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- IES logo Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Provisional Version 2a May 2016 Mark Glander National Center for Education Statistics NCES 2015-150rev U.S. DEPARTMENT OF EDUCATION Common Core of Data logo U.S. Department of Education John B. King, Jr. Secretary Institute of Education Sciences Ruth Neild, Deputy Director for Policy and Research Delegated Duties of the Director National Center for Education Statistics Peggy G. Carr Acting Commissioner Administrative Data Division Ross Santy Associate Commissioner The National Center for Education Statistics (NCES) is the primary federal entity 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 NCES, IES, U.S. Department of Education 1990 K Street NW Washington, DC 20006-5651 May 2016 The NCES Home Page address is http://nces.ed.gov. The NCES 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. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Suggested Citation Glander, M. (2016). Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Provisional Version 2a (NCES 2016-150rev). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch. Content Contact Mark Glander 202-245-7427 Mark.Glander@ed.gov Contents Page List of Tables ................................................................................................................................. iv I. Introduction to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14, Provisional Version 2a ..........................................1 A. The Common Core of Data................................................................................................1 B. Revisions Made in the 2a Release......................................................................................1 II. Methodology and Technical Notes ........................................................................................2 A. Data Collection and Editing Procedures ...........................................................................2 B. Sources of Error and Technical Details about the SY 2013–14 file .................................5 C. Detailed Information about File Variables........................................................................7 D. User Guidelines for Processing the Public Elementary/Secondary School Universe Survey Data Files............................................................................................................21 E. Guidelines for Using the Flat ASCII Data file ................................................................21 Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary Appendix B—Value Distribution and Field Frequencies for the Common Core of Data School Universe Survey: School Year 2013–14................................................................ A-1 Public Elementary/Secondary School Universe Survey: School Year 2013–14 ................B-1 Appendix C—Glossary for the Common Core of Data: School Year 2013–14 ..........................C-1 Appendix D— State Notes for the Common Core of Data: School Year 2013–14 .................... D-1 iii List of Tables Table Page 1. Due dates for CCD data file groups, SY 2013–14 collection cycle........................................4 2. States and other jurisdiction American National Standards Institute (ANSI) codes and abbreviations used in CCD datasets......................................................................................19 3. List of schools with mailing address in another state: School year 2013–14 .......................20 B-1. Distribution of responses of character variable data, by response value: School year 2013–14...............................................................................................................................B-3 B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14...............................................................................................................................B-4 B-3. Frequencies of categorical variables: School year 2013–14 .............................................B-17 D-1. Local education agency identification numbers (LEAID) used in the Common Core of Data (CCD) for the 33 geographic districts associated with the New York City Public Schools district: School year 2013–14 ................................................................... D-8 iv I. Introduction to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14, Provisional Version 2a File This documentation is for the provisional version 2a file of the National Center for Education Statistics’ (NCES) Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey for School Year (SY) 2013–14. It contains a brief description of the data collection, along with information required to understand and access the data file. A. The Common Core of Data The CCD is a national statistical program that collects and compiles administrative data from state education agencies (SEAs) covering the universe of all public elementary and secondary schools and school districts in the United States. The Public Elementary/Secondary School Universe Survey is one of five annual surveys that comprise the CCD. The other four surveys are the Local Education Agency Universe Survey, the State Nonfiscal Survey of Public Elementary/Secondary Education, the National Public Education Finance Survey, and the School District Finance Survey. The Education Sciences Reform Act of 2002 (20 U.S.C. § 9543) requires NCES to collect, acquire, compile and disseminate information about elementary/secondary education, and the CCD provides essential components about public education in the United States through use of administrative data. The scope of the CCD public school universe covers the 50 states, the District of Columbia, and five U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands). Schools that are supported by the Department of Defense Education Activity (DoDEA) and the Bureau of Indian Education (BIE) are also included in the universe. SEAs report school-, agency-, and state-level education data for each school year through the U.S. Department of Education’s EDFacts Submission System (ESS). While each SEA maintains its own public education data systems, NCES and SEAs work cooperatively to develop and accept common data items and definitions in the goal of producing consistent and comparable statistical data that are critical to NCES’ mission to report complete statistics on the condition of education in the United States. The school universe serves as a basis for all other administrative data collections within EDFacts that collect data at the school level. These include data that are used by NCES to produce official statistics and data that are used by other offices within the Department of Education to administer federal education programs. Additionally, the school directory data are frequently used developing sampling frames for surveys such as NCES’ National Assessment of Education Progress or the Schools and Staffing Survey. The school universe data are also useful to (1) chief officers of state education agencies, (2) policymakers in the executive and legislative branches of federal and state governments, (3) education policy and public policy researchers, (4) the press, and (5) citizens interested in information about public schools. B. Revisions made in the 2a release Data in version 2a of the CCD School Universe file has been extensively changed from the data published in version 1a. Version 2a includes data resubmitted by the SEAs after November, 1 2014, when NCES last extracted data for version 1a. Unlike version 1a, data in version 2a were not subject to suppression; all numeric values are as reported by the SEAs through EDFacts. The resulting changes include: • Membership updated for all schools in all states • Grades offered updated for all schools in all states • FTE Teachers updated for all schools in all states • Level updated for all schools and in all states • Free and Reduced Price Lunch counts updated for all schools and in all states • Suppression flags dropped from the file Data for version 2a were extracted from the EDFacts Data Warehouse (EDW) on April 26, 2016. 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 this data file. Appendix A—Record Layout lists each variable on the data file, the position of the variable on the data file, a description of each variable and the permitted values for that variable, where applicable. Appendix B—Value Distribution and Field Frequencies indicates the number of blank, missing, not applicable and reported values for character variables. It also indicates the minimum, maximum, and mean value and number of missing, not applicable and suppressed values for each continuous variable as well as the frequency, percentage, cumulative frequency, and cumulative percent of all categorical variables. Appendix B also lists the frequency of suppressed values for the Membership, Teacher full-time equivalent (FTE) and Free Lunch variables. Appendix C—Glossary defines all of the CCD data items. Appendix D—State Notes provides comments for data users on individual states. II. Methodology and Technical Notes A. Data Collection and Editing Procedures The EDFacts Submission System (ESS) is the primary collection system for the CCD. Coordinators from SEAs submit the CCD data at the school, agency, and state levels. Prior to submitting CCD files into ESS, SEAs must collect and compile information from their respective local education agencies (LEAs) via administrative records systems within their state or jurisdiction. SEAs then assemble the data files per the reporting requirements and guidance available via file specifications provided by the Department of Education. For more information on the file specifications, visit www.ed.gov/edfacts. Once SEAs complete their submissions, CCD survey analysts review and verify the CCD for quality assurance. CCD survey analysts routinely verify data through edit and consistency checks, as well as checking SEA, LEA, or school public websites (if necessary), and then refer discrepancies to SEA coordinators for resolution. NCES does not contact LEAs or schools to verify data, except in unusual 2 circumstances. Editing procedures are described in more detail later in this section. For the purposes of data submissions to EDFacts/CCD, the definition of a school is an institution that: • provides educational services; • has one or more grade groups (prekindergarten through 12) or is ungraded; • has one or more teachers; • is located in one or more buildings; • has assigned administrator(s); • receives public funds as its primary support; and • is operated by an education agency. The CCD school definition recognizes that this organization may encompass several locations but must have a single contact point, which is the mailing address entered on the CCD school record. This data file also includes: schools that serve students on a part time basis, such as a vocational or technical school; schools that serve students remotely—that is, the school providing instruction is located in a different location than where the student is located, such as distance learning, cyber learning, or virtual learning; charter schools, including those that may be authorized by an entity other than an LEA; and schools run by SEAs or another state agency, such as a juvenile justice facility or school designed to meet a specialized need. States report data to EDFacts on a reporting schedule throughout the year by submitting a series of data groups (or data files) through ESS. The school year (SY) 2013–14 EDFacts collection opened in January 2014, with the Directory file having a due date of January 31, 2014. NCES extracted the directory data from EDFacts between January 2014 and November 2014. CCD survey staff processed each state’s submission on a flow basis, so the date of the extract for each state’s file may vary depending on when SEAs completed their submission. Once a file was edited and verified for a particular state, CCD survey staff did not continue to incorporate late submissions or updates unless these late submissions or updates resulted in a major change of the reported data. Late submissions or update from SEAs may be included in subsequent file releases. The requested reporting schedule for the SY 2013–14 collection cycle is summarized in table 1. The specifications for these data files are available online at http://www2.ed.gov/about/inits/ed/edfacts/file-specifications.html. 3 Table 1: Due dates for CCD data file, SY 2013–14 collection cycle NCES Due Date CCD-Related Data File EDFacts Due Date for Revised Data 2013–14 N029 (Directory) 01/31/2014 02/28/2014 2013–14 C002 (Children with disabilities 01/31/2014 06/30/2014 school age data) 2013–14 N039 (Grades Offered) 01/31/2014 06/30/2014 2013–14 C033 (Free and Reduced-Price 03/31/2014 06/30/2014 Lunch) 2013–14 C129 (CCD School - Shared Time; 03/31/2014 06/30/2014 Title I status; Magnet school status) 2013–14 C052 (Membership) 03/31/2014 06/30/2014 2013–14 C046 (English language learner 04/30/2014 06/30/2014 data) 2013–14 C059 (Staff) 05/31/2014 06/30/2014 NCES applies multiple types of editing procedures to ensure data quality. For example, NCES performs an extensive matching procedure on the directory of schools to the directory from the prior year to ensure that the coverage of schools included in the directory is complete and accurate. NCES reviews the categorical variables for schools and changes in operating statuses to ensure that these meet with the business rules and data definitions established for reporting school data. At multiple points throughout the collection, CCD survey staff contact EDFacts and CCD coordinators within each SEA and provide them targeted feedback about their data submissions. NCES asks state coordinators to address any data that appear to be in error or are anomalies in the data. Most often SEAs will submit corrected data or explain why the data are accurate. If an SEA provides no correction or adequate explanations for data anomalies, NCES may provide a logical correction to a data value (for example, replace a reported total with the sum of detail component values) or suppress the data. For example, if a state reported enrollment of 12th grade students that was substantially larger than the enrollment of 11th grade students in the previous year, and the state could not explain the discrepancy or correct the data, NCES would suppress the reported number of 12th grade students. NCES also applied additional edits across the school, LEA, and state-level data to reduce data anomalies and ensure consistency among the levels of data. For example, for a given LEA the teacher FTE counts at the school level may have summed to more than what was reported at the LEA level. If the SEA was unable to verify that this was accurate, explain the discrepancy, or resubmit a corrected data, NCES edited the FTE data at the school level to match the data at the LEA level by proportionally adjusting the counts. The EDFacts reporting guidance does not require states to report all data groups for all entities 4 when those data values are not applicable; states are required to report for entities where the count is applicable (i.e., 0, missing, >0). However, some states do not follow strict adherence to the guidance. For the data files it publishes, NCES uses business rules based on EDFacts reporting requirements to set these values to ‘-1’ (missing), ‘-2’ ( not applicable), or zero. Once CCD survey staff complete the collection and review of the CCD directory data, Census Bureau staff clean and standardize the reported physical location addresses for schools and LEAs and then assign geographic elements (latitude, longitude, locale, congressional district, and county) based on the school location address. B. Sources of Error and Technical Details about the SY 2013–14 file Nonsampling error. Nonsampling error is the error in an estimate arising at any stage in the survey from sources exclusive of sampling error. Nonsampling error includes nonresponse error, data processing or data entry errors, or reporting error because respondents misinterpret survey questions, do not follow survey instructions, or do not follow the item definitions correctly. State education policies may differ in such a way that does not allow them to map their data exactly to the CCD definitions. Another source of nonsampling error may be variations in the reference period for the reported data. For example, CCD requests data for October 1 of each school year, but a state may report their information for another date because they were not able to capture the data for October 1. If specific discrepancies are known, these are provided in appendix D, State Notes. NCES attempts to minimize nonsampling error through the use of annual training of SEA coordinators, extensive quality reviews, and survey editing procedures. For example, NCES performs an extensive matching procedure on the directory of schools to the directory from the prior year to ensure that the coverage of schools included in the directory is complete and accurate. NCES reviews the categorical variables for schools and changes in operating statuses to ensure that these meet with the business rules and data definitions established for reporting school data. Universe Scope. The scope of the Public Elementary/Secondary School Universe Survey includes all public schools providing education services to prekindergarten, kindergarten, grade 1–12, and ungraded students. In the SY 2013–14 CCD School Universe Survey file, there are 102,815 records—one for each public elementary and secondary school in the 50 states, the District of Columbia, Puerto Rico, the four U.S. Island Areas, the DoDEA schools, and the BIE. Schools coded as being open in the SY 2012–13 file, but coded as closed in the SY 2013–14 file (1,785 schools), will be kept on the file for one year, and then removed (i.e., they do not appear in files for subsequent years). Closed schools are indicated by a value of ‘2’ for the variable STATUS. Excluding these closed schools, there are 101,030 schools on the 2013–14 file. Of these 101,030 schools, 91,503 are regular elementary and secondary, 2,042 are special education, 1,426 are vocational/technical, and 6,059 are other/alternative schools. For a count of all school types, including closed schools, see table B-3. Both the school and agency files include type variables that make these distinctions. See Appendix C: Glossary for the complete typologies. 5 Coverage error. Coverage error is a source of nonsampling error that occurs when the measured universe of schools and agencies varies from the actual target universe; for example, the same agency or school could be reported twice (i.e., overcoverage) or an agency or school could be omitted (i.e. undercoverage). To minimize coverage error CCD survey analysts conduct an extensive review of the schools submitted by SEAs by matching to the universe reported in the prior year and ensuring that each school is only counted once and each school is accounted for with the appropriate operational status. Although longitudinal consistency is a key principle of the CCD, it is impossible for NCES to guarantee that state data coordinators follow CCD conventions regarding the deletion of closed schools or agencies and the addition of new ones. Errors may be more likely when there are cases of redistricting where the district boundaries change or if local education agencies merge or split or re-organize because these types of change make it more difficult to compare information for a given school or agency over time. The CCD asks states to report all free elementary/secondary public education in their state regardless of who administers the schools or districts. CCD coverage of traditional public schools and school districts is very complete (close to 100 percent). However, coverage of publicly funded education outside of traditional school districts has varying levels of coverage within different states and jurisdictions. Some states do not report schools that are administered by state organizations other than SEAs. Examples include charter schools authorized by an organization that is not a school district, schools sponsored by health and human services agencies within a state, and juvenile justice facilities. These schools may include schools for the deaf and blind, university lab schools, and other schools not covered by the authority of the SEA. In recent years, EDFacts /CCD has increased efforts to work with other Department of Education offices as well as other federal agencies to use additional administrative data sources to identify schools that may be underreported by SEAs. Response. The DoDEA, BIE, and American Samoa did not report data for SY 2013–14; however, NCES used historical CCD information and more current information from public websites for these education agencies to minimally include the schools from these entities in the school universe directory. Item response is described in appendix B: Value Distribution and Field Frequencies. This appendix lists the minimum, maximum, and mean value of each numeric variable as well as the total number of units and the number of units with missing data. Appendix B also lists the frequency of responses by option for each of the categorical values. Handling of data items without a positive reported data value. All data elements are either reported by the state or have been filled with a “0,” “-1,” “-2,” “M,” or “N.” 0 – There are not occurrences of this data element. A value was expected and reported, but there were no cases in the category. (For example, a high school having no 12th graders would report 0.) M (or -1 for numeric values) – Data are missing. A value was expected and none was reported. (For example, a school that has at least one 12th grader but cannot report the number of 12th graders would report -1.) N (or -2 for numeric values) – Data are not applicable. A value was neither expected nor reported. (For example, an elementary school would report -2 for 12th graders.) 6 In addition, schools that could not be assigned a geographic longitude/latitude were assigned a value of 0.000000. Note that starting with the SY 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. Since negative numeric values represent missing or nonapplicable data and not actual data values, users may want to recode these before performing data analysis. The following SAS code can be used to convert negative values to “missing” in the SAS data file: data new; set sc132a; array remove (*) _numeric_; do i = 1 to dim (remove); if remove (i) < 0 then remove (i) = .; end; drop i; run; BIE Schools. There are 10 operating schools that are reported by both the Bureau of Indian Education and state education agencies, leading to duplicate records on the data file. These schools are run by BIE, but they also receive federal funds or federally funded services through the state. NCES tabulations include these LEAs and their data only in BIE aggregations; they are not included in the aggregations of data for the state where they are located. The BIES flag identifies these schools. This flag has a value of either ‘1’ or ‘2’; a value of ‘1’ indicates a school reported by a state that is also reported by BIE. All other schools, including all BIE schools, have a value of ‘2’ in this field. New York City Schools. Up until SY 2005–06 New York City Public Schools reported as a single, regular (TYPE=’1’) local education agency. In SY 2005–06 NYC began reporting as a Supervisory Union (TYPE=’3’) comprising 33 component LEAs (TYPE=’2’). The NCES LEA Universe files show the data this way. However, in most reports, NCES continues to show NYC as a single LEA. To aggregate NYC school data to the supervisory union, researchers must select schools with a state ANSI code equal to 36 and a supervisory union ID (UNION) equal to 300. See table D-1 for a list of geographic districts associated with the New York City Public School district. C. Detailed Information about File Variables This section includes detailed information specific to each variable on the file. The code in parentheses before the variable description indicates the variable name, which is also referenced in appendix A, Record Layout. Changes from SY 2012–13. 7 The variable RACECAT, used to indicate whether SEAs were reporting enrollment using five or seven race/ethnic categories, has been dropped. All SEAs are expected to report enrollment using seven categories of race/ethnicity. Three new variables have been added in SY 2013–14; they are: VIRTUALSTAT – Virtual School Status NSLPSTATUS – National School Lunch Program CHARTAUTH1 – Charter Authorizer Primary CHARTAUTH2 – Charter Authorizer Secondary Detailed descriptions of these variables follow. Variable Descriptions (FIPST) ANSI1 State Codes. Each record contains an American National Standards Institute (ANSI) state code. A list of ANSI codes for each state and jurisdiction is presented in table 2. (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 ANSI code. (SCHNO) NCES School ID. Each record contains a unique NCES school identification number. Combining the NCES Local Education Agency ID with the NCES School ID allows the user to uniquely identify each school on the file. (STID) State Local 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. (SEASCH) State School ID. Each record contains a State School ID. State School ID numbers are assigned by SEAs and may not be unique across states. (LEANM) Name of Education Agency. Each record includes the name of the agency that operates the school. NCES reviewed any record filling the 60 characters assigned, and may have edited the agency name to improve readability (i.e., applied standard abbreviations). (SCHNAM) Name of School. Each record has a school name. NCES reviewed any record filling the 50 characters assigned, and may have edited the school name to improve readability (i.e., applied standard abbreviations). 1 American National Standards Institute (ANSI) codes replace the Federal Information Processing Standards (FIPS) codes previously issued by the National Institute of Standards and Technology (NIST) for the 50 states, the District of Columbia, and the U.S. Island Areas. ANSI code values map directly to the retired FIPS code values. 8 (MSTREE) Mailing Street. This field may contain a street address or a P.O. Box number. In addition, some mailing addresses consist solely of a city and state, indicated by an “N” in the street address field. If mailing street, city, state, and ZIP Code fields were left blank or missing, data from the corresponding location address fields were inserted. (MCITY) Mailing City. There may be some valid cases in which a school may be located in one city and have a mailing address in another city. (MSTATE) Mailing State (P.O. Abbreviation). Each record contains a mailing state. There are instances where a school that is part of one state’s education system reports a mailing address in another state; these situations have been confirmed by the reporting state. A list of schools that have a mailing state code different from their ANSI state code is included at the end of this document (see table 3). (MZIP, MZIP4) Mailing ZIP Code +4. Each record displays a mailing ZIP Code in this field. The +4 may be left blank if it is unknown. (PHONE) Area Code + Telephone Number. If a valid phone number was not provided for a school for the 2013–14 school year, NCES researched prior year data files to determine if a valid phone number was reported for the school in a prior year. If a valid number was found in a prior year, this phone number was carried forward to the SY 2013–14 data file. (LSTREE) Location Street. If the location street, city, state, and ZIP Code fields were left blank, data from the corresponding mailing address fields may have been inserted. In some instances, SEAs did not report physical locations for the location street field, but rather reported Post Office boxes and other addresses that did not represent the location of a school. In order to determine the physical location (and latitude and longitude coordinates) of these schools, NCES researched prior year’s data files to determine if a valid location street address had ever been reported. If a valid location was found in a prior year, this value was carried forward to the current year’s file. If no valid location was found in prior years, the SEA, LEA, or school websites were researched to find the physical location. If this search results in no identifiable address, LSTREE is set to ‘M’. (LCITY) Location City. With the exception of some schools in DoDEA, all records display a location city in this field. (LSTATE) Location State (P.O. Abbreviation). With the exception of some schools in DoDEA, all records display a location state in this field. (LZIP, LZIP4) Location ZIP Code + 4. Each record displays a location ZIP Code in this field. The +4 may be left blank if it is unknown (TYPE) School Type Code. Each record contains a school type code. 1 = Regular school 2 = Special education school 9 3 = Vocational education school 4 = Alternative/other school 5 = Reportable program Beginning with the SY 2007–08, NCES began editing the reported school type if it did not agree with the CCD definition. For example, if a school name indicated that it focused primarily on the needs of students with disabilities or if the state reported that at least 80 percent of the students enrolled in the school had special education individual education programs (IEPs), NCES reclassified the school as a special education school2. Similarly, if a school name suggested that it was a vocational or alternative school, NCES researched the school through different resources (e.g., school website or education association) to determine if the school should be reclassified as a vocational or alternative school. NCES asks SEA Coordinators to review these reclassifications, and if the SEA provides evidence that a school met the CCD criteria for the originally reported type, NCES publishes the value reported by the SEA. Schools that were operational in the prior year, but turned into reportable programs for the current year were reported to EDFacts as Type 5-Reportable Program with an operational status of Closed. Closed entities remain on the CCD file for one year. In all other cases, NCES omits reportable programs from the school universe file. (STATUS) Operational Status Code. Each record contains a status code to reflect the school’s operational status for the referenced school year. Valid responses include the following: 1 = School was operational at the time of the last report and is currently operational. 2 = School has closed since the time of the last report. 3 = School has been opened since the time of the last report. 4 = School was operational at the time of the last report but was not on the CCD list at that time. 5 = School was listed in previous year’s CCD school universe as being affiliated with a different education agency. 6 = School is temporarily closed and may reopen within 3 years. 7 = School is scheduled to be operational within 2 years. 8 = School was closed on previous year’s file but has reopened. Schools with an operational status code of “2” remain on the file for one year for historical purposes. Code “6” and “7” response options for the STATUS field were added to the CCD starting with the SY 2002–03 file. Code “8” response option for the STATUS field was added to the CCD starting with the SY 2005–06 file. 2 IEP counts are collected in the EDFacts file “Children with Disabilities (IDEA) School-Age” (C002) and reported on the CCD LEA Universe data file. CCD does not currently publish the number of special education students at the school level because of the risk of disclosure of individually identifiable information. 10 (UNION) Supervisory Union Identification Number. This field was added for the SY 2011–12 collection. 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 ANSI county number. If no number was reported, the field will contain "000.” (ULOCAL) Urban-centric Locale Code. Locale code is a geographic indicator NCES applies for general description, sampling, and other statistical purposes. The locale assignment is based on the location of the school building and may not necessarily reflect the entire attendance area or the residences of all enrolled students. The designation of each school’s locale is primarily based on its geographic location and proximity to densely populated urban areas. NCES assigns address geocodes (i.e., latitude and longitude coordinates representing address location) from the schools’ location addresses reported in the CCD. NCES applies a standardization process to physical addresses reported by SEAs and then uses geographic information system (GIS) software to assign the latitude and longitude value based on the standardized address. The software then uses the latitude and longitude to evaluate the spatial relationship between the location of a school and the geographic criteria for each locale. The locale code categories are derived from urban and rural classifications and principal city definitions that are determined and published by the U.S. Census Bureau after each Decennial Census. The urban and rural classifications fall into three categories: Urbanized Areas (UAs) of 50,000 or more people; Urban Clusters (UCs) of at least 2,500 and less than 50,000 people. Rural areas encompass all population, housing, and territory not included within an urban area. For more information on the urban and rural classifications and other geographic terms used in creating locale codes, please refer to Census’s Geographic Terms and Concepts page: http://www.census.gov/geo/reference/terms.html. Distance criteria for Town and Rural locales are assessed based on straight-line or Euclidean distance. The source of the population values used in the SY 2013–14 geographic coding is the 2011 population file from Census Bureau’s Population Estimates Program. For more information on the Population and Estimates Program, please visit http://www.census.gov/popest/estimates.html. 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. 11 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 of at least 50,000 and 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 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. (CDCODE) 113th Congressional District Code. The Congressional District Code denotes legislatively defined subdivisions of a state for the purpose of electing representatives or delegates to the 113th House of Representatives of the United States Congress. Starting in SY 2006–07, the Congressional Districts of the United States Code was added to the agency file. The ANSI code provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. (LATCOD) Latitude. This is determined based on the physical address reported in the directory file. 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 12 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. All addresses could be found at the Census block level. If SEAs reported an additional school or updated a school address after the preliminary geographic coding process was completed the latitude for that school was set to a value of 0.000000. (LONCOD) Longitude. This is determined based on the physical address reported in the directory file. 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. If SEAs reported an additional school or updated a school address after the preliminary geographic coding process was completed the latitude for that school was set to a value of 0.000000. (CONUM) ANSI County Code. This field was added to the school file starting in 2002–03. The values for this field are assigned based on the reported location address. (CONAME) County Name. This field was added to the school file starting in 2002–03. The values for this field are determined based on the reported location address. (FTE) Full-Time-Equivalent Teachers. A school’s count of full-time-equivalent teachers is collected to the nearest hundredth. Some schools may report teachers, but no pupils, while other schools may report pupils in membership but no teacher FTE. These are valid records indicating situations in which more than one school provides services to pupils, but the pupils are attributed to a single school to avoid double counting, or where a teacher provides services to pupils at multiple schools. An example of the former situation might be a vocational school whose pupil membership is attributed to the high school that sends its pupils to obtain vocational services. Because teacher counts are collected at all three levels of the CCD files (school, agency, and state), one data anomaly is that the sum of teacher counts aggregated from the lower level to the state level may exceed the sum of teacher counts from a higher level aggregated to the state level (i.e., school FTE data aggregated to the state level may exceed agency-level FTE data aggregated to the state or state-level reported data). Beginning with SY 2008–09, if the sum of teacher FTE aggregated to the state level reported on the school file exceeded the sum of teacher FTE aggregated to the state on the agency file or exceeded state file reports, teacher FTE may have been edited on one or more of the three levels. School-level FTE aggregated to the agency level is allowed to exceed agency-level FTE reports. (GSLO, GSHI) Low/High Grade Span Offered. The lowest and highest grades offered in each school was calculated by NCES using two types of information reported by states: (1) binary ‘grade offered’ flags that indicate whether a given grade (e.g., prekindergarten, kindergarten, grade 1) was offered by the school; and (2) reports of enrollment by grade. 13 (LEVEL) Level. A school-level code was added to the school file starting in SY 2000–01. This code indicates the instructional level of the school. The following codes were calculated from the school’s corresponding low/high grade span (GSLO/GSHI) values: 1 = Primary (low grade: PK through 03; high grade: PK through 08) 2 = Middle (low grade: 04 through 07; high grade: 04 through 11) 3 = High (low grade: 07 through 12; high grade: 12 only) 4 = Other (any other configuration not falling within the above three categories, including ungraded and operational schools with nonapplicable grade spans) (MAGNET) Magnet School. If a state reports MAGNET = 2 for all its schools, then MAGNET is set to “N” (not applicable). 1 = Yes 2 = No (CHARTR) Charter Status. If a state reports CHARTR = 2 for all its schools and does not have charter school legislation, then CHARTR is set to “N” (not applicable). 1 = Yes 2 = No (SHARED) Shared Time School. This flag denotes a shared time school. Typically, this is a school offering vocational/technical education or other education services, in which some or all students are enrolled at a separate “home” school and attend the shared-time school on a part-day basis. 1 = Yes 2 = No (BIES) Bureau of Indian Education (BIE) School Flag. This field indicates whether or not a school was also reported by the Bureau of Indian Education in their submission of school data. This field was added to the school file starting in 2009–10. 1 = Yes 2 = No Only states or jurisdictions other than the BIE can contain a value of “1” (“Yes”) for this flag. (FRELCH) Free Lunch Eligible Students. This student count may be taken by a school at a different time than the membership count; therefore, free lunch and membership counts may not be comparable within a given school. In some states, a single school may provide the free lunch program for a cluster of schools; thus, the free lunch eligible count for the school providing 14 services may over-represent the school’s total membership. Schools have options for how they certify for this program, which can affect the counts reported in this field and REDLCH. In recent years, more schools have been certifying under the Community Eligibility Option (CEO). Under this option, schools with a minimal threshold of students in poor families can certify all of their students as eligible for free lunches. As a result, the count of reduced-price lunch eligible students may drop to zero and the count of free lunch eligible students may equal 100 percent of membership. This can make comparisons to previous years of data problematic. See the note below on NSLP status. For more specifics, see “Free and Reduced-Price Lunch Eligibility Data in EDFacts: A White Paper on Current Status and Potential Changes” on the EDFacts website (http://www2.ed.gov/about/inits/ed/edfacts/index.html). To avoid identifying specific students as eligible for free lunch, the reported number may have been edited. (REDLCH) Reduced-Price Lunch Eligible Students. See preceding paragraph. (TOTFRL) Total Free and Reduced-Price Lunch Eligible Students. If not reported, this total field was calculated using reported free and reduced-price lunch detail. To avoid identifying specific students as eligible for free lunch, the reported number may have been edited. (TITLEISTAT) Title I School Status. This flag was added to the school file starting in 2010-11. It indicates whether and in which Title I program a school is eligible for participation under authorization of Title I of Public Law 103-382. There are two types of Title I programs: Targeted Assistance (TAS) and Schoolwide (SWP). Eligibility for either programs means the school is Title I eligible, regardless of whether they decide to provide a program to their students. 1 = School is eligible for Title I Targeted Assistance (TAS) but provides no program 2 = School is eligible for Title I Targeted Assistance (TAS) and provides TAS program 3 = School is eligible for Title I Schoolwide program (SWP) and provides TAS program 4 = School is eligible for Title I Schoolwide program (SWP) but provides no program 5 = School is eligible for Title I Schoolwide program (SWP) and provides Title I Schoolwide program 6 = School is not eligible for either Title I Targeted Assistance (TAS) or Schoolwide program The following table shows how TITLEISTAT translates to TITLEI and STITLI. TITLEISTAT TITLEI STITLI 1 1(Yes) 2 (No) 2 1(Yes) 2 (No) 3 1(Yes) 1(Yes) 4 1(Yes) 1(Yes) 5 1(Yes) 1(Yes) 6 2 (No) N (Not Applicable) 15 If the Title I variables are not reported, TITLEI and STITLI are populated with their prior year values and TITLE1STAT is kept as missing. (TITLEI) Title I Eligible School. This flag indicates whether a school is eligible for participation in either TAS or SWP program authorized by Title I of Public Law 103-382. 1 = Yes 2 = No (STITLI) Schoolwide Title I. This flag indicates whether a school is eligible for participation in Schoolwide program authorized by Title I of Public Law 103-382. 1 = Yes 2 = No (PKOFFRD, KGOFFRD, …, UGOFFRD) Grade Offered. These flags indicate whether an individual grade is offered. For example, PKOFFRD indicates whether prekindergarten is offered and KGOFFRD indicates whether kindergarten is offered. 1 = Yes 2 = No (RECONSTF) Reconstituted Flag. This flag indicates that the school was restructured, transformed, or otherwise substantially changed as a consequence of the state’s accountability system, or as a result of a School Improvement Grant (SIG), but is not recognized as a new school for the CCD. 1= Yes 2 = No (RECONSTY) Reconstituted Year. This indicates the latest year that the school was reported as reconstituted. Student membership (MEMBER), students by Grade (PK–12), by Race/Ethnicity, and by Sex. Membership is the count of students enrolled on October 1 of the school year. CCD collects membership counts at three levels: school, agency, and state. The summed total of student membership reported by states at one level may often be different from what was reported at one or both of the other levels. In general, the total student membership on lower level file should be less than or equal to the total membership on higher level files. A common reason for these differences is that SEAs report aggregate counts of students at the school-level counting each student at the school the student attends the majority of the time; for SEA and LEA-level membership, SEAs report aggregate counts of students at the LEA or SEA that is financially responsible for the student. For example, a regular school district may not be able to provide services to students with special needs and may instead pay tuition for students to attend private schools that provide services to students with special needs. These students are then counted in 16 the regular school district, but are not included in the membership counts for any of the schools in CCD school file. For states with membership discrepancies that exceed five percent of the lower level membership, CCD survey staff routinely follows up with SEAs and asks SEAs to verify the reported membership and provide explanations of the differences. In school year SY 2008–09, CCD began implementing editing procedures to correct for cross file inconsistencies on a case-by-case basis. If an SEA could not provide a plausible explanation for why there were inconsistencies across the SEA, LEA, and school files, CCD survey analysts applied cross file adjustments to student membership at one or more levels to ensure that the sum of the lower level membership does not exceed the sum of the higher level membership. Ungraded Students by Race/Ethnicity and by Sex. The classification of “ungraded” is not used for students in Alabama, Alaska, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Iowa, Louisiana, Maine, Maryland, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Washington, West Virginia, Wisconsin, Wyoming, American Samoa, the Bureau of Indian Education, Department of Defense Education Activity, Guam, and the U.S. Virgin Islands. Virtual School Status. A flag to indicate whether a school is a virtual school. A virtual school is a public school that offers only instruction in which students and teachers are separated by time and/or location, and interaction occurs via computers and/or telecommunications technologies. A virtual school generally does not have a physical facility that allows students to attend classes on site. The permitted values for Virtual School Status are: Yes No National School Lunch Program (NSLP) Status. This variable indicates whether a school participates in the National School Lunch Program, and, if so, under what special provisions. The Healthy, Hunger-Free Kids Act of 2010 (PL 111-296) includes provisions for determining free and reduced-price lunch (FRL) eligibility that may affect the reliability and availability of the FRL counts reported to EDFacts (FS033). Under provisions 2 and 3 of the law, annual certification of individual students is not required. A new provision, the Community Eligibility Option (CEO or Provision 4), eliminates the requirement for individual eligibility information once a school has determined a baseline percentage of FRL eligible students. These changes may result in missing or out of date FRL counts. Education researchers frequently use FRL eligibility as an indicator of student socioeconomic status (SES). The NSLP status provides these researchers with an indication of the reliability of the FRL counts reported in this file. For more specifics, see “Free and Reduced-Price Lunch Eligibility Data in EDFacts: A White Paper on Current Status and Potential Changes” on the EDFacts web site (http://www2.ed.gov/about/inits/ed/edfacts/index.html). The permitted values are: 17 NSLPWOPRO – Participating without using any Provision or the CEO NSLPPRO1 – Participating under Provision 1 NSLPPRO2 – Participating under Provision 2 NSLPPRO3 – Participating under Provision 3 NSLPCEO – Participating under Community Eligibility Option (CEO) NSLPNO – No, not participating M- Missing – Information on the NSLP status is not currently available to the SEA or is not collected. Charter Authorizer Identifiers. Each record has two fields (CHARTAUTH1and CHARTAUTH2) used by charter schools to identify their authorizing agency. These identifiers are assigned to authorized public chartering agencies by the SEA. Additional information on these agencies is collected in the EDFacts Charter School Authorizer Directory. Some charter schools may have multiple authorizers. The first field is for the primary authorizer, the authorizer that ultimately approves the charter petition. All listed charter schools will have a primary authorizer. The secondary authorizer field is only necessary for charter schools that complete a two-step authorization process. The SEA determines whether a secondary authorizer is included based on the charter authorizing requirements in the state. The state is able to create any number they want for these identifiers, as long as it is unique within the state. If the authorizer is an established LEA, the state may use the NCES LEA ID as the charter identifier. If the charter only has one authorizer, only the first field is filled out; the second field is left blank. 18 19 Table 2. State and other jurisdiction American National Standards Institute (ANSI) codes and abbreviations used in CCD Table 1.—d atasets State name/jurisdiction ANSI 1 Abbreviation 2 State name/jurisdiction ANSI 1 Abbreviation 2 Alabama 01 AL Oregon 41 OR Alaska 02 AK Pennsylvania 42 PA Arizona 04 AZ Rhode Island 44 RI Arkansas 05 AR South Carolina 45 SC California 06 CA South Dakota 46 SD Colorado 08 CO Tennessee 47 TN Connecticut 09 CT Texas 48 TX Delaware 10 DE Utah 49 UT District of Columbia 11 DC Vermont 50 VT Florida 12 FL Virginia 51 VA Georgia 13 GA Washington 53 WA Hawaii 15 HI West Virginia 54 WV Idaho 16 ID Wisconsin 55 WI Illinois 17 IL Wyoming 56 WY Indiana 18 IN Iowa 19 IA Kansas 20 KS Kentucky 21 KY Louisiana 22 LA Maine 23 ME Maryland 24 MD Department of Defense Massachusetts 25 MA Education Activity 63 3 DD Michigan 26 MI Minnesota 27 MN Bureau of Mississippi 28 MS Indian Education 59 3 BI Missouri 29 MO Montana 30 MT American Samoa 60 AS Nebraska 31 NE Nevada 32 NV Guam 66 GU New Hampshire 33 NH New Jersey 34 NJ Commonwealth of the New Mexico 35 NM Northern Mariana New York 36 NY Islands 69 MP North Carolina 37 NC North Dakota 38 ND Puerto Rico 72 PR Ohio 39 OH Oklahoma 40 OK U.S. Virgin Islands 78 VI 1 American National Standards Institute state codes (01–78). U.S. Postal Service state abbreviation codes. 3 Not official U.S. ANSI code. The state abbreviations for Department of Defense Education Activity are AA, AE and AP to indicate schools located in Asia, Europe, and the Pacific, respectively. For Department of Defense Domestic schools and Bureau of Indian Education schools, state abbreviations correspond to the state in which the school is located. SOURCE: Geography Division, Geographic Standards and Criteria Branch. (2010). "Codes for the Identification of the States, the District of Columbia, Puerto Rico, and the Insular Areas of the United States (INCITS 38:20)." Washington, DC: U.S. Census Bureau. Table 3. List of schools with mailing address in another state: School year 2013–14 Administration state Arizona NCES ID 040081102855 School name Ombudsman - Charter East II City Libertyville State IL 040088003398 Southwest Leadership Academy Minden NV District of Columbia 110008700213 Maya Angelou Academy at New Beginnings Laurel MD Idaho 160261000459 Pleasant Valley Elementary- Junior High school Jordan Valley OR North Dakota 380567000826 Squaw Gap School Sidney MT 382034000714 East Fairview Elementary School Fairview MT Ohio 390149705706 Urban Pathways Youngstown Pittsburgh PA South Dakota 467209000504 Lakeview Elementary – 09 Crookston NE 467209000506 Littleburg Elementary – 12 Valentine NE Texas 480144112996 Great Hearts Academy – San Antonio Phoenix AZ Utah 490090000491 Navajo Mountain High Tonalea AZ Vermont 500002400180 Rivendell Academy Orford NH SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data, “Public Elementary/Secondary School Universe Survey,” 2013–14, Provisional Version 2a. 20 D. User Guidelines for Processing the Public Elementary/Secondary School Universe Survey Data Files Starting in SY 1999–2000, CCD data file names were changed to include a two-digit version number. The SY 2013–14 Public Elementary/Secondary School Universe Survey SAS file is called SC131A.SAS7bDAT. The flat ASCII file is named SC131A.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 (13 = 2013–14 CCD collection), and the fifth and sixth characters indicate the version number (1 = first version; A = released file). At a later date, NCES may release revised SY 2013–14 provisional and final files and these will have incremental version numbers (e.g., the second revised file is labeled 2a). The record layout for the file is contained in appendix A, Record Layout. E. 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., NCESSCH) 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. 21 Appendix A – Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 A-1 Page intentionally left blank. A-2 Number of Variables = 324 Number of Observations = 102,815 (*)Fields have two explicit decimal places unless otherwise noted. (^)Fields have six explicit decimal places (+)Fields represent sub-fields of the fields immediately preceding them The file contains data for the school year 2013–14 sorted by the NCES school identification code (NCESSCH). NOTE: All numeric fields contain a (-1) to indicate Missing and a (-2) to indicate Not Applicable. Character fields will use "M" for Missing and "N" for Not Applicable. Variable Data Data Name Order Type Description SURVYEAR 1 AN Year Corresponding to Survey Record. NCESSCH 2 AN Unique NCES public school ID (7-digit NCES agency ID (LEAID) + 5-digit NCES school ID (SCHNO). FIPST 3+ AN American National Standards Institute (ANSI) state code. LEAID 4+ AN NCES local education agency (LEA) ID. SCHNO 5+ AN NCES school ID. NOTE: SCHNO is a unique number within an LEA. By combining LEAID with SCHNO, each school can be uniquely identified within the total file (see NCESSCH above). STID 6 AN State's own ID for the education agency. SEASCH 7 AN State's own ID for the school. LEANM 8 AN Name of the education agency that operates this school. SCHNAM 9 AN Name of the school. PHONE 10 AN Telephone number of school. MSTREE 11 AN The mailing address of the school- may be a street address, a P.O. Box number, or, if verified that there is no address beyond CITY, STATE, and ZIP, the character “N”. MCITY 12 AN School mailing address city. MSTATE 13 AN Two-letter U.S. Postal Service abbreviation of the state where the mailing address is located (see ANSI state codes and abbreviations used in CCD dataset). MZIP 14 AN Five-digit U.S. Postal Service ZIP code for the mailing address. MZIP4 15 AN Four-digit ZIP+4, if assigned; if none, field is blank. LSTREE 16 AN School location street address. LCITY 17 AN School location city. LSTATE 18 AN Location state (two-letter postal abbreviation). LZIP 19 AN Location 5-digit ZIP Code. A-3 Variable Name LZIP4 Data Order 20 Data Type Description AN Location +4 ZIP Code. TYPE 21 AN NCES school type code: 1 = Regular school 2 = Special education school 3 = Vocational school 4 = Other/alternative school 5 = Reportable program (new code starting in 2007–08) STATUS 22 AN NCES code for the school status: 1 = School was operational at the time of the last report and is currently operational. 2 = School has closed since the time of the last report. 3 = School has been opened since the time of the last report. 4 = School was in existence, but not reported in a previous year’s CCD school universe survey, and is now being added. 5 = School was listed in previous year's CCD school universe as being affiliated with a different education agency. 6 = School is temporarily closed and may reopen within three years. 7 = School is scheduled to be operational within two years. 8 = School was closed on a previous year’s file but has reopened. UNION 23 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 ANSI county number. If no number was reported, the field will contain "000". ULOCAL 24 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 urbanicity of the school location. Prior to 2006–07, the locale code was assigned based on a school’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, Mid-size: 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 A-4 Variable Data Data Name Order Type Description 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. 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. LATCOD 25^ N Latitude. Based on the location of the administrative office. 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. LONCOD 26^ N Longitude. Based on the location of the administrative office. 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. CONUM 27 AN ANSI county code (two-digit ANSI state numeric code + three digits ANSI county code) based on the location of the school. CONAME 28 AN County name based on the location of the school. CDCODE 29 AN Congressional district code based on location of administrative office. ANSI 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 ANSI state numeric code, which makes the congressional district code unique across states (see Appendix C Glossary for detail). BIES 30 AN Bureau of Indian Education (BIE) school. Indicator of whether or not a school was also reported by the Bureau of Indian Education in their submission of school data. Only states or jurisdictions other than BIE can contain a value of 1 (Yes) for this flag. 1 - Yes 2 – No RECONSTY 31 AN Reconstituted Year. This indicates the latest year that the school was reported A-5 Variable Name Data Order Data Type Description as reconstituted. RECONSTF 32 AN Reconstituted Flag. This flag indicates that the school was restructured, transformed, or otherwise substantially changed as a consequence of the state’s accountability system, or as a result of a School Improvement Grant (SIG), but is not recognized as a new school for the CCD. FTE 33* N Total full-time-equivalent classroom teachers. Full-time equivalency reported to the nearest hundredth; field includes two explicit decimal places. GSLO 34 AN School low grade offered. Code values include UG = Ungraded PK = Prekindergarten KG = Kindergarten 01–12 = First through Twelfth grade N = School had no students reported UG and N each occur only in isolation from other codes. When one of these does occur, it is both the lowest (GSLO) and the highest (GSHI) grade. GSHI 35 AN School high grade offered. Code values include UG = Ungraded PK = Prekindergarten KG = Kindergarten 01–12 = First through Twelfth grade N = School had no students reported UG and N each occur only in isolation from other codes. When one of these does occur, it is both the lowest (GSLO) and the highest (GSHI) grade. PKOFFRD 36 AN Prekindergarten offered. 1 - Yes 2 – No KGOFFRD 37 AN Kindergarten offered. 1 - Yes 2 – No G01OFFRD 38 AN First grade offered. 1 - Yes 2 – No G02OFFRD 39 AN Second grade offered. 1 - Yes 2 – No G03OFFRD 40 AN Third grade offered. 1 - Yes 2 – No G04OFFRD 41 AN Fourth grade offered. 1 - Yes A-6 Variable Name Data Order Data Type Description 2 – No G05OFFRD 42 AN Fifth grade offered. 1 - Yes 2 – No G06OFFRD 43 AN Sixth grade offered. 1 - Yes 2 – No G07OFFRD 44 AN Seventh grade offered. 1 - Yes 2 – No G08OFFRD 45 AN Eighth grade offered. 1 - Yes 2 – No G09OFFRD 46 AN Ninth grade offered. 1 - Yes 2 – No G10OFFRD 47 AN Tenth grade offered. 1 - Yes 2 – No G11OFFRD 48 AN Eleventh grade offered. 1 - Yes 2 – No G12OFFRD 49 AN Twelfth offered. 1 - Yes 2 – No UGOFFRD 50 AN Ungraded offered. 1 - Yes 2 – No LEVEL 51 AN School Level. The following codes were calculated from the school's corresponding GSLO and GSHI values: 1 = Primary (low grade = PK through 03; high grade = PK through 08) 2 = Middle (low grade = 04 through 07; high grade = 04 through 09) 3 = High (low grade = 07 through 12; high grade = 12 only) 4 = Other (any other configuration not falling within the above three categories, including ungraded) TITLEISTAT 52 AN Title I School Status. This flag was added to the school file starting in 2010– 11. It indicates whether and in which Title I program a school is eligible for participation under authorization of Title I of Public Law 103-382. There are two types of Title I programs: Targeted Assistance (TAS) and Schoolwide (SWP). Eligibility for either programs means the school is Title I eligible, regardless of whether they decide to provide a program to their students. 1 = School is eligible for Title I Targeted Assistance (TAS) but provides no A-7 Variable Name Data Order Data Type Description program. 2 = School is eligible for Title I Targeted Assistance (TAS) and provides TAS program. 3 = School is eligible for Title I Schoolwide program (SWP) and provides TAS program. 4 = School is eligible for Title I Schoolwide program (SWP) but provides no program. 5 = School is eligible for Title I Schoolwide program (SWP) and provides Title I Schoolwide program. 6 = School is not eligible for either Title I Targeted Assistance (TAS) or Schoolwide program. The following table shows how TITLEISTAT translates to TITLEI and STITLE. TITLEISTAT TITLEI STITLI 1 1(Yes) 2 (No) 2 1(Yes) 2 (No) 3 1(Yes) 1 (Yes) 4 1(Yes) 1 (Yes) 5 1(Yes) 1 (Yes) 6 2 (No) 2 (No) TITLEI 53 AN Title I Eligible School. A Title I school designated under appropriate state and federal regulations as being eligible for participation in programs authorized by Title I of Public Law 103-382. 1 = Yes 2 = No STITLI 54 AN Schoolwide Title I. A program in which all the pupils in a school are designated under appropriate state and federal regulations as being eligible for participation in programs authorized by Title I of Public Law 103-382. 1 = Yes 2 = No MAGNET 55 AN Magnet school. Regardless of the source of funding, a magnet school or program is a special school or program designed to attract students of different racial/ethnic background for the purpose of reducing, preventing, or eliminating racial isolation and/or to provide an academic or social focus on a particular theme. 1 = Yes 2 = No CHARTR 56 AN Charter school. A school that provides free elementary and/or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority. 1 = Yes 2 = No SHARED 57 AN Shared Time School. A school offering vocational/technical education or other A-8 Variable Data Data Name Order Type Description education services, in which some or all students are enrolled at a separate 'home' school and attend the shared-time school on a part-day basis. 1 = Yes 2 = No FRELCH 58 N Count of students eligible to participate in the Free Lunch Program under the National School Lunch Act. REDLCH 59 N Count of students eligible to participate in the Reduced-Price Lunch Program under the National School Lunch Act. TOTFRL 60 N Total of free lunch eligible and reduced-price lunch eligible. The total is only available if both of the details (or the total) were reported. PK 61 N Total prekindergarten students. AMPKM 62 N Prekindergarten students - American Indian/Alaska Native - male. AMPKF 63 N Prekindergarten students - American Indian/Alaska Native - female. ASPKM 64 N Prekindergarten students - Asian - male. ASPKF 65 N Prekindergarten students - Asian - female. HIPKM 66 N Prekindergarten students - Hispanic - male. HIPKF 67 N Prekindergarten students - Hispanic - female. BLPKM 68 N Prekindergarten students - Black, non-Hispanic - male. BLPKF 69 N Prekindergarten students - Black, non-Hispanic - female. WHPKM 70 N Prekindergarten students - White, non-Hispanic - male. WHPKF 71 N Prekindergarten students - White, non-Hispanic - female. HPPKM 72 N Prekindergarten students - Hawaiian Native/Pacific Islander - male. HPPKF 73 N Prekindergarten students - Hawaiian Native/Pacific Islander - female. TRPKM 74 N Prekindergarten students - Two or More Races - male. TRPKF 75 N Prekindergarten students - Two or More Races - female. KG 76 N Total kindergarten students. AMKGM 77 N Kindergarten students - American Indian/Alaska Native - male. AMKGF 78 N Kindergarten students - American Indian/Alaska Native - female. ASKGM 79 N Kindergarten students - Asian - male. ASKGF 80 N Kindergarten students - Asian - female. HIKGM 81 N Kindergarten students - Hispanic - male. A-9 Variable Data Data Name Order Type Description HIKGF 82 N Kindergarten students - Hispanic - female. BLKGM 83 N Kindergarten students - Black, non-Hispanic - male. BLKGF 84 N Kindergarten students - Black, non-Hispanic - female. WHKGM 85 N Kindergarten students - White, non-Hispanic - male. WHKGF 86 N Kindergarten students - White, non-Hispanic - female. HPKGM 87 N Kindergarten students - Hawaiian Native/Pacific Islander - male. HPKGF 88 N Kindergarten students - Hawaiian Native/Pacific Islander - female. TRKGM 89 N Kindergarten students - Two or more races - male. TRKGF 90 N Kindergarten students - Two or more Races - female. G01 91 N Total grade 1 students. AM01M 92 N Grade 1 students - American Indian/Alaska Native - male. AM01F 93 N Grade 1 students - American Indian/Alaska Native - female. AS01M 94 N Grade 1 students - Asian - male. AS01F 95 N Grade 1 students - Asian - female. HI01M 96 N Grade 1 students - Hispanic - male. HI01F 97 N Grade 1 students - Hispanic - female. BL01M 98 N Grade 1 students - Black, non-Hispanic - male. BL01F 99 N Grade 1 students - Black, non-Hispanic - female. WH01M 100 N Grade 1 students - White, non-Hispanic - male. WH01F 101 N Grade 1 students - White, non-Hispanic - female. HP01M 102 N Grade 1 students - Hawaiian Native/Pacific Islander - male. HP01F 103 N Grade 1 students - Hawaiian Native/Pacific Islander - female. TR01M 104 N Grade 1 students - Two or more races - male. TR01F 105 N Grade 1 students - Two or more races - female. G02 106 N Total grade 2 students. AM02M 107 N Grade 2 students - American Indian/Alaska Native - male. AM02F 108 N Grade 2 students - American Indian/Alaska Native - female. AS02M 109 N Grade 2 students - Asian - male. AS02F 110 N Grade 2 students - Asian - female. A-10 Variable Data Data Name Order Type Description HI02M 111 N Grade 2 students - Hispanic - male. HI02F 112 N Grade 2 students - Hispanic - female. BL02M 113 N Grade 2 students - Black, non-Hispanic - male. BL02F 114 N Grade 2 students - Black, non-Hispanic - female. WH02M 115 N Grade 2 students - White, non-Hispanic - male. WH02F 116 N Grade 2 students - White, non-Hispanic - female. HP02M 117 N Grade 2 students - Hawaiian Native/Pacific Islander - male. HP02F 118 N Grade 2 students - Hawaiian Native/Pacific Islander - female. TR02M 119 N Grade 2 students - Two or more races - male. TR02F 120 N Grade 2 students - Two or more races - female. G03 121 N Total grade 3 students. AM03M 122 N Grade 3 students - American Indian/Alaska Native - male. AM03F 123 N Grade 3 students - American Indian/Alaska Native - female. AS03M 124 N Grade 3 students - Asian - male. AS03F 125 N Grade 3 students - Asian - female. HI03M 126 N Grade 3 students - Hispanic - male. HI03F 127 N Grade 3 students - Hispanic - female. BL03M 128 N Grade 3 students - Black, non-Hispanic - male. BL03F 129 N Grade 3 students - Black, non-Hispanic - female. WH03M 130 N Grade 3 students - White, non-Hispanic - male. WH03F 131 N Grade 3 students - White, non-Hispanic - female. HP03M 132 N Grade 3 students - Hawaiian Native/Pacific Islander - male. HP03F 133 N Grade 3 students - Hawaiian Native/Pacific Islander - female. TR03M 134 N Grade 3 students - Two or more races - male. TR03F 135 N Grade 3 students - Two or more races - female. G04 136 N Total grade 4 students. AM04M 137 N Grade 4 students - American Indian/Alaska Native - male. AM04F 138 N Grade 4 students - American Indian/Alaska Native - female. AS04M 139 N Grade 4 students - Asian - male. A-11 Variable Data Data Name Order Type Description AS04F 140 N Grade 4 students - Asian - female. HI04M 141 N Grade 4 students - Hispanic - male. HI04F 142 N Grade 4 students - Hispanic - female. BL04M 143 N Grade 4 students - Black, non-Hispanic - male. BL04F 144 N Grade 4 students - Black, non-Hispanic - female. WH04M 145 N Grade 4 students - White, non-Hispanic - male. WH04F 146 N Grade 4 students - White, non-Hispanic - female. HP04M 147 N Grade 4 students - Hawaiian Native/Pacific Islander - male. HP04F 148 N Grade 4 students - Hawaiian Native/Pacific Islander - female. TR04M 149 N Grade 4 students - Two or more races - male. TR04F 150 N Grade 4 students - Two or more races - female. G05 151 N Total grade 5 students. AM05M 152 N Grade 5 students - American Indian/Alaska Native - male. AM05F 153 N Grade 5 students - American Indian/Alaska Native - female. AS05M 154 N Grade 5 students - Asian - male. AS05F 155 N Grade 5 students - Asian - female. HI05M 156 N Grade 5 students - Hispanic - male. HI05F 157 N Grade 5 students - Hispanic - female. BL05M 158 N Grade 5 students - Black, non-Hispanic - male. BL05F 159 N Grade 5 students - Black, non-Hispanic - female. WH05M 160 N Grade 5 students - White, non-Hispanic - male. WH05F 161 N Grade 5 students - White, non-Hispanic - female. HP05M 162 N Grade 5 students - Hawaiian Native/Pacific Islander - male. HP05F 163 N Grade 5 students - Hawaiian Native/Pacific Islander - female. TR05M 164 N Grade 5 students - Two or more races - male. TR05F 165 N Grade 5 students - Two or more races - female. G06 166 N Total grade 6 students. AM06M 167 N Grade 6 students - American Indian/Alaska Native - male. AM06F 168 N Grade 6 students - American Indian/Alaska Native - female. A-12 Variable Data Data Name Order Type Description AS06M 169 N Grade 6 students - Asian - male. AS06F 170 N Grade 6 students - Asian - female. HI06M 171 N Grade 6 students - Hispanic - male. HI06F 172 N Grade 6 students - Hispanic - female. BL06M 173 N Grade 6 students - Black, non-Hispanic - male. BL06F 174 N Grade 6 students - Black, non-Hispanic - female. WH06M 175 N Grade 6 students - White, non-Hispanic - male. WH06F 176 N Grade 6 students - White, non-Hispanic - female. HP06M 177 N Grade 6 students - Hawaiian Native/Pacific Islander - male. HP06F 178 N Grade 6 students - Hawaiian Native/Pacific Islander - female. TR06M 179 N Grade 6 students - Two or more races - male. TR06F 180 N Grade 6 students - Two or more races - female. G07 181 N Total grade 7 students. AM07M 182 N Grade 7 students - American Indian/Alaska Native - male. AM07F 183 N Grade 7 students - American Indian/Alaska Native - female. AS07M 184 N Grade 7 students - Asian - male. AS07F 185 N Grade 7 students - Asian - female. HI07M 186 N Grade 7 students - Hispanic - male. HI07F 187 N Grade 7 students - Hispanic - female. BL07M 188 N Grade 7 students - Black, non-Hispanic - male. BL07F 189 N Grade 7 students - Black, non-Hispanic - female. WH07M 190 N Grade 7 students - White, non-Hispanic - male. WH07F 191 N Grade 7 students - White, non-Hispanic - female. HP07M 192 N Grade 7 students - Hawaiian Native/Pacific Islander - male. HP07F 193 N Grade 7 students - Hawaiian Native/Pacific Islander - female. TR07M 194 N Grade 7 students - Two or more races - male. TR07F 195 N Grade 7 students - Two or more races - female. G08 196 N Total grade 8 students. AM08M 197 N Grade 8 students - American Indian/Alaska Native - male. A-13 Variable Data Data Name Order Type Description AM08F 198 N Grade 8 students - American Indian/Alaska Native - female. AS08M 199 N Grade 8 students - Asian - male. AS08F 200 N Grade 8 students - Asian - female. HI08M 201 N Grade 8 students - Hispanic - male. HI08F 202 N Grade 8 students - Hispanic - female. BL08M 203 N Grade 8 students - Black, non-Hispanic - male. BL08F 204 N Grade 8 students - Black, non-Hispanic - female. WH08M 205 N Grade 8 students - White, non-Hispanic - male. WH08F 206 N Grade 8 students - White, non-Hispanic - female. HP08M 207 N Grade 8 students - Hawaiian Native/Pacific Islander - male. HP08F 208 N Grade 8 students - Hawaiian Native/Pacific Islander - female. TR08M 209 N Grade 8 students - Two or more races - male. TR08F 210 N Grade 8 students - Two or more races - female. G09 211 N Total grade 9 students. AM09M 212 N Grade 9 students - American Indian/Alaska Native - male. AM09F 213 N Grade 9 students - American Indian/Alaska Native - female. AS09M 214 N Grade 9 students - Asian - male. AS09F 215 N Grade 9 students - Asian - female. HI09M 216 N Grade 9 students - Hispanic - male. HI09F 217 N Grade 9 students - Hispanic - female. BL09M 218 N Grade 9 students - Black, non-Hispanic - male. BL09F 219 N Grade 9 students - Black, non-Hispanic - female. WH09M 220 N Grade 9 students - White, non-Hispanic - male. WH09F 221 N Grade 9 students - White, non-Hispanic - female. HP09M 222 N Grade 9 students - Hawaiian Native/Pacific Islander - male. HP09F 223 N Grade 9 students - Hawaiian Native/Pacific Islander - female. TR09M 224 N Grade 9 students - Two or more races - male. TR09F 225 N Grade 9 students - Two or more races - female. G10 226 N Total grade 10 students. A-14 Variable Data Data Name Order Type Description AM10M 227 N Grade 10 students - American Indian/Alaska Native - male. AM10F 228 N Grade 10 students - American Indian/Alaska Native - female. AS10M 229 N Grade 10 students - Asian - male. AS10F 230 N Grade 10 students - Asian - female. HI10M 231 N Grade 10 students - Hispanic - male. HI10F 232 N Grade 10 students - Hispanic - female. BL10M 233 N Grade 10 students - Black, non-Hispanic - male. BL10F 234 N Grade 10 students - Black, non-Hispanic - female. WH10M 235 N Grade 10 students - White, non-Hispanic - male. WH10F 236 N Grade 10 students - White, non-Hispanic - female. HP10M 237 N Grade 10 students - Hawaiian Native/Pacific Islander - male. HP10F 238 N Grade 10 students - Hawaiian Native/Pacific Islander - female. TR10M 239 N Grade 10 students - Two or more races - male. TR10F 240 N Grade 10 students - Two or more races - female. G11 241 N Total grade 11 students. AM11M 242 N Grade 11 students - American Indian/Alaska Native - male. AM11F 243 N Grade 11 students - American Indian/Alaska Native - female. AS11M 244 N Grade 11 students - Asian - male. AS11F 245 N Grade 11 students - Asian - female. HI11M 246 N Grade 11 students - Hispanic - male. HI11F 247 N Grade 11 students - Hispanic - female. BL11M 248 N Grade 11 students - Black, non-Hispanic - male. BL11F 249 N Grade 11 students - Black, non-Hispanic - female. WH11M 250 N Grade 11 students - White, non-Hispanic - male. WH11F 251 N Grade 11 students - White, non-Hispanic - female. HP11M 252 N Grade 11 students - Hawaiian Native/Pacific Islander - male. HP11F 253 N Grade 11 students - Hawaiian Native/Pacific Islander - female. TR11M 254 N Grade 11 students - Two or more races - male. TR11F 255 N Grade 11 students - Two or more races - female. A-15 Variable Data Data Name Order Type Description G12 256 N Total grade 12 students. AM12M 257 N Grade 12 students - American Indian/Alaska Native - male. AM12F 258 N Grade 12 students - American Indian/Alaska Native - female. AS12M 259 N Grade 12 students - Asian - male. AS12F 260 N Grade 12 students - Asian - female. HI12M 261 N Grade 12 students - Hispanic - male. HI12F 262 N Grade 12 students - Hispanic - female. BL12M 263 N Grade 12 students - Black, non-Hispanic - male. BL12F 264 N Grade 12 students - Black, non-Hispanic - female. WH12M 265 N Grade 12 students - White, non-Hispanic - male. WH12F 266 N Grade 12 students - White, non-Hispanic - female. HP12M 267 N Grade 12 students - Hawaiian Native/Pacific Islander - male. HP12F 268 N Grade 12 students - Hawaiian Native/Pacific Islander - female. TR12M 269 N Grade 12 students - Two or more races- male. TR12F 270 N Grade 12 students - Two or more races - female. UG 271 N Total ungraded students. AMUGM 272 N Ungraded students - American Indian/Alaska Native - male. AMUGF 273 N Ungraded students - American Indian/Alaska Native - female. ASUGM 274 N Ungraded students - Asian - male. ASUGF 275 N Ungraded students - Asian - female. HIUGM 276 N Ungraded students - Hispanic - male. HIUGF 277 N Ungraded students - Hispanic - female. BLUGM 278 N Ungraded students - Black, non-Hispanic - male. BLUGF 279 N Ungraded students - Black, non-Hispanic - female. WHUGM 280 N Ungraded students - White, non-Hispanic - male. WHUGF 281 N Ungraded students - White, non-Hispanic - female. HPUGM 282 N Ungraded students - Hawaiian Native/Pacific Islander - male. HPUGF 283 N Ungraded students - Hawaiian Native/Pacific Islander - female. TRUGM 284 N Ungraded students - Two or more races - male. A-16 Variable Data Data Name Order Type Description TRUGF 285 N Ungraded students - Two or more races - female. MEMBER 286 N Total students, all grades: The reported total membership of the school. AM 287 N American Indian/Alaska Native students. If not reported, this field was calculated by summing the AMALM and AMALF fields. AMALM 288 N Total students, all grades - American Indian/Alaska Native - male. AMALF 289 N Total students, all grades - American Indian/Alaska Native - female. ASIAN 290 N Asian students. If not reported, this field was calculated by summing the ASALM and ASALF fields. ASALM 291 N Total students, all grades - Asian - male. ASALF 292 N Total students, all grades - Asian - female. HISP 293 N Hispanic students. If not reported, this field was calculated by summing the HIALM and HIALF fields. HIALM 294 N Total students, all grades - Hispanic - male. HIALF 295 N Total students, all grades - Hispanic - female. BLACK 296 N Black, non-Hispanic students. If not reported, this field was calculated by summing the BLALM and BLALF fields. BLALM 297 N Total students, all grades - Black, non-Hispanic - male. BLALF 298 N Total students, all grades - Black, non-Hispanic - female. WHITE 299 N White, non-Hispanic students. If not reported, this field was calculated by summing the WHALM and WHALF fields. WHALM 300 N Total students, all grades - White, non-Hispanic - male. WHALF 301 N Total students, all grades - White, non-Hispanic - female. PACIFIC 302 N Hawaiian Native / Pacific Islander students. If not reported, this field was calculated by summing the HPALM and HPALF fields. HPALM 303 N Total students - all grades - Hawaiian Native/Pacific Islander - male. HPALF 304 N Total students, all grades - Hawaiian Native/Pacific Islander - female. TR 305 N Two or more races students. If not reported, this field was calculated by summing the TRALM and TRALF fields. TRALM 306 N Total students, all grades - Two or more races - male. TRALF 307 N Total students, all grades - Two or more races - female. TOTETH 308 N Calculated school race/ethnicity membership: The sum of the fields AM, ASIAN, HISP, BLACK, WHITE, PACIFIC, and TR. Students belonging to an unknown or non-CCD race category are not captured in this field A-17 Variable Data Data Name Order Type Description VIRTUALSTAT 309 AN Identifies whether the school is a virtual school: VIRTUALNO – Not a virtual school VIRTUALYES – A virtual school N – Not applicable NSLPSTATUS 310 AN Represents the National School Lunch Program (NSLP) Status for the school. The accepted values are: NSLPWOPRO - Yes, participating without using any Provision or the CEO NSLPPRO1 - Yes, under Provision 1 NSLPPRO2 - Yes, under Provision 2 NSLPPRO3 - Yes, under Provision 3 NSLPCEO - Yes, under Community Eligibility Option (CEO) NSLPNO – No CHARTAUTH1 311 AN The identifier assigned to the primary public charter school authorizing agency by the SEA. CHARTAUTH2 312 AN The identifier assigned to the secondary public charter school authorizing agency by the SEA. A-18 Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 B-1 Page intentionally left blank. B-2 Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-1 Distribution of responses of character variable data, by response value: School year 2013– 14 Not Variable Variable label Blank Missing applicable Reported NCESSCH Unique School ID 0 0 0 102,815 FIPST ANSI State Code 0 0 0 102,815 LEAID NCES Agency Identification Number 0 0 0 102,815 SCHNO NCES School Identifier 0 0 0 102,815 STID State Local Education Number 0 0 0 102,815 SEASCH State School Identifier 0 6 0 102,809 LEANM LEA Name 0 0 0 102,815 SCHNAM School Name 0 0 0 102,815 PHONE School Phone Number 0 135 3 102,677 MSTREE School Mailing Address 1 0 5 0 102,810 MCITY School Mailing City 0 0 0 102,815 MSTATE School Mailing USPS State 0 0 0 102,815 Abbreviation MZIP School Mailing Zip 0 0 0 102,815 MZIP4 School Mailing Zip Plus 4 23,961 0 0 78,854 LSTREE School Location Address 1 0 144 0 102,671 LCITY School Location City 0 0 0 102,815 LSTATE School Location USPS State 0 0 0 102,815 Abbreviation LZIP School Location Zip 0 0 0 102,815 LZIP4 School Location Zip Plus 4 24,348 0 0 78,467 LATCOD Latitude 0 0 0 102,815 LONCOD Longitude 0 0 0 102,815 UNION Supervisory Union Identification 0 2 297 102,516 Number CONUM ANSI County Code 0 0 156 102,659 CONAME County Name 0 0 156 102,659 CDCODE Congressional District Code 0 0 156 102,659 CHARTAUTH1 Charter Authorizer Primary 0 188 95,881 6,746 CHARTAUTH2 Charter Authorizer Additional 0 6,881 95,881 53 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2013–14, Version Provisional Version 2a. B-3 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable FTE Classroom Teachers 0 1,702 32.09 6,959 2,400 FRELCH Free Lunch Eligible Students 0 8,085 232.86 1,448 3,956 REDLCH Reduced-Price Lunch Eligible 0 2,595 35.40 1,448 3,956 Students TOTFRL Total of Free and Reduced-Lunch 0 8,465 268.26 1,448 3,956 Eligible Students PK PK Students - Total 0 1,809 39.86 1,738 72,025 AMPKM PK Students - American 0 84 0.29 1,738 72,025 Indian/Alaska Native - Male AMPKF PK Students - American 0 84 0.25 1,738 72,025 Indian/Alaska Native - Female ASPKM PK Students - Asian - Male 0 96 0.68 1,738 72,025 ASPKF PK Students - Asian - Female 0 84 0.57 1,738 72,025 HIPKM PK Students - Hispanic - Male 0 561 6.14 1,738 72,025 HIPKF PK Students - Hispanic - Female 0 492 5.51 1,738 72,025 BLPKM PK Students - Black - Male 0 280 4.09 1,738 72,025 BLPKF PK Students - Black - Female 0 271 3.74 1,738 72,025 WHPKM PK Students - White - Male 0 801 9.58 1,738 72,025 WHPKF PK Students - White - Female 0 555 7.61 1,738 72,025 HPPKM PK Students - Hawaiian 0 16 0.05 1,738 72,025 Native/Pacific Islander - Male HPPKF PK Students - Hawaiian 0 12 0.04 1,738 72,025 Native/Pacific Islander - Female TRPKM PK Students - Two or More Races ­ 0 54 0.71 1,738 72,025 Male TRPKF PK Students - Two or More Races ­ 0 53 0.60 1,738 72,025 Female KG KG Students - Total 0 955 72.52 388 49,209 AMKGM KG Students - American 0 91 0.38 388 49,209 Indian/Alaska Native - Male AMKGF KG Students - American 0 79 0.36 388 49,209 Indian/Alaska Native - Female See notes at end of table B-4 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable ASKGM KG Students - Asian - Male 0 146 1.69 388 49,209 ASKGF KG Students - Asian - Female 0 121 1.59 388 49,209 HIKGM KG Students - Hispanic - Male 0 343 10.29 388 49,209 HIKGF KG Students - Hispanic - Female 0 339 9.74 388 49,209 BLKGM KG Students - Black - Male 0 277 5.66 388 49,209 BLKGF KG Students - Black - Female 0 261 5.35 388 49,209 WHKGM KG Students - White - Male 0 331 17.87 388 49,209 WHKGF KG Students - White - Female 0 356 16.46 388 49,209 HPKGM KG Students - Hawaiian 0 46 0.13 388 49,209 Native/Pacific Islander - Male HPKGF KG Students - Hawaiian 0 54 0.12 388 49,209 Native/Pacific Islander - Female TRKGM KG Students - Two or More Races – 0 78 1.48 388 49,209 Male TRKGF KG Students - Two or More Races – 0 76 1.40 388 49,209 Female G01 Grade 1 Students - Total 0 874 72.96 361 48,786 AM01M Grade 1 Students - American 0 90 0.38 361 48,786 Indian/Alaska Native - Male AM01F Grade 1 Students - American 0 77 0.36 361 48,786 Indian/Alaska Native - Female AS01M Grade 1 Students - Asian - Male 0 141 1.70 361 48,786 AS01F Grade 1 Students - Asian - Female 0 147 1.62 361 48,786 HI01M Grade 1 Students - Hispanic - Male 0 326 10.24 361 48,786 HI01F Grade 1 Students - Hispanic – 0 335 9.73 361 48,786 Female BL01M Grade 1 Students - Black - Male 0 253 5.78 361 48,786 BL01F Grade 1 Students - Black - Female 0 272 5.48 361 48,786 See notes at end of table B-5 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable WH01M Grade 1 Students - White - Male 0 397 17.92 361 48,786 WH01F Grade 1 Students - White - Female 0 334 16.74 361 48,786 HP01M Grade 1 Students - Hawaiian 0 47 0.13 361 48,786 Native/Pacific Islander - Male HP01F Grade 1 Students - Hawaiian 0 53 0.13 361 48,786 Native/Pacific Islander - Female TR01M Grade 1 Students - Two or More 0 78 1.41 361 48,786 Races - Male TR01F Grade 1 Students - Two or More 0 53 1.35 361 48,786 Races - Female G02 Grade 2 Students - Total 0 840 71.10 346 48,751 AM02M Grade 2 Students - American 0 93 0.37 346 48,751 Indian/Alaska Native - Male AM02F Grade 2 Students - American 0 79 0.35 346 48,751 Indian/Alaska Native - Female AS02M Grade 2 Students - Asian - Male 0 131 1.71 346 48,751 AS02F Grade 2 Students - Asian - Female 0 134 1.64 346 48,751 HI02M Grade 2 Students - Hispanic - Male 0 319 9.88 346 48,751 HI02F Grade 2 Students - Hispanic ­ 0 325 9.45 346 48,751 Female BL02M Grade 2 Students - Black - Male 0 277 5.53 346 48,751 BL02F Grade 2 Students - Black - Female 0 248 5.28 346 48,751 WH02M Grade 2 Students - White - Male 0 332 17.56 346 48,751 WH02F Grade 2 Students - White - Female 0 277 16.53 346 48,751 HP02M Grade 2 Students - Hawaiian 0 41 0.13 346 48,751 Native/Pacific Islander - Male HP02F Grade 2 Students - Hawaiian 0 40 0.12 346 48,751 Native/Pacific Islander - Female TR02M Grade 2 Students - Two or More 0 55 1.30 346 48,751 Races - Male TR02F Grade 2 Students - Two or More 0 68 1.26 346 48,751 Races - Female See notes at end of table B-6 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable G03 Grade 3 Students - Total 0 955 70.23 350 48,831 AM03M Grade 3 Students - American 0 82 0.36 350 48,831 Indian/Alaska Native - Male AM03F Grade 3 Students - American 0 87 0.35 350 48,831 Indian/Alaska Native - Female AS03M Grade 3 Students - Asian - Male 0 139 1.72 350 48,831 AS03F Grade 3 Students - Asian - Female 0 139 1.69 350 48,831 HI03M Grade 3 Students - Hispanic - Male 0 367 9.58 350 48,831 HI03F Grade 3 Students - Hispanic ­ 0 331 9.16 350 48,831 Female BL03M Grade 3 Students - Black - Male 0 234 5.45 350 48,831 BL03F Grade 3 Students - Black - Female 0 247 5.19 350 48,831 WH03M Grade 3 Students - White - Male 0 353 17.59 350 48,831 WH03F Grade 3 Students - White - Female 0 333 16.53 350 48,831 HP03M Grade 3 Students - Hawaiian 0 60 0.14 350 48,831 Native/Pacific Islander - Male HP03F Grade 3 Students - Hawaiian 0 54 0.13 350 48,831 Native/Pacific Islander - Female TR03M Grade 3 Students - Two or More 0 36 1.18 350 48,831 Races - Male TR03F Grade 3 Students - Two or More 0 35 1.15 350 48,831 Races - Female G04 Grade 4 Students - Total 0 961 70.03 369 49,104 AM04M Grade 4 Students - American 0 79 0.37 369 49,104 Indian/Alaska Native - Male AM04F Grade 4 Students - American 0 92 0.35 369 49,104 Indian/Alaska Native - Female AS04M Grade 4 Students - Asian - Male 0 158 1.76 369 49,104 AS04F Grade 4 Students - Asian - Female 0 134 1.74 369 49,104 HI04M Grade 4 Students - Hispanic - Male 0 327 9.29 369 49,104 See notes at end of table B-7 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable HI04F Grade 4 Students - Hispanic – 0 373 8.92 369 49,104 Female BL04M Grade 4 Students - Black - Male 0 233 5.33 369 49,104 BL04F Grade 4 Students - Black - Female 0 232 5.12 369 49,104 WH04M Grade 4 Students - White - Male 0 352 17.88 369 49,104 WH04F Grade 4 Students - White - Female 0 315 16.80 369 49,104 HP04M Grade 4 Students - Hawaiian 0 56 0.14 369 49,104 Native/Pacific Islander - Male HP04F Grade 4 Students - Hawaiian 0 53 0.13 369 49,104 Native/Pacific Islander - Female TR04M Grade 4 Students - Two or More 0 79 1.13 369 49,104 Races - Male TR04F Grade 4 Students - Two or More 0 52 1.10 369 49,104 Races - Female G05 Grade 5 Students - Total 0 1,052 71.48 399 50,323 AM05M Grade 5 Students - American 0 79 0.37 399 50,323 Indian/Alaska Native - Male AM05F Grade 5 Students - American 0 69 0.36 399 50,323 Indian/Alaska Native - Female AS05M Grade 5 Students - Asian - Male 0 156 1.81 399 50,323 AS05F Grade 5 Students - Asian - Female 0 143 1.77 399 50,323 HI05M Grade 5 Students - Hispanic - Male 0 386 9.38 399 50,323 HI05F Grade 5 Students - Hispanic ­ 0 320 8.98 399 50,323 Female BL05M Grade 5 Students - Black - Male 0 239 5.44 399 50,323 BL05F Grade 5 Students - Black - Female 0 238 5.25 399 50,323 WH05M Grade 5 Students - White - Male 0 361 18.39 399 50,323 WH05F Grade 5 Students - White - Female 0 328 17.33 399 50,323 HP05M Grade 5 Students - Hawaiian 0 60 0.14 399 50,323 Native/Pacific Islander - Male See notes at end of table B-8 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable HP05F Grade 5 Students - Hawaiian 0 55 0.13 399 50,323 Native/Pacific Islander - Female TR05M Grade 5 Students - Two or More 0 87 1.08 399 50,323 Races – Male TR05F Grade 5 Students - Two or More 0 66 1.06 399 50,323 Races – Female G06 Grade 6 Students - Total 0 1,232 98.58 594 64,572 AM06M Grade 6 Students - American 0 84 0.52 594 64,572 Indian/Alaska Native - Male AM06F Grade 6 Students - American 0 101 0.50 594 64,572 Indian/Alaska Native - Female AS06M Grade 6 Students - Asian - Male 0 204 2.41 594 64,572 AS06F Grade 6 Students - Asian - Female 0 204 2.36 594 64,572 HI06M Grade 6 Students - Hispanic - Male 0 412 12.75 594 64,572 HI06F Grade 6 Students - Hispanic – 0 421 12.21 594 64,572 Female BL06M Grade 6 Students - Black - Male 0 274 7.77 594 64,572 BL06F Grade 6 Students - Black - Female 0 261 7.43 594 64,572 WH06M Grade 6 Students - White - Male 0 410 25.47 594 64,572 WH06F Grade 6 Students - White - Female 0 408 23.97 594 64,572 HP06M Grade 6 Students - Hawaiian 0 90 0.18 594 64,572 Native/Pacific Islander - Male HP06F Grade 6 Students - Hawaiian 0 79 0.17 594 64,572 Native/Pacific Islander - Female TR06M Grade 6 Students - Two or More 0 68 1.42 594 64,572 Races – Male TR06F Grade 6 Students - Two or More 0 71 1.39 594 64,572 Races – Female G07 Grade 7 Students - Total 0 1,534 120.79 509 71,032 AM07M Grade 7 Students - American 0 135 0.64 509 71,032 Indian/Alaska Native - Male AM07F Grade 7 Students - American 0 119 0.61 509 71,032 Indian/Alaska Native - Female See notes at end of table B-9 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable AS07M Grade 7 Students - Asian - Male 0 237 2.92 509 71,032 AS07F Grade 7 Students - Asian - Female 0 224 2.84 509 71,032 HI07M Grade 7 Students - Hispanic - Male 0 647 15.46 509 71,032 HI07F Grade 7 Students - Hispanic – 0 653 14.78 509 71,032 Female BL07M Grade 7 Students - Black - Male 0 279 9.59 509 71,032 BL07F Grade 7 Students - Black - Female 0 269 9.18 509 71,032 WH07M Grade 7 Students - White - Male 0 476 31.44 509 71,032 WH07F Grade 7 Students - White - Female 0 459 29.61 509 71,032 HP07M Grade 7 Students - Hawaiian 0 153 0.21 509 71,032 Native/Pacific Islander - Male HP07F Grade 7 Students - Hawaiian 0 129 0.20 509 71,032 Native/Pacific Islander - Female TR07M Grade 7 Students - Two or More 0 73 1.67 509 71,032 Races – Male TR07F Grade 7 Students - Two or More 0 80 1.63 509 71,032 Races – Female G08 Grade 8 Students - Total 0 1,745 119.83 464 70,789 AM08M Grade 8 Students - American 0 149 0.64 464 70,789 Indian/Alaska Native - Male AM08F Grade 8 Students - American 0 131 0.62 464 70,789 Indian/Alaska Native - Female AS08M Grade 8 Students - Asian - Male 0 252 2.94 464 70,789 AS08F Grade 8 Students - Asian - Female 0 233 2.86 464 70,789 HI08M Grade 8 Students - Hispanic - Male 0 644 14.96 464 70,789 HI08F Grade 8 Students - Hispanic – 0 642 14.37 464 70,789 Female BL08M Grade 8 Students - Black - Male 0 299 9.51 464 70,789 BL08F Grade 8 Students - Black - Female 0 274 9.21 464 70,789 See notes at end of table B-10 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable WH08M Grade 8 Students - White - Male 0 534 31.52 464 70,789 WH08F Grade 8 Students - White - Female 0 574 29.66 464 70,789 HP08M Grade 8 Students - Hawaiian 0 182 0.21 464 70,789 Native/Pacific Islander - Male HP08F Grade 8 Students - Hawaiian 0 172 0.20 464 70,789 Native/Pacific Islander - Female TR08M Grade 8 Students - Two or More 0 80 1.57 464 70,789 Races – Male TR08F Grade 8 Students - Two or More 0 66 1.55 464 70,789 Races – Female G09 Grade 9 Students - Total 0 3,188 149.40 466 75,535 AM09M Grade 9 Students - American 0 212 0.84 466 75,535 Indian/Alaska Native - Male AM09F Grade 9 Students - American 0 207 0.78 466 75,535 Indian/Alaska Native - Female AS09M Grade 9 Students - Asian - Male 0 446 3.45 466 75,535 AS09F Grade 9 Students - Asian - Female 0 409 3.29 466 75,535 HI09M Grade 9 Students - Hispanic - Male 0 718 19.09 466 75,535 HI09F Grade 9 Students - Hispanic – 0 718 17.70 466 75,535 Female BL09M Grade 9 Students - Black - Male 0 784 12.89 466 75,535 BL09F Grade 9 Students - Black - Female 0 880 11.88 466 75,535 WH09M Grade 9 Students - White - Male 0 841 38.78 466 75,535 WH09F Grade 9 Students - White - Female 0 744 36.29 466 75,535 HP09M Grade 9 Students - Hawaiian 0 208 0.27 466 75,535 Native/Pacific Islander - Male HP09F Grade 9 Students - Hawaiian 0 177 0.25 466 75,535 Native/Pacific Islander - Female TR09M Grade 9 Students - Two or More 0 155 1.96 466 75,535 Races – Male TR09F Grade 9 Students - Two or More 0 133 1.93 466 75,535 Races – Female See notes at end of table B-11 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable G10 Grade 10 Students - Total 0 2,333 144.47 424 76,193 AM10M Grade 10 Students - American 0 198 0.78 424 76,193 Indian/Alaska Native - Male AM10F Grade 10 Students - American 0 204 0.75 424 76,193 Indian/Alaska Native - Female AS10M Grade 10 Students - Asian - Male 0 466 3.55 424 76,193 AS10F Grade 10 Students - Asian - Female 0 346 3.41 424 76,193 HI10M Grade 10 Students - Hispanic - Male 0 829 17.65 424 76,193 HI10F Grade 10 Students - Hispanic – 0 714 16.85 424 76,193 Female BL10M Grade 10 Students - Black - Male 0 776 11.55 424 76,193 BL10F Grade 10 Students - Black - Female 0 809 11.19 424 76,193 WH10M Grade 10 Students - White - Male 0 726 38.25 424 76,193 WH10F Grade 10 Students - White - Female 0 903 36.37 424 76,193 HP10M Grade 10 Students - Hawaiian 0 171 0.26 424 76,193 Native/Pacific Islander - Male HP10F Grade 10 Students - Hawaiian 0 145 0.24 424 76,193 Native/Pacific Islander - Female TR10M Grade 10 Students - Two or More 0 381 1.79 424 76,193 Races – Male TR10F Grade 10 Students - Two or More 0 318 1.83 424 76,193 Races – Female G11 Grade 11 Students - Total 0 2,824 135.98 416 76,315 AM11M Grade 11 Students - American 0 209 0.70 416 76,315 Indian/Alaska Native - Male AM11F Grade 11 Students - American 0 175 0.68 416 76,315 Indian/Alaska Native - Female AS11M Grade 11 Students - Asian - Male 0 469 3.58 416 76,315 AS11F Grade 11 Students - Asian - Female 0 347 3.45 416 76,315 HI11M Grade 11 Students - Hispanic - Male 0 594 15.90 416 76,315 See notes at end of table B-12 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable HI11F Grade 11 Students - Hispanic – 0 563 15.57 416 76,315 Female BL11M Grade 11 Students - Black - Male 0 338 10.16 416 76,315 BL11F Grade 11 Students - Black - Female 0 413 10.26 416 76,315 WH11M Grade 11 Students - White - Male 0 952 36.70 416 76,315 WH11F Grade 11 Students - White - Female 0 1,192 35.32 416 76,315 HP11M Grade 11 Students - Hawaiian 0 135 0.24 416 76,315 Native/Pacific Islander - Male HP11F Grade 11 Students - Hawaiian 0 135 0.22 416 76,315 Native/Pacific Islander - Female TR11M Grade 11 Students - Two or More 0 281 1.57 416 76,315 Races – Male TR11F Grade 11 Students - Two or More 0 238 1.63 416 76,315 Races – Female G12 Grade 12 Students - Total 0 2,522 134.41 431 76,428 AM12M Grade 12 Students - American 0 139 0.71 431 76,428 Indian/Alaska Native - Male AM12F Grade 12 Students - American 0 153 0.68 431 76,428 Indian/Alaska Native - Female AS12M Grade 12 Students - Asian - Male 0 486 3.60 431 76,428 AS12F Grade 12 Students - Asian - Female 0 348 3.47 431 76,428 HI12M Grade 12 Students - Hispanic - Male 0 536 15.37 431 76,428 HI12F Grade 12 Students - Hispanic – 0 526 15.14 431 76,428 Female BL12M Grade 12 Students - Black - Male 0 270 9.71 431 76,428 BL12F Grade 12 Students - Black - Female 0 332 10.00 431 76,428 WH12M Grade 12 Students - White - Male 0 765 36.89 431 76,428 WH12F Grade 12 Students - White - Female 0 1,083 35.41 431 76,428 HP12M Grade 12 Students - Hawaiian 0 115 0.22 431 76,428 Native/Pacific Islander - Male See notes at end of table B-13 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable HP12F Grade 12 Students - Hawaiian 0 126 0.22 431 76,428 Native/Pacific Islander - Female TR12M Grade 12 Students - Two or More 0 151 1.48 431 76,428 Races – Male TR12F Grade 12 Students - Two or More 0 142 1.52 431 76,428 Races – Female UG Ungraded Students - Total 0 2,684 10.34 616 88,348 AMUGM Ungraded Students - American 0 17 0.04 616 88,348 Indian/Alaska Native - Male AMUGF Ungraded Students - American 0 8 0.02 616 88,348 Indian/Alaska Native - Female ASUGM Ungraded Students - Asian - Male 0 71 0.31 616 88,348 ASUGF Ungraded Students - Asian - Female 0 34 0.14 616 88,348 HIUGM Ungraded Students - Hispanic - Male 0 330 2.31 616 88,348 HIUGF Ungraded Students - Hispanic – 0 286 1.06 616 88,348 Female BLUGM Ungraded Students - Black - Male 0 883 1.67 616 88,348 BLUGF Ungraded Students - Black - Female 0 159 0.73 616 88,348 WHUGM Ungraded Students - White - Male 0 1,251 2.63 616 88,348 WHUGF Ungraded Students - White - Female 0 881 1.30 616 88,348 HPUGM Ungraded Students - Hawaiian 0 4 0.01 616 88,348 Native/Pacific Islander - Male HPUGF Ungraded Students - Hawaiian 0 4 0.01 616 88,348 Native/Pacific Islander - Female TRUGM Ungraded Students - Two or More 0 15 0.08 616 88,348 Races – Male TRUGF Ungraded Students - Two or More 0 10 0.04 616 88,348 Races – Female MEMBER All Students – Total 0 13,300 510.65 513 3,956 AM All Students - American 0 1,462 5.29 580 3,956 Indian/Alaska Native AMALM All Students - American 0 723 2.71 580 3,956 Indian/Alaska Native - Male See notes at end of table B-14 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2013–14 —Continued Variable Label Mini­ mum Maxi­ mum Mean Missing Not applicable AMALF All Students - American 0 739 2.58 580 3,956 Indian/Alaska Native - Female ASIAN All Students - Asian 0 3,309 24.40 580 3,956 ASALM All Students - Asian - Male 0 1,867 12.42 580 3,956 ASALF All Students - Asian - Female 0 1,442 11.98 580 3,956 HISP All Students - Hispanic 0 7,262 129.86 580 3,956 HIALM All Students - Hispanic - Male 0 3,677 66.43 580 3,956 HIALF All Students - Hispanic - Female 0 3,585 63.43 580 3,956 BLACK All Students - Black 0 5,779 78.74 580 3,956 BLALM All Students - Black - Male 0 2,864 40.14 580 3,956 BLALF All Students - Black - Female 0 2,915 38.59 580 3,956 WHITE All Students - White 0 10,770 254.22 580 3,956 WHALM All Students - White - Male 0 5,279 131.09 580 3,956 WHALF All Students - White - Female 0 5,491 123.13 580 3,956 PACIFIC All Students - Hawaiian Native / 0 1,212 1.78 580 3,956 Pacific Islander HPALM All Students - Hawaiian 0 629 0.92 580 3,956 Native/Pacific Islander - Male HPALF All Students - Hawaiian 0 583 0.87 580 3,956 Native/Pacific Islander - Female TR All Students - Two or More Races 0 1,787 15.25 580 3,956 TRALM All Students - Two or More Races – 0 956 7.71 580 3,956 Male TRALF All Students - Two or More Races – 0 831 7.54 580 3,956 Female TOTETH Total Ethnic 0 13,300 509.62 595 3,956 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2013–14, Version Provisional Version 2a. B-15 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-3. Frequencies of categorical variables: School year 2013–14 Cumulative Cumulative Categorical variable and label Frequency Percent Frequency Percent Survey year (SURVYEAR) 2013 102,815 100.0 102,815 100.0 School type (TYPE) 1—Regular school 92,692 90.2 92,692 90.2 2—Special education school 2,132 2.1 94,824 92.2 3—Vocational school 1,447 1.4 96,271 93.6 4—Other/Alternative school 6,507 6.4 102,778 100.0 5—Reportable program 37 # 102,815 100.0 School operational status (STATUS) 1—Open - in operation from the last report 98,245 95.6 98,245 95.6 2—Closed - since last report 1,785 1.7 100,030 97.3 3—New - opened since last report 1,469 1.4 101,499 98.7 4—Added - open during PY but not reported 27 0.0 101,526 98.8 5—Changed Agency - affiliated w/ different 445 0.4 101,971 99.2 agency PY 6—Inactive - temporarily closed 550 0.5 102,521 99.7 7—Future School - scheduled to open within 2 256 0.3 102,777 100.0 years 8—Reopened School - closed PY and opened CY 38 0.0 102,815 100.0 NCES urban-centric locale code (ULOCAL) 11—City, Large Territory 14,594 14.2 14,594 14.2 12—City, Mid-size Territory 6,229 6.1 20,823 20.3 13—City, Small Territory 7,120 6.9 27,943 27.2 21—Suburb, Large Territory 26,952 26.2 54,895 53.4 22—Suburb, Mid-size Territory 3,390 3.3 58,285 56.7 23—Suburb, Small Territory 2,133 2.1 60,418 58.8 31—Town, Fringe Territory 3,105 3.0 63,523 61.8 32—Town, Distant Territory 6,067 5.9 69,590 67.7 33—Town, Remote Territory 4,872 4.7 74,462 72.4 41—Rural, Fringe Census defined Rural Territory 10,707 10.4 85,169 82.8 42—Rural, Distant Census-defined Rural Territory 10,740 10.5 95,909 93.3 43—Rural, Remote Census-defined Rural Territory 6,750 6.6 102,659 99.9 N—Not applicable 156 0.2 102,815 100.0 See notes at end of table. B-16 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-3. Frequencies of categorical variables: School year 2013–14—Continued Cumulative Cumulative Categorical variable and label Frequency Percent Frequency Percent Grades offered - lowest (GSLO) 01—1st Grade 1,038 1.0 1,038 1.0 02—2nd Grade 605 0.6 1,643 1.6 03—3rd Grade 1,541 1.5 3,184 3.1 04—4th Grade 1,249 1.2 4,433 4.3 05—5th Grade 2,700 2.6 7,133 6.9 06—6th Grade 12,593 12.3 19,726 19.2 07—7th Grade 6,111 5.9 25,837 25.1 08—8th Grade 627 0.6 26,464 25.7 09—9th Grade 16,550 16.1 43,014 41.8 10—10th Grade 770 0.8 43,784 42.6 11—11th Grade 205 0.2 43,989 42.8 12—12th Grade 137 0.1 44,126 42.9 KG—Kindergarten 25,398 24.7 69,524 67.6 N—NA/No Students Reported 3,765 3.7 73,289 71.3 PK—Prekindergarten 29,405 28.6 102,694 99.9 UG—Ungraded 121 0.1 102,815 100.0 Grades offered - highest (GSHI) 01—1st Grade 532 0.5 532 0.5 02—2nd Grade 1,575 1.5 2,107 2.1 03—3rd Grade 1,561 1.5 3,668 3.6 04—4th Grade 3,993 3.9 7,661 7.5 05—5th Grade 26,968 26.2 34,629 33.7 06—6th Grade 12,423 12.1 47,052 45.8 07—7th Grade 540 0.5 47,592 46.3 08—8th Grade 21,220 20.6 68,812 66.9 09—9th Grade 1,256 1.2 70,068 68.2 10—10th Grade 313 0.3 70,381 68.5 11—11th Grade 306 0.3 70,687 68.8 12—12th Grade 26,497 25.8 97,184 94.5 KG—Kindergarten 537 0.5 97,721 95.0 N—NA/No Students Reported 3,765 3.66 101,486 98.7 PK—Prekindergarten 1,208 1.2 102,694 99.9 UG—Ungraded 121 0.1 102,815 100.0 School level (LEVEL) 1-Primary 54,267 52.8 54,267 52.8 2-Middle 16,980 13.5 71,247 69.3 3-High 20,827 20.3 92,074 89.6 4-Other 6,976 6.8 99,050 96.3 N-Not applicable 3,765 3.7 102,815 100.0 See notes at end of table. B-17 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-3. Frequencies of categorical variables: School year 2013–14—Continued Cumulative Cumulative Categorical variable and label Frequency Percent Frequency Percent Title I eligible school (TITLEI) 1-Yes 70,816 68.9 70,816 68.9 2-No 25,717 25.0 96,533 93.9 M-Missing 2,165 2.1 98,698 96.0 N-Not applicable 4,117 4.0 102,815 100.0 School-wide Title I (STITLI) 1-Yes 55,045 53.5 55,045 53.5 2-No 15,771 15.3 70,816 68.9 M-Missing 2,165 2.1 72,981 71.0 N-Not applicable 29,834 29.0 102,815 100.0 Magnet school indicator (MAGNET) 1-Yes 3,296 3.2 3,296 3.2 2-No 73,824 71.8 77,120 75.0 M-Missing 8,128 7.9 85,248 82.9 N-Not applicable 17,567 17.1 102,815 100.0 Charter school indicator (CHARTR) 1-Yes 6,934 7 6,934 7 2-No 83,984 82 90,918 88 M-Missing 260 0 91,178 89 N-Not applicable 11,637 11 102,815 100 Shared time indicator (SHARED) 1-Yes 1,918 2 1,918 2 2-No 77,886 76 79,804 78 M-Missing 23,011 22 102,815 100 BIE indicator flag (BIES) 1-Yes 10 0 10 0 2-No 102,805 100 102,815 100 Reconstituted year (RECONSTY) 2010 245 0 245 0 2011 449 0 694 1 2012 63 0 757 1 2013 407 0 1,164 1 N-Not applicable 101,651 99 102,815 100 Reconstituted flag (RECONSTF) 1-Yes 407 0 407 0 2-No 102,408 100 102,815 100 See notes at end of table. B-18 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-3. Frequencies of categorical variables: School year 2013–14—Continued Categorical variable and label PK grade offered (PKOFFRD) 1-Yes 2-No Frequency 29,866 72,949 Percent 29.0 71.0 Cumulative Frequency 29,866 102,815 Cumulative Percent 29.0 100.0 KG grade offered (KGOFFRD) 1-Yes 2-No 53,667 49,148 52.2 47.8 53,667 102,815 52.2 100.0 Grade 01 offered (G01OFFRD) 1-Yes 2-No 54,096 48,719 52.3 47.4 54,096 102,815 52.3 100.0 Grade 02 offered (G02OFFRD) 1-Yes 2-No 54,137 48,678 52.7 47.4 54,137 102,815 52.7 100.0 Grade 03 offered (G03OFFRD) 1-Yes 2-No 54,068 48,747 52.3 47.4 54,068 102,815 52.3 100.0 Grade 04 offered (G04OFFRD) 1-Yes 2-No 53,749 49,066 52.3 47.7 53,749 102,815 52.3 100.0 Grade 05 offered (G05OFFRD) 1-Yes 2-No 52,451 50,364 51.0 49.0 52,451 102,815 51.0 100.0 Grade 06 offered (G06OFFRD) 1-Yes 2-No 38,079 64,736 37..0 63.0 38,079 102,815 37.0 100.0 Grade 07 offered (G07OFFRD) 1-Yes 2-No 31,746 71,069 30.9 69.1 31,743 102,815 30.9 100.0 Grade 08 offered (G08OFFRD) 1-Yes 2-No 31,844 70,971 31.0 69.0 31,844 102,815 31.0 100.0 Grade 09 offered (G09OFFRD) 1-Yes 2-No See notes at end of table. 27,206 75,609 26.5 73.5 27,206 102,815 26.5 100.0 B-19 — Appendix B – Value Distribution and Field Frequencies for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2013–14 Table B-3. Frequencies of categorical variables: School year 2013–14—Continued Cumulative Cumulative Categorical variable and label Frequency Percent Frequency Percent Grade 10 offered (G10OFFRD) 1-Yes 26,715 26.0 26,715 26.0 2-No 76,100 74.0 102,815 100.0 Grade 11 offered (G11OFFRD) 1-Yes 26,497 25.8 26,497 25.8 2-No 76,201 74.1 102,815 100.0 Grade 12 offered (G12OFFRD) 1-Yes 26,497 25.8 26,497 25.8 2-No 76,318 74.2 102,815 100.0 UG grade offered (UGOFFRD) 1-Yes 13,967 13.6 13,967 13.6 2-No 88,848 86.4 102,815 100.0 Title I school status (TITLEISTAT) 1-eligible for TAS but no program 6,040 5.9 6,040 5.9 2-eligible for TAS and provides TAS program 9,731 9.5 15,771 15.3 3-eligible for SWP and provides TAS program 3,227 3.1 18,998 18.5 4-eligible for SWP but provides no program 8,460 8.2 27,458 26.7 5-eligible for SWP and provides SWP program 43,358 42.2 70,816 68.9 6-not eligible for either TAS or SWP 25,717 25.0 96,533 93.9 M-Missing 2,165 2.1 98,698 96.0 N-Not Applicable 4,117 4.0 102,815 100.0 Virtual school status (VIRTUALSTAT) N– Not applicable 23,520 22.9 23,520 22.9 VIRTUALNO – Not a virtual school 78,799 76.6 102,319 99.5 VIRTUALYES – A virtual school 496 0.5 102,815 100.0 National School Lunch Program (NSLPSTATUS) M - Missing 21,400 20.8 21,400 20.8 NSLPCEO- Yes, under Community Eligibility 2,995 2.9 24,395 23.7 Option (CEO) NSLPNO – Not participating 21,350 20.8 45,745 44.5 NSLPPRO1 - Yes, under Provision 1 70 0.1 45,815 44.6 NSLPPRO2 - Yes, under Provision 2 3,972 3.9 49,787 48.4 NSLPPRO3 - Yes, under Provision 3 163 0.2 49,950 48.6 NSLPWOPRO - Participating without using any 52,865 51.4 102,815 100.0 Provision or the CEO # 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). “Public Elementary/Secondary School Universe Survey, 2013–14, Version Provisional 1a. B-20 Appendix C – Glossary for the Common Core of Data: School Year 2013-14 C-1 Page intentionally left blank. C-2 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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). American National Standards Institute (ANSI) Code Two-digit code, assigned by the Federal Information Processing Standards that uniquely identifies a state or other jurisdiction. 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. C-3 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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.” 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 American National Standards Institute (ANSI) provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. The Congressional District 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 ANSI State numeric code. For example, the First Congressional District of Arizona is coded “0401,” with the first two digits (04) representing the ANSI 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. C-4 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 County Name, Local Education Agency (LEA) File The name of the 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 the county in which a school is located. County Number Five-digit code, assigned by the American National Standards Institute (ANSI) that uniquely identifies every county in the United States. Digits 1 and 2 are the state ANSI 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. C-5 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 Education Agency A government agency administratively responsible for providing public elementary and/or secondary instruction or educational support services. 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. Elementary Teacher Teacher of a group or class that is within a general level of instruction classified by state and local practice as elementary. Preschool or kindergarten are 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. 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. C-6 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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. In addition, 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. 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 three 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.” C-7 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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.” 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. Kindergarten Teacher Teacher of 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.” C-8 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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. Librarian or Media Specialist 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) The government agency at the local level whose primary responsibility is to operate public schools or to contract for public school services. Also referred to as a school district. 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. C-9 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 Local Education Agency (LEA) Administrator Chief executive officers of education agencies, including superintendents, deputies, and assistant superintendents; other persons with district wide 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 ANSI 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.” 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 was 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. C-10 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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. 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.” C-11 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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.” 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 boundary; temporarily closed and may C-12 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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. 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 an 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. C-13 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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 An institution that provides educational services and: • Has one or more grade groups (prekindergarten through 12) or is ungraded • Has one or more teachers • Is located in one or more buildings • Has assigned administrator(s) • Receives public funds as its primary support, and • Is operated by an education agency. 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. 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. C-14 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 School District An education agency or administrative unit that operates under a public board of education. Also referred to as a Local Education Agency (LEA). School Identification (ID) Number Twelve-digit code assigned by NCES that uniquely identifies each public school. Digits 1 and 2 are the ANSI state code; digits 3–7 are the LEA ID; and digits 8–12 identify the school uniquely within a state. School Type The CCD classification of public elementary/secondary schools according to the curriculum offered. The types are: 1. Regular 2. Special Education 3. Vocational 4. Alternative 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. Secondary Teacher Teacher of a group or class that is within the general level of instruction classified by state and local practice as secondary. 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, intellectual disability, 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. C-15 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 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.”) 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. C-16 APPENDIX C— Glossary for the Common Core of Data: School Year 2013–14 Teacher of Ungraded Class Teacher of a group or class that is not organized based on grade grouping and has no standard grade designation. This includes regular classes that have no grade designations and special classes for exceptional students that have no grade designations. Such a class is likely to contain students of different ages who, frequently, are identified according to level of performance in one or more areas of instruction rather than according to grade level or age level. 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. 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). C-17 APPENDIX D—State Notes for the Common Core of Data: School Year 2013–14 D-1 Page intentionally left blank. D-2 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 The following text provides information on known anomalies and comments for data users for individual states. These notes concern all three data files for SY 2013–14 (i.e., school, LEA and state.) Alabama SEA reported significant changes in Staff FTEs compared to prior year data: Secondary Teachers decreased 34%, Library/Media support decreased 46%, LEA Administrators decreased 23%, LEA Admin Support decreased 45%, School Administrators increased 64%, School Admin Support decreased 17%, and Student Support increased 28% in the current year. The SEA did not provide any explanation. Alaska Consistent with prior years’ reporting, SEA did not report Instructional Coordinators. These data were set to Missing on the LEA file, and imputed on the SEA Nonfiscal file. Arizona SEA was questioned on the following issues: - SEA and LEA Prekindergarten Students are greater than the School Prekindergarten Students by 6%. The SEA did not address this issue. - Reduced-Price Lunch Eligible Students increased 38% from the prior year. The SEA said - “As a whole, we experienced an increase in students eligible for Free and Reduced Lunch throughout the SEA in SY13–14.” Arkansas The School Administrative Support Staff FTE decreased by almost 28% from the prior year. The SEA indicated, “These counts are as reported by the districts. We used the same criteria to pull these numbers as in prior year. “ California Consistent with prior years, the SEA did not report Pre-kindergarten Students, Prekindergarten Teachers, or Library Support Staff. These data were imputed on the State Non-Fiscal file and set to Missing on the LEA file. Compared to the prior year, Ungraded Teachers FTE decreased 56% and counts of Reduced-Price Lunch Eligible Students increased 19%. The SEA offered no explanation. Colorado The Colorado SEA reports IEP students exclusively in regional (TYPE=’4’) LEAs. Connecticut Instructional Aides increased 13% from the prior year; LEA Admin Support Staff decreased 40% from the prior year. The SEA confirmed the data as accurate. School Admin Support increased 95% from the prior year. The SEA said the prior year data are incorrect. Delaware Reduced-Price Lunch Eligible Students dropped from 6,525 in the prior year to 2 in the current year. This caused Total Free and Reduced-Price Eligible Students to decrease 22% in the current year. The SEA responded – ‘Regarding the RPL Lunch data, the count is now actually zero due to the new Direct Certification metric. We are currently unable to report on RPL’. District of Columbia Compared to the prior year, Prekindergarten Teachers decreased 49%, Kindergarten Teachers increased 64%, Elementary Teachers increased 12%, Secondary Teachers decreased 25%, Ungraded Teachers increased 83%, Guidance Counselors decreased 39%, LEA Support Staff decreased 83%, School Administrators decreased 30%, Student Support Staff decreased 46%, and Other Support Staff increased 31%. SEA offered no explanation. D-3 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 DC submitted FTE estimates for both Elementary and Secondary Guidance Counselors in the current year. In the past, they only submitted Other Guidance Counselors. Counts of Ungraded students decreased 80% from the prior year. SEA responded – ‘The past year the LEAs reported students in special education schools as Ungraded, the current students were counted in their actual grades regardless of their special education status. There was a 79% decrease in Magnet schools compared to the prior year. The SEA responded – ‘The LEA chose to report their Tier 1 schools for Magnet status whereas the year before they reported Tier 1 and Tier 2 schools.’ DC did not further clarify this. Free Lunch counts increased 67% compared to the prior year. The SEA responded – ‘We have more reliable sources to report this data. Due to community eligibility, direct certification and self reported FARMS data received from the LEAs we have combined all sources this year to report this data.’ Florida None. Georgia The SEA did not report Magnet schools. The SEA indicated that they would revise their Magnet data, but these revisions were not made in time for the CCD files. Hawaii Consistent with prior years, the SEA did not report Kindergarten Teachers. The SEA data were imputed, and the LEA data were set to Missing. School Admin Support decreased 28%, and All Other Support Staff increased 13%. The SEA did not address these issues. Idaho The SEA did not report Instructional Coordinator data. The State data were imputed, and the LEA data were set to Missing. The SEA reported all Guidance Counselor FTE in the Other Guidance Counselor field; however, in the past, Idaho was able to break out Guidance Counselors by Elementary and Secondary. The SEA offered no explanation. The FTE estimate of LEA Administrators increased 184% compared to the prior year. The SEA offered no explanation. Idaho reported an increase of 595% for Student Support staff, and 0 FTE for All Other Support Staff. It appears that the current year Student Support data contains the All Other Support data. The SEA offered no explanation. Prekindergarten Students increased 52%. The SEA offered no explanation. English Language Learners decreased 40%. The SEA offered no explanation. Illinois The following current year / prior year changes were questioned: Prekindergarten Teachers increased 135%, Kindergarten Teachers decreased 16%, Secondary Teachers decreased 28%), Ungraded Teachers decreased 71%, Instructional Aids decreased 34%, Instructional Coordinators decreased 47%, Library/Media Support increased D-4 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 1,031%, LEA Administrators decreased 53%, LEA Admin Support increased 68%, School Administrators decreased 18%, and School Admin Support decreased 26%. Finally, the school teacher count decreased by 17%, and the Reduced-Priced Lunch count decreased by 35%. The SEA offered no explanation. Indiana Compared to the prior year, Prekindergarten Teachers increased 101%, LEA Administrators decreased 54%, Student Support Staff decreased 25%, and Prekindergarten Students increased 60%. The SEA offered no explanation. Iowa SEA did not report Guidance Counselors by Elementary and Secondary. They reported all Guidance Counselors as Other Guidance Counselors. The SEA offered no explanation. There was a noticeable changes in distribution of Title 1 (Title 1 Eligible School - No Program= 0 schools when PY was 199, Schoolwide Title 1 Eligible - No Program = +94% increase, Not a Title 1 School = + 17% increase). Note: A similar occurrence happened last year and the SEA made a correction. The SEA did not address this issue in the current year. Prekindergarten Students at the State and LEA level are 39% greater than Prekindergarten Students at the School level. The SEA has responded in the past to this issue as follows - ‘Iowa has implemented a state-wide Voluntary PK program for 4 year olds. This means districts are responsible for the program and making sure the teachers are qualified. Some of these programs are located off site from the district and therefore are not reported in any school building.’ Kansas Teachers FTE on the State and LEA level were 9% greater than teachers on the School level. The SEA responded – ‘In Kansas, several districts run prekindergarten programs or alternative Ed programs for individuals outside of their cohort group (ungraded). These students are not physically housed in the regular accredited school. Because these students are counted for funding, they will report these students under the Central Office building number opposed to reporting them in a building.’ Ungraded Teachers decreased 38% and Student Support Staff increased 78%. The SEA confirmed the data as accurate. Kentucky The SEA was asked about increases in Kindergarten Teachers, Elementary Teachers, and Instructional Coordinators; and a 34% decrease in Ungraded Teachers. The SEA responded – ‘The way the codes for the teachers were setup was not in accordance with the way the guidelines and specifications for C059 - Staff FTE read. We have been trying to bring our codes in line with Federal Reporting. This has caused our numbers to fluctuate. We are working on better data quality.’ Louisiana None. Maine None. Maryland Nine Maryland schools tripped the error “Total for Free and Reduced-Price Lunch is greater than the total for Membership”. The SEA explained, “Our FARMS data is collected as of 10/31 whereas our membership data is as of 9/30. So the difference in enrollment from 9/30 to 10/31 is the reason for the FARMS counts being greater than D-5 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 membership.” Massachusetts Prekindergarten Teachers increased 14%. The SEA offered no explanation. Although other sources indicate the presence of magnet schools in Massachusetts, the SEA could not identify them. NCES set the variable MAGNET on the school file to missing for all Massachusetts schools. Michigan SEA did not report PK students at the school level - they did not report in the prior year either. The data were set to Missing. Ungraded students at the SEA and LEA level are 15% greater than the school level. The SEA responded – ‘504 records drop out because of N029 [the directory file] checking the output at the building level because those entities were reportable programs.’ The SEA was asked about a 17% increase in Prekindergarten Teachers over the prior year and about a 13% increase in English Language Learner students. The SEA indicated that “SEA funding grants were increased substantially for Great Start Readiness programs.” Minnesota None. Mississippi The count of English Language Learners decreased 22% compared with the prior year; SEA offered no explanation. Missouri None. Montana MT was asked to confirm figures for LEA Administrative Support, School Administrative Support and All other Support because these were being reported for the first time in several years. MT replied that the “data are accurate as submitted” and that “MT has implemented a new reporting system for school/district staff information beginning with the 2013-14 school year.” LEA Administrators increased 153%. MT replied that the “data are accurate as submitted” and that “MT has implemented a new reporting system for school/district staff information beginning with the 2013-14 school year.” Ungraded Teachers were reported at the SEA level, but not the LEA level. MT replied that the “data are accurate as submitted” and that “MT has implemented a new reporting system for school/district staff information beginning with the 2013-14 school year.” Nebraska SEA did not report Kindergarten Teachers in the current year or the prior year. Data were imputed on the SEA file and set to Missing on the LEA file. PK Teachers had a 24% increase in the current year. The SEA offered no explanation. Nevada SEA did not report Instructional Aides, Instructional Coordinators, Library/Media Support, LEA Admin Support, D-6 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 or School Admin Support - the SEA has not submitted these data in the past. Data were imputed on the State file and set to Missing on the LEA file. Prekindergarten Teachers decreased 80%; Kindergarten Teachers increased 21% in the current year. SEA verified the data as correct. Ungraded Students increased 15% - SEA verified the data as correct. New Hampshire The SEA did not report Student Support Staff and Instructional Coordinators. The data were imputed on the State Non-Fiscal file and set to Missing on the LEA file. School-level counts of Prekindergarten Students and Kindergarten Students are larger than the LEA totals. SEA said - The reason why there is a large difference is because some PK and KG children are sent to NH schools and their schooling is paid for by their parents. The districts are not fiscally responsible for them & therefore they do not show up in the district file. New Jersey None. New Mexico None. New York Up until SY 2005–06, New York City Public Schools reported as a single, regular (TYPE=’1’) local education agency. In SY 2005–06, NYC began reporting as a Supervisory Union (TYPE=’3’) comprising 33 component LEAs (TYPE=’2’). The NCES LEA Universe files show the data this way. However, in most reports, NCES continues to show NYC as a single LEA. Components of the NYC supervisory union are identified by a value of ‘300’ in the field UNION which is carried on both the LEA and School universe files. See table D-1 on the next page for a list of LEAs within the NYC supervisory union. State and LEA Ungraded student counts are 13% greater than the aggregated school-level count of ungraded students. The SEA offered no explanation. On all three levels (state, LEA and school), the SEA reported zero Hawaiian Native / Pacific Islander students in 2013–14 although over 5,000 students were reported in this category at all three levels in 2012–13. The SEA offered no explanation. It is possible these students are being counted in the “Two or More Races” category. This count increased from approximately 33,500 (all three levels) in 2012–13 to over 40,400 (all three levels) in 2013– 14. Instructional Coordinators decreased by 13%, Elementary Guidance Counselors decreased by 50%, Secondary Guidance Counselors decreased by 28%, School Administrators decreased by 43%, School Administrative Support decreased by 33%, and Student Support Staff decreased by 14%. SEA offered no explanation. Reduced-Price Lunch Eligible Students decreased by 23%. SEA offered no explanation. D-7 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 D-8 Table D-1 Local education agency identification numbers (LEAID) used in the Common Core of Data (CCD) for the 33 geographic districts associated with the New York City Public Schools district: School year 2013–14 Name of district CCD LEAID New York City Geographic District #1 3600076 New York City Geographic District #2 3600077 New York City Geographic District #3 3600078 New York City Geographic District #4 3600079 New York City Geographic District #5 3600081 New York City Geographic District #6 3600083 New York City Geographic District #7 3600084 New York City Geographic District #8 3600085 New York City Geographic District #9 3600086 New York City Geographic District #10 3600087 New York City Geographic District #11 3600088 New York City Geographic District #12 3600090 New York City Geographic District #13 3600091 New York City Geographic District #14 3600119 New York City Geographic District #15 3600092 New York City Geographic District #16 3600094 New York City Geographic District #17 3600095 New York City Geographic District #18 3600096 New York City Geographic District #19 3600120 New York City Geographic District #20 3600151 New York City Geographic District #21 3600152 New York City Geographic District #22 3600153 New York City Geographic District #23 3600121 New York City Geographic District #24 3600098 New York City Geographic District #25 3600122 New York City Geographic District #26 3600099 New York City Geographic District #27 3600123 New York City Geographic District #28 3600100 New York City Geographic District #29 3600101 New York City Geographic District #30 3600102 New York City Geographic District #31 3600103 New York City Geographic District #32 3600097 NYC Special Schools District 75 3600135 SOURCE: U.S. Department of Education, National Center of Education Statistics, Common Core of Data (CCD), "Local Education Agency Universe Survey," 2013–14, Version Provisional 2a. North Carolina State has Ungraded Students (UG) valid for the state; however, the SEA did not report UG students - SEA said: ‘NC does offer UG as an accepted value for a school, but the students in the UG schools have a grade level that is not UG.’ No Prekindergarten Students were reported. The SEA replied that “In the 13–14SY, NC implemented a new state- wide Student Information System. As a result, the extraction of PK student data is lagging and will be reported when available. NC is working on these data as a priority and will submit upon availability. This explanation relates to all student counts where PK would expect to be included.” APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 North Dakota None. Ohio The state and LEA teacher FTEs are 6% greater than the School level teachers. The SEA replied that “Some teachers are assigned at the district level. They are not reported for any school, so they would not be included in the SCH total. However, they do appear in the SEA total, which counts all teachers, whether assigned at the district or school level.” The FTE of ungraded teachers increased 16% compared to the prior year. The SEA confirmed that this increase in staff is correct and that “These are the data reported by the districts”. The count of total Free Lunch Eligible Students increased 13%. The SEA said that “Data provided for the N033 file are self-reported by LEAs based on the previous program year. ODE saw an increase in free and reduced-price lunch applications reported by LEAs during this time.” Oklahoma None. Oregon The SEA Prekindergarten Teachers FTE is greater than LEA Prekindergarten Teachers FTE by 17%. SEA responded that the data are accurate. State level Prekindergarten Student count is greater than LEA Prekindergarten Students by 148%; LEA Prekindergarten Students is greater than School Prekindergarten Students by 4540% (due to School only reporting 225 PK Students). SEA responds: ‘Thank you for allowing Oregon to clarify. We have three different data collections that provide counts for PK enrollment. The collections are Migrant Education, Oregon Prekindergarten and Special Education Prekindergarten. A majority of these students are provided services through programs outside of Oregon’s traditional K–12 education system. The Special Education Pre-Kindergarten is only reported at the SEA level. These services are provided through Oregon’s EI/ESCE (Early Intervention and Early Childhood Special Education). The Oregon Prekindergarten is reported at the SEA and LEA level. These services are provided through Oregon Prekindergarten/Head Start. Finally, Oregon’s Migrant Education is reported at the SEA, LEA, and School Level. These services are provided through multiple venues including schools, Head Starts, districts, and other programs/facilities outside of the public school system.’ Pennsylvania SEA and LEA Prekindergarten student counts are greater than school Prekindergarten counts by 13%. SEA offered no explanation. Prekindergarten student counts decreased 16% compared to the prior year. SEA offered no explanation. SEA did not report Ungraded Students compared to the prior year. Data were set to Not Applicable. Prekindergarten Teachers FTE decreased 24% compared to the prior year. SEA offered no explanation. SEA did not report Instructional Coordinators and Student Support Staff. SEA data were imputed and the LEA data were set to Missing. Rhode Island Instructional Coordinators increased by 74%, LEA Administrators decreased by 58%, and All Other Support Staff increased by 14% in the current year. The SEA offered no explanation. D-9 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 South Carolina None. South Dakota None. Tennessee LEA Admin Support decreased 16% in the current year. The SEA offered no explanation. Texas None. Utah LEA Administrators increased 96% and LEA Support Staff increased 43% compared to the prior year. The SEA offered no explanation. The count of Free Lunch eligible students decreased 40% from the prior year. The SEA offered no explanation. Vermont State and LEA membership values are less than the sum of the schools’ membership values. The SEA provided this explanation: 'The LEA file is by fiscally responsible LEA & the SEA file is aggregated up from the LEA. The school membership is a student count by where the student attends school. Kids whose funding source is not a VT LEA are not included in the LEA/SEA file; however, they are included in the school level file. For this reason, the aggregated school counts can be greater than the aggregated LEA (SEA). Examples of the funding sources for these kids (who are not in the SEA/LEA files but are in the school file) are as follows: • Funding source = Private Funding. A parent tuitions his/her child to a school of choice. (The parent pays the tuition). • Funding Source = Agency of Another SEA. Possibly a human service agency or another SEA agency from a bordering SEA sends the student to a VT school near the border. • Funding source = Federal Agency. This could be a scenario where the student is a refugee and, for some special circumstance, a federal agency is paying for the student’s education. • Funding Source = Sponsored by Operating district. This could be a foreign exchange student where the other country is paying for the education. • Funding source = Non-VT School District. Example – a student from NH or NY is being sent to a nearby VT school/district near the border. The LEA in the other SEA is the financially responsible entity. • Funding Source = Employee Benefit. Per our Finance expert for students whose funding source is “employee benefit” there is no VT fiscally responsible LEA. Example – a teacher brings his/her child to the school where he/she teaches even though they live in another school district. Neither the two LEAs or the SEA pay for this student’s education – it is an employee benefit & the student is not included in the ADM (average daily membership) count or the per pupil expenditure count. • Funding Source = Non-VT School district. A NH school district could be sending a NH student to a nearby VT school. Also, discrepancies can exist since some kids are counted in the LEA membership file that are not counted in the school level file. These are kids who live in a district that has no school - these kids could be tuitioned to a private school or a school in a bordering SEA. Given these differences in the fiscally responsible LEA count & the school count, discrepancies can exist between the two aggregations - the aggregated school count can be higher than the aggregated LEA (SEA) count or vice versa. VT was previously reporting (erroneously) students in the LEA membership file who had no fiscally responsible VT LEA (kids mentioned above). SY 2013–14 LEA membership was resubmitted in early August and SY2012–13 was also resubmitted to correct for this oversight. Given that D-10 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 these students were taken out some counts at the school level are now greater than at the LEA/SEA level. CCD staff posed questions for SEAs for the EDFacts/CCD sessions at the Data Conference - it was through VT internal discussions in answering these questions that we realized we should not be including these kids.' Virginia State and LEA Teachers exceed School FTE by 10%. The SEA offered no explanation to this question. Data were left as reported. Washington SEA did not report school teachers. The SEA offered no explanation. West Virginia The state total of Free Lunch Eligible Students decreased 45%. The SEA offered no explanation. Of the state’s 761 schools, 341 certified for the National School Lunch Program under the Community Eligibility Option, and none of these reported Free Lunch Eligible Students. Wisconsin None. Wyoming None. Bureau of Indian Education (BIE) BIE did not submit data in 2013–14. Their 2012–13 Directory data were pulled forward for 2013–14, and membership and staff data were set to Missing. Department of Defense Education Activity (combined overseas and domestic) DOD did not submit data in 2013–014. Their 2012–13 Directory data were pulled forward for 2013–14, and membership and staff data were set to Missing. American Samoa American Samoa did not submit data in 2013-2014. Their 2012-2013 Directory data were pulled forward for 2013–14, and membership and staff data were set to Missing. Guam Guam did not report School Teachers. State and LEA Teacher and Staff data are the exact same as prior year. Guam offered no explanation. Prekindergarten students increased from 13 to 828. Guam offered no explanation. Guam did not report Special Education Students, English Language Learners, or Free Lunch Eligible Students. Guam offered no explanation. Commonwealth of the Northern Mariana Islands None. Puerto Rico Instructional Coordinators decreased 44% in the current year. Puerto Rico offered no explanation. Prekindergarten Students increased 34% in the current year. Puerto Rico offered no explanation. D-11 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 U.S. Virgin Islands The State and LEA teacher FTE were 7% greater than the School teacher data. The SEA offered no explanation. Secondary Teachers decreased 21% in the current year, and Ungraded Teachers increased 16% in the current year. The SEA offered no explanation. English Language Learners increased 19% in the current year. The SEA offered no explanation. Consistent with prior years reporting, SEA did not report Prekindergarten Students. The SEA data were imputed and the LEA data were set to Missing. SEA did not report Reduced-Price Lunch Eligible Students; SEA explained that lunch is free for all students in the Virgin Islands. D-12 APPENDIX D— State Notes for the Common Core of Data: School Year 2013–14 D-13 www.ed.gov ies.ed.gov