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NEW RELEASE FOR 2016
U.S. Department of Education
Ofce for Civil Rights
A FIRST LOOK
KEY DATA HIGHLIGHTS ON EQUITY AND
OPPORTUNITY GAPS IN OUR NATION’S PUBLIC SCHOOLS
U.S. Department of Education
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Ofce for Civil Rights
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Issued: June 7, 2016
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Revised: October 28, 2016
NEW RELEASE FOR 2016
2013-2014 CIVIL RIGHTS DATA COLLECTION
The 2013-14 Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC
measures student access to courses, programs, instructional and other staff, and resources — as well as school climate factors, such as
student discipline and bullying and harassment — that impact education equity and opportunity for students. The U.S. Department of
Education (ED) will release additional data highlights later in 2016 on key topics such as student discipline, early learning access, teacher
and stafng equity, access to courses and programs that foster college and career readiness, and chronic student absenteeism. The full
CRDC data le may be downloaded now; please visit
crdc.ed.gov for more information. In F
all 2016, the public will be able to look up
2013-14 CRDC data for individual schools, school districts, and states by visiting the CRDC website at ocrdata.ed.gov.
Who’s in the 2013-14 CRDC?
Number of school districts: 16,758 (99.2% of all school districts)
Number of schools: 95,507 (99.5% of all public schools)
Total number of students: 50,035,744
Nationwide Student Demographics:
Race/Ethnicity:
Boys: 51.4% Girls: 48.6%
English Learners: 9.9%
Students with Disabilities: 14.0%
(includes students receiving services under IDEA and/or Section 504 of the Rehabilitation Act)
Asian 4.8%
American Indian or
Alaska Native 1.1%
Two or More Races 3.1%
Native Hawaiian
or Other Pacic Islander 0.4%
White 50.3%
Black or African
American 15.5%
Hispanic or
Latino of any race
24.7%
Newly Published Data
In this document, data highlights marked as NEW
indicate that the CRDC collected new information on
the topic for the rst time in the 2013-14 CRDC.
WHAT’S INSIDE
About the CRDC............................................... 2
School Discipline..........................................
3
Restraint and Seclusion............................. 5
Early Learning............................................... 5
College and Career Readiness................. 6
Chronic Student Absenteeism................. 7
Education in Justice Facilities..................8
Teacher and Stafng Equity......................9
CRDC Endnotes and Denitions...................10
*UPDATE (as of 10/28/16):
The state of Florida, on behalf of its
school districts, corrected data it
previously submitted to the 2013-
2014 Civil Rights Data Collection.
Those data are now incorporated in
this revised document. See page 13
for details.
2013-2014 Civil Rights Data Collection
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A FIRST LOOK
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016 NEW RELEASE FOR 2016
The purpose of the CRDC is to obtain data related to the obligation
of public school districts and of elementary and secondary schools
to provide equal educational opportunity. Since 1968, the CRDC has
collected a variety of information, including student enrollment and
educational programs and services data that are disaggregated by
race/ethnicity, sex, English learner status, and disability, from public
schools across the nation.
The CRDC is a longstanding and important aspect of the Ofce for
Civil Rights' overall strategy for administering and enforcing the
civil rights statutes for which it is responsible. Other ED ofces, as
well as policymakers and researchers outside of ED, also use CRDC
information. Additionally, the CRDC database, with hundreds of data
elements, is fully accessible to the public. School districts self-report
and certify all data presented.
The CRDC is a mandatory data collection, 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.
For more information about the CRDC, please visit crdc.ed.gov.
What’s in the 2013-14 Civil Rights
Data Collection?
n
The 2013-14 CRDC provides equity and opportunity data on
a wide array of topics, including:
• Bullying and harassment
• Early learning
• Pathways to college and career readiness (including access to
math/science and AP courses)
• Restraint and seclusion
• School nance
• Prevalence of and student participation in interscholastic
athletics
• Student discipline
• Teachers and other school personnel
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NEW Data topics now available in the 2013–14 CRDC
include:
• Chronic student absenteeism
• Availability of free or partial-payment preschool in school
districts
• Educational access in justice (detention, correctional or
residential) facilities
• Civil rights coordinators in school districts
• Sworn law enforcement/school resource ofcers in schools
• Access to distance education courses, credit recovery, and
dual enrollment/dual credit programs
What’s Coming Next In The CRDC?
Topics collected for the rst time in the 2013–14 CRDC as
optional data items, and that will be collected from every
school in the 2015–16 CRDC, include:
• Allegations of bullying or harassment on the bases
of sexual orientation and religion
• Discipline-related transfers to alternative schools
• Number of students participating in education programs in
justice (detention, correctional or residential) facilities, by
number of days of participation
• Preschool corporal punishment
• Number of instances of and school days missed due to out-
of-school suspensions
• Number of criminal acts committed at school that would
lead to discipline
• Number of preschool children enrolled in district who are
served in non-district facilities
• Number of students enrolled in distance education, dual
enrollment/dual credit, and credit recovery programs
• Access to instructional aides, support services staff,
psychologists, social workers, nurses, and school
administrators
• Number of security guards and sworn law enforcement/
school resource ofcers
• Teacher churn/turnover
About the CRDC
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016
2013-14 CRDC DATA HIGHLIGHTS: A FIRST LOOK
†
School Discipline
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Black public preschool children are suspended from school at high
rates: Black preschool children are 3.6 times as likely to receive one or more
out-of-school suspensions as white preschool children.
• Black children represent 19% of preschool enrollment, but 47% of
preschool children receiving one or more out-of-school suspensions;
in comparison, white children represent 41% of preschool enrollment,
but 28% of preschool children receiving one or more out-of-school
suspensions.
• Black boys represent 19% of male preschool enrollment, but 45% of male
preschool children receiving one or more out-of-school suspensions.
• Black girls represent 20% of female preschool enrollment, but 54%
of female preschool children receiving one or more out-of-school
suspensions.
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Most public preschool children suspended are boys: While boys
represent 54% of preschool enrollment, they represent 78% of preschool
children receiving one or more out-of-school suspensions.
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Children with disabilities and English learners are not
disproportionately suspended in public preschool:
• Children with disabilities served by the Individuals with Disabilities Education Act (IDEA) represent 20% of preschool enrollment, but
15% of preschool children receiving one or more out-of-school suspensions.
• English learners represent 12% of preschool enrollment, but 7% of preschool children receiving one or more out-of-school
suspensions.
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Nationwide, 2.8 million K-12 students received one-or-more out of school suspensions:
• These include approximately 1.1 million black students; 610,000 Latino students; 700,000 students served by IDEA; and 210,000
English learners.
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Racial disparities in suspensions are also apparent in K-12 schools: While 6% of all K-12 students received one or more out-of-school
suspensions, the percentage is 18% for black boys; 10% for black girls; 5% for white boys; and 2% for white girls.
• Black K-12 students are 3.8 times as likely to receive one or more out-of-school suspensions as white students.
• Black girls are 8% of enrolled students, but 13% of students receiving one or more out-of-school suspensions. Girls of other races did
not disproportionately receive one or more out-of-school suspensions.
• American Indian or Alaska Native, Latino, Native Hawaiian or other Pacic Islander, and multiracial boys are also disproportionately
suspended from school, representing 15% of K-12 students but 19% of K-12 students receiving one or more out-of-school
suspensions.
ED Initiative Spotlight
Reforming School Discipline Policy and Practice
The Department has made school discipline reform a top
priority. In the 2016 Investing in Innovation (i3) Program,
the Department seeks to support innovative alternatives to
suspension. This priority builds on the #RethinkDiscipline
campaign to increase awareness about the detrimental im-
pacts of exclusionary discipline, our investment in School
Climate Transformation Grants to help states and districts
strengthen behavioral supports for students, and a School
Discipline Guidance Package to clarify schools' obligation
not to discriminate on the basis of race in discipline.
For more information on the programs and initiatives appearing in
this document, please visit www.ed.gov.
†
Note: Except where the percentage is below 1%, the percentages listed in these data highlights are rounded to the nearest whole number. Numbers in
phrases such as “__ times more likely” are rounded to nearest tenth (one decimal place). Black refers to persons who are black or African American; Latino
refers to persons who are Hispanic or Latino of any race; and multiracial refers to persons of two or more races. The numbers in these data highlights reect
a privacy protection protocol and other methodologies for collecting and preparing the data.
1
For additional information on the methodology for collecting
and preparing the data cited in this document, please visit ocrdata.ed.gov.
2013-2014 Civil Rights Data Collection
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A FIRST LOOK
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016 NEW RELEASE FOR 2016
• 11% of American Indian or Alaska Native boys received one or more out-of-school suspensions, as did 10% of multiracial boys, 8%
of Native Hawaiian or other Pacic Islander boys, and 7% of Latino boys.
• Asian and white students did not disproportionately receive one or more out-of-school suspensions.
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Students with disabilities in grades K-12 are disproportionately
suspended from school:
• Students with disabilities served by IDEA (12%) are more than twice as
likely to receive one or more out-of-school suspensions as students without
disabilities (5%).
• More than one out of ve American Indian or Alaska Native (23%), Native
Hawaiian or other Pacic Islander (23%), black (25%), and multiracial (27%)
boys with disabilities served by IDEA received one or more out-of-school
suspensions, compared to one out of ten white (10%) boys with disabilities
served by IDEA.
• More than one in ve multiracial girls with disabilities served by IDEA
(21%) received one or more out-of-school suspensions, compared to one in
twenty white girls with disabilities served by IDEA (5%).
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English learners are not disproportionately suspended from school:
• English learners make up 10% of all students, but they are 7% of those who
received one or more out-of-school suspensions.
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Black students are expelled from school at disproportionately high
rates:
• Black students are 1.9 times as likely to be expelled from school without
educational services as white students.
• Black boys represent 8% of all students, but 19% of students expelled
without educational services.
• Black girls are 8% of all students, but 9% of students expelled without educational services.
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American Indian or Alaska Native, white, and multiracial boys are also disproportionately expelled from school without
educational services:
• White boys represent 26% of all students, but 35% of students expelled without educational services.
• American Indian or Alaska Native boys represent 0.6% of all students, but 2% of students expelled without educational services.
• Multiracial boys represent 2% of all students, but 4% of students expelled without educational services.
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Latino and Asian boys and girls, as well as Native Hawaiian or other Pacic Islander and white girls, are not disproportionately
expelled without educational services from schools.
• Latino students represent 25% of all students, but 15% of students expelled without educational services.
• Asian students represent 5% of all students, but 1% of students expelled without educational services.
• Native Hawaiian or other Pacic Islander girls represent 0.2% of all students, but 0.1% of students expelled without educational
services.
• White girls represent 24% of all students, but 12% of students expelled without educational services.
n
Black students are more likely to be disciplined through law enforcement: Black students are 2.2 times as likely to receive a referral
to law enforcement or be subject to a school-related arrest as white students.
ED Initiative Spotlight
Increasing Equity for Students of
Color in Special Education
Students of color are more likely to be identied as having
a disability and face harsher discipline than their white
classmates. To address these inequities, in February 2016,
the Department proposed a new rule to improve equity
in the Individuals with Disabilities Education Act (IDEA).
IDEA requires states to identify districts with "signicant
disproportionality" in special education—that is, when
districts identify, place outside the regular classroom,
or discipline children from any racial or ethnic group at
markedly higher rates than their peers. The proposed
Equity in IDEA rule would, for the rst time, require states
to implement a standard approach to compare racial and
ethnic groups, with reasonable thresholds for determin-
ing when disparities have become signicant, and would
also provide identied districts with new exibility to
support student needs.
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016
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NEW A signicant number of schools have sworn law enforcement ofcers (SLEOs), including school resource ofcers (SROs):
• 24% of elementary schools (grades K-6, excluding justice facilities) have SLEOs; 42% of high schools (grades 9-12, excluding justice
facilities) have SLEOs.
• 51% of high schools with high black and Latino student enrollment* have SLEOs.
Restraint and Seclusion
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More than 100,000 students were placed in seclusion or involuntary connement or were physically restrained at school to
immobilize them or reduce their ability to move freely — including almost 69,000 students with disabilities served by IDEA:
• Students with disabilities served by IDEA represent 12% of all students,
but 67% of students subject to restraint or seclusion.
• American Indian or Alaska Native and multiracial boys represent 2% of all
students, but 5% of students subject to restraint or seclusion.
• Black boys and white boys represent 8% and 26% of all students,
respectively, but 18% and 43% of students subject to restraint or
seclusion.
• Asian, Latino, and Native Hawaiian or other Pacic Islander boys are not
disproportionately subject to restraint or seclusion; neither are girls of any
race or ethnicity.
Early Learning
n
More than half of school districts provide public preschool programs
beyond providing those services required by federal law for children
with disabilities — but many children are still left without access to early
learning:
• By law, all school districts must provide special education and related services for preschool children with disabilities under the
Individuals with Disabilities Education Act (IDEA). In addition, 54% of all school districts report providing preschool programs to
children not served by IDEA.
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Among school districts that report offering preschool programs for children not served by IDEA, nearly half provide full-day
preschool:
• 48% of these school districts offer full-day preschool programs.
• 70% of these school districts offer part-day preschool programs.
(Percentages above do not sum to 100% because districts can offer both full-day and part-day programs.)
n
Of the school districts that offer preschool programs for children not served by IDEA, 73% extend preschool eligibility to all
children in the district (but do not necessarily provide preschool programs universally to every child):
• The remaining 27% of school districts extend preschool eligibility to children from low-income families or children in Title I schools,
but not to all children.
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NEW Most, but not all, public preschools are free: Of the school districts that provide preschool programs for children not served by
IDEA, 86% offer part-day or full-day preschool at no cost; the remaining 14% require parents or guardians to pay for part or all of the cost
to enroll children in preschool.
ED Initiative Spotlight
Supporting Early Learning Educators
In 2014, the U.S. Departments of Education and Health
and Human Services issued a Policy Statement on Expul-
sion and Suspension Practices in Early Childhood Settings
to assist states and public and private early childhood
programs in preventing and severely limiting expulsions
and suspensions in early learning settings. In 2016,
through the Departments’ Preschool Development Grants
Program national activities funds, model sites will be
developed to implement strategies that improve social,
emotional, and behavioral outcomes in preschoolers and
support preschool teachers, administrators and families
in addressing and reducing disproportionate discipline
practices in early learning settings.
2013-2014 Civil Rights Data Collection
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A FIRST LOOK
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016 NEW RELEASE FOR 2016
College and Career Readiness
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High-rigor course access is not a reality across all of our nation's schools: Nationwide, 48% of high schools offer calculus; 60% offer
physics; 72% offer chemistry; and 78% offer Algebra II.
n
Black and Latino students have less access to high-level math and science courses:
• 33% of high schools with high black and Latino student enrollment* offer
calculus, compared to 56% of high schools with low black and Latino
student enrollment.
• 48% of high schools with high black and Latino student enrollment*
offer physics, compared to 67% of high schools with low black and Latino
student enrollment.
• 65% of high schools with high black and Latino student enrollment* offer
chemistry, compared to 78% of high schools with low black and Latino
student enrollment.
• 71% of high schools with high black and Latino student enrollment* offer
Algebra II, compared to 84% of high schools with low black and Latino
student enrollment.
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Course enrollment rates differ by race/ethnicity, and by disability and
English learner status:
• Black and Latino students are 38% of students in schools that offer Algebra
II and 37% of students enrolled in Algebra II; they are 36% of students in
schools that offer calculus and 21% of students enrolled in calculus; and they are 37% of students in schools that offer physics and
35% of students enrolled in physics.
• White students are 53% of students in schools that offer Algebra II and 53% of students enrolled in Algebra II; they are 55% of
students in schools that offer calculus and 61% of students enrolled in calculus; and they are 54% of students in schools that offer
physics and 53% of students enrolled in physics.
• Students with disabilities served by IDEA are 12% of students in schools that offer Algebra II and 6% of students enrolled in Algebra II;
they are 11% of students in schools that offer calculus and 1% of students enrolled in calculus; and they are 11% of students in schools
that offer physics and 6% of students enrolled in physics.
• To close the participation gap in physics, more than 104,000 additional students with disabilities served by IDEA would need to
participate in physics classes nationwide.
• English learners are 5% of students in schools that offer Algebra II and 4% of students enrolled in Algebra II; they are 5% of students
in schools that offer calculus and 1% of students enrolled in calculus; and they are 5% of students in schools that offer physics and 4%
of students enrolled in physics.
• To close the participation gap in physics, more than 16,000 additional English learners would need to participate in physics classes
nationwide.
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Girls are underrepresented among students enrolled in physics, but not in calculus:
• Girls represent 49% of all students nationwide and 49% of students enrolled in calculus, but 46% of students enrolled in physics.
• To close the participation gap in physics, more than 91,000 additional girls would need to participate in physics classes
nationwide.
ED Initiative Spotlight
Boosting STEM and Computer Science Education
The President has proposed a $4.1 billion Computer
Science for All program that would support states’ and
school district’s efforts to expand access for all students
to computer science instruction and programs. And in
April 2016, the Department issued a Dear Colleague
letter to states, school districts, schools and education
partners on how to maximize federal funds to support and
enhance innovative science, technology, engineering and
math (STEM) education for all students and decrease the
equity and opportunity gaps for historically underserved
students in STEM.
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016
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Unequal access to accelerated courses or programs: Black and Latino students represent 42% of student enrollment in schools
offering gifted and talented education (GATE) programs, yet 28% of the students enrolled in GATE programs.
• White students are 49% of all students in schools offering GATE programs and 57% of students in GATE programs.
• While English learners are 11% of students in schools offering GATE
programs, fewer than 3% of GATE students nationwide are English
learners.
• Similarly, students with disabilities served by IDEA are 12% of all students
in schools offering GATE programs, but represent fewer than 3% of GATE
students nationwide.
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Student enrollment in Advanced Placement (AP) courses is unequal:
• Black and Latino students represent 38% of students in schools that offer
AP courses, but 29% of students enrolled in at least one AP course.
• English learners represent 5% of students in schools that offer AP courses,
but 2% of the students enrolled in at least one AP course.
• Students with disabilities served by IDEA represent 11% of all students in
schools that offer AP courses, but fewer than 2% of students enrolled in at
least one AP course.
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English learners, students with disabilities, and students of color are
more likely to be retained or held back in high school: Students with
disabilities served by IDEA and English learners are 12% and 5% of high
school student enrollment , but 22% and 11% of high school students held
back or retained.
• Black students are 16% of high school students but 30% of high school
students retained, while white students are 53% of high school students
but 31% of high school students retained.
• Latino, American Indian or Alaska Native, Native Hawaiian or other
Pacic Islander, and multiracial high school students are also retained at
disproportionately high rates, representing 27% of high school students
but 35% of high school students retained.
Chronic Student Absenteeism
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NEW Nationwide, more than 6.8 million students – or 14% of all
students – are chronically absent (absent 15 or more school days during the school year).
n
NEW More than 3 million high school students – or 19% of all high school students – are chronically absent.
• 20% or more of American Indian or Alaska Native (27%), Native Hawaiian or other Pacic Islander (25%), black (23%), multiracial
(21%), and Latino (21%) high school students are chronically absent.
• High school students with disabilities served by IDEA are 1.4 times as likely to be chronically absent as high school students without
disabilities.
• 21% of all English learner high school students are chronically absent.
ED Initiative Spotlight
Addressing Chronic Absenteeism in Schools
In 2015, the Obama Administration launched Every
Student, Every Day: A National Initiative to Address and
Eliminate Chronic Absenteeism to support coordinated
community action that addresses the underlying causes
of local chronic absenteeism affecting millions of children
each year. A core component of the effort is the MBK
Success Mentor Initiative — a partnership between the De-
partment and key institutions to match chronically absent
students with school-linked mentors in 30 communities
to improve their school attendance and achievement.
Using Data to Ensure Equity in the
Every Student Succeeds Act (ESSA)
Under the new law, Congress required that states and
districts include new information in their annual report
cards, including data about student discipline, school
arrests, chronic absenteeism, preschool enrollment, ac-
celerated coursework, and per pupil expenditures. Access
to this important data is a critical step forward in ensuring
that school communities are able to have meaningful
conversations about equity in their communities and may
help states and districts identify schools and students for
supports to improve student outcomes.
*UPDATE (as of 10/28/16): The New York City Department of Education has acknowledged anomalies
in its chronic student absenteeism data that may affect the numbers reported in this document.
2013-2014 Civil Rights Data Collection
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A FIRST LOOK
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Ofce for Civil Rights
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NEW RELEASE FOR 2016 NEW RELEASE FOR 2016
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NEW More than 3.8 million elementary school students – or 11% of all elementary school students – are chronically absent.
• American Indian or Alaska Native and Native Hawaiian or other Pacic Islander elementary school students are 1.9 times as likely to be
chronically absent as white elementary school students.
• Black elementary school students are 1.4 times as likely to be chronically absent as white elementary school students.
• Elementary school students with disabilities served by IDEA are 1.5 times as likely to be chronically absent as elementary school
students without disabilities.
n
NEW Chronic student absenteeism where the majority of teachers are also frequently absent:
• Native Hawaiian or other Pacic Islander students represent 0.4% of all students, but 2% of chronically absent students who attend
schools where more than 50% of teachers were absent for more than 10 days.
• Black students represent 16% of all students, but 21% of chronically absent students who attend schools where more than 50% of
teachers were absent for more than 10 days.
*UPDATE (as of 10/28/16): The New York City Department of Education has acknowledged anomalies in its chronic student
absenteeism data that may affect the numbers reported in this document.
Education in Justice Facilities
The 2013-14 CRDC collected, for the rst time, the days and hours of educational
programs – consisting of credit-granting courses and classroom instruction through
grade 12 – at justice facilities. Justice facilities are short- and long-term public
or private facilities (including correctional facilities, detention centers, jails, and
prisons) that conne (before or after adjudication or conviction) juveniles under 18
years of age, adults who are 18 years of age and older, or both; however, the CRDC
included data only from justice facilities conning individuals up to 21 years of
age.
n
NEW On average, justice facilities report offering 26 hours per week of
educational programming during their regular school year. But more than
one in seven (15%) offers less than 20 hours per week during the school year
– which is less than four hours each day in a ve-day week.
n
NEW While state requirements for public schools vary, the majority of states
require 180 days of school instruction. More than one in ve justice facilities (21%) reports having fewer than 180 days in a regular
school year, and one in 20 (5%) reports having fewer than 170 days. By contrast, 24% of justice facilities report having more than 230
days in a regular school year, reecting the year-round nature of these facilities.
ED Initiative Spotlight
Promoting Correctional Education and Reentry
The Department has prioritized access to education as a
tool and resource for incarcerated and formerly incarcerat-
ed individuals through Improved Reentry Education (IRE)
and Promoting Reentry Success Through the Continuity of
Educational Opportunities (PRSCEO) grants, Reentry Ed-
ucation Toolkit, and Guidance on Correctional Education
in Juvenile Justice Facilities. And through the Juvenile
Justice Reentry Education Program, the Department
is helping schools provide robust Career and Technical
Education (CTE) and wraparound reentry supports for
juveniles involved in the justice system.
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016
ED Initiative Spotlight
Focus on Teacher Diversity
In May 2016, the Department released a report titled
The State of Racial Diversity in the Educator Workforce
in conjunction with the National Summit on Teacher
Diversity. Using data collected by the Department as well
as data from public school districts collected by the U.S.
Equal Employment Opportunity Commission (EEOC), the
report reviews trends in educator diversity and reveals
that, while students of color make up 50% of students ac-
cording to the CRDC, and are expected to make up 56% of
the student population by 2024, the educator workforce is
still overwhelmingly white. Other report highlights:
• In school districts with more than 100 employees
that responded to the EEOC’s survey, black and Latino
teachers represent 17% of the teacher workforce and
21% of newly hired teachers.
• In those same school districts, 27% of principals
(including assistant principals) and 26% percent of
new principals are black and Latino.
Teacher and Stafng Equity
n
Black, Latino, and American Indian or Alaska Native students are more
likely to attend schools with higher concentrations of inexperienced
teachers:
• 7% of black students, 6% of Latino students, and 6% of American
Indian or Alaska Native students attend schools where more than 20%
of teachers are in their rst year of teaching, compared to 3% of white
students and 3% of Asian students.
• 9% of teachers in schools with high black and Latino student enrollment*
are in their rst year of teaching, compared to 5% of teachers in schools
with low black and Latino student enrollment.
n
Nearly 800,000 students are enrolled in schools where more than
20% of teachers have not met all state certication or licensure
requirements:
• 3% of black students and 2% of Latino and American Indian or Alaska
Native students attend these schools, compared to 1% of white students.
n
While most teachers are rarely absent, 27% of teachers are absent more
than 10 school days per year for reasons unrelated to school activities:
• About 6.5 million students attend schools where more than 50% of
teachers were absent more than 10 days per year.
• 35% of Native Hawaiian or other Pacic Islander students attend schools
where more than 50% of teachers were absent for more than 10 days,
compared to 12% of white students.
n
Most high school students have access to a school counselor: About 95% of high school students have access to at least one
school counselor.
• But 21% of high schools and about 850,000 high school students nationwide do not have access to any school counselor.
• 1.6 million students attend a school with an SLEO, but not a school counselor.
• Latino students are 1.4 times as likely to attend a school with an SLEO but not a school counselor as white students; Asian
students are 1.3 times as likely; black students are 1.2 times as likely.
2013-2014 Civil Rights Data Collection
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A FIRST LOOK
U.S. Department of Education
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Ofce for Civil Rights
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ocrdata.ed.gov
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NEW RELEASE FOR 2016 NEW RELEASE FOR 2016
1
The data analyses and highlights presented in this document are based on
student privacy-protected CRDC data. The CRDC data is privacy-protected
by rounding student counts in groups of three to prevent the disclosure
of individual student information. For example, student counts from 1-3
are rounded to two, and student counts from 4-6 are rounded to ve. True
zeroes are revealed where possible. In general, the distortion of rounding
one student to two is balanced by the rounding down of three students
to two. However, this privacy protection method may inate total counts
for CRDC data elements in which schools report only one student; for
example, one student retained or held back a grade in school is rounded
to two students retained.
For additional information on the methodology for collecting and prepar-
ing the data cited in this document, please visit ocrdata.ed.gov.
*
"High/low black and Latino enrollment" refers to schools with more than
75 percent and less than 25 percent black and Latino student enrollment,
respectively.
Students
English learner (limited English procient student): In coordination
with the state’s denition based on Title IX of the Elementary and Secondary
Education Act, limited English procient students (referred to in this docu-
ment as “English Learner”) are students:
(A) who are ages 3 through 21;
(B) who are enrolled or preparing to enroll in an elementary school or
secondary school;
(C) (who are i, ii, or iii)
(i) who were not born in the United States or whose native languages
are languages other than English;
(ii) (who are I and II)
(I) who are a Native American or Alaska Native, or a native resident of the
outlying areas; and
(II) who come from an environment where languages other than English
have a signicant impact on their level of language prociency; or
(iii) who are migratory, whose native languages are languages other
than English, and who come from an environment where languages
other than English are dominant; and
(D) whose difculties in speaking, reading, writing, or understanding the
English language may be sufcient to deny the individuals
(i) the ability to meet the state’s procient level of achievement on state
assessments described in section 1111(b)(3)[of ESEA, 20 U.S.C. 6311(b)
(3)]; or
(ii) the ability to successfully achieve in classrooms where the language
of instruction is English; or
(iii) the opportunity to participate fully in society.
Note - To be classied as limited English procient, an individual must be A,
B, C, and D. For C, an individual can be i, ii, or iii. If C-ii, the individual must be
I and II. For D, an individual must be denied D-i, D- ii, or D-iii.
Students with disabilities: Unless otherwise indicated, “students with dis-
abilities” refers to students who receive special education and related services
under the Individuals with Disabilities Education Act (IDEA) and who receive
related aids and services under Section 504 of the Rehabilitation Act of 1973.
Students with disabilities served by IDEA: Students with intellectual
disabilities; hearing impairment, including deafness; speech or language
impairment; visual impairment, including blindness; serious emotional
disturbance; orthopedic impairment; autism; traumatic brain injury;
developmental delay; other health impairment; specic learning disability;
deaf-blindness; or multiple disabilities and who, by reason thereof, receive
special education and related services under the Individuals with Disabilities
Education Act (IDEA) according to an Individualized Education Program,
Individual Family Service Plan, or service plan.
Student Discipline
Out-of-school suspension: For students without disabilities, out-of-school
suspension is an instance in which a child is temporarily removed from his/
her regular school for at least half a day (but less than the remainder of the
school year) for disciplinary purposes to another setting (e.g., home, behavior
center). Out-of-school suspensions include removals in which no educational
services are provided, and removals in which educational services are provid-
ed (e.g., school-provided at home instruction or tutoring).
•
For students with disabilities (served under IDEA): Out-of-school
suspension is an instance in which a child is temporarily removed from
his/her regular school for at least half a day for disciplinary purposes to
another setting (e.g., home, behavior center). Out-of-school suspensions
include both removals in which no individualized family service plan
(IFSP) or individualized education plan (IEP) services are provided be-
cause the removal is 10 days or less as well as removals in which the child
continues to receive services according to his/her IFSP or IEP.
Expulsion without educational services refers to an action taken by the
local educational agency of removing a child from his/her regular school for
disciplinary purposes, and not providing educational services to the child for
the remainder of the school year or longer in accordance with local education-
al agency policy. Expulsion without services also includes removals resulting
from violations of the Gun Free Schools Act that are modied to less than 365
days. Note: the CRDC also collects data on expulsion with educational services.
Preschool out-of-school suspension:
•
For students with disabilities (served under IDEA): Out-of-school
suspension is an instance in which a child is temporarily removed from
his/her regular school for at least half a day for disciplinary purposes to
another setting (e.g., home, behavior center). Out-of-school suspensions
include both removals in which no individualized family service plan
(IFSP) or individualized education plan (IEP) services are provided be-
cause the removal is 10 days or less as well as removals in which the child
continues to receive services according to his/her IFSP or IEP.
•
For students without disabilities and students with disabili-
ties served solely under Section 504 of the Rehabilitation Act:
Out-of-school suspension is an instance in which a child is temporarily
removed from his/her regular school for at least half a day (but less than
the remainder of the school year) for disciplinary purposes to another
setting (e.g., home, behavior center). Out-of-school suspensions include
removals in which no educational services are provided, and removals in
CRDC Endnotes and Denitions
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which educational services are provided (e.g., school-provided at home
instruction or tutoring).
Referral to law enforcement is an action by which a student is reported
to any law enforcement agency or ofcial, including a school police unit, for
an incident that occurs on school grounds, during school-related events, or
while taking school transportation, regardless of whether ofcial action is
taken. Citations, tickets, and court referrals are considered referrals to law
enforcement.
School-related arrest refers to an arrest of a student for any activity
conducted on school grounds, during off-campus school activities (including
while taking school transportation), or due to a referral by any school ofcial.
Restraint and Seclusion
Restraint refers to both mechanical and physical restraint.
Mechanical restraint refers to the use of any device or equipment to
restrict a student’s freedom of movement. The term does not include devices
implemented by trained school personnel, or utilized by a student that have
been prescribed by an appropriate medical or related services professional
and are used for the specic and approved purposes for which such devices
were designed, such as:
•
Adaptive devices or mechanical supports used to achieve proper body
position, balance, or alignment to allow greater freedom of mobility
than would be possible without the use of such devices or mechanical
supports;
•
Vehicle safety restraints when used as intended during the transport of a
student in a moving vehicle;
•
Restraints for medical immobilization; or
•
Orthopedically prescribed devices that permit a student to participate in
activities without risk of harm.
Physical restraint refers to a personal restriction that immobilizes or reduc-
es the ability of a student to move his or her torso, arms, legs, or head freely.
The term physical restraint does not include a physical escort. Physical escort
means a temporary touching or holding of the hand, wrist, arm, shoulder or
back for the purpose of inducing a student who is acting out to walk to a safe
location.
Seclusion refers to the involuntary connement of a student alone in a
room or area from which the student is physically prevented from leaving. It
does not include a timeout, which is a behavior management technique that
is part of an approved program, involves the monitored separation of the stu-
dent in a non-locked setting, and is implemented for the purpose of calming.
Early Learning
Preschool refers to preschool programs and services for children ages 3
through 5.
Preschool provided by the district: District-provided preschool includes
preschool services or programs that the district provided by contracting with
another entity to provide those services or programs; preschool programs or
services that are operated by a non-district facility (including intermediate
units, residential facilities, social service agencies, hospitals, and private
schools) contracted by the district are considered district-provided preschool.
Also, please note that responses from school districts that serve only voca-
tional or high school students were among the 16,757 districts surveyed as
to whether they provide preschool programs and services for children ages 3
through 5.
Full-day preschool program is a program that a child attends each week-
day for approximately six hours or more.
College and Career Readiness
Advanced Placement (AP) refers to a program, sponsored by the College
Board, through which students may earn college credit and advanced college
placement by successfully completing AP courses and standardized AP
exams.
Advanced Placement (AP) course is an advanced, college-level course
designed for students who achieve a specied level of academic perfor-
mance. Upon successful completion of the course and a standardized AP
exam, a student may be qualied to receive college credit and/or placement
into advanced college courses.
Algebra II (college-preparatory) course topics typically include eld
properties and theorems; set theory; operations with rational and irrational
expressions; factoring of rational expressions; in-depth study of linear equa-
tions and inequalities; quadratic equations; solving systems of linear and
quadratic equations; graphing of constant, linear, and quadratic equations;
properties of higher degree equations; and operations with rational and
irrational exponents.
Calculus (college-preparatory) course topics include the study of derivatives,
differentiation, integration, the denite and indenite integral, and applica-
tions of calculus. Typically, students have previously attained knowledge of
precalculus topics (some combination of trigonometry, elementary functions,
analytic geometry, and math analysis).
Chemistry (college-preparatory) courses involve studying the composition,
properties, and reactions of substances. These courses typically explore
such concepts as the behaviors of solids, liquids, and gases; acid/base and
oxidation/reduction reactions; and atomic structure. Chemical formulas and
equations and nuclear reactions are also studied.
Gifted and talented education (GATE) programs are programs during
regular school hours that provide special educational opportunities including
accelerated promotion through grades and classes and an enriched curric-
ulum for students who are endowed with a high degree of mental ability or
who demonstrate unusual physical coordination, creativity, interest, or talent.
Physics (college-preparatory) courses involve the study of the forces and
laws of nature affecting matter, such as equilibrium, motion, momentum, and
the relationships between matter and energy. The study of physics includes
examination of sound, light, and magnetic and electric phenomena.
Retained: A student is retained if he or she is not promoted to the next
grade prior to the beginning of the following school year. Students are not
considered retained if they can proceed to the next grade because they
successfully completed a summer school program or for a similar reason. At
the high school level, a student who has not accumulated enough credits to
be classied as being in the next grade is considered retained.
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Chronic Student Absenteeism
Chronically absent student: a student who is absent 15 or more school
days during the school year. A student is absent if he or she is not physically
on school grounds and is not participating in instruction or instruction-related
activities at an approved off-grounds location for the school day. Chronically
absent students include students who are absent for any reason (e.g., illness,
suspension, the need to care for a family member), regardless of whether
absences are excused or unexcused.
Teacher and Stafng Equity and Other Personnel
Teacher refers to a person who provides instruction, learning experiences,
and care to students during a particular time period or in a given discipline.
•
Teachers include: Regular Classroom Teachers (teach Chemistry,
English, mathematics, physical education, history, etc.); Special Education
Teachers (teach special education classes to students with disabilities);
General Elementary Teachers [teach self-contained classes in any of
grades preschool-8 (i.e., teach the same class of students all or most of
the day); team-teach (i.e., two or more teachers collaborate to teach mul-
tiple subjects to the same class of students); include preschool teachers
and kindergarten teachers]; Vocational/Technical Education Teachers
(teach typing, business, agriculture, life skills, home economics as well as
any other vocational or technical classes); teaching principals, teaching
school counselors, teaching librarians, teaching school nurses, or other
teaching administrators [include any staff members who teach at least
one regularly scheduled class per week (e.g., a librarian teaches a regu-
larly scheduled class in mathematics once a week)]; teachers of ungraded
students; Itinerant, Co-op, Traveling, and Satellite Teachers (teach at more
than one school and may or may not be supervised by someone at your
school); current Long-Term Substitute Teachers (currently lling the role of
regular teachers for four or more continuous weeks); and other teachers
who teach students in any of grades preschool-12.
•
Teachers exclude: Adult Education and Postsecondary Teachers (teach
only adult education or students beyond grade 12); Short-term Substitute
Teachers (ll the role of regular or special education teachers for less than
four continuous weeks); Student Teachers; Day Care Aides/Paraprofession-
als; Teacher Aides/Paraprofessionals; and Librarians who teach only library
skills or how to use the library.
School counselor refers to a professional staff member assigned specic
duties and school time for any of the following activities: counseling with
students and parents, consulting with other staff members on learning prob-
lems, evaluating student abilities, assisting students in making education
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..
Sworn law enforcement ofcer (SLEO): A sworn law enforcement ofcer
is a career law enforcement ofcer, with arrest authority. A sworn law enforce-
ment ofcer may be considered a school resource ofcer (who is assigned to
work at a school in collaboration with school and community-based organiza-
tions). A sworn law enforcement ofcer may be employed by any entity (e.g.,
police department, school district or school).
School resource ofcer (SRO): a sworn law enforcement ofcer, with arrest
authority, whose main responsibility is to work at a school in collaboration
with school and community-based organizations. An SRO may have received
specialized training to serve in a variety of roles, including: law enforcement
ofcer, law-related educator, problem solver, and community liaison. An SRO
may be employed by any entity (e.g., police department, school district or
school).
Teacher absenteeism: A teacher was absent if he or she was not in atten-
dance on a day in the regular school year when the teacher would otherwise
be expected to be teaching students in an assigned class. This includes both
days taken for sick leave and days taken for personal leave. Personal leave in-
cludes voluntary absences for reasons other than sick leave. Administratively
approved leave for professional development, eld trips or other off-campus
activities with students should not be included.
Certied teacher refers to a teacher who has met all applicable state
teacher certication requirements for a standard certicate. A certied teacher
has a regular/standard certicate/license/endorsement issued by the state.
A beginning teacher who has met the standard teacher education require-
ments is considered to have met state requirements even if he or she has not
completed a state-required probationary period. A teacher working towards
certication by way of alternative routes, or a teacher with an emergency,
temporary, or provisional credential is not considered to have met state
requirements.
Year of teaching refers to the number of year(s) of teaching experience
including the current year but not including any student teaching or other
similar preparation experiences. Experience includes teaching in any school,
subject, or grade; it does not have to be in the school, subject, or grade that
the teacher is presently teaching.
Justice Facilities
Justice facility: a public or private facility that connes pre-adjudicated/
pre-convicted individuals, post-adjudicated/post-convicted individuals, or
both. Justice facilities include short-term (90 calendar days or less) and long-
term (more than 90 calendar days) facilities, such as correctional facilities,
detention centers, jails, and prisons. These facilities may conne juveniles
(individuals typically under 18 years of age), adults (individuals typically
18 years of age and older), or both. Some states and jurisdictions include
individuals younger than age 18 as adults due to statute/legislation and/or
justice procedures. For the purposes of the CRDC, only individuals up to 21
years of age who are conned in justice facilities are of interest.
Justice facility educational program: a program for children and youth
(not beyond grade 12) served at a justice facility that consists of credit-grant-
ing courses and classroom instruction in at minimum, basic school subjects,
such as reading, English language arts, and mathematics. Classroom
instruction in vocationally-oriented subjects may also be considered part
of the program. Neither the manufacture of goods within the facility nor
activities related to facility maintenance are considered classroom instruction.
Credit-granting refers to any course that results in a letter grade or a pass/fail
designation and is required of a student to move to the next grade level or
complete a program of study and receive a high school diploma.
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United States Department of Education
John B. King, Jr., Secretary
Catherine E. Lhamon, Assistant Secretary for Civil Rights
Lyndon Baines Johnson Building
Department of Education
400 Maryland Avenue, SW , Washington, DC 20202-1100
Telephone: 800-421-3481 | FAX: 202-453-6012
TDD: 877-521-2172
U.S. Department of Education
Ofce for Civil Rights
NEW RELEASE FOR 2016
Availability of Alternate Formats:
Requests for documents in alternate formats such as Braille or large print should be submitted to the Alternate Format Center by calling
202.260.0852 or by contacting the Section 508 Coordinator via e-mail at [email protected].
Notice to Limited-English-Procient Persons:
If you have difculty understanding English, you may request language assistance services for Department information that is available to
the public. These language assistance services are available free of charge. If you need more information about interpretation or translation
services, please call 1-800-USA-LEARN (1.800.872.5327) (TTY: 1.800.877.8339) or e-mail us at ED[email protected]. You also can
write to U.S. Department of Education, Information Resource Center, LBJ Education Building, 400 Maryland Ave. SW, Washington, DC, 20202.
Document History:
This document was originally issued on June 7, 2016. On August 10, 2016, the document was updated by adding a text box (on page 1) that
stated that the Department had been alerted to errors in data the state of Florida submitted on behalf of its school districts as part of the
2013-2014 Civil Rights Data Collection and that, as a result, the data referenced in this document might not fully represent all students in
Florida. The text box continued by stating that the Department was working with Florida to address the issue and would be making updates
accordingly. On September 29, 2016, after the Department received corrected data from Florida, the document was updated by amending
the text box (on page 1) to remove the discussion of working with Florida and making updates. On October 28, 2016, the document was
updated to incorporate corrected data submitted by the state of Florida, on behalf of its school districts. That corrected Florida data resulted
in changes to some of the national numbers reported for out-of-school suspensions (pages 3-4), restraint and seclusion (page 5), retention
(page 7), chronic absenteeism (pages 7-8), and inexperienced teachers (page 9). In addition, the text box (on page 1) was amended to note
the incorporation of Florida's corrected data and text boxes were added (on pages 7 and 8) noting that the New York City Department of
Education had acknowledged anomalies in its chronic student absenteeism data.
