1. ESEA Directors Institute 2014ESEA Directors Institute 2014 Civil Rights Data CollectionCivil Rights Data Collection Thursday, October 9, 2014Thursday, October 9, 2014

2. Civil Rights Data Collection and OCR District and School Search Tool 2

3. The U.S. Department of Education (ED) conducts the Civil Rights Data Collection (CRDC), formerly the Elementary and Secondary School Survey (E&S Survey), to collect data on key education and civil rights issues in our nation's public schools. The CRDC collects a variety of information including, student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability. The CRDC is an important aspect of the overall strategy for administering and enforcing the civil rights statutes for which it is responsible. 3 Civil Rights Data Collection (CRDC)

4. OCR has received Office of Management and Budget (OMB) approval to require every public school and school district in the country to respond to the 2013-14 CRDC. It includes most of the data items collected by the 2011-12 CRDC and a small number of new data items. 4 Required Participation

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6. Data Snapshot: Early Childhood Education  Public preschool access not yet a reality for much of the nation About 40% of school districts do not offer preschool programs.  Part-day preschool is offered more often than full-day 57% of school districts that operate public preschool programs offer only part-day preschool.  Limited universal access to preschool Just over half of the school districts that operate public preschool programs explicitly make such programs available to all students within the district.  Kindergarten retention disparities Native-Hawaiian, other Pacific Islander, American Indian, and Native-Alaskan kindergarten students are held back a year at nearly twice the rate of white kindergarten students. Boys represent 61% of kindergarteners retained. 6

7. Data Snapshot: College and Career Readiness  Limited access to high-level math and science courses Nationwide, only 50% of high schools offer calculus and only 63% offer physics.  Significant lack of access to other core courses Nationwide, between 10-25% of high schools do not offer more than one of the core courses in the typical sequence of high school math and science education — such as Algebra I and II, geometry, biology, and chemistry. 7

8.  Even less access for Black, Latino, American Indian, and Alaska Native students A quarter of high schools with the highest percentage of Black and Latino students do not offer Algebra II; a third of these schools do not offer chemistry. Fewer than half of American Indian and Native-Alaskan high school students have access to the full range of math and science courses in their high school.  Growing opportunity gap in gifted and talented education Black and Latino students represent 26% of the students enrolled in gifted and talented education programs, compared to Black and Latino students’ 40% enrollment in schools offering gifted and talented programs. 8 Data Snapshot: College and Career Readiness

9. Data Snapshot: School Discipline  Disproportionately high suspension/expulsion rates for students of color Black students are suspended and expelled at a rate three times greater than white students. On average, 5% of white students are suspended, compared to 16% of Black students. American Indian and Native-Alaskan students are also disproportionately suspended and expelled, representing less than 1% of the student population but 2% of out-of-school suspensions and 3% of expulsions.  Disproportionate suspensions of girls of color While boys receive more than two out of three suspensions, Black girls are suspended at higher rates (12%) than girls of any other race or ethnicity and most boys. American Indian and Native-Alaskan girls (7%) are suspended at higher rates than white boys (6%) or girls (2%). 9

10.  Suspension of students with disabilities and English learners Students with disabilities are more than twice as likely to receive an out-of-school suspension (13%) than students without disabilities (6%). English learners do not receive out-of-school suspensions at disproportionately high rates (7% suspension rate, compared to 10% of student enrollment). 10 Data Snapshot: School Discipline

11. Data Snapshot: Teacher Equity  Access to experienced teachers Black, Latino, American Indian and Native-Alaskan students attend schools with higher concentrations of first-year teachers at a higher rate (3 to 4%) than white students (1%). English learners also attend these schools at slightly higher rates (3%) than non-English learners (2%).  Teacher salary disparities Nearly one in four districts with two or more high schools reports a teacher salary gap of more than $5,000 between high schools with the highest and the lowest Black and Latino student enrollments. 11

12.  Access to certified teachers Nearly half a million students nationwide attend schools where 60% or fewer of teachers meet all state certification and licensure requirements. Nearly 7% of the nation’s Black students – totaling over half a million students – attend schools where 80% or fewer of teachers meet these requirements; Black students are more than four times as likely, and Latino students twice as likely, as white students to attend these schools.  Access to school counselors Nationwide, one in five high schools lacks a school counselor 12 Data Snapshot: Teacher Equity

13.  In 2012, 21% of school-aged children were living in poverty (23k or less for a family of 4). Black – 39% Latino 33% Indian/Native American – 36%  Gaps are shrinking for some groups but remain large for ELL and SWD. ELL gaps in both reading and math have remained constant over the past 15 years. SWD gaps have actually increased over the past 5 years  CRDC includes data from every public school, including preschool, alternative schools, career and tech schools, and charters. 13 Achievement and Opportunity Gaps

14. District and School Data  LEA/School Characteristics and Membership  Staffing and Finance  Pathways to College and Career Readiness  College and Career Readiness  Discipline, Restraints/Seclusion, Harassment/Bullying 14

15.  Custom Charts and Detailed Data Fields Years available 2000, 2004, 2006, 2009, 2011  State and National Estimations  Additional Resources  FAQs/User Guide  Office for Civil Rights (OCR) 15 Additional Search Options

16. Civil Rights Data Collection  School and District Search http://ocrdata.ed.gov/  Available survey year data 2009 and 2011 16

17. Questions? Bridgette Jones, Ed.D. CPM Regional Consultant Bridgette.Jones@tn.gov 931-250-3545 Bridgette.Jones@tn.gov 17

18. 18 FRAUD, WASTE or ABUSE Citizens and agencies are encouraged to report fraud, waste or abuse in State and Local government. NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity which you consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline: 1-800-232-5454 Notifications can also be submitted electronically at: http://www.comptroller.tn.gov/hotline