Professional Documents
Culture Documents
Contents of Documentation:
I. Introduction .................................................................................................... 2
I. Introduction to the NCES Common Core of Data (CCD) Public Elementary and
Secondary School Universe
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, American Samoa,
Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, the Virgin Islands, and
the Department Defense. In order to provide data comparable across states to the maximum
extent feasible, common data items and definitions have been developed and accepted by NCES
and representatives of SEAs over a period of time from the 1950's to the present. CCD data are
sent to NCES by SEA personnel acting as CCD coordinators, are edited and maintained in
machine-readable data sets by NCES, and 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
LEA administrators, and the general public.
The Public School Universe includes all settings in which free public education is provided to
children by a public agency. (Some SEAs do not provide information on education outside of the
traditional public school system.)
Public School Universe data include NCES and state identification numbers, name and ID number
of the agency that operates the school, name, address, and phone number of school, school type
(regular, special education, vocational education, and alternative), locale code (seven categories
from urban to rural), number of students by grade and ungraded, number of students eligible for
free lunch, and number of students by five race/ethnic categories.
The purpose of the Common Core of Data (CCD) Nonfiscal surveys is to provide a listing of all
schools and agencies providing free public elementary and secondary education in the United
States and its outlying areas, along with basic descriptive statistical information on each unit
listed. The CCD system was developed and is designed to be inclusive rather than exclusive. In
accordance with this purpose, CCD files contain a substantial number of records representing
administrative and operating units which are unlike typical public schools and school districts.
The CCD system provides features which 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 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.
II. Users Guide
A. Methodology
In the context of CCD, a school is an organization composed of students and staff. The CCD
definition recognizes that this organization may encompass several locations, but must have a
single contact point, which is the mailing address to be entered on the CCD school record. There
may be situations in which pupils are served by two schools at the same time (e.g., a regular
school and a vocational school). In these situations, a judgement must be made as to where the
student should be counted. Typically, such judgement is left to the SEA official who reports the
data. Users should keep in mind that the CCD school universe encompasses units that may not be
within the scope of every survey. In most cases, CCD files contain enough data so that decision
rules can be applied to the file without the need for manual review of every case.
Users of the data set need to be aware of certain conditions which are unique to the data file.
Imputation Flag Options - Care has been taken to provide a meaningful entry in every cell of this
data set. In order to achieve this result, it was necessary in some cases for NCES to assign a
value other than that reported—including a blank response--by the state coordinator responding
to the CCD surveys. For each data cell, there is a companion cell containing a flag indicating
whether the figure in the cell was reported by the state or was placed in the cell by NCES using
one of several methodologies.
On the record layout, the companion cell in each case is identified by the name of the data cell
preceded by an “I”. The documentation explains any action taken by NCES in regard to each
variable. A frequency distribution of the values of each imputation flag is attached in appendix B
and appendix D contains nonresponse tables.
Missing Value Options - All data elements are either completed by the state or they have been
filled with a “0”, “M”, or “N”.
0 - There are no occurrences of this data element. A value was expected and
measured, but there were 0 (zero) cases found in the category.
M - Data are missing. A value was expected and none was measured.
N - Data are not applicable. A value was neither expected nor measured.
FIPST Codes - The Common Core of Data Public Education Agency Universe and the Common
Core of Data Public School Universe used the “old” FIPST codes for the outlying areas prior to
the 1991-92 survey year. A list of the FIPST codes is attached.
(A01) NCES Education Agency ID - Each record contains a unique NCES agency identification
number.
(A02) State Education Agency ID - Each record contains a state agency identification number.
(A03) Name of Education Agency - Each record includes an agency name with which the school
is affiliated. NCES reviewed any record filling the 30 characters assigned, and may have adjusted
the agency name to improve readability (e.g., applied standard abbreviations).
(B01) State School ID - Each record contains a state school identification number.
(B02) NCES School ID - Each record contains a unique NCES school identification number.
(B03) Name of School - Each record has a school name. NCES reviewed any record filling the
30 characters assigned, and may have adjusted the school name to improve readability (e.g.,
applied standard abbreviations).
(B04) Mailing Address - Some mailing addresses consist solely of a city and state, indicated by an
“N” in the street address field.
(B05) City - Each record has a city name in the address. There are valid cases in which a school
may be located in one city and have a mailing address in another city.
(B06) State - Each record has a two-letter post office code indicating the state in which the
school’s mailing address is located. 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. There are 20 schools in the 1995-96 School Universe that have a different
FIPST code from the state abbreviation. A list of these schools is attached.
(B08)Telephone Number) - Telephone numbers were reported as “M” or “N” for 717 schools.
(C01) School Type - Each record has a school type code. See appendix A and the Instructions
for Completing the Nonfiscal Surveys of the Common Core of Data 1995-96 for a detailed
definition of each of these codes.
(C02) Operational Status Code - All schools are coded to reflect their status as reported for the
1995-96 school year. Valid responses include:
1 - School continues operational from the previous year
2 - School closed
3 - New school
4 - School was operational during the previous year, but was not reported
Schools with an operational status code of “2” will remain on the file for one year for historical
purposes.
(C03)Locale Code - Puerto Rico and the Department of Defense Dependents schools have not
been assigned a type of locale and have an “N” for this field. All other records have a code
ranging from 1-7 indicating the location of the school relative to populous areas, based on the
school’s mailing address. See section IV, appendix A, and the Instructions for Completing the
Nonfiscal Surveys of the Common Core of Data 1995-96 for a detailed definition of each locale
code.
(C04) FTE Teachers - Full-time equivalent teachers are collected to the nearest tenth. Some
schools may report teachers, but no pupils, while other schools may report pupils in membership
but no teacher FTE. These are valid records indicating situations in which more than one school
provides services to pupils, but the pupils are attributed to a single school to avoid double
counting; or where a teacher provides services to pupils at multiple schools. An example of the
former situation might be an Area Vocational School whose pupil membership is attributed to
high schools that send pupils for vocational services.
These data were not provided by Massachusetts and Virginia. Massachusetts reported “N” in the
teacher field for its 1,831 schools because teacher data are only collected at the district level.
However, NCES adjusted reports to show FTE as missing for these school records by placing an
“M” in the teacher field since a value was expected, but none was measured.
The submission from Colorado contained a group of records that accounted for district-wide
teaching staff. In order to avoid undercounting of teachers at the school and state level, it was
decided in consultation with Colorado's CCD coordinator, to apportion these teacher counts
across the schools within the associated district. The methodology used was:
a. The Colorado file was divided into the district-wide records and the remaining
school records.
b. The ratio of each school's reported teachers to the sum of teachers across all
schools in a district was calculated.
c. These school records were then matched with the district-wide records and
each school's ratio applied to the district-wide teacher total. This resulted in the
number to be added to the school's originally reported teacher count.
d. Records which were adjusted through this process may be identified by the
value “C” in the teacher flag field (IFTE93, Position 300).
(E01)Free Lunch Eligible - These counts may be taken by the schools at a different time than the
membership counts, and free lunch and membership totals 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, and the free lunch eligible count for the school providing services may be over
represented relative to the school’s total membership. To avoid identifying any student as eligible
for free lunch, the maximum number reported has been adjusted to 95 percent of a schools total
membership.
(E02-E06) Membership, by Race - These counts may be taken by the schools at a different time
than membership counts, thus, racial/ethnic and membership totals may not be the same.
Alaska Schools
020000200001 ANN C. STEVENS ELEMENTARY SCJ FPO AP WA
020000200003 BOB REEVE HIGH/MT MOFFETT MID FPO AP WA
Arizona School
040000700160 SHIPROCK, BIA SHIPROCK NM
California School
062519003767 STATELINE ELEMENTARY NEW PINE CREEK OR
Georgia School
130537001749 FAIRYLAND ELEMENTARY SCHOOL LOOKOUT MNTN TN
Idaho Schools
160132000237 POWELL ELEMENTARY JUNIOR HI LOLO MT
160261000459 PLEASANT VALLEY ELEM/JR HI JORDAN VALLEY OR
Indiana School
181161001870 UNION ELEMENTARY SCHOOL COLLEGE CORNER OH
Minnesota School
273315001446 SIOUX VALLEY ELEMENTARY SCH LAKE PARK IA
Nevada School
3200510000415 PLEASANT VALLEY WENDOVER UT
Utah Schools
490105000578 WENDOVER SCHOOL WENDOVER NV
490114000892 HILDALE SCHOOL COLORADO CITY AZ
Wyoming Schools
560583000337 ALTA ELEMENTARY SCHOOL DRIGGS ID
B. User Guidelines for Processing the Public Elementary and Secondary School Universe
The SAS file for the 1995-96 National Public Elementary and Secondary School Universe is
called CCDSCH95.SD2 and the flat ASCII file is called CCDSCH95.DAT. The record layout for
the file is contained in appendix A.
In the 1995-96 Common Core of Data Public Elementary and Secondary School Universe Survey
there were 88,981 records, one for each public elementary and secondary school in the 50 states,
District of Columbia, five outlying areas, and the Department of Defense dependent schools
outside the United States. Of the 88, 981 schools, 82,763 were regular elementary and secondary
schools, 2,016 were special education schools, 949 were vocational/technical schools, and 3,253
were other/alternative schools.
Schools that were open on last year's files (1994-95), but are closed for the 1995-96 school year
are kept on the file for one year. They are indicated by a value of 2 under the variable STATUS95
on the school file. Once these closed schools are stripped off the file, a file of 88,981 schools open
in 1995-96 will remain.
APPENDIX A
Record Layout for Common Core of Data Public School Universe, 1995-96
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 data are missing; that is, a value is expected but none was
measured.
N - when data are not applicable; that is, a value is neither expected nor
measured.
STREET95 30 107-136 A The mailing address of the school -- may be a street address, a Post Office
box number, or, if verified that there is no address beyond CITY, STATE,
and ZIP, the character "N."
CITY95 18 137-154 A City name of the mailing address.
ST95 2 155-156 A Two-letter U.S. Postal Service abbreviation of the state where the mailing
address is located (see attached list).
ZIP95 5 157-161 A Five-digit U.S. Postal Service ZIP code for the mailing address.
ZIP495 4 162-165 A If the mailing address has been assigned the additional four-digit ZIP+4,
this field contains that number; otherwise, this field is blank.
PHONE95 10 166-175 A Telephone number of school.
NOTE: Position # 166-168 is the area code, and position #169-175 is the
exchange and number.
Record Layout for Common Core of Data School Universe, 1995-96
1 = Regular school
2 = Special education school
3 = Vocational school
4 = Other/alternative school
STATUS95 1 177-177 A 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.
LOCALE95 1 178-178 A NCES code for location of the school relative to populous areas :
GRSPAN95 4 184-187 A Range of grades taught in the school, derived from the grades for which
students were reported. The following codes are used :
UG = Ungraded
PK = Prekindergarten
KG = Kindergarten
01 -- 12 = First through Twelfth grade
00 = School had no students reported
UG and 00 each occurs only in isolation from other codes. When one of
these does occur, it is both the lowest and the highest grade.
GSLO95 2 184-185 A NCES code for lowest grade taught.
GSHI95 2 186-187 A NCES code for highest grade taught.
UG95 5 188-192 N Students in ungraded classes.
PK95 5 193-197 N Prekindergarten students.
KG95 5 198-202 N Kindergarten students.
G0195 5 203-207 N 1st grade students.
G0295 5 208-212 N 2nd grade students.
G0395 5 213-217 N 3rd grade students.
G0495 5 218-222 N 4th grade students.
G0595 5 223-227 N 5th grade students.
G0695 5 228-232 N 6th grade students.
IFTE95 1 312-312 A If the field contains anything other than "R", the FTE of classroom teachers
originally submitted was adjusted.
IUG95 1 313-313 A If the field contains anything other than "R", the count of Ungraded students
originally submitted was adjusted.
IPK95 1 314-314 A If the field contains anything other than "R",the count of Prekindergarten
students originally submitted was adjusted.
IKG95 1 315-315 A If the field contains anything other than "R",the count of Kindergarten
students originally submitted was adjusted.
IG0195 1 316-316 A If the field contains anything other than "R", the count of First Grade
Students originally submitted was adjusted.
IG0295 1 317-317 A If the field contains anything other than "R", the count of Second Grade
Students originally submitted was adjusted.
IG0395 1 318-318 A If the field contains anything other than "R", the count of Third Grade
Students originally submitted was adjusted.
IG0495 1 319-319 A If the field contains anything other than "R", the count of Fourth Grade
Students originally submitted was adjusted.
IG0595 1 320-320 A If the field contains anything other than "R", the count of Fifth Grade
Students originally submitted was adjusted.
IG0695 1 321-321 A If the field contains anything other than "R", the count of Sixth Grade
Students originally submitted was adjusted.
IG0795 1 322-322 A If the field contains anything other than "R", the count of Seventh Grade
Students originally submitted was adjusted.
IG0895 1 323- 323 A If the field contains anything other than "R", the count of Eighth Grade
Students originally submitted was adjusted.
IG0995 1 324-324 A If the field contains anything other than "R", the count of Ninth Grade
Students originally submitted was adjusted.
IG1095 1 325-325 A If the field contains anything other than "R", the count of Tenth Grade
Students originally submitted was adjusted.
Record Layout for Common Core of Data School Universe, 1995-96
IG1195 1 326-326 A If the field contains anything other than "R", the count of Eleventh Grade
Students originally submitted was adjusted.
IG1295 1 327-327 A If the field contains anything other than "R", the count of Twelfth Grade
Students originally submitted was adjusted.
IMEMB95 1 328-328 A If the field contains anything other than "R", the computed Total
Membership originally submitted was adjusted.
IFLE95 1 329-329 A If the field contains anything other than "R", the count of Free Lunch
Eligible students originally submitted was adjusted.
IIND95 1 330-330 A If the field contains anything other than "R", the count of AM
Indian/Alaskan students originally submitted was adjusted.
IASIAN95 1 331-331 A If the field contains anything other than "R", the count of Asian/Pacific
Island students originally submitted was adjusted.
IHISP95 1 332-332 A If the field contains anything other than "R", the count of Hispanic students
originally submitted was adjusted.
IBLACK95 1 333-333 A If the field contains anything other than "R", the count of
Black/Non-Hispanic students originally submitted was adjusted.
IWHITE95 1 334-334 A If the field contains anything other than "R", the count of
White/Non-Hispanic students originally submitted was adjusted.
IETH95 1 335-335 A If the field contains anything other than "R", one or more of the
Racial/Ethnic counts originally submitted was adjusted.
IPUTCH95 1 336-336 A If the field contains anything other than "R", one or more of the
Racial/Ethnic counts originally submitted was adjusted.
Appendix B—Imputation Flag Frequencies
Common Core of Data Public School Universe, 1995-1996 1
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IFTE95 Frequency Percent Frequency Percent
----------------------------------------------------
A 5260 5.8 5260 5.8
N 1007 1.1 6267 7.0
R 83721 93.0 89988 100.0
Cumulative Cumulative
IUG95 Frequency Percent Frequency Percent
---------------------------------------------------
A 58523 65.0 58523 65.0
N 1007 1.1 59530 66.2
R 30458 33.8 89988 100.0
Cumulative Cumulative
IPK95 Frequency Percent Frequency Percent
---------------------------------------------------
A 54080 60.1 54080 60.1
N 1007 1.1 55087 61.2
R 34901 38.8 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 2
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IKG95 Frequency Percent Frequency Percent
---------------------------------------------------
A 28913 32.1 28913 32.1
N 1007 1.1 29920 33.2
R 60068 66.8 89988 100.0
Cumulative Cumulative
IG0195 Frequency Percent Frequency Percent
----------------------------------------------------
A 27724 30.8 27724 30.8
N 1007 1.1 28731 31.9
R 61257 68.1 89988 100.0
Cumulative Cumulative
IG0295 Frequency Percent Frequency Percent
----------------------------------------------------
A 27625 30.7 27625 30.7
N 1007 1.1 28632 31.8
R 61356 68.2 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 3
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IG0395 Frequency Percent Frequency Percent
----------------------------------------------------
A 27692 30.8 27692 30.8
N 1007 1.1 28699 31.9
R 61289 68.1 89988 100.0
Cumulative Cumulative
IG0495 Frequency Percent Frequency Percent
----------------------------------------------------
A 28275 31.4 28275 31.4
N 1007 1.1 29282 32.5
R 60706 67.5 89988 100.0
Cumulative Cumulative
IG0595 Frequency Percent Frequency Percent
----------------------------------------------------
A 29485 32.8 29485 32.8
N 1007 1.1 30492 33.9
R 59496 66.1 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 4
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IG0695 Frequency Percent Frequency Percent
----------------------------------------------------
A 38850 43.2 38850 43.2
N 1007 1.1 39857 44.3
R 50131 55.7 89988 100.0
Cumulative Cumulative
IG0795 Frequency Percent Frequency Percent
----------------------------------------------------
A 46489 51.7 46489 51.7
N 1007 1.1 47496 52.8
R 42492 47.2 89988 100.0
Cumulative Cumulative
IG0895 Frequency Percent Frequency Percent
----------------------------------------------------
A 46561 51.7 46561 51.7
N 1007 1.1 47568 52.9
R 42420 47.1 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 5
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IG0995 Frequency Percent Frequency Percent
----------------------------------------------------
A 49736 55.3 49736 55.3
N 1007 1.1 50743 56.4
R 39245 43.6 89988 100.0
Cumulative Cumulative
IG1095 Frequency Percent Frequency Percent
----------------------------------------------------
A 50322 55.9 50322 55.9
N 1007 1.1 51329 57.0
R 38659 43.0 89988 100.0
Cumulative Cumulative
IG1195 Frequency Percent Frequency Percent
----------------------------------------------------
A 50512 56.1 50512 56.1
N 1007 1.1 51519 57.3
R 38469 42.7 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 6
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IG1295 Frequency Percent Frequency Percent
----------------------------------------------------
A 50878 56.5 50878 56.5
N 1007 1.1 51885 57.7
R 38103 42.3 89988 100.0
Cumulative Cumulative
IMEMB95 Frequency Percent Frequency Percent
-----------------------------------------------------
N 1007 1.1 1007 1.1
T 88981 98.9 89988 100.0
Cumulative Cumulative
IFLE95 Frequency Percent Frequency Percent
----------------------------------------------------
A 14957 16.6 14957 16.6
N 1007 1.1 15964 17.7
R 74024 82.3 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 7
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IIND95 Frequency Percent Frequency Percent
----------------------------------------------------
A 2611 2.9 2611 2.9
N 1007 1.1 3618 4.0
R 86370 96.0 89988 100.0
Cumulative Cumulative
IASIAN95 Frequency Percent Frequency Percent
------------------------------------------------------
A 2072 2.3 2072 2.3
N 1007 1.1 3079 3.4
R 86909 96.6 89988 100.0
Cumulative Cumulative
IHISP95 Frequency Percent Frequency Percent
-----------------------------------------------------
A 2132 2.4 2132 2.4
N 1007 1.1 3139 3.5
R 86849 96.5 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 8
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IBLACK95 Frequency Percent Frequency Percent
------------------------------------------------------
A 2210 2.5 2210 2.5
N 1007 1.1 3217 3.6
R 86771 96.4 89988 100.0
Cumulative Cumulative
IWHITE95 Frequency Percent Frequency Percent
------------------------------------------------------
A 1549 1.7 1549 1.7
N 1007 1.1 2556 2.8
R 87432 97.2 89988 100.0
Cumulative Cumulative
IETH95 Frequency Percent Frequency Percent
----------------------------------------------------
N 1007 1.1 1007 1.1
T 88981 98.9 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
Common Core of Data Public School Universe, 1995-1996 9
Imputation Flag Frequencies
14:10 Monday, October 27, 1997
Cumulative Cumulative
IPUTCH95 Frequency Percent Frequency Percent
------------------------------------------------------
N 1007 1.1 1007 1.1
T 88981 98.9 89988 100.0
Imputation Flags:
A - Adjustment
C - Combined with Data Provided Elsewhere by the State
I - Imputation Based on a Method Other than Prior Year's Data
N - Not Applicable
P - Imputation Based on Prior Year's Data
R - As Reported by the State
T - Total Based on Sum of Internal or External Detail
APPENDIX C
Glossary
For 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.
Central City
A central city is defined as a city within a Metropolitan Statistical Area (MSA) with a minimum population of 50,000;
and has a Census Urbanized Area Code.
Classroom Teachers
See “Teachers”
Current Expenditures
Current expenditures for the categories of instruction, support services, and non-instructional services include fixed
charges (employee benefits, rent, interest). They do not include expenditures for debt service and capital outlay.
Instructional expenditures include those for activities dealing directly with the interaction between students and
teachers (salaries, including sabbatical leave, employee benefits, and purchased instructional services).
Non-instructional services current expenditures include food service operations, and other auxiliary enterprise
operations (bookstore, interscholastic athletics) and exclude community services (child care, swimming pool).
Current Expenditures
Current expenditures are defined as expenditures for the categories of instruction, support services, and non-
instructional services for salaries, employee benefits, purchased services and supplies; and payments by the state made
for or on behalf of school systems. This does not include expenditures for debt service and capital outlay, and property
(i.e., equipment); or direct costs (e.g., Head Start, adult education, community colleges, etc.) and community services
expenditures.
Dropout
A dropout is 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.
Education Agency
An education agency is defined as a government agency administratively responsible for providing public elementary
and/or secondary instruction or educational support services.
Employee Benefits
Employee benefits include amounts paid by school districts on behalf of employees.
Examples include: group insurance, social security and retirement contributions, and employee reimbursement for
unused sick leave.
Fiscal Year
A fiscal year is defined as the 12-month period beginning July 1 and ending June 30.
Fixed Charges
Fixed charges include employee benefits paid on behalf of employees, including employer contributions to retirement
systems, FICA, health and life insurance premiums, workman's compensation, and other personnel benefits; and other
fixed charges, such as, payments for liability and casualty insurance premiums, rental, interest on short-term current
loans, and judgments against local agencies.
Guidance Counselors/Directors
Professional staff assigned specific duties and school time for any of the following activities in an elementary or
secondary setting: Counseling with students and parents; consulting with other staff members on learning problems;
evaluating student abilities; assisting students in making educational and career choices; assisting students in personal
and social development; providing referral assistance; and/or working with other staff members in planning and
conducting guidance programs for students.
The state should apply its own standards in apportioning the aggregate of guidance counselors/ directors into the
elementary and secondary level components.
Head Start students and teachers are reported on the CCD only when the program is administered by a local education
agency.
Instructional Aides
Instruction aides is defined as staff members 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 Expenditures
Instructional expenditures are expenditures for activities dealing directly with the interaction between students and
teachers (salaries, including sabbatical leave, employee benefits, and purchased instructional services).
Interest on Debt
Interest on debt is defined as debt services payments for interest on bonds and notes for obligations exceeding one year.
This does not include payments on the redemption of principle.
Kindergarten
Kindergarten is defined as a group or class that is part of a public school program, and is taught during the year
preceding first grade.
Large City
A central city of a CMSA or MSA, with the city having a population greater than or equal to 250,000.
Large Town
An incorporated place or CDP with a population greater than or equal to 25,000 and located outside a CMSA or MSA.
LEA administrative support staff is defined as all staff members who provide direct support to LEA administrators,
business office support, and data processing.
LEA Administrators
LEA administrators are chief executive officers of the education agencies, including superintendents, deputies, and
assistant superintendents; other persons with district-wide responsibilities: e.g., business managers, administrative
assistants, professional instructional support staff, Chapter I coordinators, and home economics supervisors.
Exclude supervisors of instructional or student support staff.
Librarians
Librarians are defined as professional staff members and supervisors assigned specific duties and school time for
professional library services activities.
This includes selecting, acquiring, preparing, cataloguing, and circulating books and other printed materials; planning
the use of the library by students, teachers, and instructional staff; and guiding individuals in use of library books and
material maintained separately or as a part of an instructional materials center.
Media Specialists
Media specialists are defined as directors, coordinators, and supervisors of media centers.
See point under Librarians.
Membership
Membership is defined as 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 Areas
The term Metropolitan Area (MA) refers collectively to Metropolitan Statistical Areas, Consolidated Metropolitan
Statistical Areas, Primary Metropolitan Statistical Areas, and New England County Metropolitan Areas. The Office of
Management and Budget (OMB) defines new MA’s and revised definitions of existing MAs by applying published
standards to decennial census data.
Mid-size City
A central city of a CMSA or MSA, with the city having a population less than 250,000.
Non-instructional Expenditures
Non-instructional expenditures are defined as expenditures for food service operations and other auxiliary enterprise
operations (bookstore and interscholastic athletics), excluding community services (e.g., child care or swimming pool).
Non-MSA City
A Non-MSA city is a city or place not in an MSA with a minimum population of 25,000 inhabitants and a population
density of at least 1,000 per square mile; and does not have a Census Urbanized Area Code.
Operational Status
Classification of the operational condition of a school. Classifications include currently operational, closed, and
opened.
Prekindergarten Students
Prekindergarten students are defined as students who are 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.
Prekindergarten Teachers
Teachers of a group or class that is part of a public school program, and is taught during the year or years preceding
kindergarten; includes teachers of Head Start students if part of authorized public education program.
Property Expenditures
Property expenditures, not included in current expenditures, are defined as expenditures for property, machinery, and
equipment; for items that are not consumed or worn out through use; and for all public education functions.
Supplies such as textbooks, periodicals, teaching, medical and audio-visual supplies, oil, gasoline, and property
maintenance are NOT included as property expenditures, but as current expenditures. For example, buildings,
computers, desks, furniture, furnishings, land tools, typewriters and vehicles.
Public School
Public schools are defined as institutions that provide educational services and have one or more grade groups (PK-12);
or which is ungraded; and has one or more teachers to give instruction; is located in one or more buildings; has an
assigned administrator; receives public funds as primary support; and is operated by an education agency.
Regular School
A regular school is defined as a public elementary/secondary school that does not focus primarily on vocational, special,
or alternative education.
Revenues
Increases in the net current assets of a government fund type from other than expenditure refunds and residual equity
transfers.
Revenues are reported from local, intermediate, state and federal sources.
Revenues, Exclusions
Excluded are proceeds from bond sales; cash received from sale of assets; other non-revenue receipts;
intergovernmental transfers among LEAs; and revenues from community services.
Rural
An area designated as rural is an area with 2,500 inhabitants or fewer; and/or a population density of less than 1,000
per square mile; and/or does not have a Census Urbanized Area Code.
School Administrators
Staff members whose activities are concerned with directing and managing the operation of a particular school;
including principals, assistant principals, other assistants; and those who supervise school operations, assign duties to
staff members, supervise and maintain the records of the school, coordinate school instructional activities with those of
the education agency, including department chairpersons.
School District
A school district is an educational agency or administrative unit that operates under a public board of education.
Secondary
Secondary is defined as 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.
State-Operated Agency
A State-operated agency is defined as a state-operated agency 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
A student is 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.
Supervisory Union
Supervisory Union is defined as an educational agency where administrative services are performed for more than one
school district, by a common superintendent.
Ungraded Students
Ungraded students are defined as individuals assigned to classes or programs that do not have standard grade
designations.
Urban Fringe
Urban fringe is defined as a closely settled area, contiguous to a central city outside a central city; with a minimum
population of 2,500 inhabitants; with a population density of at least 1,000 per square mile; and has a Census
Urbanized Area Code.
Urbanized Area
An urbanized area is defined as an area with a population concentration of at least 50,000; generally consisting of a
central city and the surrounding, closely settled, contiguous territory and with a population density of at least 1,000 per
square mile.
White
A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
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Records Lacking
Telephone Number
Total ---------------------- Records Lacking
State Records N M Street Address
--------------------------------------------------------------------------------
Total On File 88,981 87 626 423
Alabama 1,319 0 0 1
Alaska 495 0 0 0
Arizona 1,133 0 15 12
Arkansas 1,098 0 0 0
California 7,876 0 0 0
Colorado 1,486 0 49 8
Connecticut 1,045 0 0 2
Delaware 181 0 0 0
District of Columbia 186 0 0 0
Florida 2,760 0 7 0
Georgia 1,763 0 0 0
Hawaii 246 0 1 0
Idaho 618 0 0 2
Illinois 4,142 0 3 0
Indiana 1,924 0 0 4
Iowa 1,556 0 0 126
Kansas 1,487 0 0 58
Kentucky 1,402 0 1 23
Louisiana 1,470 0 0 0
Maine 726 0 1 8
Maryland 1,276 0 0 0
Massachusetts 1,850 0 0 0
Michigan 3,748 0 94 0
Minnesota 2,157 74 0 0
Mississippi 1,011 0 0 0
Missouri 2,256 0 37 1
Montana 894 2 0 34
Nebraska 1,411 0 0 0
Nevada 423 0 1 9
New Hampshire 460 0 0 2
Alabama
Alaska
Arizona
Arkansas
California
Connecticut
Delaware
District of Columbia
Florida
Hawaii
Idaho
Illinois
Indiana
Kansas
Kentucky
Louisiana
Maryland
Massachusetts
Michigan
Mississippi
Missouri
Montana
Nevada
New Hampshire
New Jersey
New Mexico
North Carolina
North Dakota
Ohio
Oklahoma
Pennsylvania
Rhode Island
South Carolina
South Dakota
Texas
Utah
Vermont
Virginia
West Virginia
Wisconsin
Wyoming
American Samoa
Northern Marianas
Puerto Rico
Virgin Islands
Item Item
Description Code Description Code
----------- ---- ----------- ----
NCES Education Agency ID: A01 _______ Classroom teachers: C04 ________________
Students by Race:
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ED(NCES) Form 2442 This report is authorized by law (20 U.S.C. 1221E-1). While you are not required to respond, your
cooperation is needed to make the results of this survey comprehensive, accurate, and timely.