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Since 1968, the Civil Rights Data Collection, formerly the Elementary and Secondary School Survey, has collected data on key education and civil rights issues in our nation's public schools for use by the U.S. Department of Education's (ED) Office for Civil Rights (OCR) in its enforcement and monitoring efforts. The CRDC collects information about school characteristics and about programs, services and outcomes for students.

The purpose of the U.S. Department of Education's Civil Rights Data Collection is to obtain data related to the nation's public school districts' and elementary and secondary schools' obligation to provide equal educational opportunity. To fulfill this goal, the CRDC collects a variety of information, including student enrollment and educational programs and services data, that are disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The CRDC is a longstanding and important aspect of the OCR's overall strategy for administering and enforcing the civil rights statutes for which it is responsible. This information is also used for policy making by other ED offices, other federal agencies and researchers outside of ED.

Reporting complete and accurate information for this survey is mandatory, authorized under the statutes and regulations implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and under the Department of Education Organization Act (20 U.S.C. § 3413). The regulations implementing these provisions can be found at 34 CFR 100.6(b); 34 CFR 106.71; and 34 CFR 104.61.

What is the Civil Rights Data Collection?

The Civil Rights Data Collection (CRDC) is a biennial ( i.e. , every other school year) survey required by the U.S. Department of Education ' s (Department) Office for Civil Rights (OCR) since 1968. Similar to the 2011 – 12 and 2013 – 14 CRDCs, the 2015 – 16 CRDC will collect data from a universe of all public local educational agencies (LEA) and schools, including long-term secure juvenile justice facilities, charter schools, alternative schools, and schools serving students with disabilities.

What is the purpose of the CRDC?

The CRDC collects data on leading civil rights indicators related to access and barriers to educational opportunity at the early childhood through grade 12 levels. The CRDC is also a longstanding and critical aspect of the overall enforcement and monitoring strategy used by OCR to ensure that recipients of the Department 's F ederal financial assistance do not discriminate on the basis of race, color, national origin, sex, and disability. OCR relies on CRDC data it receives from public school districts as it investigates complaints alleging discrimination, determines whether the Federal civil rights laws it enforces have been violated, initiates proactive compliance reviews to focus on particularly acute or nationwide civil rights compliance problems, and provides policy guidance and technical assistance to educational institutions, parents, students, and others. In addition, the CRDC is a valuable resource for other Department offices and Federal agencies, policymakers and researchers, educators and school officials, parents and students, and the public who seek data on student equity and opportunity.

Under what authority does the Department conduct the CRDC?

Section 203(c)(1) of the 1979 Department of Education Organization Act conveys to the Assistant Secretary for Civil Rights the authority to "c ollect or coordinate the collection of data necessary to ensure compliance with civil rights laws within the jurisdiction of the Office for Civil Rig hts" [ 20 U.S.C. § 3413(c)(1) ].

The civil rights laws enforced by OCR include: Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, and national origin; Title IX of the Education Amendments of 1972, which prohibits discrimination based on sex; and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability. OCR 's implementing regulations for each of these statutes requires recipients of the Department 's federal financial assistance to submit to OCR "co mplete and accurate compliance reports at such times, and in such form and containing such informati on" as OCR " may determine to be necessary to enable [OCR] to ascertain whether the recipient has complied or is complying " wi th these laws and implementing regulations ( 34 CFR § 100.6(b) , 34 CFR § 106.71 , and 34 CFR § 104.61 , located at http://www2.ed.gov/policy/rights/reg/ocr/index.html ). In addition, pursuant to a delegation by the Attorney General of the United States, OCR shares in the enforcement of Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination based on disability. Any data collection that OCR has determined to be necessary to ascertain or ensure compliance with these laws is mandatory.

OCR also works with Department offices to help them effectively carry out programs of Federal financial assistance that the Secretary of Education is responsible for administering. [See Sections 201, 202(g), 411(a), and 412 of the Department of Education Organization Act (20 U.S.C. §§ 3411 , 3412(g) , 3471(a) , and 3472)]. OCR works with the Department 's O ffice of Elementary and Secondary Education, which is  responsible for administering the Elementary and Secondary Education Act of 1965 ( ESEA ). Section 9533 of the ESEA (20 U.S.C. § 7913) prohibits discrimination in the administration of the ESEA in violation of the Fifth or Fourteenth Amendments to the Constitution. In addition, Section 9534 of the ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the basis of race, color, religion, sex (except as otherwise permitted under Title IX), national origin, or disability. Thus, in addition to OCR's authority described above, the ESEA provides authority for the Department to mandate that LEAs respond to this data collection.

What is different in the 2015 – 16 CRDC?

The revised 2015 – 16 CRDC is nearly identical to the 2015 – 16 CRDC previously approved by OMB in February 2014 (OMB control #1870-0504). Minor changes were made to a few data elements in the 2015 – 16 CRDC to address comments received and questions raised by LEAs during the administration of the 2013 – 14 CRDC. OMB approved the revisions to the 2015 – 16 CRDC under the Paperwork Reduction Act on December 15, 2015, under Control Number 1870-0504. All the documentation submitted to OMB can be found at this link .

OCR made three material changes to the 2015 – 16 CRDC. Specifically, OCR: (1) dropped the "s tudents transferred to a regular school for disciplinary reasons " da ta element; (2) added n ew "c hild count for 2- year-olds served in LEA preschoo l" data element; and (3) expanded high school equivalency exam preparation program student participation and credentials data elements to include state-authorized high school equivalency exam preparation programs in addition to the General Educational Development (GED) test preparation programs.

Since 1968, the Civil Rights Data Collection, formerly the Elementary and Secondary School Survey, has collected data on key education and civil rights issues in our nation's public schools for use by the U.S. Department of Education's (ED) Office for Civil Rights (OCR) in its enforcement and monitoring efforts. The CRDC collects information about school characteristics and about programs, services and outcomes for students.

The purpose of the U.S. Department of Education's Civil Rights Data Collection is to obtain data related to the nation's public school districts' and elementary and secondary schools' obligation to provide equal educational opportunity. To fulfill this goal, the CRDC collects a variety of information, including student enrollment and educational programs and services data, that are disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The CRDC is a longstanding and important aspect of the OCR's overall strategy for administering and enforcing the civil rights statutes for which it is responsible. This information is also used for policy making by other ED offices, other federal agencies and researchers outside of ED.

Reporting complete and accurate information for this survey is mandatory, authorized under the statutes and regulations implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and under the Department of Education Organization Act (20 U.S.C. § 3413). The regulations implementing these provisions can be found at 34 CFR 100.6(b); 34 CFR 106.71; and 34 CFR 104.61.

What is the Civil Rights Data Collection?

The Civil Rights Data Collection (CRDC) is a biennial ( i.e. , every other school year) survey required by the U.S. Department of Education ' s (Department) Office for Civil Rights (OCR) since 1968. Similar to the 2011 – 12 and 2013 – 14 CRDCs, the 2015 – 16 CRDC will collect data from a universe of all public local educational agencies (LEA) and schools, including long-term secure juvenile justice facilities, charter schools, alternative schools, and schools serving students with disabilities.

What is the purpose of the CRDC?

The CRDC collects data on leading civil rights indicators related to access and barriers to educational opportunity at the early childhood through grade 12 levels. The CRDC is also a longstanding and critical aspect of the overall enforcement and monitoring strategy used by OCR to ensure that recipients of the Department 's F ederal financial assistance do not discriminate on the basis of race, color, national origin, sex, and disability. OCR relies on CRDC data it receives from public school districts as it investigates complaints alleging discrimination, determines whether the Federal civil rights laws it enforces have been violated, initiates proactive compliance reviews to focus on particularly acute or nationwide civil rights compliance problems, and provides policy guidance and technical assistance to educational institutions, parents, students, and others. In addition, the CRDC is a valuable resource for other Department offices and Federal agencies, policymakers and researchers, educators and school officials, parents and students, and the public who seek data on student equity and opportunity.

Under what authority does the Department conduct the CRDC?

Section 203(c)(1) of the 1979 Department of Education Organization Act conveys to the Assistant Secretary for Civil Rights the authority to "c ollect or coordinate the collection of data necessary to ensure compliance with civil rights laws within the jurisdiction of the Office for Civil Rig hts" [ 20 U.S.C. § 3413(c)(1) ].

The civil rights laws enforced by OCR include: Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, and national origin; Title IX of the Education Amendments of 1972, which prohibits discrimination based on sex; and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability. OCR 's implementing regulations for each of these statutes requires recipients of the Department 's federal financial assistance to submit to OCR "co mplete and accurate compliance reports at such times, and in such form and containing such informati on" as OCR " may determine to be necessary to enable [OCR] to ascertain whether the recipient has complied or is complying " wi th these laws and implementing regulations ( 34 CFR § 100.6(b) , 34 CFR § 106.71 , and 34 CFR § 104.61 , located at http://www2.ed.gov/policy/rights/reg/ocr/index.html ). In addition, pursuant to a delegation by the Attorney General of the United States, OCR shares in the enforcement of Title II of the Americans with Disabilities Act of 1990, which prohibits discrimination based on disability. Any data collection that OCR has determined to be necessary to ascertain or ensure compliance with these laws is mandatory.

OCR also works with Department offices to help them effectively carry out programs of Federal financial assistance that the Secretary of Education is responsible for administering. [See Sections 201, 202(g), 411(a), and 412 of the Department of Education Organization Act (20 U.S.C. §§ 3411 , 3412(g) , 3471(a) , and 3472)]. OCR works with the Department 's O ffice of Elementary and Secondary Education, which is responsible for administering the Elementary and Secondary Education Act of 1965 ( ESEA ). Section 9533 of the ESEA (20 U.S.C. § 7913) prohibits discrimination in the administration of the ESEA in violation of the Fifth or Fourteenth Amendments to the Constitution. In addition, Section 9534 of the ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the basis of race, color, religion, sex (except as otherwise permitted under Title IX), national origin, or disability. Thus, in addition to OCR's authority described above, the ESEA provides authority for the Department to mandate that LEAs respond to this data collection.

What is different in the 2015 – 16 CRDC?

The revised 2015 – 16 CRDC is nearly identical to the 2015 – 16 CRDC previously approved by OMB in February 2014 (OMB control #1870-0504). Minor changes were made to a few data elements in the 2015 – 16 CRDC to address comments received and questions raised by LEAs during the administration of the 2013 – 14 CRDC. OMB approved the revisions to the 2015 – 16 CRDC under the Paperwork Reduction Act on December 15, 2015, under Control Number 1870-0504. All the documentation submitted to OMB can be found at this link .

OCR made three material changes to the 2015 – 16 CRDC. Specifically, OCR: (1) dropped the "students transferred to a regular school for disciplinary reasons " da ta element; (2) added n ew "child count for 2- year-olds served in LEA preschool" data element; and (3) expanded high school equivalency exam preparation program student participation and credentials data elements to include state-authorized high school equivalency exam preparation programs in addition to the General Educational Development (GED) test preparation programs.

How does the 2015 – 16 CRDC differ from the 2013 – 14 CRDC?

Almost all of the data elements that were previously collected by the 2013 – 14 CRDC will continue to be collected by the 2015 – 16 CRDC. A complete list of data elements included in the 2015 – 16 CRDC is found at the end of this FAQ in the appendix.

 

What is the purpose of the CRDC? 

The purpose of the U.S. Department of Education’s (Department) CRDC is to obtain data on key education and civil rights issues in our nation's public schools, including student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability status. The CRDC is a longstanding and important aspect of the Department’s Office for Civil Rights (OCR) overall strategy for administering and enforcing the civil rights statutes for which it is responsible.

CRDC Authorization 

The CRDC is a mandatory data collection, authorized under the following statutes and regulations:

  • Title VI of the Civil Rights Act of 1964, 
  • Title IX of the Education Amendments of 1972, 
  • Section 504 of the Rehabilitation Act of 1973, and 
  • The Department of Education Organization Act (20 U.S.C. 3413).


History of the CRDC

  • The CRDC began in 1968. 
  • In 2000, the CRDC was conducted for every public school district and public school in the country. 
  • The next 4 surveys (2002, 2004, 2006, and 2009-10) were conducted on a sample of school districts (approximately 7,000 LEAs and 90,000 schools). 
  • Starting with school year (SY) 2011-12, the CRDC returned to being a universe collection, including every 

public school district and public school in the country. The surveys for the 2013-14, 2015-16, and 2017-18 (planned) school years are universe collections. 

CRDC DATA

How are the data used?

         The CRDC provides valuable information about access to educational opportunities in our nation’s public schools that is used by the Department’s OCR and other program offices.

         The data collected by the CRDC plays a pivotal role in assisting policymakers, researchers, and others in the education community.

How can the CRDC data be accessed?

         Following the close of each survey, the data are made available to the public at ocrdata.ed.gov. Data are currently available for survey years 2000, 2004, 2006, 2009-10, 2011-12, and 2013-14. Once the data from the 2015-16 collection are finalized, they will be made available to the public.

         LEAs may also request a copy of the flat file on the OCR data website (http://ocrdata.ed.gov/RequestFlatFile). LEAs will need to complete and send their request form to OCR in order to receive a DVD containing the CRDC data, including data from their district.

STRUCTURE OF THE CRDC

Data Reference Points: 

CRDC data are reported based on two different points in time:

       Part 1: Enrollment and placement data as of October 1, 2015. Please note that students with disabilities are reported as of IDEA child count date or October 1, 2015.

       Part 2: Cumulative data are reported based on the entire 2015-16 school year.

Two Levels of Data

Each Part (1 and 2) of the CRDC reports data at two different levels:

       LEA or District Level

       School Level

Please note that the LEA level data are not an aggregate of the school level data.
Also, please note that ALL public LEAs are required to submit LEA level data and school level data for each school within the LEA.

USER ROLES

The CRDC recognizes three distinct LEA user roles. These user roles determine each individual’s responsibilities and expectations during the collection.

  1. Superintendent: This role should be filled by the LEA’s superintendent. If the LEA is a charter school, this role should be filled by the individual who performs the duties most similar to that of a superintendent e.g., CEO). It is the LEA superintendent’s responsibility to ensure that the data are submitted and certified by the due dates. However, it is at the superintendent’s discretion to decide whom to delegate the responsibility for collecting the information.
  2. Principal Contact Person (PCP): Ideally, the PCP is the person who actually completes the survey or the person who is coordinating the data collection activities. The PCP should be someone who can forward all pertinent information regarding the survey such as deadlines and information updates, and can act as the liaison between the LEA and OCR. Examples of previously listed PCPs: Superintendents, Assistant Superintendents, members of student services, Information Technology staff, or Human Resources staff.
  3. Alternate Contact Person (ACP): This person will receive all correspondence concerning the CRDC. Usually, the ACP will assist with various tasks in relation to the collection, but does not have the specific responsibilities of the PCP or Superintendent.

PHASES OF THE COLLECTION 

Pre-Collection Phase Activities

In this phase of the collection, LEAs will begin to prepare to submit data for the CRDC. One of the first steps is for LEAs to update and verify their Advance Website (AWS) profiles, which contain contact information and a list of schools. After the AWS task, LEAs will begin to collect their LEA and school level data for the 2015-16 school year.

The AWS (Please note the AWS was open between August 29, 2016 and October 19, 2016, and is now closed) o During the pre-collection phase, LEAs update their profiles in the AWS. It is essential that each

LEA provide/verify their LEA profile information, including contact personnel and school

identification.
o The CRDC AWS is not the actual CRDC submission system, but it is a critical preparation step that

is required of every LEA. The AWS is separate from the survey, follows a different schedule than the data collection, and is also located on a different website from where the data will be submitted.

o Each LEA receives notification with a username (LEA ID) and password to log in to the AWS. In this portal, LEAs are instructed to update their contacts and school list.

o It is extremely important that all information is current and correct. The users listed will receive all information regarding the CRDC, and the schools listed will be expected to be reported by the LEA. If your LEA has NOT VERIFIED its user contact information and school list in the AWS, then please contact the CRDC Partner Support Center (PSC) as soon as possible. PSC contact information is listed below in the contact support section of this guide.

o During the pre-collection phase, LEAs should begin collaborating with their State Educational Agency (SEA). It is important that LEAs know the role of their SEAs, and to what extent their SEA will be involved in their submission process.

Planning and Preparation

o All data elements and questions can be found in the LEA form and all schools form (located on the CRDC Resource Center website: crdc.grads360.org). To prepare for the collection, LEAs should review all elements and identify their local data source.

o LEAs should utilize the pre-collection tools located on the CRDC Resource Center website to assist them with their preparation. Please find brief descriptions of the pre-collection tools below:

  • CRDC All Schools Form- This document is designed for School-Level data elements and includes all of the instructions and definitions needed in order to collect the correct data for each question.
  • CRDC LEA Form- This document is designed for LEA-Level data elements and includes all of the instructions and definitions to correctly collect the data for each question.
  • CRDC LEA-Level Table Layout- This document is specifically designed for LEA-Level data elements and includes the corresponding table layouts for those elements.
  • CRDC School-Level Table Layout - This document is specifically designed for School-Level data elements and includes the corresponding table layouts for those elements.
  • Excel Template Instructions – A list of instructions based on how to complete the LEA Form template and the All Schools Form Template.
  • Excel Template LEA Form – This document is a resource for LEAs to input their LEA- specific data.
  • Excel Template School Form – LEAs can use this document to enter school-specific information and has ten (10) columns for entering data for up to 10 schools. (Please note than an LEA with more than 10 schools has the opportunity to use additional template documents to accommodate their needs—there is no limit to the number of templates an LEA may use).
  • List of Elements (Flat File Specifications) – This is an Excel document that contains the complete list of the 2015-16 CRDC data elements that LEAs are required to submit. The Flat File Specifications assist LEAs in formatting their CSV file for submission.
  • Flat File Submission Instructions – This document contains a list of instructions that describe how LEAs use the Flat File Submission option and a list of parameters for each 2015-16 data element.

Please note that links to the documents described above can be found in the Resource Center Document Guide section of this document.