2015-16 Civil Rights Data Collection (CRDC) Research & Evaluation

NCES Cognitive, Pilot, and Field Test Studies System

Attachments - CRDC 2015-16 Research and Evaluation Materials

2015-16 Civil Rights Data Collection (CRDC) Research & Evaluation

OMB: 1850-0803

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1850-0803 can be found here:

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National Center for Education Statistics

Attachments

2015-16 Civil Rights Data Collection (CRDC)
Research & Evaluation

OMB# 1850-0803 v.158

May 2016

Contents
Attachment A: Recruitment Materials ......................................................................................................................... 2
Phase 1. Site Visit Participation Request (via Letter or Email) ................................................................................. 2
Phase 1. Site Visit Recruitment Phone Script ........................................................................................................... 3
Phase 2. Cognitive Interview Participation Request (via Email) ............................................................................... 4
Phase 2. Cognitive Interview Recruitment Phone Script.......................................................................................... 5
Phase 3. Pilot Test Invitation (via Letter or Email) ................................................................................................... 6
Phase 3. Pilot Test Recruitment Phone Script .......................................................................................................... 7
Attachment B: Protocols .............................................................................................................................................. 8
Site Visit Protocol – LEA............................................................................................................................................ 8
Site Visit Protocol – SEA ......................................................................................................................................... 12
Cognitive Interview Protocol .................................................................................................................................. 15
Attachment C: Screen Shots of Focus Areas .............................................................................................................. 19
Login page .............................................................................................................................................................. 19
Data Entry vs Flat File Submission Selection Page ................................................................................................. 19
Data Entry Page ...................................................................................................................................................... 20
Expenditures Module – All Pages ........................................................................................................................... 21
Admin ..................................................................................................................................................................... 24
Reports - Main Page ............................................................................................................................................... 26
Error Report Page ................................................................................................................................................... 28
Error Pop-Up........................................................................................................................................................... 28
Attachment D: Error Messages .................................................................................................................................. 29

Attachment A: Recruitment Materials
Phase 1. Site Visit Participation Request (via Letter or Email)
June 8, 2016
Dear [Addressee]:
The U.S. Department of Education is preparing for the next Civil Rights Data Collections (CRDC), which will collect
data for the 2015-16 school year and beyond. As you know, the CRDC is a valuable source of information about
access to educational opportunities in our nation’s public schools.
For the 2013-14 CRDC, the National Center for Education Statistics (NCES) and the Office for Civil Rights (OCR)
collaborated to design a new submission tool to reduce the reporting burden on school districts. This year, we are
following up with [school districts/states] to find out what worked, what did not, and what additional features, tools,
resources, and procedures NCES and OCR can implement to further improve the data collection [for school districts
like yours/in your state]. To accomplish this goal, we need your help.
We hope your [district/state] will be willing to participate in a site visit to guide the Department’s improvements to the
CRDC data collection process. Your input will ensure that future data collections are less burdensome and the resulting
data are more helpful to you and other districts, states, schools, and data users.
During the visit, staff from the NCES contractors for this research, Sanametrix and AIR, will ask you about your plans
and procedures related to the CRDC, ask you to look at data forms or spreadsheets that you use in gathering data, and
talk with you and your colleagues about any problems you may have had or anticipate having in reporting the required
data. To gather input, we would like to involve individuals responsible for coordinating the CRDC, data submission
(e.g., technical programming for flat file submissions or data entry for web-based submissions), and certification.
The interviews are estimated to take between 2 and 4 hours, depending on how many people we need to speak to in
your district. Participation is voluntary. Someone from NCES CRDC team will be in touch with you to discuss
scheduling, and to go over what to expect during the site visit. Please feel free to contact, [staff contact information] to
schedule your visit now, or with any questions or concerns.
Thank you.
The CRDC Research & Evaluation Team

Phase 1. Site Visit Recruitment Phone Script
Hello, my name is ____________. I work at the U.S. Department of Education and am calling in regards to the
upcoming Civil Rights Data Collection, or CRDC, for the 2015-16 School Year.
[Alternative intro for contractors: I am calling from _____ on behalf of the National Center for Education Statistics in
regards to the upcoming Civil Rights Data Collection for the 2015-16 school year.]
In preparation for the next CRDC, the National Center for Education Statistics and the Office for Civil Rights are
evaluating the 2013-14 submission tool to find out what worked, what did not, and what additional improvements we
can make.
In order for this new tool to be successful in improving the CRDC process, we need thoughtful and honest feedback
from LEAs. I am calling to ask your LEA to participate in a site visit to guide the Department’s improvements to the
CRDC data collection process.
Your input will ensure that future data collections are less burdensome and the resulting data are more helpful to you.
Let me tell you about what’s involved and answer any questions you may have.
During the visit, research contractors, Sanametrix and AIR—working on behalf of NCES—will ask you about your
plans and procedures related to the CRDC, ask you to look at data forms or spreadsheets that you use in gathering data,
and talk with you and your colleagues about any problems you may have had or anticipate having in reporting the
required data.
To gather input, we would like to involve individuals responsible for coordinating the CRDC, data submission, for
example, technical programming for flat file submissions or data entry for web-based submissions, and certification.
The interviews are estimated to take about 4 hours, or half a day. Participation in these site visits is voluntary.
Do you have any questions?
[Pause]
Would you be willing to participate?
[If yes] Fantastic. Thank you for agreeing. Your input will help ensure an improved reporting system for the 2015-16
CRDC. As the next step, I’ll have someone from the NCES CRDC team contact you to schedule their visit.
Are there any dates you know now that you will be out of the office for a week or more? [Note dates]
Do you prefer we contact you by email or phone? [Note response and verify contact information]
[If no] We know that there are many demands on your time. I completely understand. As always, you can reach out to
any member of the CRDC team if you have questions about the upcoming collection or want to provide feedback to
the team.

Phase 2. Cognitive Interview Participation Request (via Email)
June 8, 2016
Dear [Addressee]:
The U.S. Department of Education is preparing for the next Civil Rights Data Collections (CRDC), which will collect
data for the 2015-16 school year and beyond. As you know, the CRDC is a valuable source of information about
access to educational opportunities in our nation’s public schools.
For the 2013-14 CRDC, the National Center for Education Statistics (NCES) and the Office for Civil Rights (OCR)
collaborated to design a new submission tool to reduce the reporting burden on school districts. This year, we are
following up with school districts to find out what worked, what did not, and what additional features, tools, resources,
and procedures NCES and OCR can implement to further improve the data collection for school districts like yours. To
accomplish this goal, we need your help.
We hope your LEA will be willing to participate in a telephone interview to guide the Department’s improvements to
the CRDC data collection process. Your input will ensure that future data collections are less burdensome and the
resulting data are more helpful to you and other districts, states, schools, and data users.
During the interview, staff from the NCES contractors, Sanametrix and AIR, will ask you to go through specific
features and sections of the data collection tool. They will ask you to let them know which areas are difficult or
confusing. To gather input, we can have a conference call with up to three individuals responsible for gathering data
for the CRDC submission.
We expect it will take about 90-minutes per LEA to cover the information we need to ask about. We will also send
materials to review in advance of the interview. We expect it will take 90-minutes to review all of the materials.
Participation in these interviews is voluntary. Someone from the research team will be in touch with you to discuss
scheduling an interview. Please feel free to contact, [staff contact information] to schedule your interview now, or with
any questions or concerns.

Thank you.
The CRDC Research & Evaluation Team

Phase 2. Cognitive Interview Recruitment Phone Script
Hello, my name is ____________. I work at the U.S. Department of Education and am calling in regards to the
upcoming Civil Rights Data Collection, or CRDC, for the 2015-16 School Year.
[Alternative intro for contractors: I am calling from _____ on behalf of the National Center for Education Statistics in
regards to the upcoming Civil Rights Data Collection for the 2015-16 school year.]
In preparation for the next CRDC, the National Center for Education Statistics (NCES) and the Office for Civil Rights
(OCR) are evaluating the 2013-14 submission tool to find out what worked, what did not, and what additional
improvements we can make.
In order for this new tool to be successful in improving the CRDC process, we need thoughtful and honest feedback
from LEAs. I am calling to ask your LEA to participate in a telephone interview about the CRDC. Let me tell you
about what’s involved and answer any questions you may have.
During the interview, staff from the NCES contractors, Sanametrix and AIR, will ask you to go through specific
features and sections of the data collection tools. They will ask you to let them know which areas are difficult or
confusing. To gather input, we can speak to up to three individuals responsible for gathering data for the CRDC
submission.
We expect it will take about 90-minutes per LEA to cover the information we need to ask about. We will also send
materials to review in advance of the interview. We expect it will take 90-minutes to review all of the materials.
Participation in these interviews is voluntary.
Do you have any questions?
[Pause]
Would you be willing to participate in this interview?
[If yes] Fantastic. Thank you for agreeing. Your input will help ensure an improved reporting system for the 2015-16
CRDC. As the next step, I’ll have someone from the NCES CRDC team contact you to schedule at date and time for
the interview.
Are there any dates you know now that you will be out of the office for a week or more? [Note dates]
Do you prefer we contact you by email or phone? [Note response and verify contact information]
[If no] We know that there are many demands on your time. I completely understand. As always, you can reach out to
any member of the CRDC team if you have questions about the upcoming collection or want to provide feedback to
the team.

Phase 3. Pilot Test Invitation (via Letter or Email)
June 8, 2016
Dear [Addressee]:
The U.S. Department of Education is preparing for the next Civil Rights Data Collections (CRDC), which will collect
data for the 2015-16 school year and beyond. As you know, the CRDC is a valuable source of information about
access to educational opportunities in our nation’s public schools.
For the 2013-14 CRDC, the National Center for Education Statistics (NCES) and the Office for Civil Rights (OCR)
collaborated to design a new submission tool to reduce the reporting burden on school districts. This year, we are
following up with school districts to find out what worked, what did not, and what additional features, tools, resources,
and procedures NCES and OCR can implement to further improve the data collection for school districts like yours. To
accomplish this goal, we need your help.
We hope your LEA will be willing to participate in a pilot test of the data collection tool and resources. Your input will
ensure that future data collections are less burdensome and the resulting data are more helpful to you and other
districts, states, schools, and data users. Participating in the pilot test will also give you an advance look into the 201516 CRDC data collection tools and requirements, which will help you prepare for the main study collection later this
year.
For the pilot test, we will provide you with access to the data collection system and ask you to test specific aspects of
the online tool and submission procedures. We will also ask you to provide either written feedback or will schedule a
phone conference to debrief about your experience.
We expect it will take no more than 8 hours over the course of 10 days for an individual to prepare for the testing,
conduct the testing, and provide feedback. Someone from research team will be in touch with you to discuss
scheduling the pilot. Please feel free to contact, [staff contact information] to volunteer now, or with any questions or
concerns.
Thank you.
The CRDC Research & Evaluation Team

Phase 3. Pilot Test Recruitment Phone Script
Hello, my name is ____________. I work at the U.S. Department of Education and am calling in regards to the
upcoming Civil Rights Data Collection, or CRDC, for the 2015-16 School Year.
[Alternative intro for contractors: I am calling from _____ on behalf of the National Center for Education Statistics in
regards to the upcoming Civil Rights Data Collection for the 2015-16 school year.]
In preparation for the next CRDC, the National Center for Education Statistics (NCES) and the Office for Civil Rights
(OCR) are evaluating the 2013-14 submission tool to find out what worked, what did not, and what additional
improvements we can make.
In order for this new tool to be successful in improving the CRDC process, we need thoughtful and honest feedback
from LEAs. I am calling to ask your LEA to participate in a pilot test of the data collection tool and resources. Let me
tell you about what’s involved and answer any questions you may have.
We will provide you with access to the data collection system and ask you to test specific aspects of the online tool and
submission procedures. We will also ask you to provide either written feedback or will schedule a phone conference to
debrief about your experience.
We expect it will take no more than 8 hours over the course of 10 days for an individual to prepare for the testing,
conduct the testing, and provide feedback. Participation is voluntary.
Do you have any questions?
[Pause]
Would you be willing to participate?
[If yes] Fantastic. Thank you for agreeing. Your input will help ensure an improved reporting system for the 2015-16
CRDC. As the next step, someone from the NCES CRDC team will contact you about the dates for the pilot.
Are there any dates you know now that you will be out of the office for a week or more? [Note dates]
Do you prefer we contact you by email or phone? [Note response and verify contact information]
[If no] We know that there are many demands on your time. I completely understand. As always, you can reach out to
any member of the CRDC team if you have questions about the upcoming collection or want to provide feedback to
the team.

Attachment B: Protocols
Site Visit Protocol – LEA
Name:
Title:
Organization:
Phone:
Email:
Address:
[Confirm above respondent contact information, if necessary]
Thank you for taking the time to speak with us today. My name is__________, and my colleague,
___________, and I are members of the Sanametrix and the American Institutes for Research (AIR) project
team that is conducting interviews to improve the Civil Rights Data Collection process. Sanametrix provides
customized software development and technical consulting, and is located in Washington, DC. AIR is also
located in Washington, DC and is a research firm. We have been hired by the National Center for Education
Statistics (NCES) to learn about your experiences with the CRDC process in order to improve the data
collection tool and processes for future CRDC efforts.
In preparation for the next CRDC, the National Center for Education Statistics (NCES) and the Office for
Civil Rights (OCR) are evaluating the 2013-14 submission tool to find out what worked, what did not, and
what additional improvements we can make.
You were chosen to participate in this interview because we value your opinion and would like to hear your
perspective about the CRDC. We recognize that everyone has different experiences with the CRDC and want
to stress that there are no right or wrong answers. In order for us to advise NCES on how to improve the
CRDC process, we need to hear your thoughtful and honest feedback.
I will be asking the questions, and _______________ will be taking notes. We would like to record our
conversation to make sure that we catch all of the important information that you will share with us and it
serves as our back up to the notes that _______________ will take today. We would like to record the
interview. NCES will have access to the recording. Is it okay for me to record you? Do you have any
questions before we get started?
1.

Before we discuss any technical issues, we’d like to discuss a few background items.
a. How would you describe your overall role in the district?
b. What are your day-to-day activities?
c. How would you describe your responsibilities for the CRDC?
d. [If speaking to POC] How did you get selected as the CRDC point-of-contact for your
district? [If not POC, continue with sub-question (i)]
i. Did you complete any special training or certification for CRDC data collection and
entry?
ii. Are there any contractors or vendors you work with on the CRDC?

Overall experience – data collection.
The following questions are designed to assess the overall experience of the SEA’s data collection. These
questions are not an evaluation, they are simply allowing us to gain an understanding of the data collection.
2.

What are the particular challenges you face in coordinating data collection?

One of the new tools of the CRDC data collection is the ability to allow you to assign different
individuals to enter data.
a. Did you use this feature?
b. How did you decide who to assign?

4. The 2013-14 submission has some new support tools. What CRDC resources were useful to you (e.g.,
webinars, forms, Partner Support Center (PSC), templates, online tools).
a. What kind of support or resources would be useful for the next data collection? (Focus on
what concrete suggestions the respondents can provide).
5. Did you look at any of the data feedback reports before you certified your data?
a. We sent you one of these reports. Let’s look at it now. What is useful or not useful to you in
this report? What is missing/what other information would you want to know.
Mechanics of the data collection
The following questions are designed to assess the mechanics of the LEA’s data collection. These questions
are not evaluating the quality of their data, they are simply allowing us to gain an understanding of the data
collection.
6.

We would like to ask some general questions about CRDC data collection. Please describe the extent to
which your agency is able to provide data for the CRDC, noting, in particular, data elements that you
cannot provide or have trouble providing?
[Provide the following prompts as needed]
a. Do you encounter any specific problems with particular elements of data collection?
i. Can you give us some examples of these problems?
ii. Which data elements are easy to provide?
iii. What about the optional data elements? How did your district respond to those?
b. Do you interact with the SEA during the CRDC data collection?
i. How would you describe your interaction with the SEA?
ii. What problems, if any, do you experience with the SEA?
c. What about your interactions with Partner Support Center? Did you contact them for help?
What kinds of help did you contact them about?

Producing the submission
The following questions are designed to collect data on the process and cycle of data collection. Here we are
interested in finding out how the LEA goes about collecting data for the CRDC reports and areas that still
need improvement.
7. One of the areas NCES is interested in is the extent to which there is variation in the CRDC activities
across districts. Can you explain, in your own words, what the data collection process looks like in your
district, from start to finish?
a. Start with the communication you receive about the collection before the submission period.
Who receives communication? Do you look out for it? How do you know when it is time to
submit?
b. Who else in the LEA contributes to the process?
i. What are their roles?
c. Are the data you collect for the CRDC just for the purpose of the CRDC or are there other
reasons why they are collected?
i. Do you have access to student-level data? Explain.
ii. Are student-level data available through a state-wide data system? Explain.
iii. Are these data collected over time? Explain.
iv. For what reasons are these data collected?

8. Please tell us when and how often you collect CRDC related data?
a. What tools, if any, are provided by vendors?
b. Did you experience any delays in your submission because you were unable to access the
needed data?
c. How did you handle this?
9. We are coming down to our final questions. If you had the opportunity to speak directly to someone from
NCES, what would you recommend as an improvement in the CRDC communication process with POCs
and other leadership?

10. Is there anything else you would like to comment on today—anything else you would like us to share
with NCES?

That concludes our questions at this time.
[If interview is complete and no follow-up is anticipated:
10

“Thank you so much for speaking with us today!”]
[If follow-up is needed:
“Thank you so much for speaking with us today. I will be sending you a follow up email with the questions
you weren’t able to answer at this time. Once you’ve had an opportunity to look up the information, we can
schedule a phone call or you can provide the responses via email.”]

Site Visit Protocol – SEA
Name:
Title:
Organization:
Phone:
Email:
Address: Confirm above respondent contact information, if necessary

Thank you for taking the time to speak with us today. My name is__________, and my colleague,
___________, and I are members of the Sanametrix and the American Institutes for Research (AIR) project
team that is conducting interviews to improve the Civil Rights Data Collection process. Sanametrix provides
customized software development and technical consulting, and is located in Washington, DC. AIR is also
located in Washington, DC and is a research firm. We have been hired by the National Center for Education
Statistics (NCES) to learn about your experiences with the CRDC process in order to improve the data
collection tool and processes for future CRDC efforts.
In preparation for the next CRDC, the National Center for Education Statistics (NCES) and the Office for
Civil Rights (OCR) are evaluating the 2013-14 submission tool to find out what worked, what did not, and
what additional improvements we can make.
You were chosen to participate in this interview because we value your opinion and would like to hear your
perspective about the CRDC. We recognize that everyone has different experiences with the CRDC and want
to stress that there are no right or wrong answers. In order for us to advise NCES on how to improve the
CRDC process, we need to hear your thoughtful and honest feedback.
I will be asking the questions, and _______________ will be taking notes. We would like to record our
conversation to make sure that we catch all of the important information that you will share with us and it
serves as our back up to the notes that _______________ will take today. We would like to record the
interview. NCES will have access to the recording. Is it okay for me to record you? Do you have any
questions before we get started?
1. Before we discuss any technical issues, we’d like to discuss a few background items.
a. How would you describe your overall role in the SEA?
b. What are your day-to-day activities?
c. How would you describe your role for the CRDC?
d. [If speaking to an SEA POC] How did you get selected as the CRDC point-of-contact? [If not
POC, continue with sub-question (i)]
i. Did you complete any special training or certification for CRDC data collection and
entry?
ii. Are there any contractors or vendors you work with on the CRDC?

2. What are the particular challenges you face in coordinating data collection?

3. The 2013-14 submission has some new support tools. What CRDC resources were useful to you or LEAs
in your state (e.g., webinars, forms, Partner Support Center (PSC), templates, online tools).
a. What kind of support or resources would be useful for the next data collection? (Focus on what
concrete suggestions the respondents can provide).

Mechanics of the data collection.
The following questions are designed to assess the mechanics of the SEA’s data collection. These questions
are not evaluating the quality of their data, they are simply allowing us to gain an understanding of the data
collection.
4. We would like to ask some general questions about CRDC data collection. Please describe the extent to
which your agency is able to provide data for the CRDC, noting, in particular, data elements that you
cannot provide or have trouble providing?
a.

Do you encounter any specific problems with particular elements of data collection?
i. Can you give us some examples of these problems?

b. What challenges, if any, do you experience with LEAs including charters schools, state operated
programs, juvenile justice facilities?
i. What is the most significant challenge?
ii. Are there things that have worked well for you?
c. What about your interactions with Partner Support Center? Did you contact them for help? What
kinds of help did you contact them about?
Producing the submission
The following questions are designed to collect data on the process and cycle of data collection. Here we are
interested in finding out how the SEA goes about collecting data for the CRDC reports and areas that still
need improvement.
5. One of the areas NCES is interested in is the extent to which there is variation in the CRDC activities
across agencies. Can you explain, in your own words, what the data collection process is for you, from
start to finish? As you walk me through this, please show me the forms and tools you use in the process.
13

[Provide the following prompts as needed]
a. Who in the SEA contributes to the process?
i. What are their roles?
b. Are you collecting CRDC data just for the purpose of the CRDC or are there other reasons why
the data are collected?

6. Please tell us when and how often your agency collects CRDC-related data?
a. What drives the decision about when to collect the data?
b. Are the data collected in stages or in phases?
i. Why is it done that way?
c. In your opinion, when would be the best time for you to report your data for the CRDC?
i. Would this differ depending on the data you need to report?

7. We understand there are different methods for CRDC data submission, and that each requires different
activities on the parts of both SEAs and LEAs. From your perspective, how would you say activities
differ between large and small school districts? Please provide examples.

8. Have you changed processes since the last data collection? Why? Or why not?
Thank you for sharing your process with us.
9. We are coming down to our final questions. If you had the opportunity to speak directly to someone from
NCES, what would you recommend as an improvement in the CRDC communication process with POCs
and other leadership?
a. Is there anything else you would like to add to your comments today—anything else you would
like to share with NCES?
That concludes our questions at this time.
[If interview is complete and no follow-up is anticipated:
“Thank you so much for speaking with us today!”]
[If follow-up is needed:
“Thank you so much for speaking with us today. I will be sending you a follow up email with the questions
you weren’t able to answer at this time. Once you’ve had an opportunity to look up the information, we can
schedule a phone call or you can provide the responses via email.”]

Cognitive Interview Protocol
Introduction:
Thank you for taking the time to speak with us today. My name is__________, and my colleague,
___________, and I are members of the Sanametrix and the American Institutes for Research (AIR) project
team that is conducting interviews on behalf of the National Center for Education Statistics (NCES) to
improve the Civil Rights Data Collection process. NCES has recently assumed responsibility for
designing a new data collection tool for the CRDC in coordination with the Office of Civil Rights.
You were chosen to participate in this interview because we value your opinion and would like to
understand from you what ways we might be able to improve definitions of key CRDC terms, table
layouts, or organization of the survey to make it easier for you to report your data. We recognize that
everyone has different experiences with the CRDC and want to stress that there are no right or wrong
answers. In order for us to advise NCES on how to improve the CRDC process, we need to hear your
thoughtful and honest feedback.
I will be asking the questions, and _______________ will be taking notes. The interview is expected to last
90 minutes. We would like to record our conversation to make sure that we catch all of the important
information that you will share with us and to serve as our back up to the notes that _______________ will
take today. NCES will have access to the recordings. Is it okay for me to record you?
During our time today, we would like to focus on the CRDC survey rather than the way you store and
report the data for the CRDC. I am particularly interested in hearing about definitions, instructions,
and terminology that you think are confusing. We also want to hear about table layouts that you think
are awkward or difficult to interpret and resources in the tool that are difficult to find or understand,
as well as any suggestions for improvement.
Do you have any questions before we get started?
Notes to interviewer:
 Listen for and probe on words, instructions, and terms that are confusing.
 Listen for and probe on table layouts that are confusing.
Home Page/Login Page
Let’s begin with the Home Page. Did you read this information?
If yes –Can you tell me in your own words what this page tells you about the CRDC?
Is there information you think should be provided that is not here? PROBE for why.
If no – Is there any particular reason you decided not to read this information?
Data Entry vs Flat File Submission Page
Go ahead and login and let’s continue.
Tell me how you would proceed on this page.
Did you read the notifications?
Data Entry
Did you read the text above the buttons?
15

Go ahead and select the School Form submission.
Which method would you select here?
Can you tell me in your own words what the difference is between these two data entry
options?
Do you have any other thoughts on this page?
For this interview, please select the table entry option.
2013-14 was the first year that the CRDC used the topical module organization for data
reporting. I’d like to hear your thoughts on how these topics worked for your district.
Which modules were most difficult for your district to report in 2013-14? Which were
easiest?
Let’s talk now about those difficult modules.
[I: Continue with module questions for each difficult module mentioned]
Flat File
Did you read the numbered specifications?
Tell me what kind of file you would upload?
Is it a full file or a partial file?
What other resources have you looked at, if any, related to the flat file submission?
Did you look at the data table layouts or school form on the grads360 site? Were these useful
or not for your submission?
Go ahead and select the File Upload button now and tell me what you are thinking as you
decide what to do next.
Tell me what instructions are confusing? What’s missing, if anything?
If you needed more information about the file upload, what would you do?
Difficult Modules
Let’s look at [MODULE] first.
In your own words, what data are these tables asking for?
Did you read the module instructions?
Was there anything in these instructions or definitions you found confusing or have questions
about? PROBE for why.
Is there any clarification we could provide to make it easier?
Go ahead and browse through these tables and let me know what you are thinking as you go
along.
What improvements could we make to the tables to make it easier to report?
16

What about definitions or the additional information box?
What additional support or resources would you like to have to help you with this module?
EXPD MODULE for all respondents
The last module I want to discuss is Expenditures.
In your own words, what data are these tables asking for?
Did you read the module instructions?
Was there anything in these instructions or definitions you found confusing or have questions
about? PROBE for why.
Is there any clarification we could provide to make it easier?
Go ahead and browse through these tables and let me know what you are thinking as you go
along.
What improvements could we make to the tables to make it easier to report?
What about definitions or the additional information box?
How do you track high mobility staff?
What about Non-Personnel Expenditures? Is there anything we should do to improve the
information provided to define these expenditures?
Are these categories difficult for your district to report? Is there anything about this table that
could be improved to make it easier for your district to report this information?
What additional support or resources would you like to have to help you with this module?
NOTE: Look for where confusion is occurring over LEAs struggling to report transportation, district IT
servers, etc. since these aren’t school-level non-personnel expenditures related to instruction.
OPTIONAL QUESTIONS
The 2013-14 CRDC had optional questions that will be mandatory for 2015-16. Were you
aware of the optional questions?
How will they help you prepare for 2015-16, if at all?
The purpose of including the optional questions is to make districts aware of the new
required data so they can be prepared to report it.
What do you feel would be the most effective way to prepare districts for new reporting
requirements?
ADMIN
Let’s turn now to the Admin feature in the tool. Are you familiar with this feature?
If yes: Tell me how you used it in the 2013-14 collection.
If no: Tell me what you would expect if you used this feature.
17

One of the new tools of the CRDC data collection is the ability to allow you to assign different
individuals to enter data. Did you use this feature?
If yes: What challenges, if any, did you face in assigning users? How did you decide who to
assign? Did this feature do what you expected it to do? If not, how can we improve it?
If no: Tell me what you would expect this feature to do.
REPORTS
I’d like you to talk about the Reports feature now. Are you familiar with this feature?
If yes: Tell me how you used it in the 2013-14 collection.
If no: Tell me what you would expect if you used this feature.
Let’s look at it now. I’d like you to read or browse this page and for each report listed, when
you have finished, tell me in your own words what the report is.
ERRORS AND CERTIFICATION
Now I’d like to turn to the errors and certification part of the submission. Were you
responsible for reviewing any errors in your submission?
If yes: Tell me about that process.
Let’s look at an example Error Report now in the tool. I’d like you to browse it and tell me
what you are thinking as you do. Expand some of the modules that have errors and click
through some of the data tables. Keep telling me what you are thinking as you do this. [Note:
If respondent used the Error Resolution Report, download that]
Now I’d like to review a few specific error messages that users might receive about potential
errors in a submission. Please take a minute to read it and then tell me in your own words
what you think the problem might be with the data.
OTHER
That is all I wanted to talk to you about. We have a few minutes now to go over any other feedback
you’d like to provide.

CONCLUDE INTERVIEW:
Thank you for your time. If you think of anything else you would like to share, please give me a call or
email me at ___________________.

Attachment C: Screen Shots of Focus Areas
Login page

Data Entry vs Flat File Submission Selection Page

Data Entry Page

Expenditures Module – All Pages

Admin

Reports - Main Page

Error Report Page

Error Pop-Up

Attachment D: Error Messages
NOTE: Respondents will be asked to read and respond about no more than 10 messages, but these messages may vary
depending on information established with the respondent during the interview.
Title
Have I entered the data in the
correct format?
Have I entered all of the
required data?
Have I entered data in other
fields correctly so that this field
is not considered inapplicable?

Have I entered data in other
fields correctly so that this field
is not considered to be zero (0)
by default?

Have I entered a value that is in
the expected range? (maximum
value check)
Have I entered a value that is in
the expected range? (maximum
value check)
Have I entered a value that is in
the expected range? (maximum
value check)

Have I entered a value that is in
the expected range? (maximum
value check)

Error Message
Your entry of [[VALUE]] for <> is not in a valid format. Please enter
a value in the required format of [[FORMAT]].
<> is a required field. Please enter data to this field before
attempting to certify your submission.
<> is skipped and considered not applicable (NA) due to data
entered elsewhere in the survey. If this field is still skipped when you certify your
submission, any data entered to it will be lost. To report a different value here,
you must edit the other element(s) responsible for this one being skipped. The
elements and values checked by the skip logic for this field are listed below/to the
right.
<> is automatically set to zero (0) due to data entered elsewhere in
the survey, but you have entered a non-zero value. To resolve this error, you can
edit the other element(s) responsible for this one being set to zero, or provide an
explanation using a reason code and comment why it should not be zero. The
elements and values checked by the 'Autozero' logic for this field are listed
below/to the right.
<> must be less than or equal to [[CONSTANT]]. To resolve this
error, you can either change this value, or provide an explanation using a reason
code and comment.
<> must be less than or equal to the value of
[[ELEMENT_VALUE_1]] reported for <>, but you have
entered a greater value. To resolve this error, you can either change one of these
values, or provide an explanation using a reason code and comment.
<> must be less than or equal to a number of other element values,
but you have entered a greater value. To resolve this error, you can either change
one of these values, or provide an explanation using a reason code and comment.
The elements and values against which this field are being checked are listed
below/to the right.
<> must be less than or equal to the value of
<> ([[ELEMENT_VALUE_1]]) plus [[CONSTANT]]
([[CALCULATED_1]]), but you have entered a greater value. To resolve this error,
you can either change one of these element values, or provide an explanation
using a reason code and comment.
<> must be less than or equal to the sum of
<> ([[ELEMENT_VALUE_1]]) and
<> ([[ELEMENT_VALUE_2]]), which equals
[[CALCULATED_1]], but you have entered a greater value. To resolve this error,
you can either change one or more of these values, or provide an explanation
using a reason code and comment.
<> must be less than or equal to the sum of
<> ([[ELEMENT_VALUE_1]]) and
<> ([[ELEMENT_VALUE_2]]), which equals
[[CALCULATED_1]], AND must be less than or equal to
<> ([[ELEMENT_VALUE_3]]), but you have entered a
greater value. To resolve this error, you can either change one or more of these
29

Have I entered a value that is in
the expected range? (maximum
value check)

Have I entered a value that is in
the expected range? (minimum
value check)
Have I entered a value that is in
the expected range? (minimum
value check)
Have I entered a value that is in
the expected range? (minimum
value check)

Have I entered a value that is in
the expected range? (minimum
value check)

Have I entered the correct
enrollment data?

Have I entered the correct
school enrollment data?

Have I entered the correct
charter school status

values, or provide an explanation using a reason code and comment.
<> must be less than or equal to the difference between
<> ([[ELEMENT_VALUE_1]]) and
<> ([[ELEMENT_VALUE_2]]), which equals
[[CALCULATED_1]], but you have entered a greater value. To resolve this error,
you can either change one or more of these values, or provide an explanation
using a reason code and comment.
<> must be less than or equal to <>
([[ELEMENT_VALUE_1]]) minus <>
([[ELEMENT_VALUE_2]]) minus <>
([[ELEMENT_VALUE_3]]), which equals [[CALCULATED_1]], but you have entered
a greater value. To resolve this error, you can either change one or more of these
values, or provide an explanation using a reason code and comment.
<> must be less than or equal to the difference between
<> ([[ELEMENT_VALUE_1]]) and
<> ([[ELEMENT_VALUE_2]]), which equals
[[CALCULATED_1]], AND must be less than or equal to
<> ([[ELEMENT_VALUE_3]]), but you have entered a
greater value. To resolve this error, you can either change one or more of these
values, or provide an explanation using a reason code and comment.
<> must be greater than or equal to 1, but you have entered a
lesser value. To resolve this error, you can either change this value, or provide an
explanation using a reason code and comment.
<> must be greater than or equal to the value of
[[ELEMENT_VALUE_1]] reported for <>, but you have
entered a lesser value. To resolve this error, you can either change one of these
values, or provide an explanation using a reason code and comment.
<> must be greater than or equal to a number of other element
values, but you have entered a lesser value. To resolve this error, you can either
change one of these values, or provide an explanation using a reason code and
comment. The elements and values against which this field are being checked
are listed below/to the right.
<> must be greater than or equal to the sum of
<> ([[ELEMENT_VALUE_1]]) and
<> ([[ELEMENT_VALUE_2]]), which equals
[[CALCULATED_1]], but you have entered a lesser value. To resolve this error, you
can either change one or more of these values, or provide an explanation using a
reason code and comment.
You have entered an enrollment status for this grade (<>) that does
not match with the student grade-level enrollment of [[EDFACTS_VALUE]]
reported by your SEA through EDFacts, a U.S. Department of Education data
collection. You may wish to check the accuracy of your reported grade enrollment
status. If you wish to provide an explanation, you may enter it in the comment
field.
You have entered data resulting in a total [[GENDER]] [[RACE_ETHNICITY]]
enrollment for this school that does not match (within a tolerance of
[[TOLERANCE]]%) with the total enrollment of [[EDFACTS_VALUE]] reported by
your SEA through EDFacts. You may wish to check the accuracy of your reported
enrollment data. If you wish to provide an explanation, you may enter it in the
comment field.
You have entered a charter school status for this school that does not match with
the charter school status of "[[EDFACTS_VALUE]]" reported by your SEA through
30

information?

Have I entered the correct
magnet school status
information?

Have I entered the correct
alternative school status
information?

Have I entered the correct
special education school status
information?

Have I entered consistent FTE
information for classroom
teachers?

Have I entered the correct
desegregation order or plan
information?
Have I entered data in this field
that is consistent with federal
regulations?

Have I entered data in this field
that is consistent with federal
regulations?

Have I entered the correct grade
enrollment data?

Have I entered the correct
number of classes with students
enrolled?

Have I entered the correct AP
enrollment data?

EDFacts. You may wish to check the accuracy of your reported charter school
status. If you wish to provide an explanation, you may enter it in the comment
field.
You have entered a magnet school status for this school that does not match with
the magnet school status of "[[EDFACTS_VALUE]]" reported by your SEA through
EDFacts. You may wish to check the accuracy of your reported magnet school
status. If you wish to provide an explanation, you may enter it in the comment
field.
You have entered an alternative school status for this school that does not match
with the alternative school status of "[[EDFACTS_VALUE]]" reported by your SEA
through EDFacts. You may wish to check the accuracy of your reported
alternative school status. If you wish to provide an explanation, you may enter it
in the comment field.
You have entered a special education school status for this school that does not
match with the special education school status of "[[EDFACTS_VALUE]]" reported
by your SEA through EDFacts. You may wish to check the accuracy of your
reported special education school status. If you wish to provide an explanation,
you may enter it in the comment field.
You have entered a total number of full-time teachers for this school that differs
significantly from the total FTE count of "[[EDFACTS_VALUE]]" reported by your
SEA through EDFacts. You may wish to check the accuracy of your reported
number of full-time teachers. If you wish to provide an explanation, you may
enter it in the comment field.
You have entered a status for whether this agency is under a desegregation order
or plan that does not match with the status reported in the prior CRDC survey. In
order to resolve this error, you may either change the reported status or provide
an explanation using a reason code and comment.
You have entered a status of [[VALUE]] for whether you have one or more Civil
Rights Coordinators responsible for coordinating compliance efforts under
(<>), but federal regulations expect a different answer. In order to
resolve this error, you may change your response or provide an explanation using
a reason code and comment.
You have entered a status of [[VALUE]] for whether you have one or more Civil
Rights Coordinators responsible for coordinating compliance efforts under
(<>), but federal regulations seem to expect a different answer. You
may wish to check the accuracy of your reported status for this type of Civil
Rights Coordinator. If you wish to provide an explanation, you may enter it in the
comment field.
You have entered a status of [[VALUE]] for whether this grade (<>)
has any students enrolled, but this does not seem consistent with the entries for
the adjacent grades. You may wish to check the accuracy of your reported grade
enrollment status for all three grades. If you wish to provide an explanation, you
may enter it in the comment field.
You have reported [[VALUE]] classes of this type (<>) with a total of
[[CALCULATED_1]] students enrolled. This results in a ratio of students to classes
beyond the expected range of 1-100. In order to resolve this error, you may
change one or more of your responses or provide an explanation using a reason
code and comment.
You have entered "Yes" here for whether you have enrollment in this type of AP
course (<>) , but are not reporting a positive count of students
actually enrolled. In order to resolve this error, you may either change your
response here or enter AP enrollment counts for this type of course.
31

Have I entered the correct
numbers of first and second year
FTE teachers?

Have I entered the correct
numbers of certified and noncertified FTE teachers?

Have I entered the correct
number of students enrolled in
single sex athletics?
Have I entered the correct
number of instances of restraint/
seclusion?

Have I entered the correct
number of allegations of
harassment or bullying?

Have I entered the correct
expenditure value?

Have I entered the correct
number of male single-sex
athletics teams?

Have I entered the correct
number of female single-sex
athletics teams?

Have I entered the correct
number of male participants in
single-sex athletics?

Have I entered the correct
number of female participants in
single-sex athletics?

Have I entered the correct salary

You have entered values for FTE teachers in their first ([[ELEMENT_VALUE_1]])
and second ([[ELEMENT_VALUE_2]]) years of teaching that add up to more than
the overall number of FTE teachers in the school ([[VALUE]]). In order to resolve
this error, you may change one or more of these values or provide an explanation
using a reason code and comment.
You have entered values for certified ([[ELEMENT_VALUE_1]]) and non-certified
([[ELEMENT_VALUE_2]]) teachers that do not add up to the overall number of FTE
teachers in the school ([[VALUE]]). In order to resolve this error, you may change
one or more of these values or provide an explanation using a reason code and
comment.
You have entered a value ([[VALUE]]) for [[GENDER]] students enrolled in singlesex athletics that exceeds the total calculated [[GENDER]] enrollment for the
school. In order to resolve this error, you may change one or more of these
values or provide an explanation using a reason code and comment.
You have entered zero instances of [[RESTRAINT_TYPE]] applied to students
[[DISABILITY_DESCRIPTOR]], but the total number of [[IDEA_FLAG]] students
reported as subject to this form of restraint is [[CALCULATED_1]]. This implies
some instances must have occurred. In order to resolve this error, you may adjust
your values for instances, students restrained, or both, or provide an explanation
using a reason code and comment.
You have entered a value of [[VALUE]] allegations of harassment or bullying on
the basis of [[HB_BASIS]], but no corresponding students are reported as
harassed or bullied on that basis. In order to resolve this error, you must adjust
your values for allegations, students harassed or bullied, or both, or provide an
explanation using a reason code and comment.
This type of school expenditure (<>) must have a positive value for
any active school, but you have entered a value of zero . In order to resolve this
error, you must adjust this value or provide an explanation using a reason code
and comment.
You have indicated there are [[VALUE]] male single-sex interscholastic teams, but
have also reported [[ELEMENT_VALUE_1]] for the number of male single-sex
interscholastic sports. There must be at least as many teams as there are sports.
In order to resolve this error, you must adjust one or more of these values or
provide an explanation using a reason code and comment.
You have indicated there are [[VALUE]] female single-sex interscholastic teams,
but have also reported [[ELEMENT_VALUE_1]] for the number of female singlesex interscholastic sports. There must be at least as many teams as there are
sports. In order to resolve this error, you must adjust one or more of these values
or provide an explanation using a reason code and comment.
You have indicated there are [[VALUE]] male participants in single-sex
interscholastic sports, but have also reported [[ELEMENT_VALUE_1]] for the
number of male single-sex interscholastic teams. There must be at least as many
participants as there are teams. In order to resolve this error, you must adjust
one or more of these values or provide an explanation using a reason code and
comment.
You have indicated there are [[VALUE]] female participants in single-sex
interscholastic sports, but have also reported [[ELEMENT_VALUE_1]] for the
number of female single-sex interscholastic teams. There must be at least as
many participants as there are teams. In order to resolve this error, you must
adjust one or more of these values or provide an explanation using a reason code
and comment.
You have entered values for total salary expenditures for FTE teachers
32

expenditure for FTE teachers
supported by state and local
funds?

Have I entered the correct salary
expenditure for instructional
staff / total instructional
personnel supported by state
and local funds?
Have I entered the correct salary
expenditure for FTE teachers
supported by state and local
funds?
Have I entered the correct data
for the special education school
indicator?

Have I entered the correct value
for this field?

Have I entered the correct value
for this indicator question?

Have I entered the correct
number of LEP students in this
category?
Have I entered the correct
number of IDEA students in this
category?
Have I entered the correct
number of 504 students in this
category?
Have I entered the correct value
for this field?

Have I entered the correct value
for this field?

Have I entered a reasonable
value for this field?

($[[VALUE]]) and number of FTE teachers ([[ELEMENT_VALUE_1]]) which works
out to $[[CALCULATED_1]] per FTE teacher. This falls outside the expected range
of $10,000 to $250,000 for other than special education designated schools. In
order to resolve this error, you may adjust one or more of these values or provide
an explanation using a reason code and comment.
You have entered values for <> ($[[VALUE]]) and for total student
enrollment ([[CALCULATED_1]]) which work out to $[[CALCULATED_2]] per
enrolled student. This value is greater than the expected maximum of $300,000.
In order to resolve this error, you must adjust either your reported value for
salary expenditures or your enrollment counts, or provide an explanation using a
reason code and comment.
You have entered values for total salary expenditures for FTE teachers
($[[VALUE]]) and number of FTE teachers ([[ELEMENT_VALUE_1]]) which work
out to $[[CALCULATED_1]] per FTE teacher. This value should not be greater than
$1,000,000. In order to resolve this error, you must adjust one or more of your
reported values.
You have indicated that this is a school that focuses primarily on serving the
needs of students with disabilities, but not entered any IDEA or 504 students in
the overall enrollment counts. In order to resolve this error, you may change the
status, adjust your IDEA and 504 enrollment counts, or provide an explanation
using a reason code and comment.
You have not entered a positive value to this field (<>), but your
response of [[ELEMENT_VALUE_1]] for <> indicates
that this value must be greater than 0. In order to resolve this error, you must
either change this value to a positive one or change the selection in the indicator
field.
You have entered [[VALUE]] for this indicator field (<>), but have
not reported positive values for any of the other fields that depend on it. In order
to resolve this error, you must either change this indicator or add a positive count
for at least one associated field.
You have entered a value of [[VALUE]] for [[GENDER]] LEP students in this
category, but this exceeds the total number of [[GENDER]] students in this
category ([[CALCULATED_1]]). In order to resolve this error, you must change one
or more of these values.
You have entered a value of [[VALUE]] for [[GENDER]] IDEA students in this
category, but this exceeds the total number of [[GENDER]] students in this
category ([[CALCULATED_1]]). In order to resolve this error, you must change one
or more of these values.
You have entered a value of [[VALUE]] for [[GENDER]] 504 students in this
category, but this exceeds the total number of [[GENDER]] students in this
category ([[CALCULATED_1]]). In order to resolve this error, you must change one
or more of these values.
<> exceeds the value of [[ELEMENT_VALUE_1]] reported for
<> by more than five. To resolve this error, you may
change one or more of these values, or provide an explanation using a reason
code and comment.
<> exceeds the value of [[ELEMENT_VALUE_1]] reported for
<> by more than 10%. To resolve this error, you may
change one of these values, or provide an explanation using a reason code and
comment.
<> must be less than or equal to [[CONSTANT]]. To resolve this
error, you must change this value.
33

Have I entered the correct value
for this field?
Have I entered the correct value
for this field?

Have I entered the correct value
for this field?

Have I entered the correct value
for this field?
Have I entered the correct value
for this field?
Have I entered the correct value
for this field?

Have I entered the correct LEP
enrollment data by
race/ethnicity?

Have I entered the correct IDEA
enrollment data by
race/ethnicity?

Have I entered the correct 504
enrollment data by
race/ethnicity?

Have I entered all values for the
number of students in each
racial/ethnic category?

Have I entered the correct
overall enrollment values?

<> exceeds the value of [[ELEMENT_VALUE_1]] reported for total
FTE teachers by more than 10%. To resolve this error, you must change one of
these values, or provide an explanation using a reason code and comment.
<> must not exceed the non-disability enrollment of
[[CALCULATED_1]] reported for <> (enrollment minus
IDEA and 504 students) by more than five, but you have entered a greater value.
In order to resolve this error, you may change this value, or provide an
explanation using a reason code and comment.
<> exceeds the non-disability enrollment of [[CALCULATED_1]]
reported for <> (enrollment minus IDEA and 504
students) by more than 10%. In order to resolve this error, you may change this
value, or provide an explanation using a reason code and comment.
<> exceeds the total LEP enrollment ([[ELEMENT_VALUE_1]]) for
the same sex by more than five. In order to resolve this error, you may change
one of these values, or provide an explanation using a reason code and comment.
<> exceeds the total LEP enrollment ([[ELEMENT_VALUE_1]]) for
the same sex by more than 10%. In order to resolve this error, you may change
one of these values, or provide an explanation using a reason code and comment.
<> is currently neither skipped nor automatically set to 0, but you
have entered a value of “NS”. In order to resolve this error, you may either
change this value, change the value of another field so that this one is skipped or
set to 0, or provide an explanation using a reason code and comment why a value
was not submitted. Be aware that all valid reason codes for this error still require
review by the PSC, and certification will not be possible until that review is
complete.
The sums of the values you have reported for LEP enrollment in the tables for
Overall Enrollment ([[CALCULATED_1]]) and in the table specifically for LEP
enrollment by racial/ethnic category ([[CALCULATED_2]]) do not match. In order
to resolve this error, you may adjust your counts in either or both of these tables
so that the totals match, or provide an explanation using a reason code and
comment.
The sums of the values you have reported for IDEA enrollment in the tables for
Overall Enrollment ([[CALCULATED_1]]) and in the table specifically for IDEA
enrollment by racial/ethnic category ([[CALCULATED_2]]) do not match. In order
to resolve this error, you may adjust your counts in either or both of these tables
so that the totals match, or provide an explanation using a reason code and
comment.
The sums of the values you have reported for 504 enrollment in the tables for
Overall Enrollment ([[CALCULATED_1]]) and in the table specifically for 504
enrollment by racial/ethnic category ([[CALCULATED_2]]) do not match. In order
to resolve this error, you may adjust your counts in either or both of these tables
so that the totals match, or provide an explanation using a reason code and
comment.
You have not yet provided all required counts for male and female students in
each racial/ethnic category within this table. Until you do so, the system will be
unable to calculate table totals and you will be unable to certify your submission.
In order to resolve this error, please provide a count/value in each cell within this
table, or provide an explanation using a reason code and comment of why the
disaggregated data cannot be reported.
You have not yet provided any value greater than 0 for student enrollment in at
least one racial/ethnic category and sex disaggregation. In order to resolve this
error, you may enter values reflecting overall enrollment greater than zero, or if
34

Have I entered enrollment
values that sum to over 10,000
students?
Have I entered the correct
retention count for the specified
grade?

Have I entered the correct
number of students taking at
least one AP course?

Have I entered the correct
number of students taking AP
Math, AP Science, or other AP
subjects?

Have I entered the correct
information about students
taking and passing AP exams?

Have I entered the correct
information about students
enrolled in AP courses and
exams?

Have I entered the correct
number of single-sex classes in
the specified subject area?

Have I entered the correct
overall enrollment and expulsion
values?
Have I entered the correct

the school does not have any enrollment as defined by students spending at least
50% of the school day there, you may contact the PSC to request that the school
be removed from the survey.
You have reported data resulting in an overall school enrollment of
[[CALCULATED_1]]. Overall enrollment for any single school must be less than or
equal to 10,000. In order to correct this error you may adjust your enrollment
counts to arrive at a lower total.
You have reported data resulting in a retention count for [[GRADE]] of
[[CALCULATED_1]], but this is greater than 90% of the overall enrollment count of
[[EDFACTS_VALUE]] for this same grade. You may wish to check the accuracy of
your retention counts. If you wish to provide an explanation, you may enter it in
the comment field.
You have reported that there are [[ELEMENT_VALUE_1]] [[GENDER]]
[[RACE_ETHNICITY]] students enrolled in at least one AP course, but this value is
greater than the sum of all students in this same category enrolled in AP Math,
AP Science, and Other AP subjects , which is [[CALCULATED_1]]. In order to
resolve this error, you may change one or more of these values so total AP
enrollment in at least one course no longer exceeds the sum of enrollment in
individual AP subjects, or provide an explanation using a reason code and
comment.
You have reported that there are [[ELEMENT_VALUE_1]] [[GENDER]]
[[RACE_ETHNICITY]] students enrolled in at least one AP course, but the number
of students in this same category enrolled in [[AP_COURSE]] courses exceeds this
value. In order to resolve this error, you may change one or more of these values
so the specific AP course enrollment no longer exceeds total AP course
enrollment.
You have reported that there are [[ELEMENT_VALUE_1]] [[GENDER]]
[[RACE_ETHNICITY]] students that took at least one AP exam, but this does not
match with the sum of students in the same category who passed at least one
exam ([[ELEMENT_VALUE_2]]) and those who did not pass their AP exams
([[ELEMENT_VALUE_3]]). In order to resolve this error, you may change one or
more of these values so total number of test takers equals the sum of those who
passed and failed, or provide an explanation using a reason code and comment.
You have reported that there are [[ELEMENT_VALUE_1]] [[GENDER]]
[[RACE_ETHNICITY]] students enrolled in at least one AP course, but this does not
match with the sum of students in the same category who took at least one exam
([[ELEMENT_VALUE_2]]) and those who did not take any AP exams
([[ELEMENT_VALUE_3]]). In order to resolve this error, you may change one or
more of these values so the sum of those who took and did not take AP exams
equals at least 90%, but not more than 100%, of total AP course enrollment, or
provide an explanation using a reason code and comment.
You have reported that there are [[ELEMENT_VALUE_1]] [[GENDER]]-only classes
in [[SUBJECT]], but total [[GENDER]] enrollment is only [[CALCULATED_1]]. Since
this results in a ratio of less than 20 students per single-sex class, you may wish to
check that you are reporting total classes rather than number of students
enrolled in such classes. If you wish to provide an explanation, you may enter it in
the comment field.
You have reported a total of [[CALCULATED_1]] expulsions, which is greater than
50% of the total school enrollment of [[CALCULATED_2]]. In order to resolve this
error, you may adjust your expulsion counts, your enrollment counts, or both, or
provide an explanation using a reason code and comment.
You have reported a total of [[CALCULATED_1]] school-related arrests, but only
35

school-related arrest and law
enforcement referral values?

Have I entered the correct
number of students taking at
least one AP course and at least
one AP exam?
Have I entered the correct
number of students participating
in single-sex athletics?

Have I entered the correct
number of students enrolled in
LEP programs?

Have I entered the correct
number of students within the
specified category who were
suspended?

Have I entered the correct
number of instances and
students subject to restraint and
seclusion?

Have I entered the correct
number of students expelled
either with or without
educational services?

Have I entered the correct
enrollment and retention
values?

Have I entered the correct
number of students within the
specified category who were

[[CALCULATED_2]] total referrals to law enforcement. You may wish to check
the accuracy of your arrest and referral counts, and possibly adjust them so that
arrests do not exceed 110% of the number of referrals, or provide an explanation
in the comment field below.
You have reported a total of [[CALCULATED_1]] students taking at least one AP
course, but no students at all taking at least one AP exam. In order to resolve this
error, you may enter positive counts for students taking AP exams, review AP
enrollment, or provide an explanation using a reason code and comment.
You are reporting data resulting in a total enrollment of [[CALCULATED_1]]
students, but indicating that there is no involvement in single-sex interscholastic
athletics. In order to resolve this error, you may reduce your total enrollment
counts below 750, change the single-sex athletics indicator to 'Yes', or provide an
explanation using a reason code and comment.
You are reporting total LEP enrollment of [[CALCULATED_1]], but no enrollment
at all in actual LEP programs. In order to resolve this error, you may reduce your
total LEP enrollment count below 500, adjust LEP program enrollment counts to
provide a positive value, or provide an explanation using a reason code and
comment.
You are reporting [[CALCULATED_1]] [[GENDER]] [[RACE_ETHNICITY]] students
with a single out of school suspension and [[CALCULATED_2]] students in this
category with multiple out of school suspensions. The sum of these counts
exceeds the total school enrollment ([[ELEMENT_VALUE_1]]) for this category by
more than 5. In order to resolve this error, you may adjust your suspension
counts, your enrollment counts, or both for students in this category, or provide
an explanation using a reason code and comment.
You are reporting [[CALCULATED_1]] [[GENDER]] [[RACE_ETHNICITY]] students
with a single out of school suspension and [[CALCULATED_2]] students in this
category with multiple out of school suspensions. The sum of these counts
exceeds the total school enrollment ([[ELEMENT_VALUE_1]]) for this category by
more than 10%. In order to resolve this error, you may adjust your suspension
counts, your enrollment counts, or both for students in this category, or provide
an explanation using a reason code and comment.
You are reporting [[CALCULATED_1]] instances of restraint or seclusion and
[[CALCULATED_2]] students subjected to restraint or seclusion. In order to
resolve this error, you may adjust your counts so that the number of students
subjected to restraint or seclusion is less than the number of instances of
restraint or seclusion, or provide an explanation using a reason code and
comment.
You are reporting [[CALCULATED_1]] students expelled under zero tolerance
policies, but have no counts at all either for students expelled with educational
services, or students expelled without educational services. In order to resolve
this error, you may adjust your counts so that the sum of students expelled with
and without educational services is greater than 0, or provide an explanation
using a reason code and comment.
You have reported data resulting in an overall school retention total for of
[[CALCULATED_1]], but this is greater the overall school enrollment of
[[CALCULATED_2]]. In order to resolve this error, you may adjust your retention
counts, your enrollment counts, or both, or provide an explanation using a reason
code and comment.
You are reporting [[CALCULATED_1]] students in the school with a single out-ofschool suspension and [[CALCULATED_2]] students in the school with multiple
out of school suspensions. The sum of these counts exceeds the total school
36

suspended?

Are the LEA and school
enrollment values correct?

Are the numbers of allegations
of harassment or bullying on the
basis of sex correct?

Are the numbers of allegations
of harassment or bullying on the
basis of race correct?

Are the numbers of allegations
of harassment or bullying on the
basis of disability correct?

Are the numbers of students
harassed or bullied on the basis
of sex correct?

Are the numbers of students
harassed or bullied on the basis
of race correct?

enrollment ([[CALCULATED_3]]), such that more students have been suspended
than are enrolled. In order to resolve this error, you may adjust your suspension
counts, your enrollment counts, or both, or provide an explanation using a reason
code and comment.
You have reported total enrollment of [[ELEMENT_VALUE_1]] students for the
LEA as a whole, but the total enrollment for one or more schools within the LEA
exceeds this value. In order to resolve this error, you may change the enrollment
count for the LEA, adjust your enrollment counts for the affected schools to
reflect lower total enrollments, or provide an explanation using a reason code
and comment.
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
allegations of bullying or harassment on the basis of sex. Based on trends in past
data, at least one allegation of bullying or harassment typically occurs within a
population greater than 50,000 students. Please review your enrollment counts
and number of allegations of bullying or harassment, then adjust the data if
appropriate. If the data is verified correct, please provide a reason code and
comment explaining why the data is valid. Note that if you select "data not
collected", the PSC may contact your district to develop an action plan.
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
allegations of bullying or harassment on the basis of race or ethnicity. Based on
trends in past data, at least one allegation of bullying or harassment typically
occurs within a population greater than 50,000 students. Please review your
enrollment counts and number of allegations of bullying or harassment, then
adjust the data if appropriate. If the data is verified correct, please provide a
reason code and comment explaining why the data is valid. Note that if you
select "data not collected", the PSC may contact your district to develop an action
plan.
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
allegations of bullying or harassment on the basis of disability Based on trends in
past data, at least one allegation of bullying or harassment typically occurs within
a population greater than 50,000 students. Please review your enrollment counts
and number of allegations of bullying or harassment, then adjust the data if
appropriate. If the data is verified correct, please provide a reason code and
comment explaining why the data is valid. Note that if you select "data not
collected", the PSC may contact your district to develop an action plan.
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
students as having been harassed or bullied on the basis of sex. Based on trends
in past data, at least one report of a student being bullied or harassed typically
occurs within a population greater than 50,000 students. Please review your
enrollment counts and number of reports of bullying or harassment, then adjust
the data if appropriate. If the data is verified correct, please provide a reason
code and comment explaining why the data is valid. Note that if you select "data
not collected", the PSC may contact your district to develop an action plan.
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
students as having been harassed or bullied on the basis of race or ethnicity.
Based on trends in past data, at least one report of a student being bullied or
harassed typically occurs within a population greater than 50,000 students.
37

Are the numbers of students
harassed or bullied on the basis
of disability correct?

Are the numbers of students
taking the SAT or ACT correct?

Are the school enrollment totals
correct?

Are the single-sex athletics
values correct?

Are the out-of-school suspension
values correct?

Are the in-school suspension
values correct?

Are the non-personnel
expenditure values correct?

Are the values of total salary
expenditures for FTE teachers
correct?

Are the values for FTE teachers
with certifications and all FTE

Please review your enrollment counts and number of reports of bullying or
harassment, then adjust the data if appropriate. If the data is verified correct,
please provide a reason code and comment explaining why the data is valid.
Note that if you select "data not collected", the PSC may contact your district to
develop an action plan.
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
students as having been harassed or bullied on the basis of disability. Based on
trends in past data, at least one report of a student being bullied or harassed
typically occurs within a population greater than 50,000 students. Please review
your enrollment counts and number of reports of bullying or harassment, then
adjust the data if appropriate. If the data is verified correct, please provide a
reason code and comment explaining why the data is valid. Note that if you
select "data not collected", the PSC may contact your district to develop an action
plan.
You have indicated that there are [[CALCULATED_1]] schools with students
enrolled in Grade 12 within the LEA, but no schools are reporting any students as
taking the SAT or ACT. In order to resolve this error, you may adjust your count of
schools with Grade 12 students enrolled to below 5, report additional SAT and
ACT testing data, or provide an explanation using a reason code and comment.
There are [[CALCULATED_1]] schools within the LEA, but five or more schools are
reporting an identical overall enrollment total of [[CALCULATED_2]]. In order to
resolve this error, you may adjust your enrollment data for one or more of these
schools, or provide an explanation using a reason code and comment.
You have indicated that there are [[CALCULATED_1]] high schools, excluding
juvenile justice facilities, within the LEA, but no school is reporting any
participation in interscholastic athletics at all. In order to resolve this error, you
may adjust your athletics data for one or more of these schools, or provide an
explanation using a reason code and comment.
You have reported total enrollment of [[CALCULATED_1]] students for the LEA as
a whole, but no schools within the LEA are reporting any out-of-school
suspensions. Some suspensions are to be expected within a population of greater
than 50,000 students. In order to resolve this error, you may adjust your LEA
enrollment count, report additional school-level data on suspensions, or provide
an explanation using a reason code and comment.
You have reported total enrollment of [[CALCULATED_1]] students for the LEA as
a whole, but no schools within the LEA are reporting any in-school suspensions.
Some suspensions are to be expected within a population of greater than 50,000
students. In order to resolve this error, you may adjust your LEA enrollment
count, report additional school-level data on suspensions, or provide an
explanation using a reason code and comment.
You have indicated that there are [[CALCULATED_1]] schools within the LEA, but
none of them are reporting any non-personnel expenditures. In order to resolve
this error, you may adjust your expenditures data for one or more of these
schools, or provide an explanation using a reason code and comment.
You have indicated that there are [[CALCULATED_1]] schools within the LEA, but
each school is reporting precisely the same average salary for FTE teachers of
[[CALCULATED_2]]. In order to resolve this error, you may adjust your salary
expenditures data for one or more of these schools, or provide an explanation
using a reason code and comment.
You have reported data for your schools resulting in a ratio of FTE teachers with
certification to all FTE teachers of [[CALCULATED_1]] for the LEA as a whole.
38

teachers correct?

Are the values for first and
second year teachers and all
teachers correct?

Are the school-related arrest
values correct?

Are the school-related restraint
and seclusion values correct?

However, certain schools within the LEA have teacher certification ratios that are
significantly different from this average, which may indicate under or over
reporting of one category of teacher. You may wish to check the accuracy of your
staff reporting for these schools, or If you wish to provide an explanation, you
may enter it in the comment field. The schools with disparate teacher
certification/FTE ratios are:
[[TABLE_1]]
You have reported data for your schools resulting in a ratio of first and second
year teachers (combined) to all FTE teachers of [[CALCULATED_1]] for the LEA as
a whole. However, certain schools within the LEA have teacher experience ratios
that are significantly different from this average, which may indicate under or
over reporting of one category of teacher. You may wish to check the accuracy of
your staff reporting for these schools, or if you wish to provide an explanation for
why the data is valid, you may enter it in the comment field. The schools with
disparate teacher certification/FTE ratios are:
[[TABLE_1]]
You have reported data resulting in total enrollment of [[CALCULATED_1]]
students for the LEA as a whole, but no schools within the LEA are reporting any
students being subject to a school-related arrest. Based on trends in past data, at
least one arrest occurs within a population greater than 100,000 students. Please
review your LEA enrollment count, student school-related arrests, or provide an
explanation using a reason code why the data entered is valid. Note that if you
select "data not collected" PSC may contact your district to develop an action
plan.
You have reported total enrollment of [[CALCULATED_1]] students for the LEA as
a whole, but no schools within the LEA are reporting any instances of students
being subject to mechanical restraint, physical restraint, or seclusion. Based on
trends in past data, at least one instance of restraint or seclusion occurs within a
population greater than 100,000 students. Please review your enrollment counts
and instances of restraint or seclusion, or provide an explanation using a reason
code and comment.

File Type	application/pdf
Author	Bielick, Stacey
File Modified	2016-05-16
File Created	2016-05-16