CIVIL RIGHTS DATA COLLECTION CRDC Workgroup Meeting
Goals for the 2011-12 CRDC Reduce the burden on s while maintaining data quality and adherence to business rules. Explore the feasibility of state-level reporting options in 2011-12 Identify and resolve challenges to state-level reporting in the long-term
CRDC: Purpose "Our hope and expectation is that by ensuring that the data collected by the CRDC covers the critical issues in civil rights in education, the department and all stakeholders will have the information they need to ensure that school districts and schools are living up to the promise of providing equal educational opportunity." -Arne Duncan CRDC is a longstanding part of the Office for Civil Rights (OCR) overall strategy for administering and enforcing civil rights statutes prohibiting discrimination on the basis of race, color, national origin, sex, disability and age. CRDC collects a variety of information, including student enrollment and educational programs and services disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The purpose of the CRDC is to obtain data about how well the nation s public schools are doing in fulfilling their obligation to provide equal educational opportunity.
Civil Rights Laws The Civil Rights Data Collection is a mandatory collection, authorized under the following statutes Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the bases of race, color, or national origin Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability
Uses of CRDC Data OCR uses the CRDC to provide technical assistance to help institutions achieve voluntary compliance with civil rights laws. CRDC information is publicly reported and used by other ED offices as well as policymakers and researchers outside of the department. Resolve Discrimination Complaints Initiate Compliance Reviews Provide Technical Assistance
CRDC History The Civil Rights Data Collection (CRDC) began in 1968 Primarily a biennial collection of school and district level data Data is primarily collected at the school level Data is collected for all schools in sampled s Data is collected directly from s except in Florida, West Virginia, and Hawaii 1976 and 2000 were universe of districts 2009 Sample increased from 6,000 to 7,000 Includes all districts with over 3,000 students, long-term secure juvenile justice facilities Data previously collected by CRDC now provided by EDFacts Students with disabilities IDEA (by disabilities category and educational environment) High school completers
2011-12 Schedule Goals: Reduce burden on school districts Increase technical assistance to school districts Involve SEAs and s in improving the collection process Publish the CRDC collection early to allow sufficient time for s to collect the data elements for the 2011-12 CRDC Estimated Timeframes: Publish Final List of Data Elements: Early Spring 2011 Advanced Website: Open in Early Fall 2011 Close in Late Fall 2011 Part 1 Collection Window (Snap Shot Data): January March 2012 Part 2 Collection Window (Cumulative 2011-12 Data): Summer 2012-Winter 2013
Guiding Business Rules 1. Every student is counted at the school that he or she actually, physically attends Every student receiving instruction at the school is reported on the CRDC Every school reports students that receive more than 50% of instruction at that school Students are not reported back to a home school, even if assessment results, grades, and/or funding is linked back to the home school.
Guiding Business Rules 2. Educational outcome and access data for every school is disaggregated by race/ethnicity, gender, limited English proficiency status, disability, and, as appropriate, section 504 Race/Ethnicity Male Female -Hispanic or Latino of any race -American Indian or Alaska Native -Asian -Native Hawaiian or Other Pacific Islander -Black or African American -White -Two or More Races Total Race/Ethnicity Students with Disabilities (IDEA) Section 504 Only LEP CRDC collects cumulative and snapshot information about students access to educational services and educational outcomes Snap shot data, collected in Part I, includes students enrolled in AP classes, Algebra I, teacher experience Cumulative data, collected in Part II, the number of students passing Algebra, the number of students (not incidents) disciplined over the course of the entire school year.
Guiding Business Rules 3. Local education agencies are the responsible entity for data quality Data completeness and accuracy is the responsibility of the. States may choose to collect and submit data on behalf of their s.
Guiding Business Rules 4. Unit of analysis is the school Unlike many other Department of Education collections, the primary focus and use of CRDC data is at the school and district level. CRDC includes specific data collected at the school and level. School level data is aggregated and statistical methodology is applied to produce state-level projections.
2011-12 CRDC: Defining the Universe All educational programs serving students. Previous CRDC collections included state and local operated programs including, for example, the following: Regular K-12 schools Preschools operated by, or on behalf of, s Programs for students receiving special education services Programs serving students with disabilities from age18 to 21 Alternative Schools Charter Schools Schools serving students who are deaf and/or blind Juvenile justice centers OCR is exploring options for 2011-12 which include SEAs submitting data for a subset of schools.
2011-12 CRDC: Defining the Universe Identifying the universe of schools for 2011-12 Work Underway: Collaboration within the Department of Education: NCES (Common Core of Data), Office of Special Education Programs, Office of Elementary and Secondary Education Alternative schools Schools (or programs) serving students with disabilities Cross-Agency Preschool Working Group: Health and Human Services (Head Start), Department of Education Cross-Agency Collaboration on Juvenile Justice Facilities: Department of Justice, Department of Education
Feasibility Study In preparation for the 2011-12 CRDC, OCR will conduct a state feasibility study to help plan the universe collection. Part of the study is an online questionnaire to survey SEA willingness and capacity in CRDC reporting The proposed questionnaire is in the OMB clearance process The voluntary survey will take about 8 minutes to complete Completion of the short survey is critical because your feedback is vital to the CRDC planning process.
A Vision for the 2011-12 Collection Brainstorming Hybrid Options Prerequisite: SEA data adheres to CRDC business rules State submits CRDC data on behalf of all, or some, of its s and/or schools State submits complete, or partial, CRDC data Discussion Questions What other options could OCR consider for the 2011-12 collection? Are there other ways OCR can improve TA, resources, or support to s and SEAs to reduce burden? s submit state data to the SEA SEA SEA submits (all or partial) data to OCR on behalf of s PSC s not under the SEA, such as juvenile justice facilities, submit data directly to PSC CRDC Collection
Considering CRDC DQ Options Goal: Adhere to high CRDC data quality standards while reducing burden on SEAs and s Discussion Questions: What support can OCR offer SEAs and s? What are the implications for student-level data systems? Will one model serve all states? What about pre-populating or school forms? What models OCR should consider?
Considering a Variety of Options to Meet the needs of SEAs and s Goal: Adhere to high CRDC data quality standards while reducing burden on SEAs and s (2) SEA works directly with s to resolve DQ issues SEA (1) PSC provides SEA with DQ Reports (3) SEA provides PSC with updated file resolving DQ issues PSC SEA (2) PSC provides SEA with updated data file (1) PSC works directly with s, or in conjunction with the state, to resolve DQ issues PSC State-focused model - Factors to consider: Burden on the SEA Timing of data submission and quality Match between SEA data and CRDC data -focused model - Factors to consider: Possible mis-match between SEA and data Timing of data submission and quality
State Reporting Discussion Questions What is the capacity of states to report 2011-12 CRDC data? What is feasible for states to report in 2011-12 and future years? What resources are needed to support state-level reporting?
Next Steps Identify the risks. Explore the opportunities. Continue the discussion. Work on the CRDC Feasibility study draft report Evaluate technical options Gather feedback on technical options