PAPERWORK REDUCTION ACT SUBMISSION SUPPORTING STATEMENT

Mandatory Civil Rights Data Collection

November 2013

Attachment A-3

Data Categories for

Civil Rights Data Collection

for School Years 2013–14 and 

2015–16

Revised after 60-day public comment period.
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-2

INTRODUCTION

This attachment contains the information on the CRDC data categories.1 For each data category, 

there is a table that provides the definitions, permitted values, and a list of the data groups that 

use that category. The data categories are listed in alphabetical order.

Changes made as a result of comments received during the 60-day public comment period are 

noted with a “†”. Additional changes (including technical edits and revisions) that were made 

for clarity, accuracy, and consistency are noted with a “‡”.

The following is an index of the data categories in this attachment.

Name Page

Academic Subject (Single-Sex Classes) A3-4

Action (Restraint or Seclusion) A3-6

Age (Preschool) New! A3-7

AP Exam Participation Status Revised! A3-7

AP Exam Status Revised! ‡ A3-8

Civil Rights Category (Student Counts)† A3-9

Civil Rights Category (Allegations) New! † A3-11

Civil Rights Law (Coordinators) New! ‡ A3-13

Disability Status (Corporal Punishment) New! A3-13

Disability Status (IDEA) A3-14

Disability Status (Section 504 Only) A3-15

Disability Status (Specific)† A3-16

Discipline Method Revised! † A3-17

Discipline Method (Preschool) Revised! † A3-20

Grade Level (K-12) A3-21

Grade Span (Secondary) Revised! A3-21

Justice Facility Duration New! A3-22

LEP Status (Only) A3-23

Mathematics (High School Classes)†‡ A3-25

Mathematics (High School Course Enrollment)†‡ A3-27

Offense Type New! A3-29

Personnel Type (School Finance FTE) New! † A3-31

Personnel Type (Salary Expenditures) New! † A3-33

Racial Ethnic A3-34

																																																												

1

For information on data categories used exclusively by data groups collected through the EDFacts

 Submission System, see Attachment B-4 of the EDFacts school years 2013–14, 2014–15, and 2015–16 

 information collection package titled, “Annual Mandatory Collection for Elementary and Secondary 

 Education for EDFacts.” The OMB approved EDFacts information collection package (OMB control 

 number: 1875-0240) is available at 

		http://www.reginfo.gov/public/do/PRAViewIC?ref_nbr=201302-1875-001&icID=45336.
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-3

Science (Classes and Course Enrollment) A3-36

Security Staff Type New! † A3-37

Sex (Membership) A3-39

Subject Area (Advanced Placement) Revised! A3-41

Support Services Staff Type New! † A3-43

Teaching Experience A3-44

Teacher (Year Employed) New!† A3-44
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-4

CATEGORIES	USED	FOR THE	CRDC

Category Name: Academic Subject (Single-Sex Classes) 

Definition The course or subject area offered in academic classes in a coeducational school where only male students or only female 

students are permitted to take the class. 

Comments Algebra I – Algebra I is a course that includes the study of 

properties and operations of the real number system; evaluating 

rational algebraic expressions; solving and graphing first degree 

equations and inequalities; translating word problems into 

equations; operations with and factoring of polynomials; and 

solving simple quadratic equations. Algebra I is a foundation 

course leading to higher-level mathematics courses, including 

Geometry and Algebra II.

Geometry – Geometry is a course that typically includes topics such 

as properties of plane and solid figures; deductive methods of 

reasoning and use of logic; geometry as an axiomatic system 

including the study of postulates, theorems, and formal proofs; 

concepts of congruence, similarity, parallelism, perpendicularity, 

and proportion; and rules of angle measurement in triangles.

Geometry is considered a prerequisite for Algebra II.

Algebra II – Algebra II course topics typically include field 

properties and theorems; set theory; operations with rational and 

irrational expressions; factoring of rational expressions; in-depth 

study of linear equations and inequalities; quadratic equations; 

solving systems of linear and quadratic equations; graphing of 

constant, linear, and quadratic equations; properties of higher 

degree equations; and operations with rational and irrational 

exponents.

Other mathematics – This includes all mathematics courses except 

Algebra I, Geometry, and Algebra II. It includes both basic 

mathematics courses and college-preparatory courses.

English/reading/language arts – This includes general 

English/reading/language arts courses as well as college-preparatory

English/reading/language arts courses.

Science – This includes general science courses as well as collegepreparatory science courses such as biology, chemistry, and physics.
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-5

Other academic subjects – This includes history, social studies, 

foreign languages, and computer science.

Permitted Values

 Algebra I, Geometry, and/or Algebra II

 Other mathematics

 English/reading/language arts

 Science 

 Other academic subjects

Data Groups

 976 Single-sex academic classes table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-6

Category Name: Action (Restraint or Seclusion)

Definition The type of restraint or seclusion action that a student was subjected 

to.

Comments Mechanical restraint – The use of any device or equipment to 

restrict a student’s freedom of movement. The term does not 

include devices implemented by trained school personnel, or 

utilized by a student that have been prescribed by an appropriate 

medical or related services professional and are used for the specific 

and approved purposes for which such devices were designed, such 

as:

 Adaptive devices or mechanical supports used to achieve 

proper body position, balance, or alignment to allow greater 

freedom of mobility than would be possible without the use 

of such devices or mechanical supports; 

 Vehicle safety restraints when used as intended during the 

transport of a student in a moving vehicle; 

 Restraints for medical immobilization; or

 Orthopedically prescribed devices that permit a student to 

participate in activities without risk of harm.

Physical restraint – A personal restriction that immobilizes or 

reduces the ability of a student to move his or her torso, arms, legs, 

or head freely. The term physical restraint does not include a 

physical escort. Physical escort means a temporary touching or 

holding of the hand, wrist, arm, shoulder or back for the purpose of 

inducing a student who is acting out to walk to a safe location.

Seclusion – The involuntary confinement of a student alone in a 

room or area from which the student is physically prevented from 

leaving. It does not include a timeout, which is a behavior 

management technique that is part of an approved program, 

involves the monitored separation of the student in a non-locked 

setting, and is implemented for the purpose of calming.

Permitted Values

 Mechanical restraint

 Physical restraint 

 Seclusion

Data Groups

 959 Restraint or seclusion for IDEA students table 

 960 Restraints or seclusion for non-IDEA students table 

 961 Restraint or seclusion instances table
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-7

New!

Category Name: Age (Preschool)

Definition The age of students served in preschool.

Comments Preschool refers to preschool programs and services for children 

ages 3 through 5. 

Permitted Values

 3 years-old

 4 years-old

 5 years-old

Data Groups

 957 Preschool students served table†

Category Name: AP Exam Participation Status

Definition An indication of whether students who were enrolled in Advanced 

Placement (AP) courses took the AP exams for those courses.

Comments 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.

Permitted Values

Revised!  Students who took one or more AP exams for one or more 

(which may include all) AP courses enrolled in 

 Students who were enrolled in one or more AP courses but who 

did not take any AP exams 

Data Groups

 904 Advanced Placement exam participation table
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-8

Category Name: AP Exam Status 

Definition‡ An indication of whether students who were enrolled in Advanced 

Placement (AP) courses received a qualifying score on the AP 

exams for those courses.

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

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

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

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

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

receive college credit and/or placement into advanced college 

courses.

Advanced Placement (AP) – exam qualifying score – A score of 3 

or higher on an AP examination is considered a qualifying score. 

Students who earn AP exam scores of 3, 4, or 5 are generally 

considered to be qualified to receive college credit and/or placement 

into advanced courses due to the fact that their AP exam scores are 

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

However, the awarding of credit and placement is determined by 

each college or university.

Permitted Values

Revised! ‡  Students who received a qualifying score on one or more AP 

exams for one or more (which may include all) AP courses 

enrolled in 

 Students who did not receive a qualifying score on any AP 

exams for the one or more AP courses enrolled in			

Data Groups

 905 Advanced Placement exam participant results table‡
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-9

Category Name: Civil Rights Category (Student Counts)

Definition Category of discrimination on a particular basis (including sex, race, 

and disability). 

Comments† Harassment or bullying on the basis of sex – Harassment or bullying 

on the basis of sex includes sexual harassment or bullying and 

gender-based harassment or bullying. Sexual harassment or bullying 

is unwelcome conduct of a sexual nature, such as unwelcome sexual 

advances, requests for sexual favors, and other verbal, nonverbal, or 

physical conduct of a sexual nature. Gender-based harassment or 

bullying is nonsexual intimidation or abusive behavior toward a 

student based on the student’s actual or perceived sex, including

harassment based on gender identity, gender expression, and 

nonconformity with gender stereotypes. Harassing or bullying 

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

statements, or conduct that is physically threatening, harmful or 

humiliating. This conduct can be carried out by school employees, 

other students, and non-employee third parties. Both male and 

female students can be victims of harassment or bullying on the basis 

of sex, and the harasser or bully and the victim can be of the same 

sex.

Harassment or bullying on the basis of race, color, or national origin–

Racial harassment or bullying is intimidation or abusive behavior 

toward a student based on actual or perceived race, color or national 

origin. Harassing conduct may take many forms, including verbal 

acts and name-calling, as well as non-verbal behavior, such as 

graphic and written statements, or conduct that is physically 

threatening, harmful or humiliating. The conduct can be carried out 

by school employees, other students, and non-employee third parties.

Harassment or bullying on the basis of disability – Disability

harassment or bullying is intimidation or abusive behavior toward a 

student based on actual or perceived disability. Harassing conduct 

may take many forms, including verbal acts and name-calling, as well 

as non-verbal behavior, such as graphic and written statements, or 

conduct that is physically threatening, harmful or humiliating. The 

conduct can be carried out by school employees, other students, and 

non-employee third parties.

Permitted Values

 Sex 

 Race, color or national origin 

 Disability
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-10

Data Groups

 934 Harassment or bullying—students disciplined table 

 935 Harassment or bullying—students reported as harassed or 

bullied table
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-11

New!

Category Name: Civil Rights Category (Allegations)

Definition Category of discrimination on a particular basis (including sex, race, 

disability, sexual orientation, and religion). 

Comments† Harassment or bullying on the basis of sex – Harassment or bullying 

on the basis of sex includes sexual harassment or bullying and 

gender-based harassment or bullying. Sexual harassment or bullying 

is unwelcome conduct of a sexual nature, such as unwelcome sexual 

advances, requests for sexual favors, and other verbal, nonverbal, or 

physical conduct of a sexual nature. Gender-based harassment or 

bullying is nonsexual intimidation or abusive behavior toward a 

student based on the student’s actual or perceived sex, including

harassment based on gender identity, gender expression, and 

nonconformity with gender stereotypes. Harassing or bullying 

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

statements, or conduct that is physically threatening, harmful or 

humiliating. This conduct can be carried out by school employees, 

other students, and non-employee third parties. Both male and 

female students can be victims of harassment or bullying on the basis 

of sex, and the harasser or bully and the victim can be of the same 

sex.

Harassment or bullying on the basis of race, color, or national origin–

Racial harassment or bullying is intimidation or abusive behavior 

toward a student based on actual or perceived race, color or national 

origin. Harassing conduct may take many forms, including verbal 

acts and name-calling, as well as non-verbal behavior, such as 

graphic and written statements, or conduct that is physically 

threatening, harmful or humiliating. The conduct can be carried out 

by school employees, other students, and non-employee third parties.

Harassment or bullying on the basis of disability – Disability

harassment or bullying is intimidation or abusive behavior toward a 

student based on actual or perceived disability. Harassing conduct 

may take many forms, including verbal acts and name-calling, as well 

as non-verbal behavior, such as graphic and written statements, or 

conduct that is physically threatening, harmful or humiliating. The 

conduct can be carried out by school employees, other students, and 

non-employee third parties.

Harassment or bullying on the basis of sexual orientation (optional 

for 2013–14 CRDC) – Sexual orientation harassment or bullying is 
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-12

intimidation or abusive behavior toward a student based on actual or 

perceived sexual orientation. Harassing conduct may take many

forms, including verbal acts and name-calling, as well as non-verbal 

behavior, such as graphic and written statements, or conduct that is 

physically threatening, harmful or humiliating. The conduct can be 

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

third parties.

Harassment or bullying on the basis of religion (optional for 2013–14 

CRDC) – Religious harassment or bullying is intimidation or abusive 

behavior toward a student based on actual or perceived religion. 

Harassing conduct may take many forms, including verbal acts and 

name-calling, as well as non-verbal behavior, such as graphic and 

written statements, or conduct that is physically threatening, harmful 

or humiliating. The conduct can be carried out by school employees, 

other students, and non-employee third parties.

Permitted 

Values†

 Sex 

 Race, color or national origin 

 Disability

 Sexual orientation (optional for 2013–14 CRDC)

 Religion (optional for 2013–14 CRDC)

Data Groups

 933 Harassment or bullying—reported allegations table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-13

New!

Category Name: Civil Rights Law (Coordinators)

Definition Law that prohibits discrimination on a particular basis. 

Comments Title IX of the Education Amendments of 1972 prohibits 

discrimination on the basis of sex.

Title VI of the Civil Rights Act of 1964 prohibits discrimination on 

the bases of race, color, or national origin.

Section 504 of the Rehabilitation Act of 1973 prohibits 

discrimination on the basis of disability in all programs or activities 

that receive Federal financial assistance.

Title II of the Americans with Disabilities Act of 1990 prohibits 

discrimination on the basis of disability by public entities (including 

public schools), whether or not they receive Federal financial 

assistance.

Permitted Values‡

 Sex (Title IX)

 Race, color or national origin (Title VI) 

 Disability (Section 504 and Title II)



Data Groups

 916 Civil rights coordinators†‡

New!

Category Name: Disability Status (Corporal Punishment)

Definition An indication of whether incidents of corporal punishment are for 

students with disabilities or students without disabilities.

Comments Student with disabilities refers to students with disabilities served 

under the Individuals with Disabilities Education Act, Section 504 

of the Rehabilitation Act of 1973, as amended, or both.

Attachment A-1 includes the definition of children (students) with 

disabilities (IDEA).

Permitted Values

 Students with disabilities 

 Students without disabilities

Data Groups

 917 Corporal punishment instances table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-14

Category Name: Disability Status (IDEA)

Definition An indication that children (students) are children with disabilities 

served under the Individuals with Disabilities Education Act

(IDEA).

Comments This status is used when only children with disabilities served under 

IDEA need to be included. Attachment A-1 includes the definition 

of children (students) with disabilities (IDEA).

Permitted Values

 Students with disabilities (IDEA)

Data Groups

 900 Advanced Placement course by subject enrollment table†‡

 901 Advanced Placement course enrollment table

 904 Advanced Placement exam participation table

 905 Advanced Placement exam participant results table‡

 907 Algebra I course enrollment—middle school (2013–14)†

 908 Algebra I course enrollment—grade 8 (2015–16)†

 909 Algebra I course enrollment—high school†

 911 Algebra I course passing—middle school (2013–14)†

 911 Algebra I course passing—grade 8 (2015–16)†

 912 Algebra I course passing—high school

 921 Discipline of preschool students table†

 922 Discipline of students with disabilities (IDEA and 

Section 504) table†

 993 Distance education student enrollment table†

 994 Dual enrollment program student enrollment †‡

 928 GED preparation program credentials table

 929 GED preparation program participation table

 930 Geometry course enrollment (2013–14)†

 931 Gifted/talented program enrollment table†‡

 934 Harassment or bullying—students disciplined table

 935 Harassment or bullying—students reported as harassed or 

bullied table

 936 International Baccalaureate Programme enrollment table†‡

 946 Limited English proficient students†

 947 Limited English proficient students in LEP programs†

 951 Mathematics course enrollment—high school†

 956 Preschool enrollment table†

 963 Retention table

 964 SAT or ACT test participation table†

 966 School days missed due to suspensions table†

 974 Science course enrollment—high school†

 978 Student chronic absenteeism table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-15

Category Name: Disability Status (Section 504 Only)

Definition An indication that students with disabilities are served solely under 

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

Individuals with Disabilities Education Act (IDEA)].

Comments This status is used when students with disabilities served under 

Section 504 and not under IDEA need to be included. 

Student with disabilities (Section 504 only) refers to students with 

disabilities who are being provided with related aids and services 

under Section 504 of the Rehabilitation Act of 1973, as amended, 

and are not being provided with services under IDEA.

Attachment A-1 includes the definition of children (students) with 

disabilities (IDEA).

Permitted Values

 Students with disabilities (Section 504 only)

Data Groups

 922 Discipline of students with disabilities (IDEA and 

Section 504) table†

 934 Harassment or bullying—students disciplined table

 935 Harassment or bullying—students reported as harassed or 

bullied table

 960 Restraint or seclusion for non-IDEA students table

 963 Retention table

 966 School days missed due to suspensions table†

 978 Student chronic absenteeism table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-16

Category Name: Disability Status (Specific)

Definition An indication of whether students are students with disabilities 

served under the Individuals with Disabilities Education Act

(IDEA), students with disabilities served solely under Section 504 

of the Rehabilitation Act of 1973, or students without disabilities.

Comments This category includes three types of students. 

Attachment A-1 includes the definition of children (students) with 

disabilities (IDEA).

Student with disabilities (Section 504 only) refers to students with 

disabilities who are being provided with related aids and services 

under Section 504 of the Rehabilitation Act of 1973, as amended, 

and are not being provided with services under IDEA.

Permitted Values

 Students with disabilities (IDEA)

 Students with disabilities (Section 504 only)

 Students without disabilities

Data Groups

 961 Restraint or seclusion instances table
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-17

Category Name: Discipline Method 

Definition The method used to discipline students. 

Comments† Corporal punishment – Paddling, spanking, or other forms of 

physical punishment imposed on a student.

In-school suspension – An instance in which a child is temporarily

removed from his or her regular classroom(s) for at least half a day

for disciplinary purposes, but remains under the direct supervision 

of school personnel. Direct supervision means school personnel are 

physically in the same location as students under their supervision.

Out-of-school suspension –

For students with disabilities (served under IDEA): Out-of-school 

suspension is an instance in which a child is temporarily removed 

from his/her regular school for at least half a day for disciplinary

purposes to another setting (e.g., home, behavior center). Out-ofschool suspensions include both removals in which no 

individualized family service plan (IFSP) or individualized 

education plan (IEP) services are provided because the removal is 

10 days or less as well as removals in which the child continues to 

receive services according to his/her IFSP or IEP.

For students without disabilities and students with disabilities 

served solely under Section 504: Out-of-school suspension is an 

instance in which a child is temporarily removed from his/her 

regular school for at least half a day (but less than the remainder of 

the school year) for disciplinary purposes to another setting (e.g., 

home, behavior center). Out-of-school suspensions include 

removals in which no educational services are provided, and 

removals in which educational services are provided (e.g., schoolprovided at home instruction or tutoring).

Expulsion with educational services – An action taken by the local 

educational agency of removing a child from his/her regular school 

for disciplinary purposes, and providing educational services to the 

child (e.g., school-provided at home instruction or tutoring; transfer 

to an alternative school or regular school) for the remainder of the 

school year (or longer) in accordance with local educational agency

policy. Expulsion with educational services also includes removals 

resulting from violations of the Gun Free Schools Act that are 

modified to less than 365 days.
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-18

Expulsion without educational services – An action taken by the 

local educational agency of removing a child from his/her regular 

school for disciplinary purposes, and not providing educational 

services to the child for the remainder of the school year or longer 

in accordance with local educational agency policy. Expulsion 

without services also includes removals resulting from violations of 

the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero-tolerance policies – An action taken by the 

local educational agency of removing a child from his/her regular 

school for the remainder of school year or longer because of zerotolerance policies. A zero tolerance policy is a policy that results in 

mandatory expulsion of any student who commits one or more 

specified offenses (e.g., offenses involving guns, or other weapons, 

or violence, or similar factors, or combinations of these factors). A 

policy is considered “zero tolerance” even if there are some 

exceptions to the mandatory aspect of the expulsion, such as 

allowing the chief administering officer of a local educational 

agency to modify the expulsion on a case-by-case basis.

Referral to law enforcement – An action by which a student is 

reported to any law enforcement agency or official, including a 

school police unit, for an incident that occurs on school grounds, 

during school-related events, or while taking school transportation, 

regardless of whether official action is taken. Citations, tickets, and 

court referrals are considered referrals to law enforcement.

School-related arrest – An arrest of a student for any activity

conducted on school grounds, during off-campus school activities 

(including while taking school transportation), or due to a referral 

by any school official.

Optional for 2013–14 CRDC: Transfer to an alternative school for 

disciplinary reasons and transfer to a regular school for disciplinary

reasons are subsets of expulsion with educational services.

Permitted Values

Revised! †  Corporal punishment 

 One or more in-school suspensions

 One out-of-school suspension 

 More than one out-of-school suspension 

 Expulsion with educational services 

 Expulsion without educational services

 Expulsion because of zero-tolerance policies 
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-19

 Referred to law enforcement agency or official 

 Arrested for a school-related activity 

 Transferred to an alternative school for disciplinary reasons

(optional for 2013–14 CRDC)

 Transferred to a regular school for disciplinary reasons (optional 

for 2013–14 CRDC)

Data Groups

 922 Discipline of students with disabilities (IDEA and Section 

504) table†

 923 Discipline of students without disabilities table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-20

Category Name: Discipline Method (Preschool)

Definition The method used to discipline preschool students.

Comments† Preschool refers to preschool programs and services for children 

ages 3 through 5. 

Corporal punishment (optional for 2013–14 CRDC) – Paddling, 

spanking, or other forms of physical punishment imposed on a 

student.

Out-of-school suspension –

For students with disabilities (served under IDEA): Out-of-school 

suspension is an instance in which a child is temporarily removed 

from his/her regular school for at least half a day for disciplinary

purposes to another setting (e.g., home, behavior center). Out-ofschool suspensions include both removals in which no 

individualized family service plan (IFSP) or individualized 

education plan (IEP) services are provided because the removal is 

10 days or less as well as removals in which the child continues to 

receive services according to his/her IFSP or IEP.

For students without disabilities and students with disabilities 

served solely under Section 504: Out-of-school suspension is an 

instance in which a child is temporarily removed from his/her 

regular school for at least half a day (but less than the remainder of 

the school year) for disciplinary purposes to another setting (e.g., 

home, behavior center). Out-of-school suspensions include 

removals in which no educational services are provided, and 

removals in which educational services are provided (e.g., schoolprovided at home instruction or tutoring).

Preschool expulsion – The permanent termination of a preschool 

child’s participation in a preschool program at a school or facility. 

A preschool child who is transitioned directly from the classroom to 

a different setting deemed to be more appropriate for the child (e.g., 

special education, transitional classroom, or therapeutic preschool 

program) is not considered an expelled preschooler.

Permitted Values

Revised! †  Corporal punishment (optional for 2013–14 CRDC)

 One out-of-school suspension

 More than one out-of-school suspension

 Expulsion

Data Groups

 921 Discipline of preschool students table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-21

Category Name: Grade Level (K-12)

Definition The grade level that students were retained in.

Comments Retained – A student is retained if he or she is not promoted to the 

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

Students are not considered retained if they can proceed to the next 

grade because they successfully completed a summer school 

program or for a similar reason. At the high school level, a student 

who has not accumulated enough credits to be classified as being in 

the next grade is considered retained.

Permitted Values

 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

Data Groups

 963 Retention table

Category Name: Grade Span (Secondary)

Definition

Revised!

The grade spans for high school level (secondary) students enrolled 

in Algebra I (college-preparatory) course.

Comments

Permitted Values

Revised!  Grade 9 or 10

 Grade 11 or 12 or ungraded

Data Groups

 909 Algebra I course enrollment—high school†

 912 Algebra I course passing—high school
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-22

New!

Category Name: Justice Facility Duration

Definition Number of calendar days that a student participated in the creditgranting educational program at the justice facility.

Comments

Permitted Values

 Less than 15 days

 15 days to 30 days

 31 days to 90 days

 91 days to 180 days

 More than 180 days

Data Groups

 941 Justice facility educational program participants table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-23

Category Name: LEP Status (Only)

Definition An indication that students met the definition of limited English 

proficient students.

Comments This status is used when students with limited English proficient 

(LEP) status need to be included. Attachment A-1 includes the 

definition of limited English proficient students.

Permitted Values

 Students who are limited English proficient (LEP).

Data Groups

 900 Advanced Placement course by subject enrollment table†‡

 901 Advanced Placement course enrollment table

 904 Advanced Placement exam participation table

 905 Advanced Placement exam participant results table‡

 907 Algebra I course enrollment—middle school (2013–14)†

 908 Algebra I course enrollment—grade 8 (2015–16)†

 909 Algebra I course enrollment—high school†

 911 Algebra I course passing—middle school (2013–14)†

 911 Algebra I course passing—grade 8 (2015–16)†

 912 Algebra I course passing—high school

 921 Discipline of preschool students table†

 922 Discipline of students with disabilities (IDEA and 

Section 504) table†

 923 Discipline of students without disabilities table†

 993 Distance education student enrollment table†

 994 Dual enrollment program student enrollment†‡

 928 GED preparation program credentials table

 929 GED preparation program participation table

 930 Geometry course enrollment (2013–14)†

 931 Gifted/talented program enrollment table†‡

 934 Harassment or bullying—students disciplined table

 935 Harassment or bullying—students reported as harassed or 

bullied table

 936 International Baccalaureate Programme enrollment table†‡

 951 Mathematics course enrollment—high school†

 956 Preschool enrollment table†

 959 Restraint or seclusion for IDEA students table

 960 Restraint or seclusion for non-IDEA students table

 963 Retention table

 964 SAT or ACT test participation table†

 966 School days missed due to suspensions table†

 974 Science course enrollment—high school†

 978 Student chronic absenteeism table†

 980 Students with disabilities served under IDEA†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-24

 981 Students with disabilities served under Section 504 only†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-25

‡Category Name: Mathematics (High School Classes)

Definition The course or subject area offered in college-preparatory classes in 

mathematics at the high school level.

Comments† Algebra I (for 2015–16 CRDC only) – Algebra I is a course that

includes the study of properties and operations of the real number 

system; evaluating rational algebraic expressions; solving and 

graphing first degree equations and inequalities; translating word 

problems into equations; operations with and factoring of 

polynomials; and solving simple quadratic equations. Algebra I is a 

foundation course leading to higher-level mathematics courses, 

including Geometry and Algebra II.

Geometry (for 2015–16 CRDC only) – Geometry is a course that 

typically includes topics such as properties of plane and solid 

figures; deductive methods of reasoning and use of logic; geometry

as an axiomatic system including the study of postulates, theorems, 

and formal proofs; concepts of congruence, similarity, parallelism, 

perpendicularity, and proportion; and rules of angle measurement in 

triangles. Geometry is considered a prerequisite for Algebra II.

Algebra II – Algebra II course topics typically include field 

properties and theorems; set theory; operations with rational and 

irrational expressions; factoring of rational expressions; in-depth 

study of linear equations and inequalities; quadratic equations; 

solving systems of linear and quadratic equations; graphing of 

constant, linear, and quadratic equations; properties of higher 

degree equations; and operations with rational and irrational 

exponents.

Advanced mathematics – Advanced mathematics courses cover the 

following topics: trigonometry, trigonometry/algebra, 

trigonometry/analytic geometry, trigonometry/math analysis, 

analytic geometry, math analysis, math analysis/analytic geometry, 

probability and statistics, and precalculus.

 Trigonometry courses prepare students for eventual work in 

calculus, and typically include the following topics: 

trigonometric and circular functions; their inverses and 

graphs; relations among the parts of a triangle; trigonometric 

identities and equations; solutions of right and oblique 

triangles; and complex numbers. 

 Analytic geometry courses include the study of the nature 

and intersection of lines and planes in space.
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-26

 Math analysis courses include the study of polynomial, 

logarithmic, exponential, and rational functions and their 

graphs; vectors; set theory; Boolean algebra and symbolic 

logic; mathematical induction; matrix algebra; sequences

and series; and limits and continuity. 

 Probability and statistics courses introduce the study of 

likely events and the analysis, interpretation, and 

presentation of quantitative data. 

 Precalculus courses combine the study of trigonometry, 

elementary functions, analytic geometry, and math analysis 

topics as preparation for calculus.

Calculus – Calculus course topics include the study of derivatives, 

differentiation, integration, the definite and indefinite integral, and 

applications of calculus. Typically, students have previously

attained knowledge of precalculus topics (some combination of 

trigonometry, elementary functions, analytic geometry, and math 

analysis).

Permitted Values†

For 2013–14 CRDC:

 Algebra II 

 Advanced mathematics 

 Calculus

For 2015–16 CRDC:

 Algebra I 

 Geometry

 Algebra II 

 Advanced mathematics 

 Calculus 

Data Groups

 950 Mathematics classes—high school†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-27

‡Category Name: Mathematics (High School Course Enrollment)

Definition The course or subject area (except Algebra I) offered in collegepreparatory classes in mathematics at the high school level.

Comments† Geometry (for 2015–16 CRDC only) – Geometry is a course that 

typically includes topics such as properties of plane and solid 

figures; deductive methods of reasoning and use of logic; geometry

as an axiomatic system including the study of postulates, theorems, 

and formal proofs; concepts of congruence, similarity, parallelism, 

perpendicularity, and proportion; and rules of angle measurement in 

triangles. Geometry is considered a prerequisite for Algebra II.

Algebra II – Algebra II course topics typically include field 

properties and theorems; set theory; operations with rational and 

irrational expressions; factoring of rational expressions; in-depth 

study of linear equations and inequalities; quadratic equations; 

solving systems of linear and quadratic equations; graphing of 

constant, linear, and quadratic equations; properties of higher 

degree equations; and operations with rational and irrational 

exponents.

Advanced mathematics – Advanced mathematics courses cover the 

following topics: trigonometry, trigonometry/algebra, 

trigonometry/analytic geometry, trigonometry/math analysis, 

analytic geometry, math analysis, math analysis/analytic geometry, 

probability and statistics, and precalculus.

 Trigonometry courses prepare students for eventual work in 

calculus, and typically include the following topics: 

trigonometric and circular functions; their inverses and 

graphs; relations among the parts of a triangle; trigonometric 

identities and equations; solutions of right and oblique 

triangles; and complex numbers. 

 Analytic geometry courses include the study of the nature 

and intersection of lines and planes in space.

 Math analysis courses include the study of polynomial, 

logarithmic, exponential, and rational functions and their 

graphs; vectors; set theory; Boolean algebra and symbolic 

logic; mathematical induction; matrix algebra; sequences 

and series; and limits and continuity. 

 Probability and statistics courses introduce the study of 

likely events and the analysis, interpretation, and 

presentation of quantitative data. 

 Precalculus courses combine the study of trigonometry, 
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-28

elementary functions, analytic geometry, and math analysis 

topics as preparation for calculus.

Calculus – Calculus course topics include the study of derivatives, 

differentiation, integration, the definite and indefinite integral, and 

applications of calculus. Typically, students have previously

attained knowledge of precalculus topics (some combination of 

trigonometry, elementary functions, analytic geometry, and math 

analysis).

Permitted Values†

For 2013–14 CRDC:

 Algebra II 

 Advanced mathematics 

 Calculus 

For 2015–16 CRDC:

 Geometry

 Algebra II 

 Advanced mathematics 

 Calculus 

Data Groups

 951 Mathematics course enrollment—high school†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-29

New!

Category Name: Offense Type 

Definition The type of offense.

Comments Weapon – A weapon is any instrument or object used with the intent to 

threaten, injure, or kill. This includes look-alikes if they are used to 

threaten others.

Firearm or explosive device – Firearm or explosive device refers to any 

weapon that is designed to (or may readily be converted to) expel a 

projectile by the action of an explosive. This includes guns, bombs, 

grenades, mines, rockets, missiles, pipe bombs, or similar devices 

designed to explode and capable of causing bodily harm or property 

damage.

Rape – Rape refers to forced sexual intercourse (vaginal, anal, or oral 

penetration). This includes penetration from a foreign object. Both male 

and female students can be victims of rape. Rape is not defined as a 

physical attack or fight.

Sexual battery – Sexual battery is an incident that includes threatened 

rape, fondling, indecent liberties, child molestation, or sodomy. Both 

male and female students can be victims of sexual battery. Classification 

of these incidents should take into consideration the age and 

developmentally appropriate behavior of the offender(s).

Robbery – Robbery is taking or attempting to take anything of value that 

is owned by another person or organization, under confrontational 

circumstances by force or threat of force or violence and/or by putting the 

victim in fear. A key difference between robbery and theft/larceny is that 

robbery involves threat or battery.

Physical attack or fight – Physical attack or fight refers to an actual and 

intentional touching or striking of another person against his/her will, or 

the intentional causing of bodily harm to an individual. Physical attack or 

fight does not include rape.

Threat – A threat refers to an act where there was no physical contact 

between the offender and victim but the victim felt that physical harm 

could have occurred based on verbal or nonverbal communication by the 

offender. This includes nonverbal threats (e.g., brandishing a weapon), 

and verbal threats of physical harm which are made in person. Threats 

made over the telephone or threatening letters are excluded.

Threat of physical attack with a weapon – A threat of physical attack with 
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-30

a weapon includes displaying, brandishing, or discharging a weapon, but 

with no actual physical contact of any person. A threat is made in person. 

Threats made over the telephone or threatening letters are excluded. A 

threat of physical attack using words that refer to a weapon would not be 

considered a threat with a weapon.

Threat of physical attack without a weapon – A threat of physical attack 

without a weapon refers to a threat without any display, brandishment, or 

discharge of a weapon, and with no actual physical contact of any person. 

A threat is made in person. Threats made over the telephone or 

threatening letters are excluded. A threat of physical attack using words 

that refer to a weapon would be considered a threat without a weapon.

Permitted Values

 Rape or attempted rape

 Sexual battery (other than rape)

 Robbery with a weapon

 Robbery with a firearm or explosive device

 Robbery without a weapon

 Physical attack or fight with a weapon 

 Physical attack or fight with a firearm or explosive device 

 Physical attack or fight without a weapon

 Threats of physical attack with a weapon

 Threats of physical attack with a firearm or explosive device

 Threats of physical attack without a weapon

 Possession of a firearm or explosive device

Data Groups

 952 Offenses table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-31

New!

Category Name: Personnel Type (School Finance FTE)

Definition The type of school-level staff.

Comments† The following definitions were adopted from the Census Bureau’s 

classification of school-level personnel who are involved in 

instructional and support functions, based on the F-33 survey of 

local government finances:

 Instructional aides – Includes aides or assistants of any type 

who assist in the instructional process. 

 Support services staff for pupils and support services staff 

for instructional staff – Includes guidance counselors, 

nurses, attendance officers, speech pathologists, other staff 

who provide support services for students, staff involved in 

curriculum development, staff training, operating the library, 

media and computer centers

 School administration staff – Includes principals and other 

staff involved in school administration

Permitted Values†

 Instructional aides

 Support services staff for pupils and support services staff for 

instructional staff

 School administration staff

Data Groups

 967 School finance—FTE personnel (state and local)†

 998 School finance—FTE personnel (federal, state, and local)†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-32

New!

Category Name: Personnel Type (Salary Expenditures)

Definition The type of school-level support staff.

Comments† The following definitions were adopted from the Census Bureau’s 

classification of school-level personnel who are involved in support 

functions, based on the F-33 survey of local government finances:

 Support services staff for pupils and support services staff 

for instructional staff – Includes guidance counselors, 

nurses, attendance officers, speech pathologists, other staff 

who provide support services for students, staff involved in 

curriculum development, staff training, operating the library, 

media and computer centers

 School administration staff – Includes principals and other 

staff involved in school administration

Permitted Values†

 Support services staff for pupils and support services staff for 

instructional staff

 School administration staff

Data Groups

 971 School finance—support personnel salaries (state and 

local)†‡

 999 School finance—support personnel salaries (federal, state 

and local)†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-33

Category Name: Racial Ethnic

Definition The general racial ethnic categories that most clearly reflect 

individuals’ recognition of their community or with which the 

individuals most identify.

Comments

Permitted Values

 American Indian or Alaska Native 

 Asian

 Black or African American

 Hispanic/Latino

 Native Hawaiian or Other Pacific Islander

 Two or more races 

 White 

Data Groups

 900 Advanced Placement course by subject enrollment table†‡

 901 Advanced Placement course enrollment table

 904 Advanced Placement exam participation table

 905 Advanced Placement exam participant results table‡

 907 Algebra I course enrollment—middle school (2013–14)†

 908 Algebra I course enrollment—grade 8 (2015–16)†

 909 Algebra I course enrollment—high school†

 911 Algebra I course passing—middle school (2013–14)†

 911 Algebra I course passing—grade 8 (2015–16)†

 912 Algebra I course passing—high school

 921 Discipline of preschool students table†

 922 Discipline of students with disabilities (IDEA and 

Section 504) table†

 923 Discipline of students without disabilities table†

 993 Distance education student enrollment table†

 994 Dual enrollment program student enrollment†‡

 928 GED preparation program credentials table

 929 GED preparation program participation table

 930 Geometry course enrollment (2013–14)†

 931 Gifted/talented program enrollment table†‡

 934 Harassment or bullying—students disciplined table

 935 Harassment or bullying—students reported as harassed or 

bullied table

 936 International Baccalaureate Programme enrollment table†‡

 946 Limited English proficient students†

 947 Limited English proficient students in LEP programs†

 951 Mathematics course enrollment—high school†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-34

 979 Membership (2013–14)†

 979 Membership—school (2015–16)†‡

 956 Preschool enrollment table†

 959 Restraint or seclusion for IDEA students table

 960 Restraint or seclusion for non-IDEA students table

 963 Retention table

 964 SAT or ACT test participation table†

 966 School days missed due to suspensions table†

 974 Science course enrollment—high school†

 978 Student chronic absenteeism table†

 980 Students with disabilities served under IDEA†

 981 Students with disabilities served under Section 504 only†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-35

Category Name: Science (Classes and Course Enrollment)

Definition The course or subject area offered in college-preparatory classes in 

science at the high school level.

Comments Science courses include introductory and advanced courses.

Biology – Biology courses are designed to provide information 

regarding the fundamental concepts of life and life processes. These 

courses include (but are not restricted to) such topics as cell 

structure and function, general plant and animal physiology, 

genetics, and taxonomy.

Chemistry – Chemistry courses involve studying the composition, 

properties, and reactions of substances. These courses typically

explore such concepts as the behaviors of solids, liquids, and gases; 

acid/base and oxidation/reduction reactions; and atomic structure. 

Chemical formulas and equations and nuclear reactions are also 

studied.

Physics – Physics courses involve the study of the forces and laws 

of nature affecting matter, such as equilibrium, motion, momentum, 

and the relationships between matter and energy. The study of 

physics includes examination of sound, light, and magnetic and 

electric phenomena.

Permitted Values

 Biology

 Chemistry

 Physics

Data Groups

 973 Science classes—high school†

 974 Science course enrollment—high school†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-36

New!

Category Name: Security Staff Type

Definition The type of school security staff.

Comments† Security guard (optional for 2013–14 CRDC) – A security guard is 

an individual who guards, patrols, and/or monitors the school 

premises to prevent theft, violence, and/or infractions of rules. A 

security guard may provide protection to individuals, and may

operate x-ray and metal detector equipment. A security guard is not 

a sworn law enforcement officer.

Sworn law enforcement officer (optional for 2013–14 CRDC) – A 

sworn law enforcement officer is a career law enforcement officer, 

with arrest authority. A sworn law enforcement officer may be 

considered a school resource officer (who is assigned to work at a 

school in collaboration with school and community-based 

organizations). A sworn law enforcement officer may be employed 

by any entity (e.g., police department, school district or school). 

For the purposes of the CRDC, sworn law enforcement officers 

include, but are not limited to, school resource officers. 

Permitted Values†

 Security guards (optional for 2013–14 CRDC)

 Sworn law enforcement officers (including school resource 

officers) (optional for 2013–14 CRDC)

Data Groups

 975 Security staff (FTE) table†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-37

Category Name: Sex (Membership)

Definition The concept describing the biological traits that distinguish the males 

and females of a species.

Comments

Permitted Values

 Female

 Male

Data Groups

 900 Advanced Placement course by subject enrollment table†‡

 901 Advanced Placement course enrollment table

 904 Advanced Placement exam participation table

 905 Advanced Placement exam participant results table‡

 907 Algebra I course enrollment—middle school (2013–14)†

 908 Algebra I course enrollment—grade 8 (2015–16)†

 909 Algebra I course enrollment—high school†

 911 Algebra I course passing—middle school (2013–14)†

 911 Algebra I course passing—grade 8 (2015–16)†

 912 Algebra I course passing—high school

 921 Discipline of preschool students table†

 922 Discipline of students with disabilities (IDEA and 

Section 504) table†

 923 Discipline of students without disabilities table†

 993 Distance education student enrollment table†

 994 Dual enrollment program student enrollment†‡

 928 GED preparation program credentials table

 929 GED preparation program participation table

 930 Geometry course enrollment (2013–14)†

 931 Gifted/talented program enrollment table†‡

 934 Harassment or bullying—students disciplined table

 935 Harassment or bullying—students reported as harassed or 

bullied table

 936 International Baccalaureate Programme enrollment table†‡

 937 Interscholastic athletics single-sex sports†

 938 Interscholastic athletics single-sex teams†

 939 Interscholastic athletics single-sex team participants†

 946 Limited English proficient students†

 947 Limited English proficient students in LEP programs†

 951 Mathematics course enrollment—high school†

 979 Membership (2013–14)†

 979 Membership—school (2015–16)†‡
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-38

 956 Preschool enrollment table†

 959 Restraint or seclusion for IDEA students table

 960 Restraint or seclusion for non-IDEA students table

 963 Retention table

 964 SAT or ACT test participation table†

 966 School days missed due to suspensions table†

 974 Science course enrollment—high school†

 976 Single-sex academic classes table†

 978 Student chronic absenteeism table†

 980 Students with disabilities served under IDEA†

 981 Students with disabilities served under Section 504 only†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-39

Category Name: Subject Area (Advanced Placement) 

Definition The description of the content or subject area offered in Advanced 

Placement courses.

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

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

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

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

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

receive college credit and/or placement into advanced college 

courses.

Advanced Placement (AP) – subjects and courses –

 AP mathematics courses include calculus (AB and BC) and 

statistics. 

 AP science courses include biology, chemistry, physics, and 

environmental science. 

“Other subjects” include all AP courses other than those in 

mathematics and science. For example, AP computer science and 

AP foreign language are included in “other subjects.”

Permitted Values

Revised!  Mathematics 

 Science 

 Other subjects

Data Groups

 900 Advanced Placement course by subject enrollment table†‡
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-40

New!

Category Name: Support Services Staff Type

Definition The type of school support services staff.

Comments† Psychologist (optional for 2013–14 CRDC) – A psychologist 

evaluates and analyzes students' behavior by measuring and 

interpreting their intellectual, emotional, and social development, 

and diagnosing their educational and personal problems. A 

psychologist may diagnose and treat mental disorders and learning 

disabilities. A psychologist may also diagnose and treat cognitive, 

behavioral, and emotional problems using individual, child, family, 

and group therapies. A psychologist is a licensed professional. 

Psychologists include school psychologists.

Social worker (optional for 2013–14 CRDC) – A social worker 

provides social services and assistance to improve the social and 

psychological functioning of children and their families and to 

maximize the family well-being and the academic functioning of the 

children. Typical responsibilities include: 1) preparing a social or 

developmental history on a student with disabilities; 2) group and 

individual counseling with a student and his or her family; 3) 

working with those problems in a student's living situation (home, 

school, and community) that affect adjustment in school; and 4) 

mobilizing school and community resources in order to enable the 

student to receive maximum benefit from his or her educational 

program. The provider of these services is certified, licensed, or 

otherwise a qualified professional.

Social workers include school social workers.

Nurse (optional for 2013–14 CRDC) – A nurse is a qualified health 

care professional who addresses the health needs of students. The 

provider meets the state standards and requirements for a nurse.

Nurses include school nurses.

Permitted Values†

 Psychologists (optional for 2013–14 CRDC)

 Social workers (optional for 2013–14 CRDC)

 Nurses† (optional for 2013–14 CRDC)

Data Groups

 982 Support services staff (FTE)†
Attachment A3

CRDC Data Set for School Years 2013–14 and 2015–16

Page A3-41

Category Name: Teaching Experience 

Definition The length of teaching experience. 

Comments Year of teaching – The number of year(s) of teaching experience 

including the current year but not including any student teaching or

other similar preparation experiences. Experience includes teaching 

in any school, subject, or grade; it does not have to be in the school, 

subject, or grade that the teacher is presently teaching.

Permitted Values

 First year of teaching

 Second year of teaching

Data Groups

 985 Teacher experience†

New!

Category Name: Teacher (Year Employed)

Definition Teachers employed at the school during a specific period of time.

Comments Current school year teachers – Teachers employed at the school in 

the current school year. These teachers may include teachers 

employed at the school in the previous school year. 

Current school year refers to the present school year.

Previous school year teachers – Teachers employed at the school in 

the previous school year. These teachers are a subset of teachers 

employed at the school in the current school year. 

Previous school year refers to the school year preceding the current 

school year.

Teachers do not have to be teaching the same subject or grade level, 

each school year.

Permitted Values

 Current school year teachers (including previous school year 

teachers) 

 Previous school year teachers

Data Groups

 1003 Teachers (counts)†