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NCES 2011-348rev U.S. DEPARTMENT OF EDUCATION Documentation to the NCES Common Core of Data Public Elementary/ Secondary School Universe Survey: School Year 2009–10 Version Provisional 2a Common Core of Data (CCD) logo National Center for Education Statistics (NCES), Institute of Education Sciences (IES) logo Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Version Provisional 2a August 2012 Chen-Su Chen National Center for Education Statistics Jennifer Sable Lindsey Mitchell Education Statistics Services Institute – American Institutes for Research Fei Liu Education Statistics Services Institute – MacroSys LLC NCES 2011-348rev U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Statistics Jack Buckley Commissioner Elementary/Secondary & Libraries Studies Division Jeffrey Owings Associate Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to NCES, IES, U.S. Department of Education 1990 K Street NW Washington, DC 20006-5651 August 2012 This report was prepared for the National Center for Education Statistics under Contract No. ED-CO-0044 with American Institutes for Research. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. This publication is only available online. To download, view, and print the report as a PDF file, go to the NCES World Wide Web Publications and Products address shown above. Suggested Citation Chen, C., Sable, J., Mitchell, L., & Liu, F. (2012). Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 (NCES 2011-348rev). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch/pubs.info.asp?pubid=2011348rev. Content Contact Patrick Keaton 202-502-7386 Patrick.Keaton@ed.gov iii Contents Page List of Tables……………………………………………………………………………………..iv I. Introduction to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10, Version Provisional 2a .............................................1 II. User’s Guide ..............................................................................................................................3 A. Methodology .........................................................................................................................3 B. User Guidelines for Processing the Public Elementary/Secondary School Universe Survey Data Files.................................................................................................................18 C. Guidelines for Using the Flat ASCII Data File ...................................................................18 Appendixes Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 ................................................. A-1 Appendix B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10................................................................................................................ B-1 Appendix C—Glossary for the Common Core of Data: School Year 2009–10 ..........................C-1 Appendix D— State Notes for the Common Core of Data: School Year 2009–10 .................... D-1 iv List of Tables Table Page 1. American National Standards Institute (ANSI) state codes and abbreviations used in CCD datasets .....................................................................................................................................16 2. List of schools with mailing address in another state: School year 2009–10 ........................17 B-1. Distribution of responses of character variable data, by response value: School year 2009–10................................................................................................................................ B-3 B-2. Minimum, maximum, and mean for continuous variables, by variable: School year 2009–10................................................................................................................................ B-4 B-3. Frequencies of categorical variables: School year 2009–10 .............................................. B-12 B-4. Number of operating public elementary and secondary schools, by school type, charter, magnet, Title I and Title I schoolwide status, and state or jurisdiction: School year l2009–10 ............................................................................................................................. B-16 B-5. Number of students in membership in operating public elementary and secondary schools, by school type, charter, magnet, Title I and Title I schoolwide status, and state or jurisdiction: School year 2009–10 ................................................................................. B-18 B-6. Median student/teacher ratio for regular operating public elementary and secondary schools with membership, by instructional level and state or jurisdiction: School year 2009–10.............................................................................................................................. B-20 B-7. Average student membership size of regular operating public elementary and secondary schools with membership, by instructional level and state or jurisdiction: School year 2009–10 .......................................................................................................... B-22 B-8. Number of operating city, suburban, town, and rural public elementary and secondary schools with membership and percentage distribution of student membership in these schools, by state or jurisdiction: School year 2009–10 ...................................................... B-24 D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10 .......................................................................................................... D-3 D-2. States with missing or not applicable values for all records in the Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey, by variable: School year 2009–10 .......................................................................................................... D-9 D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 .................................................................. D-14 v List of Tables—Continued Table Page D-4. 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 2009–10.................................................................. D-24 1 I. Introduction to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10, Version Provisional 2a The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependent schools (overseas and domestic), and the Bureau of Indian Education (BIE). In order to provide data comparable across states to the maximum extent feasible, NCES and SEAs have worked since the 1950s to develop and accept common data items and definitions. SEAs report school-, agency-, and state-level education data for the CCD through the U.S. Department of Education’s EDFacts collection system. CCD survey staff1 edits the data to produce a clean data file, which NCES uses to construct general-purpose publications and specialized reports. The principal users of CCD nonfiscal data are the federal government; the education research community; state and local government officials, including school boards and local education agency (LEA) administrators; and the general public. The purpose of the CCD nonfiscal surveys is to provide a listing of all schools and agencies providing free public elementary and secondary education, along with basic descriptive statistical information on each school and agency listed. The CCD includes all settings in which free public education is provided to children. However, some SEAs do not provide information on education outside of the traditional public school system—such as schools in correctional facilities or hospitals—while others do provide this information. In the 2009–10 CCD Public Elementary/Secondary School Universe Survey, there are 103,959 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 DoD schools (overseas and domestic), and the BIE. Schools coded as being open in the 2008–09 file, but coded as closed in the 2009– 10 file (2,137 schools), will be kept on the file for one year, and then removed (i.e., they do not appear in files for subsequent years).2 Closed schools are indicated by a value of ‘2’ for the variable STATUS09. Excluding closed schools, there were 101,822 schools on the 2009–10 file. Of these 101,822 schools, 91,522 are regular elementary and secondary, 2,123 are special education, 1,457 are vocational/technical, and 6,720 are other/alternative schools. For a count of all school types, including closed schools, see Table B-3. The DoD dependent schools (overseas and domestic), American Samoa, and Guam did not report data for the 2009–10 school year. Their school universes were based on information from the SEAs’ websites3 and all the other data items were left as missing. 1 CCD survey staff collectively refers to staff that are employed by NCES as well as staff who are employed by other organizations who perform collection, editing, and processing tasks on behalf of NCES. For 2009–10 these organizations included staff at the U.S. Census Bureau and the American Institutes for Research. 2 Includes 301 reportable programs that were incorrectly reported as schools in 2008–09. For more information, see the discussion of reportable programs as part of “TYPE09” in Comments About the Variables. 3DDESS: http://www.am.dodea.edu//ddessasc/districts/schools.html DODEA Pacific –Guam: http://www.guam.pac.dodea.edu/ American Samoa: http://www.doe.as/index.jsp Guam: http://www.gdoe.net 2 The CCD system is designed to be inclusive rather than exclusive. Thus, CCD files contain a substantial number of records representing administrative and operating units that are unlike typical public schools and school districts—for example, schools or districts without students and special education schools. In 2009–10, 10 percent of all open schools were unlike typical schools (nontypical schools are types 2, 3, or 4)4 and 24 percent of all open school districts were unlike typical districts (nontypical districts are type 3, 4, 5, 6, 7, or 8).5 The CCD system provides features that enable the data provider and the data user to identify and select records according to the categories of interest to them. Definitions and categories used in the CCD are deliberately generic so that they may accommodate many and varied organizational structures used in the provision of public elementary and secondary education across the nation. The Public Elementary/Secondary School Universe file includes data for the following variables: NCES school ID number, state school ID number, name of the school, name of the agency that operates the school, mailing address, physical location address, phone number, school type, operational status, locale code, latitude, longitude, county number, county name, full-time- equivalent (FTE) classroom teacher count, low/high grade span offered, Congressional district code, school level, free lunch eligible students, reduced-price lunch eligible students, total free and reduced-price lunch eligible, student totals and detail (by grade, by race/ethnicity, and by sex), and pupil/teacher ratio. The file also contains flags indicating whether a school is Title I eligible, schoolwide Title I eligible, a magnet school, a charter school, a shared time school, a BIE school6, and whether student counts by race/ethnicity were reported by five or seven racial/ethnic categories. 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 gives the variable names and labels of the data elements discussed throughout the documentation, as well as their location in the data file.  Appendix B—Value Distribution, Field Frequencies, and Data Tables indicates the minimum, maximum, and mean values for each continuous variable as well as the frequency, 4 Type codes for schools are as follows: 1—regular school; 2—special education school; 3—vocational school; and 4—other/alternative school. 5 Type codes for school districts are as follows: 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 sharing a superintendent and administrative services with other local school districts; 3—supervisory union administrative center, or a county superintendent serving the same purpose; 4—regional education services agency, or a county superintendent serving the same purpose; 5—state-operated institution charged, at least in part, with providing elementary and/or secondary instruction or services to a special-needs population; 6—federally operated institution charged, at least in part, with providing elementary and/or secondary instruction or services to a special-needs population; 7—charter school agencies; and 8—other education agencies that do not fit into the first six categories. 6 Starting with the 2009–10 school year, the variable “BIES09” was added to the school file to indicate a state- reported school that was also reported by the Bureau of Indian Education. 3 percentage, cumulative frequency, and cumulative percent of all categorical variables. Data tables are also provided for select statistics by state or jurisdiction.  Appendix C—Glossary defines all of the CCD data items.  Appendix D—State Notes provides comments for data users on individual states. II. User’s Guide A. Methodology The EDFacts data collection system is the primary collection tool for the CCD. NCES works collaboratively with the Department of Education’s Performance Information Management Service to develop the CCD collection procedures and data definitions. Coordinators from State Education Agencies (SEAs) submit the CCD data at different levels (school, agency, and state) to the EDFacts collection system. Prior to submitting CCD files to EDFacts, SEAs must collect and compile information from their respective Local Education Agencies (LEAs) via established administrative records systems within their state or jurisdiction. Once SEAs have completed their submissions, the CCD survey staff analyzes and verifies the CCD for quality assurance. CCD survey staff routinely verified data through SEA coordinators and did not contact LEAs or individual schools to verify data except in unusual circumstances. After performing edit and consistency checks, CCD survey staff referred discrepancies to SEA coordinators for resolution. It is CCD policy to accept the judgment of the respondent unless there is a clear conflict or unacceptable inconsistency. In the context of the CCD, a school is an organization composed of students and staff.7 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. There may be situations in which students are attending two schools at the same time (e.g., a regular school and a vocational school). In these situations, the student is counted where he/she receives education for the majority of the time. States report data to the EDFacts collection system through multiple file groups that are submitted on a reporting schedule at different dates throughout the year. The 2009–10 school year EDFacts collection of CCD submissions opened in January 2010. NCES extracted data from EDFacts between April 29th, 2010 and January 3rd, 2011. In addition, NCES extracted data for the Version Provisional 2a file on July 18, 2012. CCD processed these file groups on a flow basis, so the date of the extract for each file group and each state may vary depending on when SEAs completed their submission for each file group. Once a file group was edited and verified for a particular state, CCD survey staff did not continue to incorporate late reports or 7 Schools in the CCD may have no reported enrollment but still serve students because students can only be reported among the membership of one school. For example, a vocational school may serve students who are dually enrolled in a regular school and the regular school reports their membership. This vocational school serves students, but would have no reported enrollment in the CCD because the students are included in the membership of the regular school. 4 updates unless these late reports or updates resulted in a major change of the reported data. Late reports or updates from SEAs may be included in subsequent file releases. Once CCD survey staff complete the collection and review of the CCD directory data, Census Bureau staff assign geographic elements (latitude, longitude, locale, congressional district, and county) based on the school location address. Special collection effort to improve data quality This revised data file includes corrections that were provided to NCES as a result of a special collection effort designed to address data quality issues found in the 1a release of this file. In May 2012, NCES became aware of data errors for key data items for several schools on the published version of the SY 2009–10 school file; in some cases these errors also affected district level data on the published 1a version of the LEA universe files for SY 2010–11. As a result, NCES conducted an in depth quality review of both the school and LEA universes for both the published SY 2009–10 school and LEA universe files and not yet published SY 2010–11 school and LEA universe files. During this review, NCES developed a revised editing strategy that more accurately identified data items that were likely to have errors. The review focused on school and school district enrollment, grade 12 enrollment, and free and reduced price lunch variables and related ratios such as pupil/teacher ratio, percent of enrollment from grade 12, and percent of students eligible for free and reduced price lunch. In the past data items were only compared to the reported data from the prior year for each school or LEA. The revised methodology used data from multiple years and was applied to both the reported data items and related ratios. Specifically, an average variation over the prior 4 years was computed based on the differences between each year and the other 3 years. Then, the average variation between the target year and the four preceding years was computed based on the differences between target year and each of the 4 prior years. The average variation for the target year was compared to the average variation among the prior years; cases with large differences were flagged as potential errors. Additionally, a requirement was added that in order for an item to be identified as a potential error, both the count and a related ratio must be identified as potential errors. For example, for total student membership to be flagged as a potential error, both total membership and a related ratio, such as pupil/teacher ratio, must be flagged. NCES subsequently applied this revised editing methodology to both the SY 2009–10 and SY 2010–11 school and LEA universe files. This resulted in identification of over 1,000 questionable data items in the school and LEA universe files for both school years. In June 2012, NCES generated edit reports for each state with affected data items and provided these to the SEA EDFacts coordinators asking them to submit corrected data or provide a justification for the large variation in the reported data. In most cases, SEAs provided corrections of the data items in question or provided an acceptable explanation for the apparent data anomaly. CCD survey staff reviewed the revised data and explanations submitted by SEAs to ensure that revised data were of acceptable quality and that any unchanged items were adequately explained. For data items that were not adequately resolved CCD survey staff applied suppression codes indicating that these items did not meet NCES data quality standards. This report is based on the 2009–10 Version Provisional 2a data file, which contains revisions to only the data items that NCES 5 identified as potential errors during this process. Comments About the Public Elementary/Secondary School Universe Survey Data File Users of the data file need to be aware of certain characteristics of the file. Coverage . The coverage of the Public Elementary/Secondary School Universe Survey includes all public schools providing education services to prekindergarten, kindergarten, grade 1–12, and ungraded students. There are 59 responding units: the 50 states, the District of Columbia, Puerto Rico, the Bureau of Indian Education, and the four U.S. Island Areas. The DoD dependent schools (overseas and domestic), American Samoa, and Guam did not report data for the 2009– 10 school year. Their school universes were based on information from the SEAs’ websites and all the other data items were left as missing. Response. Item response is described in Appendix B—Value Distribution, Field Frequencies, and Data Tables. 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. 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 or 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. For example, some states issue several kinds of high school credentials, while other states issue a regular diploma to every student who meets requirements (which may also vary). 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. Coverage error and vertical consistency. Coverage error is another source of nonsampling error; for example, the same agency or school could be reported twice (overcoverage) or an agency or school could be omitted (undercoverage). Although CCD coverage of traditional (i.e., regular; see glossary in appendix C for definition) public schools and school districts is virtually 100 percent, the same cannot be said for publicly funded education outside of traditional settings and organizations. The CCD asks states to report all free elementary/secondary public education in their state regardless of who administers the schools or districts. However, some states that do not report schools that are administered by state organizations other than SEAs (such as a health and human services or a corrections department). These schools include schools for the deaf and blind, university lab schools, and other schools not covered by the authority of the SEA. Conversely, when these institutions are correctly reported on the CCD school and agency universe files, the students and teachers may not be included in the count of persons for whom the state assumes responsibility in its official report. 6 NCES attempts to minimize nonsampling error through the use of annual training of SEA coordinators, extensive quality reviews, and survey editing procedures. Longitudinal consistency. 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. Confusion is particularly likely when local education agencies merge. Coverage issues (deletions of schools/agencies, merging of schools/agencies) can affect the ability to track a given school/agency over time. Missing value options. All data elements are either completed by the state or have been filled with a “0,” “-1,” “-2,” “-9,” “M,” or “N.”  0 – There are no occurrences of this data element. A value was expected and measured, 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 measured. (For example, a school that has at least one 12th-grader but cannot measure the number of 12th-graders would report -1.)  N (or -2 for numeric values) – Data are not applicable. A value was neither expected nor measured. (For example, an elementary school would report -2 for 12th-graders.)  -9 – The submitted data item does not meet NCES data quality standards. This value would only occur with numeric values. Note that starting with the 2002–03 CCD, all numeric fields contain a -1 to indicate “missing” and a -2 to indicate “not applicable.” Previously, numeric fields contained an “M” for missing and an “N” for not applicable. Starting with the 2009–10 Version Provisional 2a file, the numeric fields contain a -9 to indicate that the data do not meet NCES data quality standards. Character fields continue to use “M” for missing and “N” for not applicable. In the 2009–10 collection, EDFacts allowed states to report null values (i.e., no value at all for a cell), which are not accepted by the CCD. CCD survey staff edited null values to missing, not applicable, or zero as appropriate. Appendix D identifies missing and not applicable data items for each state. Comments About the Variables Data users should also take note of certain conditions regarding each variable in the file. The code in parentheses before the variable description indicates the variable name, which is also referenced in appendix A. Counts are based on schools with STATUS = 1, 3, 4, 5, 6, 7, or 8 only. (Operational status codes are defined below.) 7 (FIPST) ANSI8 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 1. (LEAID) NCES Local Education Agency ID. Each record contains a unique NCES Local Education Agency ID number assigned to each record. The first two characters of this number are the 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. (STID09) 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. (SEASCH09) 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. (LEANM09) 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). (SCHNAM09) 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). (MSTREE09) Mailing Street. This field may contain a street address or a P.O. Box number. Also, some mailing addresses consist solely of a city and state, indicated by an “N” in the street address field. This field contains an “N” for 11 records in the data file and “M” for 4 records. If mailing street, city, state, and ZIP Code fields were left blank or missing, data from the corresponding location address fields were inserted. (MCITY09) 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. (MSTATE09) Mailing State (PO 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 the 13 schools that have a mailing state code different from their ANSI state code is included at the end of this document (see table 2). 8 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 (MZIP09, MZIP409) Mailing ZIP Code +4. Each record displays a mailing ZIP Code in this field. The +4 may be left blank if it is unknown. (PHONE09) Area Code + Telephone Number. If a valid phone number was not provided for a school for the 2009–10 school year, NCES researched prior year data files back to the 2004–05 school year 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 2009–10 data file. After completing this editing process, phone numbers are missing (“M”) for 185 records. (LSTREE09) Location Street. If the location street, city, state, and ZIP Code fields were left blank, data from the corresponding mailing address fields were 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. NCES sponsored research to determine the physical location (and latitude and longitude coordinates) for these types of location street reports. Missing or nonlocation addresses (e.g., Post Office box numbers) were resolved through several means, including telephone calls to individual schools. In addition to this research, if a valid location street was not provided for a school for the 2009–10 school year, NCES researched prior year data files back to the 2004–05 school year to determine if a valid location street was reported for the school in a prior year. If a valid location street was found for a prior year, this value was carried forward to the 2009–10 data file. After completing this editing process, 212 schools have missing location street values. (LCITY09) Location City. Each record displays a location city in this field. (LSTATE09) Location State (PO Abbreviation). Each record displays a location state in this field. (LZIP09, LZIP409) Location ZIP Code + 4. Each record displays a location ZIP Code in this field. The +4 may be left blank if it is unknown (TYPE09) School Type Code. Each record contains a school type code. 1 = Regular school 2 = Special education school 3 = Vocational education school 4 = Alternative/other school 5 = Reportable program Beginning with the 2007–08 school year, the CCD edits the reported school type if it does 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 school. (The number of students with IEPs was reported to EDFacts collection system at the school and LEA level, but the CCD only contained IEP data at the LEA level.) Similarly, if a school name suggested that it was a 9 vocational or alternative school, NCES researched the school through different resources (e.g., school website or education association) or by calling the school to determine if the school should be reclassified as a vocational or alternative school. NCES asked CCD Coordinators to review these reclassifications, and if they provided evidence that a school met the CCD criteria for the originally reported type, the school type was not changed. A new value, code “5,” reportable program, was added to the TYPE field starting with the 2007– 08 file. A reportable program is defined as a program within a school that may be self-contained, but does not have its own principal, and is not a school according to the CCD definition of a school. Reportable programs were incorrectly reported as schools on the CCD in the prior year, and appear as closed (STATUS = 2) in the current year’s file. (STATUS09) Operational Status Code. Each record contains a status code to reflect the school’s operational status for the 2009–10 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 2002–03 file. Code “8” response option for the STATUS field was added to the CCD starting with the 2005–06 file. (ULOCAL09) Urban-centric Locale Code. The locale code is an indication of a school’s location relative to a populous area. Beginning with the 2006–07 CCD files, the locale code methodology was changed from a 1-digit code based on metropolitan statistical areas to a 2-digit code based on urban clusters. In order to distinguish the two methodologies, the older system of locale codes is referred to as “metro-centric” and the current system is referred to as “urban-centric.” The methodology used to assign locale codes is provided at the end of this section. American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, the Virgin Islands, and the Department of Defense Dependents Schools were assigned a locale code as not applicable (N) because the geographic and governmental structures of these entities do not fit the definitional scheme used to derive the code. ULOCAL09 is shown as missing (M) for 82 schools in the states of California (35 schools), Idaho (4 schools), Illinois (1 school), Michigan (37 schools), and Pennsylvania (5 schools) because the SEAs submitted new directory information 10 for these schools after the file had undergone geocode processing. The 12 urban-centric locale code categories are defined below. Locale codes are divided into four main locale types (city, suburb, town, and rural) and each of the four locale types has three subtypes (large, midsize, and small for city and suburb locale types and fringe, distant, and remote for town and rural locale types). 11 = City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. 12 = City, Midsize: Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000. 13 = City, Small: Territory inside an urbanized area and inside a principal city with population less than 100,000. 21 = Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. 22 = Suburb, Midsize: Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000. 23 = Suburb, Small: Territory outside a principal city and inside an urbanized area with population less than 100,000. 31 = Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. 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. 11 (CDCODE09) Congressional District Code. The Congressional District Code denotes legislatively defined subdivisions of a state for the purpose of electing representatives or delegates to the House of Representatives of the United States Congress. Starting in 2006–07, the Congressional Districts of the United States Code was added to the agency file. The ANSI code provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. CDCODE09 is shown as missing (M) for 82 schools in the states of California (35 schools), Idaho (4 schools), Illinois (1 school), Michigan (37 schools), and Pennsylvania (5 schools) because the SEAs submitted new directory information for these schools after the file had undergone geocode processing. See appendix C for more information. (LATCOD09) Latitude. Latitude is the north or south angular distance from the equator, with positive values going north and negative values going south. When combined with longitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the equator, and the digits to the right of the decimal point represent the fraction of the degree carried out to six decimal places. For example, if a building’s latitude is 30 degrees, 30 minutes north, then it is shown as 30.500000. Addresses that could not be found at the Census block level were assigned a blank. (LONCOD09) Longitude. Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a building’s longitude is 90 degrees, 15 minutes west, then it is shown as –90.250000. Addresses that could not be found at the Census block level were assigned a blank. (CONAME09) County Name. This field was added to the school file starting in 2002–03. The values for this field are determined by the Census Bureau based on the reported location address. CONAME09 is shown as missing (M) for 82 schools in the states of California (35 schools), Idaho (4 schools), Illinois (1 school), Michigan (37 schools), and Pennsylvania (5 schools) because the SEAs submitted new directory information for these schools after the file had undergone geocode processing. (CONUM09) ANSI County Code. This field was added to the school file starting in 2002–03. The values for this field are determined by the Census Bureau based on the reported location address. A small number of supervisory unions in New England states have an ANSI county code that differs from the county in which the school is physically located. CONUM09 is shown as missing (M) for 82 schools in the states of California (35 schools), Idaho (4 schools), Illinois (1 school), Michigan (37 schools), and Pennsylvania (5 schools) because the SEAs submitted new directory information for these schools after the file had undergone geocode processing. 12 (FTE09) FTE 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 school year 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. (GSLO09, GSHI09) 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. (LEVEL09) Level. A school-level code was added to the school file starting in 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 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 and operational schools with nonapplicable grade spans) (TITLEI09) Title I Eligible School. This flag denotes 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 (STITLI09) Schoolwide Title I. This flag denotes 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. 13 1 = Yes 2 = No (MAGNET09) Magnet School. If a state reports MAGNET = 2 for all its schools, then MAGNET is set to “N” (not applicable). 1 = Yes 2 = No (CHARTR09) Charter School. 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 (SHARED09) 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 (BIES09) 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 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. (FRELCH09) 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 in 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 services may overrepresent the school’s total membership. To avoid identifying specific students as eligible for free lunch, the reported number may have been edited. (REDLCH09) Reduced-Price Lunch Eligible Students. See preceding paragraph. (TOTFRL09) Total Free and Reduced-Price Lunch Eligible Students. If not reported, this total field was calculated using reported free and reduced-price lunch detail. 14 (RACECAT09) Race/ethnicities category indicator. The data item RACECAT is a race/ethnicities category indicator that indicates whether the state reported student enrollment counts by five race/ethnicity categories or seven race/ethnicity categories. Prior to 2008–09, NCES asked states to report student enrollment counts by five racial/ethnic categories. For the 2008–09 and 2009–10 data collection, NCES asked states to submit counts of students by race/ethnicity by seven race/ethnicity categories if their state data system allowed for such reporting. Starting 2010–11, every state and jurisdiction should report student enrollment counts by seven racial/ethnic categories. For the 2008–09 and 2009–10 data collection, the data item RACECAT contains two values: 5 = State reported student enrollment counts in the following five race/ethnicity categories: (a) American Indian/Alaska Native; (b) Asian/Pacific Islander; (c) Hispanic; (d) Black; and (e) White. 7 = State reported student enrollment counts in the following seven race/ethnicity categories: (a) American Indian/Alaska Native; (b) Asian; (c) Hispanic of any race; (d) Black; (e) White; (f) Hawaiian Native/Pacific Islander; and (g) Two or more races. In the current file, for the states that reported five race/ethnicity categories (i.e., RACECAT09=5), the variables related to the Asian race category include students who are Asian, Hawaiian Native, or Pacific Islander; for the states that reported seven race/ethnicity categories (i.e., RACECAT09=7), the variables related to the Asian race category include Asian students only. In appendix A, the race/ethnicity categories represented by the five and seven reporting categories are followed by a notation of “(5)” or “(7),” respectively. Student membership (MEMBER09), students by Grade (PK–12), by Race/Ethnicity, and by Sex. Membership is the count of students enrolled on October 1st of the school year. CCD collects membership counts at three levels: school, agency, and state. The total student membership reported by states at one level may often be different than 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 a student membership in the school the student attends, but report a student’s membership in the LEA 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 the regular school district, but not in 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 2008–09, CCD survey staff began editing 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. CCD survey staff applied this process to the 1A version of this file, but did not repeat this process for the Provisional 2A revision. As a result there may exist a limited number of cases where revised data caused a minor variation in the membership among the file 15 levels. 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, Indiana, Iowa, Louisiana, Maine, Maryland, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Dakota, Ohio, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming, the Bureau of Indian Education, and the U.S. Virgin Islands. Locale Code Methodology Locale code is a geographic indicator that NCES has created for general description, sampling, and other statistical purposes. It is based upon the location of school buildings and, in some cases, may not reflect the entire attendance area or residences of enrolled students. The designation of each school’s locale is based on its geographic location and population density. School locale codes are assigned by the Census Bureau from school addresses in the CCD files. Definitions of locale codes are contained in the “Comments About the Data Fields” section appearing earlier in this document. The urban-centric locale system is constructed from the same set of standard geographic concepts as the metro-centric system it replaces, but it prioritizes an urban approach that combines size and distance from an urbanized area. Locale types (city, suburb, town, and rural) and subtypes (large, midsize, and small for city and suburb locale types and fringe, distant, and remote for town and rural locale types) were assigned to all schools in the 50 states, District of Columbia, and Puerto Rico. Locale codes were not assigned for U.S. Island Areas (the U.S. Virgin Islands, Guam, American Samoa, and the Northern Mariana Islands) or the Department of Defense dependents schools (overseas). A geographic information system (GIS) was used to evaluate the spatial relationships of the various thematic layers included in the locale criteria. Distances for town and rural locale types were based on straight-line or Euclidean distance. Although this simple geometric measure does not account for the presence or absence of road networks that may offer point-to-point drive time estimates, it is also unaffected by short-term changes to the transportation infrastructure that could cause significant fluctuations in those estimates. The basic unit for these distance indicators—2.5 miles—was borrowed from the Census Bureau’s criterion for connecting densely settled non-contiguous territory to a qualifying core of an urbanized area or an urban cluster during the urban delineation process. Distances used to define locale subtypes are multiples of the basic distance unit of 2.5 miles (i.e., 2.5, 5, 10, and 25 miles for rural; 10 and 35 miles for towns). The U.S. Island Areas, Hawaii, and Puerto Rico were classified according to the proposed locale and subtype criteria that define the four locale types and three locale subtypes. Schools were spatially integrated with these territories based on school geocodes (i.e., their position was determined by each school’s latitude and longitude). Third, the schools were assigned a locale and subtype based on their location (i.e., they received the same assignment given to the territory where they were located). 16 Table 1. American National Standards Institute (ANSI) state codes and abbreviations used in CCD datasets Table 1.— 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 Department of Defense Kansas 20 KS dependents schools Kentucky 21 KY (overseas) 58 3 DO Louisiana 22 LA Maine 23 ME Department of Defense Maryland 24 MD dependents schools Massachusetts 25 MA (domestic) 61 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). 2 U.S. Postal Service state abbreviation codes. 3 Not official U.S. ANSI state code. The state abbreviations for Department of Defense dependents schools (overseas) are AA, AE, and AP to indicate schools located in Asia, Europe, and the Pacific, respectively. For Department of Defense dependents schools (domestic) and Bureau of Indian Education schools, state abbreviations correspond to the state in which the school is located. SOURCE: 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 38:2009)." Washington, DC: U.S. Census Bureau. 17 Table 2. List of schools with mailing address in another state: School year 2009–10 Administration state NCES ID School name City State Arizona 040081102855 OMBUDSMAN - CHARTER EAST II LIBERTYVILLE IL District of Columbia 110007800213 NEW BEGINNINGS LAUREL MD Idaho 160261000459 PLEASANT VALLEY ELEM-JR HIGH JORDAN VALLEY OR New Jersey 340073903053 EXCELLENCE CS PHILADELPHIA PA New York 361110000884 FISHERS ISLAND SCHOOL NEW LONDON CT North Dakota 380567000826 SQUAW GAP SCHOOL SIDNEY MT 382034000714 EAST FAIRVIEW ELEMENTARY SCHOOL FAIRVIEW MT Ohio 390501203842 BROOKFIELD ELEMENTARY SCHOOL SHARON PA South Dakota 467209000503 KLEIN ELEMENTARY - 08 VALENTINE NE 467209000504 LAKEVIEW ELEMENTARY - 09 CROOKSTON NE 467209000506 LITTLEBURG ELEMENTARY - 12 VALENTINE NE Utah 490090000491 NAVAJO MOUNTAIN HIGH NAVAJO MT AZ Vermont 500002400180 RIVENDELL ACADEMY ORFORD NH "Public Elementary/Secondary School Universe Survey," 2009–10, Version Provisional 2a. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 18 B. User Guidelines for Processing the Public Elementary/Secondary School Universe Survey Data Files Starting in 1999–2000, CCD data file names were changed to include a two-digit version number. The 2009–10 Public Elementary/Secondary School Universe Survey SAS file is called SC092A.SAS7BDAT. The flat ASCII file is named SC092A.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 (09 = 2009–10 CCD collection), and the fifth and sixth characters indicate the version number (2 = second version; A = released file). The record layout for the file is contained in appendix A. If errors are discovered in the published, Provisional 2A files (final file, second version), or if states report new or corrected data, NCES may revise the file. The revised file will be labeled 3A, unless another revision of the original file has occurred sometime in that year due to an NCES error found in the file. The revisions in the Version Provisional 2A include the following:  Changes or corrections to data values resulting from the special collection effort to improve data quality that CCD conducted in the Summer of 2012. Subsequent to this collection effort, suppressions were applied to membership data for 90 schools, staff data for 49 schools, and free and reduced price lunch data for 63 schools because these data items did not meet NCES data quality standards.  Removal of the pupil-teacher ratio variable PUPTCH09. The components of this calculated variable remain in the file so data users can produce the calculation if they choose. C. Guidelines for Using the Flat ASCII Data File When using the flat ASCII data file, care should be taken to label the identification number variables (e.g., 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. A-1 Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-2 Page intentionally left blank. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-3 (*) Fields have two explicit decimal places, unless otherwise noted. The file contains data for the school year 2009–10 sorted by the NCES assigned school identification code (NCESSCH). Data presented in this release are available in two formats—SAS datasets (.sas7bdat) and tab-separated values text files (.txt). Note that starting with the 2002–03 CCD, all numeric fields contain a -1 to indicate missing and a -2 to indicate not applicable. Previously, numeric fields contained an “M” to indicate missing and an “N” to indicate not applicable. Starting with the 2009–10 version provisional 2A file, the numeric fields contain a -9 to indicate that the data do not meet NCES data quality standards. Character fields continue to use “M” for missing and “N” for not applicable. “AN” and “N” are alphanumeric and numeric data, respectively. Variable Data Name Order Type Description NCESSCH 1 AN Unique NCES public school ID (7-digit NCES agency ID (LEAID) + 5-digit NCES school ID (SCHNO). FIPST 2 AN American National Standards Institute (ANSI) state numeric code. LEAID 3 AN NCES local education agency (LEA) ID. NOTE: The state to which the LEA belongs is identified by the first two digits (ANSI state code) of the LEAID. SCHNO 4 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). STID09 5 AN State’s own ID for the education agency. SEASCH09 6 AN State’s own ID for the school. LEANM09 7 AN Name of the education agency that operates this school. SCHNAM09 8 AN Name of the school. PHONE09 9 AN Telephone number of school. MSTREE09 10 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.” MCITY09 11 AN School mailing address city. MSTATE09 12 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). MZIP09 13 AN Five-digit U.S. Postal Service ZIP code for the mailing address. MZIP409 14 AN Four-digit (ZIP+4) code for the mailing address. If the mailing address has been assigned the additional four-digit +4 ZIP, this field contains that number; otherwise, this field is blank. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-4 Variable Data Name Order Type Description LSTREE09 15 AN School location street address. LCITY09 16 AN School location city. LSTATE09 17 AN Two-letter U.S. Postal Service abbreviation of the state where the school address is located (see ANSI state codes and abbreviations used in CCD dataset). LZIP09 18 AN Five-digit U.S. Postal Service ZIP code for the location address. LZIP409 19 AN Four-digit (ZIP+4) code for the location address. If the mailing address has been assigned the additional four-digit +4 ZIP, this field contains that number; otherwise, this field is blank. TYPE09 20 AN NCES code for type of school: 1 = Regular school 2 = Special education school 3 = Vocational school 4 = Other/alternative school 5 = Reportable program (new code starting in 2007–08) STATUS09 21 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 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. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-5 Variable Data Name Order Type Description ULOCAL09 22 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 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. LATCOD09 23 N Latitude: Based on the location of the school, the value of LATCOD ranges from 17 to 71. It contains an explicit decimal point. The digits to the left of the decimal represent the number of degrees from the equator; the digits to the right of the decimal represent the fraction of the next degree carried out to six decimal places. LONCOD09 24 N Longitude: Based on the location of the school, the value of LONCOD ranges from -65 to -177. The minus sign (-) indicates west of the prime meridian. It contains an explicit decimal point. The digits to the left of the decimal point represent the number of degrees from the prime meridian; the digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-6 Variable Data Name Order Type Description CONUM09 25 AN ANSI county number (two digit ANSI state numeric code + three digits ANSI county code) based on the location of the school. CONAME09 26 AN County name based on the location of the school. CDCODE09 27 AN Congressional district code based on the location of the school. ANSI numeric code for the congressional districts that are legislatively defined subdivisions 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). FTE09 28 * N Total full-time-equivalent classroom teachers. Full-time equivalency reported to the nearest hundredth; field includes two explicit decimal places. GSLO09 29 AN School low grade offered. The following codes are used: UG = Ungraded PK = Prekindergarten KG = Kindergarten 01–12 = 1st through 12th 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. GSHI09 30 AN School high grade offered. The following codes are used: UG = Ungraded PK = Prekindergarten KG = Kindergarten 01–12 = 1st through 12th 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. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-7 Variable Data Name Order Type Description LEVEL09 31 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) TITLEI09 32 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 STITLI09 33 AN School-wide 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 MAGNET09 34 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 backgrounds 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 CHARTR09 35 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 SHARED09 36 AN Shared-time school. 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 Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-8 Variable Data Name Order Type Description BIES09 37 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 schools not operated by the BIE can be flagged with a value of “1” (“Yes”). 1 = Yes. 2 = No. FRELCH09 38 N Count of students eligible to participate in the Free Lunch Program under the National School Lunch Act. REDLCH09 39 N Count of students eligible to participate in the Reduced-Price Lunch Program under the National School Lunch Act. TOTFRL09 40 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. RACECAT09 41 N Race/ethnicities categories indicator. Indicates whether state reported student enrollment counts by five race/ethnicity categories or seven race/ethnicity categories. 5 = State reported student enrollment counts in the following five race/ethnicity categories: (a) American Indian/Alaska Native; (b) Asian/Pacific Islander; (c) Hispanic; (d) Black, non-Hispanic; and (e) White, non-Hispanic. 7 = State reported student enrollment counts in the following seven race/ethnicity categories: (a) American Indian/Alaska Native; (b) Asian; (c) Hispanic; (d) Black; (e) White; (f) Hawaiian Native/Pacific Islander; and (g) Two or more races. PK09 42 N Total prekindergarten students. AMPKM09 43 N Prekindergarten students - American Indian/Alaska Native - male. AMPKF09 44 N Prekindergarten students - American Indian/Alaska Native - female. ASPKM09 45 N Prekindergarten students - Asian - male. ASPKF09 46 N Prekindergarten students - Asian - female. HIPKM09 47 N Prekindergarten students - Hispanic - male. HIPKF09 48 N Prekindergarten students - Hispanic - female. BLPKM09 49 N Prekindergarten students - Black, non-Hispanic - male. BLPKF09 50 N Prekindergarten students - Black, non-Hispanic - female. WHPKM09 51 N Prekindergarten students - White, non-Hispanic - male. WHPKF09 52 N Prekindergarten students - White, non-Hispanic - female. HPPKM09 53 N Prekindergarten students - Hawaiian Native/Pacific Islander - male. HPPKF09 54 N Prekindergarten students - Hawaiian Native/Pacific Islander - female. TRPKM09 55 N Prekindergarten students - Two or more races - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-9 Variable Data Name Order Type Description TRPKF09 56 N Prekindergarten students - Two or more races - female. KG09 57 N Total kindergarten students. AMKGM09 58 N Kindergarten students - American Indian/Alaska Native - male. AMKGF09 59 N Kindergarten students - American Indian/Alaska Native - female. ASKGM09 60 N Kindergarten students - Asian - male. ASKGF09 61 N Kindergarten students - Asian - female. HIKGM09 62 N Kindergarten students - Hispanic - male. HIKGF09 63 N Kindergarten students - Hispanic - female. BLKGM09 64 N Kindergarten students - Black, non-Hispanic - male. BLKGF09 65 N Kindergarten students - Black, non-Hispanic - female. WHKGM09 66 N Kindergarten students - White, non-Hispanic - male. WHKGF09 67 N Kindergarten students - White, non-Hispanic - female. HPKGM09 68 N Kindergarten students - Hawaiian Native/Pacific Islander - male. HPKGF09 69 N Kindergarten students - Hawaiian Native/Pacific Islander - female. TRKGM09 70 N Kindergarten students - Two or more races - male. TRKGF09 71 N Kindergarten students - Two or more races - female. G0109 72 N Total grade 1 students. AM01M09 73 N Grade 1 students - American Indian/Alaska Native - male. AM01F09 74 N Grade 1 students - American Indian/Alaska Native - female. AS01M09 75 N Grade 1 students - Asian - male. AS01F09 76 N Grade 1 students - Asian - female. HI01M09 77 N Grade 1 students - Hispanic - male. HI01F09 78 N Grade 1 students - Hispanic - female. BL01M09 79 N Grade 1 students - Black, non-Hispanic - male. BL01F09 80 N Grade 1 students - Black, non-Hispanic - female. WH01M09 81 N Grade 1 students - White, non-Hispanic - male. WH01F09 82 N Grade 1 students - White, non-Hispanic - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-10 Variable Data Name Order Type Description HP01M09 83 N Grade 1 students - Hawaiian Native/Pacific Islander - male. HP01F09 84 N Grade 1 students - Hawaiian Native/Pacific Islander - female. TR01M09 85 N Grade 1 students - Two or more races - male. TR01F09 86 N Grade 1 students - Two or more races - female. G0209 87 N Total grade 2 students. AM02M09 88 N Grade 2 students - American Indian/Alaska Native - male. AM02F09 89 N Grade 2 students - American Indian/Alaska Native - female. AS02M09 90 N Grade 2 students - Asian - male. AS02F09 91 N Grade 2 students - Asian - female. HI02M09 92 N Grade 2 students - Hispanic - male. HI02F09 93 N Grade 2 students - Hispanic - female. BL02M09 94 N Grade 2 students - Black, non-Hispanic - male. BL02F09 95 N Grade 2 students - Black, non-Hispanic - female. WH02M09 96 N Grade 2 students - White, non-Hispanic - male. WH02F09 97 N Grade 2 students - White, non-Hispanic - female. HP02M09 98 N Grade 2 students - Hawaiian Native/Pacific Islander - male. HP02F09 99 N Grade 2 students - Hawaiian Native/Pacific Islander - female. TR02M09 100 N Grade 2 students - Two or more races - male. TR02F09 101 N Grade 2 students - Two or more races - female. G0309 102 N Total grade 3 students. AM03M09 103 N Grade 3 students - American Indian/Alaska Native - male. AM03F09 104 N Grade 3 students - American Indian/Alaska Native - female. AS03M09 105 N Grade 3 students - Asian - male. AS03F09 106 N Grade 3 students - Asian - female. HI03M09 107 N Grade 3 students - Hispanic - male. HI03F09 108 N Grade 3 students - Hispanic - female. BL03M09 109 N Grade 3 students - Black, non-Hispanic - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-11 Variable Data Name Order Type Description BL03F09 110 N Grade 3 students - Black, non-Hispanic - female. WH03M09 111 N Grade 3 students - White, non-Hispanic - male. WH03F09 112 N Grade 3 students - White, non-Hispanic - female. HP03M09 113 N Grade 3 students - Hawaiian Native/Pacific Islander - male. HP03F09 114 N Grade 3 students - Hawaiian Native/Pacific Islander - female. TR03M09 115 N Grade 3 students - Two or more races - male. TR03F09 116 N Grade 3 students - Two or more races - female. G0409 117 N Total grade 4 students. AM04M09 118 N Grade 4 students - American Indian/Alaska Native - male. AM04F09 119 N Grade 4 students - American Indian/Alaska Native - female. AS04M09 120 N Grade 4 students - Asian - male. AS04F09 121 N Grade 4 students - Asian - female. HI04M09 122 N Grade 4 students - Hispanic - male. HI04F09 123 N Grade 4 students - Hispanic - female. BL04M09 124 N Grade 4 students - Black, non-Hispanic - male. BL04F09 125 N Grade 4 students - Black, non-Hispanic - female. WH04M09 126 N Grade 4 students - White, non-Hispanic - male. WH04F09 127 N Grade 4 students - White, non-Hispanic - female. HP04M09 128 N Grade 4 students - Hawaiian Native/Pacific Islander - male. HP04F09 129 N Grade 4 students - Hawaiian Native/Pacific Islander - female. TR04M09 130 N Grade 4 students - Two or more races - male. TR04F09 131 N Grade 4 students - Two or more races - female. G0509 132 N Total grade 5 students. AM05M09 133 N Grade 5 students - American Indian/Alaska Native - male. AM05F09 134 N Grade 5 students - American Indian/Alaska Native - female. AS05M09 135 N Grade 5 students - Asian - male. AS05F09 136 N Grade 5 students - Asian - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-12 Variable Data Name Order Type Description HI05M09 137 N Grade 5 students - Hispanic - male. HI05F09 138 N Grade 5 students - Hispanic - female. BL05M09 139 N Grade 5 students - Black, non-Hispanic - male. BL05F09 140 N Grade 5 students - Black, non-Hispanic - female. WH05M09 141 N Grade 5 students - White, non-Hispanic - male. WH05F09 142 N Grade 5 students - White, non-Hispanic - female. HP05M09 143 N Grade 5 students - Hawaiian Native/Pacific Islander - male. HP05F09 144 N Grade 5 students - Hawaiian Native/Pacific Islander - female. TR05M09 145 N Grade 5 students - Two or more races - male. TR05F09 146 N Grade 5 students - Two or more races - female. G0609 147 N Total grade 6 students. AM06M09 148 N Grade 6 students - American Indian/Alaska Native - male. AM06F09 149 N Grade 6 students - American Indian/Alaska Native - female. AS06M09 150 N Grade 6 students - Asian - male. AS06F09 151 N Grade 6 students - Asian - female. HI06M09 152 N Grade 6 students - Hispanic - male. HI06F09 153 N Grade 6 students - Hispanic - female. BL06M09 154 N Grade 6 students - Black, non-Hispanic - male. BL06F09 155 N Grade 6 students - Black, non-Hispanic - female. WH06M09 156 N Grade 6 students - White, non-Hispanic - male. WH06F09 157 N Grade 6 students - White, non-Hispanic - female. HP06M09 158 N Grade 6 students - Hawaiian Native/Pacific Islander - male. HP06F09 159 N Grade 6 students - Hawaiian Native/Pacific Islander - female. TR06M09 160 N Grade 6 students - Two or more races - male. TR06F09 161 N Grade 6 students - Two or more races - female. G0709 162 N Total grade 7 students. AM07M09 163 N Grade 7 students - American Indian/Alaska Native - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-13 Variable Data Name Order Type Description AM07F09 164 N Grade 7 students - American Indian/Alaska Native - female. AS07M09 165 N Grade 7 students - Asian - male. AS07F09 166 N Grade 7 students - Asian - female. HI07M09 167 N Grade 7 students - Hispanic - male. HI07F09 168 N Grade 7 students - Hispanic - female. BL07M09 169 N Grade 7 students - Black, non-Hispanic - male. BL07F09 170 N Grade 7 students - Black, non-Hispanic - female. WH07M09 171 N Grade 7 students - White, non-Hispanic - male. WH07F09 172 N Grade 7 students - White, non-Hispanic - female. HP07M09 173 N Grade 7 students - Hawaiian Native/Pacific Islander - male. HP07F09 174 N Grade 7 students - Hawaiian Native/Pacific Islander - female. TR07M09 175 N Grade 7 students - Two or more races - male. TR07F09 176 N Grade 7 students - Two or more races - female. G0809 177 N Total grade 8 students. AM08M09 178 N Grade 8 students - American Indian/Alaska Native - male. AM08F09 179 N Grade 8 students - American Indian/Alaska Native - female. AS08M09 180 N Grade 8 students - Asian - male. AS08F09 181 N Grade 8 students - Asian - female. HI08M09 182 N Grade 8 students - Hispanic - male. HI08F09 183 N Grade 8 students - Hispanic - female. BL08M09 184 N Grade 8 students - Black, non-Hispanic - male. BL08F09 185 N Grade 8 students - Black, non-Hispanic - female. WH08M09 186 N Grade 8 students - White, non-Hispanic - male. WH08F09 187 N Grade 8 students - White, non-Hispanic - female. HP08M09 188 N Grade 8 students - Hawaiian Native/Pacific Islander - male. HP08F09 189 N Grade 8 students - Hawaiian Native/Pacific Islander - female. TR08M09 190 N Grade 8 students - Two or more races - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-14 Variable Data Name Order Type Description TR08F09 191 N Grade 8 students - Two or more races - female. G0909 192 N Total grade 9 students. AM09M09 193 N Grade 9 students - American Indian/Alaska Native - male. AM09F09 194 N Grade 9 students - American Indian/Alaska Native - female. AS09M09 195 N Grade 9 students - Asian - male. AS09F09 196 N Grade 9 students - Asian - female. HI09M09 197 N Grade 9 students - Hispanic - male. HI09F09 198 N Grade 9 students - Hispanic - female. BL09M09 199 N Grade 9 students - Black, non-Hispanic - male. BL09F09 200 N Grade 9 students - Black, non-Hispanic - female. WH09M09 201 N Grade 9 students - White, non-Hispanic - male. WH09F09 202 N Grade 9 students - White, non-Hispanic - female. HP09M09 203 N Grade 9 students - Hawaiian Native/Pacific Islander - male. HP09F09 204 N Grade 9 students - Hawaiian Native/Pacific Islander - female. TR09M09 205 N Grade 9 students - Two or more races - male. TR09F09 206 N Grade 9 students - Two or more races - female. G1009 207 N Total grade 10 students. AM10M09 208 N Grade 10 students - American Indian/Alaska Native - male. AM10F09 209 N Grade 10 students - American Indian/Alaska Native - female. AS10M09 210 N Grade 10 students - Asian - male. AS10F09 211 N Grade 10 students - Asian - female. HI10M09 212 N Grade 10 students - Hispanic - male. HI10F09 213 N Grade 10 students - Hispanic - female. BL10M09 214 N Grade 10 students - Black, non-Hispanic - male. BL10F09 215 N Grade 10 students - Black, non-Hispanic - female. WH10M09 216 N Grade 10 students - White, non-Hispanic - male. WH10F09 217 N Grade 10 students - White, non-Hispanic - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-15 Variable Data Name Order Type Description HP10M09 218 N Grade 10 students - Hawaiian Native/Pacific Islander - male. HP10F09 219 N Grade 10 students - Hawaiian Native/Pacific Islander - female. TR10M09 220 N Grade 10 students - Two or more races - male. TR10F09 221 N Grade 10 students - Two or more races - female. G1109 222 N Total grade 11 students. AM11M09 223 N Grade 11 students - American Indian/Alaska Native - male. AM11F09 224 N Grade 11 students - American Indian/Alaska Native - female. AS11M09 225 N Grade 11 students - Asian - male. AS11F09 226 N Grade 11 students - Asian - female. HI11M09 227 N Grade 11 students - Hispanic - male. HI11F09 228 N Grade 11 students - Hispanic - female. BL11M09 229 N Grade 11 students - Black, non-Hispanic - male. BL11F09 230 N Grade 11 students - Black, non-Hispanic - female. WH11M09 231 N Grade 11 students - White, non-Hispanic - male. WH11F09 232 N Grade 11 students - White, non-Hispanic - female. HP11M09 233 N Grade 11 students - Hawaiian Native/Pacific Islander - male. HP11F09 234 N Grade 11 students - Hawaiian Native/Pacific Islander - female. TR11M09 235 N Grade 11 students - Two or more races - male. TR11F09 236 N Grade 11 students - Two or more races - female. G1209 237 N Total grade 12 students. AM12M09 238 N Grade 12 students - American Indian/Alaska Native - male. AM12F09 239 N Grade 12 students - American Indian/Alaska Native - female. AS12M09 240 N Grade 12 students - Asian - male. AS12F09 241 N Grade 12 students - Asian - female. HI12M09 242 N Grade 12 students - Hispanic - male. HI12F09 243 N Grade 12 students - Hispanic - female. BL12M09 244 N Grade 12 students - Black, non-Hispanic - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-16 Variable Data Name Order Type Description BL12F09 245 N Grade 12 students - Black, non-Hispanic - female. WH12M09 246 N Grade 12 students - White, non-Hispanic - male. WH12F09 247 N Grade 12 students - White, non-Hispanic - female. HP12M09 248 N Grade 12 students - Hawaiian Native/Pacific Islander - male. HP12F09 249 N Grade 12 students - Hawaiian Native/Pacific Islander - female. TR12M09 250 N Grade 12 students - Two or more races - male. TR12F09 251 N Grade 12 students - Two or more races - female. UG09 252 N Total ungraded students. AMUGM09 253 N Ungraded students - American Indian/Alaska Native - male. AMUGF09 254 N Ungraded students - American Indian/Alaska Native - female. ASUGM09 255 N Ungraded students - Asian - male. ASUGF09 256 N Ungraded students - Asian - female. HIUGM09 257 N Ungraded students - Hispanic - male. HIUGF09 258 N Ungraded students - Hispanic - female. BLUGM09 259 N Ungraded students - Black, non-Hispanic - male. BLUGF09 260 N Ungraded students - Black, non-Hispanic - female. WHUGM09 261 N Ungraded students - White, non-Hispanic - male. WHUGF09 262 N Ungraded students - White, non-Hispanic - female. HPUGM09 263 N Ungraded students - Hawaiian Native/Pacific Islander - male. HPUGF09 264 N Ungraded students - Hawaiian Native/Pacific Islander - female. TRUGM09 265 N Ungraded students - Two or more races - male. TRUGF09 266 N Ungraded students - Two or more races - female. MEMBER09 267 N Total students, all grades: The reported total membership of the school. AM09 268 N American Indian/Alaska Native students. If not reported, this field was calculated by summing the AMALM09 and AMALF09 fields. AMALM09 269 N Total students, all grades - American Indian/Alaska Native - male. AMALF09 270 N Total students, all grades - American Indian/Alaska Native - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 A-17 Variable Data Name Order Type Description ASIAN09 271 N Asian students. If not reported, this field was calculated by summing the ASALM09 and ASALF09 fields. ASALM09 272 N Total students, all grades - Asian - male. ASALF09 273 N Total students, all grades - Asian - female. HISP09 274 N Hispanic students. If not reported, this field was calculated by summing the HIALM09 and HIALF09 fields. HIALM09 275 N Total students, all grades - Hispanic - male. HIALF09 276 N Total students, all grades - Hispanic - female. BLACK09 277 N Black, non-Hispanic students. If not reported, this field was calculated by summing the BLALM09 and BLALF09 fields. BLALM09 278 N Total students, all grades - Black, non-Hispanic - male. BLALF09 279 N Total students, all grades - Black, non-Hispanic - female. WHITE09 280 N White, non-Hispanic students. If not reported, this field was calculated by summing the WHALM09 and WHALF09 fields. WHALM09 281 N Total students, all grades - White, non-Hispanic - male. WHALF09 282 N Total students, all grades - White, non-Hispanic - female. PACIFIC09 283 N Hawaiian Native/Pacific Islander students. If not reported, this field was calculated by summing the HPALM09 and HPALF09 fields. HPALM09 284 N Total students, all grades - Hawaiian Native/Pacific Islander - male. HPALF09 285 N Total students, all grades - Hawaiian Native/Pacific Islander - female. TR09 286 N Two or more races students. If not reported, this field was calculated by summing the TRALM09 and TRALF09 fields. TRALM09 287 N Total students, all grades - Two or more races - male. TRALF09 288 N Total students, all grades - Two or more races - female. TOTETH09 289 N Calculated school race/ethnicity membership: The sum of the fields AM09, ASIAN09, HISP09, BLACK09, WHITE09, PACIFIC09, and TR09. Students belonging to an unknown or non-CCD race category are not captured in this field. B-1 Appendix B—Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-2 Page intentionally left blank. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-3 Table B-1. Distribution of responses of character variable data, by response value: School Year 2009–10 Variable Label Missing Not applicable Reported NCESSCH Unique school ID 0 0 103,959 LEAID Unique agency ID (NCES assigned) 0 0 103,959 FIPST ANSI state number 0 0 103,959 SCHNO NCES school identifier 0 0 103,959 STID09 State local education number 0 0 103,959 SEASCH09 State school identifier 5 0 103,954 LEANM09 LEA name 0 0 103,959 SCHNAM09 School name 0 0 103,959 PHONE09 School phone number 185 22 103,752 MSTREE09 School mailing address 1 4 11 103,944 MCITY09 School mailing city 0 0 103,959 MSTATE09 School mailing USPS state abbreviation 0 0 103,959 MZIP09 School mailing ZIP 0 0 103,959 MZIP409 School mailing ZIP plus 4 24,397 0 79,562 LSTREE09 School location address 1 212 0 103,747 LCITY09 School location city 0 0 103,959 LSTATE09 School location USPS state abbreviation 0 0 103,959 LZIP09 School location ZIP 2 0 103,957 LZIP409 School location ZIP plus 4 25,465 0 78,494 CONUM09 ANSI county number 82 469 103,408 CONAME09 County name 82 469 103,408 CDCODE09 Congressional district code 82 469 103,408 LATCOD09 Latitude 0 0 103,959 LONCOD09 Longitude 0 0 103,959 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-4 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10 Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed FTE09 Classroom teachers 0.0 924.5 32.0 2,977 3,184 49 FRELCH09 Free lunch eligible students 0.0 3,938.0 205.1 4,041 6,677 63 REDLCH09 Reduced-price lunch eligible students 0.0 1,117.0 40.6 4,072 6,677 63 TOTFRL09 Total of free and reduced-lunch eligible 0.0 4,559.0 245.7 4,041 6,677 63 PK09 PK students - total 0.0 1,691.0 37.0 318 74,658 3 AMPKM09 PK students - American Indian/Alaska Native - male 0.0 96.0 0.3 363 74,658 3 AMPKF09 PK students - American Indian/Alaska Native - female 0.0 83.0 0.3 363 74,658 3 ASPKM09 PK students - Asian - male 0.0 91.0 0.7 363 74,658 3 ASPKF09 PK students - Asian - female 0.0 96.0 0.6 363 74,658 3 HIPKM09 PK students - Hispanic - male 0.0 537.0 5.4 363 74,658 3 HIPKF09 PK students - Hispanic - female 0.0 500.0 4.8 363 74,658 3 BLPKM09 PK students - Black - male 0.0 396.0 4.0 363 74,658 3 BLPKF09 PK students - Black - female 0.0 407.0 3.7 363 74,658 3 WHPKM09 PK students - White - male 0.0 695.0 9.2 363 74,658 3 WHPKF09 PK students - White - female 0.0 541.0 7.3 363 74,658 3 HPPKM09 PK students - Hawaiian Native/Pacific Islander - male 0.0 7.0 # 7 99,189 0 HPPKF09 PK students - Hawaiian Native/Pacific Islander - female 0.0 8.0 # 7 99,189 0 TRPKM09 PK students - Two or more races - male 0.0 16.0 0.4 7 99,189 0 TRPKF09 PK students - Two or more races - female 0.0 15.0 0.3 7 99,189 0 KG09 KG students - total 0.0 944.0 69.1 203 49,990 44 AMKGM09 KG students - American Indian/Alaska Native - male 0.0 92.0 0.5 232 49,990 44 AMKGF09 KG students - American Indian/Alaska Native - female 0.0 94.0 0.4 232 49,990 44 ASKGM09 KG students - Asian - male 0.0 137.0 1.7 232 49,990 44 ASKGF09 KG students - Asian - female 0.0 108.0 1.7 232 49,990 44 HIKGM09 KG students - Hispanic - male 0.0 233.0 8.7 232 49,990 44 HIKGF09 KG students - Hispanic - female 0.0 223.0 8.3 232 49,990 44 BLKGM09 KG students - Black - male 0.0 235.0 5.5 232 49,990 44 BLKGF09 KG students - Black - female 0.0 242.0 5.2 232 49,990 44 WHKGM09 KG students - White - male 0.0 260.0 18.2 232 49,990 44 WHKGF09 KG students - White - female 0.0 276.0 16.7 232 49,990 44 HPKGM09 KG students - Hawaiian Native/Pacific Islander - male 0.0 13.0 0.1 8 89,864 39 HPKGF09 KG students - Hawaiian Native/Pacific Islander - female 0.0 15.0 0.1 8 89,864 39 TRKGM09 KG students - Two or more races - male 0.0 71.0 1.3 8 89,864 39 TRKGF09 KG students - Two or more races - female 0.0 61.0 1.2 8 89,864 39 G0109 Grade 1 students - total 0.0 809.0 69.4 202 49,434 45 AM01M09 Grade 1 students - American Indian/Alaska Native - male 0.0 86.0 0.5 221 49,434 45 AM01F09 Grade 1 students - American Indian/Alaska Native - female 0.0 67.0 0.4 221 49,434 45 AS01M09 Grade 1 students - Asian - male 0.0 140.0 1.8 221 49,434 45 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-5 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed AS01F09 Grade 1 students - Asian - female 0.0 132.0 1.7 221 49,434 45 HI01M09 Grade 1 students - Hispanic - male 0.0 199.0 8.8 221 49,434 45 HI01F09 Grade 1 students - Hispanic - female 0.0 167.0 8.3 221 49,434 45 BL01M09 Grade 1 students - Black - male 0.0 269.0 5.6 221 49,434 45 BL01F09 Grade 1 students - Black - female 0.0 270.0 5.3 221 49,434 45 WH01M09 Grade 1 students - White - male 0.0 307.0 18.3 221 49,434 45 WH01F09 Grade 1 students - White - female 0.0 270.0 17.1 221 49,434 45 HP01M09 Grade 1 students - Hawaiian Native/Pacific Islander - male 0.0 18.0 0.1 7 89,712 39 HP01F09 Grade 1 students - Hawaiian Native/Pacific Islander - female 0.0 12.0 0.1 7 89,712 39 TR01M09 Grade 1 students - Two or more races - male 0.0 68.0 1.1 7 89,712 39 TR01F09 Grade 1 students - Two or more races - female 0.0 70.0 1.1 7 89,712 39 G0209 Grade 2 students - total 0.0 757.0 68.2 201 49,373 45 AM02M09 Grade 2 students - American Indian/Alaska Native - male 0.0 87.0 0.4 214 49,373 45 AM02F09 Grade 2 students - American Indian/Alaska Native - female 0.0 84.0 0.4 214 49,373 45 AS02M09 Grade 2 students - Asian - male 0.0 118.0 1.7 214 49,373 45 AS02F09 Grade 2 students - Asian - female 0.0 133.0 1.7 214 49,373 45 HI02M09 Grade 2 students - Hispanic - male 0.0 184.0 8.5 214 49,373 45 HI02F09 Grade 2 students - Hispanic - female 0.0 178.0 8.1 214 49,373 45 BL02M09 Grade 2 students - Black - male 0.0 289.0 5.6 214 49,373 45 BL02F09 Grade 2 students - Black - female 0.0 262.0 5.4 214 49,373 45 WH02M09 Grade 2 students - White - male 0.0 269.0 18.0 214 49,373 45 WH02F09 Grade 2 students - White - female 0.0 233.0 16.9 214 49,373 45 HP02M09 Grade 2 students - Hawaiian Native/Pacific Islander - male 0.0 12.0 0.1 7 89,718 39 HP02F09 Grade 2 students - Hawaiian Native/Pacific Islander – female 0.0 14.0 0.1 7 89,718 39 TR02M09 Grade 2 students - Two or more races - male 0.0 66.0 1.1 7 89,718 39 TR02F09 Grade 2 students - Two or more races - female 0.0 59.0 1.0 7 89,718 39 G0309 Grade 3 students - total 0.0 726.0 69.0 201 49,381 44 AM03M09 Grade 3 students - American Indian/Alaska Native - male 0.0 76.0 0.4 214 49,381 44 AM03F09 Grade 3 students - American Indian/Alaska Native - female 0.0 76.0 0.4 214 49,381 44 AS03M09 Grade 3 students - Asian - male 0.0 112.0 1.7 214 49,381 44 AS03F09 Grade 3 students - Asian - female 0.0 93.0 1.7 214 49,381 44 HI03M09 Grade 3 students - Hispanic - male 0.0 163.0 8.4 214 49,381 44 HI03F09 Grade 3 students - Hispanic - female 0.0 163.0 8.0 214 49,381 44 BL03M09 Grade 3 students - Black - male 0.0 266.0 5.8 214 49,381 44 BL03F09 Grade 3 students - Black - female 0.0 282.0 5.5 214 49,381 44 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-6 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed WH03M09 Grade 3 students - White - male 0.0 256.0 18.4 214 49,381 44 WH03F09 Grade 3 students - White - female 0.0 252.0 17.3 214 49,381 44 HP03M09 Grade 3 students - Hawaiian Native/Pacific Islander - male 0.0 13.0 0.1 7 89,724 39 HP03F09 Grade 3 students - Hawaiian Native/Pacific Islander – female 0.0 12.0 0.1 7 89,724 39 TR03M09 Grade 3 students - Two or more races - male 0.0 77.0 1.1 7 89,724 39 TR03F09 Grade 3 students - Two or more races - female 0.0 64.0 1.0 7 89,724 39 G0409 Grade 4 students - total 0.0 931.0 69.1 198 49,556 43 AM04M09 Grade 4 students - American Indian/Alaska Native - male 0.0 72.0 0.4 211 49,556 43 AM04F09 Grade 4 students - American Indian/Alaska Native - female 0.0 70.0 0.4 211 49,556 43 AS04M09 Grade 4 students - Asian - male 0.0 130.0 1.7 211 49,556 43 AS04F09 Grade 4 students - Asian - female 0.0 136.0 1.7 211 49,556 43 HI04M09 Grade 4 students - Hispanic - male 0.0 197.0 8.2 211 49,556 43 HI04F09 Grade 4 students - Hispanic - female 0.0 213.0 7.9 211 49,556 43 BL04M09 Grade 4 students - Black - male 0.0 279.0 5.8 211 49,556 43 BL04F09 Grade 4 students - Black - female 0.0 267.0 5.6 211 49,556 43 WH04M09 Grade 4 students - White - male 0.0 349.0 18.6 211 49,556 43 WH04F09 Grade 4 students - White - female 0.0 321.0 17.5 211 49,556 43 HP04M09 Grade 4 students - Hawaiian Native/Pacific Islander - male 0.0 13.0 0.1 7 89,766 39 HP04F09 Grade 4 students - Hawaiian Native/Pacific Islander – female 0.0 9.0 0.1 7 89,766 39 TR04M09 Grade 4 students - Two or more races - male 0.0 100.0 1.0 7 89,766 39 TR04F09 Grade 4 students - Two or more races - female 0.0 84.0 0.9 7 89,766 39 G0509 Grade 5 students - total 0.0 885.0 69.4 192 50,508 43 AM05M09 Grade 5 students - American Indian/Alaska Native - male 0.0 76.0 0.4 198 50,508 43 AM05F09 Grade 5 students - American Indian/Alaska Native- female 0.0 65.0 0.4 198 50,508 43 AS05M09 Grade 5 students - Asian - male 0.0 108.0 1.7 198 50,508 43 AS05F09 Grade 5 students - Asian - female 0.0 119.0 1.6 198 50,508 43 HI05M09 Grade 5 students - Hispanic - male 0.0 240.0 8.1 198 50,508 43 HI05F09 Grade 5 students - Hispanic - female 0.0 214.0 7.8 198 50,508 43 BL05M09 Grade 5 students - Black - male 0.0 275.0 5.7 198 50,508 43 BL05F09 Grade 5 students - Black - female 0.0 278.0 5.6 198 50,508 43 WH05M09 Grade 5 students - White - male 0.0 369.0 18.9 198 50,508 43 WH05F09 Grade 5 students - White - female 0.0 332.0 17.8 198 50,508 43 HP05M09 Grade 5 students - Hawaiian Native/Pacific Islander - male 0.0 13.0 0.1 7 89,878 39 HP05F09 Grade 5 students - Hawaiian Native/Pacific Islander – female 0.0 10.0 0.1 7 89,878 39 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-7 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed TR05M09 Grade 5 students - Two or more races - male 0.0 86.0 1.0 7 89,878 39 TR05F09 Grade 5 students - Two or more races - female 0.0 77.0 0.9 7 89,878 39 G0609 Grade 6 students - total 0.0 1,138.0 95.5 157 65,182 39 AM06M09 Grade 6 students - American Indian/Alaska Native - male 0.0 121.0 0.6 174 65,182 39 AM06F09 Grade 6 students - American Indian/Alaska Native - female 0.0 93.0 0.6 174 65,182 39 AS06M09 Grade 6 students - Asian - male 0.0 223.0 2.3 174 65,182 39 AS06F09 Grade 6 students - Asian - female 0.0 221.0 2.3 174 65,182 39 HI06M09 Grade 6 students - Hispanic - male 0.0 468.0 11.0 174 65,182 39 HI06F09 Grade 6 students - Hispanic - female 0.0 442.0 10.5 174 65,182 39 BL06M09 Grade 6 students - Black - male 0.0 263.0 8.0 174 65,182 39 BL06F09 Grade 6 students - Black - female 0.0 264.0 7.7 174 65,182 39 WH06M09 Grade 6 students - White - male 0.0 350.0 26.2 174 65,182 39 WH06F09 Grade 6 students - White - female 0.0 341.0 24.7 174 65,182 39 HP06M09 Grade 6 students - Hawaiian Native/Pacific Islander - male 0.0 30.0 0.2 8 93,663 33 HP06F09 Grade 6 students - Hawaiian Native/Pacific Islander – female 0.0 19.0 0.2 8 93,663 33 TR06M09 Grade 6 students - Two or more races - male 0.0 183.0 1.2 8 93,663 33 TR06F09 Grade 6 students - Two or more races - female 0.0 158.0 1.2 8 93,663 33 G0709 Grade 7 students - total 0.0 1,378.0 117.2 140 72,345 29 AM07M09 Grade 7 students - American Indian/Alaska Native - male 0.0 121.0 0.7 164 72,345 29 AM07F09 Grade 7 students - American Indian/Alaska Native - female 0.0 118.0 0.7 164 72,345 29 AS07M09 Grade 7 students - Asian - male 0.0 286.0 2.9 164 72,345 29 AS07F09 Grade 7 students - Asian - female 0.0 286.0 2.8 164 72,345 29 HI07M09 Grade 7 students - Hispanic - male 0.0 661.0 13.4 164 72,345 29 HI07F09 Grade 7 students - Hispanic - female 0.0 645.0 12.8 164 72,345 29 BL07M09 Grade 7 students - Black - male 0.0 231.0 9.8 164 72,345 29 BL07F09 Grade 7 students - Black - female 0.0 227.0 9.4 164 72,345 29 WH07M09 Grade 7 students - White - male 0.0 419.0 32.4 164 72,345 29 WH07F09 Grade 7 students - White - female 0.0 371.0 30.5 164 72,345 29 HP07M09 Grade 7 students - Hawaiian Native/Pacific Islander - male 0.0 34.0 0.2 9 96,127 23 HP07F09 Grade 7 students - Hawaiian Native/Pacific Islander – female 0.0 23.0 0.2 9 96,127 23 TR07M09 Grade 7 students - Two or more races - male 0.0 206.0 1.5 9 96,127 23 TR07F09 Grade 7 students - Two or more races - female 0.0 201.0 1.5 9 96,127 23 G0809 Grade 8 students - total 0.0 1,402.0 115.5 139 71,849 32 AM08M09 Grade 8 students - American Indian/Alaska Native - male 0.0 121.0 0.7 151 71,849 32 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-8 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed AM08F09 Grade 8 students - American Indian/Alaska Native - female 0.0 105.0 0.7 151 71,849 32 AS08M09 Grade 8 students - Asian - male 0.0 307.0 2.9 151 71,849 32 AS08F09 Grade 8 students - Asian - female 0.0 277.0 2.8 151 71,849 32 HI08M09 Grade 8 students - Hispanic - male 0.0 685.0 12.9 151 71,849 32 HI08F09 Grade 8 students - Hispanic - female 0.0 642.0 12.4 151 71,849 32 BL08M09 Grade 8 students - Black - male 0.0 272.0 9.5 151 71,849 32 BL08F09 Grade 8 students - Black - female 0.0 293.0 9.3 151 71,849 32 WH08M09 Grade 8 students - White - male 0.0 472.0 32.3 151 71,849 32 WH08F09 Grade 8 students - White - female 0.0 400.0 30.5 151 71,849 32 HP08M09 Grade 8 students - Hawaiian Native/Pacific Islander - male 0.0 27.0 0.2 8 95,903 26 HP08F09 Grade 8 students - Hawaiian Native/Pacific Islander – female 0.0 26.0 0.2 8 95,903 26 TR08M09 Grade 8 students - Two or more races - male 0.0 212.0 1.4 8 95,903 26 TR08F09 Grade 8 students - Two or more races - female 0.0 225.0 1.4 8 95,903 26 G0909 Grade 9 students - total 0.0 2,052.0 150.0 111 76,454 45 AM09M09 Grade 9 students - American Indian/Alaska Native - male 0.0 238.0 1.0 125 76,454 45 AM09F09 Grade 9 students - American Indian/Alaska Native - female 0.0 181.0 0.9 125 76,454 45 AS09M09 Grade 9 students - Asian - male 0.0 396.0 3.6 125 76,454 45 AS09F09 Grade 9 students - Asian - female 0.0 309.0 3.3 125 76,454 45 HI09M09 Grade 9 students - Hispanic - male 0.0 1,038.0 17.3 125 76,454 45 HI09F09 Grade 9 students - Hispanic - female 0.0 815.0 16.0 125 76,454 45 BL09M09 Grade 9 students - Black - male 0.0 498.0 14.0 125 76,454 45 BL09F09 Grade 9 students - Black - female 0.0 455.0 12.9 125 76,454 45 WH09M09 Grade 9 students - White - male 0.0 811.0 40.9 125 76,454 45 WH09F09 Grade 9 students - White - female 0.0 757.0 38.1 125 76,454 45 HP09M09 Grade 9 students - Hawaiian Native/Pacific Islander - male 0.0 30.0 0.3 8 97,007 26 HP09F09 Grade 9 students - Hawaiian Native/Pacific Islander – female 0.0 34.0 0.3 8 97,007 26 TR09M09 Grade 9 students - Two or more races - male 0.0 216.0 1.8 8 97,007 26 TR09F09 Grade 9 students - Two or more races - female 0.0 228.0 1.7 8 97,007 26 G1009 Grade 10 students - total 0.0 1,960.0 144.0 110 77,254 43 AM10M09 Grade 10 students - American Indian/Alaska Native - male 0.0 187.0 0.9 115 77,254 43 AM10F09 Grade 10 students - American Indian/Alaska Native – female 0.0 177.0 0.9 115 77,254 43 AS10M09 Grade 10 students - Asian - male 0.0 348.0 3.6 115 77,254 43 AS10F09 Grade 10 students - Asian - female 0.0 331.0 3.4 115 77,254 43 HI10M09 Grade 10 students - Hispanic - male 0.0 675.0 15.5 115 77,254 43 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-9 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed HI10F09 Grade 10 students - Hispanic - female 0.0 633.0 14.8 115 77,254 43 BL10M09 Grade 10 students - Black - male 0.0 598.0 12.4 115 77,254 43 BL10F09 Grade 10 students - Black - female 0.0 575.0 12.1 115 77,254 43 WH10M09 Grade 10 students - White - male 0.0 497.0 40.3 115 77,254 43 WH10F09 Grade 10 students - White - female 0.0 871.0 38.2 115 77,254 43 HP10M09 Grade 10 students - Hawaiian Native/Pacific Islander – male 0.0 22.0 0.3 8 97,258 24 HP10F09 Grade 10 students - Hawaiian Native/Pacific Islander – female 0.0 28.0 0.3 8 97,258 24 TR10M09 Grade 10 students - Two or more races - male 0.0 248.0 1.6 8 97,258 24 TR10F09 Grade 10 students - Two or more races - female 0.0 223.0 1.6 8 97,258 24 G1109 Grade 11 students - total 0.0 1,684.0 135.0 111 77,439 43 AM11M09 Grade 11 students - American Indian/Alaska Native - male 0.0 162.0 0.8 116 77,439 43 AM11F09 Grade 11 students - American Indian/Alaska Native – female 0.0 150.0 0.8 116 77,439 43 AS11M09 Grade 11 students - Asian - male 0.0 355.0 3.5 116 77,439 43 AS11F09 Grade 11 students - Asian - female 0.0 300.0 3.3 116 77,439 43 HI11M09 Grade 11 students - Hispanic - male 0.0 575.0 13.6 116 77,439 43 HI11F09 Grade 11 students - Hispanic - female 0.0 541.0 13.4 116 77,439 43 BL11M09 Grade 11 students - Black - male 0.0 400.0 10.5 116 77,439 43 BL11F09 Grade 11 students - Black - female 0.0 327.0 11.0 116 77,439 43 WH11M09 Grade 11 students - White - male 0.0 545.0 38.9 116 77,439 43 WH11F09 Grade 11 students - White - female 0.0 848.0 37.4 116 77,439 43 HP11M09 Grade 11 students - Hawaiian Native/Pacific Islander – male 0.0 20.0 0.3 8 97,268 24 HP11F09 Grade 11 students - Hawaiian Native/Pacific Islander – female 0.0 33.0 0.3 8 97,268 24 TR11M09 Grade 11 students - Two or more races - male 0.0 278.0 1.5 8 97,268 24 TR11F09 Grade 11 students - Two or more races - female 0.0 256.0 1.5 8 97,268 24 G1209 Grade 12 students - total 0.0 1,829.0 131.3 110 77,615 44 AM12M09 Grade 12 students - American Indian/Alaska Native - male 0.0 194.0 0.8 116 77,615 44 AM12F09 Grade 12 students - American Indian/Alaska Native – female 0.0 174.0 0.8 116 77,615 44 AS12M09 Grade 12 students - Asian - male 0.0 300.0 3.4 116 77,615 44 AS12F09 Grade 12 students - Asian - female 0.0 312.0 3.2 116 77,615 44 HI12M09 Grade 12 students - Hispanic - male 0.0 979.0 12.5 116 77,615 44 HI12F09 Grade 12 students - Hispanic - female 0.0 666.0 12.5 116 77,615 44 BL12M09 Grade 12 students - Black - male 0.0 509.0 9.7 116 77,615 44 BL12F09 Grade 12 students - Black - female 0.0 479.0 10.5 116 77,615 44 WH12M09 Grade 12 students - White - male 0.0 488.0 38.9 116 77,615 44 WH12F09 Grade 12 students - White - female 0.0 684.0 37.5 116 77,615 44 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-10 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed HP12M09 Grade 12 students - Hawaiian Native/Pacific Islander – male 0.0 30.0 0.3 8 97,301 24 HP12F09 Grade 12 students - Hawaiian Native/Pacific Islander – female 0.0 26.0 0.3 8 97,301 24 TR12M09 Grade 12 students - Two or more races - male 0.0 284.0 1.4 8 97,301 24 TR12F09 Grade 12 students - Two or more races - female 0.0 234.0 1.4 8 97,301 24 UG09 Ungraded students - total 0.0 722.0 20.9 262 93,236 10 AMUGM09 Ungraded students - American Indian/Alaska Native - male 0.0 12.0 0.1 269 93,236 10 AMUGF09 Ungraded students - American Indian/Alaska Native – female 0.0 10.0 0.0 269 93,236 10 ASUGM09 Ungraded students - Asian - male 0.0 74.0 0.6 269 93,236 10 ASUGF09 Ungraded students - Asian - female 0.0 44.0 0.3 269 93,236 10 HIUGM09 Ungraded students - Hispanic - male 0.0 279.0 5.4 269 93,236 10 HIUGF09 Ungraded students - Hispanic - female 0.0 150.0 2.5 269 93,236 10 BLUGM09 Ungraded students - Black - male 0.0 283.0 4.3 269 93,236 10 BLUGF09 Ungraded students - Black - female 0.0 219.0 2.0 269 93,236 10 WHUGM09 Ungraded students - White - male 0.0 345.0 3.8 269 93,236 10 WHUGF09 Ungraded students - White - female 0.0 119.0 1.8 269 93,236 10 HPUGM09 Ungraded students - Hawaiian Native/Pacific Islander – male 0.0 2.0 0.0 261 98,231 3 HPUGF09 Ungraded students - Hawaiian Native/Pacific Islander – female 0.0 2.0 0.0 261 98,231 3 TRUGM09 Ungraded students - Two or more races - male 0.0 11.0 0.1 261 98,231 3 TRUGF09 Ungraded students - Two or more races - female 0.0 7.0 0.0 0 98,492 3 MEMBER09 All students - total 0.0 8,539.0 499.1 344 4,061 90 AM09 All students - American Indian/Alaska Native 0.0 1,388.0 6.3 425 4,254 96 AMALM09 All students - American Indian/Alaska Native - male 0.0 720.0 3.2 425 4,254 96 AMALF09 All students - American Indian/Alaska Native - female 0.0 668.0 3.1 425 4,254 96 ASIAN09 All students - Asian 0.0 2,488.0 24.3 425 4,254 96 ASALM09 All students - Asian - male 0.0 1,302.0 12.4 425 4,254 96 ASALF09 All students - Asian - female 0.0 1,186.0 11.9 425 4,254 96 HISP09 All students - Hispanic 0.0 4,232.0 113.6 425 4,254 96 HIALM09 All students - Hispanic - male 0.0 2,217.0 58.2 425 4,254 96 HIALF09 All students - Hispanic - female 0.0 2,082.0 55.4 425 4,254 96 BLACK09 All students - Black 0.0 5,801.0 82.4 425 4,254 96 BLALM09 All students - Black - male 0.0 2,807.0 42.0 425 4,254 96 BLALF09 All students - Black - female 0.0 2,994.0 40.4 425 4,254 96 WHITE09 All students - White 0.0 7,246.0 265.0 425 4,254 96 WHALM09 All students - White - male 0.0 3,377.0 136.7 425 4,254 96 WHALF09 All students - White - female 0.0 3,869.0 128.3 425 4,254 96 PACIFIC09 All students - Hawaiian Native/Pacific Islander 0.0 187.0 1.9 29 78,852 70 HPALM09 All students - Hawaiian Native/Pacific Islander - male 0.0 91.0 1.0 29 78,852 70 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-11 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2009–10—Continued Variable Label Mini- mum Maxi- mum Mean Missing Not applicable Sup- pressed HPALF09 All students - Hawaiian Native/Pacific Islander - female 0.0 96.0 0.9 29 78,852 70 TR09 All students - Two or more races 0.0 1,784.0 13.4 29 78,852 70 TRALM09 All students - Two or more races - male 0.0 1,007.0 6.8 29 78,852 70 TRALF09 All students - Two or more races - female 0.0 851.0 6.6 29 78,852 70 TOTETH09 Total ethnic 0.0 8,278.0 495.5 425 4,254 96 # Rounds to zero. NOTE: “Suppressed” indicates that data were suppressed due to data quality concerns based on CCD business rules and edit methodology. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-12 Table B-3. Frequencies of categorical variables: School Year 2009–10 Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent School type (TYPE09) 1—Regular 92,852 89.3 92,852 89.3 2—Special education 2,360 2.3 95,212 91.6 3—Vocational 1,470 1.4 96,682 93.0 4—Alternative/other 6,976 6.7 103,658 99.7 5—Reportable program 301 0.3 103,959 100.0 School operational status (STATUS09) 1—Continuing 98,322 94.6 98,322 94.6 2—Closed 2,137 2.1 100,459 96.6 3—New 1,834 1.8 102,293 98.4 4—Added 56 0.1 102,349 98.5 5—Changed agency 272 0.3 102,621 98.7 6—Inactive 592 0.6 103,213 99.3 7—Future 397 0.4 103,610 99.7 8—Reopened 349 0.3 103,959 100.0 NCES urban-centric locale code (ULOCAL09) 11—City, large 13,867 13.3 13,867 13.3 12—City, midsize 6,009 5.8 19,876 19.1 13—City, small 7,189 6.9 27,065 26.0 21—Suburb, large 23,553 22.7 50,618 48.7 22—Suburb, midsize 3,001 2.9 53,619 51.6 23—Suburb, small 1,998 1.9 55,617 53.5 31—Town, fringe 2,051 2.0 57,668 55.5 32—Town, distant 7,392 7.1 65,060 62.6 33—Town, remote 5,182 5.0 70,242 67.6 41—Rural, fringe 13,843 13.3 84,085 80.9 42—Rural, distant 11,988 11.5 96,073 92.4 43—Rural, remote 7,335 7.1 103,408 99.5 M—Missing 82 0.1 103,490 99.6 N—Not applicable 469 0.5 103,959 100.0 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-13 Table B-3. Frequencies of categorical variables: School Year 2009–10—Continued Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent School low grade offered (GSLO09) 01—1st grade students 1,348 1.3 1,348 1.3 02—2nd grade students 676 0.7 2,024 2.0 03—3rd grade students 1,585 1.5 3,609 3.5 04—4th grade students 1,416 1.4 5,025 4.8 05—5th grade students 2,687 2.6 7,712 7.4 06—6th grade students 12,380 11.9 20,092 19.3 07—7th grade students 6,635 6.4 26,727 25.7 08—8th grade students 895 0.9 27,622 26.6 09—9th grade students 16,800 16.2 44,422 42.7 10—10th grade students 968 0.9 45,390 43.7 11—11th grade students 291 0.3 45,681 43.9 12—12th grade students 172 0.2 45,853 44.1 KG—Kindergarten students 27,315 26.3 73,168 70.4 N—Not applicable 2,236 2.2 75,404 72.5 PK—Prekindergarten students 28,133 27.1 103,537 99.6 UG—Students in ungraded classes 422 0.4 103,959 100.0 School high grade offered (GSHI09) 01—1st grade students 542 0.5 542 0.5 02—2nd grade students 1,587 1.5 2,129 2.1 03—3rd grade students 1,622 1.6 3,751 3.6 04—4th grade students 3,880 3.7 7,631 7.3 05—5th grade students 27,267 26.2 34,898 33.6 06—6th grade students 13,744 13.2 48,642 46.8 07—7th grade students 598 0.6 49,240 47.4 08—8th grade students 21,264 20.5 70,504 67.8 09—9th grade students 1,489 1.4 71,993 69.3 10—10th grade students 426 0.4 72,419 69.7 11—11th grade students 443 0.4 72,862 70.1 12—12th grade students 26,816 25.8 99,678 95.9 KG—Kindergarten students 562 0.5 100,240 96.4 N—Not applicable 2,236 2.2 102,476 98.6 PK—Prekindergarten students 1,061 1.0 103,537 99.6 UG—Students in ungraded classes 422 0.4 103,959 100.0 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-14 Table B-3. Frequencies of categorical variables: School Year 2009–10—Continued Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent School level (LEVEL09) 1—Primary 54,637 52.6 54,637 52.6 2—Middle 17,125 16.5 71,762 69.0 3—High 21,154 20.4 92,916 89.4 4—Other 6,966 6.7 99,882 96.1 N—Not applicable 4,077 3.9 103,959 100.0 Title I eligible school (TITLEI09) 1—Yes 66,488 64.0 66,488 64.0 2—No 29,925 28.8 96,413 92.7 M—Missing 869 0.8 97,282 93.6 N—Not applicable 6,677 6.4 103,959 100.0 School-wide Title I (STITLI09) 1—Yes 46,102 44.4 46,102 44.4 2—No 20,386 19.6 66,488 64.0 M—Missing 869 0.8 67,357 64.8 N—Not applicable 36,602 35.2 103,959 100.0 Magnet school indicator (MAGNET09) 1—Yes 2,259 2.2 2,259 2.2 2—No 54,031 52.0 56,290 54.2 M—Missing 13,817 13.3 70,107 67.4 N—Not applicable 33,852 32.6 103,959 100.0 Charter school indicator (CHARTR09) 1—Yes 5,361 5.2 5,361 5.2 2—No 86,034 82.8 91,395 87.9 M—Missing 35 # 91,430 88.0 N—Not applicable 12,529 12.1 103,959 100.0 Shared time indicator (SHARED09) 1—Yes 2,642 2.5 2,642 2.5 2—No 80,097 77.1 82,739 79.6 M—Missing 21,220 20.4 103,959 100.0 BIE school flag (BIES09) 1—Yes 11 # 11 # 2—No 103,948 100.0 103,959 100.0 See notes at end of table. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 B-15 Table B-3. Frequencies of categorical variables: School Year 2009–10—Continued Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent Race/ethnicities categories indicator (RACECAT09) 5—5 race/ethnicity categories used in reporting 77,988 75.0 77,988 75.0 7—7 race/ethnicity categories used in reporting 25,971 25.0 103,959 100.0 # Rounds to zero. NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary /Secondary School Universe Survey,” 2009–10, Version Provisional 2a. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-4. Number of operating public elementary and secondary schools, by school type, charter, magnet, Title I and Title I Table B-1. schoolwide status, and state or jurisdiction: School year 2009–10 State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Reporting states2 89,018 2,089 1,417 6,293 4,952 2,213 64,811 44,512 Alabama 1,370 41 72 117 † 31 925 879 Alaska 450 2 3 51 25 13 359 310 Arizona 1,939 20 207 82 504 † 1,251 873 Arkansas 1,082 4 23 11 38 40 829 715 California 8,472 146 75 1,375 813 1 6,044 4,245 Colorado 1,683 9 6 95 158 25 674 438 Connecticut 1,049 56 16 44 18 54 547 192 Delaware 182 19 6 10 18 3 175 155 District of Columbia 208 10 4 11 99 5 186 181 Florida 3,398 170 53 422 412 363 2,606 2,399 Georgia 2,248 72 1 140 63 78 1,531 1,254 Hawaii 285 3 0 1 31 † 196 180 Idaho 633 15 11 83 36 3 524 468 Illinois 4,017 147 53 188 39 104 3,194 1,371 Indiana 1,875 38 29 19 53 24 1,384 954 Iowa 1,410 7 0 51 9 † 958 538 Kansas 1,407 10 1 1 35 35 1,178 754 Kentucky 1,238 10 124 170 † 41 1,079 1,008 Louisiana 1,260 38 6 184 77 83 1,191 1,116 Maine 619 1 27 2 † 1 544 389 Maryland 1,321 40 24 62 42 87 409 304 Massachusetts 1,755 23 39 19 62 — 1,038 507 Michigan 3,332 197 38 312 294 477 2,899 1,589 Minnesota 1,666 276 11 480 181 76 873 277 Mississippi 928 3 90 64 1 19 706 686 Missouri 2,181 68 66 112 48 35 1,111 501 Montana 822 2 0 4 † † 634 395 Nebraska 1,087 28 0 5 † † 528 299 Nevada 593 10 1 32 35 24 333 288 New Hampshire 484 0 0 0 15 † 404 115 New Jersey 2,359 73 55 103 70 † 1,430 396 New Mexico 808 6 1 40 72 2 751 716 New York 4,591 105 6 28 140 183 4,259 1,595 North Carolina 2,531 14 1 4 96 125 1,971 1,790 North Dakota 474 34 9 0 † † 303 78 Ohio 3,653 64 73 6 323 † 2,863 1,975 Oklahoma 1,786 4 0 5 18 † 1,157 987 Oregon 1,256 2 0 43 102 † 612 420 Pennsylvania 3,132 12 87 13 134 53 2,453 1,335 Rhode Island 298 3 11 9 12 † 232 122 South Carolina 1,136 10 39 21 39 † 992 927 South Dakota 676 7 4 27 † † 607 339 Tennessee 1,704 19 21 28 20 32 1,429 1,344 Texas 7,518 25 0 1,076 536 † 6,594 6,282 Utah 862 86 6 92 72 24 276 201 See notes at end of table. School type B-16 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-4. Number of operating public elementary and secondary schools, by school type, charter, magnet, Title I and Title I Table B-1. schoolwide and state or jurisdiction: School year 2009–10—Continued State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Vermont 307 0 15 1 † 2 250 183 Virginia 1,883 42 49 190 3 166 735 407 Washington 1,885 103 15 315 † † 1,486 1,069 West Virginia 693 3 31 32 † † 370 369 Wisconsin 2,136 9 8 89 206 4 1,558 518 Wyoming 336 3 0 24 3 † 173 79 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 125 0 0 0 † † — — DDESS: DoDs Domestic3 66 0 0 0 † † — — Bureau of Indian Education 173 0 0 0 † † 173 173 American Samoa 28 1 1 0 — — — — Guam 40 0 0 0 — — — — Commonwealth of the Northern Mariana Islands 30 0 0 0 † † — — Puerto Rico 1,447 25 29 8 † † 1,495 1,408 U.S. Virgin Islands 31 0 1 0 † 1 — — — Not available. † Not applicable. Some states do not have charter school authorization and some states do not designate magnet schools. Department of Defense Dependents schools (DoDDs and DDESS) do not designate Title I and Title I schoolwide eligible schools. School type SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. 1 Schools eligible for Title I schoolwide programs are also included in the counts of all Title I eligible schools. 2 A reporting states' total is shown for the 50 states and District of Columbia if data for any item in the table were missing for some of the schools in the United States. 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: The operating schools in the 50 states and DC exclude schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include two in Arizona, one in Michigan, and eight in North Dakota. Every school is assigned a school type based on its instructional emphasis. A school may be included under the Charter, Magnet, and/or Title I statuses, which are independent of one another and of school type. Numbers and types of schools may differ from those published by states in their own reports. B-17 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-5. Number of students in membership in operating public elementary and secondary schools, by school type, charter, magnet, Title I and Title I schoolwide status, and state or jurisdiction: School year 2009–10 State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Reporting states2 48,186,142 192,989 129,840 572,548 1,610,285 1,515,562 31,852,019 22,259,671 Alabama 744,895 998 41 2,902 † 14,792 454,301 436,081 Alaska 117,598 84 769 13,210 5,196 4,288 69,966 54,531 Arizona 1,062,950 1,419 3,495 10,892 113,974 † 650,243 506,610 Arkansas 478,796 222 0 1,541 8,662 23,286 324,890 273,875 California 5,965,915 26,191 611 173,932 316,658 ‡ 3,740,915 2,829,642 Colorado 814,926 1,154 797 15,029 66,826 10,090 241,229 174,339 Connecticut 546,358 3,312 10,469 3,662 5,215 21,126 253,569 89,038 Delaware 114,744 1,737 7,069 1,259 9,173 1,920 101,223 86,610 District of Columbia 66,109 1,510 954 646 25,813 2,269 57,594 56,375 Florida 2,570,257 17,964 3,298 43,003 137,887 377,367 1,876,355 1,676,830 Georgia 1,656,245 8,154 0 3,286 37,545 74,063 997,571 801,719 Hawaii 179,981 79 † 136 7,869 † 114,176 101,822 Idaho 271,080 135 81 5,003 14,529 1,224 194,563 166,437 Illinois 2,080,445 8,088 220 8,174 35,836 75,721 1,568,854 714,144 Indiana 1,043,004 1,153 0 2,504 18,488 12,745 726,120 489,621 Iowa 478,318 547 † 3,258 593 † 299,208 172,991 Kansas 468,926 326 0 41 4,684 14,108 359,687 237,724 Kentucky 669,531 572 0 6,183 † 38,384 564,883 515,574 Louisiana 652,595 1,179 0 36,967 31,467 47,064 553,848 513,311 Maine 184,180 16 0 36 † 132 150,925 98,805 Maryland 827,977 4,338 8,122 7,975 11,995 75,877 178,305 132,559 Massachusetts 913,332 4,759 35,423 3,539 27,393 — 503,449 245,079 Michigan 1,549,027 31,418 1,473 34,744 110,504 218,123 1,280,207 656,102 Minnesota 806,143 15,100 9 15,684 35,375 36,667 323,010 89,976 Mississippi 492,279 202 0 0 375 4,441 342,900 330,899 Missouri 905,232 4,480 4,518 2,238 18,415 16,013 368,750 166,518 Montana 141,693 35 † 79 † † 111,543 62,854 Nebraska 294,685 576 † 0 † † 136,040 72,394 Nevada 428,536 709 157 5,957 11,613 34,727 218,000 188,171 New Hampshire 197,140 † † † 816 † 161,939 32,360 New Jersey 1,353,175 9,149 21,891 2,216 22,981 † 760,183 223,018 New Mexico 327,362 619 319 4,284 13,090 18 290,574 271,965 New York 2,679,340 22,844 6,429 7,384 43,963 112,070 2,448,874 954,436 North Carolina 1,476,561 458 235 100 38,973 89,562 1,042,315 915,597 North Dakota 93,032 23 0 † † † 48,220 13,140 Ohio 1,754,345 6,060 965 941 90,989 † 1,274,888 830,916 Oklahoma 653,603 237 † 962 6,315 † 410,996 338,787 Oregon 548,032 148 † 5,666 18,334 † 225,041 160,033 Pennsylvania 1,740,866 1,257 18,115 1,095 79,167 26,945 1,283,157 670,800 Rhode Island 139,781 147 1,771 1,975 3,233 † 116,462 54,887 South Carolina 721,466 825 0 851 13,035 † 588,616 527,887 South Dakota 122,383 98 19 1,208 † † 91,527 42,415 Tennessee 967,003 1,701 1,379 2,345 4,343 17,899 752,492 686,507 Texas 4,770,424 2,412 † 76,590 148,392 † 3,706,798 3,508,705 Utah 569,093 5,948 0 7,752 33,968 11,004 131,444 93,341 See notes at end of table. Number of students B-18 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-5. Number of students in membership in operating public elementary and secondary schools, by school type, charter, magnet, Title I and Title I schoolwide status, and state or jurisdiction: School year 2009–10—Continued State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Vermont 86,118 † 0 19 † 431 63,603 45,990 Virginia 1,241,919 391 0 2,975 179 151,625 330,062 178,971 Washington 984,044 3,863 398 47,034 † † 657,288 457,380 West Virginia 281,537 160 10 954 † † 106,954 106,656 Wisconsin 866,214 192 803 5,112 36,153 1,581 561,921 187,342 Wyoming 86,947 0 † 1,205 269 † 36,341 17,907 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 — † † † † † — — DDESS: DoDs Domestic3 — † † † † † — — Bureau of Indian Education 41,351 † † † † † 41,351 41,351 American Samoa — † † † † — — — Guam — † † † † — — — Commonwealth of the Northern Mariana Islands 10,961 † † † † — — — Puerto Rico 472,936 2,428 17,651 347 † † 493,168 461,283 U.S. Virgin Islands 15,405 † 0 † † 1,376 — — — Not available. † Not applicable. Membership reported as not applicable or some states do not have charter school authorization and some states do not designate magnet schools. Department of Defense Dependents schools (DoDDs and DDESS) do not designate Title 1 and Title 1 schoolwide eligible schools. Number of students 1 Schools eligible for Title I schoolwide programs are also included in the count of all Title I eligible schools. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. 2 A reporting states' total is shown for the 50 states and District of Columbia if data for any item in the table were missing for some of the schools in the United States. 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: The operating schools in the 50 states and DC exclude schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include two in Arizona, one in Michigan, and eight in North Dakota. Every school is assigned a school type based on its instructional emphasis. A school may be included under the Charter, Magnet, and/or Title I statuses, which are independent of one another and of school type. Numbers and types of schools may differ from those published by states in their own reports. ‡ Reporting standards not met. Data missing for more than 80 percent of schools in the state or jurisdiction. B-19 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-6. Median student/teacher ratio for regular operating public elementary and secondary schools with membership, by instructional level and state or jurisdiction: School year 2009–10 State or jurisdiction Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio United States1 47,915,466 15.5 23,453,602 15.7 9,421,235 15.2 13,646,322 15.2 1,394,307 13.9 Alabama 712,402 15.9 316,251 15.5 135,746 16.2 193,364 17.3 67,041 15.3 Alaska 117,283 13.6 53,986 15.5 16,563 15.9 30,387 16.3 16,347 10.0 Arizona 946,329 18.1 524,805 17.8 144,516 18.6 267,035 19.9 9,973 16.4 Arkansas 478,796 12.7 227,693 14.3 104,251 11.7 132,162 10.3 14,690 11.7 California 5,954,684 21.5 2,973,626 21.1 1,086,598 22.9 1,773,099 23.2 121,361 20.9 Colorado 814,291 16.5 419,458 16.6 142,618 16.0 215,083 16.5 37,132 15.4 Connecticut 545,881 13.8 267,097 14.4 113,377 12.7 157,281 12.9 8,126 12.5 Delaware 114,744 15.0 56,768 14.9 26,609 15.0 29,479 15.4 1,888 15.5 District of Columbia 64,890 11.2 37,918 11.1 8,372 11.6 13,613 10.9 4,987 11.6 Florida 2,557,980 15.4 1,264,233 14.7 511,321 17.1 714,377 18.8 68,049 15.2 Georgia 1,656,064 14.5 810,681 14.3 369,613 14.3 453,364 15.6 22,406 13.2 Hawaii 179,981 15.6 92,384 15.6 29,150 15.7 51,896 16.0 6,551 13.2 Idaho 271,050 18.0 128,606 18.6 55,332 17.4 70,220 16.3 16,892 13.9 Illinois 2,074,761 15.8 1,069,019 16.5 364,087 14.7 607,303 14.9 34,352 14.5 Indiana 1,043,004 17.3 494,967 17.3 205,198 17.2 316,821 17.4 26,018 16.2 Iowa 477,723 13.4 226,415 13.7 97,109 13.5 142,835 12.7 11,364 11.2 Kansas 467,179 13.3 230,566 13.8 90,836 13.0 138,126 12.2 7,651 11.7 Kentucky 641,516 19.6 337,248 19.4 122,346 20.4 172,554 20.5 9,368 17.0 Louisiana 647,072 14.1 328,718 14.3 119,811 14.2 155,228 14.1 43,315 13.2 Maine 184,090 11.6 85,606 11.7 40,429 11.6 55,434 11.4 2,621 9.1 Maryland 827,853 14.9 410,562 14.8 163,356 14.6 248,512 16.0 5,423 13.3 Massachusetts 913,332 14.0 428,465 14.4 198,329 13.2 255,145 13.5 31,393 16.4 Michigan 1,546,847 18.1 712,489 17.8 311,443 18.1 467,869 19.3 55,046 16.2 Minnesota 805,548 15.7 378,621 15.4 149,089 16.9 259,915 15.7 17,923 14.1 Mississippi 492,279 15.6 222,975 16.4 99,019 13.9 134,421 15.2 35,864 14.9 Missouri 897,813 13.5 431,296 13.4 179,641 14.1 263,044 12.9 23,832 12.7 Montana 141,693 11.5 68,691 12.2 29,153 11.6 43,849 10.2 0 † Nebraska 294,671 12.5 150,397 13.1 47,957 13.0 96,317 10.6 0 † Nevada 424,674 18.2 206,059 17.3 91,592 22.1 120,321 21.8 6,702 18.1 New Hampshire 195,883 12.1 87,795 12.3 44,624 11.8 63,087 12.2 377 7.9 New Jersey 1,353,083 14.3 662,313 14.7 271,168 13.8 391,955 13.8 27,647 14.7 New Mexico 326,575 14.6 162,775 14.7 67,275 14.4 88,035 14.2 8,490 14.3 New York 2,677,081 13.2 1,266,952 13.4 511,083 12.6 782,824 13.6 116,222 11.9 North Carolina 1,476,165 15.1 713,272 15.0 313,844 15.1 412,314 15.4 36,735 9.7 North Dakota 92,865 10.7 46,152 10.9 14,543 12.7 30,642 9.8 1,528 12.3 Ohio 1,748,729 17.4 802,788 18.3 357,041 16.4 514,892 16.3 74,008 16.8 Oklahoma 653,603 14.9 349,278 15.6 125,432 14.7 164,353 12.8 14,540 16.4 Oregon 545,655 19.8 259,160 19.8 108,925 20.2 165,794 19.7 11,776 14.8 Pennsylvania 1,736,012 14.1 791,566 14.3 330,832 13.3 532,461 14.1 81,153 13.7 Rhode Island 139,551 13.2 64,081 13.5 32,163 12.5 43,181 12.4 126 5.5 South Carolina 721,277 15.7 349,508 15.6 155,206 15.4 203,321 16.4 13,242 14.3 South Dakota 122,155 12.0 59,130 11.8 26,407 13.2 36,581 11.1 37 18.5 Tennessee 964,314 15.2 479,576 14.7 178,875 16.3 268,490 16.4 37,373 15.2 Texas 4,762,986 14.7 2,370,244 15.2 1,048,126 14.1 1,193,458 12.6 151,158 11.7 Utah 568,472 23.3 313,712 23.5 104,151 22.9 124,215 22.6 26,394 23.4 See notes at end of table. Total Primary Middle High Other B-20 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-6. Median student/teacher ratio for regular operating public elementary and secondary schools with membership, by instructional level and state or jurisdiction: School year 2009–10—Continued State or jurisdiction Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Number of students Median student/ teacher ratio Vermont 86,118 10.6 46,074 10.6 8,190 10.5 26,787 10.7 5,067 9.8 Virginia 1,241,919 17.0 600,509 16.6 252,188 17.1 378,433 18.5 10,789 16.0 Washington 976,800 19.0 468,695 18.7 185,566 19.5 280,881 20.2 41,658 18.2 West Virginia 281,537 14.6 139,337 14.9 55,689 13.6 76,733 14.6 9,778 13.7 Wisconsin 864,154 14.6 423,808 14.8 156,301 14.1 265,682 14.8 18,363 13.4 Wyoming 86,102 12.1 41,277 12.2 20,145 12.5 23,149 10.9 1,531 9.1 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 — — — — — — — — — — DDESS: DoDs Domestic2 — — — — — — — — — — Bureau of Indian Education 39,188 11.4 19,766 12.3 825 8.6 5,417 12.1 13,180 9.6 American Samoa — — — — — — — — — — Guam — — — — — — — — — — Commonwealth of the Northern Mariana Islands 10,499 18.6 5,457 18.7 1,684 20.0 3,304 17.8 54 18.0 Puerto Rico 472,936 12.4 220,562 11.9 89,813 13.0 91,791 14.6 70,770 12.1 U.S. Virgin Islands 15,405 12.1 7,578 12.3 2,620 11.3 5,065 13.9 142 5.1 — Not available. † Not applicable. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. Total Primary Middle High Other 1 U.S. totals include the 50 states and the District of Columbia. 2 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: The operating schools in the 50 states and DC exclude schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include two in Arizona, one in Michigan, and eight in North Dakota. Every school is assigned a school type based on its instructional emphasis. Instructional levels are primary (low grade prekindergarten to 3, high grade up to 8); middle (low grade 4 to 7, high grade 4 to 9); high (low grade 7 to 12, high grade 12 only); and other (any configuration not falling within the previous three, including ungraded schools). Table includes only those schools with one or more teachers. U.S. total averages are the ratio of total students to total teacher FTE. B-21 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-7. Average student membership size of regular operating public elementary and secondary schools with membership, by instructional level and state or jurisdiction: School year 2009–10 State or jurisdiction Number of schools Average student member- ship Number of schools Average student member- ship Number of schools Average student member- ship Number of schools Average student member- ship Number of schools Average student member- ship United States2 88,182 546.4 52,299 450.8 16,448 574.8 16,057 854.3 3,378 425.0 Alabama 1,347 553.0 707 473.0 269 533.5 270 740.5 101 663.8 Alaska 450 261.3 171 317.5 36 460.1 51 595.8 192 85.2 Arizona 1,912 555.9 1,131 509.6 268 559.0 401 739.7 112 358.0 Arkansas 1,078 444.2 547 416.3 224 465.4 279 473.7 28 524.6 California 8,377 712.2 5,617 530.6 1,355 803.0 1,199 1481.3 206 589.7 Colorado 1,683 484.2 1,027 409.0 296 481.8 290 741.7 70 530.5 Connecticut 1,040 525.3 661 404.8 194 584.4 164 959.1 21 387.0 Delaware 181 633.9 111 511.4 39 682.3 27 1091.8 4 472.0 District of Columbia 198 333.9 133 294.3 27 310.1 26 523.6 12 415.6 Florida 3,222 797.7 2,026 627.5 580 883.4 450 1589.7 166 428.5 Georgia 2,236 740.7 1,305 621.2 493 749.7 383 1183.8 55 410.0 Hawaii 284 633.7 181 510.4 38 767.1 39 1330.7 26 252.0 Idaho 632 428.9 354 363.3 113 489.7 120 585.2 45 376.0 Illinois 4,005 519.5 2,527 424.3 775 470.4 645 942.1 58 619.8 Indiana 1,867 558.7 1,137 435.3 347 591.3 337 940.1 46 565.6 Iowa 1,402 341.2 759 298.7 289 337.0 316 452.0 38 299.1 Kansas 1,380 339.8 764 303.3 253 361.1 333 415.0 30 255.0 Kentucky 1,217 550.1 754 454.7 229 568.8 213 878.3 21 446.1 Louisiana 1,259 518.3 712 465.3 243 496.4 212 737.0 92 482.7 Maine 619 297.5 383 223.5 114 355.4 109 508.6 13 201.6 Maryland 1,321 626.8 886 463.5 234 698.1 186 1336.1 15 361.5 Massachusetts 1,755 520.4 1,039 412.4 333 595.6 282 904.8 101 310.8 Michigan 3,247 477.1 1,845 386.5 607 513.3 633 739.9 162 345.5 Minnesota 1,647 489.5 912 415.6 253 589.3 431 603.4 51 351.4 Mississippi 924 532.8 456 489.0 192 515.7 200 672.1 76 471.9 Missouri 2,165 418.1 1,242 349.7 383 474.5 485 546.0 55 442.1 Montana 822 172.4 423 162.4 231 126.2 168 261.0 0 † Nebraska 1,020 288.9 619 243.0 126 380.6 275 350.2 0 † Nevada 590 726.3 371 560.2 108 858.8 98 1231.7 13 556.8 New Hampshire 483 408.2 294 299.4 97 460.9 88 727.5 4 94.3 New Jersey 2,358 573.9 1,506 439.8 445 609.5 340 1152.8 67 413.4 New Mexico 804 407.2 456 358.0 173 388.9 152 581.3 23 369.1 New York2 4,577 585.4 2,540 499.4 856 597.9 909 861.2 272 427.3 North Carolina 2,507 589.0 1,411 505.8 484 648.4 469 879.1 143 256.9 North Dakota 471 197.5 267 172.9 40 363.6 161 191.4 3 509.3 Ohio 3,643 481.6 1,999 402.4 729 490.8 775 668.1 140 530.9 Oklahoma 1,786 366.0 971 359.7 334 375.5 461 356.5 20 727.0 Oregon 1,252 437.7 733 354.7 211 516.3 249 668.7 59 213.3 Pennsylvania 3,117 558.5 1,845 430.3 554 598.9 601 888.7 117 693.6 Rhode Island 295 473.8 190 337.3 58 556.9 46 940.8 1 126.0 South Carolina 1,132 637.3 657 532.3 258 601.6 195 1042.7 22 601.9 South Dakota 670 182.7 336 176.0 167 158.2 166 221.7 1 37.0 Tennessee 1,672 578.4 1,007 477.6 303 591.9 284 946.1 78 487.9 Texas 7,489 637.0 4,325 549.1 1,690 620.5 1,128 1059.9 346 437.9 Utah 851 668.7 547 574.4 131 795.0 132 941.1 41 646.3 See notes at end of table. Total1 Primary Middle High Other B-22 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 Table B-7. Average student membership size of regular operating public elementary and secondary schools with membership, by instructional level and state or jurisdiction: School year 2009–10—Continued State or jurisdiction Number of schools Average student member- ship Number of schools Average student member- ship Number of schools Average student member- ship Number of schools Average student member- ship Number of schools Average student member- ship Vermont 307 280.5 220 209.4 26 315.0 44 608.8 17 298.1 Virginia 1,866 665.6 1,194 502.9 349 722.6 306 1236.7 17 634.6 Washington 1,864 527.9 1,124 420.1 329 567.0 302 936.8 109 388.8 West Virginia 692 406.8 447 311.7 121 460.2 105 730.8 19 514.6 Wisconsin 2,132 406.3 1,236 344.2 375 416.9 461 577.2 60 307.2 Wyoming 334 260.3 194 217.0 69 292.0 61 379.5 10 155.0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 — — — — — — — — — — DDESS: DoDs Domestic3 — — — — — — — — — — Bureau of Indian Education 173 239.0 103 202.3 5 165.0 18 319.8 47 296.4 American Samoa — — — — — — — — — — Guam — — — — — — — — — — Commonwealth of the Northern Mariana Islands 30 365.4 21 281.9 3 561.3 5 660.8 1 54.0 Puerto Rico 1,446 327.1 870 253.5 236 380.6 164 559.7 176 402.1 U.S. Virgin Islands 31 496.9 20 378.9 6 436.7 4 1266.3 1 142.0 — Not available. † Not applicable. 1 Total schools include primary, middle, high, and other schools. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. Total1 Primary Middle High Other 2 U.S. totals include the 50 states and the District of Columbia. 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: The operating schools in the 50 states and DC exclude schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include two in Arizona, one in Michigan, and eight in North Dakota. Every school is assigned a school type based on its instructional emphasis. Instructional levels are primary (low grade prekindergarten to 3, high grade up to 8); middle (low grade 4 to 7, high grade 4 to 9); high (low grade 7 to 12, high grade 12 only); and other (any configuration not falling within the previous three, including ungraded schools). B-23 Table B-8. Number of operating city, suburban, town, and rural public elementary and secondary schools with membership and percentage distribution of Table B-5. student membership in these schools, by state or jurisdiction: School year 2009–10 State or jurisdiction Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students United States1 12,888 15.3 5,457 6.5 6,529 7.5 21,785 29.1 2,698 3.2 1,807 2.0 Alabama 0 † 203 13.9 110 7.4 112 10.7 45 4.2 32 2.1 Alaska 79 30.4 0 † 13 3.9 0 † 0 † 10 4.2 Arizona 773 36.9 89 4.8 79 3.5 301 18.7 0 † 33 2.1 Arkansas 0 † 58 5.6 159 19.9 58 7.4 16 1.7 5 0.5 California 2,156 24.4 866 10.1 870 9.7 2,714 32.0 428 4.6 285 2.8 Colorado 329 22.1 76 4.5 105 6.9 383 27.1 24 1.2 61 4.2 Connecticut 0 † 173 14.6 149 12.9 472 43.5 115 10.6 0 † Delaware 0 † 0 † 36 13.0 75 40.5 0 † 12 6.0 District of Columbia 216 100.0 0 † 0 † 0 † 0 † 0 † Florida 333 7.5 294 7.2 396 9.3 1,437 42.7 264 7.3 66 1.3 Georgia 106 3.1 148 5.0 141 5.7 665 35.9 26 1.1 49 2.0 Hawaii 72 23.1 0 † 0 † 66 33.1 26 6.8 0 † Idaho 0 † 60 11.1 94 17.0 34 7.6 0 † 40 7.8 Illinois 634 19.4 211 6.2 231 5.8 1,363 38.8 131 3.3 73 1.6 Indiana 232 13.9 67 3.5 182 10.8 311 20.4 31 1.8 26 1.3 Iowa 0 † 127 13.5 124 14.1 54 6.4 16 1.3 8 0.9 Kansas 85 9.7 122 13.3 16 1.6 112 13.2 9 1.0 2 0.1 Kentucky 178 16.3 0 † 52 3.4 122 11.1 23 1.5 22 1.9 Louisiana 91 5.5 174 14.0 127 9.1 139 11.3 75 6.5 54 4.8 Maine 0 † 0 † 50 12.5 0 † 34 8.1 23 4.0 Maryland 194 9.9 0 † 94 7.3 660 49.5 78 6.4 51 4.0 Massachusetts 147 6.4 112 6.3 143 8.3 1,046 60.4 91 4.8 2 0.1 Michigan 246 7.4 216 5.6 382 11.7 979 32.7 122 3.7 119 3.4 Minnesota 274 10.9 36 1.6 152 8.5 482 28.7 12 0.5 13 0.7 Mississippi 0 † 56 5.8 47 4.6 34 5.0 22 2.5 12 1.1 Missouri 253 10.4 70 3.6 64 3.4 425 27.6 16 1.0 30 1.7 Montana 0 † 28 10.0 34 12.7 0 † 4 1.0 7 1.8 Nebraska 184 33.7 0 † 0 † 54 10.7 6 1.1 0 † Nevada 109 20.0 92 14.2 31 4.8 156 33.4 0 † 0 † New Hampshire 0 † 21 8.0 20 6.3 28 7.6 41 14.8 35 8.8 New Jersey 92 3.3 0 † 177 6.7 1,873 74.5 48 1.9 34 1.4 New Mexico 145 22.9 0 † 63 10.1 49 8.7 6 0.9 10 1.5 New York 1,688 38.0 102 2.2 178 3.8 1,365 33.2 48 0.9 50 1.2 North Carolina 253 11.6 226 8.8 147 5.5 133 7.8 147 5.8 25 1.0 North Dakota 0 † 0 † 55 27.7 0 † 8 5.6 7 3.0 See notes at end of table. Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common B-24 City Suburban Large Midsize Small Large Midsize Small Table B-8. Number of operating city, suburban, town, and rural public elementary and secondary schools with membership and percentage distribution of Table B-5. student membership in these schools, by state or jurisdiction: School year 2009–10—Continued State or jurisdiction Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Ohio 538 12.7 118 2.5 196 4.8 1,082 35.3 70 1.7 96 2.4 Oklahoma 235 19.6 0 † 32 2.2 157 16.7 2 0.1 22 2.3 Oregon 124 10.9 92 9.1 114 12.5 182 18.8 46 3.9 7 0.6 Pennsylvania 407 12.5 50 1.8 145 5.1 1,066 38.2 107 3.9 103 3.4 Rhode Island 0 † 56 17.6 46 14.5 158 53.0 0 † 0 † South Carolina 0 † 58 4.3 124 11.9 176 18.0 41 3.5 30 3.2 South Dakota 0 † 46 15.4 24 9.6 0 † 0 † 2 0.7 Tennessee 309 17.2 117 7.1 86 5.3 161 12.6 32 1.9 30 1.6 Texas 2,012 26.9 698 9.1 388 5.3 1,355 22.0 108 1.3 100 1.3 Utah 0 † 71 7.1 104 9.7 401 50.9 0 † 26 2.6 Vermont 0 † 0 † 14 6.9 0 † 20 10.3 0 † Virginia 80 5.7 245 12.5 111 4.8 525 34.9 28 1.4 43 2.4 Washington 100 4.6 194 9.7 248 13.0 607 33.2 149 7.6 46 1.9 West Virginia 0 † 0 † 87 13.3 0 † 73 11.6 27 5.0 Wisconsin 214 10.0 85 4.7 242 12.7 213 13.4 110 6.6 73 3.8 Wyoming 0 † 0 † 47 23.9 0 † 0 † 6 1.8 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 † † † † † † † † † † † † DDESS: DoDs Domestic2 † † † † † † † † † † † † Bureau of Indian Education † † † † † † † † † † † † American Samoa † † † † † † † † † † † † Guam † † † † † † † † † † † † Commonwealth of the Northern Mariana Islands † † † † † † † † † † † † Puerto Rico 129 8.1 27 1.7 84 5.6 650 45.8 173 11.2 77 5.3 U.S. Virgin Islands 0 † 0 † 0 † 0 † 0 † 0 † See notes at end of table. Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common City Suburban Large Midsize Small Large Midsize Small B-25 Table B-8. Number of operating city, suburban, town, and rural public elementary and secondary schools with membership and percentage distribution of Table B-5. student membership in these schools, by state or jurisdiction: School year 2009–10—Continued State or jurisdiction Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students United States1 1,865 1.9 6,681 6.3 4,649 3.8 12,545 14.8 11,345 7.1 6,901 2.4 Alabama 27 2.6 138 9.3 35 2.4 260 22.2 316 19.6 108 5.7 Alaska 0 † 33 11.0 58 12.4 42 16.7 22 3.6 248 17.8 Arizona 28 1.4 64 2.3 188 6.5 273 16.1 140 5.7 122 2.0 Arkansas 26 3.0 104 11.2 89 8.8 206 20.7 226 14.2 145 7.1 California 242 2.2 469 3.3 165 0.7 904 8.6 407 1.3 259 0.4 Colorado 36 2.8 43 2.2 150 5.9 209 15.7 131 3.7 245 3.8 Connecticut 52 3.8 8 0.6 0 † 158 13.0 23 1.0 0 † Delaware 8 4.2 26 11.6 0 † 36 19.4 12 5.3 0 † District of Columbia Florida 39 0.7 177 3.7 46 0.9 562 16.4 161 2.7 21 0.3 Georgia 39 1.7 176 7.0 60 2.2 555 26.3 251 8.4 55 1.5 Hawaii 0 † 7 1.7 64 22.7 25 7.7 18 3.5 9 1.3 Idaho 14 2.2 60 7.2 83 12.0 116 21.2 98 8.0 112 6.1 Illinois 69 1.5 311 5.2 224 3.8 360 8.4 563 5.1 102 0.9 Indiana 49 2.5 267 13.2 18 0.7 347 18.5 358 12.9 12 0.4 Iowa 15 1.5 148 10.9 203 14.3 126 10.9 404 17.2 233 9.0 Kansas 22 1.9 120 9.5 202 15.7 151 15.3 211 9.0 336 9.9 Kentucky 23 2.1 145 11.2 119 9.1 248 20.8 281 15.8 124 6.8 Louisiana 23 1.5 228 13.9 49 2.8 230 16.4 209 11.5 62 2.6 Maine 9 2.1 42 9.9 38 6.9 104 20.8 215 26.9 107 8.8 Maryland 35 2.6 38 2.5 0 † 182 13.6 80 4.2 1 # Massachusetts 26 1.1 30 0.9 0 † 189 10.9 45 0.9 0 † Michigan 101 2.7 222 5.7 160 3.5 463 12.4 475 8.8 180 2.5 Minnesota 69 3.3 185 7.6 219 8.9 219 13.9 250 7.8 322 7.4 Mississippi 11 1.7 56 6.4 213 21.8 150 21.4 226 21.4 100 8.3 Missouri 30 1.9 181 8.8 179 8.8 270 14.9 457 11.1 321 6.9 Montana 4 1.4 135 35.1 40 7.0 135 10.8 440 20.2 Nebraska 7 1.3 37 4.6 156 18.0 73 8.3 141 8.3 366 14.0 Nevada 8 0.9 19 2.1 39 4.3 87 17.3 18 1.5 74 1.4 New Hampshire 6 1.1 48 10.9 32 5.0 98 19.6 114 14.2 40 3.5 New Jersey 55 1.6 10 0.3 0 † 246 9.5 28 0.7 0 † New Mexico 11 1.8 35 4.3 187 21.4 118 18.3 52 3.4 169 6.7 New York 103 2.0 239 4.1 80 1.3 352 7.2 409 5.6 60 0.6 North Carolina 51 2.3 282 9.5 28 0.9 651 29.5 490 15.5 79 1.9 North Dakota 0 † 3 0.4 61 20.2 21 6.5 60 8.4 258 28.1 See notes at end of table. B-26 Town Rural Fringe Distant Remote Fringe Distant Remote Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Table B-8. Number of operating city, suburban, town, and rural public elementary and secondary schools with membership and percentage distribution of Table B-5. student membership in these schools, by state or jurisdiction: School year 2009–10—Continued State or jurisdiction Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Number of schools Percent of students Ohio 124 3.2 408 10.3 15 0.4 528 15.9 540 10.5 5 0.1 Oklahoma 17 1.3 196 12.9 164 9.7 216 12.7 436 14.9 318 7.7 Oregon 70 6.3 136 11.1 132 8.9 151 10.2 131 5.1 112 2.6 Pennsylvania 96 2.8 274 8.7 44 1.2 490 14.5 343 7.3 36 0.6 Rhode Island 7 2.4 0 † 0 † 35 10.6 6 2.1 0 † South Carolina 20 1.7 141 11.2 22 1.6 305 31.4 216 12.6 12 0.6 South Dakota 6 2.9 16 4.0 73 20.5 32 11.0 110 9.9 391 25.9 Tennessee 16 0.9 186 10.2 53 3.4 362 24.3 316 13.4 52 2.0 Texas 114 1.2 617 5.6 446 3.9 1,250 16.5 901 5.3 482 1.7 Utah 14 1.1 67 7.5 58 4.4 97 10.9 43 2.8 101 3.0 Vermont 0 † 21 11.9 27 13.9 50 18.7 123 27.5 53 10.8 Virginia 12 0.5 125 5.6 27 1.1 336 19.2 293 10.0 65 1.9 Washington 58 2.6 147 6.1 102 3.9 252 11.0 202 4.5 137 1.9 West Virginia 6 0.9 93 15.5 46 6.8 129 20.5 201 20.1 66 6.4 Wisconsin 67 3.9 303 14.8 53 2.0 214 10.9 429 11.6 221 5.4 Wyoming 0 † 0 † 107 41.1 27 9.5 29 4.9 140 18.7 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 † † † † † † † † † † † † DDESS: DoDs Domestic2 † † † † † † † † † † † † Bureau of Indian Education † † † † † † † † † † † † American Samoa † † † † † † † † † † † † Guam † † † † † † † † † † † † Commonwealth of the Northern Mariana Islands † † † † † † † † † † † † Puerto Rico 55 3.8 0 † 0 † 301 18.3 2 0.0 0 † U.S. Virgin Islands 0 † 0 † 28 93.4 2 6.0 1 0.6 0 † †Not applicable. # Rounds to zero. B-27 NOTE: The operating schools in the 50 states and DC exclude schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include two in Arizona, one in Michigan, and eight in North Dakota. Details may not sum to totals because of rounding. Core of Data Public Elementary/Secondary School Universe Survey: School Year 2009–10 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common 2DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary /Secondary School Universe Survey,” 2009–10, Version Provisional 2a. Town Rural Fringe Distant Remote Fringe Distant Remote 1U.S. totals include the 50 states and the District of Columbia. C-1 Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-2 Page intentionally left blank. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-3 For the CCD to have comparable data across states, all states must abide by the same standard definitions when reporting on schools, students, and staff. To ensure a common understanding, definitions for critical terms are presented below. The glossary contains definitions for all variables and terms found on the CCD school, agency, or state files. Agency Charter Status Indication of the relationship between the agency and associated charter schools. Categories are: all associated schools are charters; some associated schools are charter; no associated schools are charter. Alternative Education School A public elementary/secondary school that (1) addresses needs of students that typically cannot be met in a regular school, (2) provides nontraditional education, (3) serves as an adjunct to a regular school, or (4) falls outside the categories of regular, special education, or vocational education. American Indian/Alaska Native A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment (OMB directive, 1977, 1997). 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. 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. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-4 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. 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. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-5 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. Education Agency A government agency administratively responsible for providing public elementary and/or secondary instruction or educational support services. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-6 Elementary A general level of instruction classified by state and local practice as elementary, composed of any span of grades not above grade 8; preschool or kindergarten included only if it is an integral part of an elementary school or a regularly established school system. 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. Grade Span Offered The span of grades intended to be served by a school or agency, whether or not there are students currently enrolled in all grades. If a high school also has a prekindergarten program, the grade span of the high school is reported as a high school, not as a PK–12 school. Also, the ungraded designation (UG) cannot be used in a grade span unless the whole school consists of ungraded students, and in this case the grade span is reported as UGUG. “Grade span” was calculated from school membership through 1997–98 and first collected as a separate item in 1998–99. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-7 Graduate, High School A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance). (See also, “Diploma Recipient.”) Guidance Counselor/Director Professional staff assigned specific duties and school time for counseling students and parents, addressing learning problems, evaluating student abilities, and assisting students in career and personal development. The state applies its own standards in apportioning the aggregate of guidance counselors/directors into the elementary and secondary level components. Head Start Program A federally funded program that provides comprehensive educational, social, health, and nutritional services to low- income preschool children and their families, and children from ages 3 to school entry age (i.e., the age of compulsory school attendance). Head Start students and teachers are reported on the CCD only when the program is administered by a local education agency. High School Completion Count A count of diploma recipients and other high school completers. Does not include high school equivalency recipients. High School Equivalency Certificate A formal document certifying that an individual met the state requirements for high school graduation equivalency by obtaining satisfactory scores on an approved examination, and meeting other performance requirements (if any) set by a state education agency or other appropriate body. High School Equivalency Recipient Individual who received a high school equivalency certificate during the previous school year or subsequent summer. The CCD reports only equivalency recipients who are 19 years of age or younger. Item was last reported on the Local Education Agency Survey in 1990–91, but was collected by the State Nonfiscal Survey through 2002– 03. Beginning with the 2003–04 collection, the item was replaced by the number of individuals age 19 or younger who passed the GED examination, as reported by the GED Testing Service. High School Graduate, Other Programs A student who received a high school diploma, equivalency diploma, or other completion credential during the previous school year or subsequent summer school; the credential is based upon completion of other than the standard high school requirements or is achieved through nontraditional means. Term was last used in 1986–87. See “Other Diploma Recipient,” “High School Equivalency Recipient,” and “Other High School Completer.” High School Graduate, Regular Day School A student who received a high school diploma during the previous school year or subsequent summer school; the diploma is based upon completion of high school requirements through traditional means. Term was last used in 1986–87. See “Regular Diploma Recipient.” Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-8 Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race (OMB directive, 1977, 1997). Individualized Educational Program (IEP) A written instructional plan for students with disabilities designated as special education students under the Individuals With Disabilities Education Act (IDEA, Part B). Each plan includes a (1) statement of the child’s present levels of educational performance, (2) statement of measurable annual goals, including academic and functional goals, (3) for children with disabilities who take alternate assessments aligned to alternate achievement standards, description of benchmarks or short term objectives; (4) statement of the special education and related services and supplementary aids and services; and (5) statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessment; and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. Instructional Aide Staff assigned to assist a teacher with routine activities associated with teaching (i.e., activities requiring minor decisions regarding students), such as monitoring, conducting rote exercises, operating equipment, and clerking. Includes only paid staff, and excludes volunteer aides. Instructional Coordinator and Supervisor Staff supervising instructional programs at the school district or subdistrict level, including supervisors of educational television staff; coordinators and supervisors of audiovisual services; curriculum coordinators and in- service training staff; Title I coordinators and home economics supervisors; and supervisory staff engaged in the development of computer-assisted instruction. School-based department chairpersons are excluded. Kindergarten A group or class that is part of a public school program and is taught during the year preceding first grade. 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.” 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 Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-9 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) Administrative Support Staff Staff members providing direct support to LEA administrators, business office support, data processing, secretarial and other clerical staff. Local Education Agency (LEA) Administrator Chief executive officers of education agencies, including superintendents, deputies, and assistant superintendents; other persons with districtwide responsibilities, e.g., business managers and professional instructional support staff. Excludes supervisors of instructional or student support staff. Local Education Agency ID Seven-digit code assigned by NCES that uniquely identifies each local education agency. Digits 1 and 2 are the 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.” Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-10 Locale, Metro-Centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The metro-centric locale assignment system 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. Locale, Urban-Centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The urban-centric locale assignment system has been used starting in 2006–07. The locale code categories are defined below. City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. City, Midsize: Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000. City, Small: Territory inside an urbanized area and inside a principal city with population less than 100,000. Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. Suburb, Midsize: Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000. Suburb, Small: Territory outside a principal city and inside an urbanized area with population less than 100,000. Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. Town, Distant: Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area. Town, Remote: Territory inside an urban cluster that is more than 35 miles of an urbanized area. Rural, Fringe: Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster. Rural, Distant: Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-11 Rural, Remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. Longitude Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a school’s longitude is 90 degrees, 15 minutes west, then it is shown as –90.250000. Magnet School or Program A special school or program designed to attract students of different racial/ethnic backgrounds for the purpose of reducing, preventing, or eliminating racial isolation (50 percent or more minority enrollment); and/or to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). Media Specialist See “Library and Media Support Staff.” Membership The count of students on the current roll taken on the school day closest to October 1, by using either the sum of original entries and re-entries minus total withdrawals or the sum of the total present and the total absent. Metropolitan Statistical Area (MSA) An area consisting of one or more contiguous counties (cities and towns in New England) that contain a core area with a large population nucleus, as well as adjacent communities having a high degree of economic and social integration with that core. Metropolitan Status (Metro Status) Metro status is defined as the classification of the reported location of an education agency’s administrative office relative to a metropolitan statistical area. (See also “Metropolitan Statistical Area.”) Micropolitan Statistical Area A core based statistical area associated with at least one urban cluster that has a population of at least 10,000 but less than 50,000. The micropolitan statistical area comprises the central county or counties that contain the core, plus adjacent outlying counties having a high degree of social and economic integration with the central county as measured through commuting. Midsize City Locale See “Locale, Metro-Centric.” Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-12 Migrant Student Children who are, or whose parents or spouses are, migratory agricultural workers, including migratory dairy workers, or migratory fishers, and who, in the preceding 36 months, in order to obtain, or accompany such parents or spouses, in order to obtain, temporary or seasonal employment in agricultural or fishing work (a) have moved from one local education agency (LEA) to another; (b) in a state that comprises a single LEA, have moved from one administrative area to another within such LEA; or (c) reside in an LEA of more than 15,000 square miles, and migrate a distance of 20 miles or more to a temporary residence to engage in a fishing activity. Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands (OMB directive, 1997). Officials and Administrators See “Local Education Agency Administrator.” Operational Status, Agency Classification of the operational conditions or changes in an education agency’s boundaries or jurisdiction. Classifications include currently operational; closed; new; added; changed boundry; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Prior to 1998–99, the term “Boundary Change” was used. Operational Status, School Classification of the operational condition of a school. Classifications include currently operational; closed; new; added; changed agency; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Other Diploma Recipient A student who received a diploma through other than a regular school program during the previous school year or subsequent summer. Last reported in 1997–98; combined with “Regular Diploma Recipient” in 1998–99, with both categories reported as “Diploma Recipient.” Other High School Completer Student who has received a certificate of attendance or other certificate of completion in lieu of a diploma during the previous school year and subsequent summer school. Other Support Staff Support staff not reported in instructional or student support. Include employees such as plant and equipment maintenance, bus drivers, security, and food service workers. Prekindergarten Student A student who is enrolled in a group or class that is part of a public school program taught during the year or years preceding kindergarten, excluding Head Start students unless part of an authorized public education program of a local education agency. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-13 Prekindergarten Teacher Teacher of a group or class that is part of a public school program that is taught during the year or years preceding kindergarten; includes teachers of Head Start students if part of 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. Regular Diploma Recipient See “High School Graduate, Regular Day School.” Last reported in 1997–98; combined with “Other Diploma Recipient” in 1998–99, with both categories reported as “Diploma Recipient.” Regular School A public elementary/secondary school providing instruction and education services that does not focus primarily on special education, vocational/technical education, or alternative education, or on any of the particular themes associated with magnet/special program emphasis schools. Reportable Program A program within a school that may be self-contained, but does not have its own principal. Rural Locale See “Locale, Urban-Centric.” Rural, Inside CBSA See “Locale, Metro-Centric.” Rural, Outside CBSA See “Locale, Metro-Centric.” School Administrative Support Staff Staff whose activities are concerned with support of the teaching and administrative duties of the office of the principal or department chairpersons. Category includes clerical staff and secretaries. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-14 School Administrator Staff whose activities are concerned with directing and managing the operation of a particular school. Category includes principals, assistant principals, and other assistants; and persons who supervise school operations, assign duties to staff members, supervise and maintain the records of the school, and coordinate school instructional activities with those of the education agency, including department chairpersons. School District An education agency or administrative unit that operates under a public board of education. School Identification (ID) Number Twelve-digit code assigned by NCES that uniquely identifies each public school. Digits 1 and 2 are the ANSI state code; digits 3–7 are the LEA ID; and digits 8–12 identify the school uniquely within a state. Schoolwide Title I Eligible School A school that is a Title I eligible school and its percentage of low-income students is at least 40 percent. (See also “Title I Eligible School.”) Secondary The general level of instruction classified by state and local practice as secondary and composed of any span of grades beginning with the next grade following the elementary grades and ending with or below grade 12. 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. 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. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-15 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. Teacher of Ungraded Class Teacher of a group or class that is not organized on the basis of 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. Appendix C—Glossary for the Common Core of Data: School Year 2009–10 C-16 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). D-1 Appendix D—State Notes for the Common Core of Data: School Year 2009–10 D-2 Page intentionally left blank. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-3 Table D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10 Variable Label Missing Not applicable FTE09 Classroom teachers American Samoa, Department of Defense Domestic, Guam. None. TITLEI09 Title I eligible schools Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Virgin Islands. None. STITLI09 School wide Title I Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Virgin Islands. None. MAGNET09 Magnet school indicator Massachusetts, American Samoa. Arizona, Hawaii, Iowa, Montana, Nebraska, New Hampshire, New Jersey, North Dakota, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Texas, Washington, West Virginia, Wyoming, Department of Defense Overseas, Bureau of Indian Education, Department of Defense Domestic, Commonwealth of the Northern Mariana Islands, Puerto Rico. CHARTR09 Charter school indicator American Samoa. Alabama, Kentucky, Maine, Montana, Nebraska, North Dakota, South Dakota, Vermont, Washington, West Virginia, Department of Defense Overseas, Bureau of Indian Education, Department of Defense Domestic, Commonwealth of the Northern Mariana Islands, Puerto Rico, Virgin Islands. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-4 Table D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable SHARED09 Shared time school indicator Texas. None. FRELCH09 Free lunch eligible students Department of Defense Domestic, Bureau of Indian Education, American Samoa, Department of Defense Overseas, Guam. None. REDLCH09 Reduced-price lunch eligible students Department of Defense Domestic, Bureau of Indian Education, American Samoa, Department of Defense Overseas, Guam, Virgin Islands. None. TOTFRL09 Total of free and reduced-lunch eligible Department of Defense Domestic, Bureau of Indian Education, American Samoa, Department of Defense Overseas, Guam. None. PK09 PK students – total California, Michigan, Oregon, Department of Defense Overseas, Department of Defense Domestic, Guam, Virgin Islands. American Samoa. KG09 KG students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0109 Grade 1 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-5 Table D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable G0209 Grade 2 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0309 Grade 3 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0409 Grade 4 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0509 Grade 5 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0609 Grade 6 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0709 Grade 7 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G0809 Grade 8 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-6 Table D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable G0909 Grade 9 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G1009 Grade 10 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G1109 Grade 11 students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G1209 Grade 12 students –total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. UG09 Ungraded students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Alabama, Alaska, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Louisiana, Maine, Maryland, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Dakota, Ohio, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming, Bureau of Indian Education, Virgin Islands. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-7 Table D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable MEMBER09 All students – total Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. AM09 All students – American Indian/ Alaska Native Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Commonwealth of the Northern Mariana Islands. ASIAN09 All students – Asian Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Bureau of Indian Education. HISP09 All students – Hispanic Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Bureau of Indian Education, Commonwealth of the Northern Mariana Islands. BLACK09 All students – Black Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Bureau of Indian Education, Commonwealth of the Northern Mariana Islands. WHITE09 All students – White Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Bureau of Indian Education. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-8 Table D-1. States with missing or not applicable values for all records in the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable PACIFIC09 All students – Hawaiian Native/ Pacific Islander None. Alabama, Arizona, Colorado, Connecticut, Delaware, District of Columbia, Florida, Hawaii, Idaho, Illinois, Indiana, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, Wisconsin, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Puerto Rico, Virgin Islands. TR09 All students – Two or more races None. Alabama, Arizona, Colorado, Connecticut, Delaware, District of Columbia, Florida, Hawaii, Idaho, Illinois, Indiana, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, Wisconsin, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Puerto Rico, Virgin Islands. PUPTCH09 Pupil teacher ratio Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2009–10, Version Provisional 2a. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-9 Table D-2. States with missing or not applicable values for all records in the Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey, by variable: School year 2009–10 Variable Label Missing Not applicable UG09 Ungraded students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Alabama, Alaska, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Louisiana, Maine, Maryland, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Dakota, Ohio, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming, Bureau of Indian Education, Virgin Islands. PK1209 PK-12 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. MEMBER09 Calculated total student membership Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. SPECED09 Special education – individualized education plan Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. ELL09 English language learner students Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Virgin Islands. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-10 Table D-2. States with missing or not applicable values for all records in the Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable PKTCH09 Teachers - prekindergarten California, Montana, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Virgin Islands. None. KGTCH09 Teachers - kindergarten California, Hawaii, Montana, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Puerto Rico. None. ELMTCH09 Teachers - elementary Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SECTCH09 Teachers - secondary Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. UGTCH09 Teachers - ungraded Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. Alabama, Alaska, Arizona, California, Colorado, Delaware, Idaho, Iowa, Louisiana, Maine, Maryland, Massachusetts, Missouri, Montana, Nebraska, New Hampshire, North Dakota, Oklahoma, Oregon, Rhode Island, South Carolina, Virginia, West Virginia, Wyoming. TOTTCH09 Teachers - total Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-11 Table D-2. States with missing or not applicable values for all records in the Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable AIDES09 Instructional aides/ paraprofessionals Alabama, Illinois, Nevada, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. CORSUP09 Instructional coordinators and supervisors Alabama, Alaska, California, Nevada, New Hampshire, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. ELMGUI09 Guidance counselors - elementary California, Kentucky, North Dakota, Ohio, Oregon, South Dakota, Texas, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Puerto Rico. None. SECGUI09 Guidance counselors - secondary California, Kentucky, North Dakota, Ohio, Oregon, South Dakota, Texas, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Puerto Rico. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-12 Table D-2. States with missing or not applicable values for all records in the Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable OTHGUI09 Guidance counselors – other Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. Alaska, Arizona, Arkansas, California, Connecticut, Delaware, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Louisiana, Maryland, Massachusetts, Minnesota, Mississippi, Nebraska, New Hampshire, New Jersey, New York, North Carolina, Oklahoma, Pennsylvania, Rhode Island, South Carolina, Utah, Vermont, Washington, West Virginia, Wyoming, Commonwealth of the Northern Mariana Islands. TOTGUI09 Guidance counselors - total California, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. LIBSPE09 Librarians/media specialists California, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands. None. LIBSUP09 Librarians/media support staff California, Illinois, Montana, Nevada, New Jersey, West Virginia, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. LEAADM09 LEA administrators Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-13 Table D-2. States with missing or not applicable values for all records in the Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey, by variable: School year 2009–10—Continued Variable Label Missing Not applicable LEASUP09 LEA administrative support staff California, Illinois, Montana, Nevada, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SCHADM09 School administrators Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SCHSUP09 School administrative support staff California, Illinois, Montana, Nevada, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. STUSUP09 Student support services staff New Hampshire, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. OTHSUP09 All other support staff Illinois, Montana, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2009–10, Version Provisional 2a. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-14 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 Variable Label Missing Not applicable PKTCH Prekindergarten teachers California, Montana, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Virgin Islands. None. KGTCH Kindergarten teachers California, Hawaii, Montana, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Puerto Rico. None. ELMTCH Elementary teachers Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SECTCH Secondary teachers Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. UGTCH Teachers of ungraded classes Department of Defense Overseas, Bureau of Indian Education, Department of Defense Domestic. Alabama, Alaska, Arizona, California, Colorado, Delaware, Idaho, Iowa, Louisiana, Maine, Maryland, Massachusetts, Missouri, Montana, Nebraska, New Hampshire, North Dakota, Oklahoma, Oregon, Rhode Island, South Carolina, Virginia, West Virginia, Wyoming, American Samoa, Guam. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-15 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 —Continued Variable Label Missing Not applicable TOTTCH Total full-time-equivalent (FTE) teachers Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. AIDES Instructional aides Illinois, Nevada, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. CORSUP Instructional coordinators & supervisors Alaska, California, Nevada, New Hampshire, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. ELMGUI Elementary guidance counselors/directors California, Kentucky, North Dakota, Ohio, Oregon, South Dakota, Texas, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Puerto Rico. None. SECGUI Secondary guidance counselors/directors California, Kentucky, North Dakota, Ohio, Oregon, South Dakota, Texas, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Puerto Rico. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-16 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 —Continued Variable Label Missing Not applicable OTHGUI Other guidance counselors/directors Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. Alabama, Alaska, Arizona, California, Connecticut, Delaware, Georgia, Hawaii, Idaho, Indiana, Iowa, Kansas, Louisiana, Maryland, Massachusetts, Minnesota, Mississippi, Nebraska, New Hampshire, New Jersey, New York, North Carolina, Oklahoma, Pennsylvania, Rhode Island, South Carolina, Utah, Vermont, Washington, West Virginia, Wyoming, Commonwealth of the Northern Mariana Islands. TOTGUI Total guidance counselors/directors California, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. LIBSPE Librarians California, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. Commonwealth of the Northern Mariana Islands. LIBSUP Library support staff California, Illinois, Montana, Nevada, New Jersey, West Virginia, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-17 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 —Continued Variable Label Missing Not applicable LEAADM Local education agency (LEA) administrators Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. LEASUP Administrative support staff California, Illinois, Montana, Nevada, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SCHADM School administrators Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. SCHSUP School support staff California, Illinois, Montana, Nevada, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. STUSUP Student support services New Hampshire, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. OTHSUP All other support services staff Illinois, Montana, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam. None. PK Prekindergarten students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Virgin Islands. KG Kindergarten students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-18 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 —Continued Variable Label Missing Not applicable G01 Grade 1 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G02 Grade 2 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G03 Grade 3 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G04 Grade 4 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G05 Grade 5 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G06 Grade 6 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G07 Grade 7 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G08 Grade 8 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G09 Grade 9 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G10 Grade 10 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. G11 Grade 11 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-19 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 —Continued Variable Label Missing Not applicable G12 Grade 12 students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. UG Ungraded students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. Alabama, Alaska, Colorado, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Louisiana, Maine, Maryland, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Dakota, Ohio, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming, Bureau of Indian Education, Virgin Islands. MEMBER Total students Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. AM Total students – American Indian/Alaska Native Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. AS Total students – Asian Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. HI Total students – Hispanic Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. BL Total students – Black Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. See notes at end of table. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-20 Table D-3. States that reported missing or not applicable values for all records in the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, by variable: School year 2009–10 —Continued Variable Label Missing Not applicable WH Total students – White Department of Defense Overseas, American Samoa, Department of Defense Domestic, Guam. None. HP Total students – Hawaiian Native/Pacific Islander None. Alabama, Arizona, Colorado, Connecticut, Delaware, District of Columbia, Florida, Hawaii, Idaho, Illinois, Indiana, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, Wisconsin, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Puerto Rico, Virgin Islands. TR Total students – Two or more races None. Alabama, Arizona, Colorado, Connecticut, Delaware, District of Columbia, Florida, Hawaii, Idaho, Illinois, Indiana, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, Wisconsin, Department of Defense Overseas, Bureau of Indian Education, American Samoa, Department of Defense Domestic, Guam, Commonwealth of the Northern Mariana Islands, Puerto Rico, Virgin Islands. NOTE: Items reported as missing for the 50 states and the District of Columbia have been imputed at the state level. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Education," 2009–10, Version 1b. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-21 The following text provides information on known anomalies and comments for data users for individual states. Alabama None. Alaska None. Arizona Arizona only includes the preschool students who are fundable through the state in their counts of prekindergarten (PK) students. Arkansas None. California There are 35 schools and 2 local education agencies (LEAs) with a value of “M” (Missing) for ULOCAL09, CDCCODE09, CONAME09, CONUM09 because the state reported those schools and LEAs after the CCD files had undergone geocode processing. Colorado State reported special education student counts at the administrative units that are responsible for federal Individuals with Disabilities Education Act (IDEA) funds. Connecticut None. Delaware None. District of Columbia None. Florida None. Georgia None. Hawaii None. Idaho There are four schools with a value of “M” (Missing) for ULOCAL09, CDCCODE09, CONAME09, CONUM09 because state reported changes in directory information for those schools after the CCD files had undergone geocode processing. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-22 Illinois There is one school with a value of “M” (Missing) for ULOCAL09, CDCCODE09, CONAME09, CONUM09 because state reported changes in directory information for that school after the CCD files had undergone geocode processing. Illinois has a substantial decrease in the number of instructional coordinators from the prior year. The state explained that some school-level staff could have been inadvertently report in the prior year and districts have cut back on these district-level instructional coordinator/supervisor position due to lack of funding. Indiana None. Iowa None. Kansas Kansas re-mapped some of the staff data in their data system and this resulted in data fluctuations in the counts of instructional coordinators, student/other support staff, and administrative support staff compared to the prior year. Kentucky The reporting of PK students is not mandatory in Kentucky. Because of this, there are fluctuations in the state’s count of PK students from year to year. Louisiana None. Maine None. Maryland None. Massachusetts None. Michigan There are 37 schools with a value of “M” (Missing) for ULOCAL09, CDCCODE09, CONAME09, CONUM09 because state reported changes in directory information for those schools after the CCD files had undergone geocode processing. Minnesota None. Mississippi None. Missouri None. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-23 Montana None. Nebraska None. Nevada None. New Hampshire None. New Jersey None. New Mexico None. New York New York City Public Schools—The New York City Public Schools agency has been assigned a supervisory union number and its component sub-districts are identified as components of the supervisory union. The supervisory union component number can be used in aggregating data to a single observation for the New York City Public Schools district. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-24 North Carolina North Carolina has a substantial decrease in the number of instructional coordinators from the prior year. The state explained that the corresponding data in the prior year was incorrect. North Dakota None. Ohio None. Oklahoma None. Table D-4. — Local education agency identification numbers (LEAID) used in the Common Core of Data (CCD) for the 33 geographic Table D-4.— districts associated with the New York City Public Schools district: School year 2009–10 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 Agency Universe Survey," 2009–10, Version Provisional 2a. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Local Education APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-25 Oregon The total student membership on the school level file is 5.2 percent less than the total student membership on the state level file. The discrepancy is due to the missing data in prekindergarten count on the school level file. Pennsylvania There are 5 schools with a value of “M” (Missing) for ULOCAL09, CDCCODE09, CONAME09, CONUM09 because state reported changes in directory information for those schools after the CCD files had undergone geocode processing. Rhode Island None. South Carolina None. South Dakota None. Tennessee None. Texas None. Utah None. Vermont State reported four private schools/LEAs in prior year data files and those schools/LEAs were removed from 2009–10 data files. The removal resulted in a decrease in student membership from 90,106 (school year 2008–09) to 86,137 (school year 2009–10). The total student membership on the school level file is 7.3 percent less than the total student membership on the LEA and state level files. The discrepancies are due to 1) state reported a student membership in the school the student attends, but reported a student’s membership in the LEA that is financially responsible for the student, and 2) some supervisory unions ran prekindergarten programs so students were reported in the supervisory unions that only appear on the LEA file. Virginia None. Washington None. West Virginia None. Wisconsin None. APPENDIX D—State Notes for the Common Core of Data: School Year 2009–10 D-26 Wyoming None. Bureau of Indian Education (BIE) None. Department of Defense Dependents (overseas) Schools Department of Defense Dependents (overseas) Schools did not submit data for the 2009–10 school year. Department of Defense Dependents (domestic) Schools Department of Defense Dependents (domestic) Schools did not submit data for the 2009–10 school year. American Samoa American Samoa did not submit data for the 2009–10 school year. Guam Guam did not submit data for the 2009–10 school year. Commonwealth of the Northern Mariana Islands None. Puerto Rico None. U.S. Virgin Islands None.