the transformed civil rights data collection (crdc)sep 06, 2012 · history of the crdc the civil...
TRANSCRIPT
R E V E A L I N G N E W T R U T H S A B O U T O U R N A T I O N ’ S S C H O O L S
W E B I N A R : W O M E N A N D G I R L S I N E D U C A T I O N
S E P T E M B E R 6 , 2 0 1 2
N A T I O N A L C O U N C I L O N W O M E N A N D G I R L S I N E D U C A T I O N
The Transformed Civil Rights Data Collection (CRDC)
A N E W W E B S I T E : H T T P : / / O C R D A T A . E D . G O V
History of the CRDC
The Civil Rights Data Collection (CRDC) began in 1968
Primarily a biennial collection of school and district level data
1976 and 2000 were universe of districts
2009 Sample increased from 6,000 to 7,000 Includes all districts with over 3,000 students, long-term
secure juvenile justice facilities
Data are collected directly from LEAs except in Florida and Hawaii where the state submits data on behalf of its LEAs
S C H O O L C H A R A C T E R I S T I C S
2009-10 SY Civil Rights Data Collection
More Detailed: Data are disaggregated by race and ethnicity, English learner status, sex, and by disability under the IDEA and Section 504 statutes.
D I S C I P L I N E , B U L L Y I N G A N D H A R A S S M E N T , R E S T R A I N T &
S E C L U S I O N
P A T H W A Y S T O C O L L E G E A N D C A R E E R
S T A F F I N G & R E S O U R C E S
C O L L E G E A N D C A R E E R R E A D I N E S S
2009-10 SY Civil Rights Data Collection
More Comprehensive: New data on access to and success in college- and career-ready courses, teacher equity, retention, access to pre-K programs, bullying and harassment, discipline, and more.
S C H O O L C H A R A C T E R I S T I C S
D I S C I P L I N E , B U L L Y I N G A N D H A R A S S M E N T , R E S T R A I N T &
S E C L U S I O N
P A T H W A Y S T O C O L L E G E A N D C A R E E R
S T A F F I N G & R E S O U R C E S
C O L L E G E A N D C A R E E R R E A D I N E S S
2009-10 SY Civil Rights Data Collection (CRDC)
In 2009-10 SY, approximately 7,000 school districts and 72,000 schools were selected to
participate in the CRDC, using a sampling method that ensures that a representative group from each
state is included.
2009-10 CRDC Sample
% of the nation’s schools in the CRDC
% of the nation’s students represented in the CRDC
70%
30%
Schools included
Schools not included
85%
15%
Students included
Students not included
School Characteristics and Membership
O U T O F T H E 4 2 M I L L I O N S T U D E N T S I N T H E S A M P L E ,
F E M A L E S T U D E N T S M A K E U P 4 9 % O F T H E S A M P L E .
1% 6%
18%
24%
51%
Race/Ethnicity American Indian
Asian/PacificIslander
Black
Hispanic
White
49%
51%
Gender
Female
Male
Pathways to College and Careers
THE TRANSFORMED CRDC SHOWS WHETHER ELEMENTARY AND MIDDLE
SCHOOL STUDENTS HAVE THE ACCESS AND OPPORTUNITIES TO BE ON A PATHWAY TO
COLLEGE AND CAREER READINESS.
Early Childhood Education
Girls represent 46% of the students enrolled in early childhood education programs while boys represent 54%.
46% 54%
Enrollment in Early Childhood Education
Programs
Female
Male
Gifted and Talented and Gender) In districts offering gifted and talented education programs, 8.1% of girls participated in Gifted and Talented compared to 7.4% of boys.
8.1% 7.4%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
Female Male
When are students taking Algebra I?
Algebra I is a critical gateway course for other advanced science and mathematics courses.
Of all the students enrolled in Algebra I in 2009-10, the graph below shows the proportion of girls and boys enrolled in Algebra I at various grade levels for the 2009-10 SY snapshot.
27%
65%
8%
Boys
Grades 7or 8
Grades 9or 10
Grades 11or 12
30%
64%
6%
Girls
Grades 7or 8
Grades 9or 10
Grades 11or 12
Passing Algebra I in Middle School: Race and Gender
Pass rates for Algebra I in grades 7 or 8 are relatively equal across race/ethnicities.
However, girls of each race/ethnicity pass Algebra I at a higher rate than their male peers.
85% 83% 81% 77%
82% 78%
87% 85%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Females Males
All Hispanic Black White
Passing Algebra I in 9th or 10th grade: Race and Gender
The patterns seen in 7th and 8th grade passing continue into high school.
However, pass rates for students taking Algebra I in grades 9 or 10 are typically lower than students taking Algebra I in grades 7 or 8.
79% 73% 73%
67%
74%
67%
84% 79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Females Males
All Hispanic Black White
Student Retention
While girls represent 49% of overall enrollment across the sample, girls represent only 39% of all students retained in grade.
39% 41% 36% 39%
61% 59% 64%
61%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Grades ElementarySchool
MiddleSchool
HighSchool
Retention by Grade Level
Boys
Girls
T H E T R A N S F O R M E D C R D C S H O W S W H I C H S T U D E N T S H A V E A C C E S S T O T H E C O U R S E S T H E Y N E E D T O S U C C E E D I N
C O L L E G E A N D C A R E E R S .
C0llege and Career Readiness
Advanced Science Courses
Girls are evenly represented in biology and out number boys in chemistry, but are under-represented in physics.
51% 50% 48% 54%
49% 50% 52% 46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
High SchoolEnrollment
Biology Chemistry Physics
Students taking Advanced Science Courses
Female
Male
Enrollment in Advance Math & Science Courses
Girls are equitably represented in rigorous high school math courses. Across the sample:
•1.3 million girls are enrolled in geometry
•1.1 million girls are enrolled in Algebra II
•200,000 girls are enrolled in Calculus
51% 50% 49% 51%
49% 50% 51% 49%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
High SchoolEnrollment
Geometry Algebra II Calculus
Students taking Advanced Math Courses
Female
Male
Advanced Placement
Girls outnumber boys in AP Science, AP Foreign Language, and several other AP subjects.
In AP mathematics (calculus and statistics), however, boys outnumber girls.
Students taking AP Math: Trends
150,000
160,000
170,000
180,000
190,000
200,000
210,000
220,000
230,000
2000 2002 2004 2006 2009
Girls
Boys
AP Test Passing
Boys take AP tests at a higher rate than girls. In fact, 73% of boys enrolled in an AP course took an AP exam compared to 70% of girls.
60% of boys passed an AP exam compared to 55% of girls
Both white and African-American girls are passing AP tests at a lower rate than their male peers.
55%
30%
60% 60%
32%
64%
0%
10%
20%
30%
40%
50%
60%
70%
All Black White
Students Passing AP Tests
Girls
Boys
T H E T R A N S F O R M E D C R D C M A K E S P U B L I C L O N G - H I D D E N D A T A A B O U T W H I C H
S T U D E N T S A R E S U S P E N D E D , E X P E L L E D , A N D A R R E S T E D I N S C H O O L .
Discipline
Discipline by Race and Gender
Girls of all races are suspended out-of-school at lower rates than boys of the same race.
However, African-American girls are suspended at higher rates than Latino, Asian/Pacific Islander and white boys.
10%
4%
9%
4%
20%
11%
7%
3%
12%
6%
3%
1%
0%
5%
10%
15%
20%
25%
Males Females
Students receiving Out-of-School Suspensions
All Hispanic
Black White
American Ind. Asian/Pacific Islander
G I R L S R E P R E S E N T E D 5 5 % O F T H E N E A R L Y 6 2 , 0 0 0 S T U D E N T S I N T H E S A M P L E R E P O R T E D T O H A V E
B E E N B U L L I E D O R H A R A S S E D O N T H E B A S I S O F S E X
B O Y S R E P R E S E N T E D 7 9 . 6 % O F T H E 9 2 , 0 0 0 S T U D E N T S I N T H E S A M P L E D I S C I P L I N E D F O R B U L L Y I N G O R
H A R A S S M E N T O N T H E B A S I S O F S E X .
Bullying and Harassment
High School Sports
Across the CRDC sample, girls represented 42% of the interscholastic athletics participants and 49% of enrollment in schools.
35% of the schools offering interscholastic athletics reported a gap of 10 percentage points or more between the percentage of girls enrolled and the percentage of athletes who are girls.
49% 51%
School Enrollment
Girls
Boys
42%
58%
Interscholastic Athletics Participants
Girls
Boys
The CRDC database, with hundreds of data elements, is fully accessible.
Anyone can do these types of powerful analyses and dive deeper into the educational access and opportunities for students.
To access the new website visit:
http://ocrdata.ed.gov
Expanded Data Collected on the CRDC
Enrollment & School Characteristics • Overall Enrollment • Prekindergarten • IDEA and Section 504* • Interscholastic Athletics • Single Sex Classes
Staffing & Resources • Teacher Experience* • Teacher Absenteeism* • Teacher Certification • School Counselors* • School-level Expenditures*
College & Career Readiness • Geometry: courses & enrollment* • Algebra II: courses & enrollment* • Other Adv. Mathematics: courses &
enrollment* • Calculus: courses & enrollment* • Biology: courses & enrollment* • Chemistry: courses & enrollment* • Physics: courses & enrollment* • AP: Courses, Test-taking, and Test-
Passing • IB Enrollment* • SAT/ACT*
Pathways to College & Career • Early Childhood Education • Gifted & Talented • Algebra I Enrollment and
Passing by grade 7 or 8, 9 or 10, 11 or 12*
• Student Retention by grade*
Discipline, Bullying & Harassment, Restraint & Seclusion • Corporal punishment • Suspensions*: in-school and out-of-school • Expulsions: with & without ed. services, zero
tolerance* • Referrals to law enforcement & school-
related arrests* • Students subjected to and instances of
mechanical restraint, physical restraint, and seclusion *
• Bullying and harassment on the basis of sex, national origin, and disability *
* New Data collected on the 2009-10 CRDC Most student count data is disaggregated by gender and race 25
26
27
28
District Profile
29
30
Click on the Additional Facts link for more disaggregation
31
32
33
Detailed Disaggregation Available in Tables
34
35
36
37
38
N E X T C I V I L R I G H T S D A T A C O L L E C T I O N : 2 0 1 1 - 1 2 S Y
• The 2011-12 SY CRDC will include all districts and all schools in the nation.
• 2011-12 CRDC data will be released in Summer 2013
On the Horizon
“The power of the Civil Rights Data Collection is not
only in the numbers themselves, but in the impact it can
have when married with the courage and the will to
change.
The undeniable truth is that the everyday educational
experience for many students violates the principle of
equity at the heart of the American promise.
It is our collective duty to change that.”
-- Arne Duncan
Be Empowered With Data
40
Access CRDC Data
HTTP://OCRDATA.ED.GOV