Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-1

PAPERWORK REDUCTION ACT SUBMISSION SUPPORTING STATEMENT

Mandatory Civil Rights Data Collection

May 2015

Attachment A-4

Mandatory Civil Rights Data 

Collection for School Year 

2015–16: Directional 

Indicators
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-2

INTRODUCTION

Attachment A-4 contains guiding questions, or directional indicators (DI), used to reduce burden 

on LEAs. It is organized as follows:

 Overview of directional indicators

 List of directional indicators

Directional indicators are used to determine whether a data group is applicable to an LEA. For 

example, an LEA will be presented with a simple question asking whether or not students are 

enrolled in Advanced Placement (AP) courses at the school. If the LEA answers “no,” then the 

subsequent tables collecting student counts of AP enrollment, exam-taking, and AP exampassing are not presented to the LEA. 

OVERVIEW OF DIRECTIONAL INDICATORS

Because the CRDC is a mandatory collection, LEAs are obligated to respond to each applicable 

survey question. Directional indicators successfully reduce the burden by eliminating tables that 

are not applicable, therefore reducing the amount of time LEAs spend entering zeros into nonapplicable tables. Directional indicators were first implemented with the 2009–10 CRDC, and 

continued with the 2011–12 CRDC and 2013–14 CRDC. As OCR continues to improve the 

design of the web-based survey tool, OCR will continue to include directional indicators in the 

CRDC to determine whether the LEA will be presented with subsequent data group tables. 

Many of the directional indicators are linked to existing data groups. For example, in DG932, 

OCR collects each grade offered at a school. Data are used to determine which applicable gradelevel retention tables are presented to the LEA (e.g., a school offering grades 10, 11, and 12 

would be presented only with the retention tables for grades 10, 11, and 12). However, there are 

some data groups which apply only to a subset of schools and this subset of schools cannot be 

determined from already collected information. For example, in the 2009–10 CRDC sample, 

approximately 55% of high schools offered Advanced Placement courses. In order to limit the 

burden of responding to data elements collecting detailed Advanced Placement data, OCR 

designed a directional indicator to determine which high schools (offering any grade 9-12) also 

offered Advanced Placement courses. These directional indicators minimize the burden of 

responding to the CRDC for LEAs and schools. 

The following list of directional indicators may be expanded as OCR designs the 2015–16 survey

tool. All directional indicators are designed to minimize the burden of the CRDC collection to 

the extent possible on participating school districts. 
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-3

DIRECTIONAL INDICATOR TABLES

Directional Indicator (DI) Name Level ID

Page 

Number

Advanced Placement indicator School 1 A4-4

Algebra I course offered—grade 7 indicator School 2 A4-5

Algebra I course offered—grade 8 indicator School 3 A4-6

Corporal punishment indicator School 4 A4-7

Credit recovery indicator School 21 A4-8

Distance education indicator LEA 5 A4-9

Dual enrollment indicator School 6 A4-10

Early childhood program indicator LEA 7 A4-11

Geometry course offered—grade 8 indicator School 9 A4-12

Gifted/talented program indicator School 10 A4- 13

Grades offered School 11 A4-14

High school equivalency exam preparation 

program indicator Revised! LEA 8 A4-11

International Baccalaureate Programme indicator School 12 A4-15

Interscholastic athletics single-sex indicator School 13 A4-16

Kindergarten program indicator LEA 22 A4-17

Magnet status School 14 A4-17

Mathematics classes—high school School 15 A4-18

Preschool grade School 17 A4-19

Preschool program indicator LEA 21 A4-19

School type School 18 A4-20

Science classes—high school School 19 A4-21

Single-sex academic classes indicator School 20 A4-22
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-4

DI Name: Advanced Placement indicator DI: 1

Section Education Unit

Definition An indication of whether the school has any students enrolled in one 

or more Advanced Placement (AP) courses.

Permitted Values  Yes

 No

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

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

with high school age students.

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

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

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

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

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

receive college credit and/or placement into advanced college 

courses.

GUIDING QUESTION FOR DATA GROUPS:

 DG 900 Advanced Placement course by subject enrollment table

 DG 901 Advanced Placement course enrollment table

 DG 902 Advanced Placement course self-selection

 DG 903 Advanced Placement different courses provided

 DG 904 Advanced Placement exam participation table

 DG 905 Advanced Placement exam participant results table 
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-5

 

DI Name: Algebra I course offered—grade 7 indicator DI: 2

Section Education Unit

Definition An indication of whether Algebra I is offered in grade 7.

Permitted Values  Yes

 No

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with grade 7.

Algebra I is a (college-preparatory) course that includes the study of 

properties and operations of the real number system; evaluating 

rational algebraic expressions; solving and graphing first degree 

equations and inequalities; translating word problems into equations; 

operations with and factoring of polynomials; and solving simple 

quadratic equations.

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

courses, including Geometry and Algebra II.

GUIDING QUESTION FOR DATA GROUPS:

 DG 907 Algebra I course enrollment – grade 7

 DG 910 Algebra I course passing – grade 7
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-6

 

DI Name: Algebra I course offered—grade 8 indicator DI: 3

Section Education Unit

Definition An indication of whether Algebra I is offered in grade 8.

Permitted Values  Yes

 No

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

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

school age students.

Algebra I is a (college-preparatory) course that includes the study of 

properties and operations of the real number system; evaluating 

rational algebraic expressions; solving and graphing first degree 

equations and inequalities; translating word problems into equations; 

operations with and factoring of polynomials; and solving simple 

quadratic equations.

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

courses, including Geometry and Algebra II.

GUIDING QUESTION FOR DATA GROUPS:

 DG 908 Algebra I course enrollment – grade 8

 DG 911 Algebra I course passing – grade 8
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-7

 

DI Name: Corporal punishment indicator DI: 4

Section Education Unit

Definition An indication of whether the school uses corporal punishment to 

discipline students.

Permitted Values  Yes

 No

Reporting Period Regular School Year 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

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

physical punishment imposed on a student.

Report data based on the entire regular school year. 

GUIDING QUESTION FOR DATA GROUPS:

 DG 921 Discipline of preschool students table

 DG 922 Discipline of students with disabilities (IDEA and Section 504) table

 DG 923 Discipline of students without disabilities table
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-8

 

DI Name: Credit recovery indicator DI: 21

Section Education Unit

Definition An indication of whether the school has any students who participate 

in at least one credit recovery program that allows them to earn 

missed credit in order to graduate from high school.

Permitted Values  Yes

 No 

 Not applicable*

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

school year

Reporting Levels School LEA  State		

Grand Total 

(Education Unit Total) 

Comment *Not applicable = For schools that do not offer students the 

opportunity to participate in at least one credit recovery program.

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

with high school age students.

Indicate whether the school has any students who participate in at 

least one credit recovery program. 

Report data based on the start of the regular school year up to one 

day prior to the start of the following regular school year. 

Credit recovery programs aim to help schools graduate more 

students by giving students who have fallen behind the chance to 

“recover” credits through a multitude of different strategies, often 

online. Different programs allow students to work on their credit 

recovery classes over the summer, on school breaks, after school, on 

weekends, at home on their own, at night in school computer labs, or 

even during the school day.

GUIDING QUESTION FOR DATA GROUPS:

 DG 992 Credit recovery student participation
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-9

DI Name: Distance education indicator DI: 5

Section Education Unit

Definition An indication of whether the LEA has any students enrolled in any 

distance education courses.

Permitted Values  Yes

 No

 Not applicable*

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment *Not applicable = For LEAs that do not offer students the 

opportunity to enroll in any distance education courses.

Distance education courses must meet all of the following criteria: 

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

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

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

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

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

than that of the students. 

LEAs should provide response regardless of where the courses 

originated. However, distance education courses that students take 

independently or that are provided by entities outside the control of 

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

enrollment and monitoring information for those courses.

For distance education schools or virtual schools, students must be 

counted in the school from which they receive more than 50% of 

their coursework.

GUIDING QUESTION FOR DATA GROUPS:

 DG 993 Distance education student enrollment table
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-10

DI Name: Dual enrollment indicator DI: 6

Section Education Unit

Definition An indication of whether the school has any students enrolled in a

dual enrollment/dual credit program that allows them to take collegelevel courses and earn concurrent credit toward a high school 

diploma and a college degree.

Permitted Values  Yes

 No

 Not applicable*

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment *Not applicable = For schools that do not offer students the 

opportunity to enroll in a dual enrollment/dual credit program.

Only for schools/justice facilities with any grade 9-12, UG high 

school age students. 

Dual enrollment/dual credit programs provide opportunities for high 

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

earn concurrent credit toward a high school diploma and a college 

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

school-enrolled students who are academically prepared to enroll in 

college and are interested in taking on additional coursework. For 

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

high school may seek supplemental education at colleges nearby. 

Dual enrollment/dual credit programs do not include the Advanced 

Placement (AP) program or the International Baccalaureate Diploma 

Programme. 

GUIDING QUESTION FOR DATA GROUPS:

 DG 994 Dual enrollment program student enrollment
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-11

 

DI Name: Early childhood program indicator DI: 7

Section Education Unit

Definition An indication of whether the LEA provides one or more early

childhood programs that serve children birth through age 2.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment

GUIDING QUESTION FOR DATA GROUPS:

 DG 926 Early childhood program for non-IDEA children

 

DI Name: Geometry course offered—grade 8 indicator DI: 9

Section Education Unit

Definition An indication of whether Geometry is offered in grade 8.

Permitted Values  Yes

 No

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

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

school age students.

Geometry is a (college-preparatory) course that typically includes 

topics such as properties of plane and solid figures; deductive 

methods of reasoning and use of logic; geometry as an axiomatic 

system including the study of postulates, theorems, and formal 

proofs; concepts of congruence, similarity, parallelism, 

perpendicularity, and proportion; and rules of angle measurement in 

triangles.

Geometry is considered a prerequisite for Algebra II.

GUIDING QUESTION FOR DATA GROUPS:

 DG 930 Geometry course enrollment – grade 8 
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-12

DI Name: Gifted/talented program indicator DI: 10

Section Education Unit

Definition An indication of whether the school has one or more gifted/talented 

programs during regular school hours for students with unusually

high academic ability or aptitude or a specialized talent or aptitude.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Comment Gifted/talented programs – Programs during regular school hours 

that provide special educational opportunities including accelerated 

promotion through grades and classes and an enriched curriculum for 

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

who demonstrate unusual physical coordination, creativity, interest, 

or talent.

GUIDING QUESTION FOR DATA GROUPS:

 DG 931 Gifted/talented program enrollment table 
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-13

DI/DG Name: Grades offered DI: 11/DG: 932

Section Education Unit

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

Permitted Values‡  Ungraded

 Prekindergarten*

 Kindergarten

 Grade 1

 Grade 2

 Grade 3

 Grade 4

 Grade 5

 Grade 6

 Grade 7

 Grade 8

 Grade 9

 Grade 10

 Grade 11

 Grade 12

 Grade 13*

 Adult Education*

 No Grades*

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

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

Preschool grade (DG913). 

Preschool refers to preschool programs and services for children 

ages 3 through 5.

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

GUIDING QUESTION FOR DATA GROUPS AND DIRECTIONAL INDICATORS:

 DI 1 Advanced Placement indicator (any grade 9-12 offered)

 DI 2 Algebra I course offered—grade 7 indicator 

 DI 3 Algebra I course offered—grade 8 indicator

 DI 21 Credit recovery indicator (any grade 9-12 offered)

 DI 6 Dual enrollment indicator (any grade 9-12 offered)

 DI 9 Geometry course offered—grade 8 indicator

 DI 12 International Baccalaureate Programme indicator (any grade 9-12 offered)

 DI 13 Interscholastic athletics single-sex indicator (any grade 9-12 offered)

 DG 906 Algebra I classes—middle school (grade 7 or 8)

 DG 909 Algebra I course enrollment—high school (grades 9 or 10 and grades 11 or 12 

offered)

 DG 950 Mathematics classes—high school (any grade 9-12 offered)

 DG 951 Mathematics course enrollment—high school (any grade 9-12 offered)

 DG 964 SAT or ACT test participation table (any grade 9-12 offered)

 DG 973 Science classes—high school (any grade 9-12 offered)
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-14

DI Name: High school equivalency exam preparation program indicator DI: 8

Section Education Unit

Definition

Revised!

An indication of whether the LEA provides a high school 

equivalency exam preparation program for students ages 16 through 

19.

Permitted Values  Yes

 No

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment

Revised!

For LEAs with any grade 9 through 12 or ungraded with high school 

age students. 

High school equivalency exam preparation programs – Programs 

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

exams are used to certify the high school-level academic 

achievement of individuals who have not received a secondary

school diploma or its recognized equivalent. Upon review of exam 

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

equivalency credential.

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

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

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

Secondary Completion (TASC).

GUIDING QUESTION FOR DATA GROUPS:

 DG 928 High school equivalency exam preparation program credentials table 

 DG 929 High school equivalency exam preparation program participation table 
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-15

 

DI Name: International Baccalaureate Programme indicator DI: 12

Section Civil Rights Data Collection

Definition An indication of whether the school offers the International 

Baccalaureate (IB) Diploma Programme. 

Permitted Values  Yes

 No

Reporting Period October 1 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment Report only for schools with any grade 9-12, UG high school age 

students

The International Baccalaureate (IB) Diploma Programme – The IB 

Diploma Programme, sponsored by the International Baccalaureate 

Organization, is designed as an academically challenging and 

balanced program of education with final examinations that prepares 

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

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

Diploma Programme students study six courses at higher level or 

standard level. Students must choose one subject from each of 

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

social studies, the experimental sciences and mathematics. The sixth 

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

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

Diploma Programme students must meet three core requirements: 

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

creativity/action/service experience.

GUIDING QUESTION FOR DATA GROUPS:

 DG 936 International Baccalaureate Programme enrollment table 
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-16

DI Name: Interscholastic athletics single-sex indicator DI: 13

Section Education Unit

Definition An indication of whether the school has any students who participate 

in single-sex interscholastic athletics.

Permitted Values  Yes

 No

Reporting Period School Year (CCD)

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

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

with high school age students. Single-sex interscholastic athletics 

refers to sports activities in which only male or only female students 

participate.

Interscholastic athletics – Team-based organized sports activities that 

offer competition between schools. 

GUIDING QUESTION FOR DATA GROUPS:

 DG 937 Interscholastic athletics single-sex sports

 DG 938 Interscholastic athletics single-sex teams

 DG 939 Interscholastic athletics single-sex team participants

DI Name: Kindergarten program indicator DI: 22

Section Education Unit

Definition An indication of whether the LEA provides one or more kindergarten 

programs that serve any students.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment

GUIDING QUESTION FOR DATA GROUPS:

 DG 944 Kindergarten daily length and cost
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-17

DI/DG Name: Magnet status DI: 14/ DG: 949

Section Education Unit

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

magnet program within the school.

Permitted Values  Yes

 No

 Not applicable

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total (Education 

Unit Total) 

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

special curriculum capable of attracting substantial numbers of 

students of different racial/ethnic backgrounds, which may also 

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

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

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

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

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

within the school.

GUIDING QUESTION FOR DATA GROUPS:

 DG 948 Magnet program detail
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-18

DI/DG Name: Mathematics classes—high school DI: 15/DG: 950

Section Education Unit

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

Permitted Values  Integer

Reporting Period  For schools with regular scheduling – October 1 

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

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

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

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment Only for schools/justice facilities (with any grade 9-12, UG high 

school age students) reporting greater than zero high school 

mathematics classes

Enter the number of students in grades 9-12 enrolled in the listed 

course. Include ungraded high school age students enrolled in the 

listed course in your count.

A student may be counted in more than one row.

Do not count students scheduled to take the listed course, but not yet 

enrolled.

Note: Grades offered is a guiding question for the mathematics 

classes data group. Only schools with grade 9-12 will be presented 

with the mathematics classes table. As a second-tier to the skip 

logic, a school must report greater than zero classes in the 

mathematics tables to be presented with the mathematics course 

enrollment table. 

CATEGORY SET DESCRIPTION

Category Set A  Mathematics (High School Classes)

GUIDING QUESTION FOR DATA GROUPS:

 DG 951 Mathematics course enrollment—high school
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-19

DI/DG Name: Preschool grade DI: 17/DG: 913

Section Education Unit

Definition The preschool grade level offered by the school.

Permitted Values  Preschool

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Preschool refers to preschool programs and services for children 

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

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

enrolled in preschool. 

GUIDING QUESTION FOR DATA GROUPS:

 DG 921 Discipline of preschool students table (PS offered)

 DG 956 Preschool enrollment table (PS offered)

DI Name: Preschool program indicator DI: 21

Section Education Unit

Definition An indication of whether the LEA provides one or more preschool 

programs that serve children ages 3 through 5.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment

GUIDING QUESTION FOR DATA GROUPS:

 DG 953 Preschool ages for non-IDEA children

 DG 954 Preschool daily length and cost

 DG 955 Preschool eligible children

 DG 957 Preschool children served table
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-20

DI/DG Name: School type DI: 18/DG: 977

Section Education Unit

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

School type is a classification of schools conducting elementary

and/or secondary instruction or programs according to the ordinary

or special instructional needs of students.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Code Set:

 1 - Regular School 

A public elementary/secondary school that does NOT focus 

primarily on vocational, special, or alternative education, 

although it may provide these programs in addition to a regular 

curriculum.

 2 - Special Education School

A public elementary/secondary school that focuses primarily on 

serving the needs of students with disabilities.

 3 - Vocational Education School

A school that focuses primarily on providing secondary students 

with an occupationally relevant or career-related curriculum, 

including formal preparation for vocational, technical, or 

professional occupations.

 4 - Alternative Education School

A public elementary/secondary school that addresses the needs 

of students that typically cannot be met in a regular school 

program. The school provides nontraditional education; serves as 

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

regular, special education, or vocational education.

 5 - Reportable Program

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

enrolls public school students or otherwise provides education 

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

operated within public schools when these programs must be 

reported separate from the schools and postsecondary institutions 

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

ungraded classes. Exclude postsecondary institutions that offer 

programs for students enrolled in elementary or secondary

schools, for example, community colleges that provide a limited 

number of dual enrollment courses for students enrolled in a 

public high school.)
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-21

GUIDING QUESTION FOR DATA GROUPS:

 DG 914 Alternative school focus (if educational unit is an alternative school)

DI/DG Name: Science classes—high school DI: 19/DG: 973

Section Education Unit

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

courses at the high school level.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling – October 1 

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

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

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

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

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

with high school age students.

Enter the number of students in grades 9-12 enrolled in the listed 

course. Include ungraded high school age students enrolled in the 

listed course in your count.

A student may be counted in more than one row.

Do not count students scheduled to take the listed course, but not yet 

enrolled.

Science courses include introductory and advanced courses.

Note: Grades offered is a guiding question for the science classes 

data group. Only schools with grade 9-12 will be presented with the 

science classes table. As a second-tier to the skip logic, a school 

must report greater than zero classes in the science tables to be 

presented with the science course enrollment table.

CATEGORY SET DESCRIPTION

Category Set A  Science (Classes and Course Enrollment)

GUIDING QUESTION FOR DATA GROUPS:

 DG 974 Science course enrollment—high school (enrollment is collected if at least one 

class is offered)
Attachment A-4

CRDC Data Set for School Year 2015–16

Page A4-22

DI Name: Single-sex academic classes indicator DI: 20

Section Education Unit

Definition An indication of whether the co-educational school has one or more 

academic classes where only male or only female students are 

permitted to take the class.

Permitted Values  Yes

 No

Reporting Period October 1 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

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

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

K-12, and comparable ungraded levels.		

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

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

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

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

class.

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

students of one sex from enrolling or otherwise participating in that 

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

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

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

GUIDING QUESTION FOR DATA GROUPS:

 DG 976 Single-sex academic classes table