Attachment E
Annual Mandatory Collection of Elementary and Secondary
Education Data through EDFacts
June 2022
Attachment E
EDFacts Data Set
Overview and Information to
Assist Reviewers for School Years 2022-23, 2023-24, and 2024-25
(with 2021-22 continuation)
OMB No. 1850-0925 v.9
This attachment contains an explanation of the package as well as the different parts of EDFacts. This information is intended to assist reviewers.
The below details out the different documents in the package called “Attachments”.
Attachment A: Data Groups and Categories – Includes all the data groups and categories collected from State Education Agencies. This attachment is presented as an Excel spreadsheet and the data groups and categories can be arranged by the type of changes to the items. This attachment is also available as a printable PDF document.
Attachment B: Directory – Contains a detailed description of the items that make up the directory of EDFacts, or the lists of schools and districts and their descriptive elements.
Attachment C: EMAPS Collections – Includes a description of, and questions for, the metadata collections that are included as part of EDFacts.
Attachment D: Directed Questions – Contains questions asked in the 60-day public comment period.
Attachment D-1: Directed Questions – Contains specific topics in the 30-day public comment period for which ED would like to obtain input from EDFacts data submitters and stakeholders.
Attachment E: Overview and Information to Assist Reviewers (this document) – Contains an explanation of the EDFacts data set to assist reviewers.
Attachment F: Response to 60-day Public Comments
Attachment F-1: Response to 30-day Public Comments
Supporting Statement A – Provides a justification for the collection.
Supporting Statement B – Provides a description of the statistical methodology.
What is the EDFacts Data Set? The EDFacts data set are all the data approved by OMB to be collected for a specific school year. EDFacts primarily collects data on behalf of grant program offices to allow for a consistent state submission system. In many cases, data are submitted by the state once and used by multiple federal grant program offices.
What is a data group? An EDFacts data group is a specific aggregation (i.e., group) of related data that are stored in EDFacts to satisfy the specific information need of one or more ED program offices. Thus, an EDFacts data group does not represent a single data entry but rather a set of related data entries. Each EDFacts data group is intended to be discrete, concise, universally understood, and non-redundant. For example:
Address location is data group DG9. Address location contains several data elements including street address, city name, and state code.
Membership table is data group DG39. Membership table is a series of numbers. It includes the number of students at each grade level, by racial ethnic and by sex.
What is a data category? A data category (category) is a grouping that an SEA uses to aggregate data before the SEA sends the data to ED. For example:
Grade Level is a data category. When this category is used, data are reported by grade: the number of students in grade 1, the number of students in grade 2, etc.
Academic Subject (Assessment) is a data category. When this category is used, data are reported by academic subject: the number of students who participated in the mathematics assessment and the number of students who participated in the reading/language arts assessment.
Data categories are also options for data groups. For example,
LEA Operational Status is a data category containing the options for LEA Operational Status (DG16).
Virtual School Status is a data category containing the options for Virtual School Status (DG803).
What are data category sets? A data category set (category set) is a combination of data categories (e.g., racial ethnic by grade level). For example, the Membership table (DG39) has a single category set of grade level (membership), racial ethnic, and sex. For this category set, data are reported as follows:
Grade 1, American Indian or Alaska Native, Female
Grade 1, American Indian or Alaska Native, Male
Grade 2, American Indian or Alaska Native, Female
Grade 2, American Indian or Alaska Native, Male
Etc.
Grade 1, Asian, Female
Grade 1, Asian, Male
Grade 2, Asian, Female
Grade 2, Asian, Male
Etc.
Each data group and category in the EDFacts data set is described in Attachment A which is presented as an Excel file. The following are the columns, descriptions, and notes for the data groups and categories.
Data Group Columns
Data Categories Columns
Data group and data category definitions and comments may include acronyms. To save space and improve technical readability, these acronyms are defined here. They are not defined within each data group or data category description.
ACGR – Adjusted Cohort Graduation Rate
AP – Advanced Placement
CCD – Common Core of Data
CEIS – Coordinated Early Intervening Services
CEO – Community Eligibility Option
CFDA – Catalog of Federal Domestic Assistance
CFR – Code of Federal Regulations
CMO – Charter Management Organization
CRDC – Civil Rights Data Collection
CSP – Charter School Programs
CSPR – Consolidated State Performance Report
DG – Data Group
EC – Early Childhood
ED – U.S. Department of Education
EHCY – Education for Homeless Children and Youth
EL – English Learner
EMAPS – EDFacts Metadata and Process System
EMO – Education Management Organization
ESEA – Elementary and Secondary Education Act
ESS – EDFacts Submission System
FRPL – Free & Reduced Price Lunch
FS – File Specification
FTE – Full Time Equivalent
GED – General Educational Development
GEPA – General Education Provisions Act
GFSA – Gun-Free Schools Act
GPRA – Government Performance and Results Act
HS – High School
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Program
IFSP – Individualized Family Service Plan
IHE – Institute of Higher Education
ISU – Integrated Support Unit
K-12 – Kindergarten through grade 12
LEA – Local Educational Agency
MEP – Migrant Education Program
MOE – Maintenance of Effort
NCES – National Center for Education Statistics
NCLB – No Child Left Behind Act
N or D – Neglected or Delinquent
NSLP – National School Lunch Program
OCFO – Office of the Chief Financial Officer
OCR – Office for Civil Rights
OELA – Office of English Language Acquisition
OESE – Office of Elementary and Secondary Education
OII – Office of Innovation and Improvement
OME – Office of Migrant Education
OSHS – Office of Safe and Healthy Students
OSEP – Office of Special Education Programs
OSERS – Office of Special Education and Rehabilitative Services
PK-12 – Pre-kindergarten through grade 12
REAP – Rural Education Achievement Program
RLIS – Rural and Low-Income Schools
SA – School Age
SEA – State Educational Agency
SES – Supplemental Educational Services
SIG – School Improvement Grants
SWP – Schoolwide Program
SY – School Year
TAS – Targeted Assistance School
URL – Uniform Resource Locator
EDFacts is an ED initiative to govern, acquire, validate, and use high-quality elementary and secondary performance data in education planning, policymaking, and management decision making to improve outcomes for students. EDFacts centralizes data provided by SEAs at the SEA, LEA, and school levels, and provides ED with the ability to easily analyze and report the data. Since its inception in 2004, this initiative has reduced reporting burden for SEAs and local data producers, and has streamlined elementary and secondary data collection, analysis, and reporting functions at the federal, state, and local levels. The following are key points about this collection.
No individual student or staff level data. EDFacts does not collect individual student or staff-level information. All information provided to EDFacts is aggregated – often by categories such as grade level. Although some of the data files may contain small numbers, none of the information is linked to specific students or staff members. In submitting data to EDFacts, SEAs and other data suppliers cannot suppress the data in small data cells.
Data are collected via online files and webtools. Most data are collected through files submitted electronically by SEAs. Most metadata (e.g., state submission plans and metadata on state proficiency levels) are collected through the EDFacts Metadata and Process System (EMAPS), a web-based application.
Data are reported for a specific period of time. For example, the membership table (DG39) is reported for October 1, while other data groups are reported for a school year.
Data are associated with the school year of performance. The membership table (DG39) data for October 1, 2022, are associated with SY 2022-23 since the membership table data represent the beginning counts of students for the school year.
EDFacts collects data on the education units in each of the 50 states, District of Columbia, Puerto Rico, the outlying areas and freely associated states (i.e., American Samoa, Guam, Commonwealth of Northern Mariana Islands, Marshall Islands, Micronesia, Palau, and the U.S. Virgin Islands), Department of Defense Education Activity (DoDEA), and Bureau of Indian Education (BIE).
The data are submitted by the State Education Agency (SEA). The SEA is the state agency designated as the agency that administers the federal grant programs under the ESEA. State agencies, other than the SEA, may be involved in federal grant programs.
EDFacts was instituted at ED to centralize and consolidate pre-K-12 data collections. Prior to EDFacts, SEAs submitted data mostly through paper-based collections, referred to as “legacy collections.” It is ED’s goal to collect data once and use these data many times. For example, when multiple offices need enrollment counts, the same (single) answer is provided to all the offices.
Other modernization efforts at ED to support burden reduction through the EDFacts Information Collection package include: evaluating data usage needs to inform due dates, improving and standardizing data quality processes and procedures, generating efficient data documentation to inform users about the quality and utility of the data, and improving ED’s use of data in this package to pre-fill annual performance reports (required of formula and discretionary grantees). Timely release of data to respond to public and researcher use of the data is a critical component of modernization; ED’s timely data release reduces duplicative data requests to states, districts, and schools by data users.
In order to consolidate and centralize elementary and secondary data collections, definitions have been standardized. The same term in EDFacts cannot have multiple definitions. These standard definitions are used whenever possible.
Children with Disabilities (IDEA) (also referred to as Students with Disabilities (IDEA)) – Children having intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance (hereafter referred to as emotional disturbance); orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; a specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program (IEP), Individual Family Service Plan (IFSP), or services plan.1
English Learner Students – In coordination with the state’s definition based on Section 8101(20) of the ESEA, as amended by the ESSA, the term ‘English learner’, when used with respect to an individual, means an individual:
(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or a secondary school;
(C ) (who is i, ii, or iii)
(i) who was not born in the United States or whose native languages are languages other than English;
(ii) (who is I and II)
(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who came from an environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual (who is denied i or ii or iii)2
(i) the ability to meet the challenging State academic standards;
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.
Note - To be classified as an English learner, an individual must be A, B, C, and D. For C, an individual can be i, ii, or iii. If C-ii, the individual must be I and II. For D, an individual must be denied i or ii or iii.3
Migratory Child – According to sections 1115(c)(1)(A) (incorporated into the MEP program by virtue of sections 1304(c)(2), 1115(b), and 1309(2) of the statute and 200.103(a) of the regulations, a child is a "migratory child" and is eligible for MEP services if all of the following conditions are met:
The child is not older than 21 years of age; and
The child is entitled to a free public education (through grade 12) under State law or the child is not yet at a grade level at which the LEA provides a free public education; and
The child made a qualifying move in the preceding 36 months as a migratory agricultural worker or a migratory fisher, or did so with, or to join a parent/guardian or spouse who is a migratory agricultural worker or a migratory fisher; and
With regard to the qualifying move identified in paragraph 3 above, the child moved due to economic necessity from one residence to another residence, and:
From one school district to another; or
In a State that is comprised of a single school district, has moved from one administrative area to another within such district; or
Resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence.
Homeless Students are defined as children/youth who lack a fixed, regular, and adequate nighttime residence, and includes:
students who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals;
students who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings (within the meaning of section 103(a)(2)(C));
students who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
migratory students who qualify as homeless for the purposes of this subtitle because they are living in circumstances described in (1) through (3) above.4
Data groups that are counts of students or staff are assigned to a reporting period. The reporting period is the period of time for the count. Counts can be either cumulative over a period of time or a snapshot of a specific day. All reporting periods are included in Attachment A by data group.
1 Statutory reference – Section 602(3) of IDEA
2 Must be determined by a valid assessment
3 Statutory reference – Section 8101(20) of ESEA
4 As defined by MV Homeless Education Assistance Act of 2002, Subtitle B of Title VII, Section 725 and reauthorized in ESEA, as amended by ESSA, Title IX, Section 9105.
E-
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | Explanation of EDFacts |
| Author | kimberly.goodwin |
| File Modified | 0000-00-00 |
| File Created | 2022-06-29 |