NCES 2010-350 rev U.S. DEPARTMENT OF EDUCATION Documentation to the NCES Common Core of Data Public Elementary/ Secondary School Universe Survey: School Year 2008–09 Revised File Version 1b Page intentionally left blank. IES Logo Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 Revised File Version 1b August 2010 Jennifer Sable Christopher Plotts Education Statistics Services Institute – American Institutes for Research Patrick Keaton Project Officer National Center for Education Statistics NCES 2010-350 rev U.S. DEPARTMENT OF EDUCATION CCD U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Statistics Stuart Kerachsky Deputy Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to National Center for Education Statistics Institute of Education Sciences U.S. Department of Education 1990 K Street NW Washington, DC 20006-5651 August 2010 The NCES World Wide Web Home Page address is http://nces.ed.gov. The NCES World Wide Web Publications and Products address is http://nces.ed.gov/pubsearch. This publication is only available online. To download, view, and print the report as a PDF file, go to the NCES World Wide Web Publications and Products address shown above. Suggested Citation Sable, J., and Plotts, C. (2010). Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 (NCES 2010-350 rev). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch/pubs.info.asp?pubid=2010350. 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 2008–09, Version 1b ................................................................1 II. User’s Guide ..............................................................................................................................3 A. Methodology .........................................................................................................................3 B. User Guidelines for Processing the Public Elementary/Secondary School Universe Data Files .....................................................................................................................................16 C. Guidelines for Using the Flat ASCII Data File ...................................................................16 Appendixes Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 ................................................. 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 2008–09................................................................................................................ B-1 Appendix C—Glossary for the Common Core of Data: School Year 2008–09 ..........................C-1 Appendix D— State Notes for the Common Core of Data: School Year 2008–09 .................... D-1 iv List of Tables Table Page 1. State and other jurisdiction FIPS codes and abbreviations used in CCD Datasets ..................14 2. List of schools with mailing address in another state: School year 2008–09 ..........................15 B-1. Distribution of responses of character variable data, by response value: School Year 2008–09........................................................................................................................................ B-3 B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09........................................................................................................................................ B-4 B-3. Frequencies of categorical variables: School Year 2008–09 ............................................. B-11 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 2008–09...................................................................................................................................... B-14 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 2008–09 ............................................................................................. B-16 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 2008–09...................................................................................................................................... B-18 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 2008–09 .............................................................................................................................. B-20 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 2008–09 .............................................................. B-22 1 I. Introduction to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09, Version 1b The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to NCES by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependents schools (overseas and domestic), and the Bureau of Indian Education (BIE). In order to provide data comparable across states to the maximum extent feasible, NCES and representatives of the SEAs have worked since the 1950s to develop and accept common data items and definitions. School, agency, and state education data for the CCD are collected through the U.S. Department of Education’s Education Data Exchange Network (EDEN). The data are edited by the U.S. Census Bureau and maintained in machine-readable datasets by NCES. They are used to produce general-purpose publications and specialized reports. The principal users of CCD nonfiscal data are the federal government; the education research community; state and local government officials, including school boards and 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 2008–09 CCD Public Elementary/Secondary School Universe Survey, there are 103,795 records—one for each public elementary and secondary school in the 50 states, the District of Columbia, Puerto Rico, the four outlying areas, the DoD schools (overseas and domestic), and the BIE. Schools coded as being open in the 2007–08 file, but coded as closed in the 2008–09 file (1,990 schools), will be kept on the file for one year, and then removed (i.e., they do not appear in files for subsequent years).1 Their status is indicated by a value of ‘2’ for the variable STATUS08. Once these closed schools were removed from the total count, 101,805 schools remained in the 2008–09 file—including new, added, changed agency, inactive, future, and reopened schools. Of these 101,805 schools, 91,413 are regular elementary and secondary, 2,332 are special education, 1,452 are vocational/technical, and 6,608 are other/alternative schools. American Samoa and Guam did not report 2008–09 CCD data. The information for American Samoa and Guam in this file was carried over from the 2007–08 data. The CCD system is designed to be inclusive rather than exclusive. 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 2008–09, 10 percent of all open schools were unlike typical schools (non- 1 Includes 454 reportable programs that were incorrectly reported as schools in 2007–08. For more information, see the discussion of reportable programs as part of “TYPE08” in Comments About the Variables. 2 typical schools are types 2, 3, or 4)2 and 22 percent of all open school districts were unlike typical districts (non-typical districts are type 3, 4, 5, 6, 7, or 8).3 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 the 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, and/or a shared time school, and a flag indicating 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 and Field Frequencies indicates the minimum, maximum, and mean values for each continuous variable as well as the frequency, 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. 2 Type codes for schools are as follows: 1—regular school; 2—special education school; 3—vocational school; and 4—other/alternative school. 3 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. 3 II. User’s Guide A. Methodology Data collected at different levels of aggregation (school, agency, and state) are provided by officials in each SEA. Since it is understood that local education staff have already provided information to SEA officials in conjunction with established administrative records systems, U.S. Department of Education staff do not contact local personnel to verify data except in unusual circumstances. Edits are performed by survey staff and referred to SEA respondents for resolution. It is CCD policy to accept the judgment of the respondent unless there is a clear conflict or unacceptable inconsistency. In the context of the CCD, a school is an organization composed of students and staff.4 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, a judgment must be made as to where the student should be counted. It is left to the SEA official to choose the school where the student is counted. States report data to EDEN through multiple file groups that fall into four reporting schedules throughout the year. States may report data outside the collection period and may revise their reported data at any time. The 2008–09 school year EDFacts collection of CCD data opened in January 2009. The data in the school file were extracted from EDEN before January 2010. Some data changed after this time as states responded to edit reports from NCES staff, and are included in this data file. 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, response, and nonsampling error. 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 Department of Defense dependents schools (overseas and domestic), the Bureau of Indian Education, and the four outlying areas. American Samoa and Guam did not report 2008–09 data. Some information for American Samoa and Guam in this file was carried over from the 2007–08 data. Item response is described in Appendix B—Value Distribution and Field Frequencies. This appendix lists the minimum, maximum, and mean value of each numeric variable as well as the 4 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 total number of units and the number of units for which data were missing. Appendix B also lists the frequency of responses by option for each of the categorical values. Nonsampling error is the error in an estimate arising at any stage in a survey from such sources as varying interpretation of questions by respondents, unwillingness/inability of respondents to give correct answers, nonresponse, improper coverage, and other sources exclusive of sampling error. Nonsampling error may occur if the reporting state did not follow the item definitions correctly. This can arise when states follow different education policies and are not able to map their data exactly to the CCD. An example is that some states issue several kinds of high school credentials, while other states issue a regular diploma to every student who meets requirements (which may vary). Another source of nonsampling error is the timing of the initial data collection. States may vary from the “as of October 1” requirement of the CCD. Undercoverage and vertical consistency. 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 public education in their state regardless of who administers the schools or districts. However, there are states that do not report schools that are administered by state organizations other than SEAs (such as 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 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. 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,” “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.) 5 Note that starting with the 2002–03 CCD, all numeric fields contain a -1 to indicate “missing” and a -2 to indicate “not applicable.” Previously, numeric fields contained an “M” for missing and an “N” for not applicable. Character fields continue to use “M” for missing and “N” for not applicable. In the 2007–08 collection, EDEN allowed states to report null values (i.e., no value at all for a cell), which are not accepted by the CCD. CCD survey staff adjusted null values to missing, not applicable, or zero as appropriate. Appendix D identifies missing and not applicable data items for each state. 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.) (FIPST) FIPS Codes. Each record contains a Federal Information Processing Standards (FIPS) code. A list of FIPS codes for each state and other jurisdiction is presented in table 1. (LEAID) NCES Local Education Agency ID. Each record contains a unique NCES Local Education Agency ID number assigned to each record. The first two characters of this number are the FIPS code. (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. (STID08) 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. (SEASCH08) 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. (LEANM08) 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 adjusted the agency name to improve readability (i.e., applied standard abbreviations). (SCHNAM08) Name of School. Each record has a school name. NCES reviewed any record filling the 50 characters assigned, and may have adjusted the school name to improve readability (i.e., applied standard abbreviations). (MSTREE08) 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. If mailing street, city, 6 state, and ZIP Code fields were left blank or missing, data from the corresponding location address fields were inserted. (MCITY08) 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. (MSTATE08) 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 11 schools that have a mailing state code different from their FIPS state code is included at the end of this document (see table 2). (MZIP08, MZIP408) Mailing ZIP Code +4. Each record displays a mailing ZIP Code in this field. The +4 may be left blank if it is unknown. (PHONE08) Area Code + Telephone Number. If a valid phone number was not provided for a school for the 2008–09 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 2008–09 data file. After completing this editing process, phone numbers are missing (“M”) for 126 records. (LSTREE08) 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 non-location 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 2008–09 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 2008–09 data file. After completing this editing process, 271 schools have missing location street values. (LCITY08) Location City. Each record displays a location city in this field. (LSTATE08) Location State (PO Abbreviation). Each record displays a location state in this field. (LZIP08, LZIP408) Location ZIP Code + 4. Each record displays a location ZIP Code in this field. The +4 may be left blank if it is unknown (TYPE08) School Type Code. Each record contains a school type code. 1 = Regular school 7 2 = Special education school 3 = Vocational education school 4 = Alternative/other school 5= Reportable program Beginning with the 2007–08 school year, the CCD adjusts the reported school type if it does not agree with the CCD definition. For example, Texas does not identify any of its schools as special education schools. If a school’s name indicated that it focused primarily on the needs of students with disabilities and an examination of the school’s associated local education agency revealed that at least 80 percent of the students enrolled had special education individual education programs (IEPs), NCES reclassified the school as a special education school. A similar exercise was conducted with schools whose names suggested they were primarily vocational or alternative schools; however, in these cases, the determination was made by researching the school in question via the Internet. State CCD Coordinators were asked to review these reclassifications, and if they provided evidence that a school met the CCD criteria for the 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. (STATUS08) Operational Status Code. Each record contains a status code to reflect the school’s operational status for the 2008–09 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. (ULOCAL08) Urban-centric Locale Code. The locale code is an indication of school’s location relative to a populous area. Beginning with the 2006–07 CCD files, the locale code methodology 8 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 not assigned locale codes because the geographic and governmental structures of these entities do not fit the definitional scheme used to derive the code. ULOCAL08 is also shown as non-applicable (N) on the records of non-operating (inactive, closed, or future) schools and agencies. The 12 urban-centric locale code categories are defined below. Locale codes are divided into four main locale types (city, suburb, town, and rural) and each of the four locale types has three subtypes (large, midsize, and small for city and suburb locale types and fringe, distant, and remote for town and rural locale types). 11 = City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. 12 = City, Midsize: Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000. 13 = City, Small: Territory inside an urbanized area and inside a principal city with population less than 100,000. 21 = Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. 22 = Suburb, Midsize: Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000. 23 = Suburb, Small: Territory outside a principal city and inside an urbanized area with population less than 100,000. 31 = Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. 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 9 an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster. 42 = Rural, Distant: Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster. 43 = Rural, Remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. (CDCODE08) Congressional District Code. 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 FIPS code provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. See Appendix C for more information. (LATCOD08) Latitude. Latitude is the north or south angular distance from the equator, with positive values going north and negative values going south. When combined with longitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the equator, and the digits to the right of the decimal point represent the fraction of the degree carried out to six decimal places. For example, if a building’s latitude is 30 degrees, 30 minutes north, then it is shown as 30.500000. Addresses that could not be found at the Census block level were assigned a blank. (LONCOD08) Longitude. Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a building’s longitude is 90 degrees, 15 minutes west, then it is shown as –90.250000. Addresses that could not be found at the Census block level were assigned a blank. (CONAME08) 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. (CONUM08) FIPS 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 a FIPS county code that differs from the county in which the school is physically located. 10 (FTE08) 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 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 series 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 senses its pupils to obtain vocational services. Because teacher counts are collected at all three levels of CCD file (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 adjusted on one or more of the three levels. School-level FTE aggregated to the agency level is allowed to exceed agency-level FTE reports. (GSLO08, GSHI08) Low/High Grade Span Offered. The lowest and highest grade offered in each school were calculated by NCES using two types of information reported by states: (a) binary ‘grade offered’ flags that indicate whether a given grade (e.g., prekindergarten, kindergarten, grade 1, etc.) was offered by the school; and (b) reports of enrollment by grade. GSLO and GSHI were calculated for schools in the 50 states, the District of Columbia, and BIE schools. Grade offered flags were not available for schools in the Department of Defense, American Samoa, Guam, the Commonwealth of the Northern Marianas, Puerto Rico, or the Virgin Islands. For schools in these jurisdictions, GSLO and GSHI were calculated by NCES using enrollment information. (LEVEL08) 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 non-applicable grade spans) (TITLEI08) 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 11 (STITLI08) 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. 1 = Yes 2 = No (MAGNET08) Magnet School. If a state reports MAGNET = 2 for all its schools, then MAGNET is set to “N” (not applicable). 1 = Yes 2 = No (CHARTR08) Charter School. If a state reports CHARTER = 2 for all its schools and does not have charter school legislation, then CHARTER is set to “N” (not applicable). 1 = Yes 2 = No (SHARED08) 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 (FRELCH08) 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 over-represent the school’s total membership. To avoid identifying specific students as eligible for free lunch, the reported number may have been adjusted. (REDLCH08) Reduced-Price Lunch Eligible Students. See preceding paragraph. (TOTFRL08) Total Free and Reduced-Price Lunch Eligible Students. If not reported, this total field was calculated using reported free and reduced-price lunch detail. (RACECAT08) Race/ethnicities category indicator. Prior to 2008–09, states were asked to report student enrollment counts by five racial/ethnic categories. Starting with the 2008–09 data collection, states were asked to submit counts of students by race/ethnicity by seven race/ethnicity categories if their state data system allowed for such reporting. The race/ethnicities 12 category 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 5 race/ethnicity categories: (a) America Indian/Alaska Native; (b) Asian/Pacific Islander; (c) Hispanic; (d) Black; and (e) White. 7 = State reported student enrollment counts in the following 7 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. In the current file, for the states that reported five race/ethnicity categories (i.e., RACECAT08=5), the variables related to Asian race category include students of Asian, Hawaiian Native, or Pacific Islander; for the states that reported seven race/ethnicity categories (i.e., RACECAT08=7), the variables related to Asian race category include Asian students only. In appendix A, the racial/ethnic categories represented by the 5 and 7 reporting categories are followed by a notation of “(5)” or “(7)”, respectively. Student membership (MEMBER08), students by Grade (PK–12), by Race/Ethnicity, and by Sex. Membership is the count of students enrolled October 1st of the school year. Because membership counts are collected at all three levels of CCD file (school, agency, and state), one data anomaly is that the sum of student counts from the lower level may exceed the sum of student counts from the higher level. Beginning with school year 2008–09, if the sum of students reported on the school file aggregated to the state level exceeded the sum of students on the agency file aggregated to the state level, or the school or agency level data aggregated to the state level exceeded counts on the state level file, student counts may have been adjusted on one or more of the three 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 Carolina, 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, Department of Defense dependents schools (domestic and overseas), Guam, and the U.S. Virgin Islands. Data items dropped from file in 2008–09. In prior years, counts of migrant students enrolled in the previous year, as defined under 34 CFR 200.40, were published in the Public Elementary/Secondary School Universe Survey. This count has been dropped from the file starting in 2008–09. Locale Code Methodology Locale code is a variable that NCES has created for general description, sampling, and other statistical purposes. It is based upon the location of school buildings and, in some cases, may not reflect the entire attendance area or residences of enrolled students. The designation of each school’s 13 locale is based on its geographic location and population attributes such as density. School locale codes are coded by the Census Bureau from school addresses in the CCD files. Definitions of locale codes are contained in “Comments About the Data Fields” 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 territories (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 various spatial data layers according to the distance criteria reflected in the 12 urban-centric locale categories defined previously. 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 (officially referred to as a ‘jump’). Distances used to define locale subtypes are multiples of the basic distance unit of 2.5 mile (i.e., 2.5, 5, 10, and 25 miles for rural; 10 and 35 miles for towns). The territories of the continental United States, Hawaii, and Puerto Rico were classified according to the proposed locale and subtype criteria that define the four locale types and 3 locale subtypes. Second, 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). 14 Table 1. State and other jurisdiction FIPS codes and abbreviations used in CCD datasets State name/jurisdiction FIPS 1 Abbreviation 2 State name/jurisdiction FIPS 1 Abbreviation 2 Alabama 01 AL Ohio 39 OH Alaska 02 AK Oklahoma 40 OK Arizona 04 AZ Oregon 41 OR Arkansas 05 AR Pennsylvania 42 PA California 06 CA Rhode Island 44 RI Colorado 08 CO South Carolina 45 SC Connecticut 09 CT South Dakota 46 SD Delaware 10 DE Tennessee 47 TN District of Columbia 11 DC Texas 48 TX Florida 12 FL Utah 49 UT Georgia 13 GA Vermont 50 VT Hawaii 15 HI Virginia 51 VA Idaho 16 ID Washington 53 WA Illinois 17 IL West Virginia 54 WV Indiana 18 IN Wisconsin 55 WI Wyoming 56 WY Iowa 19 IA Kansas 20 KS Department of defense dependents schools (overseas) Department of defense dependents schools (domestic) Bureau of Indian Education American Samoa Guam Commonwealth of the Northern Marianas Islands Puerto Rico U.S. Virgin Islands 58 61 59 60 66 69 72 78 3 3 3 DO DD BI AS GU MP PR VI Kentucky 21 KY Louisiana 22 LA Maine 23 ME Maryland 24 MD Massachusetts 25 MA Michigan 26 MI Minnesota 27 MN Mississippi 28 MS Missouri 29 MO Montana 30 MT Nebraska 31 NE Nevada 32 NV New Hampshire 33 NH New Jersey 34 NJ New Mexico 35 NM New York 36 NY North Carolina 37 NC North Dakota 38 ND 1 Federal Information Processing Standards codes (01–78). 2 U.S. Postal Service state abbreviation codes. 3 Not official U.S. FIPS code. The state abbreviations for Department of Defense dependents schools (overseas) are AA, AE, and AP to indicate schools located in Asia, Europe, and the Pacific, respectively. For Department of Defense dependents schools (domestic) and Bureau of Indian Education schools, state abbreviations correspond to the state in which the school is located. SOURCE: U.S. Department of Commerce, National Institute of Standards and Technology, Federal Information Processing Standards, (1987). "Codes for the Identification of the States, the District of Columbia and the Outlying Areas of the United States, and the Associated Areas" (FIPS pub 5-2). 1 Page 1 Page 1 Table 2. List of schools with mailing address in another state: School year 2008–09 Administration state NCES ID School name City Arizona 0400103 OMBUDSMAN EDUCATIONAL LIBERTYVILLE SERVICES LTD. 0400188 ADVANCED EDUCATION SERVICES COLTON INC. 0400234 ACADEMY OF ARIZONA SOUTHFIELD 0400286 ADVANCED EDUCATION SERVICES COLTON 0400324 ARIZONA SCHOOL FOR VISTA INTEGRATED ACADEMICS AND TECHNOLOGIES 0400443 ADVENTURE ACADEMIES ALPINE OF AMERICA Idaho 1602610 PLEASANT VALLEY ELEM DIST JORDAN VALLEY New York 3611100 FISHERS ISLAND UNION FREE SCHOOLNEW LONDON North Dakota 3805670 EARL 18 SIDNEY 3820340 YELLOWSTONE 14 FAIRVIEW 4635010 GREATER HOYT SCHOOL DISTRICT 61- AKRON South Dakota 4 4665250 GREATER SCOTT SCHOOL DISTRICT 61HAWARDEN 4665250 GREATER SCOTT SCHOOL DISTRICT 61HAWARDEN Texas 4800077 BEXAR COUNTY ACADEMY SOUTHFIELD 4842540 TEXHOMA ISD TEXHOMA Vermont 5000024 RIVENDELL INTERSTATE SCHOOL ORFORD DISTRICT 5099955 SAU 70 HANOVER SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data, "Public Elementary/Secondary School Universe Survey," 2008–09, Version 1b. 16 B. User Guidelines for Processing the Public Elementary/Secondary School Universe Data Files Starting in 1999–2000, CCD data file names were changed to include a two-digit version number. The 2008–09 Public Elementary/Secondary School Universe Survey SAS file is called SC081B.SD2. The flat ASCII file is called SC081B.DAT. The first two characters of the file name indicate the type of file (SC = School Universe, AG = Agency Universe, ST = State), the third and fourth characters indicate the file year (08 = 2008–09 CCD collection), and the fifth and sixth characters indicate the version number (1 = final file; b = second version). The record layout for the file is contained in appendix A. If errors are discovered in the published 1b files (final file, second version), or if states report new or corrected data, NCES may revise the file. The revised file is labeled 1c, 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 this version include the following: * Revisions to school universe for Utah. Seventeen schools in Utah were changed from open (STATUS08=1) to closed (STATUS08=2) for operational status and retained on the current file. Those 17 schools’ statistical data were edited accordingly. A total of 17 schools in Utah with new NCES ID and reported statistical data were added to the current file. 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 2008–09 Page intentionally left blank. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-3 (*) Fields have one explicit decimal place, unless otherwise noted. The file contains data for the school year 2008–09 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. 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 Federal Information Processing Standards (FIPS) 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 (FIPS 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). STID08 5 AN State’s own ID for the education agency. SEASCH08 6 AN State’s own ID for the school. LEANM08 7 AN Name of the education agency that operates this school. SCHNAM08 8 AN Name of the school. NOTE: Throughout the remainder of this file, the following codes may appear as representing missing values whenever they are present in the data or the documentation. M: when alphanumeric data are missing; that is, a value is expected but none was measured. -1: when numeric data are missing; that is, a value is expected but none was measured. N: when alphanumeric data are not applicable; that is, a value is neither expected nor measured. -2: when numeric data are not applicable; that is, a value is neither expected nor measured. PHONE08 9 AN Telephone number of school. MSTREE08 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.” Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-4 Variable Data Name Order Type Description MCITY08 11 AN School mailing address city. MSTATE08 12 AN Two-letter U.S. Postal Service abbreviation of the state where the mailing address is located (see FIPS state codes and abbreviations used in CCD dataset). MZIP08 13 AN Five-digit U.S. Postal Service ZIP code for the mailing address. MZIP408 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. LSTREE08 15 AN School location street address. LCITY08 16 AN School location city. LSTATE08 17 AN Two-letter U.S. Postal Service abbreviation of the state where the school address is located (see FIPS state codes and abbreviations used in CCD dataset). LZIP08 18 AN Five-digit U.S. Postal Service ZIP code for the location address. LZIP408 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. TYPE08 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) STATUS08 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 2008–09 A-5 Variable Data Name Order Type Description ULOCAL08 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. LATCOD08 23 * AN 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. LONCOD08 24 * AN 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 2008–09 A-6 Variable Data Name Order Type Description CONUM08 25 AN FIPS county number (two digit FIPS state numeric code + three digits FIPS county code) based on the location of the school. CONAME08 26 AN County name based on the location of the school. CDCODE08 27 AN Congressional district code based on the location of the school. FIPS numeric code for the congressional districts that are legislatively defined subdivision of the state for the purpose of electing representatives to the House of Representative of the United States Congress. The first two digits are the FIPS state numeric code, which makes the congressional district code unique across states (see appendix C, Glossary for detail). FTE08 28 * N Total full-time-equivalent classroom teachers. Full-time equivalency reported to the nearest tenth; field includes one explicit decimal. GSLO08 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. GSHI08 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. LEVEL08 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) Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-7 Variable Data Name Order Type Description TITLEI08 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 STITLI08 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 MAGNET08 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 CHARTR08 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 SHARED08 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 FRELCH08 37 N Count of students eligible to participate in the Free Lunch Program under the National School Lunch Act. REDLCH08 38 N Count of students eligible to participate in the Reduced-Price Lunch Program under the National School Lunch Act. TOTFRL08 39 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. RACECAT08 40 AN Race/ethnicities categories indicator. Indicates whether state reported student enrollment counts by 5 race/ethnicity categories or 7 race/ethnicity categories. 5 = State reported student enrollment counts in the following 5 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 7 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. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-8 Variable Data Name Order Type Description PK08 41 N Total prekindergarten students. AMPKM08 42 N Prekindergarten students - American Indian/Alaska Native - male. AMPKF08 43 N Prekindergarten students - American Indian/Alaska Native - female. ASPKM08 44 N Prekindergarten students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. ASPKF08 45 N Prekindergarten students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HIPKM08 46 N Prekindergarten students - Hispanic - male. HIPKF08 47 N Prekindergarten students - Hispanic - female. BLPKM08 48 N Prekindergarten students - Black - male. BLPKF08 49 N Prekindergarten students - Black - female. WHPKM08 50 N Prekindergarten students - White - male. WHPKF08 51 N Prekindergarten students - White - female. HPPKM08 52 N Prekindergarten students - Hawaiian Native/Pacific Islander - male. HPPKF08 53 N Prekindergarten students - Hawaiian Native/Pacific Islander - female. TRPKM08 54 N Prekindergarten students - two or more races - male. TRPKF08 55 N Prekindergarten students - two or more races - female. KG08 56 N Total kindergarten students. AMKGM08 57 N Kindergarten students - American Indian/Alaska Native - male. AMKGF08 58 N Kindergarten students - American Indian/Alaska Native - female. ASKGM08 59 N Kindergarten students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. ASKGF08 60 N Kindergarten students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HIKGM08 61 N Kindergarten students - Hispanic - male. HIKGF08 62 N Kindergarten students - Hispanic - female. BLKGM08 63 N Kindergarten students - Black - male. BLKGF08 64 N Kindergarten students - Black - female. WHKGM08 65 N Kindergarten students - White - male. WHKGF08 66 N Kindergarten students - White - female. HPKGM08 67 N Kindergarten students - Hawaiian Native/Pacific Islander - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-9 Variable Data Name Order Type Description HPKGF08 68 N Kindergarten students - Hawaiian Native/Pacific Islander - female. TRKGM08 69 N Kindergarten students - Two or more races - male. TRKGF08 70 N Kindergarten students - Two or more races - female. G0108 71 N Total grade 1 students. AM01M08 72 N Grade 1 students - American Indian/Alaska Native - male. AM01F08 73 N Grade 1 students - American Indian/Alaska Native - female. AS01M08 74 N Grade 1 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS01F08 75 N Grade 1 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI01M08 76 N Grade 1 students - Hispanic - male. HI01F08 77 N Grade 1 students - Hispanic - female. BL01M08 78 N Grade 1 students - Black - male. BL01F08 79 N Grade 1 students - Black - female. WH01M08 80 N Grade 1 students - White - male. WH01F08 81 N Grade 1 students - White - female. HP01M08 82 N Grade 1 students - Hawaiian Native/Pacific Islander - male. HP01F08 83 N Grade 1 students - Hawaiian Native/Pacific Islander - female. TR01M08 84 N Grade 1 students - Two or more races - male. TR01F08 85 N Grade 1 students - Two or more races - female. G0208 86 N Total grade 2 students. AM02M08 87 N Grade 2 students - American Indian/Alaska Native - male. AM02F08 88 N Grade 2 students - American Indian/Alaska Native - female. AS02M08 89 N Grade 2 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS02F08 90 N Grade 2 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI02M08 91 N Grade 2 students - Hispanic - male. HI02F08 92 N Grade 2 students - Hispanic - female. BL02M08 93 N Grade 2 students - Black - male. BL02F08 94 N Grade 2 students - Black - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-10 Variable Data Name Order Type Description WH02M08 95 N Grade 2 students - White - male. WH02F08 96 N Grade 2 students - White - female. HP02M08 97 N Grade 2 students - Hawaiian Native/Pacific Islander - male. HP02F08 98 N Grade 2 students - Hawaiian Native/Pacific Islander - female. TR02M08 99 N Grade 2 students - Two or more races - male. TR02F08 100 N Grade 2 students - Two or more races - female. G0308 101 N Total grade 3 students. AM03M08 102 N Grade 3 students - American Indian/Alaska Native - male. AM03F08 103 N Grade 3 students - American Indian/Alaska Native - female. AS03M08 104 N Grade 3 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS03F08 105 N Grade 3 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI03M08 106 N Grade 3 students - Hispanic - male. HI03F08 107 N Grade 3 students - Hispanic - female. BL03M08 108 N Grade 3 students - Black - male. BL03F08 109 N Grade 3 students - Black - female. WH03M08 110 N Grade 3 students - White - male. WH03F08 111 N Grade 3 students - White - female. HP03M08 112 N Grade 3 students - Hawaiian Native/Pacific Islander - male. HP03F08 113 N Grade 3 students - Hawaiian Native/Pacific Islander - female. TR03M08 114 N Grade 3 students - Two or more races - male. TR03F08 115 N Grade 3 students - Two or more races - female. G0408 116 N Total grade 4 students. AM04M08 117 N Grade 4 students - American Indian/Alaska Native - male. AM04F08 118 N Grade 4 students - American Indian/Alaska Native - female. AS04M08 119 N Grade 4 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS04F08 120 N Grade 4 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI04M08 121 N Grade 4 students - Hispanic - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-11 Variable Data Name Order Type Description HI04F08 122 N Grade 4 students - Hispanic - female. BL04M08 123 N Grade 4 students - Black - male. BL04F08 124 N Grade 4 students - Black - female. WH04M08 125 N Grade 4 students - White - male. WH04F08 126 N Grade 4 students - White - female. HP04M08 127 N Grade 4 students - Hawaiian Native/Pacific Islander - male. HP04F08 128 N Grade 4 students - Hawaiian Native/Pacific Islander - female. TR04M08 129 N Grade 4 students - Two or more races - male. TR04F08 130 N Grade 4 students - Two or more races - female. G0508 131 N Total grade 5 students. AM05M08 132 N Grade 5 students - American Indian/Alaska Native - male. AM05F08 133 N Grade 5 students - American Indian/Alaska Native - female. AS05M08 134 N Grade 5 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS05F08 135 N Grade 5 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI05M08 136 N Grade 5 students - Hispanic - male. HI05F08 137 N Grade 5 students - Hispanic - female. BL05M08 138 N Grade 5 students - Black - male. BL05F08 139 N Grade 5 students - Black - female. WH05M08 140 N Grade 5 students - White - male. WH05F08 141 N Grade 5 students - White - female. HP05M08 142 N Grade 5 students - Hawaiian Native/Pacific Islander - male. HP05F08 143 N Grade 5 students - Hawaiian Native/Pacific Islander - female. TR05M08 144 N Grade 5 students - Two or more races - male. TR05F08 145 N Grade 5 students - Two or more races - female. G0608 146 N Total grade 6 students. AM06M08 147 N Grade 6 students - American Indian/Alaska Native - male. AM06F08 148 N Grade 6 students - American Indian/Alaska Native - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-12 Variable Data Name Order Type Description AS06M08 149 N Grade 6 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS06F08 150 N Grade 6 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI06M08 151 N Grade 6 students - Hispanic - male. HI06F08 152 N Grade 6 students - Hispanic - female. BL06M08 153 N Grade 6 students - Black - male. BL06F08 154 N Grade 6 students - Black - female. WH06M08 155 N Grade 6 students - White - male. WH06F08 156 N Grade 6 students - White - female. HP06M08 157 N Grade 6 students - Hawaiian Native/Pacific Islander - male. HP06F08 158 N Grade 6 students - Hawaiian Native/Pacific Islander - female. TR06M08 159 N Grade 6 students - Two or more races - male. TR06F08 160 N Grade 6 students - Two or more races - female. G0708 161 N Total grade 7 students. AM07M08 162 N Grade 7 students - American Indian/Alaska Native - male. AM07F08 163 N Grade 7 students - American Indian/Alaska Native - female. AS07M08 164 N Grade 7 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS07F08 165 N Grade 7 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI07M08 166 N Grade 7 students - Hispanic - male. HI07F08 167 N Grade 7 students - Hispanic - female. BL07M08 168 N Grade 7 students - Black - male. BL07F08 169 N Grade 7 students - Black - female. WH07M08 170 N Grade 7 students - White - male. WH07F08 171 N Grade 7 students - White - female. HP07M08 172 N Grade 7 students - Hawaiian Native/Pacific Islander - male. HP07F08 173 N Grade 7 students - Hawaiian Native/Pacific Islander - female. TR07M08 174 N Grade 7 students - Two or more races - male. TR07F08 175 N Grade 7 students - Two or more races - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-13 Variable Data Name Order Type Description G0808 176 N Total grade 8 students. AM08M08 177 N Grade 8 students - American Indian/Alaska Native - male. AM08F08 178 N Grade 8 students - American Indian/Alaska Native - female. AS08M08 179 N Grade 8 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS08F08 180 N Grade 8 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI08M08 181 N Grade 8 students - Hispanic - male. HI08F08 182 N Grade 8 students - Hispanic - female. BL08M08 183 N Grade 8 students - Black - male. BL08F08 184 N Grade 8 students - Black - female. WH08M08 185 N Grade 8 students - White - male. WH08F08 186 N Grade 8 students - White - female. HP08M08 187 N Grade 8 students - Hawaiian Native/Pacific Islander - male. HP08F08 188 N Grade 8 students - Hawaiian Native/Pacific Islander - female. TR08M08 189 N Grade 8 students - Two or more races - male. TR08F08 190 N Grade 8 students - Two or more races - female. G0908 191 N Total grade 9 students. AM09M08 192 N Grade 9 students - American Indian/Alaska Native - male. AM09F08 193 N Grade 9 students - American Indian/Alaska Native - female. AS09M08 194 N Grade 9 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS09F08 195 N Grade 9 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI09M08 196 N Grade 9 students - Hispanic - male. HI09F08 197 N Grade 9 students - Hispanic - female. BL09M08 198 N Grade 9 students - Black - male. BL09F08 199 N Grade 9 students - Black - female. WH09M08 200 N Grade 9 students - White - male. WH09F08 201 N Grade 9 students - White - female. HP09M08 202 N Grade 9 students - Hawaiian Native/Pacific Islander - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-14 Variable Data Name Order Type Description HP09F08 203 N Grade 9 students - Hawaiian Native/Pacific Islander - female. TR09M08 204 N Grade 9 students - Two or more races - male. TR09F08 205 N Grade 9 students - Two or more races - female. G1008 206 N Total grade 10 students. AM10M08 207 N Grade 10 students - American Indian/Alaska Native - male. AM10F08 208 N Grade 10 students - American Indian/Alaska Native - female. AS10M08 209 N Grade 10 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS10F08 210 N Grade 10 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI10M08 211 N Grade 10 students - Hispanic - male. HI10F08 212 N Grade 10 students - Hispanic - female. BL10M08 213 N Grade 10 students - Black - male. BL10F08 214 N Grade 10 students - Black - female. WH10M08 215 N Grade 10 students - White - male. WH10F08 216 N Grade 10 students - White - female. HP10M08 217 N Grade 10 students - Hawaiian Native/Pacific Islander - male. HP10F08 218 N Grade 10 students - Hawaiian Native/Pacific Islander - female. TR10M08 219 N Grade 10 students - Two or more races - male. TR10F08 220 N Grade 10 students - Two or more races - female. G1108 221 N Total grade 11 students. AM11M08 222 N Grade 11 students - American Indian/Alaska Native - male. AM11F08 223 N Grade 11 students - American Indian/Alaska Native - female. AS11M08 224 N Grade 11 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS11F08 225 N Grade 11 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI11M08 226 N Grade 11 students - Hispanic - male. HI11F08 227 N Grade 11 students - Hispanic - female. BL11M08 228 N Grade 11 students - Black - male. BL11F08 229 N Grade 11 students - Black - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-15 Variable Data Name Order Type Description WH11M08 230 N Grade 11 students - White - male. WH11F08 231 N Grade 11 students - White - female. HP11M08 232 N Grade 11 students - Hawaiian Native/Pacific Islander - male. HP11F08 233 N Grade 11 students - Hawaiian Native/Pacific Islander - female. TR11M08 234 N Grade 11 students - Two or more races - male. TR11F08 235 N Grade 11 students - Two or more races - female. G1208 236 N Total grade 12 students. AM12M08 237 N Grade 12 students - American Indian/Alaska Native - male. AM12F08 238 N Grade 12 students - American Indian/Alaska Native - female. AS12M08 239 N Grade 12 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. AS12F08 240 N Grade 12 students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HI12M08 241 N Grade 12 students - Hispanic - male. HI12F08 242 N Grade 12 students - Hispanic - female. BL12M08 243 N Grade 12 students - Black - male. BL12F08 244 N Grade 12 students - Black - female. WH12M08 245 N Grade 12 students - White - male. WH12F08 246 N Grade 12 students - White - female. HP12M08 247 N Grade 12 students - Hawaiian Native/Pacific Islander - male. HP12F08 248 N Grade 12 students - Hawaiian Native/Pacific Islander - female. TR12M08 249 N Grade 12 students - Two or more races - male. TR12F08 250 N Grade 12 students - Two or more races - female. UG08 251 N Total ungraded students. AMUGM08 252 N Ungraded students - American Indian/Alaska Native - male. AMUGF08 253 N Ungraded students - American Indian/Alaska Native - female. ASUGM08 254 N Ungraded students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. ASUGF08 255 N Ungraded students - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HIUGM08 256 N Ungraded students - Hispanic - male. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-16 Variable Data Name Order Type Description HIUGF08 257 N Ungraded students - Hispanic - female. BLUGM08 258 N Ungraded students - Black - male. BLUGF08 259 N Ungraded students - Black - female. WHUGM08 260 N Ungraded students - White - male. WHUGF08 261 N Ungraded students - White - female. HPUGM08 262 N Ungraded students - Hawaiian Native/Pacific Islander - male. HPUGF08 263 N Ungraded students - Hawaiian Native/Pacific Islander - female. TRUGM08 264 N Ungraded students - Two or more races - male. TRUGF08 265 N Ungraded students - Two or more races - female. MEMBER08 266 N Total students, all grades: The reported total membership of the school. AM08 267 N American Indian/Alaska Native students. If not reported, this field was calculated by summing the AMALM08 and AMALF08 fields. AMALM08 268 N Total students, all grades - American Indian/Alaska Native - male. AMALF08 269 N Total students, all grades - American Indian/Alaska Native - female. ASIAN08 270 N Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) students. If not reported, this field was calculated by summing the ASALM08 and ASALF08 fields. ASALM08 271 N Total students, all grades - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - male. ASALF08 272 N Total students, all grades - Asian/Hawaiian Native/Pacific Islander (5) or Asian (7) - female. HISP08 273 N Hispanic students. If not reported, this field was calculated by summing the HIALM08 and HIALF08 fields. HIALM08 274 N Total students, all grades - Hispanic - male. HIALF08 275 N Total students, all grades - Hispanic - female. BLACK08 276 N Black students. If not reported, this field was calculated by summing the BLALM08 and BLALF08 fields. BLALM08 277 N Total students, all grades - Black - male. BLALF08 278 N Total students, all grades - Black - female. WHITE08 279 N White students. If not reported, this field was calculated by summing the WHALM08 and WHALF08 fields. WHALM08 280 N Total students, all grades - White - male. WHALF08 281 N Total students, all grades - White - female. Appendix A—Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 A-17 Variable Data Name Order Type Description PACIFIC08 282 N Hawaiian Native/Pacific Islander students. If not reported, this field was calculated by summing the HPALM08 and HPALF08 fields. HPALM08 283 N Total students, all grades - Hawaiian Native/Pacific Islander - male. HPALF08 284 N Total students, all grades - Hawaiian Native/Pacific Islander - female. TR08 285 N Two or more races students. If not reported, this field was calculated by summing the TRALM08 and TRALF08 fields. TRALM08 286 N Total students, all grades - Two or more races - male. TRALF08 287 N Total students, all grades - Two or more races - female. TOTETH08 288 N Calculated school race/ethnicity membership: The sum of the fields AM08, ASIAN08, HISP08, BLACK08, WHITE08, PACIFIC08, and TR08. Students belonging to an unknown or non-CCD race category are not captured in this field. PUPTCH08 289 * N Calculated pupil/teacher ratio: Total reported students (MEMBER08) divided by FTE classroom teachers (FTE08). Reported to the nearest tenth; field includes one explicit decimal. B-1 Appendix B—Value Distribution and Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-2 Page intentionally left blank. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-3 Table B-1. Distribution of responses of character variable data, by response value: School Year 2008–09 Variable Label Missing Not applicable Reported NCESSCH Unique school ID 0 0 103,795 LEAID Unique agency ID (NCES assigned) 0 0 103,795 FIPST FIPS state number 0 0 103,795 SCHNO NCES school identifier 0 0 103,795 STID08 State local education number 0 0 103,795 SEASCH08 State school identifier 0 0 103,795 LEANM08 LEA name 0 0 103,795 SCHNAM08 School name 0 0 103,795 PHONE08 School phone number 126 10 103,659 MSTREE08 School mailing address 1 0 12 103,783 MCITY08 School mailing city 0 0 103,795 MSTATE08 School mailing USPS state abbreviation 0 0 103,795 MZIP08 School mailing ZIP 0 0 103,795 MZIP408 School mailing ZIP plus 4 24,851 0 78,944 LSTREE08 School location address 1 282 0 103,513 LCITY08 School location city 0 0 103,795 LSTATE08 School location USPS state abbreviation 0 0 103,795 LZIP08 School location ZIP 76 0 103,719 LZIP408 School location ZIP plus 4 25,063 0 78,732 CONUM08 FIPS county number 0 475 103,320 CONAME08 County name 0 475 103,320 CDCODE08 Congressional district code 0 475 103,320 LATCOD08 Latitude 475 0 103,320 LONCOD08 Longitude 475 0 103,320 SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2008–09, Version 1b. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-4 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09 Variable Label Minimum Maximum Mean Missing Not applicable FTE08 Classroom teachers 0.0 572.3 32.8 3,442 3,084 FRELCH08 Free lunch eligible students 0.0 3,817.0 191.8 2,781 6,945 REDLCH08 Reduced-price lunch eligible students 0.0 905.0 42.4 2,779 6,945 TOTFRL08 Total of free and reduced-lunch eligible 0.0 4,194.0 234.2 2,775 6,945 PK08 PK students - total 0.0 7,693.0 35.8 1,738 73,250 AMPKM08 PK students - American Indian/Alaska Native - male 0.0 91.0 0.3 1,769 73,250 AMPKF08 PK students - American Indian/Alaska Native - female 0.0 75.0 0.2 1,769 73,250 ASPKM08 PK students - Asian - male 0.0 148.0 0.6 1,769 73,250 ASPKF08 PK students - Asian - female 0.0 191.0 0.6 1,769 73,250 HIPKM08 PK students - Hispanic - male 0.0 1,141.0 5.2 1,769 73,250 HIPKF08 PK students - Hispanic - female 0.0 1,115.0 4.7 1,769 73,250 BLPKM08 PK students - Black - male 0.0 2,193.0 3.8 1,769 73,250 BLPKF08 PK students - Black - female 0.0 2,131.0 3.5 1,769 73,250 WHPKM08 PK students - White - male 0.0 651.0 9.0 1,769 73,250 WHPKF08 PK students - White - female 0.0 520.0 7.3 1,769 73,250 HPPKM08 PK students - Hawaiian Native/Pacific Islander - male 0.0 10.0 0.1 4 101,952 HPPKF08 PK students - Hawaiian Native/Pacific Islander - female 0.0 11.0 0.1 4 101,952 TRPKM08 PK students - Two or more races - male 0.0 14.0 0.3 4 101,952 TRPKF08 PK students - Two or more races - female 0.0 11.0 0.3 4 101,952 KG08 KG students - total 0.0 1,002.0 68.4 114 49,841 AMKGM08 KG students - American Indian/Alaska Native - male 0.0 96.0 0.5 80 49,841 AMKGF08 KG students - American Indian/Alaska Native - female 0.0 105.0 0.4 80 49,841 ASKGM08 KG students - Asian - male 0.0 111.0 1.7 80 49,841 ASKGF08 KG students - Asian - female 0.0 116.0 1.7 80 49,841 HIKGM08 KG students - Hispanic - male 0.0 373.0 8.4 80 49,841 HIKGF08 KG students - Hispanic - female 0.0 425.0 8.0 80 49,841 BLKGM08 KG students - Black - male 0.0 237.0 5.4 80 49,841 BLKGF08 KG students - Black - female 0.0 226.0 5.1 80 49,841 WHKGM08 KG students - White - male 0.0 302.0 18.4 80 49,841 WHKGF08 KG students - White - female 0.0 272.0 17.1 80 49,841 HPKGM08 KG students - Hawaiian Native/Pacific Islander - male 0.0 8.0 0.2 0 94,213 HPKGF08 KG students - Hawaiian Native/Pacific Islander - female 0.0 16.0 0.2 0 94,213 TRKGM08 KG students - Two or more races - male 0.0 32.0 1.5 0 94,213 TRKGF08 KG students - Two or more races - female 0.0 26.0 1.4 0 94,213 G0108 Grade 1 students - total 0.0 807.0 69.0 112 49,235 AM01M08 Grade 1 students - American Indian/Alaska Native - male 0.0 96.0 0.4 80 49,235 AM01F08 Grade 1 students - American Indian/Alaska Native - female 0.0 111.0 1.7 80 49,235 AS01M08 Grade 1 students - Asian - male 0.0 115.0 1.7 80 49,235 AS01F08 Grade 1 students - Asian - female 0.0 181.0 8.6 80 49,235 HI01M08 Grade 1 students - Hispanic - male 0.0 180.0 8.1 80 49,235 HI01F08 Grade 1 students - Hispanic - female 0.0 96.0 0.4 80 49,235 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 2008–09 B-5 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09—Continued Variable Label Minimum Maximum Mean Missing Not applicable BL01M08 Grade 1 students - Black - male 0.0 240.0 5.7 80 49,235 BL01F08 Grade 1 students - Black - female 0.0 265.0 5.4 80 49,235 WH01M08 Grade 1 students - White - male 0.0 306.0 18.3 80 49,235 WH01F08 Grade 1 students - White - female 0.0 281.0 17.2 80 49,235 HP01M08 Grade 1 students - Hawaiian Native/Pacific Islander - male 0.0 16.0 0.2 0 94,064 HP01F08 Grade 1 students - Hawaiian Native/Pacific Islander - female 0.0 9.0 0.2 0 94,064 TR01M08 Grade 1 students - Two or more races - male 0.0 29.0 1.3 0 94,064 TR01F08 Grade 1 students - Two or more races - female 0.0 26.0 1.3 0 94,064 G0208 Grade 2 students - total 0.0 736.0 68.7 111 49,159 AM02M08 Grade 2 students - American Indian/Alaska Native - male 0.0 75.0 0.4 76 49,159 AM02F08 Grade 2 students - American Indian/Alaska Native - female 0.0 94.0 0.4 76 49,159 AS02M08 Grade 2 students - Asian - male 0.0 96.0 1.7 76 49,159 AS02F08 Grade 2 students - Asian - female 0.0 89.0 1.7 76 49,159 HI02M08 Grade 2 students - Hispanic - male 0.0 166.0 8.3 76 49,159 HI02F08 Grade 2 students - Hispanic - female 0.0 160.0 8.0 76 49,159 BL02M08 Grade 2 students - Black - male 0.0 272.0 5.7 76 49,159 BL02F08 Grade 2 students - Black - female 0.0 251.0 5.5 76 49,159 WH02M08 Grade 2 students - White - male 0.0 227.0 18.3 76 49,159 WH02F08 Grade 2 students - White - female 0.0 215.0 17.3 76 49,159 HP02M08 Grade 2 students - Hawaiian Native/Pacific Islander - male 0.0 17.0 0.2 0 94,073 HP02F08 Grade 2 students - Hawaiian Native/Pacific Islander - female 0.0 13.0 0.2 0 94,073 TR02M08 Grade 2 students - Two or more races - male 0.0 27.0 1.3 0 94,073 TR02F08 Grade 2 students - Two or more races - female 0.0 29.0 1.2 0 94,073 G0308 Grade 3 students - total 0.0 743.0 68.9 111 49,166 AM03M08 Grade 3 students - American Indian/Alaska Native - male 0.0 101.0 0.4 79 49,166 AM03F08 Grade 3 students - American Indian/Alaska Native - female 0.0 105.0 0.4 79 49,166 AS03M08 Grade 3 students - Asian - male 0.0 90.0 1.7 79 49,166 AS03F08 Grade 3 students - Asian - female 0.0 99.0 1.7 79 49,166 HI03M08 Grade 3 students - Hispanic - male 0.0 163.0 8.1 79 49,166 HI03F08 Grade 3 students - Hispanic - female 0.0 156.0 7.8 79 49,166 BL03M08 Grade 3 students - Black - male 0.0 255.0 5.8 79 49,166 BL03F08 Grade 3 students - Black - female 0.0 255.0 5.6 79 49,166 WH03M08 Grade 3 students - White - male 0.0 246.0 18.5 79 49,166 WH03F08 Grade 3 students - White - female 0.0 212.0 17.5 79 49,166 HP03M08 Grade 3 students - Hawaiian Native/Pacific Islander - male 0.0 24.0 0.2 0 94,059 HP03F08 Grade 3 students - Hawaiian Native/Pacific Islander - female 0.0 10.0 0.2 0 94,059 TR03M08 Grade 3 students - Two or more races - male 0.0 28.0 1.1 0 94,059 TR03F08 Grade 3 students - Two or more races - female 0.0 22.0 1.1 0 94,059 G0408 Grade 4 students - total 0.0 861.0 68.1 111 49,409 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 2008–09 B-6 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09—Continued Variable Label Minimum Maximum Mean Missing Not applicable AM04M08 Grade 4 students - American Indian/Alaska Native - male 0.0 95.0 0.4 78 49,409 AM04F08 Grade 4 students - American Indian/Alaska Native - female 0.0 83.0 0.4 78 49,409 AS04M08 Grade 4 students - Asian - male 0.0 109.0 1.6 78 49,409 AS04F08 Grade 4 students - Asian - female 0.0 111.0 1.6 78 49,409 HI04M08 Grade 4 students - Hispanic - male 0.0 207.0 7.9 78 49,409 HI04F08 Grade 4 students - Hispanic - female 0.0 211.0 7.5 78 49,409 BL04M08 Grade 4 students - Black - male 0.0 243.0 5.7 78 49,409 BL04F08 Grade 4 students - Black - female 0.0 273.0 5.5 78 49,409 WH04M08 Grade 4 students - White - male 0.0 360.0 18.6 78 49,409 WH04F08 Grade 4 students - White - female 0.0 328.0 17.6 78 49,409 HP04M08 Grade 4 students - Hawaiian Native/Pacific Islander - male 0.0 20.0 0.2 0 94,102 HP04F08 Grade 4 students - Hawaiian Native/Pacific Islander - female 0.0 15.0 0.2 0 94,102 TR04M08 Grade 4 students - Two or more races - male 0.0 25.0 1.0 0 94,102 TR04F08 Grade 4 students - Two or more races - female 0.0 22.0 1.0 0 94,102 G0508 Grade 5 students - total 0.0 890.0 69.2 111 50,560 AM05M08 Grade 5 students - American Indian/Alaska Native - male 0.0 110.0 0.4 77 50,560 AM05F08 Grade 5 students - American Indian/Alaska Native- female 0.0 81.0 0.4 77 50,560 AS05M08 Grade 5 students - Asian - male 0.0 112.0 1.7 77 50,560 AS05F08 Grade 5 students - Asian - female 0.0 97.0 1.6 77 50,560 HI05M08 Grade 5 students - Hispanic - male 0.0 229.0 7.9 77 50,560 HI05F08 Grade 5 students - Hispanic - female 0.0 215.0 7.6 77 50,560 BL05M08 Grade 5 students - Black - male 0.0 262.0 5.7 77 50,560 BL05F08 Grade 5 students - Black - female 0.0 237.0 5.6 77 50,560 WH05M08 Grade 5 students - White - male 0.0 351.0 19.0 77 50,560 WH05F08 Grade 5 students - White - female 0.0 346.0 18.0 77 50,560 HP05M08 Grade 5 students - Hawaiian Native/Pacific Islander - male 0.0 8.0 0.2 0 94,251 HP05F08 Grade 5 students - Hawaiian Native/Pacific Islander - female 0.0 7.0 0.2 0 94,251 TR05M08 Grade 5 students - Two or more races - male 0.0 24.0 1.0 0 94,251 TR05F08 Grade 5 students - Two or more races - female 0.0 24.0 0.9 0 94,251 G0608 Grade 6 students - total 0.0 1,098.0 94.9 87 65,111 AM06M08 Grade 6 students - American Indian/Alaska Native - male 0.0 99.0 0.6 56 65,111 AM06F08 Grade 6 students - American Indian/Alaska Native - female 0.0 85.0 0.6 56 65,111 AS06M08 Grade 6 students - Asian - male 0.0 241.0 2.3 56 65,111 AS06F08 Grade 6 students - Asian - female 0.0 193.0 2.2 56 65,111 HI06M08 Grade 6 students - Hispanic - male 0.0 485.0 10.7 56 65,111 HI06F08 Grade 6 students - Hispanic - female 0.0 470.0 10.3 56 65,111 BL06M08 Grade 6 students - Black - male 0.0 246.0 7.9 56 65,111 BL06F08 Grade 6 students - Black - female 0.0 216.0 7.7 56 65,111 WH06M08 Grade 6 students - White - male 0.0 344.0 26.2 56 65,111 WH06F08 Grade 6 students - White - female 0.0 335.0 24.8 56 65,111 HP06M08 Grade 6 students - Hawaiian Native/Pacific Islander - male 0.0 21.0 0.2 0 96,488 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 2008–09 B-7 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09—Continued Variable Label Minimum Maximum Mean Missing Not applicable HP06F08 Grade 6 students - Hawaiian Native/Pacific Islander - female 0.0 14.0 0.2 0 96,488 TR06M08 Grade 6 students - Two or more races - male 0.0 53.0 1.1 0 96,488 TR06F08 Grade 6 students - Two or more races - female 0.0 56.0 1.1 0 96,488 G0708 Grade 7 students - total 0.0 1,399.0 119.3 87 72,661 AM07M08 Grade 7 students - American Indian/Alaska Native - male 0.0 139.0 0.8 44 72,661 AM07F08 Grade 7 students - American Indian/Alaska Native - female 0.0 110.0 0.7 44 72,661 AS07M08 Grade 7 students - Asian - male 0.0 341.0 2.9 44 72,661 AS07F08 Grade 7 students - Asian - female 0.0 267.0 2.8 44 72,661 HI07M08 Grade 7 students - Hispanic - male 0.0 636.0 13.2 44 72,661 HI07F08 Grade 7 students - Hispanic - female 0.0 690.0 12.6 44 72,661 BL07M08 Grade 7 students - Black - male 0.0 241.0 10.0 44 72,661 BL07F08 Grade 7 students - Black - female 0.0 260.0 9.6 44 72,661 WH07M08 Grade 7 students - White - male 0.0 468.0 33.3 44 72,661 WH07F08 Grade 7 students - White - female 0.0 398.0 31.5 44 72,661 HP07M08 Grade 7 students - Hawaiian Native/Pacific Islander - male 0.0 30.0 0.3 0 98,495 HP07F08 Grade 7 students - Hawaiian Native/Pacific Islander - female 0.0 27.0 0.3 0 98,495 TR07M08 Grade 7 students - Two or more races - male 0.0 65.0 1.5 0 98,495 TR07F08 Grade 7 students - Two or more races - female 0.0 74.0 1.4 0 98,495 G0808 Grade 8 students - total 0.0 1,331.0 119.3 87 72,365 AM08M08 Grade 8 students - American Indian/Alaska Native - male 0.0 125.0 0.8 45 72,365 AM08F08 Grade 8 students - American Indian/Alaska Native - female 0.0 108.0 0.7 45 72,365 AS08M08 Grade 8 students - Asian - male 0.0 270.0 2.9 45 72,365 AS08F08 Grade 8 students - Asian - female 0.0 263.0 2.7 45 72,365 HI08M08 Grade 8 students - Hispanic - male 0.0 595.0 13.0 45 72,365 HI08F08 Grade 8 students - Hispanic - female 0.0 649.0 12.5 45 72,365 BL08M08 Grade 8 students - Black - male 0.0 268.0 10.0 45 72,365 BL08F08 Grade 8 students - Black - female 0.0 263.0 9.8 45 72,365 WH08M08 Grade 8 students - White - male 0.0 403.0 33.5 45 72,365 WH08F08 Grade 8 students - White - female 0.0 397.0 31.7 45 72,365 HP08M08 Grade 8 students - Hawaiian Native/Pacific Islander - male 0.0 20.0 0.4 0 98,489 HP08F08 Grade 8 students - Hawaiian Native/Pacific Islander - female 0.0 27.0 0.3 0 98,489 TR08M08 Grade 8 students - Two or more races - male 0.0 120.0 1.5 0 98,489 TR08F08 Grade 8 students - Two or more races - female 0.0 111.0 1.4 0 98,489 G0908 Grade 9 students - total 0.0 1,983.0 155.7 64 76,982 AM09M08 Grade 9 students - American Indian/Alaska Native - male 0.0 235.0 1.0 22 76,982 AM09F08 Grade 9 students - American Indian/Alaska Native - female 0.0 177.0 1.0 22 76,982 AS09M08 Grade 9 students - Asian - male 0.0 416.0 3.7 22 76,982 AS09F08 Grade 9 students - Asian - female 0.0 372.0 3.4 22 76,982 HI09M08 Grade 9 students - Hispanic - male 0.0 1,027.0 17.5 22 76,982 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 2008–09 B-8 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09—Continued Variable Label Minimum Maximum Mean Missing Not applicable HI09F08 Grade 9 students - Hispanic - female 0.0 839.0 16.1 22 76,982 BL09M08 Grade 9 students - Black - male 0.0 442.0 14.9 22 76,982 BL09F08 Grade 9 students - Black - female 0.0 458.0 13.7 22 76,982 WH09M08 Grade 9 students - White - male 0.0 792.0 42.5 22 76,982 WH09F08 Grade 9 students - White - female 0.0 789.0 39.7 22 76,982 HP09M08 Grade 9 students - Hawaiian Native/Pacific Islander - male 0.0 30.0 0.5 0 99,470 HP09F08 Grade 9 students - Hawaiian Native/Pacific Islander - female 0.0 29.0 0.4 0 99,470 TR09M08 Grade 9 students - Two or more races - male 0.0 79.0 1.9 0 99,470 TR09F08 Grade 9 students - Two or more races - female 0.0 71.0 1.8 0 99,470 G1008 Grade 10 students - total 0.0 1,476.0 148.4 65 77,689 AM10M08 Grade 10 students - American Indian/Alaska Native - male 0.0 171.0 0.9 17 77,689 AM10F08 Grade 10 students - American Indian/Alaska Native - female 0.0 166.0 0.9 17 77,689 AS10M08 Grade 10 students - Asian - male 0.0 440.0 3.7 17 77,689 AS10F08 Grade 10 students - Asian - female 0.0 317.0 3.4 17 77,689 HI10M08 Grade 10 students - Hispanic - male 0.0 678.0 15.3 17 77,689 HI10F08 Grade 10 students - Hispanic - female 0.0 612.0 14.7 17 77,689 BL10M08 Grade 10 students - Black - male 0.0 426.0 12.8 17 77,689 BL10F08 Grade 10 students - Black - female 0.0 480.0 12.7 17 77,689 WH10M08 Grade 10 students - White - male 0.0 472.0 41.9 17 77,689 WH10F08 Grade 10 students - White - female 0.0 540.0 39.9 17 77,689 HP10M08 Grade 10 students - Hawaiian Native/Pacific Islander - male 0.0 41.0 0.5 0 99,468 HP10F08 Grade 10 students - Hawaiian Native/Pacific Islander - female 0.0 56.0 0.4 0 99,468 TR10M08 Grade 10 students - Two or more races - male 0.0 79.0 1.8 0 99,468 TR10F08 Grade 10 students - Two or more races - female 0.0 77.0 1.8 0 99,468 G1108 Grade 11 students - total 0.0 1,580.0 138.4 66 77,843 AM11M08 Grade 11 students - American Indian/Alaska Native - male 0.0 214.0 0.8 20 77,843 AM11F08 Grade 11 students - American Indian/Alaska Native - female 0.0 188.0 0.9 20 77,843 AS11M08 Grade 11 students - Asian - male 0.0 355.0 3.5 20 77,843 AS11F08 Grade 11 students - Asian - female 0.0 314.0 3.4 20 77,843 HI11M08 Grade 11 students - Hispanic - male 0.0 611.0 13.1 20 77,843 HI11F08 Grade 11 students - Hispanic - female 0.0 707.0 13.0 20 77,843 BL11M08 Grade 11 students - Black - male 0.0 328.0 10.7 20 77,843 BL11F08 Grade 11 students - Black - female 0.0 310.0 11.2 20 77,843 WH11M08 Grade 11 students - White - male 0.0 450.0 40.7 20 77,843 WH11F08 Grade 11 students - White - female 0.0 731.0 39.3 20 77,843 HP11M08 Grade 11 students - Hawaiian Native/Pacific Islander - male 0.0 39.0 0.4 0 99,466 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 2008–09 B-9 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09—Continued Variable Label Minimum Maximum Mean Missing Not applicable HP11F08 Grade 11 students - Hawaiian Native/Pacific Islander - female 0.0 37.0 0.4 0 99,466 TR11M08 Grade 11 students - Two or more races - male 0.0 65.0 1.7 0 99,466 TR11F08 Grade 11 students - Two or more races - female 0.0 68.0 1.7 0 99,466 G1208 Grade 12 students - total 0.0 1,964.0 133.5 66 78,074 AM12M08 Grade 12 students - American Indian/Alaska Native - male 0.0 170.0 0.8 18 78,074 AM12F08 Grade 12 students - American Indian/Alaska Native - female 0.0 180.0 0.8 18 78,074 AS12M08 Grade 12 students - Asian - male 0.0 329.0 3.4 18 78,074 AS12F08 Grade 12 students - Asian - female 0.0 321.0 3.3 18 78,074 HI12M08 Grade 12 students - Hispanic - male 0.0 575.0 11.9 18 78,074 HI12F08 Grade 12 students - Hispanic - female 0.0 554.0 12.1 18 78,074 BL12M08 Grade 12 students - Black - male 0.0 477.0 9.7 18 78,074 BL12F08 Grade 12 students - Black - female 0.0 398.0 10.5 18 78,074 WH12M08 Grade 12 students - White - male 0.0 496.0 40.2 18 78,074 WH12F08 Grade 12 students - White - female 0.0 585.0 39.1 18 78,074 HP12M08 Grade 12 students - Hawaiian Native/Pacific Islander - male 0.0 39.0 0.4 0 99,477 HP12F08 Grade 12 students - Hawaiian Native/Pacific Islander - female 0.0 35.0 0.4 0 99,477 TR12M08 Grade 12 students - Two or more races - male 0.0 58.0 1.5 0 99,477 TR12F08 Grade 12 students - Two or more races - female 0.0 81.0 1.5 0 99,477 UG08 Ungraded students - total 0.0 662.0 20.9 53 93,276 AMUGM08 Ungraded students - American Indian/Alaska Native - male 0.0 13.0 0.1 12 93,276 AMUGF08 Ungraded students - American Indian/Alaska Native - female 0.0 9.0 # 12 93,276 ASUGM08 Ungraded students - Asian - male 0.0 70.0 0.6 12 93,276 ASUGF08 Ungraded students - Asian - female 0.0 41.0 0.3 12 93,276 HIUGM08 Ungraded students - Hispanic - male 0.0 268.0 5.2 12 93,276 HIUGF08 Ungraded students - Hispanic - female 0.0 141.0 2.4 12 93,276 BLUGM08 Ungraded students - Black - male 0.0 268.0 4.4 12 93,276 BLUGF08 Ungraded students - Black - female 0.0 204.0 2.0 12 93,276 WHUGM08 Ungraded students - White - male 0.0 336.0 3.9 12 93,276 WHUGF08 Ungraded students - White - female 0.0 120.0 1.9 12 93,276 HPUGM08 Ungraded students - Hawaiian Native/Pacific Islander - male 0.0 4.0 # 0 98,910 HPUGF08 Ungraded students - Hawaiian Native/Pacific Islander - female 0.0 4.0 # 0 98,910 TRUGM08 Ungraded students - Two or more races - male 0.0 8.0 # 0 98,910 TRUGF08 Ungraded students - Two or more races - female 0.0 4.0 # 0 98,910 MEMBER08 All students - total 0.0 7,874.0 501.7 177 4,539 AM08 All students - American Indian/Alaska Native 0.0 1,292.0 6.3 67 4,427 AMALM08 All students - American Indian/Alaska Native - male 0.0 674.0 3.2 67 4,427 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 2008–09 B-10 Table B-2. Minimum, maximum, and mean for continuous variables, by variable: School Year 2008–09—Continued Variable Label Minimum Maximum Mean Missing Not applicable AMALF08 All students - American Indian/Alaska Native - female 0.0 619.0 3.1 67 4,427 ASIAN08 All students - Asian 0.0 2,690.0 24.0 67 4,427 ASALM08 All students - Asian - male 0.0 1,534.0 12.2 67 4,427 ASALF08 All students - Asian - female 0.0 1,204.0 11.7 67 4,427 HISP08 All students - Hispanic 0.0 4,607.0 110.4 67 4,427 HIALM08 All students - Hispanic - male 0.0 2,413.0 56.5 67 4,427 HIALF08 All students - Hispanic - female 0.0 2,271.0 53.9 67 4,427 BLACK08 All students - Black 0.0 5,145.0 83.1 67 4,427 BLALM08 All students - Black - male 0.0 2,676.0 42.2 67 4,427 BLALF08 All students - Black - female 0.0 2,469.0 40.9 67 4,427 WHITE08 All students - White 0.0 6,624.0 268.8 67 4,427 WHALM08 All students - White - male 0.0 3,065.0 138.3 67 4,427 WHALF08 All students - White - female 0.0 3,559.0 130.5 67 4,427 PACIFIC08 All students - Hawaiian Native/Pacific Islander 0.0 257.0 2.8 67 87,379 PHALM08 All students - Hawaiian Native/Pacific Islander - male 0.0 150.0 1.4 67 87,379 HPALF08 All students - Hawaiian Native/Pacific Islander - female 0.0 111.0 1.4 67 87,379 TR08 All students - Two or more races 0.0 577.0 14.9 67 87,379 TRALM08 All students - Two or more races - male 0.0 280.0 7.6 67 87,379 TRALF08 All students - Two or more races - female 0.0 297.0 7.3 67 87,379 TOTETH08 Total ethnic 0.0 7,691.0 496.6 68 4,648 PUPTCH08 Pupil teacher ratio 0.0 2,380.0 15.5 2,531 6,953 # Rounds to zero. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2008–09, Version 1b. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-11 Table B-3. Frequencies of categorical variables: School Year 2008–09 Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent School type (TYPE08) 1—Regular 92,491 89.1 92,491 89.1 2—Special education 2,431 2.3 94,922 91.5 3—Vocational 1,467 1.4 96,389 92.9 4—Alternative/other 6,952 6.7 103,341 99.6 5—Reportable program 454 0.4 103,795 100.0 School operational status (STATUS08) 1—Continuing 98,268 94.7 98,268 94.7 2—Closed 1,990 1.9 100,258 96.6 3—New 1,818 1.8 102,076 98.3 4—Added 290 0.3 102,366 98.6 5—Changed agency 310 0.3 102,676 98.9 6—Inactive 549 0.5 103,225 99.5 7—Future 543 0.5 103,768 100.0 8—Reopened 27 # 103,795 100.0 NCES urban-centric locale code (ULOCAL08) 11—City, large 13,495 13.0 13,495 13.0 12—City, midsize 6,004 5.8 19,499 18.8 13—City, small 7,408 7.1 26,907 25.9 21—Suburb, large 23,767 22.9 50,674 48.8 22—Suburb, midsize 3,061 3.0 53,735 51.8 23—Suburb, small 2,031 2.0 55,766 53.7 31—Town, fringe 4,457 4.3 60,223 58.0 32—Town, distant 5,886 5.7 66,109 63.7 33—Town, remote 4,487 4.3 70,596 68.0 41—Rural, fringe 13,170 12.7 83,766 80.7 42—Rural, distant 12,099 11.7 95,865 92.4 43—Rural, remote 7,421 7.2 103,286 99.5 N—Not applicable 509 0.5 103,795 100.0 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 2008–09 B-12 Table B-3. Frequencies of categorical variables: School Year 2008–09—Continued Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent School low grade offered (GSLO08) 01—1st grade students 1,360 1.3 1,360 1.3 02—2nd grade students 641 0.6 2,001 1.9 03—3rd grade students 1,500 1.5 3,501 3.4 04—4th grade students 1,380 1.3 4,881 4.7 05—5th grade students 2,584 2.5 7,465 7.2 06—6th grade students 11,976 11.5 19,441 18.7 07—7th grade students 6,554 6.3 25,995 25.0 08—8th grade students 875 0.8 26,870 25.9 09—9th grade students 16,023 15.4 42,893 41.3 10—10th grade students 922 0.9 43,815 42.2 11—11th grade students 235 0.2 44,050 42.4 12—12th grade students 151 0.2 44,201 42.6 KG—Kindergarten students 26,120 25.2 70,321 67.8 N—Not applicable 4,432 4.3 74,753 72.0 PK—Prekindergarten students 28,633 27.6 103,386 99.6 UG—Students in ungraded classes 409 0.4 103,795 100.0 School high grade offered (GSHI08) 01—1st grade students 509 0.5 509 0.5 02—2nd grade students 1,503 1.5 2,012 1.9 03—3rd grade students 1,601 1.5 3,613 3.5 04—4th grade students 3,793 3.7 7,406 7.1 05—5th grade students 26,646 25.7 34,052 32.8 06—6th grade students 14,017 13.5 48,069 46.3 07—7th grade students 650 0.6 48,719 46.9 08—8th grade students 20,662 19.9 69,381 66.8 09—9th grade students 1,483 1.4 70,864 68.3 10—10th grade students 372 0.4 71,236 68.6 11—11th grade students 451 0.4 71,687 69.1 12—12th grade students 25,646 24.7 97,333 93.8 KG—Kindergarten students 600 0.6 97,933 94.4 N—Not applicable 4,432 4.3 102,365 98.6 PK—Prekindergarten students 1,021 1.0 103,386 99.6 UG—Students in ungraded classes 409 0.4 103,795 100.0 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 2008–09 B-13 Table B-3. Frequencies of categorical variables: School Year 2008–09—Continued Categorical variable and label Frequency Percent Cumulative frequency Cumulative percent School level (LEVEL08) 1—Primary 54,774 52.8 54,774 52.8 2—Middle 17,071 16.5 71,845 69.2 3—High 20,642 19.9 92,487 89.1 4—Other 8,226 7.9 100,713 97.0 N—Not applicable 3,082 3.0 103,795 100.0 Title I eligible school (TITLEI08) 1—Yes 63,968 61.6 63,968 61.6 2—No 31,238 30.1 95,206 91.7 M—Missing 1,454 1.4 96,660 93.1 N—Not applicable 7,135 6.9 103,795 100.0 School-wide Title I (STITLI08) 1—Yes 42,560 41.0 42,560 41.0 2—No 21,408 20.6 63,968 61.6 M—Missing 1,454 1.4 65,422 63.0 N—Not applicable 38,373 37.0 103,795 100.0 Magnet school indicator (MAGNET08) 1—Yes 3,055 2.9 3,055 2.9 2—No 62,005 59.7 65,060 62.7 M—Missing 11,132 10.7 76,192 73.4 N—Not applicable 27,603 26.6 103,795 100.0 Charter school indicator (CHARTR08) 1—Yes 5,087 4.9 5,087 4.9 2—No 86,097 83.0 91,184 87.9 N—Not applicable 12,611 12.2 103,795 100.0 Shared time indicator (SHARED08) 1—Yes 3,182 3.1 3,182 3.1 2—No 82,453 79.4 85,635 82.5 M—Missing 18,160 17.5 103,795 100.0 Race/ethnicities categories indicator (RACECAT08) 5—5 race/ethnicity categories used in reporting 87,094 83.9 87,094 83.9 7—7 race/ethnicity categories used in reporting 16,701 16.1 103,795 100.0 # 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,” 2008–09, Version 1b. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-14 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 2008–09 State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Reporting states2 88,801 2,289 1,409 6,207 4,694 3,021 62,305 40,984 Alabama 1,375 41 73 116 † 27 855 768 Alaska 451 2 3 51 24 13 358 312 Arizona 1,908 20 172 86 477 — 1,188 774 Arkansas 1,089 4 24 12 32 39 818 692 California 8,451 145 76 1,357 751 438 6,032 4,556 Colorado 1,672 10 5 92 148 24 615 372 Connecticut 1,037 48 17 48 18 56 529 158 Delaware 182 19 6 33 18 3 111 101 District of Columbia 206 10 1 13 90 4 216 206 Florida 3,328 173 53 431 399 357 2,538 2,323 Georgia 2,230 73 1 168 63 78 1,320 1,166 Hawaii 286 3 0 1 31 † 182 172 Idaho 629 11 11 84 31 † 508 415 Illinois 4,010 150 53 189 39 337 3,037 1,275 Indiana 1,885 37 29 22 51 26 1,353 889 Iowa 1,423 8 0 59 9 † 940 482 Kansas 1,416 10 1 1 35 33 1,180 712 Kentucky 1,235 11 126 159 † 41 1,062 964 Louisiana 1,262 202 6 173 88 81 1,222 1,123 Maine 633 1 27 2 † 1 — — Maryland 1,328 39 24 66 34 87 359 315 Massachusetts 1,771 26 39 19 61 — 1,019 479 Michigan 3,365 317 62 334 283 479 3,514 1,426 Minnesota 1,654 271 12 326 174 75 868 277 Mississippi 921 4 90 62 1 6 709 682 Missouri 2,193 66 63 101 41 37 1,133 523 Montana 823 2 0 5 † † 662 370 Nebraska 1,081 36 0 5 † † 485 262 Nevada 579 7 1 30 30 1 319 270 New Hampshire 492 0 0 0 15 † 238 37 New Jersey 2,351 74 55 108 62 — 1,367 379 New Mexico 808 6 1 38 67 2 713 678 New York 4,587 47 28 28 115 318 4,410 2,197 North Carolina 2,417 33 10 88 96 127 1,135 982 North Dakota 484 34 7 0 † † 310 77 Ohio 3,710 61 72 9 326 † 2,837 1,830 Oklahoma 1,787 4 0 5 16 † 1,123 926 Oregon 1,261 3 0 40 87 — 579 399 Pennsylvania 3,136 12 87 13 127 57 2,425 704 Rhode Island 299 3 10 15 11 † 231 121 South Carolina 1,139 10 39 23 36 57 928 869 South Dakota 687 7 0 27 † † 621 331 Tennessee 1,689 19 21 26 14 34 1,355 1,275 Texas 7,434 20 0 1,076 499 † 6,411 6,044 Utah 849 81 6 93 67 20 245 193 See notes at end of table. School type APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-15 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 2008–09—Continued State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Vermont 312 0 15 1 † † 223 142 Virginia 1,865 5 32 107 4 158 713 378 Washington 1,883 106 12 320 † † 1,249 547 West Virginia 697 6 31 28 † † 357 351 Wisconsin 2,159 9 8 92 221 5 1,517 380 Wyoming 332 3 0 25 3 † 186 80 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 125 0 0 0 † † † † DDESS: DoDs Domestic3 67 0 0 0 † † † † Bureau of Indian Education 173 0 0 0 † † 173 173 American Samoa 29 1 1 0 † † — — Guam 36 0 0 0 † † — — Commonwealth of the Northern Marianas Islands 30 0 0 1 † † — — Puerto Rico 1,446 27 29 9 † † 1,489 1,402 U.S. Virgin Islands 32 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,” 2008–09, Version 1b. 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: Every school is assigned a school type based on its instructional emphasis. A school may be included unders 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. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-16 Table B-5. Number of students in membership in operating public elementary and secondary schools, by school type, charter, magnet, Table B-2. Title I and Title I schoolwide status, and state or jurisdiction: School year 2008–09 State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Reporting states2 48,168,727 164,874 156,390 563,795 1,433,116 2,307,712 30,329,962 20,291,993 Alabama 739,820 941 54 2,182 † 13,322 396,489 346,655 Alaska 116,603 82 715 13,262 4,847 4,283 69,863 54,214 Arizona 1,070,598 774 2,281 12,169 105,209 — 627,124 445,522 Arkansas 476,911 217 346 1,491 6,989 23,156 316,481 259,898 California 6,030,248 27,377 568 181,991 284,986 508,863 3,726,436 2,892,720 Colorado 801,988 1,073 769 13,775 61,460 9,272 215,705 146,133 Connecticut 545,421 3,052 10,257 3,036 4,536 20,334 253,764 73,904 Delaware 113,741 2,206 6,763 1,258 8,626 1,865 59,184 52,865 District of Columbia 66,463 1,342 119 757 24,279 2,159 68,681 64,248 Florida 2,571,745 17,204 3,619 38,452 117,640 378,761 1,775,463 1,573,121 Georgia 1,653,059 1,700 0 1,033 33,894 75,085 821,395 729,998 Hawaii 179,186 81 0 139 7,328 † 102,985 96,008 Idaho 269,076 104 62 5,430 11,898 † 187,859 151,066 Illinois 2,117,175 860 0 1,672 30,789 229,120 1,516,571 707,564 Indiana 1,042,472 1,232 0 2,443 16,442 13,165 695,198 443,573 Iowa 478,532 621 0 3,582 655 † 285,436 150,523 Kansas 470,679 333 0 48 4,344 13,542 352,122 223,889 Kentucky 661,662 599 0 7,769 † 38,426 542,135 482,043 Louisiana 650,881 1,269 0 32,595 26,012 44,875 561,360 510,328 Maine 187,422 13 0 49 † 118 — — Maryland 823,675 3,655 7,915 8,536 9,829 75,682 153,155 132,810 Massachusetts 915,101 5,250 35,089 3,470 26,384 — 482,153 219,133 Michigan 1,554,685 37,957 2,527 34,711 103,606 217,237 1,596,371 572,035 Minnesota 800,881 14,853 5 13,204 29,501 36,092 315,287 88,403 Mississippi 491,780 144 0 0 371 2,351 343,457 329,750 Missouri 908,040 4,601 3,125 2,105 17,165 15,980 372,246 170,395 Montana 141,786 41 0 72 † † 113,923 54,050 Nebraska 291,297 1,293 0 0 † † 108,391 65,255 Nevada 427,626 544 74 5,127 8,915 188 205,441 180,481 New Hampshire 197,934 0 0 0 585 83,215 10,699 New Jersey 1,346,946 8,579 21,811 2,537 19,271 — 709,831 203,892 New Mexico 323,292 619 327 4,182 11,735 9 268,367 246,971 New York 2,694,896 1,000 37,270 7,426 34,683 240,351 2,626,345 1,225,434 North Carolina 1,447,416 2,247 550 7,622 35,677 91,004 516,477 437,969 North Dakota 94,706 22 0 0 † † 49,302 13,280 Ohio 1,806,935 5,268 1,058 738 86,824 † 1,244,127 751,294 Oklahoma 643,830 254 0 1,024 5,418 † 383,272 300,981 Oregon 551,019 170 0 5,191 14,366 — 207,649 149,577 Pennsylvania 1,750,071 1,807 16,520 1,388 73,051 27,883 1,255,030 377,045 Rhode Island 139,814 156 1,600 2,021 3,128 † 115,385 53,537 South Carolina 716,207 822 0 1,084 8,638 42,165 536,250 483,712 South Dakota 125,063 43 0 1,319 † † 98,805 41,590 Tennessee 966,687 2,037 1,733 1,493 3,103 17,683 710,746 656,280 Texas 4,673,212 1,816 0 75,975 127,637 † 3,573,283 3,343,153 Utah 548,532 5,602 0 5,553 27,117 7,651 112,220 88,266 See notes at end of table. Number of students APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-17 Table B-5. Number of students in membership in operating public elementary and secondary schools, by school type, charter, magnet, Table B-2. Title I and Title I schoolwide status, and state or jurisdiction: School year 2008–09—Continued State or jurisdiction Regular Special education Vocational education Alternative Charter Magnet Title I1 Title I schoolwide Vermont 90,088 0 18 † † 53,931 33,031 Virginia 1,232,294 410 0 2,439 250 155,313 316,249 166,037 Washington 986,310 4,201 455 46,052 † † 526,205 227,760 West Virginia 281,625 266 7 820 † † 101,923 99,851 Wisconsin 867,409 126 771 5,301 35,624 1,777 537,586 147,531 Wyoming 85,888 11 0 1,254 304 † 39,089 17,519 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 56,279 0 0 0 † † † † DDESS: DoDs Domestic3 27,384 0 0 0 † † † † Bureau of Indian Education 40,830 0 0 0 † † 40,830 40,830 American Samoa — — — — † † — — Guam — — — — † † — — Commonwealth of the Northern Marianas Islands 10,892 0 0 21 † † — — Puerto Rico 484,446 2,596 16,221 372 † † 499,965 467,760 U.S. Virgin Islands 15,768 0 0 0 † 1,382 — — — Not available. † Not applicable. Membership reported as not applicable or some states do not have charter school authorization and some states do no designate magnet schools. Department of Defense Dependents schools (DoDDs and DDESS) do not designate Title I and Title I schoolwide eligible schools. NOTE: Every school is assigned a school type. A school may also be included under the Charter, Magnet, and/or Title I statuses, which are independent of one another and of school type. 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,” 2008–09, Version 1b. 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. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-18 Table B-6. Median student/teacher ratio for regular operating public elementary and secondary schools with membership, by instructional level Table B-3. and state or jurisdiction: School year 2008–09 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 47,899,874 15.2 23,383,811 15.3 9,462,540 14.9 13,715,489 15.1 1,338,034 13.9 Alabama 739,820 15.4 330,606 14.6 142,598 17.3 199,009 16.1 67,607 15.9 Alaska 116,272 13.9 52,973 15.5 16,093 15.6 30,584 16.7 16,622 10.4 Arizona 965,665 17.6 540,653 17.5 148,934 17.7 265,714 18.9 10,364 17.1 Arkansas 476,911 12.8 226,909 14.5 103,182 11.7 130,540 10.7 16,280 12.0 California 6,028,926 18.9 2,998,935 18.5 1,123,502 20.1 1,796,282 20.0 110,207 18.1 Colorado 801,520 16.4 412,101 16.5 141,845 15.9 213,185 16.4 34,389 15.8 Connecticut 545,222 13.7 266,619 14.2 114,042 12.6 159,924 13.0 4,637 12.1 Delaware 113,741 15.3 54,302 15.3 28,497 15.3 29,916 16.3 1,026 14.9 District of Columbia 51,298 11.3 28,526 11.4 6,105 8.9 12,374 12.4 4,293 9.7 Florida 2,542,158 15.0 1,248,131 14.3 513,750 16.8 711,221 18.1 69,056 15.4 Georgia 1,652,679 14.0 811,120 13.8 365,534 13.8 458,185 15.5 17,840 13.6 Hawaii 178,755 15.7 90,894 15.7 29,171 15.4 52,954 15.8 5,736 15.2 Idaho 269,076 18.0 129,705 18.8 54,505 17.3 69,733 16.5 15,133 15.2 Illinois 2,063,639 15.9 1,064,204 16.4 367,721 14.9 618,843 15.3 12,871 14.3 Indiana 1,042,472 17.3 492,417 17.2 210,151 17.3 315,320 17.5 24,584 16.3 Iowa 478,518 13.4 225,482 13.6 95,624 13.4 145,335 12.9 12,077 11.9 Kansas 466,511 13.3 231,791 14.0 88,679 12.8 136,521 11.4 9,520 10.4 Kentucky 660,158 16.1 330,261 15.8 130,824 16.4 188,021 16.8 11,052 15.3 Louisiana 650,652 14.2 327,962 14.4 121,757 14.0 162,518 14.3 38,415 13.1 Maine 187,422 11.7 86,566 11.7 39,886 11.5 58,150 12.2 2,820 8.9 Maryland 823,553 14.7 403,434 14.5 166,948 14.5 249,688 15.9 3,483 12.0 Massachusetts 915,101 13.9 441,020 14.4 199,641 13.2 257,965 13.5 16,475 12.2 Michigan 1,549,862 17.8 715,207 17.5 316,593 17.7 473,521 19.1 44,541 15.2 Minnesota 800,745 15.6 375,884 15.3 149,948 16.7 260,142 15.6 14,771 13.7 Mississippi 491,780 15.5 223,738 16.2 95,551 13.8 132,699 15.4 39,792 15.4 Missouri 907,468 13.3 436,135 13.2 178,310 13.7 267,463 13.2 25,560 11.8 Montana 141,786 11.4 67,651 12.0 29,196 11.2 44,939 10.3 0 † Nebraska 290,886 12.6 148,603 13.0 44,795 13.2 97,184 11.0 304 8.5 Nevada 425,125 18.1 213,768 17.5 80,175 22.3 81,820 20.9 49,362 20.3 New Hampshire 197,914 12.1 87,624 12.3 45,334 11.7 63,951 12.2 1,005 11.8 New Jersey 1,345,862 10.3 667,697 9.9 273,894 10.3 392,521 11.6 11,750 10.8 New Mexico 323,233 14.3 159,076 14.3 66,379 14.1 88,006 13.9 9,772 14.3 New York 2,692,872 13.1 1,259,429 13.2 517,560 12.5 781,352 13.7 134,531 11.3 North Carolina 1,447,255 14.7 701,904 14.5 309,382 14.7 404,156 14.9 31,813 16.0 North Dakota 94,706 10.6 46,570 10.8 14,768 12.7 31,928 10.1 1,440 13.4 Ohio 1,802,074 17.8 814,314 18.4 349,503 16.4 550,221 17.6 88,036 16.4 Oklahoma 643,830 14.9 342,971 15.6 123,295 14.7 162,754 13.0 14,810 18.2 Oregon 550,461 18.9 261,268 19.0 109,316 18.9 167,602 18.3 12,275 14.7 Pennsylvania 1,746,310 14.3 793,369 14.5 335,575 13.6 539,175 14.4 78,191 14.3 Rhode Island 139,456 10.2 64,162 10.2 31,891 9.9 41,542 10.7 1,861 9.5 South Carolina 712,683 15.3 343,589 15.2 154,510 14.8 203,486 16.7 11,098 15.2 South Dakota 124,803 12.3 60,804 12.0 26,514 13.5 37,485 11.3 0 † Tennessee 964,848 15.3 476,413 14.7 188,293 16.2 270,119 16.5 30,023 15.1 Texas 4,664,090 14.5 2,318,530 15.1 1,030,558 13.9 1,180,004 12.6 134,998 11.7 Utah 547,870 20.2 304,608 19.5 103,367 21.0 118,906 21.1 20,989 20.3 See notes at end of table. Total Primary Middle High Other APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-19 Table B-6. Median student/teacher ratio for regular operating public elementary and secondary schools with membership, by instructional level Table B-3. and state or jurisdiction: School year 2008–09—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 90,088 10.8 46,562 10.8 8,264 10.9 30,057 10.6 5,205 9.7 Virginia 1,232,294 16.7 592,596 16.4 250,980 16.9 378,397 18.3 10,321 16.7 Washington 967,129 18.8 464,710 18.4 187,659 19.0 280,003 19.9 34,757 18.0 West Virginia 281,625 14.8 139,375 15.1 54,792 13.8 78,448 14.9 9,010 13.4 Wisconsin 866,862 14.4 421,140 14.6 157,319 14.0 272,413 14.6 15,990 12.9 Wyoming 85,888 11.7 41,503 11.9 19,830 12.1 23,213 11.1 1,342 8.7 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 55,740 12.3 31,124 13.8 7,709 12.4 12,818 10.7 4,089 9.4 DDESS: DoDs Domestic2 27,384 13.0 18,897 13.1 5,323 13.3 2,357 11.4 807 10.0 Bureau of Indian Education — — — — — — — — — — American Samoa — — — — — — — — — — Guam — — — — — — — — — — Commonwealth of the Northern Marianas Islands 10,892 17.0 5,909 17.0 1,720 21.3 3,202 21.0 61 20.3 Puerto Rico 484,446 12.5 224,263 12.0 91,971 13.2 94,976 15.3 73,236 12.3 U.S. Virgin Islands 15,768 11.8 7,800 11.6 2,576 11.4 5,182 13.4 210 7.0 — 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,” 2008–09, Version 1b. 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 NOTE: 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. APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-20 Table B-7. Average student membership size of regular operating public elementary and secondary schools with membership, by instructional Table B-4. level and state or jurisdiction: School year 2008–09 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 88,000 547.4 52,598 447.0 16,427 577.5 15,827 870.5 3,148 442.2 Alabama 1,350 548.0 709 466.3 267 534.1 271 734.4 103 656.4 Alaska 451 258.5 168 315.3 35 459.8 51 600.5 197 85.8 Arizona 1,888 567.1 1,131 519.9 262 582.5 392 753.0 103 337.5 Arkansas 1,081 441.2 551 411.8 227 454.5 278 469.6 25 651.2 California 8,433 715.1 5,688 527.2 1,362 824.9 1,183 1,519.5 200 551.2 Colorado 1,672 479.7 1,026 402.1 292 485.8 286 745.4 68 505.7 Connecticut 1,015 537.4 653 408.6 192 594.0 158 1,012.2 12 386.4 Delaware 181 628.4 108 502.8 43 662.7 27 1,108.0 3 342.0 District of Columbia 199 334.0 135 283.9 29 297.5 25 569.3 10 527.0 Florida 3,144 818.0 2,004 631.0 581 894.5 444 1,611.5 115 626.8 Georgia 2,213 747.0 1,291 628.3 482 758.4 379 1,209.0 61 297.9 Hawaii 285 628.7 182 499.9 38 767.7 40 1,323.9 25 243.1 Idaho 625 430.5 355 365.4 112 486.7 118 591.0 40 378.3 Illinois 3,985 531.3 2,526 432.2 767 480.1 642 976.1 50 609.6 Indiana 1,879 554.8 1,143 430.8 354 593.6 337 935.7 45 546.3 Iowa 1,414 338.4 768 293.6 290 329.7 316 459.9 40 301.9 Kansas 1,393 337.9 764 306.0 251 356.9 324 425.1 54 177.4 Kentucky 1,230 537.9 763 434.2 233 562.2 215 876.0 19 581.7 Louisiana 1,261 516.2 716 458.4 243 501.1 215 755.9 87 441.6 Maine 633 296.1 398 217.5 112 356.1 109 533.5 14 201.4 Maryland 1,328 620.2 891 452.9 240 695.6 186 1,342.4 11 316.6 Massachusetts 1,768 517.6 1,118 394.5 340 587.2 282 914.8 28 588.4 Michigan 3,286 473.1 1,916 373.6 618 512.5 622 763.1 130 365.5 Minnesota 1,648 486.0 923 407.4 256 585.7 424 613.5 45 328.2 Mississippi 911 539.8 461 485.3 184 519.3 196 677.0 70 568.5 Missouri 2,178 416.9 1,249 349.4 380 469.2 484 553.2 65 393.2 Montana 823 172.3 423 159.9 232 125.8 168 267.5 0 † Nebraska 1,022 285.0 629 236.9 114 392.9 277 350.8 2 152.0 Nevada 578 739.8 367 583.2 96 852.8 72 1,136.4 43 1160.1 New Hampshire 489 404.8 302 290.2 98 462.6 85 752.4 4 251.3 New Jersey 2,349 573.4 1,548 431.4 445 615.5 333 1,181.5 23 510.9 New Mexico 794 407.2 452 351.9 174 381.5 147 599.1 21 465.3 New York 4,574 589.2 2,532 497.9 849 610.3 868 900.2 325 414.2 North Carolina 2,358 613.8 1,387 506.1 474 652.7 406 995.5 91 351.4 North Dakota 480 197.3 274 170.0 39 378.7 165 193.5 2 720.0 Ohio 3,699 488.5 2,050 397.6 712 492.1 770 718.5 167 528.7 Oklahoma 1,787 360.3 967 354.7 337 365.9 464 350.8 19 779.5 Oregon 1,254 439.4 740 353.7 211 518.1 245 684.5 58 212.2 Pennsylvania 3,128 559.5 1,854 428.4 559 600.8 598 902.8 117 685.0 Rhode Island 299 467.6 196 327.4 55 579.8 46 910.9 2 930.5 South Carolina 1,134 631.6 652 530.4 265 587.2 194 1,049.7 23 483.8 South Dakota 671 186.4 338 179.9 167 158.8 166 227.3 0 † Tennessee 1,662 581.6 1,009 473.4 319 591.7 280 965.0 54 557.5 Texas 7,385 632.8 4,264 545.1 1,671 617.2 1,119 1,056.7 331 408.1 Utah 836 656.1 543 562.2 132 783.1 127 936.3 34 617.3 See notes at end of table. Total1 Primary Middle High Other APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 B-21 Table B-7. Average student membership size of regular operating public elementary and secondary schools with membership, by instructional Table B-4. level and state or jurisdiction: School year 2008–09—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 312 288.7 221 210.7 26 317.8 48 626.2 17 306.2 Virginia 1,865 660.7 1,192 497.1 350 717.1 307 1,232.6 16 645.1 Washington 1,871 527.2 1,134 416.6 343 560.5 299 957.2 95 373.1 West Virginia 697 404.1 452 308.4 119 460.4 106 740.1 20 450.5 Wisconsin 2,152 403.1 1,241 339.5 382 411.8 473 576.5 56 286.9 Wyoming 330 260.3 194 213.9 68 291.6 60 386.9 8 167.8 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 122 461.3 65 478.8 18 428.3 27 474.7 12 385.7 DDESS: DoDs Domestic3 66 414.9 46 410.8 13 409.5 5 471.4 2 403.5 Bureau of Indian Education 172 237.4 103 197.2 5 159.4 19 334.5 45 297.0 American Samoa — — — — — — — — — — Guam — — — — — — — — — — Commonwealth of the Northern Marianas Islands 30 363.1 21 281.4 3 573.3 5 640.4 1 61.0 Puerto Rico 1,446 335.0 869 258.1 233 394.7 164 579.1 180 406.9 U.S. Virgin Islands 32 492.8 22 354.5 5 515.2 4 1,295.5 1 210.0 — 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,” 2008–09, Version 1b. 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: 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 B-8. Number of operating city, suburban, town, and rural public elementary and secondary schools with membership and percentage distribution of student Table B-5. membership in these schools, by state or jurisdiction: School year 2008–09 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 12,633 15.1 5,470 6.4 6,628 7.6 21,813 29.4 2,693 3.2 1,827 2.1 Alabama 0 0.0 206 13.7 111 7.4 115 11.2 43 4.0 34 2.3 Alaska 79 31.3 0 0.0 13 4.0 0 0.0 0 0.0 9 4.1 Arizona 750 37.1 89 4.9 69 3.4 305 19.1 0 0.0 35 2.2 Arkansas 0 0.0 58 5.7 158 19.6 58 7.4 17 1.8 5 0.5 California 2,160 24.4 873 10.0 857 9.4 2,755 32.5 441 4.6 275 2.7 Colorado 325 22.0 74 4.5 93 6.0 392 28.9 21 1.2 61 4.2 Connecticut 0 0.0 166 14.5 145 12.8 453 43.7 113 10.7 0 0.0 Delaware 0 0.0 0 0.0 36 13.0 79 41.1 0 0.0 14 6.3 District of Columbia 215 99.9 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 Florida 332 7.6 305 7.2 379 9.0 1,429 43.2 263 7.4 65 1.3 Georgia 106 3.1 146 5.0 140 5.7 662 36.8 28 1.3 51 2.1 Hawaii 73 23.0 0 0.0 0 0.0 66 33.2 26 6.9 0 0.0 Idaho 0 0.0 61 11.3 89 16.5 34 8.3 0 0.0 42 8.6 Illinois 615 19.9 189 5.8 210 5.7 1,297 38.7 122 3.5 69 1.6 Indiana 237 13.7 66 3.5 192 10.8 311 20.5 30 2.0 27 1.2 Iowa 0 0.0 95 10.6 153 16.4 55 6.4 16 1.3 8 0.9 Kansas 83 9.5 128 13.3 16 1.6 114 13.4 9 0.9 2 0.1 Kentucky 192 16.6 0 0.0 56 3.6 132 11.5 23 1.5 18 1.4 Louisiana 0 0.0 266 19.5 127 9.0 135 11.2 72 6.2 55 4.9 Maine 0 0.0 0 0.0 50 12.3 0 0.0 37 8.7 25 4.1 Maryland 194 9.8 0 0.0 84 6.9 666 49.4 81 6.5 47 3.8 Massachusetts 153 6.4 111 6.2 145 8.3 1,053 60.3 92 4.9 2 0.1 Michigan 270 7.6 225 5.5 404 11.6 1,001 32.3 124 3.7 126 3.5 Minnesota 260 10.5 0 0.0 171 10.2 455 28.9 10 0.6 14 0.7 Mississippi 0 0.0 56 5.8 46 4.6 35 5.6 20 2.6 16 1.8 Missouri 263 10.5 47 2.2 91 4.9 427 27.7 15 1.0 27 1.6 Montana 0 0.0 27 9.6 33 12.0 0 0.0 4 1.0 8 2.5 Nebraska 128 22.5 54 10.7 0 0.0 56 11.1 6 1.0 0 0.0 Nevada 112 20.7 82 13.2 30 4.9 156 34.9 0 0.0 0 0.0 New Hampshire 0 0.0 22 8.1 20 6.2 27 7.7 43 14.7 37 9.0 New Jersey 91 3.3 0 0.0 176 6.7 1,868 74.5 47 1.9 36 1.6 New Mexico 139 23.3 0 0.0 64 10.3 58 10.7 10 1.6 10 1.5 New York 1,640 38.1 96 2.0 175 3.7 1,383 33.5 48 0.9 51 1.2 North Carolina 191 9.4 262 10.2 162 6.0 145 8.6 142 5.9 24 1.0 North Dakota 0 0.0 0 0.0 55 27.3 0 0.0 7 5.6 6 2.4 See notes at end of table. B-22 City Suburban Large Midsize Small Large Midsize Small Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 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 student Table B-5. membership in these schools, by state or jurisdiction: School year 2008–09—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 547 12.5 124 2.5 201 4.7 1,099 35.4 67 1.7 96 2.4 Oklahoma 233 19.5 0 0.0 33 2.3 154 16.5 3 0.1 25 2.4 Oregon 123 10.8 92 8.6 114 12.5 174 18.7 50 4.5 7 0.6 Pennsylvania 407 12.6 48 1.8 143 5.0 1,079 38.1 108 3.8 103 3.3 Rhode Island 0 0.0 57 17.3 47 14.7 158 52.5 0 0.0 0 0.0 South Carolina 0 0.0 60 4.3 120 11.8 182 19.0 42 3.5 30 3.3 South Dakota 0 0.0 37 15.4 24 9.6 1 0.3 3 1.1 Tennessee 307 17.6 100 5.6 106 6.8 162 12.6 33 2.0 30 1.7 Texas 1,991 26.8 646 8.3 442 6.2 1,329 22.1 101 1.2 107 1.4 Utah 0 0.0 70 7.1 103 9.6 399 51.8 0 0.0 25 2.6 Vermont 0 0.0 0 0.0 14 6.6 0 0.0 20 10.0 0 0.0 Virginia 81 5.8 245 12.6 113 4.8 522 34.8 29 1.5 47 2.6 Washington 106 4.5 202 9.9 239 12.9 627 33.7 146 7.3 54 2.3 West Virginia 0 0.0 0 0.0 89 13.5 0 0.0 72 11.5 25 4.6 Wisconsin 230 10.3 85 4.7 242 12.6 206 12.9 111 6.7 72 3.9 Wyoming 0 0.0 0 0.0 48 24.1 0 0.0 0 0.0 4 1.3 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 Marianas Islands † † † † † † † † † † † † Puerto Rico 131 8.3 29 2.0 110 7.4 687 48.1 210 13.6 86 6.2 U.S. Virgin Islands † † † † † † † † † † † † See notes at end of table. B-23 Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common 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 student Table B-5. membership in these schools, by state or jurisdiction: School year 2008–09—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 4,077 4.3 5,249 4.7 4,006 3.2 11,983 14.1 11,424 7.2 7,017 2.4 Alabama 84 6.8 98 6.1 17 1.2 247 21.3 326 20.4 108 5.7 Alaska 13 4.3 25 7.9 57 11.7 36 14.1 25 3.5 249 19.1 Arizona 37 2.1 59 2.0 171 6.2 263 15.7 137 5.2 128 2.2 Arkansas 44 5.4 100 10.4 67 6.8 204 20.4 228 14.3 158 7.6 California 424 3.5 346 2.3 164 0.7 887 8.2 446 1.4 267 0.4 Colorado 54 4.1 29 1.5 139 5.6 199 14.0 137 4.1 245 3.8 Connecticut 57 4.3 0 0.0 0 0.0 155 12.9 22 1.0 0 0.0 Delaware 28 12.1 8 4.0 0 0.0 35 18.1 12 5.4 0 0.0 District of Columbia 0 0.0 0 0.0 0 0.0 1 0.1 0 0.0 0 0.0 Florida 91 1.9 149 3.2 24 0.4 507 15.7 166 2.8 19 0.3 Georgia 84 4.0 149 5.5 43 1.6 509 24.5 261 8.9 53 1.5 Hawaii 7 1.7 0 0.0 62 22.1 28 8.3 17 3.4 9 1.3 Idaho 23 3.6 73 9.5 63 9.4 100 18.2 99 8.2 118 6.4 Illinois 119 2.5 281 5.1 144 2.8 319 8.2 549 5.3 95 0.9 Indiana 102 5.5 230 11.0 14 0.5 338 17.8 354 13.1 11 0.3 Iowa 48 3.9 148 10.9 182 12.4 125 10.5 403 17.5 243 9.4 Kansas 49 4.3 97 7.1 201 15.3 145 15.1 218 9.2 339 10.0 Kentucky 59 5.2 130 9.3 105 7.8 254 20.4 286 15.9 132 6.8 Louisiana 94 6.3 169 9.8 40 2.3 222 16.4 206 11.3 70 3.1 Maine 31 7.8 39 8.2 29 4.5 95 19.1 215 26.4 115 8.9 Maryland 41 2.8 46 2.9 1 # 179 13.5 76 4.1 6 0.2 Massachusetts 41 1.6 17 0.5 0 0.0 188 10.8 44 0.9 0 0.0 Michigan 228 6.0 138 3.1 151 3.3 460 12.1 484 8.8 182 2.5 Minnesota 114 6.2 152 6.3 182 8.0 193 13.1 246 7.8 316 7.5 Mississippi 19 2.4 49 5.6 210 22.0 138 18.9 225 22.3 101 8.4 Missouri 73 4.5 152 7.0 170 8.3 262 14.1 464 11.5 307 6.7 Montana 4 1.4 0 0.0 133 35.1 40 6.8 133 10.5 446 21.1 Nebraska 6 1.0 38 4.6 159 18.2 72 8.1 137 8.3 380 14.3 Nevada 18 2.1 14 2.0 30 3.4 81 15.9 16 1.3 77 1.6 New Hampshire 28 6.3 28 5.9 36 5.2 93 18.7 115 14.6 40 3.6 New Jersey 65 1.9 0 0.0 0 0.0 243 9.4 30 0.7 0 0.0 New Mexico 19 2.7 48 4.7 167 20.7 95 14.1 49 3.2 175 7.2 New York 218 3.9 147 2.4 63 1.0 337 6.8 417 5.7 61 0.6 North Carolina 169 6.2 184 6.2 9 0.3 627 29.1 478 15.2 78 1.8 North Dakota 0 0.0 10 2.7 54 17.2 19 6.0 63 9.0 268 29.8 See notes at end of table. B-24 Town Rural Fringe Distant Remote Fringe Distant Remote Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 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 student Table B-5. membership in these schools, by state or jurisdiction: School year 2008–09—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 294 7.6 272 6.6 10 0.3 529 15.6 531 10.6 5 0.1 Oklahoma 56 4.1 167 11.2 160 8.6 208 12.6 436 14.9 321 7.8 Oregon 130 11.8 97 7.4 104 7.2 148 10.0 137 5.2 120 2.7 Pennsylvania 267 8.5 120 3.4 33 0.9 488 14.6 341 7.4 39 0.6 Rhode Island 7 1.8 0 0.0 0 0.0 39 11.6 6 2.1 0 0.0 South Carolina 48 3.9 124 10.1 11 0.6 294 29.6 224 13.3 12 0.6 South Dakota 6 2.9 19 5.7 65 19.7 29 9.4 106 9.7 401 26.1 Tennessee 81 4.9 139 7.6 40 2.5 351 23.5 311 13.3 50 1.9 Texas 287 3.1 519 4.5 379 3.3 1,148 15.6 924 5.6 481 1.8 Utah 42 4.8 39 4.1 61 4.6 86 9.6 42 2.8 97 2.9 Vermont 3 2.8 32 16.5 15 7.8 49 17.6 123 27.1 57 11.5 Virginia 50 2.4 107 4.6 10 0.4 323 18.5 291 10.2 64 1.9 Washington 128 5.5 117 4.7 63 2.2 244 10.3 208 4.7 134 1.9 West Virginia 40 6.3 88 14.6 30 4.5 116 17.5 193 20.0 77 7.5 Wisconsin 147 8.3 247 11.6 38 1.2 214 10.6 432 11.6 225 5.5 Wyoming 0 0.0 9 3.8 100 38.7 21 8.0 35 6.1 138 18.0 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 † † † † † † † † † † † † DDESS: DoDs Domestic2 † † † † † † † † † † † † Bureau of Indian Education † † † † † † † † † † † † American Samoa † † † † † † † † † † † † Guam † † † † † † † † † † † † Commonwealth of the Northern Marianas Islands † † † † † † † † † † † † Puerto Rico 48 3.0 8 0.3 0 0.0 189 11.0 1 # 0 0.0 U.S. Virgin Islands † † † † † † † † † † † † † Not applicable. # Rounds to zero. NOTE: Details may not sum to totals because of rounding. B-25 Core of Data Public Elementary/Secondary School Universe Survey: School Year 2008–09 APPENDIX B— Value Distribution, Field Frequencies, and Data Tables for the Common 2 DoDDS 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,” 2008–09, Version 1b. Town Rural Fringe Distant Remote Fringe Distant Remote 1 U.S. totals include the 50 states and the District of Columbia. C-1 Appendix C—Glossary for the Common Core of Data: School Year 2008–09 C-2 Page intentionally left blank. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-3 For the CCD to have comparable data across states, all states must abide by the same standard definitions when reporting on schools, students, and staff. To ensure a common understanding, definitions for critical terms are presented below. The glossary contains definitions for all variables and terms found on the CCD school, agency, or state files. Agency Charter Status Indication of the relationship between the agency and associated charter schools. Categories are: all associated schools are charters; some associated schools are charter; no associated schools are charter. Alternative Education School A public elementary/secondary school that (1) addresses needs of students that typically cannot be met in a regular school, (2) provides nontraditional education, (3) serves as an adjunct to a regular school, or (4) falls outside the categories of regular, special education, or vocational education. American Indian/Alaska Native A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. (OMB directive, 1977, 1997) Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, Japan, Korea, Malaysia, Pakistan, the Philippine Island, Thailand, and Vietnam. (OMB directive, 1997) Asian/Pacific Islander A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, Thailand, Vietnam, Guam, the Philippine Islands, Samoa, and other Pacific Islands. (OMB directive, 1977) Black or African American A person having origins in any of the black racial groups of Africa. (OMB directive, 1977, 1997) Boundary Change See “Operational Status, Agency” for definition. Name of term was changed to “Operational Status, Agency” after 1997–98. Charter School A school providing free public elementary and/or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority, and designated by such authority to be a charter school. City Locale See “Locale, Urban-Centric.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-4 Classroom Teacher See “Teacher.” Combined Statistical Area (CSA) If an area that qualifies as a metropolitan area (MA) has more than one million people, two or more core-based statistical areas (CBSAs) may be defined within it. Each CBSA consists of a large urbanized county or cluster of counties (cities and towns in New England) that demonstrate very strong internal economic and social links, in addition to close ties to other portions of the larger area. When CBSAs are established, the larger MA of which they are component parts is designated a combined statistical area (CSA). CSAs and CBSAs are established only where local governments favor such designations for a large MA. Congressional District Code Congressional districts are legislatively defined subdivisions of a state for the purpose of electing representatives or delegates to the House of Representatives of the United States Congress. A state or equivalent entity may comprise a single congressional district or similar representational area. The Federal Information Processing Standard (FIPS) provides the structure of numeric codes for representing congressional districts and similar areas defined for the various Congresses of the United States. The Congressional Districts Codes are two-digit numeric codes used to represent the congressional districts of each multi-district state of the United States. For example, the First Congressional District is identified as “01,” the Second Congressional District as “02,” etc. The Congressional District in a state with only a single representative elected “at large” is designated as “00.” In the 110th Congress, this applies to Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont, and Wyoming. For an entity with a nonvoting delegate—the District of Columbia, American Samoa, Guam, Puerto Rico (whose delegate is referred to as a “resident commissioner”), and the U.S. Virgin Islands—the representational area is designated as “98.” Those entities with no representation in the Congress—the Northern Mariana Islands, Palau, and the several U.S. minor outlying islands are designated as “99.” Although congressional district codes are unique within each state and equivalent entity, and for each Congress, the congressional districts in different states may have the same code. For example, the First Congressional District of Alabama and of Arizona are both coded “01.” Since the Common Core of Data (CCD) requires the identification of congressional districts in more than one state, the congressional district code is preceded by the FIPS State numeric code. For example, the First Congressional District of Arizona is coded “0401,” with the first two digits (04) representing the FIPS State numeric code. Core Based Statistical Area (CBSA) If an area that qualifies as a metropolitan area (MA) has more than one million people, two or more core-based statistical areas (CBSAs) may be defined within it. Each CBSA consists of a large urbanized county or cluster of counties (cities and towns in New England) that demonstrate very strong internal economic and social links, in addition to close ties to other portions of the larger area. County Name, Local Education Agency (LEA) File The name of county in which a local education agency is located. Prior to 2006–07, the county assignment was based on the counties of the schools associated with the local education agency, weighted by student enrollment. County Name, School File The name of county in which a school is located. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-5 County Number Five digit code, assigned by the Federal Information Processing Standards (FIPS) that uniquely identifies every county in the United States. Digits 1 and 2 are the state FIPS code and digits 3–5 identify a county within that state. Diploma Recipient A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance). (See also “Graduate, High School”). Diploma, High School A formal document certifying the successful completion of a secondary school program prescribed by the state education agency or other appropriate body. District Locale Code, Metro-Centric See “District Locale, Metro-Centric.” District Locale Code, Urban-Centric See “District Locale, Urban-Centric.” District Locale, Metro-Centric A code derived from the locale codes of schools within the district, weighted by the number of students in each locale type. The metro-centric locale assignment system was used until 2006–07. (See also, “Locale, Metro- Centric”). District Locale, Urban-Centric A code derived from the locale codes of schools within the district, weighted by the number of students in each locale type. The urban-centric locale assignment system has been used starting in 2006–07. (See also, “Locale, Urban-Centric”). Dropout A student who was enrolled in school at some time during the previous school year; was not enrolled at the beginning of the current school year; has not graduated from high school or completed a state- or district-approved educational program; and does not meet any of the following exclusionary conditions: has transferred to another public school district, private school, or state- or district-approved educational program; is temporarily absent due to suspension or school-approved illness; or has died. Item was first collected in 1992–93. Education Agency A government agency administratively responsible for providing public elementary and/or secondary instruction or educational support services. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-6 Elementary A general level of instruction classified by state and local practice as elementary, composed of any span of grades not above grade 8; preschool or kindergarten included only if it is an integral part of an elementary school or a regularly established school system. English Language Learner (ELL) “English language learner (ELL)” was formerly referred to as “limited English proficient (LEP).” Refers to students being served in appropriate programs of language assistance (e.g., English as a Second Language, High Intensity Language Training, bilingual education). Does not include pupils enrolled in a class to learn a language other than English. Also, ELL students are individuals who were not born in the United States or whose native languages are languages other than English; individuals who are migratory, whose native language are languages other than English, and who come from environments where a language other than English is dominant; individuals who are Native Americans or Alaska Natives, or native residents of the outlying areas and who come from environments where languages other than English have a significant impact on their level of English language proficiency; and individuals who have sufficient difficulties in speaking, reading, writing, or understanding the English language to deny such individuals the ability to meet the State’s proficient level or achievement on State assessments, or the ability to successfully achieve in classrooms where the language of instruction is English, or the opportunity to participate fully in society. Item was first collected in 1998–99. Federal Information Processing Standards (FIPST) Code Two digit code, assigned by the Federal Information Processing Standards, that uniquely identifies a state or other jurisdiction. Federally-Operated Education Agency A federally operated agency that is charged, at least in part, with providing elementary and/or secondary instruction or support services. Free Lunch Eligible Student A student who is eligible to participate in the Free Lunch Program under the National School Lunch Act. Full-time Equivalency (FTE) The amount of time required to perform an assignment stated as a proportion of a full-time position and computed by dividing the amount of time employed by the time normally required for a full-time position. General Educational Development (GED) Test A comprehensive test used primarily to appraise the educational development of students who have not completed their formal high school education and who may earn a high school equivalency certificate through achievement of satisfactory scores. Grade Span Offered The span of grades intended to be served by a school or agency, whether or not there are students currently enrolled in all grades. If a high school also has a prekindergarten program, the grade span of the high school is reported as a high school, not as a PK–12 school. Also, the ungraded designation (UG) cannot be used in a grade span unless the whole school consists of ungraded students, and in this case the grade span is reported as UGUG. “Grade span” was calculated from school membership through 1997–98 and first collected as a separate item in 1998–99. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-7 Graduate, High School A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance). (See also, “Diploma Recipient”). Guidance Counselor/Director Professional staff assigned specific duties and school time for counseling students and parents, addressing learning problems, evaluating student abilities, and assisting students in career and personal development. The state applies its own standards in apportioning the aggregate of guidance counselors/directors into the elementary and secondary level components. Head Start Program A federally funded program that provides comprehensive educational, social, health, and nutritional services to low- income preschool children and their families, and children from ages 3 to school entry age (i.e., the age of compulsory school attendance). Head Start students and teachers are reported on the CCD only when the program is administered by a local education agency. High School Completion Count A count of diploma recipients and other high school completers. Does not include high school equivalency recipients. High School Equivalency Certificate A formal document certifying that an individual met the state requirements for high school graduation equivalency by obtaining satisfactory scores on an approved examination, and meeting other performance requirements (if any) set by a state education agency or other appropriate body. High School Equivalency Recipient Individual who received a high school equivalency certificate during the previous school year or subsequent summer. The CCD reports only equivalency recipients who are 19 years of age or younger. Item was last reported on the Local Education Agency Survey in 1990–91, but was collected by the State Nonfiscal Survey through 2002– 03. Beginning with the 2003–04 collection, the item was replaced by the number of individuals age 19 or younger who passed the GED examination, as reported by the GED Testing Service. High School Graduate, Other Programs A student who received a high school diploma, equivalency diploma, or other completion credential during the previous school year or subsequent summer school; the credential is based upon completion of other than the standard high school requirements or is achieved through nontraditional means. Term was last used in 1986–87. See “Other Diploma Recipient,” “High School Equivalency Recipient,” and “Other High School Completer.” High School Graduate, Regular Day School A student who received a high school diploma during the previous school year or subsequent summer school; the diploma is based upon completion of high school requirements through traditional means. Term was last used in 1986–87. See “Regular Diploma Recipient.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-8 Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. (OMB directive, 1977, 1997) Individualized Educational Program (IEP) A written instructional plan for students with disabilities designated as special education students under the Individuals With Disabilities Education Act (IDEA, Part B). Each plan includes a (1) statement of the child’s present levels of educational performance, (2) statement of measurable annual goals, including academic and functional goals, (3) for children with disabilities who take alternate assessments aligned to alternate achievement standards, description of benchmarks or short term objectives; (4) statement of the special education and related services and supplementary aids and services; and (5) statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessment; and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. Instructional Aide Staff assigned to assist a teacher with routine activities associated with teaching (i.e., activities requiring minor decisions regarding students), such as monitoring, conducting rote exercises, operating equipment, and clerking. Includes only paid staff, and excludes volunteer aides. Instructional Coordinator and Supervisor Staff supervising instructional programs at the school district or subdistrict level, including supervisors of educational television staff; coordinators and supervisors of audiovisual services; curriculum coordinators and in- service training staff; Title I coordinators and home economics supervisors; and supervisory staff engaged in the development of computer-assisted instruction. School-based department chairpersons are excluded. Kindergarten A group or class that is part of a public school program and is taught during the year preceding first grade. Large City Locale See “Locale, Metro-Centric.” Large Town Locale See “Locale, Metro-Centric.” Latitude Latitude is the north or south angular distance from the equator, with positive values going north and negative values going south. When combined with longitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the equator, and the digits to the right of the decimal point represent the fraction of the degree carried out to six decimal places. For example, if a school’s latitude is 30 degrees, 30 minutes north, then it is shown as 30.500000. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-9 Librarian A professional staff member or supervisor assigned specific duties and school time for professional library services activities. These include selecting, acquiring, preparing, cataloging, and circulating books and other printed materials; planning the use of the library by students, teachers, and instructional staff; and guiding individuals in the use of library books and material maintained separately or as a part of an instructional materials center. Library and Media Support Staff Staff member who renders other professional library and media services; also includes library aides and those involved in library/media support. Duties include selecting, preparing, caring for, and making available to instructional staff, equipment, films, filmstrips, transparencies, tapes, TV programs, and similar materials maintained separately or as part of an instructional materials center. Also include activities in the audiovisual center, TV studio, related work-study areas, and services provided by audiovisual personnel. Limited-English Proficient (LEP) See “English Language Learner (ELL).” Local Education Agency (LEA) Administrative Support Staff Staff members providing direct support to LEA administrators, business office support, data processing, secretarial and other clerical staff. Local Education Agency (LEA) Administrator Chief executive officers of education agencies, including superintendents, deputies, and assistant superintendents; other persons with districtwide responsibilities, e.g., business managers and professional instructional support staff. Excludes supervisors of instructional or student support staff. Local Education Agency ID Seven digit code assigned by NCES that uniquely identifies each local education agency. Digits 1 and 2 are the FIPS state code; digits 3–7 are assigned by NCES and unique within a state. Local Education Agency Type A classification of educational agencies according to the level of administrative and operational control. The types are (1) local school district that is not a component of a supervisory union; (2) local school district that is a component of a supervisory union; (3) supervisory union administrative center; (4) regional education services agency; (5) state-operated agency; (6) federally-operated agency; (7) charter agency; and (8) other education agencies. Locale Code, Metro-Centric See “Locale, Metro-Centric.” Locale Code, Urban-Centric See “Locale, Urban-Centric.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-10 Locale, Metro-Centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The metro-centric locale assignment system has been used from 1998–99 through 2005–06. The locale code categories are defined below. Large city: A principal city of a metropolitan core based statistical area (CBSA), with the city having a population greater than or equal to 250,000. Midsize city: A principal city of a metropolitan CBSA, with the city having a population less than 250,000. Urban fringe of a large city: Any incorporated place, Census-designated place, or non-place territory within a metropolitan CBSA of a large city and defined as urban by the Census Bureau. Urban fringe of a midsize city: Any incorporated place, Census-designated place, or non-place territory within a metropolitan CBSA of a midsize city and defined as urban by the Census Bureau. Large town: An incorporated place or Census-designated place with a population greater than or equal to 25,000 and located outside a metropolitan CBSA or inside a micropolitan CBSA. Small town: An incorporated place or Census-designated place with a population less than 25,000 and greater than or equal to 2,500 and located outside a metropolitan CBSA or inside a micropolitan CBSA. Rural, outside CBSA: Any incorporated place, Census-designated place, or non-place territory not within a metropolitan CBSA or within a micropolitan CBSA and defined as rural by the Census Bureau. Rural, inside CBSA: Any incorporated place, Census-designated place, or non-place territory within a metropolitan CBSA and defined as rural by the Census Bureau. Locale, Urban-Centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The urban-centric locale assignment system has been used starting in 2006–07. The locale code categories are defined below. City, Large: Territory inside an urbanized area and inside a principal city with population of 250,000 or more. City, Midsize: Territory inside an urbanized area and inside a principal city with population less than 250,000 and greater than or equal to 100,000. City, Small: Territory inside an urbanized area and inside a principal city with population less than 100,000. Suburb, Large: Territory outside a principal city and inside an urbanized area with population of 250,000 or more. Suburb, Midsize: Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000. Suburb, Small: Territory outside a principal city and inside an urbanized area with population less than 100,000. Town, Fringe: Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area. Town, Distant: Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area. Town, Remote: Territory inside an urban cluster that is more than 35 miles of an urbanized area. Rural, Fringe: Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster. Rural, Distant: Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-11 Rural, Remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. Longitude Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a school’s longitude is 90 degrees, 15 minutes west, then it is shown as –90.250000. Magnet School or Program A special school or program designed to attract students of different racial/ethnic backgrounds for the purpose of reducing, preventing, or eliminating racial isolation (50 percent or more minority enrollment); and/or to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). Media Specialist See “Library and Media Support Staff.” Membership The count of students on the current roll taken on the school day closest to October 1, by using either the sum of original entries and re-entries minus total withdrawals or the sum of the total present and the total absent. Metropolitan Statistical Area (MSA) An area consisting of one or more contiguous counties (cities and towns in New England) that contain a core area with a large population nucleus, as well as adjacent communities having a high degree of economic and social integration with that core. Metropolitan Status (Metro Status) Metro status is defined as the classification of the reported location of an education agency’s administrative office relative to a metropolitan statistical area. (See also “Metropolitan Statistical Area”). Micropolitan Statistical Area A core based statistical area associated with at least one urban cluster that has a population of at least 10,000 but less than 50,000. The micropolitan statistical area comprises the central county or counties that contain the core, plus adjacent outlying counties having a high degree of social and economic integration with the central county as measured through commuting. Midsize City Locale See “Locale, Metro-Centric.” APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-12 Migrant Student Children who are, or whose parents or spouses are, migratory agricultural workers, including migratory dairy workers, or migratory fishers, and who, in the preceding 36 months, in order to obtain, or accompany such parents or spouses, in order to obtain, temporary or seasonal employment in agricultural or fishing work (a) have moved from one local education agency (LEA) to another; (b) in a state that comprises a single LEA, have moved from one administrative area to another within such LEA; or (c) reside in an LEA of more than 15,000 square miles, and migrate a distance of 20 miles or more to a temporary residence to engage in a fishing activity. Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. (OMB directive, 1997) Officials and Administrators See “Local Education Agency Administrator.” Operational Status, Agency Classification of the operational conditions or changes in an education agency’s boundaries or jurisdiction. Classifications include currently operational; closed; new; added; changed boundry; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Prior to 1998–99, the term “Boundary Change” was used. Operational Status, School Classification of the operational condition of a school. Classifications include currently operational; closed; new; added; changed agency; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Other Diploma Recipient A student who received a diploma through other than a regular school program during the previous school year or subsequent summer. Last reported in 1997–98; combined with “Regular Diploma Recipient” in 1998–99, with both categories reported as “Diploma Recipient.” Other High School Completer Student who has received a certificate of attendance or other certificate of completion in lieu of a diploma during the previous school year and subsequent summer school. Other Support Staff Support staff not reported in instructional or student support. Include employees such as plant and equipment maintenance, bus drivers, security, and food service workers. Prekindergarten Student A student who is enrolled in a group or class that is part of a public school program taught during the year or years preceding kindergarten, excluding Head Start students unless part of an authorized public education program of a local education agency. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-13 Prekindergarten Teacher Teacher of a group or class that is part of a public school program that is taught during the year or years preceding kindergarten; includes teachers of Head Start students if part of authorized public education program of a local education agency. Public School An institution that provides educational services and: (1) has one or more grade groups (prekindergarten through grade 12) or is ungraded; (2) has one or more teachers to give instruction; (3) is located in one or more buildings or sites; (4) has an assigned administrator; (5) receives public funds as primary support; and (6) is operated by an education agency. Reduced-Price-Lunch Eligible Student A student who is eligible to participate in the Reduced-Price Lunch Program under the National School Lunch Act. Regional Education Service Agency An agency created for the purposes of providing specialized educational services to other education agencies. Regular Diploma Recipient See “High School Graduate, Regular Day School.” Last reported in 1997–98; combined with “Other Diploma Recipient” in 1998–99, with both categories reported as “Diploma Recipient.” Regular School A public elementary/secondary school providing instruction and education services that does not focus primarily on special education, vocational/technical education, or alternative education, or on any of the particular themes associated with magnet/special program emphasis schools. Reportable Program A program within a school that may be self-contained, but does not have its own principal. Rural Locale See “Locale, Urban-Centric.” Rural, Inside CBSA See “Locale, Metro-Centric.” Rural, Outside CBSA See “Locale, Metro-Centric.” School Administrative Support Staff Staff whose activities are concerned with support of the teaching and administrative duties of the office of the principal or department chairpersons. Category includes clerical staff and secretaries. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-14 School Administrator Staff whose activities are concerned with directing and managing the operation of a particular school. Category includes principals, assistant principals, and other assistants; and persons who supervise school operations, assign duties to staff members, supervise and maintain the records of the school, and coordinate school instructional activities with those of the education agency, including department chairpersons. School District An education agency or administrative unit that operates under a public board of education. School Identification (ID) Number Twelve digit code assigned by NCES that uniquely identifies each public school. Digits 1 and 2 are the FIPS state code; digits 3–7 are the LEA ID; and digits 8–12 identify the school uniquely within a state. Schoolwide Title I Eligible School A school that is a Title I eligible school and its percentage of low-income students is at least 40 percent. (See also “Title I Eligible School”). Secondary The general level of instruction classified by state and local practice as secondary and composed of any span of grades beginning with the next grade following the elementary grades and ending with or below grade 12. Shared Time School A school in which some or all of the students are enrolled at a different school of record and attend the shared time school on a part-day basis: for example, a regional vocational center attended by students from multiple high schools on a part-day basis. Small Town Locale See “Locale, Metro-Centric.” Special Education School A public elementary/secondary school that focuses primarily on special education—including instruction for any of the following students with: autism, deaf-blindness, developmental delay, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment, and other health impairments—and that adapts curriculum, materials, or instruction for students served. State Education Agency (SEA) An agency of the state charged with primary responsibility for coordinating and supervising public instruction, including setting standards for elementary and secondary instructional programs. State, Federal, and Other Agencies Include stated-operated agency, federally-operated agency, and other education agency. (See also “State-Operated Agency,” “Federally-Operated Agency,” and “Other Education Agency”). APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-15 State-Operated Agency Agency that is charged, at least in part, with providing elementary and/or secondary instruction or support services. Examples include elementary/secondary programs operated by the state for the deaf or blind; and programs operated by state correctional facilities. Student An individual for whom instruction is provided in an elementary or secondary education program that is not an adult education program and is under the jurisdiction of a school, school system, or other education institution. Student Support Services Staff Professional staff members whose activities are concerned with the direct support of students and who nurture, but do not instruct, students. Includes attendance officers; staff providing health, psychology, speech pathology, audiology, or social services; and supervisors of the preceding staff and of health, transportation, and food service workers. Suburb Locale See “Locale, Urban-Centric.” Supervisory Union An education agency where administrative services are performed for more than one school district by a common superintendent. Teacher A professional school staff member who instructs students in prekindergarten, kindergarten, grades 1–12, or ungraded classes and maintains daily student attendance records. Title I Eligible School A Title I eligible school is a school designated under appropriate state and federal regulations as being high poverty and eligible for participation in programs authorized by Title I of P.L. 107-110. A Title I eligible school is one in which the percentage of children from low-income families is at least as high as the percentage of children from low-income families served by the LEA as a whole or that the LEA has designated as Title I eligible because 35 percent or more of the children are from low-income families. Town Locale See “Locale, Urban-Centric.” Two or More Races A person choosing more than one of the five race categories. (OMB directive, 1997) Ungraded Student Individual assigned to class or program that does not have standard grade designations. APPENDIX C—Glossary for the Common Core of Data: School Year 2008–09 C-16 Urban Fringe of a Large City Locale See “Locale, Metro-Centric.” Urbanized Area An area that is a densely settled core with a population concentration of at least 50,000. Vocational Education School A public elementary/secondary school that focuses primarily on providing formal preparation for semiskilled, skilled, technical, or professional occupations for high school-age students who have opted to develop or expand their employment opportunities, often in lieu of preparing for college entry. White A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. (OMB directive, 1977, 1997) D-1 Appendix D—State Notes for the Common Core of Data: School Year 2008–09 D-2 Page intentionally left blank. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-3 This appendix provides information on known anomalies and comments for data users for individual states on the school, agency, and state files. Counts are based on currently operational (status 1, 3, 4, 5, 8) units only. Sch=School File, Agn=Agency File, St=State File. Alabama Anomalies: Not Applicable: Sch – Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Teachers of Ungraded Classes, Ungraded Students; St – Teachers of Ungraded Classes, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Alaska Anomalies: Missing Data: Agn – Instructional Coordinators; St – Instructional Coordinators. Not Applicable: Sch – Ungraded Students; Agn – Teachers of Ungraded Classes, Ungraded Students, Other Guidance Counselors; St – Teachers of Ungraded Classes, Other Guidance Counselors, Ungraded Students. Arizona Anomalies: Missing Data: Sch – Magnet School. Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Teachers of Ungraded Classes, Other Guidance Counselors; St – Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Arkansas Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. California Anomalies: Missing Data: Sch –Prekindergarten Students; Agn – Prekindergarten Teachers, Library Media Support Staff; St – Prekindergarten Teachers, Library Media Support Staff, Prekindergarten Students. Not Applicable: Agn – Other Guidance Counselors; St – Other Guidance Counselors. Colorado Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-4 Connecticut Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Other Guidance Counselors, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Delaware Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. District of Columbia Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Hawaiian Native/Pacific Islander membership, Two or more races membership. Florida Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Georgia Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership, Other Guidance Counselors; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Hawaii Anomalies: Not Applicable: Sch – Magnet School, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Idaho Anomalies: Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-5 Illinois Anomalies: Missing Data: Sch – Shared Time School; Agn – Instructional Aides, Library Media Support Staff, Other Support staff; St – Instructional Aides, Library Media Support Staff, Other Support Staff. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Comments: State reported the number of students participating in the Free Lunch and Reduced-Price Lunch programs under the National School Lunch Act instead of the number of students eligible to participate in the free and reduced-price lunch program. Therefore, the number of students eligible to participate in these programs may be undercounted, and counts may not be comparable to other states that reported eligibility data. Indiana Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Iowa Anomalies: Missing Data: Sch – Shared Time School. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Kansas Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Kentucky Anomalies: Missing Data: Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Charter School, Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Louisiana Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-6 Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Maine Anomalies: Missing Data: Sch –Title I, School-wide Title I. Not Applicable: Sch – Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Maryland Anomalies: Missing Data: Agn – English Language Learner Students. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Massachusetts Anomalies: Missing Data: Sch – Magnet School. Not Applicable: Agn – Teachers of Ungraded Classes, Other Guidance Counselors; St – Teachers of Ungraded Classes, Other Guidance Counselors. Michigan Anomalies: Missing Data: Sch – Prekindergarten Students. Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Hawaiian Native/Pacific Islander membership, Two or more races membership. Minnesota Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Mississippi Anomalies: None. Missouri Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-7 Montana Anomalies: Missing Data: Agn – Prekindergarten Teachers, Kindergarten Teachers, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff, All Other Support Staff; St – Prekindergarten Teachers, Kindergarten Teachers, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff, All Other Support Staff. Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Teachers of Ungraded Classes; St – Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Nebraska Anomalies: Missing Data: Agn – Prekindergarten Teachers, Kindergarten Teachers; St – Prekindergarten Teachers, Kindergarten Teachers. Not Applicable: Sch – Charter School, Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Nevada Anomalies: Missing Data: Agn – Instructional Aides, Instructional Coordinators, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff; St – Instructional Aides, Instructional Coordinators, Library Media Support Staff, LEA Administrative Support Staff, School Administrative Support Staff. Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Hawaiian Native/Pacific Islander membership, Two or more races membership. New Hampshire Anomalies: Missing Data: Agn – Instructional Coordinators; St – Instructional Coordinators, Student Support Staff. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teacher of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teacher of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. New Jersey Anomalies: Missing Data: Sch – Magnet School; Agn – Elementary Guidance Counselors, Secondary Guidance Counselors, Library Support Staff; St – Elementary Guidance Counselors, Secondary Guidance Counselors, Library Support Staff. Not Applicable: St – Other Guidance Counselors. Comments: State reported the number of students participating in the Free Lunch and Reduced-Price Lunch programs under the National School Lunch Act instead of the number of students eligible to participate in the free and reduced-price lunch program. Therefore, the number of students eligible to participate in these programs APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-8 may be undercounted, and counts may not be comparable to other states that reported eligibility data. New Mexico Anomalies: Missing Data: Agn – English Language Learners. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. New York Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. New York City Public Schools—The New York City Public Schools agency has been assigned a supervisory union number and its component sub-districts are identified as components of the supervisory union. The supervisory union component number can be used in aggregating data to a single observation for the New York City Public Schools district. North Carolina Anomalies: Missing Data: Sch – Prekindergarten Students; Agn – Prekindergarten Teachers, Kindergarten Teachers; St – Kindergarten Teachers. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. North Dakota Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guisance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Ohio Anomalies: Missing Data: Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-9 Oklahoma Anomalies: Missing Data: Agn – English Language Learners. Not Applicable: Sch – Magnet School, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn– Teachers of Ungraded Students, Other Guidance Counselors; St – Teachers of Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Oregon Anomalies: Missing Data: Sch – Magnet School; Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Pennsylvania Anomalies: Not Applicable: Sch – Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Other Guidance Counselors; St – Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Rhode Island Anomalies: Missing Data: Agn – English Language Learners. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. South Carolina Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. South Dakota Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Comments: State reported the number of students participating in the Free Lunch and Reduced-Price Lunch programs under the National School Lunch Act instead of the number of students eligible to participate in the free and reduced-price lunch APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-10 program. Therefore, the number of students eligible to participate in these programs may be undercounted, and counts may not be comparable to other states that reported eligibility data. Tennessee Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Texas Anomalies: Missing Data: Sch – Shared Time School; Agn – Elementary Guidance Counselors, Secondary Guidance Counselors; St – Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Utah Anomalies: Missing Data: Sch – Shared Time School. Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Vermont Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors. Virginia Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes; St – Ungraded Students, Teachers of Ungraded Classes, Hawaiian Native/Pacific Islander membership, Two or more races membership. Washington Anomalies: Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-11 West Virginia Anomalies: Missing Data: Agn – Library/Media Support Staff; St – Library/Media Support Staff. Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Wisconsin Anomalies: Not Applicable: Sch – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Wyoming Anomalies: Not Applicable: Sch – Magnet School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors; St – Ungraded Students, Teachers of Ungraded Classes, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Bureau of Indian Education (BIE) Anomalies: Missing Data: Sch – FTE Teachers; Agn – English Language Learner Students, Students with Individualized Education Programs, All Staff Counts; St – All Staff Counts. Not Applicable: Sch – Magnet School, Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership. Department of Defense Dependents (overseas) Schools Anomalies: Missing Data: Sch – Free Lunch Eligible Students, Reduced-price Lunch Eligible Students, Total Free and Reduced Lunch Students, Shared Time School; Agn – Library Media Support Staff; St – Library Media Support Staff. Not Applicable: Sch – Magnet School, Charter School, Title I, School-wide Title I, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. Department of Defense Dependents (domestic) Schools Anomalies: Missing Data: Sch – Free Lunch Eligible Students, Reduced-price Lunch Eligible Students, Total Free and Reduced Lunch Students, Shared Time School; Agn – Library Media Support Staff; St – Library Media Support Staff. Not Applicable: Sch – Magnet School, Charter School, Title I, School-wide Title I, Ungraded APPENDIX D—State Notes for the Common Core of Data: School Year 2008–09 D-12 Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students, Other Guidance Counselors; St – Ungraded Students, Other Guidance Counselors, Hawaiian Native/Pacific Islander membership, Two or more races membership. American Samoa Anomalies: Missing Data: Sch – FTE Teachers, All Student Membership, All Program Participation data; Agn – All Student Membership, All Program Participation data; All Staff Counts; St – All Student Membership, All Staff Counts. Guam Anomalies: Missing Data: Sch – FTE Teachers, All Student Membership, All Program Participation data; Agn – All Student Membership, All Program Participation data, All Staff Counts; Not Applicable: Sch – Magnet School, Charter School. Northern Marianas Anomalies: Missing Data: Sch – Title I, School-wide Title I, Membership by race/ethnicity; Agn – Prekindergarten Teachers, Librarians/Media Specialists; St – Prekindergarten Teachers, Librarians/Media Specialists, Membership by race/ethnicity. Not Applicable: Sch – Magnet School, Charter School; Agn – Other Guidance Counselors; St – Other Guidance Counselors. Puerto Rico Anomalies: Missing Data: Agn – English Language Learners, Kindergarten Teachers, Elementary Guidance Counselors, Secondary Guidance Counselors; St – Kindergarten Teachers, Elementary Guidance Counselors, Secondary Guidance Counselors. Not Applicable: Sch – Magnet School, Charter School, Hawaiian Native/Pacific Islander membership, Two or more races membership; St – Hawaiian Native/Pacific Islander membership, Two or more races membership. Virgin Islands Anomalies: Missing Data: Sch – Title I, School-wide Title I, Prekindergarten Students; Agn – English Language Learners, Prekindergarten Teachers; St – Prekindergarten Students, Prekindergarten Teachers. Not Applicable: Sch – Charter School, Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership; Agn – Ungraded Students; St – Ungraded Students, Hawaiian Native/Pacific Islander membership, Two or more races membership.