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