formally withdraw from the old school

district. Without accurate data about the 

student’s current enrollment status, the first

school system continues to pay for the student’s virtual school costs even though her

new local school system should now be 

covering the costs.
Information used to describe a student’s presence, absence, and tardiness in class or school.

5. Student Attendance Information 

Data Issues

Data Elements

*Relevant for synchronous classes; asynchronous programs

require different criteria.

Guidance/Recommendations

• Attendance is an important issue on several fronts,

including legally (many communities have attendance

requirements), financially (many funding formulas are

based on average daily attendance), and pedagogically

(attendance is commonly accepted as a major factor in

determining a student’s opportunity to learn).

• Attendance in a virtual (especially asynchronous) setting

may be most accurately measured by factors that are not

time-based or do not otherwise apply to a traditional

face-to-face setting; these might include number of

keystrokes, time logged in, end-of-unit performance, etc.

• Whatever measure is used, attendance should be

reported consistently and in a manner that reflects 

policy direction (based on reporting requirements 

and the information needs of decisionmakers). 

• Attendance should incorporate after-hours (e.g., 

at-home) activities for all virtual evening classes.

0635 Number of Days of Membership

0638 Number of Days Absent

0639 Number of Tardies

0637 Number of Days in Attendance

0636 Daily Attendance Status

0640 Class Attendance Status* 

32 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• What constitutes “in attendance” status? Is it based

on number of classes, minutes of instruction, number

of keystrokes, time logged in, performance, or some

other measure?

• Is attendance calculated the same way for all reporting purposes (e.g., local, state, and federal reporting)?

• Given the high stakes of attendance data (for instance,

they are used in funding formulas), what definition of

attendance must be used? Does this definition reasonably accommodate the virtual education setting?

• To ensure comparable data, has the virtual provider

agreed to your organization’s definition of “in attendance” status?

• Have you and the virtual provider determined which

organization is responsible for a student missing class

because of a technical problem? For example, will a

student be marked absent if the server is down? Does

it matter which school’s server is not working (where

the student logs in or where the course is broadcast)?

What about when a student’s internet connection

from home is not working?

It Really Happens... 

The server at a student’s school is down and she cannot

access a synchronous virtual class. She is upset to learn

that the virtual school marked her as “absent” even

though she was in the computer lab the entire time,

waiting for the server to be fixed. A complaint to her

principal results in a change to an “excused absence,”

but the student still is not satisfied given that she was

ready and prepared for class. 
Information about student involvement and achievement in organized subject matter and related learning experiences (i.e., programs,

courses, and classes).

6. Course Participation/Performance Information 

Data Issues

Data Elements

Guidance/Recommendations

• Depending on policy and agreements between local schools and virtual service providers, the institution that maintains an individual’s

permanent record often retains the right to determine (or change)

final grade assignments.

• Student completion of, and performance in, virtual courses may vary

based on a wide range of factors, including student readiness, curricular

choices, content presentation, instructor–student interactions, local

supervision and support, assignment and assessment rigor, and grading

practices. Some students may perform better (i.e., complete a course

with an acceptable grade) in courses offered by some providers than in

courses offered by other providers. Local schools may wish to monitor

student completion and performance for each provider to ensure that

coursework is appropriately rigorous and verify that local investment

in virtual courses is not squandered on enrollments that do not earn

credits. 

• Students fail to complete coursework for a wide range of reasons,

including lack of interest, aptitude, and support. Some students may

find virtual coursework adds another layer of difficulty, especially if

they are uncomfortable using technology, have problems accessing

instructional materials online, or are unfamiliar with online assessment procedures. Local schools may want to collect data about why

students do not to complete virtual courses.

0366 Entry Date

0642 Exit/Withdrawal Date

0644 Exit/Withdrawal Type

0187 Name of Institution

0146 Identification Code (Institution)

0147 Identification System (Institution)

0794 Program Eligibility Indicator

0227 Program Name

0107 Course Title

0102 Course Code

0103 Course Code System

0292 Unique Course Code

0193 Number of Credits Attempted

0656 Number of Credits Received

0374 Grade Earned

CHAPTER 2. Recommendations for Virtual Education Data Elements 33

Policy Issues

Questions to Consider

• Can a student receive a grade from an

instructor not employed by your organization (e.g., for credits taught virtually)?

• Who makes the final determination when

a grade assigned in a course is questioned?

• Can you map grading systems when

coursework is transferred from another

organization?

• Does your organization need to monitor

student completion of virtual coursework? 

• Are virtual service providers systematically

monitored and evaluated based on student

outcomes such as participation and 

performance?

It Really Happens... 

A high school student earned a C in a 

virtual course at a highly competitive college, but his local high school awarded him

an A for the high school-credit equivalent.

School administrators felt this policy was

fair, but worried when another student was

awarded an F by the college, yet claimed

that, given the course’s difficulty, he should

receive a passing grade on his high school

transcript. In addition to the immediate

concern of awarding credit for a failing

grade, administrators found themselves

wondering how these somewhat subjective

grade translations might influence the

determination of class rank and other

class honors (e.g., class valedictorian).
Information about credit earned and academic progress during a given grading period, session, school year, or career.

7. Student Progress Information 

Data Issues

Data Elements

Guidance/Recommendations

• The accreditation process generally includes a

review of an organization’s educational program

and staff for quality, and certifies whether the

school or program meets a minimum set of

standards. 

• The local school and, perhaps, other governing

bodies (e.g., a local or state education agency)

may need to recognize the accreditation status 

of a virtual school prior to accepting the credit

it awards.

• Assuming a decision to award credit for virtual

courses, such credit often can be transferred in

the same way as any other transferable credits.

0672 Promotion Type

0673 Nonpromotion Reason

0657 Credits Attempted: Given Grading Period

0658 Credits Attempted: Given Session

0659 Credits Attempted: Given School Year

0660 Credits Attempted: Cumulative

0661 Credits Received: Given Grading Period

0662 Credits Received: Given Session

0663 Credits Received: Given School Year

0664 Credits Received: Cumulative

0665 Grade Points Received: Given Grading Period

0666 Grade Points Received: Given Session

0667 Grade Points Received: Given School Year

0668 Grade Points Received: Cumulative

0669 Grade Point Average (GPA): Given Grading Period

0670 Grade Point Average (GPA): Given Session

0671 Grade Point Average (GPA): Given School Year

0376 Grade Point Average (GPA): Cumulative

0676 Class Rank

0675 Honors Description

0688 Noncourse Graduation Requirement Scores/Results

34 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Must your organization recognize a virtual school’s accreditation

status prior to accepting the credit it awards?

• Does any other governing body (e.g., a state education agency

or institute of higher education) need to recognize the virtual

school’s accreditation status? If so, do they?

• How does your organization measure course completion/credits

(e.g., instructional minutes, competency, etc.)?

• How does the virtual provider measure course completion/credit

(e.g., instructional minutes, competency, etc.)?

• Is virtual course content aligned with applicable content 

standards?

• How will your organization and the virtual provider compare

course completion information to ensure that credits are 

accurately and reliably awarded?

• May students begin a new course if they complete a self-paced

course prior to the end of your normal grading period? 

• Is there a maximum number of credits a student may earn per

unit time (e.g., per grading period or per year) that conflicts

with self-paced acceleration of academic progress?

• Is there a limit to the number of credits a student is permitted

transfer in for the calculation of grade point average, class rank,

honors, etc?

• Is there a limit to the number of credits a student is permitted

transfer in for graduation purposes?

• Does your organization’s calendar need to be adjusted for students participating in virtual coursework (e.g., can credits be

completed in a virtual school with an academic calendar that

does not coincide exactly with yours)? 

It Really Happens... 

A student earns several credits from a virtual school he believes to

be accredited. When he requests an exemption from instructional

requirements at his local school, he discovers that the local school

does not recognize the virtual school’s accreditation. As the

coursework was not approved in advance, the local school refuses

to transfer the credit into the student’s permanent record. This

decision has substantial implications for the student’s academic

plans, including a missed opportunity to participate in advanced

coursework and, perhaps, delayed graduation.
Information about a student’s health that is relevant to service, placement, or accommodations decisions.

8. Student Health Information 

Data Issues

Data Elements

Guidance/Recommendations

• NCLB applies to all public schools throughout the nation.

Thus, as would any public school, public virtual schools

must report academic proficiency by required student subgroups. 

• Many federal, state, and local funding formulas require

accurate information about students with disabilities

enrolled in a school, program, or course (e.g., additional

resources may be provided for students with disabilities).

• For informed decisionmaking, instructors may need to

know about a student’s disabilities, related individualized

education plans (IEPs), and Section 504 plans.

• Technical staff may need to know when special adaptive

and assistive technologies (e.g., large print monitors or

script readers) are required for a student to equitably

participate in virtual education, even though access to

the student’s disability status information may be restricted.

• Virtual education can be an adaptive technology in itself

when students are not mobile or unable to attend a 

traditional school because they are, for example, homeor hospital-bound.

CHAPTER 2. Recommendations for Virtual Education Data Elements 35

Policy Issues

Questions to Consider

• What demographic information is required for your

organization’s state and federal public reporting? For

example, student subgroups are required under the

No Child Left Behind Act of 2001 (NCLB).

• What information about a student’s special needs 

is necessary to ensure equitable access to virtual

education?

• What information about a student’s special needs is

necessary for informed and appropriate decisions about

services, placement, and accommodations?

• What other health-related information is necessary for

appropriate curricular accommodations for students

(e.g., adjusting “field work” requirements for a student

hospitalized for an extended period)? 

It Really Happens... 

A student with partially-impaired vision enrolls in a 

virtual class. Without access to this information, the

instructor has no way of knowing that the student

needs curricular materials to be adapted to meet his

physical needs. The absence of information about 

special needs may effectively deny equitable access 

to this student who requires adaptive or assistive 

technologies, or other modifications to which he is

entitled.

0768 Primary Disability Type

0773 Secondary Disability Type

0774 Tertiary Disability Type

0346 Special Adaptation Requirements

0351 Additional Special Health Needs Information, or Instructions
III. Domain: Staff Member 

Finally, traditional education data systems record the status of, and changes to, individuals

employed by, under contract to, or in another work-related relationship with a public or

private education institution. This requires the collection, maintenance, and reporting

of information about the topics listed below. The definition of “staff member” includes: 

• an employee who works under the direction of the employing institution or agency, 

is paid by the employer, and is eligible for employee benefits and wage or salary tax

withholdings; 

• a contractor or consultant working for an agreed-upon fee, or an employee of an

organization contracted to work on site; 

• a volunteer who performs services on an uncompensated basis; 

• an “in-kind” provider who offers goods or other benefits rather than direct service;

and 

• an independent contractor or businessperson working at a school site. 

Topic Areas

1. Staff Member Identification

2. Staff Member Demographics

3. Staff Member Contact Information

4. Staff Member Employment Status

5. Staff Member Employment Credentials

6. Staff Member Assignment Information

7. Staff Member Attendance Information

8. Staff Member Health Information

36 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
Information that identifies individuals who perform services for any public or private education institution or agency that provides

instructional and/or support services to students. Supported students may be at the early childhood through high school levels. 

1. Staff Member Identification 

Data Issues

Data Elements

Guidance/Recommendations

• Good data systems include identification information

about employees, contractors, consultants, volunteers,

in-kind providers, independent contractors, businesspeople, and any other individual providing services at

a school site.

• Data systems should distinguish between a teacher of

record, an on-site facilitator, an instructional designer,

and a technical support provider.

• Data systems should allow users to calculate the size of

virtual classes in which their students are enrolled, as

well as whether contact between the virtual school and

the student comes from the teacher of record or from a

teacher’s assistant.

• Any exchange of staff member information among virtual

and local schools should include unique identification

numbers in order to facilitate record-matching across

data systems.

0131 First Name

0184 Middle Name

0156 Last/Surname

0135 Generation Code/Suffix

0207 Personal Title/Prefix

0033 Alias

0132 Former Legal Name

0157 Last/Surname at Birth

0189 Nickname

0146 Identification Code

0147 Identification System

CHAPTER 2. Recommendations for Virtual Education Data Elements 37

Policy Issues

Questions to Consider

• Do you maintain identification information about

employees, contractors, consultants, volunteers, in-kind

providers, independent contractors, businesspeople,

and any other individual providing services at your

school site(s)?

• Does your organization maintain identification information about staff who work at virtual schools, especially for individuals whose jobs put them in contact

with students or confidential student information,

either directly or indirectly?

• Can your data system distinguish between a teacher of

record, an on-site facilitator, an instructional designer,

and a technical support provider?

• Is each staff member, contractor, etc., assigned a

unique identification number?

• Must these identifying numbers be unique across all

institutions within the state?

• Is the virtual provider required to assign its staff 

members unique identification numbers?

• How will your organization and the virtual provider

compare unique identification numbers to ensure that

staff records are accurately matched?

It Really Happens... 

A student complains about receiving harassing e-mail

from “someone” at her virtual school. Without a robust

technology security system that links to a staff identification system, neither the local nor the virtual school may

be able to confirm the source of the allegedly harassing

messages.
Elements used to describe a staff member’s background and other vital, descriptive information.

2. Staff Member Demographics 

Data Issues

Data Elements

Guidance/Recommendations

• Depending on policies and reporting requirements, some organizations

maintain detailed demographic information about employees and

contractors.

• Technical staff may need to know when special adaptive and assistive

technologies (e.g., large print monitors or script readers) are required

for staff members to accomplish their job, even though access to

staff disability status information may be restricted.

• Virtual education can be an adaptive technology in itself when staff

members are not mobile or unable to attend a traditional school because

they are, for example, home- or hospital-bound.

• Staff members capable of accessing student data may include administrators and instructors, as well as technical and research staff who maintain

and operate data systems. Many institutions require that all staff with

access to individual staff or student information be credentialed or

licensed, receive a background check/security clearance, and have a

“need-to-know” as defined by FERPA (see appendix C). 

0310 Hispanic or Latino Ethnicity

0849 Race

0850 National/Ethnic Origin Subgroup

0851 Sex

0314 Birth Date

0852 City of Birth

0317 County of Birth

0319 Name of State of Birth

0320 Country of Birth Code

0325 First Entry Date (into the United 

States)

0322 Citizenship Status

0323 Country of Citizenship Code

0585 English Proficiency

0327 Language Type

0328 Language Code

0330 Marital Status

0333 Military Service Type

0334 Military Duty Status

0337 Military Discharge Type

0401 Background Check Type

0403 Background Check Completion Date

0768 Primary Disability Type

0773 Secondary Disability Type

0774 Tertiary Disability Type

0346 Special Adaptation Requirements

0351 Additional Special Health Needs, 

Information, or Instructions

38 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• What demographic information about

virtual school staff members should your

organization maintain, and what information about virtual school staff need

only be available upon request?

• What do you need to know about a staff

member’s disabilities to ensure an accommodating work environment?

• Are background checks conducted by

outside organizations acceptable?

• What virtual school staff will have access

to data about your students? Is access to

be limited by “need-to-know” and security

clearance verification? Have all privacy

expectations, based on Family Educational

Rights and Privacy Act (FERPA) requirements (see appendix C), been formally

communicated to the virtual school?

It Really Happens... 

The school superintendent thought she

was prepared to protect private staff

information when she required all human

resource employees to attend a professional development class about protecting

confidential staff records. A few days

later, she walked through the MIS office

and saw staff health data on the database

specialist’s computer monitor. She quickly

realized that many types of staff may be

able to access private information and

scheduled training for them as well. 
Information used to communicate directly with an individual who works at an education institution. 

3. Staff Member Contact Information 

Data Issues

Data Elements

Guidance/Recommendations

• Because virtual courses are offered from locations

around the globe, maintaining accurate contact

information about virtual school staff is imperative.

Information about electronic mail (e-mail) addresses

and websites is especially important for virtual 

communications. Telephone numbers should include

international (country) codes as applicable for staff

outside of the United States. 

• A local school may choose to maintain both personal

and business contact information for virtual education

staff, including all instructional, administrative, and

technical staff who have contact with the school’s

students or access to their confidential information.

0025 Address Type

0272 Street Number/Name

0037 Apartment/Room/Suite Number

0081 Building/Site Number

0090 City

0186 Name of County

0100 County FIPS (Federal Information Processing Standards) Code

0268 State FIPS (Federal Information Processing Standards) Code

0267 State Abbreviation

0305 Zip Code

0099 Country Code

0281 Telephone Status

0280 Telephone Number Type

0151 International Code Number

0279 Telephone Number

0121 Electronic Mail Address Type

0120 Electronic Mail Address

0306 Zone Number

0597 Residence Block Number

0202 Additional Geographic Designation

CHAPTER 2. Recommendations for Virtual Education Data Elements 39

Policy Issues

Questions to Consider

• Must staff members reside in a specified geographic

region (e.g., in the community served by the school

district)?

• Do you need to know where virtual school teachers

are physically located to verify their credentials (e.g.,

relative to standards applicable in their home state)?

• Should you maintain contact information about virtual

school teachers in case an administrator needs to call,

e-mail, or otherwise contact them?

• Should contact information be maintained in case law

enforcement officials need to locate a virtual school

teacher?

• Should teacher contact information be posted in a

publicly-accessible location or format?

It Really Happens... 

A student who attends a local school also takes a virtual

course. When he suddenly stops showing up at school,

an alert administrator wants to ask his virtual school

teacher whether the student is still participating in the

virtual course. Without accurate contact information,

the administrator may be unable to contact the virtual

teacher in a timely manner.
Information about the circumstances, conditions, and agreements pertaining to an individual’s employment at an organization.

4. Staff Member Employment Status 

Data Issues

Data Elements

Guidance/Recommendations

• Virtual school staff have privacy rights. Any information

maintained by a local school about virtual service providers

should be afforded standard privacy considerations, as

specified by education and employment regulations.

• If an education institution is paying a virtual teacher or

other staff member directly, it must verify employment 

eligibility based on standard, federally recognized criteria.

0613 Employment Status

0431 Employment Start Date

0432 Employment End Date

0434 Employment Separation Reason

0557 Job Classification

0208 Position Title

0436 Teaching Assignment

0437 Instructional Level

0467 Hire Date

0468 Contractual Term

0469 Contract Beginning Date

0470 Contract Ending Date

0473 Contract Days of Service Per Year

0474 Employment Time Annually

0475 Full-time Equivalency (FTE)

0476 Full-time Status

0492 Pay Grade

0495 Base Salary or Wage

40 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Do your contracts with service providers (such as

virtual schools) clearly state that your organization

does not assume an employment relationship with

contracted staff?

• Should you maintain employment status information

for contracted virtual service providers (e.g., how

long teachers have been employed by the virtual

school, employment history, etc.)? 

It Really Happens... 

Selecting a virtual school as the district’s supplemental

education partner was difficult. The school board was

unable to break the tie between the competing service

providers, until a perceptive board member noticed

that one of the virtual schools had a much lower staff

turnover rate than the other. The school board felt

strongly that this indicator of stability differentiated

the competitors and finally selected its new virtual

service provider. 
Information about any active certificates, licenses, permits, or other credentials that authorize a holder to perform certain functions

or make certain claims about competence in an employment or assignment. Credentials may be issued by state agencies, postsecondary institutions, professional associations, or other organizations; and are based on education and training, experience,

assessment, background verification, and/or other requirements.

5. Staff Member Employment Credentials

Data Issues

Data Elements

Guidance/Recommendations

• Determinations about the adequacy of staff member credentials are

often contingent on their assignment. For example, a math credential

is relevant for an individual teaching an algebra class, but less relevant

for a language arts teacher.

• Assessing virtual school staff credentials is no different than evaluating

traditional staff credentials. However, because many credentialing

requirements are based on local or state regulations not otherwise

applicable to virtual staff (e.g., they may not have attended a college

offering a required local state history course), policymakers may consider whether exceptions to some credentialing requirements are

appropriate for virtual staff.

• Credentialing requirement exceptions may need to be approved by

other governing bodies (e.g., a local or state education agency) 

• The No Child Left Behind Act of 2001 (NCLB) applies to all public

schools in the United States. Thus, public virtual school teachers

instructing local students are included in “highly qualified teacher” 

collections and reporting.

• The terms “certification,” “licensure,” and “endorsement” are not

used consistently across the nation. Care should be taken to verify

meaning when using this terminology.

0326 Employment Eligibility Verification

0332 Highest Level of Education 

Completed

0187 Name of Institution

0188 Name of State (Institution)

0372 Level of Specialization

0373 Postsecondary Subject Matter Area

0376 Grade Point Average (GPA): 

Cumulative

0385 Degree/Certificate Title

0386 Degree/Certificate Type

0388 Degree/Certificate Conferring Date

0391 Credential Type

0394 Teaching Credential Type

0395 Teaching Credential Basis

0396 Credential Description

0398 Credential Issuance Date

0399 Credential Expiration Date

0408 Credential Renewal Units Earned

0414 Credential Assessment Standard 

Indicator

0410 Credential Renewal Date

0419 Credential-Authorized Function

0420 Authorized Instructional Level

0421 Teaching Field or Area Authorized

0435 Nature of Prior Employment

0438 Years of Prior Teaching Experience

0439 Years of Prior Education Experience

0440 Years of Prior Related Experience

1149 Years of Virtual Teaching Experience

CHAPTER 2. Recommendations for Virtual Education Data Elements 41

Policy Issues

Questions to Consider

• Does your organization have credentialing

requirements for staff members (e.g.,

teaching degrees or certificates)?

• Do these credentialing requirements

apply to virtual education staff?

• Can staff acquire exceptions to these

requirements (e.g., virtual staff who do

not live in your state may not need to

have taken a state history course)?

• Does any other governing body (e.g., a

state education agency) need to approve

these exceptions?

• Should you maintain experience information for contracted virtual service

providers (e.g., how long teachers have

been employed by the virtual school)?

It Really Happens... 

Like all schools, the local high school had 

to report the number of “highly qualified”

teachers who instructed their students.

This status was based in part on state-certification, which required teachers to have

completed a state history course in college.

Administrators wondered how the school’s

virtual service providers could be expected

to have taken such a course if they lived in

other states. Inquiries to the state education

agency revealed that other schools were

facing the same issue but, in the absence

of waivers, virtual school staff could not

be granted “highly qualified” status 

without the certification.
Information related to a staff member’s job classification, including the scope and timing of assignments, as well as their work

location, schedule, and workload.

6. Staff Member Assignment Information 

Data Issues

Data Elements

*This data element may or may not apply, depending on whether a class is

offered as a part of the regular school day.

Guidance/Recommendations

• Course names may vary between organizations. As with any course

information translated from other institutions, course codes and

coding systems must be coordinated if data are to be meaningful.

• New national course classification standards are under development 

by the National Center for Education Statistics (NCES).

• Determinations about the adequacy of staff member credentials are

often contingent upon assignment. For example, a math credential is

relevant for an individual teaching an algebra class, but less relevant for

a language arts teacher.

0557 Job Classification

0558 Assignment Description

0436 Teaching Assignment

0031 School Level

0437 Instructional Level

0559 Scope of Assignment

0266 Session Type

0828 Teaching Assignment Beginning Date

0829 Teaching Assignment Ending Date

0285 Total Days in Session

0195 Number of Hours in School Day

0129 Facility Type

0475 Full-time Equivalency (FTE)

0480 Scheduled Work Time Daily

0481 Scheduled Work Days Weekly

0482 Scheduled Work Months Annually

0107 Course Title

0122 Elementary Subject/Course

0102 Course Code

0103 Course Code System

0292 Unique Course Code

0222 Program Funding Source

0154 Language of Instruction

0209 Medium of Instruction 

0204 Percentage of Time by Medium 

of Instruction 

0095 Class Period

0091 Class Beginning Time* 

0092 Class Ending Time*

0093 Class Meeting Days* 

1147 Same Physical Location of 

Instruction

1125 Originating Location of 

Instruction/Service

0124 Originating Location of 

Instruction/Service Description

0283 Timetable Day*

0857 Number of Students in Class

42 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Questions to Consider

• Does your organization have a required

curriculum framework, content standard,

class time, or instructional approach that

applies to virtual coursework?

• Does your organization expect class size

to be within a certain range?

• May class size limits be modified in the

presence of online teaching assistants or

other special circumstances?

• Can you map virtual coursework to your

organization’s course classification system?

It Really Happens... 

A virtual school advertises a 12:1 studentto-instructor ratio for its middle school

classes. However, the virtual provider

includes online teaching assistants in its 

definition of “instructor.” In reality, its

student-to-certified teacher ratio is 36:1,

which is not what contracting school 

districts had been led to expect.
Information about an individual’s absence from duty assignments.

7. Staff Member Attendance Information 

Data Issues

Data Elements

Guidance/Recommendations

• Whatever the method, attendance should be reported 

consistently and in a manner that reflects policy direction

(based on reporting requirement and the information

needs of decisionmakers). 

• Attendance should incorporate after-hours (e.g., at-home)

activities for all virtual evening classes.

0477 Hours of Service Per Day

0478 Days of Service Per Week

0479 Hours of Service Per Week

0480 Scheduled Work Time Daily

0481 Scheduled Work Days Weekly

0482 Scheduled Work Months Annually

0543 Leave Type

0544 Leave Substitution Status

0549 Leave Beginning Date

0550 Leave Ending Date

CHAPTER 2. Recommendations for Virtual Education Data Elements 43

Policy Issues

Questions to Consider

• Does your organization need to know when virtual

school teachers, administrators, or other staff

members are (and are not) expected to be available

to your students?

• Do you need to know when virtual school staff

are (and are not) expected to be available to your

administrators and teachers?

• What specific attendance expectations apply to

virtual school staff?

• How might virtual school staff schedules need to 

be adjusted to accommodate your school schedule

(or vice versa)?

• Will time zone differences complicate this 

scheduling?

It Really Happens... 

When a problem with student behavior arises, local

administrators try to get a status report on the

student’s performance from his two virtual school

teachers. Administrators then learn that, in addition

to a barrier of two time zones, communication with

virtual teachers is further complicated by the virtual

school’s poorly defined office hours and by e-mail

inquiries that are guaranteed to be answered “within

five days.”
Information about an individual’s health, including immunizations and injuries, as related to employment. [Public Law 101–336, 

the American with Disabilities Act (ADA), prohibits discrimination against individuals with disabilities as regards employment, public

accommodations, and certain public services.]

8. Staff Member Health Information 

Data Issues

Data Elements

Guidance/Recommendations

• Technical staff may need to know when special adaptive

and assistive technologies (e.g., large print monitors or

script readers) are required for staff members to accomplish

their job, even though access to staff disability status 

information may be restricted.

• Virtual education can be an adaptive technology in itself

when staff members are not mobile or unable to work at a

traditional school because they are, for example, home- or

hospital-bound.

0343 Emergency Factor

0344 Additional Health Data and Medical Condition

0346 Special Adaptation Requirements

0348 Health Care Plan

0349 Hospital Preference

0351 Additional Special Health Needs, Information, or Instructions

0353 Immunizations Mandated by State Law for Participation

0354 Immunization Date

0355 Immunization Status 

0356 Injury Description

0357 Injury Circumstances

0358 Injury Occurrence Date

0359 Injury Occurrence Location

44 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION

Policy Issues

Question to Consider

• What do you need to know about a staff member’s disabilities or other health-related incidents

to ensure an accommodating work environment?

It Really Happens... 

A local teacher develops a disability that limits 

her mobility. Rather than lose this gifted faculty

member, the school district is able to allow her to

work from home by assigning her to their virtual

school.
CHAPTER 2. Recommendations for Virtual Education Data Elements 45

Summary 

Virtual education is a growing phenomenon in our education system. This guide is

intended to help education data users and data collectors take a first step toward

accommodating this new reality in their education data systems. Policymakers and 

data management specialists should consider how this chapter’s recommendations will

affect the way education policies and data management practices will be developed 

and implemented in their organizations. They should also determine how policies and

practices may need to be modified to better accommodate the growing number of

schools administered electronically. 

Since it is driven, at least procedurally if not pedagogically, by advances in technology,

virtual education is likely to continue to evolve over the next decade and beyond as

technology continues to progress at a seemingly exponential pace. Clearly, therefore,

these recommendations are only provisionally valid, and will need to be reconsidered

over time as virtual education technologies and practices continue to change.

APPENDIX A. 

Data Element Definitions

All data elements presented in this guide originated in the NCES Handbooks Online, Version 4.0, an online tool from 

the National Center for Education Statistics available at http://nces.ed.gov/programs/handbook/index.asp. This resource

defines standard education terms for students, staff, schools, local education agencies, intermediate education agencies, and

state education agencies. The Handbooks are intended to serve as reference documents for public and private education

institutions and early childhood centers, as well as education researchers and other users of education data. This web-based

tool allows users to view and download information about data elements via an electronic table of contents, a drill-down

finder, element-name and first-letter searches, and advanced query options.

APPENDIX A. Data Element Definitions 47

The format of the data element entries in appendix A is as follows:

Data Element Name The name of the data element as referred to in this document and the NCES Handbooks Online.

Definition: A description of the meaning of a word or concept.

Element Number: The four-digit number assigned to a data element for coding and organizational purposes in the

NCES Handbooks Online.

Element Type: A description of the form or qualities (i.e., the “type”) of the data that constitutes the element. Data 

element “types” include:

• Alpha/Numeric (AN): A data element for which any letter or number (or combination of letters and numbers)

is appropriate. Generally, this data element type is used when no standard code list of related options

(see below) exists, or where descriptive information is desired.

• Date (DT): A data element type that is specifically defined as a date. Generally, the format in the NCES

Handbooks Online is MMDDYYYY (field length = 8), although this may vary.

• Floating Decimal (R): A data element type in which a decimal must be included in the numeric value. 

If it does not appear, the number is assumed to be whole. Floating Decimal (R) values might, for example,

appear as 4.1 (signifying four digits to the left of the decimal and one digit to the right of the decimal) or

3.2 (signifying three digits to the left of the decimal and two digits to the right of the decimal).

• Identifier (ID): A data element defined by a code set of related options (see below). A code set is provided

for most of the data elements identified as “ID” in the NCES Handbooks Online.

• Numeric (N): A data element that must be a numeric value. Decimals themselves are not included in the

value [see Floating Decimal (R) above], although a decimal is implied in the right-most place to signify a 

whole number.

Field Length: The recommended maximum number of places the value of a data element would require in an 

automated record system. For example, a descriptive Alpha/Numeric (AN) element might require 60 letters or

numbers for a response, whereas a Date (DT) would require 8 digits (MMDDYYYY). Only a maximum suggested

field length has been included here. In designing a data collection system, a minimum length is also generally 

specified. All field length recommendations are illustrative and not mandated.

Related Options: A recommended code list that serves as a response for a data element. For example, “Female” 

and “Male” are options under the data element “Sex.” Options are listed in either alphabetical order or in a logical

sequence, and have assigned code numbers.
Accreditation Status

Definition: An indication as to whether the organization has been accredited by an outside accrediting agency. The

accreditation process generally includes a review of an organization’s educational program and staff for quality, and

concludes with certification (or not) that the organization meets a minimum set of standards.

Element Number: 1121

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Additional Geographic Designation

Definition: Any additional relevant description, beyond locale code or geo-coding, for a geographic location.

Element Number: 0202

Element Type: AN

Field Length: 60

Additional Health Data and Medical Condition

Definition: Additional information concerning an individual’s health (e.g., consideration for healthy life choices, such

as “nonsmoker”).

Element Number: 0344

Element Type: AN

Field Length: 60

Additional Special Health Needs, Information, or Instructions

Definition: The description or detailed specific instructions (beyond what has already been included) regarding an individual’s

medical or dental treatment as directed by the individual or his or her parents/guardian, or health care provider.

Element Number: 0351

Element Type: AN

Field Length: 60

Address Type

Definition: The type of address listed for an individual or organization.

Element Number: 0025

Element Type: ID

Field Length: 4

Related Options:

1074 Employer’s address 

1075 Employment address 

0123 Mailing address 

1073 Other home address 

2382 Other organization address 

0765 Physical location address 

0124 Shipping address

Administrative Funding Control

Definition: The type of education institution as classified by its funding source.

Element Number: 0029

48 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX A. Data Element Definitions 49

Element Type: ID

Field Length: 4

Related Options: 

0776 Private school

0778 Public school

9999 Other

Admission Date

Definition: The month, day, and year a student is admitted to a school or an education institution.

Element Number: 0616

Element Type: DT

Field Length: 8

Admission Status

Definition: The status given to a student when he or she is admitted to a school or an education institution.

Element Number: 0617

Element Type: ID

Field Length: 4

Related Options:

1819 Exchange student 

1820 Guest student 

1815 Probationary student (academic) 

1816 Probationary student (attendance) 

1817 Probationary student (behavioral) 

1818 Probationary student (other) 

1814 Regular student

9999 Other 

Alias

Definition: An assumed name, or a name by which an individual is otherwise known.

Element Number: 0033

Element Type: AN

Field Length: 35

Aligned with State Standards

Definition: An indication of whether a course is aligned with the state’s standards.

Element Number: 0034

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Alternative School

Definition: A school that: 1) addresses needs of students that cannot typically be met in a regular school; 2) provides 

nontraditional education; 3) falls outside of the categories of regular, magnet/special program emphasis, special, or vocational/

technical education.

Element Number: 0036
Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Apartment/Room/Suite Number

Definition: The apartment, room, or suite number of an address.

Element Number: 0037

Element Type: AN

Field Length: 10

Assessment Content Standard

Definition: An indication as to whether an assessment conforms to a standard.

Element Number: 0065

Element Type: ID

Field Length: 4

Related Options:

0430 Local standard

0431 Statewide standard

0432 Regional standard

0434 Association standard 

0435 School standard

0438 Other standard

9998 None

9999 Other

Assignment Description

Definition: Further description of a staff assignment that fully defines the activity, as necessary. For example, a “teacher”

assignment would be defined in terms of the grade levels taught or the types of duties involved (e.g., lead teacher for a

class of third graders).

Element Number: 0558

Element Type: AN

Field Length: 80

Assignment Due Date

Definition: The month, day, and year that the assignment is due.

Element Number: 0070

Element Type: DT

Field Length: 8

Assessment Duration

Definition: The amount of time an individual is permitted to use in attempting to complete the assessment.

Element Number: 0046

Element Type: AN

Field Length: 10

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APPENDIX A. Data Element Definitions 51

Assignment Finish Date

Definition: The month, day, and year the assignment is finished by students.

Element Number: 0071

Element Type: DT

Field Length: 8

Assignment Start Date

Definition: The month, day, and year the assignment is started by students.

Element Number: 0074

Element Type: DT

Field Length: 8

Attendance Area Code

Definition: A unique number or alphanumeric code of an attendance area that the school or building serves, as assigned

by a school, school system, state, or other agency or entity.

Element Number: 0960

Element Type: AN

Field Length: 30

Authorizing Entity Type

Definition: The type of organization that has ultimate responsibility for policy and operational decisions for an education

institution.

Element Number: 0076

Element Type: ID

Field Length: 4

Related Options:

0865 Charter board

3167 Commercial or other for-profit firm

0797 Federal government

0862 Local (e.g., school board, city council)

3166 Other nonprofit organization

0864 Private/Religious

0861 Regional [e.g., Intermediate Education Agency, Cooperatives, BOCES (Board Of Cooperative Educational

Services), Cross-state agencies]

0675 School

0860 State Agency

Authorized Instructional Level

Definition: The instructional level or levels within which an individual is authorized to serve by an active credential.

Element Number: 0420

Element Type: ID

Field Length: 4

Related Options:

0013 Adult

1302 All levels

1304 Elementary

2402 High school

0787 Infants/toddlers
2399 Intermediate

2401 Junior high school

2400 Middle

0789 Prekindergarten

1981 Preschool/early childhood

2397 Primary

2403 Secondary

Background Check Completion Date

Definition: The month, day, and year the examination of the individual’s employment and/or other records was completed.

This examination is part of the requirements for this position or a credential.

Element Number: 0403

Element Type: DT

Field Length: 8

Background Check Type

Definition: An indication of the type of employment and/or other records investigated to determine whether the individual

meets the basic and security requirements for employment or a credential.

Element Number: 0401

Element Type: ID

Field Length: 4

Related Options:

1423 Credentials

1420 Criminal records

1422 Personal references

1421 Previous employment records

9999 Other

Base Salary or Wage

Definition: The salary or wage an individual is paid before deductions (excluding differentials) but including annuities.

Element Number: 0495

Element Type: R

Field Length: 6.2

Birth Date

Definition: The month, day, and year an individual was born.

Element Number: 0314

Element Type: DT

Field Length: 8

Building/Site Number

Definition: The number of the building on the site, if more than one building share the same address.

Element Number: 0081

Element Type: N

Field Length: 4

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APPENDIX A. Data Element Definitions 53

Charter School Status

Definition: A school providing free public elementary or secondary education to eligible students under a specific charter

granted by the state legislature or other appropriate authority, and designated by such authority to be a charter school.

Element Number: 0089

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Citizenship Status

Definition: The description that best identifies the status of an individual’s citizenship and/or residency in the United

States.

Element Number: 0322

Element Type: ID

Field Length: 4

Related Options:

1014 Dual national

1015 Nonresident alien

1016 Resident alien

1017 United States citizen

9999 Other

City

Definition: The name of the city in which an address is located.

Element Number: 0090

Element Type: AN

Field Length: 30

City of Birth

Definition: The name of the city in which an individual was born.

Element Number: 0852

Element Type: AN

Field Length: 30

Class Attendance Status

Definition: The status of a student’s attendance at each class period while school is in session. (Note that this definition

applies more readily to classes in which the pace is synchronous; asynchronous classes warrant different criteria.)

Element Number: 0640

Element Type: ID

Field Length: 4

Related Options:

1904 Early departure 

1901 Excused absence 

1900 In attendance/present 

1903 Tardy 

1902 Unexcused absence
Class Beginning Time

Definition: An indication of the time of day the class begins.

Element Number: 0091

Element Type: AN

Field Length: 10

Class Ending Time

Definition: An indication of the time of day the class ends.

Element Number: 0092

Element Type: AN

Field Length: 10

Class Meeting Days

Definition: The day(s) of the week (e.g., Monday, Wednesday) the class meets or an indication that a class meets “out-ofschool” or is “self-paced.”

Element Number: 0093

Element Type: AN

Field Length: 30

Class Organization

Definition: The structure in which class instruction is arranged.

Element Number: 0094

Element Type: ID

Field Length: 4

Related Options:

3170 Ability group class

0580 Departmentalized instruction

0582 Elementary enrichment class

0003 Pull-out class

0581 Self-contained class

0472 Self-contained class (special education)

0584 Team-taught class

Class Pace

Definition: The pace at which class instruction is arranged.

Element Number: 1146

Element Type: ID

Field Length: 4

Related Options:

3484 Combination of self-paced and controlled-paced 

3483 Controlled-paced 

1860 Self-paced

Class Period

Definition: An indication of the portion of a typical daily session in which students receive instruction in a specified subject

(e.g., morning, sixth period, block period, AB schedules).

Element Number: 0095

Element Type: AN

Field Length: 16

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APPENDIX A. Data Element Definitions 55

Class Rank

Definition: The academic rank of a student in relation to his or her graduating class (e.g., 1st, 2nd, 3rd).

Element Number: 0676

Element Type: AN

Field Length: 5

Cohort Year

Definition: The school year the student entered the baseline group used for computing completion rates (e.g., high school,

program).

Element Number: 0618

Element Type: DT

Field Length: 4

Contract Beginning Date

Definition: The month, day, and year a contract between an individual and a governing authority specifies that employment

is to begin (or the date on which the agreement is made valid).

Element Number: 0469

Element Type: DT

Field Length: 8

Contract Days of Service per Year

Definition: The number of days per year an individual is expected to work as outlined specifically in his or her employment

agreement.

Element Number: 0473

Element Type: R

Field Length: 3.2

Contract Ending Date

Definition: The month, day, and year a contract between an individual and a governing authority specifies employment is

to end (or the date on which the agreement is no longer valid).

Element Number: 0470

Element Type: DT

Field Length: 8

Contractual Term

Definition: The length of the contract under which an individual is employed by an employer.

Element Number: 0468

Element Type: ID

Field Length: 4

Related Options:

0410 Annual year

1440 Continuing

1442 Multiyear

1441 Renewable

1439 Short-term

9999 Other
Country Code

Definition: The code for the country in which an address is located. (Note: A list of countries and codes can be found in

appendix C of the NCES Handbooks Online.)

Element Number: 0099

Element Type: ID

Field Length: 4

Related Options: Available at http://nces.ed.gov/programs/handbook/data/pdf/appendices_c.pdf

Country of Birth Code

Definition: The code for the name of the country in which an individual was born. (Note: A list of countries and codes

can be found in appendix C of the NCES Handbooks Online.)

Element Number: 0320

Element Type: ID

Field Length: 4

Related Options: Available at http://nces.ed.gov/programs/handbook/data/pdf/appendices_c.pdf 

Country of Citizenship Code

Definition: A unique number or alphanumeric code for the country to which an individual acknowledges citizenship.

(Note: A list of countries and codes can be found in appendix C of the NCES Handbooks Online).

Element Number: 0323

Element Type: ID

Field Length: 4

Related Options: Available at http://nces.ed.gov/programs/handbook/data/pdf/appendices_c.pdf

County FIPS (Federal Information Processing Standards) Code

Definition: The Federal Information Processing Standards (FIPS) numeric code for the county. (Note: A 5-digit FIPS

code that identifies counties across the United States can be accessed online by visiting the FIPS Home Page at

http://www.itl.nist.gov/fipspubs. For additional information about FIPS codes, contact the Information Technology

Laboratory, National Institute of Standards and Technology (NIST), 100 Bureau Drive, Stop 8900, Gaithersburg, MD

20899–8900. The phone number is 301–975–2832.)

Element Number: 0100

Element Type: ID

Field Length: 5

Related Options: See http://www.itl.nist.gov/fipspubs

County of Birth

Definition: The name of the county, parish, borough, or comparable unit (within a state) in which an individual was born.

Element Number: 0317

Element Type: AN

Field Length: 30

Course Attendance Frequency Requirement

Definition: A description of any synchronous attendance requirement (online or in person), or the number of times a

student must log in and the length of the login time required for an asynchronous course.

Element Number: 1123

Element Type: AN

Field Length: 30

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APPENDIX A. Data Element Definitions 57

Course Attendance Requirement

Definition: An indication that course attendance is required during specific periods, at specific intervals, or for a specific

student population. 

Element Number: 1122

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Course Code

Definition: The actual code that identifies the organization of subject matter and related learning experiences provided for

the instruction of students. (Note: For courses at the secondary level only, a list of course codes and titles can be found in

appendix N of the NCES Handbooks Online. New course code classification standards are under development by the

National Center for Education Statistics.)

Element Number: 0102

Element Type: AN

Field Length: 10

Related Options: For courses at the secondary level only, a list of course codes and titles can be found at 

http://nces.ed.gov/programs/handbook/data/pdf/appendices_n.pdf

Course Code System

Definition: A system used to identify the organization of subject matter and related learning experiences provided for the

instruction of students.

Element Number: 0103

Element Type: ID

Field Length: 4

Related Options:

0538 Intermediate agency course code 

0535 LEA course code

0533 NCES Pilot Standard National Course Classification System for Secondary Education Codes

0536 School course code

0534 State course code

0537 University course code

0305 SCED course code

9999 Other

Course Description

Definition: A description of the content standards and goals covered in the course. Reference may be made to state or

national content standards.

Element Number: 0104

Element Type: AN

Field Length: 45

Course Title

Definition: The descriptive name given to a course of study offered in a school or other institution or organization. In

departmentalized classes at the elementary, secondary, and postsecondary levels (and for staff development activities),

this refers to the name by which a course is identified (e.g., American history, English III). For elementary and other
nondepartmentalized classes, it refers to any portion of the instruction for which a grade or report is assigned (e.g.,

reading, composition, spelling, language arts).

Element Number: 0107

Element Type: AN

Field Length: 45

Credential Assessment Standard Indicator

Definition: An indication as to whether an assessment conforms to a standard.

Element Number: 0414

Element Type: ID

Field Length: 4

Related Options:

0434 Association standard

0430 Local standard

0433 National Board for Professional Teaching Standards (NBPTS) standard

9998 None

0438 Other standard

0432 Regional standard

0435 School standard

0431 Statewide standard

Credential-Authorized Function

Definition: A functional area within which an individual is authorized to serve by an active credential (e.g., English-teaching,

vocational education, special education, career counseling, principal, superintendent, online teacher).

Element Number: 0419

Element Type: AN

Field Length: 30

Credential Description

Definition: An indication of the title or description of a credential an individual holds.

Element Number: 0396

Element Type: AN

Field Length: 60

Credential Expiration Date

Definition: The month, day, and year an active credential held by an individual will expire.

Element Number: 0399

Element Type: DT

Field Length: 8

Credential Issuance Date

Definition: The month, day, and year an active credential was issued to an individual.

Element Number: 0398

Element Type: DT

Field Length: 8

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APPENDIX A. Data Element Definitions 59

Credential Renewal Date

Definition: The month, day, and year the individual met the requirements necessary to renew a credential.

Element Number: 0410

Element Type: DT

Field Length: 8

Credential Renewal Units Earned

Definition: The number of professional development or recertification units earned by the individual.

Element Number: 0408

Element Type: N

Field Length: 3

Credential Type

Definition: An indication of the category of credential an individual holds. (Note: A list of regulated occupations and professions, except school teachers, can be found at http://nces.ed.gov/programs/handbook/data/pdf/appendices_j.pdf.)

Element Number: 0391

Element Type: ID

Field Length: 4

Related Options:

1218 Certification

1221 Endorsement

1219 Licensure 

1220 Registration 

9999 Other

Credits Attempted: Cumulative

Definition: The cumulative number of credits an individual attempts to earn by taking courses during his or her enrollment

in the current school, as well as those credits transferred from schools in which the individual was previously enrolled.

Element Number: 0660

Element Type: R

Field Length: 3.1

Credits Attempted: Given Grading Period

Definition: The number of credits an individual attempts to earn by taking courses during a given grading period.

Element Number: 0657

Element Type: R

Field Length: 2.1

Credits Attempted: Given School Year

Definition: The total number of credits an individual attempts to earn by taking courses during a given school year (e.g.,

1999–2000).

Element Number: 0659

Element Type: R

Field Length: 2.1
Credits Attempted: Given Session

Definition: The total number of credits an individual attempts to earn by taking courses during a given grading period.

Element Number: 0658

Element Type: R

Field Length: 2.1

Credits Received: Cumulative

Definition: The cumulative number of credits an individual earns by completing courses or examinations during his or

her enrollment in the current school, plus those credits transferred from schools in which the individual was previously

enrolled.

Element Number: 0664

Element Type: R

Field Length: 3.1

Credits Received: Given Grading Period

Definition: The number of credits an individual earns by successfully completing courses or examinations during a given

grading period.

Element Number: 0661

Element Type: R

Field Length: 2.1

Credits Received: Given School Year

Definition: The total number of credits an individual earns by successfully completing courses or examinations during a

given school year.

Element Number: 0663

Element Type: R

Field Length: 2.1

Credits Received: Given Session

Definition: The total number of credits an individual earns by successfully completing courses or examinations during a

given session.

Element Number: 0662

Element Type: R

Field Length: 2.1

Curriculum Framework

Definition: An indication of the standard curriculum used for a course.

Element Number: 0110

Element Type: ID

Field Length: 4

Related Options: 

0613 LEA curriculum framework 

3410 National curriculum standard 

0615 Private, religious curriculum 

0614 School curriculum framework 

0612 State curriculum framework

9999 Other 

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APPENDIX A. Data Element Definitions 61

Curriculum Framework Name

Definition: The name of the curriculum framework used for this course.

Element Number: 0109

Element Type: AN

Field Length: 45

Daily Attendance Status

Definition: The status of a student’s attendance during a given day school is in session.

Element Number: 0636

Element Type: ID

Field Length: 4

Related Options:

1900 In attendance/present

1901 Excused absence

1902 Unexcused absence

1903 Tardy

1904 Early departure

Days of Service Per Week

Definition: The average number of days per week an individual is expected to work, as outlined specifically in his or her

employment agreement.

Element Number: 0478

Element Type: R

Field Length: 1.2

Degree/Certificate Conferring Date

Definition: The month, day, and year an individual received a degree or certificate.

Element Number: 0388

Element Type: DT

Field Length: 8

Degree/Certificate Title

Definition: The name of the degree or certificate earned by an individual. This includes honorary degrees conferred upon

an individual.

Element Number: 0385

Element Type: AN

Field Length: 45

Degree/Certificate Type

Definition: The type of degree or certificate earned by an individual.

Element Number: 0386

Element Type: ID

Field Length: 4

Related Options:

1046 Adult basic education diploma

1050 Associate’s degree (two years or more)

1051 Bachelor’s (Baccalaureate) degree
1057 Doctoral (Doctor’s) degree

1053 First-professional degree

1047 Formal award, certificate or diploma (less than one year)

1048 Formal award, certificate or diploma (more than or equal to one year)

1052 Graduate certificate

1045 High school diploma or the equivalent (e.g., GED or recognized homeschool)

1054 Master’s degree (e.g., M.A., M.S., M.Eng., M.Ed., M.S.W., M.B.A., M.L.S.)

1056 Postprofessional degree

1049 Some college but no degree

1055 Specialist’s degree (e.g., Ed.S.)

0819 Vocational certificate

9999 Other

Disciplinary Action

Definition: Identifies the consequences of an incident for the student(s) involved in an incident as perpetrator(s).

Element Number: 1054

Element Type: ID

Field Length: 4

Related Options:

3071 Bus suspension

3072 Change of placement (long-term)

3073 Change of placement (reassignment), pending an expulsion hearing

3074 Change of placement (reassignment), resulting from an expulsion hearing

3075 Change of placement (reassignment), temporary

3076 Community service

3077 Conference with and warning to student

3078 Conference with and warning to student and parent/guardian

3079 Confiscation of contraband

3080 Conflict-resolution or anger-management services mandated

3081 Corporal punishment 

3082 Counseling mandated

3083 Demerit

3084 Detention

3085 Expulsion recommendation

3086 Expulsion with services

3087 Expulsion without services

3088 Juvenile justice referral 

3089 Law enforcement referral 

3090 Letter of apology

3091 Loss of privileges 

3105 No action

3092 Physical activity

3158 Removal by a hearing officer

3093 Reprimand

3094 Restitution

3095 Saturday school

3096 School probation

3097 Substance-abuse counseling mandated

3098 Substance-abuse treatment mandated

3099 Suspension after school

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APPENDIX A. Data Element Definitions 63

3100 Suspension, in-school

3154 Suspension, out-of-school, greater than 10 consecutive school days

3155 Suspension, out-of-school, separate days cumulating to more than 10 school days

3101 Suspension, out-of-school, with services

3102 Suspension, out-of-school, without services

3157 Unilateral removal—drug incident

3156 Unilateral removal—weapon incident

3103 Unsatisfactory behavior grade

3104 Work detail

9997 Unknown

9998 None

9999 Other 

Discontinuing Schooling Reason

Definition: The primary reason for which a student discontinued schooling, or left school before graduation or matriculation.

Element Number: 0650

Element Type: ID

Field Length: 4

Related Options: 

2154 Academic difficulty 

1933 Behavioral difficulty 

1934 Dislike of school experience 

1935 Economic reasons 

1936 Employment 

1937 Entered criminal justice system 

1952 Failed graduation examination 

1938 Failed required test 

1939 Lack of appropriate curriculum 

1940 Lack of childcare 

1941 Lack of transportation 

1942 Language difficulty 

1943 Marriage 

1944 Military reason 

1945 Needed at home 

1946 Parent/guardian influence 

1947 Poor relationships with fellow students 

1948 Poor student–staff relationships 

1949 Pregnancy 

1950 Religious reason 

1951 Substance abuse 

3416 Technical difficulty 

2233 Unknown reason

9999 Other

Duration of Disciplinary Action

Definition: The length, in school days, of the disciplinary action.

Element Number: 1057

Element Type: R

Field Length: 3.3
Economic Disadvantage Status

Definition: An indication of the inadequate financial condition of an individual’s family, as determined by family

income; number of family members/dependents; participation in public assistance programs; and/or other characteristics

considered relevant by federal, state, and local policy.

Element Number: 0605

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Electronic Mail Address

Definition: The numbers, letters, and symbols used to identify an electronic mail (e-mail) user within the network to

which the individual or organization belongs.

Element Number: 0120

Element Type: AN

Field Length: 50

Electronic Mail Address Type

Definition: The type of electronic mail (e-mail) address listed for an individual or organization.

Element Number: 0121

Element Type: ID

Field Length: 4

Related Options:

0507 Home/personal 

0767 Organization 

0518 Work

9999 Other 

Elementary Subject/Course

Definition: A classification of related subjects/courses or units of subjects/courses provided for students at the elementary

school level.

Element Number: 0122

Element Type: ID

Field Length: 4

Related Options:

0539 Computer science programming

0540 Computer skills/literacy

0541 Elective activities

0256 English as a second language

0542 Fine arts–art

0543 Fine arts–dance

0544 Fine arts–drama/theater

0545 Fine arts–music

2371 Foreign language and literature

0547 Geography

0548 Handwriting/penmanship

0549 Health

0550 History

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APPENDIX A. Data Element Definitions 65

0551 Home economics

0552 Industrial arts

0553 Keyboarding/typing

0554 Language arts

0555 Library skills

0556 Mathematics/arithmetic

0557 Military science

0558 Multi/interdisciplinary studies

0559 Physical education

0560 Reading

0561 Religious education and theology

0562 Science

0563 Social studies

0565 Spelling

0566 Study skills

0567 Test preparation

9999 Other

Eligibility Status for School Food Service Programs

Definition: An indication of a student’s level of eligibility for breakfast, lunch, snack, supper, and milk programs.

Element Number: 0606

Element Type: ID

Field Length: 4

Related Options:

3119 Free

3121 Full price

3120 Reduced price

9997 Unknown

Emergency Factor

Definition: An identification of a physical or medical condition of potentially special significance during an emergency

treatment.

Element Number: 0343

Element Type: ID

Field Length: 4

Related Options:

1084 Allergy, aspirin

1085 Allergy, insect bite

1086 Allergy, iodine

1089 Allergy, multiple

1087 Allergy, penicillin

1088 Allergy, sulfa

1090 Asthma

1091 Contact lenses worn

1092 Diabetes

1093 Drug dependency

1094 Epilepsy

1095 Hearing impaired

1096 Heart disease

1097 Hemophilia
1098 Rheumatic fever

1099 Speech-impaired

1100 Vision-impaired

9998 None

9999 Other

Employment Eligibility Verification

Definition: The documentation, in addition to an identification document with photograph (e.g., driver’s license), furnished

by an individual to prove his or her eligibility to be legally employed in the United States.

Element Number: 0326

Element Type: ID

Field Length: 4

Related Options: 

1022 Alien-registration receipt card with photograph (INS Form I–151 or I–155)

1020 Certificate of naturalization (INS Form N–550 or N–570)

1019 Certificate of U.S. citizenship (INS Form N–560 or N–561)

1029 Certification of birth abroad issued by the Department of State (Form FS–545 or Form DS–1350)

1033 ID card for use of resident citizen in the United States (INS Form I–179)

1031 Native American tribal document

1030 Original or certified copy of a birth certificate issued by a state, county, municipal authority, or outlying possession

of the United States

1032 U.S. citizen ID card (INS Form I–197)

1018 U.S. passport

1028 U.S. Social Security card issued by the Social Security Administration (other than a card stating it is not valid

for employment)

1024 Unexpired employment authorization card (INS Form I–688A)

1034 Unexpired employment authorization document issued by the INS (other than those already listed)

1025 Unexpired reentry permit (INS Form I–327)

1026 Unexpired refugee travel document (INS Form I–571)

1023 Unexpired temporary resident card (INS Form I–688)

9999 Other

Employment End Date

Definition: The month, day, and year an individual ended a period of self-employment or employment with an organization or institution.

Element Number: 0432

Element Type: DT

Field Length: 8

Employment Separation Reason

Definition: The primary reason for the termination of the employment relationship.

Element Number: 0434

Element Type: ID

Field Length: 4

Related Options:

1391 Change of assignment 

1404 Death 

1401 Discharge due to a falsified application form 

1400 Discharge due to continued absence or tardiness 

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APPENDIX A. Data Element Definitions 67

1402 Discharge due to credential revoked or suspended 

1399 Discharge due to misconduct 

1403 Discharge due to unsatisfactory work performance 

1398 Discharge due to unsuitability 

1387 Employment in education 

1388 Employment outside of education 

1390 Family/personal relocation 

1392 Formal study or research 

1394 Homemaking/caring for a family member 

1393 Illness/disability 

1406 Layoff due to lack of funding 

1395 Layoff due to budgetary reduction 

1397 Layoff due to decreased workload 

1396 Layoff due to organizational restructuring 

1407 Lost credential 

1405 Personal reason 

1389 Retirement 

9997 Unknown

9999 Other 

Employment Start Date

Definition: The month, day, and year an individual began self-employment or employment with an organization or institution.

Element Number: 0431

Element Type: DT

Field Length: 8

Employment Status

Definition: The condition under which an individual has agreed to serve an employer.

Element Number: 0613

Element Type: ID

Field Length: 4

Related Options:

1384 Contingent upon funding 

1379 Contractual 

1383 Employed or affiliated with outside organization 

1385 Noncontractual 

1378 Probationary

1380 Substitute/temporary

1381 Tenured or permanent 

1382 Volunteer

9999 Other 

Employment Time Annually

Definition: The annual amount/unit of time an individual is employed to perform an assignment for an employer (e.g.,

180 days, nine months, ten months, full year).

Element Number: 0474

Element Type: AN

Field Length: 16
English Proficiency

Definition: An individual’s adeptness at English as indicated by: a) reading skills (the ability to comprehend and interpret

text); b) listening skills (the ability to understand verbal expressions of the language); c) writing skills (the ability to produce

written text with content and format); and d) speaking skills (the ability to use oral language appropriately and effectively).

Element Number: 0585

Element Type: ID

Field Length: 4

Related Options:

1634 Fluent English speaker 

2349 Limited English-proficient/English language learner 

1633 Native English speaker 

1635 Non-English speaking 

1636 Redesignated as fluent English-proficient 

9997 Unknown

Enrollment Status

Definition: An indication as to whether a student’s name was, is, or will be officially registered on the roll of a school or

schools.

Element Number: 0615

Element Type: ID

Field Length: 4

Related Options:

1812 Concurrently enrolled 

1811 Currently enrolled 

1810 Previously enrolled 

1813 Transferring (will enroll)

Entry Date

Definition: The month, day, and year an individual enters and begins to receive instructional services in a school or an

institution during a given session.

Element Number: 0366

Element Type: DT

Field Length: 8

Entry Type

Definition: The process by which a student enters a school during a given academic session.

Element Number: 0619

Element Type: ID

Field Length: 4

Related Options:

1834 Matriculation from another school 

1838 Original entry into a United States school 

1840 Original entry into a United States school from a foreign country with an interruption in schooling 

1839 Original entry into a United States school from a foreign country with no interruption in schooling 

1836 Reentry after a voluntary withdrawal 

1837 Reentry after an involuntary withdrawal 

1835 Reentry from the same school with no interruption of schooling 

1832 Transfer from a charter school 

1825 Transfer from a private, nonreligiously-affiliated school in a different local education agency (LEA) in the same state 

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APPENDIX A. Data Element Definitions 69

1826 Transfer from a private, nonreligiously-affiliated school in a different state 

1824 Transfer from a private, nonreligiously-affiliated school in the same local education agency 

1828 Transfer from a private, religiously-affiliated school in a different local education agency in the same state 

1829 Transfer from a private, religiously-affiliated school in a different state 

1827 Transfer from a private, religiously-affiliated school in the same local education agency 

1822 Transfer from a public school in a different local education agency in the same state 

1823 Transfer from a public school in a different state 

1821 Transfer from a public school in the same local education agency 

1830 Transfer from a school outside of the country 

1831 Transfer from an institution 

1833 Transfer from homeschooling

9999 Other 

Entry/Grade Level

Definition: The grade level or primary instructional level at which a student enters and receives services in a school or an

education institution during a given academic session.

Element Number: 0620

Element Type: ID

Field Length: 4

Related Options:

0013 Adult 

0798 Eighth grade 

0801 Eleventh Grade 

0794 Fifth grade 

0790 First grade 

0793 Fourth grade 

0803 Grade 13 

0787 Infants/toddlers 

0805 Kindergarten 

0799 Ninth grade 

2359 Postsecondary 

0788 Preschool/Prekindergarten 

0791 Second grade 

0796 Seventh grade 

0795 Sixth grade 

0800 Tenth grade 

0792 Third grade 

3494 Transitional Kindergarten 

0802 Twelfth grade 

0804 Ungraded

9999 Other 

Estimated Time Element

Definition: The actual or estimated number of clock hours or minutes required for class completion. This number is especially

important for occupational or vocational classes and may represent the clock-hour requirement of the class, the number of

minutes (or clock hours) of class time per week, and/or the number of equivalent weeks the class typically meets. 

Element Number: 0282

Element Type: AN

Field Length: 4
Exit/Withdrawal Date

Definition: The month, day, and year of the first day after the date of an individual’s last attendance in school (if known); the

day on which an individual graduated; or the date on which it becomes known officially that an individual left school.

Element Number: 0642

Element Type: DT

Field Length: 8

Exit/Withdrawal Status

Definition: An indication as to whether an instance of student exit/withdrawal is considered to be of a permanent or temporary nature.

Element Number: 0643

Element Type: ID

Field Length: 4

Related Options:

1905 Permanent exit/withdrawal

1906 Temporary exit/withdrawal

Exit/Withdrawal Type

Definition: The circumstances under which the student exited from membership in an education institution.

Element Number: 0644

Element Type: ID

Field Length: 4

Related Options:

1907 Student is in a different public school in the same local education agency

3508 Student is in a charter school managed by the same local education agency

3499 Student is in the same local education agency and receiving education services, but not assigned to a particular

school

1908 Transferred to a public school in a different local education agency in the same state

1917 Transferred to an institution

1919 Transferred to a charter school

1910 Transferred to a private, nonreligiously affiliated school in the same local education agency

1911 Transferred to a private, nonreligiously affiliated school in a different local education agency in the same state

1913 Transferred to a private, religiously affiliated school in the same local education agency

1914 Transferred to a private, religiously affiliated school in a different local education agency in the same state

1918 Transferred to homeschooling

1909 Transferred to a public school in a different state

1912 Transferred to a private, nonreligiously affiliated school in a different state

1915 Transferred to a private, religiously affiliated school in a different state

1916 Transferred to a school outside of the country

1927 Discontinued schooling

1926 Reached maximum age for services

1925 Expelled or involuntarily withdrawn

3500 Enrolled in an adult education or training program

1931 Not enrolled, status unknown

1921 Graduated with regular, advanced, International Baccalaureate (IB), or other type of diploma

1928 Completed grade 12, but did not meet all graduation requirements

1922 Completed school with other credentials

3501 Completed a state-recognized vocational education program

3509 Completed with a state-recognized equivalency certificate

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APPENDIX A. Data Element Definitions 71

3502 Not enrolled, eligible to return

1924 Withdrawn due to illness

3503 Enrolled in a foreign exchange program, eligible to return

1930 Enrolled in a postsecondary early admission program, eligible to return

3504 Withdrawn from school, under the age for compulsory attendance; eligible to return

1923 Died or permanently incapacitated

3505 Exited

9999 Other

Facilities Code

Definition: A locally assigned code used to capture precise information on locations specific to a school [e.g., class 

number, hall number, school bus number, computer station number, or internet protocol (IP) address].

Element Number: 1041

Element Type: AN

Field Length: 30

Facility Type

Definition: The functional or organizational classification of a function of a facility.

Element Number: 0129

Element Type: ID

Field Length: 4

Related Options:

0103 Administrative office

0101 Business facility

0752 Community facility

0098 Correction or detention facility

0758 Education facility (PreK–12)

0753 Home of student

0754 Hospital

0342 Postsecondary facility

0100 Religious facility

0756 Residential facility

0759 Shared education facility

0760 Support facility

0761 Vocational training center

9999 Other

Family Public Assistance Status

Definition: An indication of the type of public assistance received by an individual’s household from a welfare agency,

whether local, state, federal, or private.

Element Number: 0608

Element Type: ID

Field Length: 4

Related Options:

1718 Food stamps 

1717 Temporary Assistance for Needy Families (TANF) 

1719 Women, Infants, and Children (WIC) programs

9999 Other 
Fee Amount

Definition: The amount charged a student for items not covered by tuition for a specified time period while in attendance.

Element Number: 0853

Element Type: R

Field Length: 5.2

Fee Payment Type

Definition: The type of charges required of a student for items not covered by tuition for a specified time period while in attendance.

Element Number: 0626

Element Type: ID

Field Length: 4

Related Options:

1871 Athletic events 

1873 Boarding expenses 

1874 Books 

1866 Driver education (behind-the-wheel) 

1875 Equipment 

1484 Extracurricular activities 

1868 Gym suits 

1869 Musical instrument rental 

1870 Musical instrument repair 

1876 Publications 

1865 Student transcripts 

1877 Supplies 

1867 Towel services

9999 Other 

Financial Assistance Amount

Definition: The dollar value of financial assistance received by, or made available to, a student under the financial 

assistance program.

Element Number: 0634

Element Type: R

Field Length: 5.2

Financial Assistance Source

Definition: The funding source of financial assistance awarded to a student for his or her education.

Element Number: 0633

Element Type: ID

Field Length: 4

Related Options:

1886 A federal agency 

1884 A school or school district outside the state 

1885 A state agency 

1883 Another school or school district within the state but outside the local education agency 

1882 Another school within the local education agency 

1888 Other financial assistance provider 

1899 Parent/guardian's employer 

1896 Resident school or local education agency 

1887 The student or his or her family

9999 Other 

72 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX A. Data Element Definitions 73

Financial Assistance Type

Definition: A designation of the specific category of financial assistance awarded to a student.

Element Number: 0631

Element Type: ID

Field Length: 4

Related Options:

1891 Assistantship

1892 Grant/scholarship

1893 Loan

1895 Other tuition waiver/remittance

1894 Work-study

9999 Other

First Entry Date (into the United States)

Definition: The month, day, and year of an individual’s initial arrival into the United States in order to establish residency.

Element Number: 0325

Element Type: DT

Field Length: 8

First Name

Definition: A name given to an individual at birth, baptism, or during another naming ceremony; or through legal change.

Element Number: 0131

Element Type: AN

Field Length: 12

Former Legal Name

Definition: A previously recognized legally accepted name that is no longer valid.

Element Number: 0132

Element Type: AN

Field Length: 35

Former Name of Institution

Definition: The previously recognized or legally accepted name of the education institution that is no longer valid.

Element Number: 0313

Element Type: AN

Field Length: 60

Full-time Equivalency (FTE)

Definition: The ratio between the hours of work expected in a position and the hours of work normally expected in a full-time

position in the same setting.

Element Number: 0475

Element Type: R

Field Length: 1.2

Full-time Equivalent (FTE) Status

Definition: The actual full-time equivalent of a student’s course load (e.g., 0.25, 0.50, 0.75, 1.00).

Element Number: 0622

Element Type: R

Field Length: 1.3
Full-time Status

Definition: An indication of whether an individual is employed for a standard number of hours (as determined by civil or

organization policies) in a week, month, or other period of time.

Element Number: 0476

Element Type: ID

Field Length: 4

Related Options:

2015 Full-time employment 

2016 Part-time employment

Full-time/Part-time Status

Definition: The status given to a student in relation to the course load that he or she is carrying.

Element Number: 0621

Element Type: ID

Field Length: 4

Related Options:

1854 Full-time student

1855 Part-time student

Generation Code/Suffix

Definition: An appendage, if any, used to denote an individual’s generation in his family (e.g., Jr., Sr., III).

Element Number: 0135

Element Type: AN

Field Length: 3

Grade Earned

Definition: A final indicator of student performance in a class, as submitted by the instructor.

Element Number: 0374

Element Type: AN

Field Length: 15

Grade Point Average (GPA): Cumulative

Definition: A measure of average performance in all courses taken by an individual during his or her school career, as

determined for recordkeeping purposes. This is obtained by dividing the total grade points received by the total number

of credits attempted. This usually includes grade points received and credits attempted in his or her current school, as well

as those transferred from schools in which the individual was previously enrolled.

Element Number: 0376

Element Type: R

Field Length: 1.4

Grade Point Average (GPA): Given Grading Period

Definition: A measure of average performance in all courses for which grade points are received by an individual during a

given grading period. This is obtained by dividing the total grade points received by the number of credits attempted for

the same grading period.

Element Number: 0669

Element Type: R

Field Length: 1.4

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APPENDIX A. Data Element Definitions 75

Grade Point Average (GPA): Given School Year

Definition: A measure of average performance in all courses taken by an individual during a given school year (e.g.,

1999–2000). This is obtained by dividing the total grade points received by the number of credits attempted for the

same school year.

Element Number: 0671

Element Type: R

Field Length: 1.4

Grade Point Average (GPA): Given Session

Definition: A measure of average performance in all courses taken by an individual during a given session. This is

obtained by dividing the total grade points received by the number of credits attempted for the same session.

Element Number: 0670

Element Type: R

Field Length: 1.4

Grade Points Received: Cumulative

Definition: The cumulative number of grade points an individual earns by successfully completing courses or examinations during his or her enrollment in the current school, as well as those transferred from schools in which the individual

had been previously enrolled.

Element Number: 0668

Element Type: R

Field Length: 3.2

Grade Points Received: Given Grading Period

Definition: The number of grade points an individual earns by successfully completing courses or examinations during a

given grading period.

Element Number: 0665

Element Type: R

Field Length: 2.2

Grade Points Received: Given School Year

Definition: The total number of grade points an individual earns by successfully completing courses or examinations during

a given school year (e.g., 1999–2000).

Element Number: 0667

Element Type: R

Field Length: 2.2

Grade Points Received: Given Session

Definition: The total number of grade points an individual earns by successfully completing courses or examinations during

a given session.

Element Number: 0666

Element Type: R

Field Length: 2.2

Grading Period Beginning Date

Definition: The month, day, and year a grading period begins.

Element Number: 0143

Element Type: DT

Field Length: 8
Grading Period Ending Date

Definition: The month, day, and year a grading period ends.

Element Number: 0144

Element Type: DT

Field Length: 8

Health Care Plan

Definition: The description or title of the health care plan by which the individual is covered.

Element Number: 0348

Element Type: AN

Field Length: 35

High School Course Requirement

Definition: An indication that this course credit is required for a high school diploma.

Element Number: 0145

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Highest Level of Education Completed

Definition: The extent of formal instruction an individual has received (e.g., the highest grade in school completed or its

equivalent, the highest degree received).

Element Number: 0332

Element Type: ID

Field Length: 4

Related Options: 

1809 Twelfth grade, no diploma

1046 Adult basic education diploma

1050 Associate’s degree (two years or more)

1051 Bachelor’s (Baccalaureate) degree 

1057 Doctoral (Doctor’s) degree 

0798 Eighth grade

0801 Eleventh Grade

0794 Fifth grade

0790 First grade

1053 First-professional degree 

1047 Formal award, certificate or diploma (less than one year)

1048 Formal award, certificate or diploma (more than or equal to one year)

0793 Fourth grade

1052 Graduate certificate

2408 High school completers (e.g., certificate of attendance)

1044 High school diploma

2409 High school equivalency (e.g., GED)

0805 Kindergarten

1054 Master’s degree (e.g., M.A., M.S., M.Eng., M.Ed., M.S.W., M.B.A., M.L.S.)

0799 Ninth grade

1043 No school completed

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APPENDIX A. Data Element Definitions 77

1056 Postprofessional degree

0791 Second grade

0796 Seventh grade

0795 Sixth grade

1049 Some college but no degree

1055 Specialist’s degree (e.g., Ed.S.)

0800 Tenth grade

0792 Third grade

0819 Vocational certificate

9999 Other

Hire Date

Definition: The month, day, and year an individual was hired for a position.

Element Number: 0467

Element Type: DT

Field Length: 8

Hispanic or Latino Ethnicity

Definition: An indication that the individual traces his or her origin or descent to Mexico, Puerto Rico, Cuba, Central

and South America, or other Spanish cultures, regardless of race. The term, “Spanish origin,” may be used in addition to

“Hispanic or Latino.”

Element Number: 0310

Element Type: ID

Field Length: 4

Related Options:

2304 Hispanic or Latino

2305 Non-Hispanic/Latino

Homelessness Status

Definition: An indication that an individual lacks a fixed, regular, and adequate nighttime residence; and has a primary

nighttime residence that is: 1) a supervised, publicly or privately operated shelter designed to provide temporary living

accommodations (including welfare hotels, congregate shelters, and transitional housing for the mentally ill); 2) an institution that provides a temporary residence for individuals intended to be institutionalized; or 3) a public or private place

not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. (See Section 103 of the

McKinney Act for a more detailed description of this data element.)

Element Number: 0589

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Honors Description

Definition: A description of the type of academic distinctions earned by, or awarded to, the individual.

Element Number: 0675

Element Type: AN

Field Length: 60
Hospital Preference

Definition: The hospital to which an individual prefers to be taken under emergency conditions or, in the case of a minor,

the hospital to which the parent/guardian prefers the individual to be taken.

Element Number: 0349

Element Type: AN

Field Length: 35

Hours of Service per Day

Definition: The average number of hours per work day that an individual is expected to work, as outlined specifically in

his or her employment agreement.

Element Number: 0477

Element Type: R

Field Length: 2.2

Hours of Service per Week

Definition: The average number of hours per week that an individual is expected to work, as outlined specifically in his or

her employment agreement.

Element Number: 0479

Element Type: R

Field Length: 2.2

Identification Code

Definition: A unique number or alphanumeric code assigned to a space, room, site, building, individual, organization, or

institution by a school, school system, state, or other agency or entity.

Element Number: 0146

Element Type: AN

Field Length: 30

Identification System

Definition: A coding scheme used for identification and recordkeeping purposes by schools, social services, or other agencies to refer to an individual, organization, or institution.

Element Number: 0147

Element Type: ID

Field Length: 4

Related Options: 

0254 American College Testing (ACT) program number 

0243 College Board Admission Testing Program (ATP) number 

0175 College Board/ACT code set of PreK–12 institutions 

0593 District-assigned number 

0328 Driver's license number 

0276 Dun and Bradstreet number (DUNS number) 

0164 Family unit number 

0264 Federal identification number 

0339 Health record number 

0233 Integrated Postsecondary Education Data System (IPEDS) number 

0186 LEA number for school 

0338 Medicaid number 

0879 Migrant number 

0216 NCES number for LEA 

0208 NCES number for school 

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APPENDIX A. Data Element Definitions 79

0222 Other agency number 

0764 Other federally assigned number 

0154 Personal identification number (PIN)

0399 Professional certificate or license number 

0495 School-assigned number 

0763 SEA number for LEA 

0197 SEA number for school 

0780 Selective Service number 

0004 Social Security Administration number 

0686 State-assigned number 

0873 Statute number 

0936 Sub-test number 

0307 Test contractor-assigned assessment number 

0113 U.S. government Visa number

9999 Other

Immunization Date

Definition: The month, day, and year an individual receives an immunization.

Element Number: 0354

Element Type: DT

Field Length: 8

Immunizations Mandated by State Law for Participation

Definition: An indication that an immunization is specifically required by an organization or governing body. Some 

diseases for which immunizations are most frequently required include: Diphtheria, Hepatitis B, Influenza, Mumps,

Pertussis (whooping cough), Poliomyelitis, Rubella (German measles), Rubeola (measles), Smallpox, Tetanus,

Tuberculosis (BCG), and Rh. Immune Globulin.

Element Number: 0353

Element Type: ID

Field Length: 4

Related Options: 

1103 Not required

1102 Required

Immunization Status 

Definition: An indication of circumstances or situations affecting the immunizations of an individual.

Element Number: 0355

Element Type: ID

Field Length: 4

Related Options:

1104 First inoculation

1105 Second inoculation

1106 Third inoculation 

1107 Fourth inoculation

1108 Fifth inoculation

1109 Sixth inoculation

1110 Seventh inoculation

1111 Eighth inoculation

1112 Ninth inoculation

1113 Medical exemption
1114 Personal exemption

1115 Religious exemption

1116 Already had the disease 

2392 Legal/state exemption

Incident Identifier

Definition: A locally assigned unique identifier (within the school or school district) to identify each specific incident or

occurrence. The same identifier should be used to document the entire incident, even if it included multiple offenses and

multiple offenders.

Element Number: 1037

Element Type: AN

Field Length: 30

Incident Location

Definition: Identifies where the incident occurred and whether or not it occurred on campus. 

Element Number: 1040

Element Type: ID

Field Length: 4

Related Options:

3012 Administrative offices area 

3022 Athletic field or playground 

3020 Auditorium 

3027 Bus stop 

3013 Cafeteria area 

3014 Classroom 

3019 Computer lab 

3015 Hallway or stairs 

3018 Library/media center 

3016 Locker room or gym areas 

3026 Off campus 

3030 Off campus at other school 

3031 Off campus at other school district facility 

3011 On campus 

3021 On campus, other inside area 

3025 On campus, other outside area 

3413 Online 

3024 Parking lot 

3017 Restroom 

3028 School bus 

3023 Stadium 

3029 Walking to or from school

9997 Unknown 

Incident Recording Mechanism

Definition: The mechanism by which evidence of an incident or offense may have been recorded (e.g., a hallway video

camera, e-mail server, a police report).

Element Number: 1126

Element Type: AN

Field Length: 30

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APPENDIX A. Data Element Definitions 81

Incident Time

Definition: The time of day when an incident occurred.

Element Number: 1039

Element Type: AN

Field Length: 10

Injury Circumstances

Definition: A description of the circumstances surrounding the injury of an individual, including information collected

from a witness.

Element Number: 0357

Element Type: AN

Field Length: 60

Injury Description

Definition: A description of an injury that was sustained that might, or does, affect an individual’s performance.

Element Number: 0356

Element Type: AN

Field Length: 80

Injury Occurrence Date

Definition: The month, day, and year an individual was injured.

Element Number: 0358

Element Type: DT

Field Length: 8

Injury Occurrence Location

Definition: A designation or description of the site where the injury took place.

Element Number: 0359

Element Type: ID

Field Length: 4

Related Options:

1117 At the workplace

1118 Not at the workplace but performing job duties

9999 Other

Instructional Level

Definition: An indication of the general nature of instruction provided throughout a course.

Element Number: 0437

Element Type: ID

Field Length: 4

Related Options:

0579 Accepted as a high school equivalent

0575 Advanced placement

0570 Basic

0576 College level

0578 English language learner (ELL)

0571 General

0573 Gifted and talented level

0572 Honors level
0574 International Baccalaureate program

0568 Remedial

0569 Special education course

0577 Untracked

9999 Other

Instructional Minutes

Definition: The total number of instruction minutes in a given session, as determined by time in class or time on task

(e.g., engaged in a class), or as estimated by a qualified course designer.

Element Number: 0150

Element Type: N

Field Length: 5

International Code Number

Definition: The international code for the telephone number.

Element Number: 0151

Element Type: N

Field Length: 3

Job Classification

Definition: A description of the specific group of duties and responsibilities of a position. (Note: A list of options and

their codes can be found in appendix H of the NCES Handbooks Online).

Element Number: 0557

Element Type: ID

Field Length: 4

Related Options: Available at http://nces.ed.gov/programs/handbook/data/pdf/appendices_h.pdf 

Language Code

Definition: The code for the specific language or dialect an individual uses to communicate. (Note: A list of languages

and dialects can be found in appendix D of the NCES Handbooks Online).

Element Number: 0328

Element Type: ID

Field Length: 4

Related Options: Available at http://nces.ed.gov/programs/handbook/data/pdf/appendices_d.pdf

Language of Instruction

Definition: The language used for presenting the instructional materials.

Element Number: 0154

Element Type: AN

Field Length: 10

Language Type

Definition: An indication of the function and context in which an individual uses a language to communicate.

Element Number: 0327

Element Type: ID

Field Length: 4

Related Options:

1035 Correspondence language

1036 Dominant language

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APPENDIX A. Data Element Definitions 83

1037 Home language

1038 Native language

1039 Other language proficiency

9999 Other

Last/Surname

Definition: The name borne in common by members of a family.

Element Number: 0156

Element Type: AN

Field Length: 20

Last/Surname at Birth

Definition: The original surname of an individual, as identified at birth before any subsequent changes.

Element Number: 0157

Element Type: AN

Field Length: 20

Latitude

Definition: The north or south angular distance from the equator that, when combined with longitude, reflects an estimation

of where the school is physically situated.

Element Number: 0158

Element Type: AN

Field Length: 12

Learning Standards Document

Definition: The name of the learning standards document that describes the goals and standards of the instructional program.

Element Number: 0159

Element Type: AN

Field Length: 45

Leave Beginning Date

Definition: The month, day, and year the individual begins his or her leave.

Element Number: 0549

Element Type: DT

Field Length: 8

Leave Ending Date

Definition: The month, day, and year the individual ends his or her leave.

Element Number: 0550

Element Type: DT

Field Length: 8

Leave Substitution Status

Definition: An indication of the type of substitution provided for an individual’s job assignment during his/her absence.

Element Number: 0544

Element Type: ID

Field Length: 4
Related Options:

1608 No substitution

1610 Substitution by an individual with proof of required credentials

1609 Substitution by an individual without proof of required credentials

Leave Type

Definition: An indication of the class or kind of leave an employee is eligible to take with approval.

Element Number: 0543

Element Type: ID

Field Length: 4

Related Options:

1596 Administrative

1597 Annual leave

1598 Bereavement

1599 Compensatory leave time

1600 Family and medical leave

1601 Government-requested

1602 Military leave

1603 Personal

1604 Release time

1605 Sabbatical leave

1606 Sick leave

1607 Suspension

9999 Other

Lesson Activity Begin Date

Definition: The first month, day, and year of the lesson activity.

Element Number: 0160

Element Type: DT

Field Length: 8

Lesson Activity Duration

Definition: An estimate of the duration of time for the lesson.

Element Number: 0162

Element Type: AN

Field Length: 10

Lesson Activity End Date

Definition: The last month, day, and year of the lesson activity.

Element Number: 0163

Element Type: DT

Field Length: 8

Lesson Duration

Definition: An estimate of the duration of time for the lesson.

Element Number: 0166

Element Type: AN

Field Length: 10

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APPENDIX A. Data Element Definitions 85

Lesson Name

Definition: The name of the lesson.

Element Number: 0167

Element Type: AN

Field Length: 45

Lesson Plan

Definition: A description of the lesson plan.

Element Number: 0169

Element Type: AN

Field Length: 80

Level of Specialization

Definition: The extent to which an individual concentrates on a particular subject matter area during his or her period of

study at an education institution.

Element Number: 0372

Element Type: ID

Field Length: 4

Related Options:

1143 Area of emphasis/concentration

1145 Area of interest

1141 Major

1142 Minor

1144 Postdegree study

Locale Code

Definition: The designation based on the institution’s geographic location and population attributes such as density.

Element Number: 0839

Element Type: ID

Field Length: 4

Related Options:

0768 Large city 

0773 Large town 

0769 Midsize city 

0014 Rural, inside CBSA (Core Based Statistical Area)

2365 Rural, outside CBSA 

0774 Small town 

0770 Urban fringe of a large city 

0771 Urban fringe of a midsize city

Longitude

Definition: The east or west angular distance from the prime meridian that, when combined with latitude, reflects an estimation of where the school is physically situated.

Element Number: 0173

Element Type: AN

Field Length: 12
Magnet/Special Program Emphasis School

Definition: A school that has been designed: 1) to attract students of different racial/ethnic backgrounds for the purpose

of reducing, preventing, or eliminating racial isolation; and/or 2) to provide an academic or social focus on a particular

theme (e.g., science/math, performing arts, gifted/talented, or foreign language).

Element Number: 0174

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Marital Status

Definition: The condition of an individual with regard to marriage.

Element Number: 0330

Element Type: ID

Field Length: 4

Related Options:

1040 Legally separated

1041 Married

1042 Not married (never married, legally divorced, widowed, or marriage annulled)

Medium of Instruction

Definition: The medium through which teachers provide instruction to students, and students and teachers communicate

about instructional matters.

Element Number: 0209

Element Type: ID

Field Length: 4

Related Options:

0609 Center-based instruction 

0604 Correspondence instruction 

0605 Face-to-face instruction 

0610 Independent study 

0611 Internship 

0603 Technology-based instruction in classroom 

0608 Virtual/distance learning

9999 Other 

Metropolitan Statistical Area (MSA) Federal Information Processing Standards (FIPS) Code

Definition: The Federal Information Processing Standards (FIPS) numeric code for the Metropolitan Statistical Area

(MSA). [Note: A four-digit FIPS code that identifies MSAs across the United States can be accessed online by visiting the

FIPS Home Page at http://www.itl.nist.gov/fipspubs. For additional information about FIPS codes, contact the Information

Technology Laboratory, National Institute of Standards and Technology (NIST), 100 Bureau Drive, Stop 8900,

Gaithersburg, MD 20899–8900. The phone number is 301–975–2832.]

Element Number: 0183

Element Type: ID

Field Length: 4

Related Options: A four digit FIPS code that identifies MSAs across the United States can be accessed online by visiting 

the FIPS Home Page at http://www.itl.nist.gov/fipspubs

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Middle Name

Definition: A secondary name given to an individual at birth, baptism, or during another naming ceremony.

Element Number: 0184

Element Type: AN

Field Length: 12

Migratory Status

Definition: An indication that an individual, or a parent/guardian accompanying an individual, maintains primary

employment in one or more agricultural or fishing activities on a seasonal or other temporary basis, and establishes a

temporary residence for the purposes of such employment.

Element Number: 0590

Element Type: ID

Field Length: 4

Related Options:

0232 No 

0002 Yes

Military Discharge Type

Definition: The type of discharge an individual was granted upon leaving the Armed Forces.

Element Number: 0337

Element Type: ID

Field Length: 4

Related Options:

1071 Dishonorable discharge

1072 General discharge

1070 Honorable discharge

Military Duty Status

Definition: The current military status of an individual.

Element Number: 0334

Element Type: ID

Field Length: 4

Related Options:

1064 Active duty

1067 Ready Reserve, Inactive National Guard (ING)

1066 Ready Reserve, Individual Ready Reserve (IRR)

1065 Ready Reserve, Selected Reserve

1069 Retired Reserve

1068 Standby Reserve

9998 None

Military Service Type

Definition: The branch of the Armed Forces in which an individual serves/served.

Element Number: 0333

Element Type: ID

Field Length: 4

Related Options:

1063 National Guard

1058 United States Air Force
1059 United States Army

1060 United States Coast Guard

1061 United States Marine Corps

1062 United States Navy

Minor/Adult Status

Definition: A person’s status in relation to legal adulthood, as specified by state law.

Element Number: 0588

Element Type: ID

Field Length: 4

Related Options:

1638 Emancipated minor

1639 Legal adult

1640 Legal minor

Name of Country

Definition: The name of the country in which an address is located.

Element Number: 0185

Element Type: AN

Field Length: 30

Name of County

Definition: The name of the county, parish, borough, or comparable unit (within a state) in which an address is located.

Element Number: 0186

Element Type: AN

Field Length: 30

Name of Institution

Definition: The full, legally or popularly accepted name of the institution.

Element Number: 0187

Element Type: AN

Field Length: 60

Name of State

Definition: The name of the state (within the United States) or outlying area in which an address is located.

Element Number: 0188

Element Type: AN

Field Length: 30

Name of State of Birth

Definition: The name of the state (within the United States) or extrastate jurisdiction in which an individual was born.

Element Number: 0319

Element Type: AN

Field Length: 30

National/Ethnic Origin Subgroup

Definition: The national or ethnic subgroup of a person other than “American.” Examples for “Asian” include: Chinese,

Japanese, Korean, Filipino, Vietnamese, or Asian Indian. For “Native Hawaiian or Other Pacific Islander,” examples

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APPENDIX A. Data Element Definitions 89

include: Samoan, Hawaiian, or Guamanian. For “Hispanic,” examples include: Puerto Rican, Mexican-American, Cuban,

Argentinean, Dominican, Colombian, Nicaraguan, Salvadoran, or Spaniard. Tribal registration could be listed for “Alaska

Native” or “American Indian” (e.g., Navajo). 

Element Number: 0850

Element Type: AN

Field Length: 60

Nature of Prior Employment

Definition: The descriptive name (e.g., teaching, office/clerical, custodial) of the occupation or job duties performed by an

individual.

Element Number: 0435

Element Type: AN

Field Length: 60

Nickname

Definition: A familiar form of a proper name, a descriptive name, or other colloquial name given instead of, or in addition to, an individual’s formal name.

Element Number: 0189

Element Type: AN

Field Length: 20

Noncourse Graduation Requirement Scores/Results

Definition: The results from the student’s completion of the noncourse graduation requirement (e.g., pass/fail, letter

grade, percentage scale, rank).

Element Number: 0688

Element Type: AN

Field Length: 60

Nonpromotion Reason

Definition: The primary reason why a staff member determined that a student should not be promoted (or should be

demoted).

Element Number: 0673

Element Type: ID

Field Length: 4

Related Options:

1979 Failed to meet testing requirements

1980 Illness

1981 Immaturity

1982 Inadequate performance

1983 Insufficient credits

1984 Prolonged absence

9999 Other

Number of Credits Attempted

Definition: The number of credits a student can earn for enrolling in, and completing, a given course.

Element Number: 0193

Element Type: R

Field Length: 2.1
Number of Credits Received

Definition: The number of credits a student earned for completing a given course.

Element Number: 0656

Element Type: R

Field Length: 2.1

Number of Days Absent

Definition: The number of days an individual is absent when school is in session during a given reporting period.

Element Number: 0638

Element Type: R

Field Length: 3.1

Number of Days in Attendance

Definition: The number of days an individual is present when school is in session during a given reporting period.

Element Number: 0637

Element Type: R

Field Length: 3.1

Number of Days of Membership

Definition: The number of days a student is present plus the number of days absent when school is in session during a

given reporting period.

Element Number: 0635

Element Type: R

Field Length: 3.1

Number of Hours in School Day

Definition: The number of hours (or portion of hours) in the day that the school is normally in session.

Element Number: 0195

Element Type: R

Field Length: 2.1

Number of Students in Class

Definition: The number of students for the classroom for which the individual is responsible for providing learning experiences and care during a particular time period or in a given discipline.

Element Number: 0857

Element Type: N

Field Length: 3

Number of Tardies

Definition: The number of instances an individual is late during a given reporting period. 

Element Number: 0639

Element Type: N

Field Length: 3

Originating Location of Instruction/Service

Definition: The type of location from which the instruction or service originates.

Element Number: 1125

Element Type: ID

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APPENDIX A. Data Element Definitions 91

Field Length: 4

Related Options:

0997 Business

0752 Community facility

2192 Home

0754 Hospital

0340 In school

3018 Library/media center

0341 Other K–12 education institution

0342 Postsecondary facility

3506 Mobile

9999 Other

Originating Location of Instruction/Service Description

Definition: A description of the location from which instruction or service originates (e.g., room number, building site,

campus designation, address).

Element Number: 1124

Element Type: AN

Field Length: 45

Participation in School Food Service Programs

Definition: An indication of a student’s participation in free, reduced-price, or full-price breakfast, lunch, snack, supper,

and milk programs.

Element Number: 0607

Element Type: ID

Field Length: 4

Related Options:

1712 Free breakfast 

1714 Free lunch 

1716 Free milk 

3112 Free snack 

3115 Free supper 

3110 Full-price breakfast 

3111 Full-price lunch 

3118 Full-price milk 

3114 Full-price snack 

3117 Full-price supper 

1713 Reduced-price breakfast 

1715 Reduced-price lunch 

3113 Reduced-price snack 

3116 Reduced-price supper 

9997 Unknown

9998 None

Pay Grade

Definition: Identification of the class of an individual’s position, grouped by salary range.

Element Number: 0492

Element Type: AN

Field Length: 60
Payment Source(s)

Definition: The individual or organization responsible for paying the expenses for the student’s education.

Element Number: 0629

Element Type: ID

Field Length: 4

Related Options: 

1886 A federal agency 

1884 A school or school district outside the state 

1885 A state agency 

1883 Another school or school district within the state but outside the local education agency 

1882 Another school within the local education agency 

1888 Other financial assistance provider 

1899 Parent/guardian's employer 

1896 Resident school or local education agency 

1887 The student or his or her family

9999 Other

Percentage of Time by Medium of Instruction

Definition: The percentage of time that the medium of instruction is utilized by the teacher to instruct, and by which the

student receives instructional communication from his or her teacher(s).

Element Number: 0204

Element Type: R

Field Length: 3.2

Perpetrator Description

Definition: Information on the type of individual who committed the incident. (When known and/or if useful, use a

more specific option code; for example, use “Counselor” rather than “Professional Staff.”)

Element Number: 1050

Element Type: ID

Field Length: 4

Related Options:

3168 Former student

3054 Law enforcement officer

3059 Nonschool personnel

3061 Other adult

3062 Other nonstudent youth

0850 Parent/guardian

3060 Representative of visiting school

3422 Staff member

0126 Student

9997 Unknown

Personal Title/Prefix

Definition: An appellation, if any, used to denote rank, placement, or status (e.g., Mr., Ms., Reverend, Sister, Dr., Colonel).

Element Number: 0207

Element Type: AN

Field Length: 8

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APPENDIX A. Data Element Definitions 93

Position Title

Definition: The descriptive name of an individual’s position.

Element Number: 0208

Element Type: AN

Field Length: 45

Postsecondary Subject Matter Area

Definition: The descriptive name of an academic or vocational discipline studied by an individual in an educational program or staff development activity. 

Element Number: 0373

Element Type: ID

Field Length: 13

Related Options: 

1146 Agricultural business and production

1147 Agricultural sciences

1149 Architecture and related programs

1150 Area, ethnic, and cultural studies

1170 Basic skills

1165 Biological sciences/life sciences

1191 Business management and administrative services

1171 Citizenship activities

1152 Communications

1153 Communications technologies

1154 Computer and information sciences

1148 Conservation and renewable natural resources

1185 Construction trades

1156 Education 

1157 Engineering

1158 Engineering-related technologies

1162 English language and literature/letters

2371 Foreign language and literature

1190 Health professions and related sciences

1172 Health-related knowledge and skills

0551 Home economics

1173 Interpersonal and social skills

1161 Law and legal studies

1174 Leisure and recreational activities

1163 Liberal arts and sciences, general studies, and humanities

1164 Library science

1151 Marketing operations/marketing and distributing

1166 Mathematics

1186 Mechanics and repairers

1168 Military technologies

0558 Multi/interdisciplinary studies

1176 Parks, recreation, leisure, and fitness studies

1155 Personal and miscellaneous services

1175 Personal awareness and self-improvement

1177 Philosophy and religion

1179 Physical sciences
1187 Precision production trades

1182 Protective services

1181 Psychology

1183 Public administration and services

1167 Reserve Officers’ Training Corp (ROTC)

1180 Science technologies

1184 Social sciences and history

1160 Technology education/industrial arts

1178 Theological studies and religious vocations

1188 Transportation and materials moving workers

1189 Visual and performing arts

1159 Vocational home economics 

9999 Other

Note: Refer to appendix G (http://nces.ed.gov/programs/handbook/data/pdf/appendices_g.pdf) and appendix L

(http://nces.ed.gov/programs/handbook/data/pdf/appendices_l.pdf) of the NCES Handbooks Online for additional codes that

can be used when the option “Education” has been selected (e.g., “1156–13.1315” for “Education—Reading Teacher

Education”).

Primary Disability Type

Definition: The major or overriding disability condition that best describes an individual’s impairment.

Element Number: 0768

Element Type: ID

Field Length: 4

Related Options:

2121 Autistic/autism 

2122 Deaf–blindness 

2133 Deafness 

2134 Developmental delay 

2127 Emotional disturbance 

2123 Hearing impairment 

2135 Infants and toddlers with disabilities 

2124 Mental retardation 

2125 Multiple disabilities 

2126 Orthopedic impairment 

2132 Other health impairment 

2128 Specific learning disability 

2129 Speech or language impairment 

2130 Traumatic brain injury

2131 Visual impairment

Program Eligibility Indicator

Definition: An indication as to whether an individual is eligible to participate in a special program or receive support services, regardless of whether he or she is actually enrolled and participating. Eligibility is based on the specific requirements

of a given program.

Element Number: 0794

Element Type: ID

Field Length: 4

Related Options:

2568 Eligible to participate in program 

2569 Not eligible to participate in program

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APPENDIX A. Data Element Definitions 95

Program Funding Source

Definition: Ultimate and intermediate providers of funds for a particular educational or service program or activity, or for

an individual’s participation in the program or activity.

Element Number: 0222

Element Type: ID

Field Length: 4

Related Options:

0997 Business

0654 College/University

0698 Community

0797 Federal government 

0749 Foundations and other charitable organizations

0219 Fraternal organization

0739 Individuals (endowments)

0786 Insurance

0622 Local/community government

0720 Parent/guardian in tuition and/or fees

1899 Parent/guardian’s employer

0731 Parent/teacher organizations

0218 Religious organization

0675 School

0709 Self in tuition and/or fees

0617 State government

0772 Unions

9999 Other

Program Name

Definition: The name of the program of instruction, training, services, or benefits available through federal, state, or local

agencies. (Note: A partial list of federally-funded educational programs is included in appendix M of the NCES

Handbooks Online at http://nces.ed.gov/programs/handbook/data/pdf/appendices_m.pdf.) 

Element Number: 0227

Element Type: AN

Field Length: 60

Promotion Type

Definition: The nature of the student’s promotion or progress at the end of a given school term.

Element Number: 0672

Element Type: ID

Field Length: 4

Related Options:

1974 Accelerated promotion 

1975 Continuous promotion 

1976 Probationary promotion 

1973 Regular promotion 

1977 Social promotion 

1978 Variable progress

9999 Other
Race

Definition: The general racial category that most clearly reflects the individual’s recognition of his or her community, or

with which the individual most identifies. [The way this data element is listed, it must allow for multiple entries so that

each individual can specify all appropriate races. An alternative would be to list the options as separate data elements and

have a yes/no option for each one. (Note: Additional guidance can be found in appendix A of the NCES Handbooks

Online at http://nces.ed.gov/programs/handbook/data/pdf/appendices_a.pdf.)]

Element Number: 0849

Element Type: ID

Field Length: 4

Related Options:

0998 American Indian or Alaska Native

0999 Asian

1000 Black or African American

1001 Native Hawaiian or Other Pacific Islander

1002 White

Receiving Location of Instruction/Service

Definition: The type of location at which instruction or service takes place.

Element Number: 0171

Element Type: ID

Field Length: 4

Related Options:

0997 Business

0752 Community facility

2192 Home

0754 Hospital

0340 In school

3018 Library/media center

0341 Other K–12 education institution

0342 Postsecondary facility

3506 Mobile

9999 Other

Receiving Location of Instruction/Service Description

Definition: A description of the location at which an individual receives instruction or service (e.g., room number, building

site, campus designation, address).

Element Number: 0172

Element Type: AN

Field Length: 45

Regular School

Definition: A school providing instruction and educational services that do not focus primarily on special education, vocational/technical education, alternative education, or on any of the particular themes associated with magnet/special program

emphasis.

Element Number: 0316

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

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Regulation Description

Definition: A description of the regulation.

Element Number: 0234

Element Type: AN

Field Length: 80

Regulation Title

Definition: The full, legally accepted or popularly accepted name or title of a regulation, including nonregulatory guidance.

Element Number: 0238

Element Type: AN

Field Length: 45

Related Learning Standards

Definition: An indication of the state or local standard(s) addressed in the lesson.

Element Number: 0239

Element Type: AN

Field Length: 60

Reporter Description

Definition: Information on the type of individual who reported the incident. (When known and/or if useful, use a more

specific option code; for example, “Counselor” rather than “Professional Staff.”)

Element Number: 1043

Element Type: ID

Field Length: 4

Related Options:

3168 Former student

3054 Law enforcement officer

3059 Nonschool personnel

3061 Other adult

3062 Other nonstudent youth

0850 Parent/guardian

3060 Representative of visiting school

3422 Staff member

0126 Student

9997 Unknown

Reporting Means

Definition: The means by which routine information about a student’s achievement or progress is communicated to the

student and his or her parent/guardian for each grading period.

Element Number: 0244

Element Type: ID

Field Length: 4

Related Options:

0624 Letter or note

0625 Parent/guardian conference

0626 Report card/evaluation

3485 Progress report 

9999 Other
Reporting Method

Definition: The method the instructor of the class uses to report the performance and achievement of all students. It may

be a qualitative method such as individualized teacher comments, or a quantitative method such as a letter or numerical

grade. In some cases, more than one type of reporting method may be used.

Element Number: 0245

Element Type: ID

Field Length: 4

Related Options:

0930 Developmental scale 

0144 Letter grade/mark 

0931 Mastery/nonmastery of standards 

0925 Number grade 

0926 Percentage 

3412 Rubric 

0927 Standard words or phrases 

0928 Teacher’s comments 

0929 Two-word scale

9999 Other

Residence Block Number

Definition: A number assigned to a particular block of residences.

Element Number: 0597

Element Type: AN

Field Length: 15

Resource Author

Definition: The name of the author of the resource.

Element Number: 0246

Element Type: AN

Field Length: 35

Rule/Regulation Violated

Definition: A description of the rule, regulation, or standard that was violated when an incident occurred (e.g., the

identification of a relevant law, conduct standard, or acceptable use policy).

Element Number: 1148

Element Type: AN

Field Length: 45

Same Physical Location of Instruction

Definition: An indication as to whether the originating and receiving locations of instruction are in the same physical location. 

Element Number: 1147

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

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APPENDIX A. Data Element Definitions 99

Scheduled Work Days Weekly

Definition: The specific day(s) of a week an individual is scheduled to work for an employer (e.g., Monday, Wednesday,

and Friday; Monday to Friday).

Element Number: 0481

Element Type: AN

Field Length: 80

Scheduled Work Months Annually

Definition: The specific month(s) of a year an individual is scheduled to work for an employer (e.g., September to May;

June, and August to December).

Element Number: 0482

Element Type: AN

Field Length: 80

Scheduled Work Time Daily

Definition: The specific hours during a day an individual is scheduled to work for an employer, including a starting and

an ending time (e.g., 9:00 a.m. to 6:00 p.m., 1:00 p.m. to 5:00 p.m.).

Element Number: 0480

Element Type: AN

Field Length: 24

School Attendance Area

Definition: A description of the geographic area encompassed by the enrollment boundaries of the school.

Element Number: 0961

Element Type: AN

Field Length: 80

School Level

Definition: An indication of the level of the education institution.

Element Number: 0031

Element Type: ID

Field Length: 4

Related Options:

0013 Adult

1302 All levels

1304 Elementary

2402 High school

0787 Infants/toddlers

2399 Intermediate

2401 Junior

2400 Middle

0789 Prekindergarten

1981 Preschool/early childhood

2397 Primary

2403 Secondary

Scope of Assignment

Definition: The range or extent of an individual’s current assignment.

Element Number: 0559
Element Type: ID

Field Length: 4

Related Options:

1615 Agency-wide

1614 More than agency-wide

1616 Multioperational but less than agency-wide

1617 Single operational 

1613 Statewide

Secondary Disability Type

Definition: A secondary disability condition identified with an individual, as distinguished from a primary disability.

Element Number: 0773

Element Type: ID

Field Length: 4

Related Options:

2121 Autistic/autism 

2122 Deaf–blindness 

2133 Deafness 

2134 Developmental delay 

2127 Emotional disturbance 

2123 Hearing impairment 

2135 Infants and toddlers with disabilities

2124 Mental retardation 

2125 Multiple disabilities 

2126 Orthopedic impairment 

2132 Other health impairment 

2128 Specific learning disability 

2129 Speech or language impairment 

2130 Traumatic brain injury 

2131 Visual impairment

Security System

Definition: The type of system that protects the facility from intrusion.

Element Number: 0894

Element Type: ID

Field Length: 4

Related Options:

2508 Card access control system

2507 Intrusion detection system

2509 Keypad access control system

2510 Metal detector

2499 Video

9999 Other

Service Population

Definition: The number of school-age children who reside within a school attendance area, and are thus eligible for education

and services by a school.

Element Number: 0959

Element Type: N

Field Length: 4

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APPENDIX A. Data Element Definitions 101

Session Beginning Date

Definition: The month, day, and year a session begins.

Element Number: 0264

Element Type: DT

Field Length: 8

Session Ending Date

Definition: The month, day, and year a session ends.

Element Number: 0265

Element Type: DT

Field Length: 8

Session Type

Definition: A prescribed span of time an education institution is open, instruction is provided, and students are under the

direction and guidance of teachers and/or education institution administration. A session may be interrupted by one or

more vacations.

Element Number: 0266

Element Type: ID

Field Length: 4

Related Options:

0827 Full school year 

0834 Intersession 

0835 Long session 

0832 Mini-term 

0830 Quarter 

0831 Quinmester 

0828 Semester 

0833 Summer term 

0829 Trimester 

0837 Twelve month

9999 Other

Sex

Definition: A person’s gender.

Element Number: 0851

Element Type: ID

Field Length: 4

Related Options:

1631 Female

1632 Male

Special Adaptation Requirements

Definition: The description of special adaptation due to health or religious reasons that an individual needs to perform his

or her duties.

Element Number: 0346

Element Type: AN

Field Length: 80
Special Education/Ungraded School

Definition: A school that adapts the curriculum, materials, or instruction for students identified as needing special education. This may include instruction for students with any of the following: autism, deaf–blindness, hearing impairment,

mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disability,

speech or language impairment, traumatic brain injury, visual impairment, and other health impairments.

Element Number: 0840

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Standardization Group

Definition: The group for which the scores of an assessment have been standardized for use in interpreting the results.

Element Number: 0190

Element Type: ID

Field Length: 4

Related Options:

0006 Categorical type 

0938 International 

0862 Local (e.g., school board, city council) 

0939 National 

0005 Regional 

0675 School 

0391 State

9999 Other 

State Abbreviation

Definition: The abbreviation for the state (within the United States) or outlying area in which an address is located.

Element Number: 0267

Element Type: ID

Field Length: 4

Related Options: 

3348 AL

3349 AK

3350 AZ

3351 AR

3352 CA

3353 CO

3354 CT

3355 DE

3356 DC

3357 FL

3358 GA

3359 HI

3360 ID

3361 IL

3362 IN

3363 IA

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APPENDIX A. Data Element Definitions 103

3364 KS

3365 KY

3366 LA

3367 ME

3368 MD

3369 MA

3370 MI

3371 MN

3372 MS

3373 MO

3374 MT

3375 NE

3376 NV

3377 NH

3378 NJ

3379 NM

3380 NY

3381 NC

3382 ND

3383 OH

3384 OK

3385 OR

3386 PA

3387 RI

3388 SC

3389 SD

3390 TN

3391 TX

3392 UT

3393 VT

3394 VA

3395 WA

3396 WV

3397 WI

3398 WY

3399 DO

3400 DD

3401 BI

3402 AS

3403 GU

3404 MP

3405 PR

3406 VI 

State FIPS (Federal Information Processing Standards) Code

Definition: The Federal Information Processing Standards (FIPS) numeric code for the state.

Element Number: 0268

Element Type: ID

Field Length: 4
Related Options:

3289 01 (Alabama)

3290 02 (Alaska)

3291 04 (Arizona)

3292 05 (Arkansas)

3293 06 (California)

3294 08 (Colorado)

3295 09 (Connecticut)

3296 10 (Delaware)

3297 11 (District of Columbia)

3298 12 (Florida)

3299 13 (Georgia)

3300 15 (Hawaii)

3301 16 (Idaho)

3302 17 (Illinois)

3303 18 (Indiana)

3304 19 (Iowa)

3305 20 (Kansas)

3306 21 (Kentucky)

3307 22 (Louisiana)

3308 23 (Maine)

3309 24 (Maryland)

3310 25 (Massachusetts)

3311 26 (Michigan)

3312 27 (Minnesota)

3313 28 (Mississippi)

3314 29 (Missouri)

3315 30 (Montana)

3316 31 (Nebraska)

3317 32 (Nevada)

3318 33 (New Hampshire)

3319 34 (New Jersey)

3320 35 (New Mexico)

3321 36 (New York)

3322 37 (North Carolina)

3323 38 (North Dakota)

3324 39 (Ohio)

3325 40 (Oklahoma)

3326 41 (Oregon)

3327 42 (Pennsylvania)

3328 44 (Rhode Island)

3329 45 (South Carolina)

3330 46 (South Dakota)

3331 47 (Tennessee)

3332 48 (Texas)

3333 49 (Utah)

3334 50 (Vermont)

3335 51 (Virginia)

3336 53 (Washington)

3337 54 (West Virginia)

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3338 55 (Wisconsin)

3339 56 (Wyoming)

3340 58 (Department of Defense Dependents Schools–overseas)

3341 59 (Bureau of Indian Affairs)

3342 60 (American Samoa)

3343 61 (Department of Defense Dependents Schools–domestic)

3344 66 (Guam)

3345 69 (Northern Marianas)

3346 72 (Puerto Rico)

3347 78 (Virgin Islands) 

0996 No option list available 

Statute Title

Definition: The full, legally accepted or popularly accepted name or title of a statute (e.g., Individuals with Disabilities

Act, Elementary and Secondary Education Act, School-to-Work Opportunities Act).

Element Number: 0271

Element Type: AN

Field Length: 45

Street Number/Name

Definition: The street number and street name, or post office box number, of an address.

Element Number: 0272

Element Type: AN

Field Length: 35

Teaching Assignment

Definition: The teaching field taught by an individual.

Element Number: 0436

Element Type: ID

Field Length: 4

Related Options:

1305 Accounting

1362 Agriculture or natural resources

1333 American Indian/Native American studies

1334 Anthropology

1311 Architecture or environmental design

1150 Area, ethnic, and cultural studies

1348 Autism

1346 Basic skills or remedial education

0251 Bilingual education

1325 Biology or life science

1306 Business and management

1363 Business/office

1364 Career education

1326 Chemistry

1315 Chinese

1335 Civics

1153 Communications technologies
1324 Computer science

1366 Cosmetology

0068 Curriculum and instruction

0684 Dance

1349 Deaf and hard-of-hearing

1350 Developmentally delayed 

1312 Drama/theater

1296 Early childhood

1351 Early childhood–special education

1327 Earth/space science/geology

1336 Economics

0097 Educational administration

0120 Educational psychology

1304 Elementary

1352 Emotionally disturbed or behavior disorders

1157 Engineering

0256 English as a second language

1162 English language and literature/letters

1308 English or language arts

1367 Family and consumer science (home economics)

1368 Food/restaurant skills and services

2371 Foreign language and literature

1316 French

1328 General science

0547 Geography

1317 German

2381 Gifted and talented

0302 Guidance counseling

1329 Health education

1369 Health professions and occupations

0550 History

1337 Humanities

1318 Italian

1319 Japanese

1309 Journalism/communications

0805 Kindergarten

1320 Latin

1338 Law

1353 Learning disabilities

1163 Liberal arts and sciences, general studies, and humanities

1164 Library science

1166 Mathematics

1354 Mentally disabled

2400 Middle

1355 Mildly/moderately disabled

0557 Military science

0558 Multi/interdisciplinary studies

1313 Music

1356 Orthopedically-impaired

1344 Other area or ethnic studies

106 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX A. Data Element Definitions 107

1307 Other business

1323 Other languages

1332 Other natural sciences

1345 Other social studies/social sciences

1361 Other special education

1371 Other vocational/technical education

1339 Philosophy

0559 Physical education

1330 Physical science

1331 Physics

1340 Political science and government

0789 Prekindergarten

1181 Psychology

1183 Public administration and services

0560 Reading

1342 Religion

1321 Russian

2403 Secondary

1357 Severely/profoundly disabled

0563 Social studies

1343 Sociology

1322 Spanish

2043 Special education

1310 Speech

1358 Speech/language-impaired

1370 Trades and industry (e.g., CADD, electronics repair, mechanics, precision production)

1359 Traumatically brain-injured

1314 Visual arts

1360 Visually impaired

9999 Other

Teaching Assignment Beginning Date

Definition: The month, day, and year on which a teaching assignment begins.

Element Number: 0828

Element Type: DT

Field Length: 8

Teaching Assignment Ending Date

Definition: The month, day, and year a teaching assignment ends.

Element Number: 0829

Element Type: DT

Field Length: 8

Teaching Credential Basis

Definition: An indication of the predetermined criteria for granting the teaching credential that an individual holds.

Element Number: 0395

Element Type: ID

Field Length: 4
Related Options:

1235 Four-year bachelor’s degree

1236 Five-year bachelor’s degree

1242 Credentials based on reciprocation with another state

1238 Doctoral degree

1237 Master’s degree

1239 Met state testing requirement

1241 Relevant experience

1240 Special/alternative program completion

Teaching Credential Type

Definition: An indication of the category of a legal document giving authorization to perform teaching assignment services.

Element Number: 0394

Element Type: ID

Field Length: 4

Related Options:

1229 Emergency

1234 Intern

1226 Master

1230 Nonrenewable

1223 Probationary/initial

1225 Professional

1224 Provisional

1222 Regular/standard

1231 Retired

1227 Specialist

1232 Substitute

1233 Teacher assistant

1228 Temporary

9999 Other

Teaching Field or Area Authorized

Definition: An indication of a teaching field within which an individual is authorized to teach by an active teaching credential. In a departmentalized organization, a teaching field is a major subdivision of the educational program such as

language arts, mathematics, music, distributive education, or physical education. In a nondepartmentalized situation or in

a self-contained classroom, a general teaching level such as “elementary” or “secondary” may be the most accurate designation of a teaching field.

Element Number: 0421

Element Type: ID

Field Length: 4

Related Options: 

1305 Accounting

1362 Agriculture or natural resources

1333 American Indian/Native American studies

1334 Anthropology

1311 Architecture or environmental design

1150 Area, ethnic and cultural studies

1348 Autism

1346 Basic skills or remedial education

108 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX A. Data Element Definitions 109 0251 Bilingual education 1325 Biology or life science 1306 Business and management

1363 Business/office

1364 Career education

1326 Chemistry

1315 Chinese

1335 Civics

1153 Communications technologies

1324 Computer science

1366 Cosmetology

0068 Curriculum and instruction

0684 Dance

1349 Deaf and hard-of-hearing

1350 Developmentally delayed 

1312 Drama/theater

1296 Early childhood

1351 Early childhood–special education

1327 Earth/space science/geology

1336 Economics

0097 Educational administration

0120 Educational psychology

1304 Elementary

1352 Emotionally disturbed or behavior disorders

1157 Engineering

0256 English as a second language

1162 English language and literature/letters

1308 English or language arts

1367 Family and consumer science (home economics)

1368 Food/restaurant skills and services

2371 Foreign language and literature

1316 French

1328 General science

0547 Geography

1317 German

2381 Gifted and talented

0302 Guidance counseling

1329 Health education

1369 Health professions and occupations

0550 History

1337 Humanities

1318 Italian

1319 Japanese

1309 Journalism/communications

0805 Kindergarten

1320 Latin

1338 Law

1353 Learning disabilities

1163 Liberal arts and sciences, general studies and humanities

1164 Library science
1166 Mathematics

1354 Mentally disabled

2400 Middle

1355 Mildly/moderately disabled

0557 Military science

0558 Multi/interdisciplinary studies

1313 Music

1356 Orthopedically impaired

1344 Other area or ethnic studies

1307 Other business

1323 Other languages

1332 Other natural sciences

1345 Other social studies/social sciences

1361 Other special education

1371 Other vocational/technical education

1339 Philosophy

0559 Physical education

1330 Physical science

1331 Physics

1340 Political science and government

0789 Prekindergarten

1181 Psychology

1183 Public administration and services

0560 Reading

1342 Religion

1321 Russian

2403 Secondary

1357 Severely/profoundly disabled

0563 Social studies

1343 Sociology

1322 Spanish

2043 Special education

1310 Speech

1358 Speech/language-impaired

1370 Trades and industry (e.g., CADD, electronics repair, mechanics, precision production)

1359 Traumatically brain-injured

1314 Visual arts

1360 Visually impaired

9999 Other

Telephone Number

Definition: The telephone number including the area code and extension, if applicable.

Element Number: 0279

Element Type: AN

Field Length: 15

Telephone Number Type

Definition: The type of communication number listed for an individual or organization.

Element Number: 0280

Element Type: ID

Field Length: 4

110 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX A. Data Element Definitions 111

Related Options:

0350 Alternate telephone number 

0359 Answering service 

0400 Appointment telephone number 

0370 Beeper number 

2364 Facsimile number 

0478 Instant messaging number 

0096 Main telephone number 

0486 Media conferencing number 

0437 Telemail 

0426 Telex number 

0448 Voice mail

Telephone Status

Definition: A description of preferred communication type or special circumstances that affect communication to an individual, organization, or institution via telephone (e.g., no telephone connection, TTY used, no one available to answer

the telephone during certain hours).

Element Number: 0281

Element Type: AN

Field Length: 60

Tertiary Disability Type

Definition: A tertiary disability condition identified with an individual, as distinguished from a primary or secondary disability.

Element Number: 0774

Element Type: ID

Field Length: 4

Related Options:

2121 Autistic/autism 

2122 Deaf–blindness 

2133 Deafness 

2134 Developmental delay 

2127 Emotional disturbance 

2123 Hearing impairment 

2135 Infants and toddlers with disabilities 

2124 Mental retardation 

2125 Multiple disabilities 

2126 Orthopedic impairment 

2132 Other health impairment 

2128 Specific learning disability 

2129 Speech or language impairment 

2130 Traumatic brain injury

2131 Visual impairment

Timetable Day

Definition: The locally defined rotation-cycle date code when the class meets (e.g., in a two day schedule, valid values

could be “A” and “B,” or “1” and “2”).

Element Number: 0283

Element Type: AN

Field Length: 10
Total Cost of Education to Student

Definition: The total amount of expenditures required of a student to receive instructional services from an education

institution.

Element Number: 0627

Element Type: R

Field Length: 5.2

Total Days in Grading Period

Definition: The total number of days in a given grading period. Also included are days the education institution facility is

closed and the student body as a whole is engaged in planned activities off-campus, under the guidance and direction of

staff members.

Element Number: 0284

Element Type: N

Field Length: 3

Total Days in Session

Definition: The total number of days in a given session. Also included are days the education institution facility is closed and

the student body as a whole is engaged in planned activities off-campus, under the guidance and direction of staff members.

Element Number: 0285

Element Type: N

Field Length: 3

Tuition Payment Amount

Definition: Payments, charged on a per-term or annual basis, required of a student for instructional services in a program of study.

Element Number: 0625

Element Type: R

Field Length: 5.2

Tuition Status

Definition: Information indicating the extent of tuition payment required of a student.

Element Number: 0628

Element Type: ID

Field Length: 4

Related Options:

1878 Full-tuition student

1879 Nontuition student

1880 Partial-tuition student

Unique Course Code

Definition: A unique number that identifies the classroom, the subjects taught, and the instructors that are assigned.

Element Number: 0292

Element Type: AN

Field Length: 30

Unit Duration

Definition: An estimate of the length of time for the lesson unit.

Element Number: 0293

Element Type: AN

Field Length: 10

112 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX A. Data Element Definitions 113

Unit Name

Definition: The name of the lesson unit.

Element Number: 0294

Element Type: AN

Field Length: 45

Victim Description

Definition: Information on the type of individual who was injured or otherwise harmed as a direct result of the incident.

(When known and/or if useful, use a more specific option code; for example, “Counselor” rather than “Professional

Staff.”)

Element Number: 1052

Element Type: ID

Field Length: 4

Related Options:

3168 Former student

3054 Law enforcement officer

3059 Nonschool personnel

3061 Other adult

3062 Other nonstudent youth

0850 Parent/guardian

3060 Representative of visiting school

3422 Staff member

0126 Student

9997 Unknown

Virtual School

Definition: A school that focuses on instruction in which students and teachers are separated by time and/or location, and

interact primarily through the use of computers and/or telecommunications technologies.

Element Number: 1120

Element Type: ID

Field Length: 4

Related Options:

0232 No

0002 Yes

Web Site Address (URL)

Definition: Unique Resource Locator (URL). The unique address of a web page.

Element Number: 0304

Element Type: AN

Field Length: 300

Years of Prior Education Experience

Definition: The total number of years an individual has previously held an education position (including positions as a

teacher and administrator).

Element Number: 0439

Element Type: R

Field Length: 2.1
Years of Prior Related Experience

Definition: The total number of years of employment in a noneducation area related to the field in which an individual is

currently employed (e.g., 10 years of employment as an automotive mechanic for an individual teaching automotive in a

vocational education program).

Element Number: 0440

Element Type: R

Field Length: 2.1

Years of Prior Teaching Experience

Definition: The total number of years an individual has previously held a teaching position in one or more education

institutions.

Element Number: 0438

Element Type: R

Field Length: 2.1

Years of Virtual Teaching Experience

Definition: The total number of years an individual has previously held a teaching position in a virtual school or class in

one or more education institutions.

Element Number: 1149

Element Type: R

Field Length: 2.1

Zip Code

Definition: The five- or nine-digit zip code portion of an address.

Element Number: 0305

Element Type: N

Field Length: 9

Zone Number

Definition: The number assigned to a geographic area for purposes of census enumeration. For a public school census,

this number is generally assigned by the local education agency (LEA).

Element Number: 0306

Element Type: AN

Field Length: 15

114 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX B. Data Elements Related to Student Services and Security in a Virtual Environment 115

APPENDIX B. 

Data Elements Related to Student Services and Security in 

a Virtual Environment

Although many topics influence student service, safety, and security in a virtual setting, a subset of these issues is often

addressed while education institutions are negotiating contracts with prospective service providers. The following data 

elements and management topics may help planners identify and organize legal and security issues related to ensuring 

and improving student services and safety in a virtual setting. All of the following topical areas and data elements are 

discussed in greater detail in chapter 2. All data elements are defined in appendix A of this document and in the

NCES Handbooks Online, Version 4.0, an online tool from the National Center for Education Statistics available at

http://nces.ed.gov/programs/handbook/index.asp.

School Identification and Classification

Planners may wish to confirm a provider’s status as a school or program, as well as its past conduct (e.g., while operating

under a different name).

0187 Name of Institution

0313 Former Name of Institution

0029 Administrative Funding Control

0316 Regular School

0036 Alternative School

0840 Special Education/Ungraded School

0174 Magnet/Special Program Emphasis School

0089 Charter School Status

1120 Virtual School 

1121 Accreditation Status 

0187 Name of Institution (Accrediting Organization)

School Contact Information

Planners may wish to confirm instructions for contacting the provider and its staff, both on a routine and emergency basis.

0281 Telephone Status

0280 Telephone Number Type (includes main number, answering service, beeper number, fax, etc.)

0279 Telephone Number

0121 Electronic Mail Address Type

0120 Electronic Mail Address

0304 Web Site Address (URL)

0025 Address Type

0272 Street Number/Name

0037 Apartment/Room/Suite Number

0081 Building/Site Number

0090 City

0186 Name of County

0267 State Abbreviation

0188 Name of State

0305 Zip Code
School Calendar

Planners may wish to confirm the operational assurances offered by the provider.

0264 Session Beginning Date

0265 Session Ending Date

0285 Total Days in Session

0150 Instructional Minutes

Course Information

Planners may wish to confirm that all coursework will conform to relevant curriculum frameworks and standards.

0110 Curriculum Framework 

0109 Curriculum Framework Name

0034 Aligned with State Standards

Safety and Discipline

Planners may wish to confirm that the provider will adhere to all relevant incident reporting expectations.

1126 Incident Recording Mechanism

1148 Rule/Regulation Violated

0894 Security System

1054 Disciplinary Action

1057 Duration of Disciplinary Action

Student Information (e.g., identification, demographic, contact, progress, health) 

Planners may wish to confirm that the provider will adhere to all applicable privacy regulations (e.g., the Children’s

Online Privacy Protection Act and the Family Educational Rights and Privacy Act—see appendix C).

0131 First Name

0184 Middle Name

0156 Last/Surname

0146 Identification Code

0147 Identification System

0310 Hispanic or Latino Ethnicity

0849 Race

0851 Sex

0322 Citizenship Status

0585 English Proficiency

0327 Language Type

0328 Language Code

0588 Minor/Adult Status

0589 Homelessness Status

0590 Migratory Status

0605 Economic Disadvantage Status

0606 Eligibility Status for School Food Service Programs*

0607 Participation in School Food Service Programs*

0608 Family Public Assistance Status

0025 Address Type

0272 Street Number/Name

0037 Apartment/Room/Suite Number

0081 Building/Site Number

0090 City

0186 Name of County

116 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX B. Data Elements Related to Student Services and Security in a Virtual Environment 117

0267 State Abbreviation

0188 Name of State

0305 Zip Code

0634 Financial Assistance Amount

0644 Exit/Withdrawal Type

0650 Discontinuing Schooling Reason

0374 Grade Earned

0672 Promotion Type

0673 Nonpromotion Reason

0376 Grade Point Average (GPA): Cumulative

0676 Class Rank

0768 Primary Disability Type

0773 Secondary Disability Type

0774 Tertiary Disability Type

0346 Special Adaptation Requirements

0351 Additional Special Health Needs, Information, or Instructions

* Virtual schools might not serve meals, but they could still collect free- and reduced-price meal eligibility as a measure of

economic need. 

Staff Member Demographics

Planners may wish to confirm the background and security clearance of any service provider staff with access to students

or student data.

0401 Background Check Type

0403 Background Check Completion Date

Staff Member Employment Credentials/Assignment Information

Planners may wish to confirm teaching staff credentials and assignments.

0326 Employment Eligibility Verification

0332 Highest Level of Education Completed

0385 Degree/Certificate Title

0391 Credential Type

0419 Credential-Authorized Function

0420 Authorized Instructional Level

0421 Teaching Field or Area Authorized

APPENDIX C. References and Other Resources 119

APPENDIX C. 

References and Other Resources

Appendix C lists references and other resources related to virtual education and education data quality, including materials

available from the National Forum on Education Statistics (Forum), the National Center for Education Statistics (NCES),

and other organizations.

References and Related Publications

Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 (NCES 2005–010).

Setzer, J. C., and Lewis, L. (2005). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005010

This public school district survey is the first national survey to explore distance education courses for public elementary

and secondary school students. The report provides national estimates of the number of districts and schools with students enrolled in distance education courses, as well as the number of students enrolled in those courses. In addition, it

examines the reported reasons for having distance education courses, the instructional level of the populations served,

entities delivering the courses to students, and data pertaining to online courses. Data about curriculum areas and technology in distance education courses are also discussed. Survey findings are presented at the national level and by schooldistrict characteristics such as metropolitan status, district enrollment size, region, and poverty concentration. 

Forum Guide to Building a Culture of Quality Data: A School and District Resource (NCES 2005–801). 

National Forum on Education Statistics (2005). U.S. Department of Education. Washington, DC: National Center for

Education Statistics.

http://nces.ed.gov/forum/pub_2005801.asp

This free publication asserts that good data, like good students, are produced in schools. While it is undeniably harder to

teach a student than it is to collect statistics, certain procedures can help to achieve both goals. Recently, awareness has

grown about the link between effective teaching, efficient schools, and quality data. The quality of information used to

develop an instructional plan, run a school, plan a budget, or place a student in a class depends on the school data clerk,

teacher, counselor, and/or school secretary who enter data into a computer. With that in mind, the focus of this report is

on data entry—getting things right at the source.

Forum Guide to the Privacy of Student Information: A Resource for Schools (NFES 2006–805).

National Forum on Education Statistics. (2006). U.S. Department of Education. Washington, DC: National Center for

Education Statistics.

http://nces.ed.gov/forum/pub_2006805.asp

This free 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 privacy interests of parents and students 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 confidentiality

concerns related specifically to health-related information.

Forum Guide to Protecting the Privacy of Student Information: State and Local Education Agencies (NCES 2004–330). 

National Forum on Education Statistics (2004). U.S. Department of Education. Washington, DC: National Center for

Education Statistics.

http://nces.ed.gov/forum/pub_2004330.asp

This free guide presents a general overview of privacy laws and professional practices that apply to information collected

for, and maintained in, student records. The document also provides an overview of key principles and concepts govern-
ing student privacy; summarizes federal privacy laws including recent changes; 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.

Forum Unified Education Technology Suite. 

National Forum on Education Statistics. U.S. Department of Education, National Center for Education Statistics. 

http://nces.ed.gov/forum/pub_tech_suite.asp 

This free online resource combines material from four previously published NCES/Forum guides (Safeguarding Your

Technology, Technology @ Your Fingertips, Technology in Schools, and Weaving a Secure Web Around Education) into one

comprehensive document that will be updated periodically as a web resource. The publication presents a practical,

comprehensive, and proven approach to assessing, acquiring, instituting, managing, securing, and using technology 

in education settings.

Keeping pace with K–12 online learning: A snapshot of state-level policy and practice.

Watson, J., Winograd, K., and Kalmon, S. (2004). North Central Regional Educational Laboratory (NCREL®): Learning

Point Associates. 

http://www.ncrel.org/tech/pace/index.html

Online learning holds promise for providing new educational opportunities to a wide range of students across the country.

The rapid expansion of K–12 online learning, however, threatens to outpace the development of appropriate state-level

policies that serve to fulfill the promise. This study, conducted by the North Central Regional Educational Laboratory

(NCREL®) and Learning Point Associates, and directed and funded by partnering organizations—the Colorado

Department of Education, the Illinois Virtual High School, Learning Point Associates, and the Wisconsin Virtual School—

ascertains what states are doing to address the need for policy guidance. In particular, the report provides information on

specific topics of K–12 online learning policy and practice, as well as analysis and discussion of those issues.

NCES Handbooks Online (NCES 2003–419).

National Center for Education Statistics (2003). U.S. Department of Education, National Center for Education Statistics.

http://nces.ed.gov/forum/pub_2003419.asp

The NCES Handbooks Online define standard education terms for students, staff, schools, local education agencies,

intermediate education agencies, and state education agencies. It is intended to serve as reference documents for public

and private education institutions and early childhood centers, as well as education researchers and other users of education

data. This web-based tool allows users to view and download information about data elements via an electronic table of

contents, a drill-down finder, element-name and first-letter searches, and advanced query options. 

Privacy Issues in Education Staff Records: Guidelines for Education Agencies (NCES 2003–363).

U.S. Department of Education. Washington, DC: National Center for Education Statistics. 

http://nces.ed.gov/forum/pub_2000363.asp

This report discusses key concepts related to protecting and managing information in staff records. It does not provide legal

guidelines, but does address the federal Freedom of Information and Privacy Act and offers principles of best practice. 

Safety in Numbers: Collecting and Using Crime, Violence, and Discipline Incident Data to Make a Difference in

Schools (NCES 2002–312).

National Forum on Education Statistics. U.S. Department of Education Washington, DC: National Center for Education

Statistics. 

http://www.nces.ed.gov/forum/pub_2002312.asp

This free resource is designed to help school, district, and state staff improve the effectiveness of their efforts to collect

and use disciplinary incident data. It provides recommendations on what types of data to collect, why such information 

is critical, and how the data maybe used to improve school safety and answer policy questions relating to school

improvement and student safety.

120 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
APPENDIX C. References and Other Resources 121

SETDA National Leadership Institute Toolkit on Virtual Learning 2004–2005.

State Educational Technology Directors Association (2005). 

http://www.setda.org/content.cfm?sectionID=265 

As state technology leaders, members of the State Educational Technology Directors Association (SETDA) are continually

engaged in the development of strategies and tools to assist educators and administrators in effectively implementing and

integrating technology into classrooms, curricula, and learning. During the 2004 National Leadership Institute (NLI),

SETDA leaders focused on virtual learning. They examined, discussed and developed tools designed to help education

leaders effectively use technology and virtual learning to increase opportunities to help students learn and teachers teach.

While the Toolkit was developed for state leaders, SETDA encourages broad dissemination so that all educators and

administrators can help improve and enhance education through virtual learning. 

Technology Counts 2004.

Education Week.

http://counts.edweek.org/sreports/tc04 

This seventh edition of Education Week’s annual report on educational technology presents an overview of technology in

schools around the world, a review of national trends in the use of educational technology, and snapshots of the steps that

states have taken to use educational technology more effectively.

Technology Counts 2005. 

Education Week.

http://www.edweek.org/ew/toc/2005/05/05 

This eighth edition of Education Week’s annual report on educational technology tracks the economic and policy forces

driving change at the federal, state, and local levels. 

Other resources

Americans with Disabilities Act (ADA)

http://www.usdoj.gov/crt/ada/adahom1.htm

The Americans with Disabilities Act (ADA) gives civil rights protections to individuals with disabilities similar to those

provided to individuals on the basis of race, color, sex, national origin, age, and religion. More specifically, it guarantees

equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local

government services, and telecommunications.

Children’s Online Privacy Protection Act

http://www.coppa.org

The Children’s Online Privacy Protection Act applies to the online collection of personal information about children under the

age of 13. The new rules spell out what a website operator must include in a privacy policy, when and how to seek verifiable

consent from a parent, and the responsibilities of an operator in protecting children’s privacy and safety online.

Family Educational Rights and Privacy Act (FERPA) 

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education

records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of

Education.

National Center for Education Statistics (NCES) 

http://nces.ed.gov

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting

data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze,
and report full and complete statistics on the condition of education in the United States; conduct and publish reports and

specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving

their statistical systems; and review and report on education activities in foreign countries. Through the National

Cooperative Education Statistics System, NCES supports the activities of the National Forum on Education Statistics

and the publication of resources such as this.

National Forum on Education Statistics (Forum) 

http://nces.ed.gov/forum 

The National Forum on Education Statistics (Forum) is comprised of representatives of state and local education agencies,

Offices of the U.S. Department of Education, other federal agencies, and national associations with an interest in education

data. It is sponsored by the National Center for Education Statistics. Its mission is to develop and recommend strategies for

building an education data system that will support local, state, and national efforts to improve public and private education

throughout the United States. The Forum is committed to improving the quality, comparability, and usefulness of elementary

and secondary education data, while remaining sensitive to data burden concerns.

No Child Left Behind (NCLB) Act of 2001

http://www.ed.gov/nclb/landing.jhtml

The No Child Left Behind Act of 2001 (NCLB) is an education-reform effort passed into law in January 2002. NCLB

reauthorized the Elementary and Secondary Education Act (ESEA), which is the main federal law affecting education

from Kindergarten through high school. NCLB is built on four principles: accountability for results, more choices for

parents, greater local control and flexibility, and an emphasis on doing what works based on scientific research. 

North Central Regional Educational Laboratory (NCREL®)

http://www.ncrel.org

The North Central Regional Educational Laboratory (NCREL®) is one of the 10 regional educational laboratories funded

by the U.S. Department of Education, and its work is conducted by Learning Point Associates. As a member of the

Regional Educational Laboratory Network, NCREL is dedicated to providing high-quality, research-based resources to

educators and policymakers in the states of Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin.

Schools Interoperability Framework Association

http://www.sifinfo.org

The Schools Interoperability Framework Association (SIFA) is a nonprofit membership organization comprised of over

300 school districts, state education agencies, software companies, and other organizations—all collaborating to create a

set of rules and definitions that enable software programs from different vendors to share information. Implementing

products that conform to the “SIF Implementation Specification” enables local schools, districts, or states to share data

without any additional programming. SIFA’s goal is to make it possible for school administrators, teachers, and other

school personnel to have secure access to the most current and accurate education data available.

State Educational Technology Directors Association

http://www.setda.org

The State Educational Technology Directors Association (SETDA) is the principal national association representing state

directors for educational technology. It promotes national leadership in educational technology, encourages lifelong

learning, provides professional development for state education technology directors, and builds partnerships to

advance learning opportunities—all with an ultimate goal of improving student achievement through technology.

122 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
GLOSSARY 123

GLOSSARY 

A

Acceptable use policy (AUP): A policy designed to describe the ways a computer or network may be used appropriately.

AUPs usually include explicit statements about the required procedures, rights, and responsibilities of a technology user.

As a condition of system use, users sign AUPs to certify intentions to follow all policies and procedures stipulated in the

document. 

Access: To make use of a technology resource (e.g., a computer or network). Also, to make use of the information or data

that resides on a computer or network. 

Accreditation: A process that generally includes a review of an organization’s educational program and staff for quality,

and concludes with certification (or not) that the organization meets a minimum set of standards.

Accreditation organization: An authority that reviews an organization’s educational program and staff for quality, and

certifies whether the organization meets a minimum set of standards.

Adaptive technologies: External support, such as advanced voice recognition systems, Braille computer displays, and textto-speech programs used to enhance a person’s ability to function within his or her environment. See also assistive technologies. 

Antivirus software: Computer programs designed to detect the presence or occurrence of a computer virus. The software

subsequently signals an alert of such detection via any of a variety of mechanisms and, in many commercial products, can

then be used to delete the virus. See also software, virus, and virus scanner. 

Appropriate use policy: See acceptable use policy. 

Assistive technologies: Any item, piece of equipment, or product system—whether acquired commercially off the shelf,

modified, or customized—used to increase, maintain, or improve the functional capabilities of people with disabilities.

See also adaptive technologies.

Asynchronous: Not occurring at the same time. In virtual courses, “asynchronous” refers to communication between 

participants (e.g., students and teachers) that occurs at different times, the period of which may vary by circumstance. 

For example, students might submit questions via e-mail for teachers to respond to at a later time. See also synchronous.

Attack: An attempt to violate information and technology security.

Audit trail: A detailed record of user transactions that chronicles all system activity (from each user’s log on to log off and

everything in between). Review and analysis of audit trail records can lead to the detection of unauthorized or otherwise

unacceptable system activity.

Authentication: The act of verifying a user’s identity to prevent unauthorized use. See also log on and password.

B

Bandwidth: The amount of data that can be moved to a computer during a given period of time; or the speed [usually

expressed in kilobits per second (Kbps) or megabits per second (Mbps)] of the telecommunications link between a

computer and a local-area network (LAN) and/or an Internet service provider (ISP), routing service, or other method

of connection to the Internet. Examples of bandwidth-level ratings: 33.6 Kbps or under; 56 Kbps; 128 Kbps; 256

Kbps; 512 Kbps; 768 Kbps (.5 T1); T1; Ethernet; DS(1) or higher. 
Blended technologies: The use of a combination of instructional technologies within a single course including, for

example, satellite and web-based technologies or two-way interactive television (I-TV), web-based instruction, and on-site

interaction.

Broadband: Telecommunication in which a wide band of frequencies is available to transmit information.

Browser: A software application used to locate and display web pages. Common web browsers are Microsoft Internet

Explorer and Mozilla. Both are graphical browsers, meaning they can display graphics as well as text. In addition, most

browsers can present multimedia information, including sound and video, though this may require plug-ins. 

Business case: A document that provides a description of the desired technology solution and the anticipated costs and

benefits. 

C

Cable Modem: Hardware that encodes and decodes computer-based communications for transmission over a cable 

television system. A modem is designed to operate over cable-TV lines rather than phone lines.

CD-ROM (Compact Disc-Read Only Memory): An optical disk capable of storing large amounts of embedded electronic

programs or files that can only be read from the disk (i.e., data cannot be written to the disk after it has been produced).

Unlike diskettes, CD-ROMs can be read by any type of computer with a CD-ROM disk drive. See also DVD-ROM and

storage media.

Cellular wireless: A method of connection to the Internet that does not use any ground lines. The existing standard protocol is relatively slow; however, newer standards are evolving. Care must be taken to secure these networks from hackers

because cellular wireless is still susceptible to interception. See also hacker.

Certificate authority: A “trusted” third-party entity that issues digital certificates to individuals or organizations. These

digital certificates are used to create digital signatures and other security mechanisms. By issuing a digital certificate, the

certificate authority guarantees the identify of the recipient of the unique identifier. See also digital certificate and digital

signature. 

Class: A setting in which organized instruction of course content is provided to one or more students (including crossage groupings) for a given period of time. Instruction, provided by one or more teachers or other staff members, may be

delivered in person or via a different medium. Note that more than one class may offer the same course. See also course

and virtual class.

Classroom: The location in a school where instructional services are regularly provided to groups of students. See also

instructional setting. 

Client: The computer (user) in a client/server network that requests files or services. The computer that responds to the

“client” and supplies the services is called the “server.” See also client/server network, server, and thin client.

Client/server network: A network configuration in which all users access files stored on a central computer or several

central computers. Each central computer is a server, and each user (actually each user’s computer) is a client. See also

client, network, peer-to-peer network, server, and thin client. 

Commercial service provider: A company that, for a fee, will connect one computer to other computers so that they

may exchange information. See also internet service provider.

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Computer: An electronic device that stores, retrieves, and processes data; and can be programmed with instructions. A

computer is composed of hardware and software, and can exist in a variety of sizes and configurations. See also hardware,

mainframe computer, minicomputer, peripheral equipment, personal computer, and software.

Computer laboratory: In an instructional setting, a space where computers are clustered; usually used by a group of 

students or a class, and reserved for teaching coursework that requires the use of a computer. See also computer.

Computer learning: See virtual education.

Computer type: The classification of a computer according to its storage and computing capacity, the number of users it

can support, the variety of input and output options, and its physical size. Three major types of computers are mainframe

computers, minicomputers, and microcomputers. See also mainframe computer, minicomputer, and personal computer. 

Confidential information: Private information about an individual that is protected by organizational policy or law, such

as the Family Education Rights and Privacy Act (FERPA). See also sensitive information. 

Contingency plan: A prepared plan that details an organization’s anticipated response to potential emergency situations.

The purpose of a contingency plan is to minimize the amount of planning necessary once an organization and its staff 

are in an emergency situation (e.g., a fire, earthquake, or hacking incident); instead, they can refer to, and enact, the preplanned

list of activities identified as necessary for protecting lives, salvaging systems, and limiting damage. Well-designed contingency

plans specify individual staff roles and responsibilities during an emergency. See also recovery plan. 

Course: The organization of subject matter and related learning experiences for the instruction of students on a regular or

systematic basis. Courses are usually offered to an individual or group of students (e.g., a class) for a predetermined period

of time (e.g., a semester). See also class and e-course.

Cyber education: See virtual education.

D

Data: Raw information that lacks the context necessary to be meaningful (e.g., “34” is data because it has no meaning

unless some context is provided; “34 degrees Fahrenheit” has meaning and is therefore “information”). The terms “data”

and “information” are often used to differentiate between computer-read (i.e., data) and human-read (i.e., information)

figures and text. See also data element and information. 

Data element: A specific piece of information that can be defined and measured. For example, the NCES Handbooks

Online define the data element #0851, Sex, as “A person’s gender” and recognizes the coding options “Male” and

“Female.” Data elements are the basic unit of information—anything less would not have meaning. See also data.

Data loop: One or more data elements repeated as necessary to fully describe multiple entries. For example, most students

take more than one class during a grading period, meaning that data elements maintained about the entity “class” will

occur multiple times (for each class on a student’s transcript).

Decryption: The process of translating an encrypted file back into its original unencrypted form via the use of a matching

decryption key. See also encryption.

Dial-up service: A method of connecting to the Internet through a modem and a traditional telephone line. Dial-up

services are usually sufficient for basic web and e-mail applications, but are not as efficient for transferring larger files

(e.g., video clips). See also digital subscriber line.
Digital certificate: An attachment to an electronic transmission that allows the recipient to authenticate, via third-party

verification from an independent certificate authority, the identity of the sender. Digital certificates are used to identify

encryption and decryption codes between message senders and recipients. See also authentication, certificate authority,

decryption, digital signature, and encryption. 

Digital signature: A code attached to an electronic message that is used to verify the sender’s identity, much in the same

way a written signature identifies the sender of a letter. To be effective, digital signatures must be unique, and protected

from theft and forgery. See also certificate authority and digital certificate. 

Digital subscriber line (DSL): A high-bandwidth technology for connecting to the Internet using the copper telephone

lines that exist in almost every home and office. Special hardware attached to both ends of the line allows data transmission at far greater speeds than standard telephone wiring and dial-up connectivity. See also dial-up service.

Directory information: Information about an individual that can legally be made public (e.g., name, street address, and

telephone number). See also confidential information and sensitive information. 

Distance education course: Credit-granting school courses in which the teacher and students are separated by time

and/or location. Note that not all distance education courses (e.g., mail correspondence courses) are virtual education

courses which, by definition, require participant interaction through the use of computers and/or telecommunications

technologies. See also course, e-course, and virtual education.

Distance education/distance learning technologies: Any of a number of technologies involving taking courses or learning

at a distance, with synchronous or asynchronous communication between student and teacher. See also virtual education.

Distributed learning: See virtual education.

Domain: As used within this document, a domain indicates the source from which a data element, its definition, and

attributes originate within the NCES Handbooks Online (i.e., school, student, or staff member).

Domain name: Used in website addresses (URLs) to identify particular web pages or sites on the Internet. For example,

the domain name “nces.ed.gov” represents the website for the National Center for Education Statistics. 

Downloading: The process of transferring information from a remote computer to a local computer. 

DSL: See digital subscriber line. 

DVD-ROM (Digital Video Disc-Read Only Memory): A disc for storing data, similar to a CD-ROM but with more

storage capacity (4.7 gigabytes) and digital video capabilities. See also CD-ROM and storage media.

E

E-course: A course delivered primarily through electronic media (e.g., Internet and other technologies) and guided by a

course of study. See also course.

Educational technology: Educational computing and technology encompasses knowledge about, and use of, computers

and related technologies in: a) delivery, development, prescription, and assessment of instruction; b) effective uses of

computers as an aid to problem-solving; c) school and classroom administration; d) educational research; e) electronic

information access and exchange; f) personal and professional productivity; and g) computer science education. [Source:

International Society for Technology in Education (ISTE)] 

Electronic data interchange (EDI): The exchange of routine education (and business) information transactions in a format

a computer can process. 

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Electronic mail (e-mail): Asynchronous (time-independent) messages sent from a user to one or more recipients over

computer networks. Contrasts with synchronous (time-dependent) messaging systems such as Internet chat. See also e-mail

and e-mail address. 

E-mail: Electronic messages, typically addressed as person-to-person correspondence, that are transmitted between

computers and across networks. See also e-mail address and electronic mail. 

E-mail address: An address for a unique user’s electronic mailbox; characters identifying the user are followed by the “@”

(at) symbol and the address of the mailbox’s computer. See also e-mail and electronic mail. 

Encryption: The process of translating a file into an apparently unintelligible format (i.e., to encode it) by using mathematical

algorithms or other encoding mechanisms. The recipient of an encrypted message must possess a matching key to decrypt and

read the message. See also decryption. 

Ethical standards: Guidelines for appropriate behavior based on the recognized standards of a profession or group

(e.g., ethical standards of the workplace forbid displays of insulting and insensitive messages). 

F

File: In technology systems, a file is a block of data stored on a magnetic medium such as a CD-ROM. A file may contain

a computer program, a document, or other collections of data and information. 

File transfer protocol (FTP): A standard Internet protocol for transferring files from one computer to another. 

Filtering: The process of controlling access to a network by analyzing the incoming and outgoing packets. A filter lets the

packets pass (or not) based on the IP addresses of the source and/or destination. Websites and e-mail messages can also be

filtered based on content (e.g., code that may appear to be a computer virus, or a website with objectionable material).

See also packet.

Firewall: An electronic boundary (or physical piece of hardware) that prevents unauthorized users and/or packets of data

or information (e.g., files and programs) from accessing a protected system. See also packet.

Frequently asked questions (FAQs): A list of questions typically asked by system users, and the answers to those questions.

FAQs are prepared to help users without requiring continuous staff support. 

Full-time equivalent (FTE): Translation of hours of human labor into equivalent units of full-time work, usually at the

rate of eight hours for one full-time day.

G

Gateway: An electronic device that allows two different computers or networks to connect by “translating” between 

networks that use different protocols. See also computer and network.

H

Hacker: An unauthorized user who attempts to access a system and its information. 

Hardware: The computer equipment used to do the work (i.e., operate software programs). Hardware can be physically

touched, such as the computer case and peripheral equipment attached to the computer. See also computer, peripheral

equipment, and software.

Help desk: A source from which computer, network, or software users can receive assistance. Access to a help desk is

usually offered via telephone, fax, and/or e-mail. 
High-speed dial-up: Sometimes advertised as broadband dial-up, an Internet service provider (ISP) feature that speeds up

data transfer by using a special server, called an acceleration server, to act as a bridge between the user’s dial-up connection and

a web page. 

Highly qualified teacher: Although there are many definitions of “highly qualified,” the No Child Left Behind Act of

2001 (NCLB) states that teachers in “core academic subjects” (English, reading or language arts, mathematics, science,

foreign languages, civics and government, economics, arts, history, and geography) must meet three criteria to be considered

highly qualified. They must: hold a bachelor’s degree; obtain full state certification, as defined by the state; and demonstrate

competency, as defined by the state, in each core academic subject taught. See also No Child Left Behind Act of 2001 (NCLB)

and teacher.

Homepage: The first page (i.e., the opening screen) of a website. See also Internet and World Wide Web (WWW). 

Hybrid school: A school that offers both virtual and face-to-face instruction. See also virtual school.

Hypertext markup language (HTML): A formatting language used to create web pages and specify how they will appear

on screen. 

I

Information: Data that are meaningful (i.e., they are presented in a context that allows them to be read by a human as

opposed to being read by a computer). See also data. 

Instructional management software: Computer programs that help teachers prepare for instruction and maintain

records. Some typical instructional management applications include gradebook programs and curriculum builders such

as crossword puzzle generators. 

Instructional setting: Any setting in a school where regular instruction is provided, such as a classroom or laboratory.

See also classroom. 

Instructional software: Computer programs that allow students to learn new content, practice using content already

learned, and/or be evaluated on how much content they currently know. These programs allow teachers and students to

demonstrate concepts, perform simulations, and record and analyze data. Sometimes general application software such as

database programs and spreadsheets can also be used within the instructional context to help analyze and present data and

information. 

Instructional support applications: Software or computer-based systems that support instruction or instructional

management (e.g., lesson planning software, student attendance systems). 

Integrated services digital network (ISDN): A digital phone line that can transmit data, video, and voice. ISDN lines

are “point-to-point” connections from the telephone company to the computer user. 

Interface: A shared boundary where independent systems meet. In computer systems, interface commonly refers to the

mechanism used to communicate with a computer or network (e.g., a monitor, a keyboard, a mouse). It also refers to

those connections that enable communication and data exchanges to take place between separate systems. 

Internet: A worldwide network of computer networks used to exchange data and communicate. See also World Wide Web

(WWW). 

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Internet connection: Telecommunications link between a computer or a local area network (LAN) and the global

Internet. Examples of connection types include dial-up via modem, wired LAN and router, wireless LAN and router,

cable modem, satellite/modem hybrid link, full-satellite (two-way) link, and digital subscriber lines (DSL). See also dial-up

service, digital subscriber line (DSL), and Internet.

Internet phone, voiceover-Internet protocol (VoIP): Telephone communications, usually long-distance, that use the

Internet as part of the communications link. See also Internet protocol (IP).

Internet protocol (IP): A basic protocol for communicating over the Internet. An IP number is a numerical address

(consisting of numbers separated by periods) that uniquely identifies individual computers on the Internet. See also IP

address and protocol. 

Internet service provider (ISP): An entity that provides commercial access to the Internet. Service can range in size from

dial-up access with a speed of 56-Kbps over an ordinary telephone line with several dozen customers, to multiple pops

(connection points) in multiple cities with substantial backbones and thousands, tens of thousands, or even more customers.

ISPs may also offer web hosting and other services. 

Intranet: A localized network of computers used to communicate electronically within a specific and limited area (e.g.,

within a school). 

IP address: An identifier for a computer or device on a TCP/IP (Transmission Control Protocol over Internet Protocol)

network. TCP/IP networks use the destination IP address to route messages. Within a private network, IP addresses can

be assigned at random as long as each one is unique. However, connecting a private network to the Internet requires a

publicly registered IP address (called Internet addresses) to avoid duplication. See also Internet protocol, protocol, and

TCP/IP. 

ISDN: See integrated services digital network. 

ISP: See internet service provider. 

L

LAN: See local area network.

Laptop: A portable, personal computer small enough to fit on a person’s lap. Laptops are usually capable of being 

powered by rechargeable batteries. See also computer and personal computer. 

Library: See media library. 

List server: A device that operates mailing lists and distributes new messages, newsletters, or other postings from the list’s

members to its subscribers. Postings can be delivered as they are received, or they can be stored and delivered on a scheduled

basis. 

Local area network (LAN): A linkage of computers and/or peripherals (e.g., printers) confined to a limited area (e.g., a

room, building, or campus) to enable users to communicate and share information. See also network and wide area network

(WAN). 

Log on: To connect to a computer or network, usually through the entry of an acceptable user ID and password 

(i.e., through appropriate authentication). See also authentication and password.
M

Macintosh: A family of personal computers manufactured by Apple Computer.

Mainframe computer: A computer that serves as central support to many users, and has the storage and computing

capacity needed for managing large sets of data and files. Mainframes often store data on large reel-to-reel magnetic tapes

that require extensive physical storage space. Mainframe users frequently rely on terminals or “tubes” to connect to the

mainframe. See also computer, minicomputer, and personal computer. 

Maintenance contract: An agreement with an outside service or agency (e.g., the vendor who sold the equipment) to

maintain or repair a computer system and/or its peripheral equipment. 

Masquerading: Impersonating an authorized user to gain access to a computer or network. One common act of masquerading

is to “borrow” someone else’s password. See also password and spoofing. 

Media library: An on-site location that serves as a repository for archived files and software, and allows for security

measures to be concentrated and even intensified. Note that a media library is not a substitute for off-site storage of

backups. 

Megabyte (MB): The amount of computer memory needed to store 1,048,576 characters (roughly equivalent to a novel

of average length). Megabytes are often used to describe the amount of memory on a disk or in random access memory

(RAM). See also random access memory (RAM).

Megahertz (MHz): A measure of the clock speed of a central processing unit (CPU), expressed in millions of cycles per

second. 

Meta tag: A command inserted in a document that specifies how the document, or a portion of the document, should be

formatted. Tags are used by all format specifications that store documents as text files. 

Microcomputer: See personal computer. 

Minicomputer: A stand-alone computer system that generally supports anywhere from five to a few hundred users

simultaneously. Many traditional minicomputers have been replaced by client/server networks and peer-to-peer networks.

See also client/server network, computer, mainframe computer, peer-to-peer network, and personal computer. 

Modem: A device that connects a computer to a telephone line (or, perhaps, another wire) for communication with

another remote computer or information network. Modems may be internal or external to the computer. Modems are

classified by the speed they can send and receive information. A shortened form of “modulator/demodulator.” See also

computer, mainframe computer, and personal computer.

Monitor: A device, similar to a television screen, that receives video signals from a computer and displays the information

for the user. See also peripheral equipment. 

Mouse: A hand-held pointing device used to give instructions to a computer and moves information around on a monitor

screen. See also peripheral equipment. 

Multimedia: The simultaneous presentation of several media types (e.g., text, graphics, video, and audio). 

Multimedia computer: A computer capable of presenting several media types (e.g., text, graphics, video, and audio)

simultaneously.

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GLOSSARY 131

N

Need-to-know: 1) A security principle that states that system users should only be granted access to those components of

the system (and its information) that they actually need to perform their job. 2) A legal designation that indicates that an

individual has a legitimate educational reason for accessing confidential information. 

Net education: See virtual education.

Network: A group of computers connected to each other to share software, data, communications, and peripheral

devices. The term “network” commonly includes the hardware and software needed to connect the computers together.

See also client/server network, local area network (LAN), and wide area network (WAN). 

Networked learning: See virtual education.

No Child Left Behind Act of 2001: The No Child Left Behind Act of 2001 (NCLB) is a federal education-reform effort

passed into law in January 2002. NCLB reauthorized the Elementary and Secondary Education Act (ESEA), which is the

main federal law affecting education from Kindergarten through high school. NCLB is built on four principles: accountability for results, more choices for parents, greater local control and flexibility, and an emphasis on doing what works

based on scientific research.

O

Off-site: A location other than an organization’s primary work site or place of business. See also off-site storage. 

Off-site storage: A location for storing backup files that is physically independent of the primary site where files are used.

The purpose of off-site storage is to decrease the likelihood of a single, catastrophic event damaging or destroying both

master and backup files. For example, if a fire were to break out in a building, the entire structure might be destroyed. If

backup files were maintained in that building, they would probably be lost with the originals; but if the backup files were

at a different location (i.e., in off-site storage), they would be much more likely to survive the event. See also off-site.

Online: The status of being connected to a computer or network, or having access to information available through the

use of a computer or network. See also access and remote access. 

Online learning: See virtual education.

Open learning: See virtual education.

Operating System: Software that contains the electronic instructions that control the computer and run the programs.

This software is generally specific to a type of computer (e.g., Windows 2000, UNIX Linux, Mac OS X). See also software.

P

P2P: See peer-to-peer network. 

Pace: A measure of the rate of advancement or progress through academic content. Virtual classes may be taught at the

same pace as traditional, face-to-face instruction (i.e., to a group of students who log in, tune in, or otherwise participate

in class at the same time) or at the individual student’s pace (i.e., self-paced, which allows each student to access class

instruction, materials, and assignments at his or her own time of choice, as long as the work is completed by agreed-upon

deadlines).

Packet: A message fragment containing data or information. When messages are sent on the Internet, they are broken

into smaller, more easily transportable pieces called packets. Each packet consists of a header and a piece of the message.

A single e-mail message may actually be broken into a several different packets.
Password: A secret sequence of letters, numbers, or symbols that enables users to identify and authenticate themselves to a

secured computer or network. Passwords can be established by a system administrator or by the individual user. Effective

password systems require that users protect their passwords from being disclosure. See also authentication and log on.

PC: See personal computer. 

PDA: See personal data assistant. 

Peer-to-peer network (P2P): A configuration in which each computer on a network has the same capabilities, and any

computer on the network can initiate a communications session with one of its “peers.” Any peer computer on the network

can access, add, copy, and move files to another peer computer on the network (though people store their files on their

own computers). See also client/server network and nework.

Peripheral equipment: Any of a variety of devices attached to a computer, such as monitors, keyboards, modems, printers,

scanners, and speakers. See also monitor, mouse, printer, and scanner.

Personal computer: A small (compared to a mainframe or minicomputer) computer based on a microprocessor and

designed for a single user. Personal computers can be networked to communicate with other personal computers,

mainframes, or minicomputers. See also computer and laptop. 

Personal data assistant (PDA): A handheld device (e.g. Palm Pilot®, PocketPC®, etc.) that combines several computing

activities. PDAs can function as cellular phones, fax transmitters, web browsers, and personal organizers. 

Physical security: Measures that must be taken to prevent theft, vandalism, and other types of harm to equipment and

information. 

Platform: The hardware and operating system that runs application software on a computer. See also computer, hardware,

operating system, and software.

Plug-ins: Software that adds a specific feature or service to a larger system. For example, in order to view a PDF file, the

Adobe Acrobat Reader® plug-in is required. See also software.

Pop-up ads: Advertisements that appear in a separate browser window while a website is being viewed. 

Portal: A website or service that offers a broad array of resources, such as e-mail, forums, search engines, and online shopping

malls. The first web portals were online services, such as America Online (AOL), which provided access to the web; now most

of the traditional search engines (Yahoo®, Google®, etc.) are web portals as well, having been modified to attract and keep a

larger audience. 

Printer: A piece of peripheral equipment that translates electronic signals from a computer into images on paper.

Common types of printers include dot matrix, ink jet, laser, impact, fax, and pen-and-ink devices; many are capable of

producing either black-and-white or color images. See also peripheral equipment. 

Program: A series of courses that build on one another to provide either depth or breath within a subject matter area.

Both a traditional or a virtual school may offer a virtual school program that consists of a series of virtual courses that

build on one another within a subject matter area.

Protocol: A set of standards and rules, such as Ethernet or token ring, that enables networked computers to communicate

or share information. See also internet protocol (IP).

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R

Random access memory (RAM): The place in the computer where programs and data in current use (e.g., the operating

system, applications programs, a spreadsheet) are kept temporarily for more efficient access. When the computer is turned

off, the data are removed from RAM. 

Recovery plan: A detailed program for regaining an organization’s critical systems and general systems (i.e., “normal”

operations) after a disaster. As with all emergency planning, recovery plans should be prepared in advance of any need.

They should specify individual roles and responsibilities for performing planned responses, and be coordinated with other

contingency planning and emergency response efforts. See also contingency plan. 

Release: An intermediate edition of a computer software program. Releases are usually offered when minor changes or

bug-fixes have been made to the program’s previous edition. Releases are designated by a whole number (denoting the

version) followed by a decimal number (e.g., 2.1). See also software, upgrade, and version. 

Remote access: The act of accessing a computer or network from a location removed from the physical site of the computer

or network. See also access and telecommuter.

Resolution: The clarity of an image produced on a monitor screen. See also monitor.

Risk: In information and technology security, a risk is any hazard or danger to which a system or its components (e.g.,

hardware, software, information, or data) is subjected. See also attack, risk assessment, threat, and vulnerability. 

Risk assessment: The process of identifying: 1) all assets an organization possesses, 2) all potential threats to those assets, 

3) all points of vulnerability to those threats, 4) the probability of potential threats being realized, and 5) the cost estimates of

potential losses. Risk assessment enables an organization to at least consider the range of potential threats and vulnerabilities

it faces, and is the first step in effectively securing an information and technology system. See also attack, risk, threat, and 

vulnerability. 

Rogue programming: See Trojan horse, virus, and worm. 

S

Scanner: An input device that takes in an optical image and digitizes it into an electronic image represented as binary

data. See also peripheral equipment.

School: An institution that provides educational services and has one or more grade groups (PreK–12) or is ungraded,

has one or more teachers, is located in one or more buildings, and has assigned administrator(s). A virtual school is

defined in this document as a school that focuses primarily on instruction in which students and teachers are separated

by time and/or location; and interact through the use of computers and/or telecommunications technologies. Virtual

schools may or may not be located in a building that enables students to attend face-to-face classes on site.

Search engine: Software that searches for specific information or files on the Internet using search criteria that is entered. 

Security: Protecting equipment, performance, and contents in a technology solution. 

Security audit: A methodical examination and review of system and user activity. 

Security drill: Repetitive instruction or training designed to establish security concepts and procedures within an organization

and its staff. 
Security goal: The primary goal of any information and technology security system is to protect information and system

equipment without unnecessarily limiting access to authorized users and functions. See also trusted system. 

Security policy: Clear, comprehensive, and well defined plans, rules, and practices designed to protect and regulate access

to an organization’s system and the information that comprises it. Security policy describes the ideal status toward which

all organizational security efforts should lead. 

Security signature: See digital signature. 

Self-paced: An approach to instruction in which the rate of advancement or progress through academic content is based

on an individual student’s pace (i.e., whereby each student accesses class instruction, materials, and assignments at his or

her own time of choice as long as the work is completed by agreed upon deadlines).

Sensitive information: Information or data which, if lost or compromised, might negatively affect the owner of the

information or require substantial resources to recreate. See also confidential information. 

Server: A computer or device on a network that manages network resources. For example, a file server is a computer

and storage device dedicated to storing files. Any user on the network can store files on the file server. A print server is

a computer system that manages one or more printers, a network server manages network traffic, and a database server

processes database queries. It is possible to partition the space on one computer to create more than one server. See also

client and client/server network. 

Signature: See digital signature. 

Software: Programs that tell a computer what to do. See also antivirus software, hardware, instructional software, release,

operating system, upgrade, and version. 

Spam: Electronic “junk” mail or junk newsgroup postings. Some people define spam even more generally, as any unsolicited

e-mail. In addition to being a nuisance, spam also consumes network bandwidth. Because the Internet is a public network,

little has been done to prevent spam (just as preventing junk mail in its paper form is difficult). However, some spam can be

removed by using software filters in e-mail programs. See also filtering.

Spoofing: An intentional act of misrepresentation in which an unauthorized user or site intentionally tricks an authorized

user to gain access to a computer or site. See also masquerading. 

Standards: Guidelines for developing curriculum and for guiding teacher and student behavior. Standards define a common

agreement about what should be taught or learned. 

Standards for technology competency: Guidelines that specify what a teacher or a student should know about, and be

able to accomplish with, technology. 

Storage media: Any of a variety of agents or mechanisms for storing electronic data or files, including disks, tapes, compact

discs (CD-ROMs), and digital video disks (DVD-ROMs). See also CD-ROM and DVD-ROM.

Student: A person enrolled in a school, whether part- or full-time. 

Synchronous: Occurring at the same time. In virtual courses, “synchronous” refers to communication between participants

(e.g., students and teachers) that occurs at the same time even though they may be in different physical locations. For

example, instruction in which students and teachers are online at the same time so that a question can be immediately

answered. See also asynchronous.

134 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
GLOSSARY 135

System: A group of elements, components, or devices that interact or are assembled to serve a common purpose. In a

technological system, this refers to all hardware, software, networks, cables, peripheral equipment, information, data,

personnel, and procedures (i.e., all technology resources) that comprise a computer environment. See also data, hardware,

information, network, peripheral equipment, software, and technology resources. 

T

TCP/IP (Transmission Control Protocol over Internet Protocol): Communication protocols used to connect hosts on

the Internet. “TCP” stands for “Transmission Control Protocol,” which is the main protocol in an IP (Internet Protocol)

network. Whereas the IP deals solely with packet switching, TCP/IP allow two hosts to communicate with long streams

of data at one time, thus always guaranteeing the packets arrive in the correct order. See also Internet protocol, IP address,

packet, and protocols. 

Teacher: An instructional leader in a school setting. See also highly qualified teacher.

Technical requirements: Straightforward statements that describe the necessary parameters of a technology solution.

These parameters should address topics such as: the number of people who use the system at the same time; the users’

location(s); the numbers and types of transactions that need to be processed; and the types of technology components

that need to interact. 

Technical support staff: Individuals who support and maintain an information system once it has been established. See

also technology resources. 

Technology plan: A plan that guides decisionmaking in a technology initiative from inception through evaluation and

takes into account local, regional, and state laws; the organization’s mission statement, technology policies, present technological capabilities, future technology requirements, facilities plans, and funding issues; timelines; and subsequent staff

and student training. The overall goal of a sound plan is the successful integration of technology in support of student

learning and school management. See also technology policies. 

Technology policies: Within an organization, an evolving set of rules and regulations governing technology-related

issues, including, but not limited to: the acquisition, maintenance, and disposal of school equipment or applications; the

security of information, equipment, and files; acceptable use guidelines; commercial advertising on school literature and

websites; and community or after-school access to technology resources. See also acceptable use policy (AUP), security policy,

and technology plan. 

Technology resources: The hardware, software, networks and networking capability, staff, dollars and context that,

together, can be used to implement a technology plan. 

Telecommuter: An individual who works at home, or at another location that is physically removed from a place of

employment, via the use of technology (e.g., computers, modems, and fax machines). See also remote access. 

Thin client: A network computer without a hard disk drive that, in client/server applications, is designed to be especially

small so that the bulk of the data processing occurs on the server. See also client and client/server network. 

Threat: Any actor, action, or event that contributes to the risk of an organizational asset. See also attack, hacker, risk, risk

assessment, and vulnerability. 

Topic area: As used in this guide, a topic area divides, separates, or otherwise organizes related data elements.

Trojan horse: A type of program that presents itself as an apparently useful function (e.g., a “thesaurus” upgrade for a

word processing application) but actually conceals an unauthorized programmed threat (i.e., a virus) designed to damage

the system or the information it contains. See also threat and virus. 
Trusted system: An information and technology system that, while not invincible, can generally be “trusted” as low in

risk. Since no system is foolproof, a trusted system is the ideal security state. See also risk, security goal, and system.

U

Unit record: A collection of data elements for a given object. A row in a database. See also data element. 

Universal resource locator (URL): A website address composed of several parts, including the protocol, the server where

the “resource” (e.g., web page) resides, the path, and the file name of the resource. An example of an URL is

“http://nces.ed.gov.” See also domain name, protocol, and server. 

Upgrade: 1. (Verb) To install a higher version or release of software on a computer system, or to add memory or newer

types of equipment to a computer system. 2. (Noun) The new software or equipment that has been added to a system.

See also release, software, and version. 

URL: See universal resource locator. 

User: In information and technology systems, a “user” is a person who accesses a system. Education organization users 

typically include: instructional staff who provide instruction or perform instructional management tasks using technology;

and administrative staff who use technology to manage the routine and nonroutine administrative activities of an organization

as efficiently as possible. Students, parents, and community members may also be users. 

V

Version: A major edition of a computer software program. The version number changes when a software developer

makes major alterations (e.g., significant new features are added) to the program. The version number is the whole

number that follows the name of the software; in contrast to the release number, which is the decimal number after the

version number. For example, when Software 2.0 undergoes minor changes, it could be rereleased as Software 2.1 (i.e.,

it has been given a new release number in the decimal position). When it later undergoes significant revamping, the new

version would be Software 3.0. See also release, software, and upgrade. 

Videoconferencing: Interactive video-based communication. Two-way (or multiway) videoconferencing involves video

links between all participants; one-way videoconferencing involves video in one direction, with audio links in the other. 

Virtual class: Instruction of course content, provided to one or more students, by means of computers and/or

telecommunications technologies that overcome the separation of participants by time and/or location. See also class.

Virtual education: Instruction in which students and teachers are separated by time and/or location and interact through

the use of computers and/or telecommunications technologies. Often used interchangeably with “distance education,”

“distributed learning,” “open learning,” “networked learning,” “web-based education.” “online learning.” “cyber education.” “net education,” “computer learning,” and other similar expressions. See also distance education/distance learning

technologies.

Virtual school: A public or private school that offers only virtual courses and does not necessarily have a physical facility

at which students attend classes. A school that offers both virtual and face-to-face instruction may serve as a virtual school

to students who participate in its virtual courses, but the school itself would be classified as a “hybrid school” rather than

a virtual school. See also class, course, hybrid school, school, and virtual class.

Virus: A computer program that destroys data, unnecessarily ties up resources, or otherwise damages a system. Viruses are

often able to replicate themselves and may therefore be passed from one computer or network to another via file transfers

(similar to a biological virus passing from one host to the next). Viruses are combated by a variety of security techniques,

most notably through the use of antivirus software and virus scanners. See also antivirus software, threat, Trojan horse, virus

scanner, and worm. 

136 FORUM GUIDE TO ELEMENTARY/SECONDARY VIRTUAL EDUCATION
GLOSSARY 137

Virus scanner: Software designed specifically to search files and disks for the presence of a virus. See also antivirus software,

software, Trojan horse, virus, and worm. 

Vulnerability: A point within an information or technology system that is susceptible to attack from a threat. See also

attack, risk, risk assessment and threat. 

W

W3C: See World Wide Web Consortium. 

WAN: See wide area network. 

Web: See World Wide Web (WWW). 

Web browser: Software that allows a user to locate, view, and access information from sites on the World Wide Web via

the use of a graphical interface (e.g. Internet Explorer, Mozilla). See also software and World Wide Web.

Wide area network (WAN): A data communications linkage (e.g., dedicated line, radio waves) that allows users to

communicate and share information over distances greater than the distance transmitted by local area networks (e.g., building

to building). See also local area network (LAN) and network. 

Wireless: A network system with no physical connection between two pieces of equipment (i.e., they communicate via

radio waves instead of having a connecting wire or fiber optic link). 

World Wide Web (WWW): A system that allows access to websites all over the world using a standard, common interface

to organize and search for information. The WWW simplifies the location and retrieval of various forms of information

including text, audio, and video files. See also Internet. 

World Wide Web Consortium (W3C): W3C is a forum for information, commerce, and collective action by a consortium

of respected web inventors and developers who seek to develop technologies to enhance use of the World Wide Web

(http://www.w3.org). See also World Wide Web.

Worm: A computer software program that can make copies of itself and spread through connected computers and networks,

thereby using up system resources and/or causing other damage. See also threat and virus. 

WWW: See World Wide Web. 

ALPHABETICAL INDEX 139

ALPHABETICAL INDEX

Accreditation (school) (17)

Americans with Disabilities Act (ADA) (121)

Assignment information (staff member) (42)

Attendance information (staff member) (43)

Attendance information (student) (32)

Calendar (school) (21, 116)

Children’s Online Privacy Protection Act (COPPA) (121)

Class information (school) (23)

Class pace (4)

Classes (3)

Classification (school) (15, 115)

Contact information (school) (18, 115)

Contact information (staff member) (39)

Contact information (student) (30)

Course information (school) (22, 116)

Course participation/performance information (student) (33)

Courses (3)

Data element (9, 11)

Data element definitions (47)

Data implications (4)

Data loop (11–12)

Demographics (staff member) (38, 117)

Demographics (student) (29)

Document organization (ix)

Domain (9–10)

Employment credentials (staff member) (41, 117)

Employment status (staff member) (40)

Enrollment (school) (20)

Enrollment/exit information (student) (31)

Family Educational Rights and Privacy Act (FERPA) (121)

Governance (school) (16)

Handbooks Online (9, 47, 120)

Health information (staff member) (44)

Health information (student) (35)

Identification (school) (14, 115)

Identification (staff member) (37)

Identification (student) (28)

Location (school) (19)

National Center for Education Statistics (NCES) (121)

National Forum on Education Statistics (viii, 122)

NCES Handbooks Online (9, 47, 120)

No Child Left Behind Act of 2001 (NCLB) (122)

North Central Regional Educational Laboratory 

(NCREL®) (122)

Organizational structure (1)

Policy implications (4)

Programs (3)

Progress information (student) (34)

Reporting information (school) (25)

Safety and discipline (school) (26, 116)

School (domain) (13)

Schools (3)

Schools Interoperability Framework Association (ix, 122)

Security (115)

Staff member (domain) (36)

State Educational Technology Directors Association 

(SETDA) (viii, 122)

Student (domain) (27, 116)

Student services (115)

Technologies (virtual education) (4)

Topic area (10)

Unit information (school) (24)

Who developed this Guide? (ix)

Who should read this Guide? (ix)