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NCES 2010-351 U.S. DEPARTMENT OF EDUCATION Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 Version 1a Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 File Version 1a August 2010 Jennifer Sable Christopher Plotts Education Statistics Services Institute – American Institutes for Research Patrick Keaton Project Officer National Center for Education Statistics NCES 2010-351 U.S. DEPARTMENT OF EDUCATION A- 2 Page intentionally left blank. U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Statistics Stuart Kerachsky Deputy Commissioner 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. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to National Center for Education Statistics Institute of Education Sciences U.S. Department of Education 1990 K Street NW Washington, DC 20006-5651 August 2010 The NCES World Wide Web Home Page address is http://nces.ed.gov. The NCES World Wide Web Publications and Products address is http://nces.ed.gov/pubsearch This publication is only available online. To download, view, and print the report as a PDF file, go to the NCES Publications and Products address shown above. . Suggested Citation Sable, J., and Plotts, C (2010). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 (NCES 2010-351). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved DATE from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010351 . Content Contact Patrick Keaton (202) 502-7386 patrick.keaton@ed.gov iii Contents Page List of Tables ................................................................................................................................. iv I. Introduction to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2008–09, Version 1a ..........................................................................1 II. User’s Guide ........................................................................................................................3 A. Methodology ..................................................................................................................3 B. User Guidelines for Processing the Local Education Agency Universe Survey Data Files ..............................................................................................................................15 C. Guidelines for Using the Flat ASCII Data File ............................................................15 Appendixes Appendix A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 .............................................................................. A-1 Appendix B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 ..............B-1 Appendix C—Glossary for the Common Core of Data: School Year 2008–09 .................................................................................................................C-1 Appendix D—State Notes for the Common Core of Data: School Year 2008–09 .................... D-1 iv List of Tables Table Page 1. State and other jurisdiction FIPS codes and abbreviations used in CCD datasets…………….13 2. Agencies with mailing address in another state, by administration state and NCES agency identification number: School year 2008–09 ................................................................14 B-1. Distribution of responses of character variable data, by response value: School Year 2008–09 ................................................................................................................................B-3 B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09 ................................................................................................................................B-4 B-3. Frequencies of categorical variables: School Year 2008–09 ...............................................B-5 B-4. Number of local education agencies, by operational status and state or jurisdiction: School year 2008–09 ............................................................................................................B-7 B-5. Number of local education agencies, by agency type and state or jurisdiction: School year 2008–09 .......................................................................................................................B-9 B-6. Number of operational public elementary and secondary local education agencies with membership and number of students in membership, by agency type and state or jurisdiction: School year 2008–09 .....................................................................................B-11 B-7. Number of operational regular public elementary and secondary school districts with membership and percentage distribution of students in membership in city, suburban, town, and rural locales, by state or jurisdiction: School year 2008–09.............................B-13 B-8. Number and percentage of students served in English language learner (ELL) programs and Individualized Education Programs (IEPs), by state or jurisdiction: School year 2008–09 ..............................................................................................................................B-17 B-9. Number of staff for public schools, by category and state or jurisdiction: School year 2008–09 .............................................................................................................................B-19 1 I. Introduction to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2008–09, Version 1a The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependents schools (overseas and domestic), and the Bureau of Indian Education (BIE). In order to provide data comparable across states, NCES and representatives of SEAs have worked since the 1950s to develop and accept common data items and definitions. School, local education agency (LEA), and state education data for the CCD are collected through the U.S. Department of Education’s Education Data Exchange Network (EDEN). The data are edited by the U.S. Census Bureau and maintained in machine-readable datasets by NCES. They are used to produce general-purpose publications and specialized reports. The principal users of CCD nonfiscal data are the federal government; the education research community; state and local government officials, including school boards and LEA administrators; and the general public. The purpose of the CCD nonfiscal surveys is to provide a listing of all schools (101,805 in 2008– 09) and agencies (18,103 in 2008–09)1 that provide free public elementary and secondary education in the United States and its jurisdictions, along with basic descriptive statistical information on each school and agency listed. The CCD includes all settings in which free public education is provided to children. However, some SEAs do not provide information on education outside of the traditional public school system—such as schools that reside in correctional facilities or hospitals—while others do provide this information. In the 2008–09 CCD Local Education Agency Universe Survey, there are 18,350 records, one for each public elementary and secondary education agency in the 50 states, the District of Columbia, Puerto Rico, the DoD schools (overseas and domestic), the BIE, and the four outlying areas. Agencies that were coded as open in last year’s (2007–08) files, but that are coded as closed for the 2008–09 school year (247 agencies), are kept in the file for one year, and then removed (i.e., they do not appear in files for subsequent years). Their status is indicated by a value of “2”for the variable BOUND08. Once these closed agencies are removed from the count, 18,103 agencies remain. Of these 18,103 agencies, 14,059 are regular local school districts, 1,414 are supervisory unions or regional educational centers, 264 are state-operated agencies, 2,171 are charter school agencies, and 195 are federally operated or other agencies. American Samoa and Guam did not report 2008–09 CCD data. The information for American Samoa and Guam in this file was carried over from the 2007–08 data. The CCD system is designed to be inclusive rather than exclusive. Definitions and categories used in the CCD are deliberately generic so that they may accommodate the many and varied organizational structures used in the provision of public elementary and secondary education across the nation. Thus, CCD files contain a substantial number of records representing 1 These counts of schools and agencies exclude those that closed during the reported year. The counts include schools and agencies that are currently operational, are temporarily inoperable, or that plan to open in the near future. In addition, the counts in the text may be different than those in tables B-1 through B-9, where New York City Public Schools, New York, is treated as a regular school district for analytic purpose. 2 administrative and operating units that are unlike typical public schools and school districts—for example, regional administrative service centers without students. In 2008–09, 22 percent of all open school districts were unlike typical districts (i.e., non-typical districts are types 3, 4, 5, 6, 7, or 8).2 The CCD system provides variables that enable the data provider and the data user to identify and select records according to the categories of interest to them. The Local Education Agency Universe data file includes the following variables: NCES agency ID number, state agency ID number, agency name, phone number, mailing address, physical location address, agency type code, supervisory union number, Federal Information Processing Standards (FIPS) county code, county name, core based statistical area (CBSA) code, metropolitan/micropolitan code, metropolitan status code, district locale code, congressional district code, operational status code, low/high grade span offered, number of schools, number of full-time-equivalent (FTE) teachers, number of ungraded students, number of PK–12 students, number of special education/Individualized Education Program (IEP) students, number of English language learner (ELL) students, instructional staff fields, and support staff fields. The remainder of this document contains a user’s guide and four appendixes. The user’s guide contains information on CCD methodology, including certain conditions that are unique to the data file. • Appendix A—Record Layout gives the variable names and labels of the data elements discussed throughout the documentation, as well as their location in the data file. • Appendix B—Value Distribution and Field Frequencies lists the minimum, maximum, and mean value of each numeric variable as well as the total number of agencies and the number of agencies for which data are missing. Appendix B also lists the frequency of responses by option for each of the categorical values. Additionally, data tables are provided for select statistics by state or jurisdiction. • Appendix C—Glossary defines all of the CCD data items. • Appendix D—State Notes provides comments for data users on individual states. 2 Type codes for school districts (TYPE08) are as follows: 1—local school district that is not a component of a supervisory union; 2—local school district component of a supervisory union sharing a superintendent and administrative services with other local school districts; 3—supervisory union administrative center, or a county superintendent serving the same purpose; 4—regional education services agency, or a county superintendent serving the same purpose; 5—state-operated institution charged, at least in part, with providing elementary and/or secondary instruction or services to a special-needs population; 6—federally operated institution charged, at least in part, with providing elementary and/or secondary instruction or services to a special-needs population; 7—charter school agencies; and 8—other education agencies that do not fit into the first seven categories. 3 II. User’s Guide A. Methodology Data collected at different levels of aggregation (school, agency, and state) are provided by officials in each SEA. Since it is understood that local education staff have already provided information to SEA officials in conjunction with established administrative records systems, U.S. Department of Education survey staff do not contact local personnel to verify data except in unusual circumstances. Certain edits are performed by survey staff and referred to SEA respondents for resolution. It is CCD policy to accept the judgment of the respondent unless there is a clear conflict or unacceptable inconsistency. States report data to EDEN through multiple file groups that fall into four reporting schedules throughout the year. States may report data outside the collection period and may revise their reported data at any time. The 2008–09 school year EDFacts collection of CCD data opened in January 2009. The data in the school file were extracted from EDEN before January 2010. Some data changed after this time as states responded to edit reports from NCES staff, and are included in this data file. Although every public school must be administered by an education agency, it is not true that every education agency must operate schools. Some agencies provide support to other agencies and do not have teachers or students permanently assigned to them. In the event that a student is served by more than one agency, there may be some question about where to count the student's membership. Because the CCD asks for a headcount and not an FTE student count, reporting officials are asked to include the student in the LEA that is responsible for him or her. Comments About the Local Education Agency Universe Data File Users of the data file need to be aware of certain characteristics of the file. Coverage, response, and nonsampling error. The coverage of the Local Education Agency Universe Survey includes all school districts and administrative units providing education services to prekindergarten, kindergarten, grade 1–12, and ungraded students. There are 59 responding units: the 50 states, the District of Columbia, Puerto Rico, the Department of Defense dependents schools (overseas and domestic), the Bureau of Indian Education, and the four outlying areas. American Samoa and Guam did not report any data for the 2008–09 school year. Nonsampling error is the error in an estimate arising at any stage in a survey from such sources as varying interpretation of questions by respondents, unwillingness/inability of respondents to give correct answers, nonresponse, improper coverage, and other sources exclusive of sampling error. Nonsampling error may occur if the reporting state did not follow the item definitions correctly. This can arise when states follow different education policies and are not able to map their data exactly to the CCD. For example, some states issue several kinds of high school credentials, while other states issue a regular diploma to every student who meets their requirements (which may vary); therefore high school diploma counts may represent different requirements across states. Another source of nonsampling error is the timing of the initial data collection. States may vary from the “as of October 1” requirement of the CCD. 4 Undercoverage and vertical consistency. Although CCD coverage of traditional (i.e., regular; see Appendix C—Glossary for definition) public schools and school districts is virtually 100 percent, the same cannot be said for publicly funded education outside of traditional settings and organizations. The CCD asks states to report all free public education in their state regardless of who administers the schools or districts. However, there are states that do not report schools that are administered by state organizations other than SEAs (such as health and human services or corrections departments). These include schools for the deaf and blind, university lab schools, and other schools not covered by the authority of the SEA. Conversely, when these institutions are reported in the CCD school and agency universe files, the students and teachers may not be included in the count of persons for whom the state assumes responsibility in its official report. Longitudinal consistency. Although longitudinal consistency is a key principle of the CCD, it is impossible for NCES to guarantee that state coordinators follow CCD conventions regarding the deletion of closed schools or agencies and the addition of new ones. Confusion is particularly likely when local agencies merge. Coverage issues (deletions of schools/agencies, merging of schools/agencies) all affect the ability to track a given school/agency over time. Missing value options. All data elements are either completed by the state or have been filled with “0,” “-1,” “-2,” “M,” or “N” by NCES. • 0—There are no occurrences of this data element. A value was expected and measured, but there are no cases in the category. (For example, a district having no 12th-graders would report 0.) • M (or -1 for numeric values)—Data are missing. A value was expected and none was measured. (For example, a district that has at least one 12th-grader but cannot measure the number of 12th-graders would report -1.) • N (or -2 for numeric values)—Data are not applicable. A value was neither expected nor measured. (For example, an elementary school district would report -2 for 12th-graders.) Note that starting with the 2002–03 CCD, all numeric fields contain a -1 to indicate “missing” and a -2 to indicate “not applicable.” Previously, numeric fields contained an “M” for missing and an “N” for not applicable. Character fields continue to use “M” for missing and “N” for not applicable. In the 2008–09 collection, EDEN allowed states to report null values (i.e., no value at all for a cell), which are not accepted by the CCD. CCD survey staff adjusted null values to missing, not applicable, or zero as appropriate. Appendix D identifies missing and not applicable data items for each state. 5 Comments about Selected Variables Data users should also take note of certain conditions regarding some variables in the file. The code in parentheses before the variable description indicates the variable name, which is also referenced in appendix A. Counts exclude closed agencies (BOUND08=2), and do not match counts in appendix B, which include all agencies. (FIPST) FIPS Codes. Each record contains a Federal Information Processing Standards (FIPS) code. A list of FIPS codes for each state and other jurisdiction is presented in table 1. (LEAID) NCES Local Education Agency ID. Each record contains a unique NCES Local Education Agency ID number assigned to each record. The first two characters of this number are the FIPS code. (STID08) State Education Agency ID. Each record contains a State Local Education Agency ID. State Local Education Agency ID numbers are assigned by SEAs and may not be unique across states. (NAME08) Name of Education Agency. Each record contains the name of the local education agency. NCES reviewed any record filling the 60 characters assigned and may have adjusted the agency name to improve readability (i.e., applied standard abbreviations). (PHONE08) Area Code + Telephone Number. This field contains the telephone number of the education agency. Phone number is missing (“M”) for one record. (MSTREE08) Mailing Address. This field contains the mailing address of the agency. This field may contain a street address or a P.O. Box number. If the mailing street, city, state, and ZIP Code fields were left blank, data from the corresponding location address fields were inserted. (MCITY08) Mailing City Name. There may be some valid cases in which an agency may be located in one city and have a mailing address in another city. Each record contains a mailing city. (MSTATE08) Mailing State Abbreviation. Every record contains a two-letter U.S. Postal Service abbreviation for the state where the mailing address is located. Each record contains a mailing state. There are valid cases in which an agency may be located in one state and have a mailing address in another state. A list of the 16 agencies that have a mailing state code different from their FIPS state code is included at the end of this section in table 2. (MZIP07, MZIP408) Mailing Zip Code + 4. Each record contains a mailing ZIP Code. The last four digits may be left blank if unknown. (LSTREE08) Location Address. This is the location address of the agency. If the location street, city, state, and ZIP Code fields were left blank, data from the corresponding mailing address fields were inserted. Location street was reported as “M” for 73 records. (LCITY08) Location City. Each record contains a location city. 6 (LSTATE08) Location State Abbreviation. Each record contains a location state in this field. (LZIP08, LZIP408) Location Zip Code + 4. Each record contains a location ZIP Code. The last four digits may be left blank if unknown. (TYPE08) Education Agency Type Code. This is the NCES code for type of agency. Each record has an education agency type code. Agencies classified as supervisory union administrative centers (TYPE08 = 3) generally do not report student membership, although Vermont and Virginia are exceptions and report students in membership for such agencies. The agency type codes are as follows: 1 = Local school district that is not a component of a supervisory union. 2 = Local school district component of a supervisory union sharing a superintendent and administrative services with other local school districts. 3 = Supervisory union administrative center, or a county superintendent serving the same purpose. 4 = Regional education services agency, or a county superintendent serving the same purpose. 5 = State-operated institution charged, at least in part, with providing elementary and/or secondary instruction or services to a special-needs population. 6 = Federally operated institution charged, at least in part, with providing elementary and/or secondary instruction or services to a special-needs population. 7 = Agencies for which all associated schools are charter schools. 8 = Other education agencies that do not fit into the first seven categories. The code “7” response option for the TYPE field was changed for the agency file starting in 2007–08, and code response option “8” was added to the file. In prior years, “7” represented other education agencies, including charter school agencies; in 2007–08, this code was changed to represent charter school agencies only, which did not have their own response option in prior years. Code “8” now represents other education agencies, excluding charter school agencies. Special Note for New York City Public Schools: New York did not report the New York City Public Schools (LEAID =3620580) as a single district in 2008–09. The state reported a total of 33 geographic districts comprising what had been the New York City Public Schools in previous years. The geographic districts are all identified as components of a Supervisory Union (TYPE08=2) of the New York City Public Schools, which is identified as a Supervisory Union (TYPE08=3). The Supervisory Union number item (UNION08=300) allows users to aggregate the geographic districts into a single entity for the New York City Public Schools. (UNION08) Supervisory Union Number. This field contains the ID number assigned by the state to the supervisory unit and component agencies. The records for 117 supervisory union components and supervisory union administrative centers contain an “N” (not applicable) in this field. 7 (CONAME08) County Name. This field contains the name of county in which the agency is located. There are 9 records in the Department of Defense overseas, 1 record in American Samoa, 196 records in the Bureau of Indian Education, and 1 record in Guam that contain an “N” (not applicable) for County Name in the agency file. All other records were reported with county name information based on the location of the district. Data users should note that starting with 2006–07 CCD, a different methodology was used to assign local education agency counties. In 2006–07, the county assignment is based on the physical location address of the local education agency. In prior years, counties were assigned to local education agencies based on the counties of the schools associated with the local education agency, weighted by student enrollment. (CONUM08) FIPS County Code. This field contains the FIPS County Code for the county in which agency is located. A small number of supervisory unions in the New England states have a FIPS county code that differs from the county in which the agency is physically located. There are 9 records in the Department of Defense overseas, 1 record in American Samoa, 196 records in the Bureau of Indian Education, and 1 record in Guam that contain an “N” (not applicable) for County Code in the agency file. All other records were reported with county name information based on the location of the district. Data users should note that starting in 2006–07 CCD, a different methodology was used to assign local education agency counties. In 2006–07, the county assignment is based on the physical location address of the local education agency. In prior years, counties were assigned to local education agencies based on the counties of the schools associated with the local education agency, weighted by student enrollment. (CSA08) CSA Code. A value in this field indicates that the agency’s schools are associated with a recognized Combined Statistical Area (CSA). If the schools used to weight the agency’s assignment are not within a CSA, the field is assigned a value of “N” (not applicable). (CBSA08) CBSA Code. This field contains the Core Based Statistical Area (CBSA) Code associated with the agency’s address. A value in this field indicates that the agency’s address is associated with a recognized population nucleus and adjacent communities that have a high degree of integration with that nucleus and is designated by the U.S. Government as a metropolitan or micropolitan statistical area. If the agency is not in any type of metropolitan/micropolitan statistical area, the field is zero filled. The assignment was made using a file of FIPS county codes matched to CBSA codes. In earlier years, for the New England states, the assignment was made using the New England City and Town Areas (NECTA) codes of the schools within the corresponding agency. This was discontinued in the 2006–07 CCD. The metropolitan area definitions used were those issued by the U.S. Office of Management and Budget as of June 2003. 8 (METMIC08) Metropolitan/Micropolitan Type Code. This field indicates whether the CBSA is a metropolitan or micropolitan area. 0 = CBSA is equal to 70,300 or higher and does not have an associated type code. CBSA equal to 70,300 or higher is the NECTA and is not denoted as metropolitan or micropolitan. 1 = CBSA is a metropolitan area. 2 = CBSA is a micropolitan area. (ULOCAL08) District Urban-Centric Locale Code. The locale code is an indicator of a district’s location relative to a populous area. Beginning with the 2006–07 CCD files, the locale code methodology was changed from a 1-digit code based on metropolitan statistical areas to a 2-digit code based on urban clusters. In order to distinguish the two methodologies, the older system of locale codes is referred to as “metro-centric” and the current system is referred to as “urban- centric.” Local education agency (LEA) locale codes are derived from the locale codes of their associated schools, weighted by the number of students in membership for each school. The methodology used to assign locale codes is described at the end of this section. American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, the Virgin Islands, and the Department of Defense Dependents Schools were not assigned locale codes because the geographic and governmental structures of these entities do not fit the definitional scheme used to derive the code. ULOCAL08 is also shown as non-applicable (N) on the records of non-operating (inactive, closed, or future) schools and agencies. The 12 urban-centric locale code categories are defined below. Locale codes are divided into four main locale types (city, suburb, town, and rural) and each of the four locale types has three subtypes (large, midsize, and small for city and suburb locale types and fringe, distant, and remote for town and rural locale types). 11 = City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. 12 = City, Midsize: Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000. 13 = City, Small: Territory inside an urbanized area and inside a principal city with population less than 100,000. 21 = Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. 22 = Suburb, Midsize: Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000. 23 = Suburb, Small: Territory outside a principal city and inside an urbanized area with population less than 100,000. 31 = Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. 9 32 = Town, Distant: Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area. 33 = Town, Remote: Territory inside an urban cluster that is more than 35 miles of an urbanized area. 41 = Rural, Fringe: Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster. 42 = Rural, Distant: Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster. 43 = Rural, Remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. (CDCODE08) Congressional District Code. Congressional District codes are legislatively defined subdivisions of a state for the purpose of electing representatives or delegates to the House of Representatives of the United States Congress. Starting in 2006–07, the Congressional Districts of the United States Code was added to the agency file. The FIPS code provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. If an agency serves multiple congressional districts, this field will contain the primary one. See appendix C for more information. (LATCOD08) Latitude. Latitude is the north or south angular distance from the equator, with positive values going north and negative values going south. When combined with longitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the equator, and the digits to the right of the decimal point represent the fraction of the degree carried out to six decimal places. For example, if a building’s latitude is 30 degrees, 30 minutes north, then it is shown as 30.500000. Addresses that could not be found at the Census block level were assigned a blank. (LONCOD08) Longitude. Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a building’s longitude is 90 degrees, 15 minutes west, then it is shown as -90.250000. Addresses that could not be found at the Census block level were assigned a blank. 10 (BOUND08) Operational Status Code. This field contains a classification of changes in an education agency’s boundaries since the last report to NCES. All agencies are coded to reflect their status as reported for the 2008–09 school year. The valid responses include the following: 1 = No significant boundary change for this agency since the last report. Currently in operation. 2 = Education agency has closed with no effect on another agency’s boundaries. 3 = New agency formed with no effect on another agency’s boundaries. 4 = Agency was in existence, but not reported in previous year’s CCD agency universe survey, and is now being added. 5 = Agency has undergone a significant change in geographic boundaries or instructional responsibility. 6 = Agency is temporarily closed and may reopen within 3 years. 7 = Agency is scheduled to be operational within 2 years. 8 = Agency was closed on previous year’s file but has reopened. Agencies with an operational status code of “2” remain in the file for one year for historical purposes. Code “6” and “7” response options for the BOUND field were added to the agency file starting in 2002–03. Code “8” response option for the BOUND field was added to the agency file starting in 2005–06. (GSLO08, GSHI08) Low/High Grade span offered. These fields indicate the lowest grade and highest grade offered by the agency. These grades were calculated by NCES using two types of information reported by states: (a) binary ‘grade offered’ flags that indicate whether a given grade (e.g., prekindergarten, kindergarten, grade 1, etc.) was offered by the schools associated with the distrct; and (b) reports of enrollment by grade for schools associated with the districts. GSLO and GSHI were calculated for districts in the 50 states, the District of Columbia, and the BIE. Grade offered flags were not available for schools in the Department of Defense, American Samoa, Guam, the Commonwealth of the Northern Marianas, Puerto Rico, or the Virgin Islands. For districts in these jurisdictions, GSLO and GSHI were calculated by NCES using enrollment information from schools associated with the districts. (UG07) Ungraded Membership. This field contains the total number of students in classes or programs without standard grade designations. Ungraded students are reported as “-2” (not applicable) for states in which students are not assigned to this grade category. (SPECED08) Special Education/IEP Students. This field contains the count of all students ages 3–21 having a written Individualized Education Program (IEP) under the Individuals With Disabilities Education Act (IDEA), Part B. To avoid identifying specific students with IEPs, the reported number may have been adjusted. (ELL08) English Language Learner Students. This field contains the number of English language learner (ELL) students served in appropriate programs. 11 Teacher and Staff Data Items. Categories of LEA employees. Teacher and staff data items in the file are as follows: Prekindergarten Teachers (PKTCH08), Kindergarten Teachers (KGTCH08), Elementary Teachers (ELMTCH08), Secondary Teachers (SECTCH08), Teachers of Ungraded Classes (UGTCH08), Total FTE Teachers (TOTTCH08), Instructional Aides (AIDES08), Instructional Coordinators/Supervisors (CORSUP08), Elementary Guidance Counselors (ELMGUI08), Secondary Guidance Counselors (SECGUI08), Other Guidance Counselors (OTHGUI08) (added to data file in 2008–09), Total Guidance (TOTGUI08), Librarians/Media Specialists (LIBSPE08), Librarians/Media Support Staff (LIBSUP08), LEA Administrators (LEAADM08), LEA Administrative Support Staff (LEASUP08), School Administrators (SCHADM08), School Administrative Support Staff (SCHSUP08), Student Support Services Staff (STUSUP08), and All Other Support Staff (OTHSUP08). See appendix C for definitions of teachers and staff types. All teacher and staff counts are FTEs. Not all states are able to report each of these items. Data items dropped from file in 2008–09. The following list of variables have appeared in prior years on the Local Education Universe Survey data file, but have been dropped from the data file starting in 2008–09: Agency Charter Code (AGCHRT), Migrant Students Served in Summer Programs (MIGRNT), and FTE Teachers derived from the Public School Universe (TEACH). District Locale Code Methodology Locale code is a variable that NCES has created for general description, sampling, and other statistical purposes. It is based upon the location of the school buildings in the district and in some cases may not reflect the entire attendance area or residences of enrolled students. The district urban-centric locale codes were derived from the locale codes of schools within the district, weighted by the number of students in each locale type. District locale codes were assigned using the following rules. 1. If 50 percent or more of students attend schools with the same locale and locale subtype, that code is assigned to the district. For example, if 50 percent of the students in a district were in schools with the locale code of “town, fringe,” the district would be assigned a locale code of “town, fringe.” 2. For those districts where the majority of students do not fall into one of the 12 locale and subtype groupings, the student counts are aggregated into the 4 main locale types (city, suburb, town, or rural). The main locale type with the largest number of students is then examined to determine which subtype had the greatest number of students. That locale code and subtype is assigned to the district. For example, if 40 percent of students were in schools with a “town” locale code, 30 percent were in schools with a “suburb” locale code, and 30 percent were in schools with a “rural” locale code, the district would be assigned one to the subtypes of the “town” locale code. If 80 percent of the students in schools with “town” locale codes were in “town, remote” schools, the district would be assigned a locale code of “town, remote.” 12 3. If the number of students for two or more locale codes is the same, then the highest (i.e., most rural) locale code is assigned. 4. Districts with no schools or students were given a locale code of “N” (not applicable). The 12 urban-centric locale codes are identified in the section, Comments about Selected Variables. 13 Table 1. State and other jurisdiction FIPS codes and abbreviations used in CCD datasets State name/jurisdiction FIPS 1 Abbreviation 2 State name/jurisdiction FIPS 1 Abbreviation 2 Alabama 01 AL Ohio 39 OH Alaska 02 AK Oklahoma 40 OK Arizona 04 AZ Oregon 41 OR Arkansas 05 AR Pennsylvania 42 PA California 06 CA Rhode Island 44 RI Colorado 08 CO South Carolina 45 SC Connecticut 09 CT South Dakota 46 SD Delaware 10 DE Tennessee 47 TN District of Columbia 11 DC Texas 48 TX Florida 12 FL Utah 49 UT Georgia 13 GA Vermont 50 VT Hawaii 15 HI Virginia 51 VA Idaho 16 ID Washington 53 WA Illinois 17 IL West Virginia 54 WV Indiana 18 IN Wisconsin 55 WI Wyoming 56 WY Iowa 19 IA Kansas 20 KS Department of defense dependents schools (overseas) Department of defense dependents schools (domestic) Bureau of Indian Education American Samoa Guam Commonwealth of the Northern Marianas Islands Puerto Rico U.S. Virgin Islands 58 61 59 60 66 69 72 78 3 3 3 DO DD BI AS GU MP PR VI Kentucky 21 KY Louisiana 22 LA Maine 23 ME Maryland 24 MD Massachusetts 25 MA Michigan 26 MI Minnesota 27 MN Mississippi 28 MS Missouri 29 MO Montana 30 MT Nebraska 31 NE Nevada 32 NV New Hampshire 33 NH New Jersey 34 NJ New Mexico 35 NM New York 36 NY North Carolina 37 NC North Dakota 38 ND 1 Federal Information Processing Standards codes (01–78). 2 U.S. Postal Service state abbreviation codes. 3 Not official U.S. FIPS code. The state abbreviations for Department of Defense dependents schools (overseas) are AA, AE, and AP to indicate schools located in Asia, Europe, and the Pacific, respectively. For Department of Defense dependents schools (domestic) and Bureau of Indian Education schools, state abbreviations correspond to the state in which the school is located. SOURCE: U.S. Department of Commerce, National Institute of Standards and Technology, Federal Information Processing Standards, (1987). "Codes for the Identification of the States, the District of Columbia and the Outlying Areas of the United States, and the Associated Areas" (FIPS pub 5-2). 14 Administration state NCES ID Agency name City State Arizona 0400103 OMBUDSMAN EDUCATIONAL SERVICES LTD. LIBERTYVILLE IL 0400188 ADVANCED EDUCATION SERVICES INC. COLTON CA 0400234 ACADEMY OF ARIZONA SOUTHFIELD MI 0400286 ADVANCED EDUCATION SERVICES COLTON CA 0400324 ARIZONA SCHOOL FOR INTEGRATED ACADEMICS AND TECHNOLOGIES VISTA CA 0400443 ADVENTURE ACADEMIES OF AMERICA ALPINE UT Idaho 1602610 PLEASANT VALLEY ELEM DIST JORDAN VALLEY OR New York 3611100 NEW LONDON CT North Dakota 3805670 EARL 18 SIDNEY MT 3820340 YELLOWSTONE 14 FAIRVIEW MT Ohio 3901300 HECTOR GARCIA ACADEMY EAST MI 3901316 STAR ACADEMY OF COLUMBUS AUBURN IN 3901320 EAST LANSING MI 3901328 HILLCREST SCIENCE ACADEMY EAST LANSING MI South Dakota 4635010 GREATER HOYT SCHOOL DISTRICT 61-4 AKRON IA 4665250 GREATER SCOTT SCHOOL DISTRICT 61-5 HAWARDEN IA Texas 4800077 BEXAR COUNTY ACADEMY SOUTHFIELD MI 4842540 TEXHOMA ISD TEXHOMA OK Vermont 5000024 RIVENDELL INTERSTATE SCHOOL DISTRICT ORFORD NH 5099955 SAU 70 HANOVER NH SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data, “Local Education Agency Universe Survey,” 2008–09, Version 1a. Table 2. Agencies with mailing address in another state, by administration state and NCES agency Table 2. identification number: School year 2008–09 FISHERS ISLAND UNION FREE SCHOOL DISTRICT LAKESIDE COLLEGE PREPARATORY ACADEMY 15 B. User Guidelines for Processing the Local Education Agency Universe Survey Data Files Starting in 1999–2000, CCD data file names were changed to include a two-digit version number. The 2008–09 Local Education Agency Universe Survey SAS file is called AG081A.SAS7BDAT, and the flat ASCII file is called AG081A.DAT. The first two characters of the file name indicate the type of file (SC = School Universe, AG = Agency Universe, ST = State), the third and fourth characters indicate the file year (08 = 2008–09 CCD collection), and the fifth and sixth characters indicate the version number (1 = final file, A = first version). The record layout for the agency universe file is contained in appendix A. If errors are discovered in the published 1a files (final file, first version), or if states report new or corrected data, NCES may revise the file. The revised file is labeled 1b. C. Guidelines for Using the Flat ASCII Data File When using the flat ASCII data file, care should be taken to label the identification number variables (e.g., LEAID) as character fields. This is necessary in order to retain the leading zero in many of the identification numbers. It is necessary to keep the leading zeroes when merging these data with other files. This can be accomplished in Excel by using the ‘Import Wizard’ to select the ID fields and set them as text fields. A-1 APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 2 Page intentionally left blank. APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 3 (*) Fields have one explicit decimal place, unless otherwise noted. The file contains data for school year 2008–09, sorted by the NCES-assigned local education agency identification code (LEAID). Note that starting with the 2002–03 CCD, all numeric fields contain a -1 to indicate missing and a -2 to indicate not applicable. Previously, numeric fields contained an “M” to indicate missing and an “N” to indicate not applicable. Character fields continue to use “M” for missing and “N” for not applicable. Variable Data Name Order Type Description LEAID 1 AN NCES Local Education Agency ID. The first two positions of this field are also the Federal Information Processing Standards (FIPS) state code. FIPST 2 AN Federal Information Processing Standards (FIPS) state code. STID08 3 AN State’s own ID for the education agency. NAME08 4 AN Name of the education agency. NOTE: Throughout the remainder of this file, the following codes may appear as representing missing values whenever they are present in the data or the documentation. M: when alphanumeric data are missing; that is, a value is expected but none was measured. -1: when numeric data are missing; that is, a value is expected but none was measured. N: when alphanumeric data are not applicable; that is, a value is neither expected nor measured. -2: when numeric data are not applicable; that is, a value is neither expected nor measured. PHONE08 5 AN Telephone number of education agency. MSTREE08 6 AN Mailing address of the agency—may be a street address, a P.O. Box number, or, if there is no address beyond CITY, STATE, and ZIP, the character “N.” MCITY08 7 AN Name of the agency mailing address city. MSTATE08 8 AN Two-letter U.S. Postal Service abbreviation for the state where the mailing address is located. MZIP08 9 AN Five-digit U.S. Postal Service ZIP code for the mailing address. MZIP408 10 AN Four-digit ZIP+4, if assigned; if none, field is blank. LSTREE08 11 AN Location address of agency. LCITY08 12 AN Location city of agency. LSTATE08 13 AN Location state (two-letter postal abbreviation). LZIP08 14 AN Location 5-digit ZIP Code. LZIP408 15 AN Location +4 ZIP Code. APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 4 Variable Data Name Order Type Description TYPE08 16 AN Agency type code: 1 = Regular local school district. Locally governed agency responsible for providing free public elementary or secondary education; includes independent school districts and those that are a dependent segment of a local government such as a city or county. 2 = Local school district that is a component of a supervisory union. Regular local school district that shares its superintendent and administrative services with other school districts participating in the supervisory union. 3 = Supervisory Union. An education agency that performs administrative services for more than one school district, providing a common superintendent for participating districts. 4 = Regional Education Service Agency. Agency providing specialized education services to a variety of local education agencies, or a county superintendent serving the same purposes. 5 = State-Operated Agency. Agency that is charged, at least in part, with providing elementary and/or secondary instruction or support services. Includes the State Education Agency if this agency operates schools. Examples include elementary/secondary schools operated by the state for the deaf or blind; and programs operated by state correctional facilities. 6 = Federally-Operated Agency. A federal agency that is charged, at least in part, with providing elementary or secondary instruction or support services. 7 = Charter Agency. All schools associated with the agency are charter schools. 8 = Other Education Agency. Agency providing elementary or secondary instruction or support services that does not fall within the definitions of agency types 1–7. UNION08 17 AN Supervisory union number. For supervisory union administrative centers and component agencies, this is a number assigned by the state to the union. Additionally, if the agency is a county superintendent, this is the FIPS county number. If no number was reported, the field will contain “000.” CONUM08 18 AN FIPS county number (two digit FIPS state numeric code + three digits FIPS county code) based on the location of the administrative office. CONAME08 19 AN County name based on the location of the administrative office. CSA08 20 AN Combined Statistical Area (CSA). The CSA assignment is based on the CSA assignments of schools associated with the agency, weighted by the number of students in each school. A CSA may comprise two or more metropolitan statistical areas, a metropolitan statistical area and a micropolitan statistical area, two or more micropolitan statistical areas, or multiple metropolitan and micropolitan statistical areas. If the school(s) used to weight the assignment are not within a CSA, the field will be assigned an "N" (not applicable). NOTE: Starting in 2006–07, this field contains only the CSA code for all areas. Prior to 2006–07, this field contained the New England City and Town Areas (NECTA) codes for agencies in the New England States. APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 5 Variable Data Name Order Type Description CBSA08 21 AN Core Based Statistical Area (CBSA). A value in this field indicates that the agency's address is associated with a recognized population nucleus and adjacent communities that have a high degree of integration with that nucleus, and designated by the U.S. Government as a metropolitan or micropolitan statistical area. The integration of adjacent communities is determined by the CBSAs of schools associated with the agency, weighted by the number of students in each school. If the agency is not in any type of metropolitan/micropolitan statistical area the field contains an "N" (not applicable). NOTE: Starting in 2006–07, this field contains only the CBSA code for all areas. Prior to 2006–07, this field contained the NECTA codes for agencies in the New England States. This assignment was made using a file of FIPS county codes matched to CBSA codes. METMIC08 22 AN Indicates whether the CBSA is a metropolitan or micropolitan area. 0 = CBSA is equal to 70,300 or higher and does not have an associated type code. CBSA equal to 70,300 or higher is NECTA and is not denoted as metropolitan or micropolitan. 1= CBSA is a metropolitan area. 2 = CBSA is a micropolitan area. ULOCAL08 23 AN NCES urban-centric locale code. NOTE: Starting in 2006–07, CCD data files contain a new locale code system that is based on the urbanity of the agency location. In prior years, the locale was assigned based on an agency's metro status. See appendix C, Glossary for more detail. 11 = City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. 12 = City, Mid-size: Territory inside an urbanized area and inside a principal city with a population less than 250,000 and greater than or equal to 100,000. 13 = City, Small: Territory inside an urbanized area and inside a principal city with a population less than 100,000. 21 = Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. 22 = Suburb, Midsize: Territory outside a principal city and inside an urbanized area with a population less than 250,000 and greater than or equal to 100,000. 23 = Suburb, Small: Territory outside a principal city and inside an urbanized area with a population less than 100,000. 31 =Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. 32 = Town, Distant: Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area. 33 = Town, Remote :Territory inside an urban cluster that is more than 35 miles from an urbanized area. 41 = Rural, Fringe: Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster. APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 6 Variable Data Name Order Type Description 42 = Rural, Distant: Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster. 43 = Rural, Remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. CDCODE08 24 AN Congressional district code based on location of administrative office. FIPS numeric code for the congressional districts that are legislatively defined subdivision of the state for the purpose of electing representatives to the House of Representative of the United States Congress. The first two digits are the FIPS state numeric code, which makes the congressional district code unique across states (see Appendix C Glossary for detail). LATCOD08 25 * N Latitude. Based on the location of the administrative office, the value of LATCOD ranges from 17 to 71. It contains an explicit decimal point. The digits to the left of the decimal represent the number of degrees from the equator; the digits to the right of the decimal represent the fraction of the next degree carried out to six decimal places. LONCOD08 26 * N Longitude. Based on the location of the administrative office, the value of LONCOD ranges from -65 to -177. The minus sign (-) indicates west of the prime meridian. It contains an explicit decimal point. The digits to the left of the decimal point represent the number of degrees from the prime meridian; the digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. BOUND08 27 AN The boundary change indicator is a classification of changes in an education agency’s boundaries since the last report to NCES. The options are as follows: 1 = No significant boundary change for this agency since the last report. Currently in operation. 2 = Education agency has closed with no effect on another agency’s boundaries. 3 = This is a new education agency formed with no effect on another agency’s boundaries. 4 = Agency was in existence, but not reported in previous year’s CCD agency universe survey, and is now being added. 5 = Agency has undergone a significant change in geographic boundaries or instructional responsibility. 6 = Agency is temporarily closed and may reopen within 3 years. 7 = Agency is scheduled to be operational within 2 years. 8 = Agency was closed on previous year’s file but has reopened. GSLO08 28 AN Agency low grade offered. This field was calculated from the high grade spans of the associated schools in the CCD school universe file GSHI08 29 AN Agency high grade offered. This field was calculated from the high grade spans of the associated schools in the CCD school universe file. SCH08 30 N Aggregate number of schools associated with this agency in the CCD school universe file. UG08 31 N Total number of students in classes or programs without standard grade designations. APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 7 Variable Data Name Order Type Description PK1208 32 N Total number of students in classes from prekindergarten through 12th grade that are part of the public school program. MEMBER08 33 N Calculated total student membership of the local education agency. SPECED08 34 N Count of all students having a written Individualized Education Program (IEP) under the Individuals With Disabilities Education Act (IDEA), Part B. ELL08 35 N The number of English language learner (ELL) students served in appropriate programs. PKTCH08 36 * N Prekindergarten teachers. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. KGTCH08 37 * N Kindergarten teachers. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. ELMTCH08 38 * N Elementary teachers. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. SECTCH08 39 * N Secondary teachers. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. UGTCH08 40 * N Teachers of classes or programs to which students are assigned without standard grade designation. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. TOTTCH08 41 * N Total teachers. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. AIDES08 42 * N Instructional aides. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. CORSUP08 43 * N Instructional coordinators & supervisors. Full-time equivalency reported to the nearest tenth; includes one explicit decimal. ELMGUI08 44 * N Elementary guidance counselors. Full-time equivalency reported to the nearest tenth; includes one explicit decimal. SECGUI08 45 * N Secondary guidance counselors. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. OTHGUI08 46 * N Other guidance counselors. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. TOTGUI08 47 * N Total guidance counselors. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. LIBSPE08 48 * N Librarians/media specialists. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. LIBSUP08 49 * N Library/media support staff. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. LEAADM08 50 * N LEA administrators. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. APPENDIX A—Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 A- 8 Variable Data Name Order Type Description LEASUP08 51 * N LEA administrative support staff. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. SCHADM08 52 * N School administrators. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. SCHSUP08 53 * N School administrative support staff. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. STUSUP08 54 * N Student support services staff. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. OTHSUP08 55 * N All other support services staff. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. B-1 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-2 Page intentionally left blank. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-3 Table B-1. Distribution of responses of character variable data, by response value: School Year 2008–09 Variable Label Missing Not applicable Reported FIPST FIPS state number 0 0 18,350 LEAID NCES agency identification number 0 0 18,350 STID08 State local education number 0 0 18,350 NAME08 Education agency name 0 0 18,350 PHONE08 Telephone number 1 0 18,349 MSTREE08 Mailing address 0 0 18,350 MCITY08 Mailing city 0 0 18,350 MSTATE08 Mailing state 0 0 18,350 MZIP08 Mailing five digit zip code 0 0 18,350 MZIP408 Mailing secondary zip code 3,366 0 14,984 LSTREE08 Location address 73 0 18,277 LCITY08 Location city 0 0 18,350 LSTATE08 Location state 0 0 18,350 LZIP08 Location five digit zip code 0 0 18,350 LZIP408 Location secondary zip code 3,398 0 14,952 UNION08 Supervisory union identification number 0 364 17,986 CONUM08 FIPS county code 0 207 18,143 CONAME08 County name 0 207 18,143 CSA08 Combined statistical area 0 10,299 8,051 CBSA08 Population nucleus and adjacent community integrated 0 4,448 13,902 METMIC08 Metropolitan or micropolitan area 0 215 18,135 CDCODE08 Congressional district code 0 215 18,135 LATCOD08 Latitude 215 0 18,135 LONCOD08 Longitude 215 0 18,135 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-4 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09 Variable Label Minimum Maximum Mean Missing Not applicable SCH08 Aggregate number of schools associated with agency 0 1,527.0 5.8 0 364 UG08 Ungraded students 0 20,406.0 76.9 2 15,492 PK1208 PK-12 students 0 687,412.0 2,954.5 3 1,555 MEMBER08 Calculated total student membership 0 687,534.0 2,949.0 3 1,449 SPECED08 Special education – individualized education plan 0 103,118.0 431.4 1,835 1,756 ELL08 English language learner students 0 220,703.0 305.5 2,193 1,884 PKTCH08 Teachers - prekindergarten 0 633.5 3.3 3,465 364 KGTCH08 Teachers - kindergarten 0 2,790.0 10.8 2,094 364 ELMTCH08 Teachers - elementary 0 21,008.7 91.6 1,031 364 SECTCH08 Teachers - secondary 0 15,031.0 75.1 1,312 364 UGTCH08 Teachers - ungraded 0 6,465.0 21.0 1,452 6,033 TOTTCH08 Teachers - total 0 39,356.0 188.8 765 364 AIDES08 Instructional aides/paraprofessionals 0 11,190.5 43.2 1,923 364 CORSUP08 Instructional coordinators and supervisors 0 1,930.2 4.9 1,668 364 ELMGUI08 Guidance counselors - elementary 0 462.5 2.5 5,135 364 SECGUI08 Guidance counselors - secondary 0 690.0 4.0 4,895 364 OTHGUI08 Guidance counselors - other 0 952.0 3.3 522 10,396 TOTGUI08 Guidance counselors - total 0 1,142.1 6.6 1,373 364 LIBSPE08 Librarians/media specialists 0 1,303.0 3.3 1,343 364 LIBSUP08 Librarians/media support staff 0 527.0 2.4 4,441 364 LEAADM08 LEA administrators 0 761.1 3.7 948 364 LEASUP08 LEA administrative support staff 0 4,091.5 11.7 2,484 364 SCHADM08 School administrators 0 1,616.0 9.8 1,013 364 SCHSUP08 School administrative support staff 0 3,992.5 15.5 2,470 364 STUSUP08 Student support services staff 0 3,828.0 15.5 1,459 364 OTHSUP08 All other support staff 0 41,375.0 74.2 2,406 364 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-5 Table B-3. Frequencies of categorical variables: School Year 2008–09 Categorical variable and label Frequency Percent Cumulative Frequency Cumulative Percent Agency type (TYPE08) 1—Regular local school district 13,411 73.1 13,411 73.1 2—Local school district that is a component of a supervisory union 694 3.8 14,105 76.9 3—Supervisory union 212 1.2 14,317 78.0 4—Regional education service agency 1,296 7.1 15,613 85.1 5—State-operated agency 290 1.6 15,903 86.7 6—Federally-operated agency 19 0.1 15,922 86.8 7—Charter agency 2,233 12.2 18,155 98.9 8—Other education agency 195 1.1 18,350 100.0 NCES urban-centric locale code (ULOCAL08) 11—City, large 1,245 6.8 1,245 6.8 12—City, midsize 500 2.7 1,745 9.5 13—City, small 774 4.2 2,519 13.7 21—Suburb, large 2,882 15.7 5,401 29.4 22—Suburb, midsize 407 2.2 5,808 31.7 23—Suburb, small 313 1.7 6,121 33.4 31—Town, fringe 829 4.5 6,950 37.9 32—Town, distant 1,211 6.6 8,161 44.5 33—Town, remote 1,099 6.0 9,260 50.5 41—Rural, fringe 2,378 13.0 11,638 63.4 42—Rural, distant 3,634 19.8 15,272 83.2 43—Rural, remote 2,861 15.6 18,133 98.8 217 1.2 18,350 100.0 Operational status code (BOUND08) 1—Continuing 17,598 95.9 17,598 95.9 2—Closed 247 1.4 17,845 97.3 3—New 354 1.9 18,199 99.2 4—Added 20 0.1 18,219 99.3 5—Changed boundary 11 0.1 18,230 99.4 6—Inactive 45 0.3 18,275 99.6 7—Future 72 0.4 18,347 100.0 8—Reopened 3 # 18,350 100.0 See notes at end of table. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-6 Table B-3. Frequencies of categorical variables: School Year 2008–09—Continued Categorical variable and label Frequency Percent Cumulative Frequency Cumulative Percent Agency low grade offered (GSLO08) 01—1st grade students 83 0.5 83 0.5 02—2nd grade students 22 0.1 105 0.6 03—3rd grade students 23 0.1 128 0.7 04—4th grade students 28 0.2 156 0.9 05—5th grade students 115 0.6 271 1.5 06—6th grade students 214 1.2 485 2.6 07—7th grade students 227 1.2 712 3.9 08—8th grade students 48 0.3 760 4.1 09—9th grade students 936 5.1 1,696 9.2 10—10th grade students 81 0.4 1,777 9.7 11—11th grade students 52 0.3 1,829 10.0 12—12th grade students 4 # 1,833 10.0 KG—Kindergarten students 4,924 26.8 6,757 36.8 N—Not applicable 1,598 8.7 8,355 45.5 PK—Prekindergarten students 9,893 53.9 18,248 99.4 UG—Students in ungraded classes 102 0.6 18,350 100.0 Agency high grade offered (GSHI08) 01—1st grade students 17 0.1 17 0.1 02—2nd grade students 22 0.1 39 0.2 03—3rd grade students 29 0.2 68 0.4 04—4th grade students 59 0.3 127 0.7 05—5th grade students 171 0.9 298 1.6 06—6th grade students 617 3.4 915 5.0 07—7th grade students 70 0.4 985 5.4 08—8th grade students 2,793 15.2 3,778 20.6 09—9th grade students 77 0.4 3,855 21.0 10—10th grade students 50 0.3 3,905 21.3 11—11th grade students 53 0.3 3,958 21.6 12—12th grade students 12,675 69.1 16,633 90.6 KG—Kindergarten students 10 0.1 16,643 90.7 N—Not applicable 1,598 8.7 18,241 99.4 PK—Prekindergarten students 7 # 18,248 99.4 UG—Students in ungraded classes 102 0.6 18,350 100.0 # Rounds to zero. NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-7 Table B-4. Number of local education agencies, by operational status and state or jurisdiction: School year 2008–09 State or jurisdiction All agencies Continuing Closed New1 Added2 Changed boundary Inactive3 Future4 Reopened United States5 18,099 17,523 247 180 20 11 45 72 1 Alabama 171 169 0 2 0 0 0 0 0 Alaska 54 54 0 0 0 0 0 0 0 Arizona 649 592 0 20 7 28 2 0 Arkansas 295 288 0 7 0 0 0 0 0 California 1,136 1,119 10 3 0 0 0 4 0 Colorado 262 262 0 0 0 0 0 0 0 Connecticut 200 198 0 2 0 0 0 0 0 Delaware 44 38 1 2 0 0 0 3 0 District of Columbia 64 56 2 6 0 0 0 0 0 Florida 77 77 0 0 0 0 0 0 0 Georgia 207 205 0 2 0 0 0 0 0 Hawaii 1 1 0 0 0 0 0 0 0 Idaho 135 133 0 2 0 0 0 0 0 Illinois 1,082 1,074 4 4 0 0 0 0 0 Indiana 379 369 0 0 10 0 0 0 0 Iowa 374 370 2 0 0 2 0 0 0 Kansas 332 329 2 1 0 0 0 0 0 Kentucky 194 194 0 0 0 0 0 0 0 Louisiana 114 105 0 9 0 0 0 0 0 Maine 328 298 5 1 0 0 0 24 0 Maryland 24 24 0 0 0 0 0 0 0 Massachusetts 501 499 1 1 0 0 0 0 0 Michigan 852 838 6 8 0 0 0 0 0 Minnesota 579 543 15 16 0 0 0 5 0 Mississippi 164 164 0 0 0 0 0 0 0 Missouri 562 559 2 1 0 0 0 0 0 Montana 517 501 4 1 0 4 7 0 0 Nebraska 297 294 1 2 0 0 0 0 0 Nevada 18 18 0 0 0 0 0 0 0 New Hampshire 279 271 2 3 1 0 0 1 1 New Jersey 690 676 2 6 0 0 0 6 0 New Mexico 99 95 0 4 0 0 0 0 0 New York6 862 833 4 21 0 0 0 4 0 North Carolina 251 231 18 2 0 0 0 0 0 North Dakota 236 223 7 3 0 2 0 1 0 Ohio 1,099 1,031 31 20 0 0 8 9 0 Oklahoma 588 582 5 1 0 0 0 0 0 Oregon 222 221 1 0 0 0 0 0 0 Pennsylvania 791 787 1 3 0 0 0 0 0 Rhode Island 53 50 0 0 0 0 2 1 0 South Carolina 103 102 0 1 0 0 0 0 0 South Dakota 188 165 19 4 0 0 0 0 0 Tennessee 140 140 0 0 0 0 0 0 0 Texas 1,281 1,258 5 11 0 3 0 4 0 Utah 120 103 1 9 0 0 0 7 0 See notes at end of table. Operational status APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-8 Table B-4. Number of local education agencies, by operational status and state or jurisdiction: School year 2008–09—Continued State or jurisdiction All agencies Continuing Closed New1 Added2 Changed boundary Inactive3 Future4 Reopened Vermont 362 360 0 0 2 0 0 0 0 Virginia 230 139 91 0 0 0 0 0 0 Washington 309 308 0 1 0 0 0 0 0 West Virginia 57 57 0 0 0 0 0 0 0 Wisconsin 463 461 1 0 0 0 0 1 0 Wyoming 64 59 4 1 0 0 0 0 0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas7 9 9 0 0 0 0 0 0 0 DDESS: DoDs Domestic7 7 7 0 0 0 0 0 0 0 Bureau of Indian Education 196 20 0 174 0 0 0 0 2 American Samoa 1 1 0 0 0 0 0 0 0 Guam 1 1 0 0 0 0 0 0 0 Commonwealth of the Northern Marianas Islands 1 1 0 0 0 0 0 0 0 Puerto Rico 1 1 0 0 0 0 0 0 0 U.S. Virgin Islands 2 2 0 0 0 0 0 0 0 5 U.S. totals include the 50 states and the District of Columbia. 7 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependent schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. Operational status 1 New agencies opened for the first time within the school year reported. 2 Added agencies are reported for the first time although they have been operating for more than one year. 3 Inactive agencies are closed temporarily and expected to reopen within three years. 4 Future agencies are expected to open within two years. 6 For analytic purposes, the New York City Public School District and its associated 33 geographic districts are counted as a single regular school district. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-9 Table B-5. Number of local education agencies, by agency type and state or jurisdiction: School year 2008–09 State or jurisdiction Regular school districts Supervisory unions1 Regional education service agenies2 Charter agencies State agencies Federal agencies Other education agencies United States3 13,893 211 1,274 2,233 290 3 195 Alabama 133 0 0 0 38 0 0 Alaska 53 0 0 0 1 0 0 Arizona 227 0 18 383 10 0 11 Arkansas 245 0 15 17 5 0 13 California 968 6 131 22 9 0 0 Colorado 178 0 83 1 0 0 0 Connecticut 166 0 6 3 7 0 18 Delaware 19 0 1 22 2 0 0 District of Columbia 1 0 0 62 1 0 0 Florida 67 0 0 0 3 0 7 Georgia 180 0 16 6 5 0 0 Hawaii 1 0 0 0 0 0 0 Idaho 115 0 0 16 4 0 0 Illinois 871 0 205 1 5 0 0 Indiana 294 1 29 51 4 0 0 Iowa 364 0 10 0 0 0 0 Kansas 320 0 0 0 12 0 0 Kentucky 174 0 18 0 2 0 0 Louisiana 69 0 0 32 8 0 5 Maine 312 0 8 0 5 3 0 Maryland 24 0 0 0 0 0 0 Massachusetts 352 0 86 62 1 0 0 Michigan 553 0 57 237 5 0 0 Minnesota 340 0 68 161 3 0 7 Mississippi 152 0 0 0 12 0 0 Missouri 524 0 0 29 5 0 4 Montana 431 56 21 0 4 0 5 Nebraska 256 0 36 0 5 0 0 Nevada 17 0 0 1 0 0 0 New Hampshire 179 87 0 13 0 0 0 New Jersey 616 0 1 69 3 0 1 New Mexico 89 0 0 4 6 0 0 New York4 698 0 37 121 6 0 0 North Carolina 116 0 1 102 6 0 26 North Dakota 195 0 38 0 3 0 0 Ohio 614 0 108 373 4 0 0 Oklahoma 539 0 0 1 3 0 45 Oregon 194 0 23 3 2 0 0 Pennsylvania 501 0 105 128 19 0 38 Rhode Island 33 0 4 8 6 0 2 South Carolina 85 0 13 1 4 0 0 South Dakota 167 0 16 0 5 0 0 Tennessee 136 0 0 0 4 0 0 Texas 1,033 0 20 214 14 0 0 Utah 41 0 4 73 2 0 0 See notes at end of table. Agency type APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-10 Table B-5. Number of local education agencies, by agency type and state or jurisdiction: School year 2008–09—Continued State or jurisdiction Regular school districts Supervisory unions1 Regional education service agenies2 Charter agencies State agencies Federal agencies Other education agencies Vermont 292 59 0 0 2 0 9 Virginia 134 2 70 0 24 0 0 Washington 295 0 10 0 0 0 4 West Virginia 55 0 0 0 2 0 0 Wisconsin 427 0 16 17 3 0 0 Wyoming 48 0 0 0 16 0 0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas5 0 0 0 0 0 9 0 DDESS: DoDs Domestic5 0 0 0 0 0 7 0 Bureau of Indian Education 174 0 22 0 0 0 0 American Samoa 1 0 0 0 0 0 0 Guam 1 0 0 0 0 0 0 Commonwealth of the Northern Marianas Islands 1 0 0 0 0 0 0 Puerto Rico 1 0 0 0 0 0 0 U.S. Virgin Islands 2 0 0 0 0 0 0 1 Supervisory unions provide administrative services to school districts through a common superintendent. 2 Regional education service agencies provide services to a variety of local education agencies. 3 U.S. totals include the 50 states and the District of Columbia. Agency type 5 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependent schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. 4 For analytic purposes, the New York City Public School District and its associated 33 geographic districts are counted as a single regular school district. NOTE: Universe for this table includes all local education agencies, including closed, inactive, and future agencies. Table B-6. Number of operational public elementary and secondary local education agencies with membership and number of students in membership, by agency type and state or Table B-3. jurisdiction: School year 2008–09 State or jurisdiction Agencies Students Agencies Students Agencies Students Agencies Students Agencies Students Agencies Students Agencies Students United States3 13,563 48,033,126 36 15,569 281 268,801 2,059 782,940 140 56,277 3 439 40 19,279 Alabama 132 745,668 0 0 0 0 0 0 0 0 0 0 0 0 Alaska 53 130,236 0 0 0 0 0 0 1 426 0 0 0 0 Arizona 223 979,320 0 0 11 2,356 357 104,677 0 0 0 0 3 1,278 Arkansas 245 474,423 0 0 0 0 17 4,325 2 217 0 0 0 0 California 960 6,163,045 0 0 57 77,783 17 8,885 8 2,318 0 0 0 0 Colorado 178 812,068 0 0 4 647 1 5,728 0 0 0 0 0 0 Connecticut 166 539,250 0 0 6 7,675 3 4,073 4 11,504 0 0 18 4,696 Delaware 19 116,804 0 0 0 0 18 8,626 0 0 0 0 0 0 District of Columbia 1 44,331 0 0 0 0 56 24,279 1 71 0 0 0 0 Florida 67 2,623,067 0 0 0 0 0 0 2 1,000 0 0 6 6,953 Georgia 180 1,649,598 0 0 0 0 6 5,770 1 424 0 0 0 0 Hawaii 1 179,478 0 0 0 0 0 0 0 0 0 0 0 0 Idaho 115 267,951 0 0 0 0 16 7,124 1 79 0 0 0 0 Illinois 868 2,117,674 0 0 6 144 1 361 2 1,528 0 0 0 0 Indiana 292 1,028,259 0 0 1 57 51 16,442 4 1,389 0 0 0 0 Iowa 362 487,559 0 0 0 0 0 0 0 0 0 0 0 0 Kansas 295 470,540 0 0 0 0 0 0 6 520 0 0 0 0 Kentucky 174 669,858 0 0 0 0 0 0 2 172 0 0 0 0 Louisiana 69 650,099 0 0 0 0 32 17,677 7 14,231 0 0 5 2,866 Maine 281 190,972 0 0 0 0 0 0 5 1,152 3 439 0 0 Maryland 24 843,781 0 0 0 0 0 0 0 0 0 0 0 0 Massachusetts 244 794,982 0 0 86 137,544 61 26,384 0 0 0 0 0 0 Michigan 551 1,537,515 0 0 55 18,096 225 104,214 1 96 0 0 0 0 Minnesota 339 800,053 0 0 21 3,044 153 32,677 1 274 0 0 0 0 Mississippi 152 491,194 0 0 0 0 0 0 11 768 0 0 0 0 Missouri 522 898,568 0 0 0 0 28 17,165 4 2,138 0 0 0 0 Montana 420 141,786 0 0 0 0 0 0 2 113 0 0 0 0 Nebraska 254 292,161 0 0 0 0 0 0 5 429 0 0 0 0 Nevada 17 430,985 0 0 0 0 1 2,386 0 0 0 0 0 0 New Hampshire 175 197,934 0 0 0 0 0 0 0 0 0 0 0 0 New Jersey 590 1,359,082 0 0 0 0 61 19,273 3 3,065 0 0 0 0 New Mexico 89 328,737 0 0 0 0 4 1,106 6 402 0 0 0 0 New York4 695 2,705,289 0 0 0 0 105 34,823 4 693 0 0 0 0 North Carolina 115 1,452,064 0 0 0 0 96 36,506 0 0 0 0 1 75 North Dakota 183 94,653 0 0 0 0 0 0 2 75 0 0 0 0 See notes at end of table. APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 Other education agencies Charter agencies Agency type Regional education service agenies2 Regular school districts Supervisory unions1 Federal agencies B-11 State agencies Table B-6. Number of operational public elementary and secondary local education agencies with membership and number of students in membership, by agency type and state or Table B-3. jurisdiction: School year 2008–09—Continued State or jurisdiction Agencies Students Agencies Students Agencies Students Agencies Students Agencies Students Agencies Students Agencies Students Ohio 612 1,729,072 0 0 0 0 324 86,824 3 1,267 0 0 0 0 Oklahoma 534 644,549 0 0 0 0 1 206 3 353 0 0 0 0 Oregon 193 560,334 0 0 11 2,173 3 405 1 383 0 0 0 0 Pennsylvania 501 1,687,148 0 0 14 8,433 127 73,051 10 1,157 0 0 0 0 Rhode Island 32 131,056 0 0 4 10,465 8 2,047 5 1,774 0 0 0 0 South Carolina 85 714,290 0 0 0 0 1 2,446 2 1,377 0 0 0 0 South Dakota 157 126,624 0 0 0 0 0 0 0 0 0 0 0 0 Tennessee 136 970,908 0 0 0 0 0 0 4 1,042 0 0 0 0 Texas 1,030 4,646,668 0 0 0 0 205 102,903 12 2,577 0 0 0 0 Utah 40 532,433 0 0 0 0 65 27,117 1 228 0 0 0 0 Vermont 238 87,440 34 2,304 0 0 0 0 1 18 0 0 4 2,684 Virginia 130 1,221,799 2 13,265 0 0 0 0 2 731 0 0 0 0 Washington 295 1,035,907 0 0 5 384 0 0 0 0 0 0 3 727 West Virginia 55 281,908 0 0 0 0 0 0 2 821 0 0 0 0 Wisconsin 426 867,035 0 0 0 0 16 5,440 2 1,275 0 0 0 0 Wyoming 48 86,971 0 0 0 0 0 0 7 190 0 0 0 0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas5 0 0 0 0 0 0 0 0 0 0 9 56,768 0 0 DDESS: DoDs Domestic5 0 0 0 0 0 0 0 0 0 0 7 28,013 0 0 Bureau of Indian Education 172 40,830 0 0 0 0 0 0 0 0 0 0 0 0 American Samoa — — — — — — — — — — — — — — Guam — — — — — — — — — — — — — — Commonwealth of the Northern Marianas 1 10,913 0 0 0 0 0 0 0 0 0 0 0 0 Puerto Rico 1 503,635 0 0 0 0 0 0 0 0 0 0 0 0 U.S. Virgin Islands 2 15,768 0 0 0 0 0 0 0 0 0 0 0 0 — Not available. 1 Supervisory unions provide administrative services to school districts through a common superintendent. 2 Regional education service agencies provide services to a variety of local education agencies. 3 U.S. totals include the 50 states and the District of Columbia. 4 For analytic purposes, the New York City Public School District and its associated 33 geographic districts are counted as a single regular school district. 5 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependent schools (domestic), respectively. NOTE: Membership is the count of students enrolled on October 1 of the reported school year. Supervisory unions1 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. Agency type Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 Other education agencies State agencies Regular school districts B-12 Regional education service agenies2 Charter agencies Federal agencies Table B-7. Number of operational regular public elementary and secondary school districts with membership and percentage distribution of students in membership in city, suburban, Table B-4. town, and rural locales, by state or jurisdiction: School year 2008–09 State or jurisdiction Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students United States1 162 15.3 158 6.9 403 7.9 2,208 32.4 301 3.2 216 2.0 Alabama 0 0.0 4 19.4 11 9.4 10 11.8 3 4.3 6 3.3 Alaska 2 37.7 0 0.0 1 11.0 0 0.0 0 0.0 1 1.1 Arizona 23 40.3 4 6.1 5 4.5 11 18.4 0 0.0 3 2.3 Arkansas 0 0.0 1 5.5 14 22.4 6 10.5 2 1.7 0 0.0 California 47 27.3 45 11.1 58 10.0 202 32.2 42 4.6 29 3.1 Colorado 6 25.3 2 5.5 3 6.9 13 31.0 0 0.0 2 6.7 Connecticut 0 0.0 4 14.2 9 12.0 64 45.6 14 10.5 0 0.0 Delaware 0 0.0 0 0.0 1 5.3 5 49.6 0 0.0 3 8.2 District of Columbia 1 100.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 Florida 1 4.7 3 3.8 2 3.4 14 61.4 6 8.5 0 0.0 Georgia 1 3.0 4 6.8 10 7.6 14 38.8 1 0.4 1 0.8 Hawaii 0 0.0 0 0.0 0 0.0 1 100.0 0 0.0 0 0.0 Idaho 0 0.0 1 9.5 5 20.1 1 12.9 0 0.0 3 5.6 Illinois 1 19.9 7 5.8 23 6.0 263 38.9 37 3.4 18 1.8 Indiana 8 13.1 2 4.3 14 13.2 39 22.7 4 1.8 5 0.8 Iowa 0 0.0 3 10.8 10 19.2 7 6.0 2 0.7 0 0.0 Kansas 1 10.0 4 12.6 1 2.3 8 16.4 1 0.8 1 0.1 Kentucky 2 20.1 0 0.0 6 5.7 15 10.8 4 1.7 1 0.0 Louisiana 0 0.0 4 19.4 5 15.9 7 15.6 1 2.9 1 5.5 Maine 0 0.0 0 0.0 6 13.0 0 0.0 8 8.3 10 3.7 Maryland 1 9.7 0 0.0 1 1.7 5 58.5 3 11.9 2 6.5 Massachusetts 1 7.0 3 6.8 9 9.2 152 66.1 18 5.0 1 0.0 Michigan 1 6.3 8 5.9 27 12.4 105 34.3 16 3.7 13 3.6 Minnesota 2 9.3 0 0.0 8 10.2 27 31.9 3 1.1 3 0.8 Mississippi 0 0.0 1 6.2 4 4.5 2 1.7 3 2.0 1 0.6 Missouri 6 9.5 1 2.7 5 5.6 38 30.7 1 0.6 2 2.4 Montana 0 0.0 2 10.9 4 13.2 0 0.0 2 1.0 3 1.5 Nebraska 3 26.1 1 11.7 0 0.0 4 9.3 1 1.3 0 0.0 Nevada 0 0.0 1 15.2 1 1.9 1 72.6 0 0.0 0 0.0 New Hampshire 0 0.0 1 7.5 1 6.3 6 7.3 9 15.9 11 9.2 New Jersey 2 3.1 0 0.0 12 6.8 410 76.5 17 1.5 11 1.6 New Mexico 1 29.2 0 0.0 3 14.8 2 5.9 0 0.0 1 1.0 New York 2 37.6 2 2.0 21 4.3 230 33.7 11 1.0 9 1.1 North Carolina 2 18.8 4 14.7 5 4.1 1 0.8 5 5.5 0 0.0 North Dakota 0 0.0 0 0.0 3 30.1 0 0.0 1 7.0 1 3.4 See notes at end of table. Small Large Midsize Small B-13 Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the City Suburban Large Midsize Table B-7. Number of operational regular public elementary and secondary school districts with membership and percentage distribution of students in membership in city, suburban, Table B-4. town, and rural locales, by state or jurisdiction: School year 2008–09—Continued State or jurisdiction Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Ohio 5 10.0 2 2.3 14 4.7 156 37.1 9 1.5 17 2.1 Oklahoma 6 18.7 0 0.0 1 2.5 14 18.9 2 0.1 2 2.6 Oregon 3 10.6 3 11.4 6 18.6 12 17.4 3 1.9 1 0.3 Pennsylvania 2 11.1 2 1.8 12 6.1 172 39.5 20 4.4 20 3.5 Rhode Island 0 0.0 1 18.1 2 16.4 21 57.8 0 0.0 0 0.0 South Carolina 0 0.0 2 9.3 5 10.0 7 25.7 3 2.9 1 1.7 South Dakota 0 0.0 1 17.2 1 10.7 0 0.0 0 0.0 0 0.0 Tennessee 2 19.2 1 3.0 8 5.9 7 18.9 2 0.8 1 1.2 Texas 27 26.9 19 9.4 21 6.3 63 25.2 9 1.0 9 2.0 Utah 0 0.0 2 7.1 3 8.5 6 59.6 0 0.0 1 2.8 Vermont 0 0.0 0 0.0 2 6.8 0 0.0 8 9.7 0 0.0 Virginia 1 5.9 7 12.8 7 3.5 15 41.3 2 1.5 1 0.2 Washington 1 4.4 4 9.9 14 14.5 33 36.9 13 7.9 6 2.2 West Virginia 0 0.0 0 0.0 5 16.3 0 0.0 2 13.4 2 2.9 Wisconsin 1 9.8 2 5.2 12 14.9 39 14.3 13 6.7 13 4.3 Wyoming 0 0.0 0 0.0 2 28.7 0 0.0 0 0.0 0 0.0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 † † † † † † † † † † † † DDESS: DoDs Domestic2 † † † † † † † † † † † † Bureau of Indian Education † † † † † † † † † † † † American Samoa † † † † † † † † † † † † Guam † † † † † † † † † † † † Commonwealth of the † † † † † † † † † † † † Islands † † † † † † † † † † † † Puerto Rico † † † † † † 1 100.0 † † † † U.S. Virgin Islands † † † † † † † † † † † † See notes at end of table. Large Midsize Small Large Midsize Small City Suburban Common Core of Data Local Education Agency Universe Survey: School Year 2008-09 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the B-14 Table B-7. Number of operational regular public elementary and secondary school districts with membership and percentage distribution of students in membership in city, suburban, Table B-4. town, and rural locales, by state or jurisdiction: School year 2008–09—Continued State or jurisdiction Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students United States1 678 3.9 967 4.8 817 3.4 1,756 10.9 3,293 6.8 2,604 2.4 Alabama 12 5.6 16 5.6 4 0.9 16 14.3 32 20.4 18 5.0 Alaska 0 0.0 1 12.6 5 9.0 2 3.2 0 0.0 41 25.4 Arizona 5 1.6 13 2.3 28 6.8 35 11.1 39 4.4 57 2.1 Arkansas 7 5.4 28 11.9 14 7.1 44 14.3 76 13.9 53 7.4 California 69 3.7 66 2.7 33 0.8 147 3.0 155 1.2 67 0.3 Colorado 5 1.7 5 2.1 26 6.7 7 6.7 28 3.9 81 3.4 Connecticut 14 5.6 0 0.0 0 0.0 43 10.9 18 1.1 0 0.0 Delaware 3 8.2 1 3.9 0 0.0 4 22.0 2 2.8 0 0.0 District of Columbia 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 Florida 2 0.6 10 2.5 3 0.4 15 13.1 9 1.4 2 0.1 Georgia 7 2.2 22 4.2 7 1.4 53 25.5 44 7.9 16 1.4 Hawaii 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 Idaho 3 2.3 11 11.1 13 11.2 12 16.0 29 6.0 37 5.3 Illinois 36 2.8 82 5.3 51 3.0 92 7.4 224 4.9 34 0.8 Indiana 20 4.6 53 12.1 3 0.6 53 14.7 88 11.8 3 0.3 Iowa 11 4.8 32 11.2 37 13.0 22 7.9 137 16.8 101 9.5 Kansas 10 4.9 19 7.4 37 17.5 19 9.0 65 9.2 129 9.8 Kentucky 8 6.4 24 9.3 22 7.6 31 17.6 36 14.7 25 6.2 Louisiana 7 9.9 9 6.7 4 2.2 11 12.3 14 7.9 6 1.5 Maine 7 8.6 10 9.1 10 4.4 37 18.8 93 24.8 100 9.3 Maryland 0 0.0 3 2.0 0 0.0 4 5.3 5 4.4 0 0.0 Massachusetts 13 1.1 4 0.4 0 0.0 33 4.1 10 0.2 0 0.0 Michigan 43 6.6 23 3.5 31 3.9 68 8.3 144 8.7 72 2.7 Minnesota 15 6.4 23 6.4 34 8.8 28 10.0 83 7.3 113 7.7 Mississippi 2 1.4 9 5.3 43 23.5 16 21.2 44 24.6 27 9.0 Missouri 12 4.7 36 7.7 41 9.2 46 9.3 189 10.7 145 7.0 Montana 2 1.4 0 0.0 52 38.1 17 2.8 75 10.1 263 21.0 Nebraska 1 0.6 8 5.0 28 19.3 10 4.1 54 8.3 144 14.3 Nevada 1 1.5 0 0.0 4 4.3 2 1.8 2 2.2 5 0.6 New Hampshire 8 7.0 8 5.7 14 5.2 36 16.4 51 16.7 30 2.9 New Jersey 22 1.8 0 0.0 0 0.0 93 8.0 23 0.7 0 0.0 New Mexico 1 1.0 5 5.0 20 21.7 4 9.4 6 2.4 46 9.8 New York2 56 4.1 39 2.4 14 0.9 96 6.3 177 6.0 38 0.6 North Carolina 7 3.2 13 5.4 1 0.3 35 33.5 31 12.2 11 1.5 North Dakota 0 0.0 2 2.2 9 18.7 4 0.4 34 8.4 129 29.8 See notes at end of table. Distant Remote Fringe Distant Remote Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the B-15 Town Rural Fringe Table B-7. Number of operational regular public elementary and secondary school districts with membership and percentage distribution of students in membership in city, suburban, Table B-4. town, and rural locales, by state or jurisdiction: School year 2008–09—Continued State or jurisdiction Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Number of districts Percent of students Ohio 63 8.2 53 6.7 3 0.3 128 16.1 161 11.0 1 0.0 Oklahoma 12 4.5 40 11.9 39 9.5 68 8.6 202 15.1 148 7.7 Oregon 22 13.6 19 8.6 20 6.7 15 4.5 34 3.5 55 2.8 Pennsylvania 61 9.0 28 3.6 10 1.2 79 12.1 82 7.1 13 0.6 Rhode Island 1 2.5 0 0.0 0 0.0 5 4.9 2 0.3 0 0.0 South Carolina 1 0.4 10 9.2 3 0.8 26 26.2 27 13.7 0 0.0 South Dakota 2 4.4 5 4.7 13 20.5 5 6.3 27.0 9.2 103 26.9 Tennessee 9 3.7 19 6.4 6 2.2 32 25.2 39 12.2 10 1.3 Texas 30 2.5 95 4.9 78 3.8 125 10.4 326 5.8 228 1.8 Utah 2 7.4 3 4.3 6 4.6 1 0.4 4 1.8 12 3.7 Vermont 3 2.9 21 19.0 7 6.9 34 16.0 112 27.6 51 11.0 Virginia 3 0.9 17 4.3 1 0.1 26 17.7 36 9.4 14 2.2 Washington 21 5.7 22 5.0 12 2.3 28 4.7 75 4.5 66 1.9 West Virginia 3 5.8 7 17.3 6 6.8 6 13.5 15 19.0 9 5.1 Wisconsin 36 8.9 52 13.1 8 1.4 41 5.2 130 10.8 79 5.4 Wyoming 0 0.0 1 4.1 17 44.7 2 4.7 4 2.8 22 15.0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 † † † † † † † † † † † † DDESS: DoDs Domestic3 † † † † † † † † † † † † Bureau of Indian Education † † † † † † † † † † † † American Samoa † † † † † † † † † † † † Guam † † † † † † † † † † † † Commonwealth of the † † † † † † † † † † † † Northern Marianas † † † † † † † † † † † † Puerto Rico † † † † † † 1 100.0 † † † † U.S. Virgin Islands † † † † † † † † † † † † † Not applicable. Locale codes are not assigned to these areas. 1 U.S. totals include the 50 states and the District of Columbia. 2 For analytic purposes, the New York City Public School District and its associated 33 geographic districts are counted as a single regular school district. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. NOTE: This table includes districts operated by the Bureau of Indian Education and the Department of Defense although they are technically federally-operated. City includes the categories of City, Large Territory; City, Mid-size Territory; and City, Small Territory. Suburban includes the categories of Suburb, Large Territory; Suburb, Mid-size Territory; and Suburb, Small Territory. Town includes the categories of Town, Fringe Territory; Town, Distant Territory; and Town, Remote Territory. Rural includes the categories of Rural, Fringe; Rural, Distant; and Rural, Remote. Membership is the count of students enrolled on October 1 of the reported school year. Detail may not sum to totals because of rounding. Town Rural Fringe Distant Remote Fringe Distant 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependent schools (domestic), respectively. B-16 Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Remote APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-17 Table B-8. Number and percentage of students served in English language learner (ELL) and Individualized Education Programs (IEPs) programs, by state or jurisdiction: School year 2008–09 State or jurisdiction Number of students Percent of students Number of students Percent of students Reporting States3 4,352,468 8.9 6,146,911 12.5 Alabama 19,523 2.6 7,031 0.9 Alaska 12,030 9.2 17,662 13.5 Arizona 125,193 11.5 123,348 11.3 Arkansas 27,634 5.8 54,464 11.4 California 1,514,733 24.2 661,637 10.6 Colorado 88,907 10.9 — — Connecticut 29,583 5.2 69,045 12.2 Delaware 7,184 5.7 18,896 15.1 District of Columbia 5,785 8.4 10,602 15.4 Florida 226,157 8.6 383,441 14.6 Georgia 82,066 5.0 178,857 10.8 Hawaii 18,564 10.3 20,130 11.2 Idaho 17,669 6.4 27,837 10.1 Illinois 204,737 9.7 318,529 15.0 Indiana 45,834 4.4 176,168 16.8 Iowa 20,334 4.2 67,065 13.8 Kansas 34,096 7.2 65,702 13.9 Kentucky 14,589 2.2 107,698 16.1 Louisiana 12,497 1.8 86,266 12.6 Maine — — 30,689 15.9 Maryland — — 102,585 12.2 Massachusetts 49,073 5.1 168,497 17.6 Michigan 60,976 3.7 232,617 14.0 Minnesota 61,486 7.4 119,739 14.3 Mississippi 6,543 1.3 135 # Missouri 16,338 1.8 132,309 14.4 Montana 4,550 3.2 17,578 12.4 Nebraska 18,394 6.3 44,038 15.1 Nevada 75,952 17.5 48,284 11.1 New Hampshire 3,484 1.8 30,089 15.2 New Jersey 54,154 3.9 229,445 16.6 New Mexico — — 45,959 13.9 New York 183,944 6.7 442,161 16.1 North Carolina 113,821 7.6 186,666 12.5 North Dakota 3,540 3.7 13,257 14.0 Ohio 36,317 2.0 265,009 14.6 Oklahoma — — 248 # Oregon 63,010 11.2 78,867 14.0 Pennsylvania 45,970 2.6 294,705 16.7 Rhode Island — — 27,550 19.0 South Carolina 31,450 4.4 101,269 14.1 South Dakota 3,580 2.8 17,666 14.0 Tennessee 27,433 2.8 118,584 12.2 Texas 718,388 15.1 452,741 9.5 Utah 44,470 7.9 64,839 11.6 See notes at end of table. ELL1 IEPs2 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 B-18 Table B-8. Number and percentage of students served in English language learner (ELL) and Individualized Education Programs (IEPs) programs, by state or jurisdiction: School year 2008–09—Continued State or jurisdiction Number of students Percent of students Number of students Percent of students Vermont 988 1.1 8,631 9.3 Virginia 87,026 7.0 166,392 13.5 Washington 82,711 8.0 125,331 12.1 West Virginia 1,618 0.6 46,578 16.5 Wisconsin 47,866 5.5 125,304 14.3 Wyoming 2,271 2.6 14,771 16.9 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas4 4,804 8.5 6,106 10.8 DDESS: DoDs Domestic4 1,913 6.8 3,956 14.1 Bureau of Indian Education — — — — American Samoa — — — — Guam — — — — Commonwealth of the Northern Marianas Islands — — 732 6.7 Puerto Rico — — 103,118 20.5 U.S. Virgin Islands — — 1,547 9.8 — Not available. # Rounds to zero. NOTE: Table includes only those districts with student membership greater than zero. With Disabilities Education Act (IDEA, Part B). SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. ELL1 IEPs2 4 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependent schools (domestic), respectively. 3 A reporting states total is shown for the 50 states and District of Columbia if data for any item in the table were not available for some, but not all districts in the United States. 1 English language learners (ELL, formerly known as limited English proficient, or LEP) are individuals who (1) were not born in the United States or whose native language is a language other than English; or (2) come from environments where a language other than English is dominant; or (3) are American Indians or Alaskan Natives and who come from environments where a language other than English has had a significant impact on their level of English proficiency; and who, by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in U.S. society. 2 IEPs are written instructional plans for students with disabilities designated as special education students under the Individuals Table B-9. Number of staff for public schools, by category and state or jurisdiction: School year 2008–09 State or jurisdiction Teachers Instructional aides Instructional coordinators and supervisors Guidance counselors Librarians Library support staff School district administrators School district administrative support staff School administrators School administrative support staff Student support staff Other support staff Reporting States1 3,202,881.4 693,068.9 79,526.6 107,718.9 53,759.9 32,020.2 62,086.1 179,021.7 164,842.1 235,550.8 251,815.6 1,138,713.7 Alabama 47,816.8 697.7 8,012.2 1,871.3 1,425.1 694.9 881.5 1,744.5 2,710.8 3,347.6 2,321.4 26,081.5 Alaska 7,924.5 2,189.6 — 279.7 169.8 107.4 522.5 754.2 757.1 1,139.8 434.5 2,683.2 Arizona 54,691.6 15,598.0 132.5 1,464.4 732.9 1,798.4 438.7 729.8 2,609.3 5,421.1 7,514.3 14,375.9 Arkansas 37,162.0 7,794.0 837.0 1,440.0 1,007.0 267.0 713.0 2,287.0 1,703.0 3,198.0 5,006.0 9,856.0 California 299,891.6 68,573.0 7,123.9 7,766.0 1,158.3 — 3,957.2 23,472.0 14,555.1 32,803.5 18,059.1 108,750.5 Colorado 48,690.2 15,009.4 2,200.2 2,115.4 839.8 895.2 1,198.1 5,002.4 2,816.0 4,308.9 5,393.7 14,088.2 Connecticut 48,450.5 13,751.9 1,995.9 1,113.3 816.2 695.2 723.8 3,085.1 338.8 1,736.4 2,544.3 17,184.5 Delaware 8,260.9 1,549.7 287.9 284.4 136.9 1.0 336.8 325.6 397.0 404.4 752.6 1,986.9 District of Columbia 5,321.0 1,252.0 405.0 250.0 127.0 25.0 226.0 776.0 368.0 626.0 633.0 2,122.0 Florida 186,359.0 28,622.0 686.0 6,058.0 2,834.0 1,454.0 2,046.0 14,563.0 7,819.0 15,381.0 10,174.0 64,715.0 Georgia 118,837.0 27,949.2 2,041.1 3,690.2 2,299.2 1,814.1 2,352.0 2,688.3 6,545.5 8,805.9 7,892.6 54,215.0 Hawaii 11,294.2 2,230.3 616.0 660.0 248.5 61.9 227.5 360.2 519.0 1,189.4 1,688.1 2,508.5 Idaho 15,145.8 2,908.3 263.5 632.9 139.2 296.5 136.7 624.1 750.9 842.9 573.3 4,938.6 Illinois 135,665.2 — 3,162.9 3,152.2 2,056.2 — 2,363.5 — 7,474.4 — 9,341.0 — Indiana 62,655.0 23,093.0 1,983.0 1,939.0 951.0 1,327.0 1,144.0 779.0 3,199.0 7,527.0 2,155.0 35,171.0 Iowa 35,958.5 10,804.8 458.5 1,377.0 590.0 936.1 976.5 1,590.3 1,654.5 2,487.9 2,539.8 12,969.4 Kansas 35,871.3 9,195.6 95.4 1,122.5 893.8 606.9 477.1 122.4 1,867.1 2,182.6 1,555.7 1,317.3 Kentucky 43,448.2 14,075.7 941.6 1,460.1 1,119.8 294.1 931.2 2,525.7 3,047.7 5,777.5 2,639.2 23,948.0 Louisiana 49,374.7 11,379.1 1,863.9 2,877.7 1,194.8 358.5 349.6 2,788.9 2,852.0 3,434.4 3,676.7 20,717.0 Maine 15,910.1 5,899.5 292.4 605.1 246.2 367.3 675.3 1,169.8 1,193.4 1,676.5 1,720.1 6,694.2 Maryland 58,930.2 11,255.6 1,888.0 2,426.9 1,234.4 546.3 3,398.4 2,287.9 3,642.4 6,258.8 4,616.1 20,327.3 Massachusetts 70,395.3 22,831.5 492.2 2,220.6 866.4 1,062.8 2,263.6 3,528.7 4,413.1 5,882.1 8,228.1 1,441.7 Michigan 94,752.4 22,395.0 3,572.3 2,601.0 1,036.9 656.7 3,291.8 1,274.8 5,006.0 12,816.6 13,288.7 47,359.7 Minnesota 53,080.6 16,127.4 1,782.1 1,099.7 812.1 825.9 2,068.6 2,246.2 2,117.2 4,169.1 11,771.9 13,111.2 Mississippi 33,356.0 8,977.7 711.2 2,096.7 972.6 261.2 1,007.2 2,063.8 1,966.0 2,529.8 2,892.7 15,205.5 Missouri 67,652.6 13,009.0 945.3 2,449.9 1,387.8 136.6 1,323.1 8,783.7 2,974.5 339.0 4,867.9 28,331.1 Montana 10,465.4 2,183.2 158.1 457.7 380.1 — 168.4 — 543.6 — 686.8 — Nebraska 22,055.4 6,023.5 882.1 797.2 567.5 420.4 623.7 983.8 1,037.2 1,543.9 1,303.2 8,996.7 Nevada 21,991.3 — — 847.2 366.5 — 24.7 — 1,048.6 — 83.5 1,020.8 New Hampshire 15,659.5 7,094.6 — 850.6 323.8 316.9 676.9 737.1 774.0 1,283.4 — 5,127.8 New Jersey 114,712.0 25,890.3 3,680.0 2,251.8 1,776.1 — 1,457.3 10.0 6,109.0 138.0 12,564.1 176.0 New Mexico 22,822.3 6,346.6 806.9 842.4 294.2 268.5 841.6 69.1 1,334.5 3,829.4 3,102.8 7,282.3 New York 217,940.5 39,747.9 2,555.2 6,672.1 3,127.3 1,586.7 3,113.8 23,121.0 9,506.2 7,265.9 12,351.9 101,142.8 North Carolina 101,655.6 29,002.1 2,361.5 3,978.5 2,350.3 524.1 1,672.8 5,115.1 5,012.2 7,419.7 8,089.9 32,652.8 North Dakota 8,178.8 2,061.6 123.4 282.0 192.4 194.6 467.6 152.0 408.4 310.8 528.9 2,728.3 See notes at end of table. Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the B-19 Table B-9. Number of staff for public schools, by category and state or jurisdiction: School year 2008–09—Continued State or jurisdiction Teachers Instructional aides Instructional coordinators and supervisors Guidance counselors Librarians Library support staff School district administrators School district administrative support staff School administrators School administrative support staff Student support staff Other support staff Ohio 112,843.6 19,052.1 1,599.4 3,641.5 1,355.0 1,840.2 2,108.9 14,165.2 5,120.4 12,075.8 19,375.1 51,545.3 Oklahoma 42,153.1 8,038.6 380.9 1,691.7 1,115.3 863.6 608.9 3,176.5 2,208.8 3,422.4 3,909.8 15,485.2 Oregon 30,062.7 10,330.1 365.0 1,100.7 375.7 727.6 447.7 3,444.9 1,669.7 3,928.6 2,056.4 10,181.0 Pennsylvania 129,659.5 28,838.5 1,685.7 4,589.3 2,193.6 1,860.5 2,690.3 7,053.5 5,842.4 10,151.5 8,738.0 48,544.4 Rhode Island 11,325.0 1,985.0 77.0 406.0 304.0 54.0 70.0 430.0 467.0 635.0 521.0 1,940.0 South Carolina 47,552.2 8,520.9 519.1 1,872.5 1,134.7 297.6 642.3 573.2 2,521.3 615.1 2,990.9 155.6 South Dakota 9,242.0 2,519.6 101.3 315.8 140.9 57.9 623.6 406.5 414.7 453.3 712.9 3,395.3 Tennessee 64,922.7 15,789.6 838.1 2,754.9 1,906.2 563.7 165.9 839.0 3,335.6 4,480.9 826.8 30,409.7 Texas 327,902.5 62,745.7 3,530.1 10,935.9 5,083.2 2,700.9 6,074.2 21,237.0 20,933.1 24,140.1 21,590.2 142,498.4 Utah 23,644.1 7,929.0 1,523.4 761.1 260.9 500.0 380.3 806.8 1,220.3 2,302.9 1,126.0 8,561.7 Vermont 8,754.7 4,462.4 254.7 444.9 224.0 269.4 146.4 430.8 518.7 694.8 921.7 2,213.6 Virginia 71,413.0 20,203.5 12,598.3 4,008.1 2,040.1 1,662.3 1,734.6 4,791.7 4,697.0 7,163.7 7,086.8 66,160.1 Washington 54,426.5 10,435.3 542.0 2,110.5 1,237.7 794.8 1,187.6 1,666.7 2,877.4 4,507.7 2,938.7 21,885.2 West Virginia 20,208.3 3,513.2 251.3 729.3 363.1 — 743.7 1,127.1 1,103.5 464.8 1,590.5 8,494.2 Wisconsin 59,397.9 10,977.2 1,468.8 1,882.5 1,181.8 675.3 1,026.7 2,673.0 2,494.4 3,839.8 5,958.2 15,012.1 Wyoming 6,997.6 2,209.4 434.3 440.7 169.6 351.2 358.5 438.3 347.3 597.1 481.7 3,005.2 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 4,477.5 490.6 29.0 212.5 120.0 — 43.0 23.5 214.0 628.0 317.6 490.6 DDESS: DoDs Domestic2 2,143.9 349.2 28.0 88.5 69.0 — 43.0 21.0 100.0 282.5 154.0 562.8 Bureau of Indian Education — — — — — — — — — — — — American Samoa — — — — — — — — — — — — Guam — — — — — — — — — — — — Commonwealth of the Northern Marianas Islands 514.0 216.0 8.0 17.0 16.0 6.0 56.0 36.0 53.0 30.0 91.0 Puerto Rico 39,356.0 191.0 454.0 952.0 1,303.0 123.0 258.0 2,470.0 1,427.0 3,447.0 3,828.0 16,225.0 U.S. Virgin Islands 1,331.0 240.0 68.0 91.0 29.0 13.0 25.0 40.0 87.0 108.0 275.0 165.0 — Not available. 1 A reporting states total is shown for the 50 states and District of Columbia if data for any item in the table were not available for some, but not all districts in the United States. B-20 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2008–09, Version 1a. Common Core of Data Local Education Agency Universe Survey: School Year 2008–09 APPENDIX B—Value Distribution, Field Frequencies, and Data Tables for the the amount of time employed by the amount of time normally required for a full-time position. FTE is not a head count; for example, 2 half-time employees represent 1 FTE. NOTE: Staff counts are in full-time equivalents (FTEs). Full-time equivalent (FTE) is the amount of time required to perform an assignment stated as a proportion of a full-time position. It is computed by dividing 2 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependent schools (domestic), respectively. C-1 APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-2 Page intentionally left blank. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-3 For the CCD to have comparable data across states, all states must abide by the same standard definitions when reporting on schools, students, and staff. To ensure a common understanding, definitions for critical terms are presented below. The glossary contains definitions for all variables and terms found on the CCD school, agency, or state files. Agency Charter Status Indication of the relationship between the agency and associated charter schools. Categories are: all associated schools are charters; some associated schools are charter; no associated schools are charter. Alternative Education School A public elementary/secondary school that (1) addresses needs of students that typically cannot be met in a regular school, (2) provides nontraditional education, (3) serves as an adjunct to a regular school, or (4) falls outside the categories of regular, special education, or vocational education. American Indian/Alaska Native A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. (OMB directive, 1977, 1997) Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, Japan, Korea, Malaysia, Pakistan, the Philippine Island, Thailand, and Vietnam. (OMB directive, 1997) Asian/Pacific Islander A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, Thailand, Vietnam, Guam, the Philippine Islands, Samoa, and other Pacific Islands. (OMB directive, 1977) Black or African American A person having origins in any of the black racial groups of Africa. (OMB directive, 1977, 1997) Boundary Change See “Operational Status, Agency” for definition. Name of term was changed to “Operational Status, Agency” after 1997–98. Charter School A school providing free public elementary and/or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority, and designated by such authority to be a charter school. City Locale See “Locale, Urban-Centric.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-4 Classroom Teacher See “Teacher.” Combined Statistical Area (CSA) If an area that qualifies as a metropolitan area (MA) has more than one million people, two or more core-based statistical areas (CBSAs) may be defined within it. Each CBSA consists of a large urbanized county or cluster of counties (cities and towns in New England) that demonstrate very strong internal economic and social links, in addition to close ties to other portions of the larger area. When CBSAs are established, the larger MA of which they are component parts is designated a combined statistical area (CSA). CSAs and CBSAs are established only where local governments favor such designations for a large MA. Congressional District Code Congressional districts are legislatively defined subdivisions of a state for the purpose of electing representatives or delegates to the House of Representatives of the United States Congress. A state or equivalent entity may comprise a single congressional district or similar representational area. The Federal Information Processing Standard (FIPS) provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. The Congressional Districts Codes are two-digit numeric codes used to represent the congressional districts of each multi-district state of the United States. For example, the First Congressional District is identified as “01,” the Second Congressional District as “02,” etc. The Congressional District in a state with only a single representative elected “at large” is designated as “00.” In the 110th Congress, this applies to Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont, and Wyoming. For an entity with a nonvoting delegate—the District of Columbia, American Samoa, Guam, Puerto Rico (whose delegate is referred to as a “resident commissioner”), and the U.S. Virgin Islands—the representational area is designated as “98.” Those entities with no representation in the Congress—the Northern Mariana Islands, Palau, and the several U.S. minor outlying islands are designated as “99.” Although congressional district codes are unique within each state and equivalent entity, and for each Congress, the congressional districts in different states may have the same code. For example, the First Congressional District of Alabama and of Arizona are both coded “01.” Since the Common Core of Data (CCD) requires the identification of congressional districts in more than one state, the congressional district code is preceded by the FIPS State numeric code. For example, the First Congressional District of Arizona is coded “0401,” with the first two digits (04) representing the FIPS State numeric code. Core Based Statistical Area (CBSA) If an area that qualifies as a metropolitan area (MA) has more than one million people, two or more core-based statistical areas (CBSAs) may be defined within it. Each CBSA consists of a large urbanized county or cluster of counties (cities and towns in New England) that demonstrate very strong internal economic and social links, in addition to close ties to other portions of the larger area. County Name, Local Education Agency (LEA) File The name of county in which a local education agency is located. Prior to 2006–07, the county assignment was based on the counties of the schools associated with the local education agency, weighted by student enrollment. County Name, School File The name of county in which a school is located. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-5 County Number Five digit code, assigned by the Federal Information Processing Standards (FIPS) that uniquely identifies every county in the United States. Digits 1 and 2 are the state FIPS code and digits 3–5 identify a county within that state. Diploma Recipient A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance). (See also “Graduate, High School”). Diploma, High School A formal document certifying the successful completion of a secondary school program prescribed by the state education agency or other appropriate body. District Locale Code, Metro-Centric See “District Locale, Metro-Centric.” District Locale Code, Urban-Centric See “District Locale, Urban-Centric.” District Locale, Metro-Centric A code derived from the locale codes of schools within the district, weighted by the number of students in each locale type. The metro-centric locale assignment system was used until 2006–07. (See also, “Locale, Metro- Centric”). District Locale, Urban-Centric A code derived from the locale codes of schools within the district, weighted by the number of students in each locale type. The urban-centric locale assignment system has been used starting in 2006–07. (See also, “Locale, Urban-Centric”). Dropout A student who was enrolled in school at some time during the previous school year; was not enrolled at the beginning of the current school year; has not graduated from high school or completed a state- or district-approved educational program; and does not meet any of the following exclusionary conditions: has transferred to another public school district, private school, or state- or district-approved educational program; is temporarily absent due to suspension or school-approved illness; or has died. Item was first collected in 1992–93. Education Agency A government agency administratively responsible for providing public elementary and/or secondary instruction or educational support services. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-6 Elementary A general level of instruction classified by state and local practice as elementary, composed of any span of grades not above grade 8; preschool or kindergarten included only if it is an integral part of an elementary school or a regularly established school system. English Language Learner (ELL) “English language learner (ELL)” was formerly referred to as “limited English proficient (LEP).” Refers to students being served in appropriate programs of language assistance (e.g., English as a Second Language, High Intensity Language Training, bilingual education). Does not include pupils enrolled in a class to learn a language other than English. Also, ELL students are individuals who were not born in the United States or whose native languages are languages other than English; individuals who are migratory, whose native language are languages other than English, and who come from environments where a language other than English is dominant; individuals who are Native Americans or Alaska Natives, or native residents of the outlying areas and who come from environments where languages other than English have a significant impact on their level of English language proficiency; and individuals who have sufficient difficulties in speaking, reading, writing, or understanding the English language to deny such individuals the ability to meet the State’s proficient level or achievement on State assessments, or the ability to successfully achieve in classrooms where the language of instruction is English, or the opportunity to participate fully in society. Item was first collected in 1998–99. Federal Information Processing Standards (FIPST) Code Two digit code, assigned by the Federal Information Processing Standards, that uniquely identifies a state or other jurisdiction. Federally-Operated Education Agency A federally operated agency that is charged, at least in part, with providing elementary and/or secondary instruction or support services. Free Lunch Eligible Student A student who is eligible to participate in the Free Lunch Program under the National School Lunch Act. Full-time Equivalency (FTE) The amount of time required to perform an assignment stated as a proportion of a full-time position and computed by dividing the amount of time employed by the time normally required for a full-time position. General Educational Development (GED) Test A comprehensive test used primarily to appraise the educational development of students who have not completed their formal high school education and who may earn a high school equivalency certificate through achievement of satisfactory scores. Grade Span Offered The span of grades intended to be served by a school or agency, whether or not there are students currently enrolled in all grades. If a high school also has a prekindergarten program, the grade span of the high school is reported as a high school, not as a PK–12 school. Also, the ungraded designation (UG) cannot be used in a grade span unless the whole school consists of ungraded students, and in this case the grade span is reported as UGUG. “Grade span” was calculated from school membership through 1997–98 and first collected as a separate item in 1998–99. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-7 Graduate, High School A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance). (See also, “Diploma Recipient”). Guidance Counselor/Director Professional staff assigned specific duties and school time for counseling students and parents, addressing learning problems, evaluating student abilities, and assisting students in career and personal development. The state applies its own standards in apportioning the aggregate of guidance counselors/directors into the elementary and secondary level components. Head Start Program A federally funded program that provides comprehensive educational, social, health, and nutritional services to low- income preschool children and their families, and children from ages 3 to school entry age (i.e., the age of compulsory school attendance). Head Start students and teachers are reported on the CCD only when the program is administered by a local education agency. High School Completion Count A count of diploma recipients and other high school completers. Does not include high school equivalency recipients. High School Equivalency Certificate A formal document certifying that an individual met the state requirements for high school graduation equivalency by obtaining satisfactory scores on an approved examination, and meeting other performance requirements (if any) set by a state education agency or other appropriate body. High School Equivalency Recipient Individual who received a high school equivalency certificate during the previous school year or subsequent summer. The CCD reports only equivalency recipients who are 19 years of age or younger. Item was last reported on the Local Education Agency Survey in 1990–91, but was collected by the State Nonfiscal Survey through 2002– 03. Beginning with the 2003–04 collection, the item was replaced by the number of individuals age 19 or younger who passed the GED examination, as reported by the GED Testing Service. High School Graduate, Other Programs A student who received a high school diploma, equivalency diploma, or other completion credential during the previous school year or subsequent summer school; the credential is based upon completion of other than the standard high school requirements or is achieved through nontraditional means. Term was last used in 1986–87. See “Other Diploma Recipient,” “High School Equivalency Recipient,” and “Other High School Completer.” High School Graduate, Regular Day School A student who received a high school diploma during the previous school year or subsequent summer school; the diploma is based upon completion of high school requirements through traditional means. Term was last used in 1986–87. See “Regular Diploma Recipient.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-8 Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. (OMB directive, 1977, 1997) Individualized Educational Program (IEP) A written instructional plan for students with disabilities designated as special education students under the Individuals With Disabilities Education Act (IDEA, Part B). Each plan includes a (1) statement of the child’s present levels of educational performance, (2) statement of measurable annual goals, including academic and functional goals, (3) for children with disabilities who take alternate assessments aligned to alternate achievement standards, description of benchmarks or short term objectives; (4) statement of the special education and related services and supplementary aids and services; and (5) statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessment; and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. Instructional Aide Staff assigned to assist a teacher with routine activities associated with teaching (i.e., activities requiring minor decisions regarding students), such as monitoring, conducting rote exercises, operating equipment, and clerking. Includes only paid staff, and excludes volunteer aides. Instructional Coordinator and Supervisor Staff supervising instructional programs at the school district or subdistrict level, including supervisors of educational television staff; coordinators and supervisors of audiovisual services; curriculum coordinators and in- service training staff; Title I coordinators and home economics supervisors; and supervisory staff engaged in the development of computer-assisted instruction. School-based department chairpersons are excluded. Kindergarten A group or class that is part of a public school program and is taught during the year preceding first grade. Large City Locale See “Locale, Metro-Centric.” Large Town Locale See “Locale, Metro-Centric.” Latitude Latitude is the north or south angular distance from the equator, with positive values going north and negative values going south. When combined with longitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the equator, and the digits to the right of the decimal point represent the fraction of the degree carried out to six decimal places. For example, if a school’s latitude is 30 degrees, 30 minutes north, then it is shown as 30.500000. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-9 Librarian A professional staff member or supervisor assigned specific duties and school time for professional library services activities. These include selecting, acquiring, preparing, cataloging, and circulating books and other printed materials; planning the use of the library by students, teachers, and instructional staff; and guiding individuals in the use of library books and material maintained separately or as a part of an instructional materials center. Library and Media Support Staff Staff member who renders other professional library and media services; also includes library aides and those involved in library/media support. Duties include selecting, preparing, caring for, and making available to instructional staff, equipment, films, filmstrips, transparencies, tapes, TV programs, and similar materials maintained separately or as part of an instructional materials center. Also include activities in the audiovisual center, TV studio, related work-study areas, and services provided by audiovisual personnel. Limited-English Proficient (LEP) See “English Language Learner (ELL).” Local Education Agency (LEA) Administrative Support Staff Staff members providing direct support to LEA administrators, business office support, data processing, secretarial and other clerical staff. Local Education Agency (LEA) Administrator Chief executive officers of education agencies, including superintendents, deputies, and assistant superintendents; other persons with districtwide responsibilities, e.g., business managers and professional instructional support staff. Excludes supervisors of instructional or student support staff. Local Education Agency ID Seven digit code assigned by NCES that uniquely identifies each local education agency. Digits 1 and 2 are the FIPS state code; digits 3–7 are assigned by NCES and unique within a state. Local Education Agency Type A classification of educational agencies according to the level of administrative and operational control. The types are (1) local school district that is not a component of a supervisory union; (2) local school district that is a component of a supervisory union; (3) supervisory union administrative center; (4) regional education services agency; (5) state-operated agency; (6) federally-operated agency; (7) charter agency; and (8) other education agencies. Locale Code, Metro-Centric See “Locale, Metro-Centric.” Locale Code, Urban-Centric See “Locale, Urban-Centric.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-10 Locale, Metro-Centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The metro-centric locale assignment system has been used from 1998–99 through 2005–06. The locale code categories are defined below. Large city: A principal city of a metropolitan core based statistical area (CBSA), with the city having a population greater than or equal to 250,000. Midsize city: A principal city of a metropolitan CBSA, with the city having a population less than 250,000. Urban fringe of a large city: Any incorporated place, Census-designated place, or non-place territory within a metropolitan CBSA of a large city and defined as urban by the Census Bureau. Urban fringe of a midsize city: Any incorporated place, Census-designated place, or non-place territory within a metropolitan CBSA of a midsize city and defined as urban by the Census Bureau. Large town: An incorporated place or Census-designated place with a population greater than or equal to 25,000 and located outside a metropolitan CBSA or inside a micropolitan CBSA. Small town: An incorporated place or Census-designated place with a population less than 25,000 and greater than or equal to 2,500 and located outside a metropolitan CBSA or inside a micropolitan CBSA. Rural, outside CBSA: Any incorporated place, Census-designated place, or non-place territory not within a metropolitan CBSA or within a micropolitan CBSA and defined as rural by the Census Bureau. Rural, inside CBSA: Any incorporated place, Census-designated place, or non-place territory within a metropolitan CBSA and defined as rural by the Census Bureau. Locale, Urban-Centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The urban-centric locale assignment system has been used starting in 2006–07. The locale code categories are defined below. City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. City, Midsize: Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000. City, Small: Territory inside an urbanized area and inside a principal city with population less than 100,000. Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. Suburb, Midsize: Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000. Suburb, Small: Territory outside a principal city and inside an urbanized area with population less than 100,000. Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. Town, Distant: Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area. Town, Remote: Territory inside an urban cluster that is more than 35 miles of an urbanized area. Rural, Fringe: Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster. Rural, Distant: Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-11 Rural, Remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. Longitude Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a school’s longitude is 90 degrees, 15 minutes west, then it is shown as –90.250000. Magnet School or Program A special school or program designed to attract students of different racial/ethnic backgrounds for the purpose of reducing, preventing, or eliminating racial isolation (50 percent or more minority enrollment); and/or to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). Media Specialist See “Library and Media Support Staff.” Membership The count of students on the current roll taken on the school day closest to October 1, by using either the sum of original entries and re-entries minus total withdrawals or the sum of the total present and the total absent. Metropolitan Statistical Area (MSA) An area consisting of one or more contiguous counties (cities and towns in New England) that contain a core area with a large population nucleus, as well as adjacent communities having a high degree of economic and social integration with that core. Metropolitan Status (Metro Status) Metro status is defined as the classification of the reported location of an education agency’s administrative office relative to a metropolitan statistical area. (See also “Metropolitan Statistical Area”). Micropolitan Statistical Area A core based statistical area associated with at least one urban cluster that has a population of at least 10,000 but less than 50,000. The micropolitan statistical area comprises the central county or counties that contain the core, plus adjacent outlying counties having a high degree of social and economic integration with the central county as measured through commuting. Midsize City Locale See “Locale, Metro-Centric.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-12 Migrant Student Children who are, or whose parents or spouses are, migratory agricultural workers, including migratory dairy workers, or migratory fishers, and who, in the preceding 36 months, in order to obtain, or accompany such parents or spouses, in order to obtain, temporary or seasonal employment in agricultural or fishing work (a) have moved from one local education agency (LEA) to another; (b) in a state that comprises a single LEA, have moved from one administrative area to another within such LEA; or (c) reside in an LEA of more than 15,000 square miles, and migrate a distance of 20 miles or more to a temporary residence to engage in a fishing activity. Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. (OMB directive, 1997) Officials and Administrators See “Local Education Agency Administrator.” Operational Status, Agency Classification of the operational conditions or changes in an education agency’s boundaries or jurisdiction. Classifications include currently operational; closed; new; added; changed boundry; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Prior to 1998–99, the term “Boundary Change” was used. Operational Status, School Classification of the operational condition of a school. Classifications include currently operational; closed; new; added; changed agency; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Other Diploma Recipient A student who received a diploma through other than a regular school program during the previous school year or subsequent summer. Last reported in 1997–98; combined with “Regular Diploma Recipient” in 1998–99, with both categories reported as “Diploma Recipient.” Other High School Completer Student who has received a certificate of attendance or other certificate of completion in lieu of a diploma during the previous school year and subsequent summer school. Other Support Staff Support staff not reported in instructional or student support. Include employees such as plant and equipment maintenance, bus drivers, security, and food service workers. Prekindergarten Student A student who is enrolled in a group or class that is part of a public school program taught during the year or years preceding kindergarten, excluding Head Start students unless part of an authorized public education program of a local education agency. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-13 Prekindergarten Teacher Teacher of a group or class that is part of a public school program that is taught during the year or years preceding kindergarten; includes teachers of Head Start students if part of authorized public education program of a local education agency. Public School An institution that provides educational services and: (1) has one or more grade groups (prekindergarten through grade 12) or is ungraded; (2) has one or more teachers to give instruction; (3) is located in one or more buildings or sites; (4) has an assigned administrator; (5) receives public funds as primary support; and (6) is operated by an education agency. Reduced-Price-Lunch Eligible Student A student who is eligible to participate in the Reduced-Price Lunch Program under the National School Lunch Act. Regional Education Service Agency An agency created for the purposes of providing specialized educational services to other education agencies. Regular Diploma Recipient See “High School Graduate, Regular Day School.” Last reported in 1997–98; combined with “Other Diploma Recipient” in 1998–99, with both categories reported as “Diploma Recipient.” Regular School A public elementary/secondary school providing instruction and education services that does not focus primarily on special education, vocational/technical education, or alternative education, or on any of the particular themes associated with magnet/special program emphasis schools. Reportable Program A program within a school that may be self-contained, but does not have its own principal. Rural Locale See “Locale, Urban-Centric.” Rural, Inside CBSA See “Locale, Metro-Centric.” Rural, Outside CBSA See “Locale, Metro-Centric.” School Administrative Support Staff Staff whose activities are concerned with support of the teaching and administrative duties of the office of the principal or department chairpersons. Category includes clerical staff and secretaries. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-14 School Administrator Staff whose activities are concerned with directing and managing the operation of a particular school. Category includes principals, assistant principals, and other assistants; and persons who supervise school operations, assign duties to staff members, supervise and maintain the records of the school, and coordinate school instructional activities with those of the education agency, including department chairpersons. School District An education agency or administrative unit that operates under a public board of education. School Identification (ID) Number Twelve digit code assigned by NCES that uniquely identifies each public school. Digits 1 and 2 are the FIPS state code; digits 3–7 are the LEA ID; and digits 8–12 identify the school uniquely within a state. Schoolwide Title I Eligible School A school that is a Title I eligible school and its percentage of low-income students is at least 40 percent. (See also “Title I Eligible School”). Secondary The general level of instruction classified by state and local practice as secondary and composed of any span of grades beginning with the next grade following the elementary grades and ending with or below grade 12. Shared Time School A school in which some or all of the students are enrolled at a different school of record and attend the shared time school on a part-day basis: for example, a regional vocational center attended by students from multiple high schools on a part-day basis. Small Town Locale See “Locale, Metro-Centric.” Special Education School A public elementary/secondary school that focuses primarily on special education—including instruction for any of the following students with: autism, deaf-blindness, developmental delay, 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—and that adapts curriculum, materials, or instruction for students served. State Education Agency (SEA) An agency of the state charged with primary responsibility for coordinating and supervising public instruction, including setting standards for elementary and secondary instructional programs. State, Federal, and Other Agencies Include stated-operated agency, federally-operated agency, and other education agency. (See also “State-Operated Agency,” “Federally-Operated Agency,” and “Other Education Agency”). APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-15 State-Operated Agency Agency that is charged, at least in part, with providing elementary and/or secondary instruction or support services. Examples include elementary/secondary programs operated by the state for the deaf or blind; and programs operated by state correctional facilities. Student An individual for whom instruction is provided in an elementary or secondary education program that is not an adult education program and is under the jurisdiction of a school, school system, or other education institution. Student Support Services Staff Professional staff members whose activities are concerned with the direct support of students and who nurture, but do not instruct, students. Includes attendance officers; staff providing health, psychology, speech pathology, audiology, or social services; and supervisors of the preceding staff and of health, transportation, and food service workers. Suburb Locale See “Locale, Urban-Centric.” Supervisory Union An education agency where administrative services are performed for more than one school district by a common superintendent. Teacher A professional school staff member who instructs students in prekindergarten, kindergarten, grades 1–12, or ungraded classes and maintains daily student attendance records. Title I Eligible School A Title I eligible school is a school designated under appropriate state and federal regulations as being high poverty and eligible for participation in programs authorized by Title I of P.L. 107-110. A Title I eligible school is one in which the percentage of children from low-income families is at least as high as the percentage of children from low-income families served by the LEA as a whole or that the LEA has designated as Title I eligible because 35 percent or more of the children are from low-income families. Town Locale See “Locale, Urban-Centric.” Two or More Races A person choosing more than one of the five race categories. (OMB directive, 1997) Ungraded Student Individual assigned to class or program that does not have standard grade designations. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-16 Urban Fringe of a Large City Locale See “Locale, Metro-Centric.” Urbanized Area An area that is a densely settled core with a population concentration of at least 50,000. Vocational Education School A public elementary/secondary school that focuses primarily on providing formal preparation for semiskilled, skilled, technical, or professional occupations for high school-age students who have opted to develop or expand their employment opportunities, often in lieu of preparing for college entry. White A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. (OMB directive, 1977, 1997) D-1 APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-2 Page intentionally left blank. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-3 This appendix provides information on known anomalies and comments for data users for individual states on the school, agency, and state files. Counts are based on currently operational (status 1, 3, 4, 5, 8) units only. Sch=School File, Agn=Agency File, St=State File. Alabama Anomalies: Not Applicable: Sch – Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Teachers of Ungraded Classes, Ungraded Students; St – Teachers of Ungraded Classes, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Alaska Anomalies: Missing Data: Agn – Instructional Coordinators; St – Instructional Coordinators. Not Applicable: Sch – Ungraded Students; Agn – Teachers of Ungraded Classes, Ungraded Students, Other Guidance Counselors; St – Teachers of Ungraded Classes, Other Guidance Counselors, Ungraded Students. Arizona Anomalies: Missing Data: Sch – Magnet School. Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Teachers of Ungraded Classes, Other Guidance Counselors; St – Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Arkansas Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. California Anomalies: Missing Data: Sch –Prekindergarten Students; Agn – Prekindergarten Teachers, Library Media Support Staff; St – Prekindergarten Teachers, Library Media Support Staff, Prekindergarten Students. Not Applicable: Agn – Other Guidance Counselors; St – Other Guidance Counselors. Colorado Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-4 Connecticut Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Other Guidance Counselors, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Delaware Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. District of Columbia Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Hawaiian Native/Pacific Islander membership, Two or more races membership. Florida Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Georgia Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership, Other Guidance Counselors; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Hawaii Anomalies: Not Applicable: Sch – Magnet School, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Idaho Anomalies: Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-5 Illinois Anomalies: Missing Data: Sch – Shared Time School; Agn – Instructional Aides, Library Media Support Staff, Other Support staff; St – Instructional Aides, Library Media Support Staff, Other Support Staff. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Comments: State reported the number of students participating in the Free Lunch and Reduced-Price Lunch programs under the National School Lunch Act instead of the number of students eligible to participate in the free and reduced-price lunch program. Therefore, the number of students eligible to participate in these programs may be undercounted, and counts may not be comparable to other states that reported eligibility data. Indiana Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Iowa Anomalies: Missing Data: Sch – Shared Time School. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Kansas Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Kentucky Anomalies: Missing Data: Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Charter School, Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Louisiana Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-6 Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Maine Anomalies: Missing Data: Sch –Title I, School-wide Title I. Not Applicable: Sch – Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Maryland Anomalies: Missing Data: Agn – English Language Learner Students. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Massachusetts Anomalies: Missing Data: Sch – Magnet School. Not Applicable: Agn – Teachers of Ungraded Classes, Other Guidance Counselors; St – Teachers of Ungraded Classes, Other Guidance Counselors. Michigan Anomalies: Missing Data: Sch – Prekindergarten Students. Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Hawaiian Native/Pacific Islander membership, Two or more races membership. Minnesota Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Mississippi Anomalies: None. Missouri Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-7 Montana Anomalies: Missing Data: Agn – Prekindergarten Teachers, Kindergarten Teachers, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff, All Other Support Staff; St – Prekindergarten Teachers, Kindergarten Teachers, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff, All Other Support Staff. Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Teachers of Ungraded Classes; St – Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Nebraska Anomalies: Missing Data: Agn – Prekindergarten Teachers, Kindergarten Teachers; St – Prekindergarten Teachers, Kindergarten Teachers. Not Applicable: Sch – Charter School, Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Nevada Anomalies: Missing Data: Agn – Instructional Aides, Instructional Coordinators, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff; St – Instructional Aides, Instructional Coordinators, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff. Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Hawaiian Native/Pacific Islander membership, Two or more races membership. New Hampshire Anomalies: Missing Data: Agn – Instructional Coordinators; St – Instructional Coordinators, Student Support Staff. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teacher of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teacher of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. New Jersey Anomalies: Missing Data: Sch – Magnet School; Agn – Elementary Guidance Counselors, Secondary Guidance Counselors, Library Support Staff; St – Elementary Guidance Counselors, Secondary Guidance Counselors, Library Support Staff. Not Applicable: St – Other Guidance Counselors. Comments: State reported the number of students participating in the Free Lunch and Reduced-Price Lunch programs under the National School Lunch Act instead of the number of students eligible to participate in the free and reduced-price lunch program. Therefore, the number of students eligible to participate in these programs APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-8 may be undercounted, and counts may not be comparable to other states that reported eligibility data. New Mexico Anomalies: Missing Data: Agn – English Language Learners. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. New York Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. New York City Public Schools—The New York City Public Schools agency has been assigned a supervisory union number and its component sub-districts are identified as components of the supervisory union. The supervisory union component number can be used in aggregating data to a single observation for the New York City Public Schools district. North Carolina Anomalies: Missing Data: Sch – Prekindergarten Students; Agn – Prekindergarten Teachers, Kindergarten Teachers; St – Kindergarten Teachers. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. North Dakota Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guisance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Ohio Anomalies: Missing Data: Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Oklahoma Anomalies: Missing Data: Agn – English Language Learners. Not Applicable: APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-9 Sch – Magnet School, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn– Teachers of Ungraded Students, Other Guidance Counselors; St – Teachers of Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Oregon Anomalies: Missing Data: Sch – Magnet School; Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Pennsylvania Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Rhode Island Anomalies: Missing Data: Agn – English Language Learners. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. South Carolina Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. South Dakota Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Comments: State reported the number of students participating in the Free Lunch and Reduced-Price Lunch programs under the National School Lunch Act instead of the number of students eligible to participate in the free and reduced-price lunch program. Therefore, the number of students eligible to participate in these programs APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-10 may be undercounted, and counts may not be comparable to other states that reported eligibility data. Tennessee Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Texas Anomalies: Missing Data: Sch – Shared Time School; Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Utah Anomalies: Missing Data: Sch – Shared Time School. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Vermont Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors. Virginia Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Washington Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. West Virginia Anomalies: Missing Data: Agn – Library/Media Support Staff; St – Library/Media Support Staff. Not Applicable: Sch – Magnet School, Charter School, Ungraded APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-11 Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Wisconsin Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Wyoming Anomalies: Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Bureau of Indian Education (BIE) Anomalies: Missing Data: Sch – FTE Teachers; Agn – English Language Learner Students, Students with Individualized Education Programs, All Staff Counts; St – All Staff Counts. Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Department of Defense Dependents (overseas) Schools Anomalies: Missing Data: Sch – Free Lunch Eligible Students, Reduced-price Lunch Eligible Students, Total Free and Reduced Lunch Students, Shared Time School; Agn – Library Media Support Staff; St – Library Media Support Staff. Not Applicable: Sch – Magnet School, Charter School, Title I, School-wide Title I, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Department of Defense Dependents (domestic) Schools Anomalies: Missing Data: Sch – Free Lunch Eligible Students, Reduced-price Lunch Eligible Students, Total Free and Reduced Lunch Students, Shared Time School; Agn – Library Media Support Staff; St – Library Media Support Staff. Not Applicable: Sch – Magnet School, Charter School, Title I, School-wide Title I, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-12 American Samoa Anomalies: Missing Data: Sch – FTE Teachers, All Student Membership, All Program Participation data; Agn – All Student Membership, All Program Participation data; All Staff Counts; St – All Student Membership, All Staff Counts. Guam Anomalies: Missing Data: Sch – FTE Teachers, All Student Membership, All Program Participation data; Agn – All Student Membership, All Program Participation data, All Staff Counts; Not Applicable: Sch – Magnet School, Charter School. Commonwealth of the Northern Marianas Islands Anomalies: Missing Data: Sch – Title I, School-wide Title I, Membership by race/ethnicity; Agn – Prekindergarten Teachers, Librarians/Media Specialists; St – Prekindergarten Teachers, Librarians/Media Specialists, Membership by race/ethnicity. Not Applicable: Sch – Magnet School, Charter School; Agn – Other Guidance Counselors; St – Other Guidance Counselors. Puerto Rico Anomalies: Missing Data: Agn – English Language Learners, Kindergarten Teachers, Elementary Guidance Counselors, Secondary Guidance Counselors; St – Kindergarten Teachers, Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Magnet School, Charter School, Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Hawaiian Native/Pacific Islander membership, Two or more races membership. U.S. Virgin Islands Anomalies: Missing Data: Sch – Title I, School-wide Title I, Prekindergarten Students; Agn – English Language Learners, Prekindergarten Teachers; St – Prekindergarten Students, Prekindergarten Teachers. Not Applicable: Sch – Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership.