gaetc 2008: keys to continuous improvement new reporting requirements for race and ethnicity...

GaETC 2008: Keys to Continuous Improvement

New Reporting Requirements for Race and Ethnicity

Effective 2009-2010

Levette Williams, GaDOENovember, 2008

Kathy Cox, State Superintendent of Schools“We will lead the nation in improving student achievement.”


POINTS OF DISCUSSION

1. Why – Historical Background2. Re-Identification– Two-part question

3. Data Collections– Communications– Impact

4. Available Resources

04/18/23 2Kathy Cox, State Superintendent of Schools“We will lead the nation in improving student achievement.”


Why – Background History

• In 1976, in response to an apparent under-count of Americans of Spanish origin or descent in the 1970 census. Congress passed public law 94-311 calling for the collection, analysis, and publication of federal statistic on persons of Spanish origin or descent.

04/18/23 Kathy Cox, State Superintendent of Schools“We will lead the nation in improving student achievement.” 3



• In 1977, OMB issued the Race and Ethnic Standards for Federal Statistics and Administrative Reporting adding Hispanic ethnicity to Federal reports.

• Bureau of Labor Statistics showed that significantly more people appropriately identified as Hispanic/Latino or Latino when they were asked separate about Hispanic or Latino origin.




• In 1997, OMB’s Revised Standards recommended that Federal forms ask two questions: The first about ethnicity and the second about race. The USDOE’s decision to adopt a two-part question is part of this ongoing effort to design Federal reports that yield more accurate counts of individuals who are Hispanic/latino.



Getting It Done: Re-Identification

• Impacts student and staff data– Georgia will implement the new race/ethnicity categories for

SY09-10 data reporting– All students and staff must be given the opportunity to re-

identify their race/ethnicity– Observer identification must be used if respondents do not

supply information



Getting It Done: Re-Identification

• School District Personnel should:– Understand the two-part question format and new race categories– Understand the federal aggregate reporting requirements– Develop plans for re-identification, including how and when it will be

conducted– Develop process for re-identification through observer method– Identify specific changes to be made in their data systems (Student

Records, Human Resources, testing)– Understand the timeline for implementation



Getting It Done: Two-Part Question

1. Are you Hispanic/Latino? (Choose only one) No, not Hispanic/Latino Yes, Hispanic/Latino

2. Please select race(s) from list below. (Choose all that apply) American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White




• Ethnicity– Hispanic / Latino: A person of Cuban, Mexican,

Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin, regardless of race.




• Race Categories– American Indian or Alaska Native (A person having origins in any of the

original peoples of North or South America (including Central America), and who maintains tribal affiliation or community attachment.)

– Asian (A person having origins in any of the original peoples of the Far East, Southeast Asia, of the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.)

– Black or African American (A person having origins in any of the black racial groups of Africa.)

– Native Hawaiian or Other Pacific Islander (A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.)

– White (A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.)



Getting It Out: Data Reporting

• The final guidance requires education institutions to report data to USDOE in seven aggregate racial and ethnic categories:1. Hispanic/Latino of any race; and for individuals who are non-

Hispanic/Latino only2. American Indian or Alaska Native3. Asian4. Black or African American5. Native Hawaiian or Other Pacific Islander6. White7. Two or more races



Getting it Out – Data Reporting

• Multi-Racial is no longer an option.• When student/staff responds to survey with

the following:– Hispanic/Latino = No and Race = White, Black,

Asian, (or any multiple race categories) then the race category determined for this person is Two or More Races



Getting It Out: Data ReportingSCENARIO ETHNICITY RACE(S) FEDERAL REPORTING

CATEGORY Determined as a Result

of Race/Ethnicity Reported by Respondents

1For Hispanic and any one race,

Hispanic/Latino Asian Hispanic/Latino

2For Hispanic and any combination of races,

Hispanic/Latino AsianBlack or African American

Hispanic/Latino

3For Non-Hispanic and any one race,

Not Hispanic/Latino Native Hawaiian or Other Pacific Islander

Native Hawaiian or Other Pacific Islander

4For Non-Hispanic and any combination of races,

Not Hispanic/Latino American Indian or Alaska NativeWhite

Two or more races



Communications

• School Districts– GSIS Conference (February 2008)– Documentation website (March 2008)

• SIS Vendors– March vendor conference call



Communications

• Vendor– DOE communicated timeline to SIS vendors

– DOE requested vendors to keep the original race/ethnicity element and add two additional elements



Hispanic Enrollment 5-Year Growth



Available Resources

• Federal Register:– Final Guidance on Maintaining, Collecting, and

Reporting racial and ethnic data to the USDOE

• New Forum Guide – September (2008)– Forum Guide to Implementing New Federal Race

and Ethnicity Categories– Suggested Training Frameworks for State, School

Districts and Vendors– Sample letters



Questions


gaetc 2008: keys to continuous improvement new reporting requirements for race and ethnicity...

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