U.S. DEPARTMENT OF EDUCATIONN142 - CTE Concentrators Academic
Attainment File Specifications v6.0
U.S. DEPARTMENT OF EDUCATION
Education Data Exchange Network (EDEN)
N142 - CTE Concentrators Academic Attainment File Specifications
Version 6.0
SY 2009-10
September 2010
September 2010 / 1 / SY 2009-10U.S. DEPARTMENT OF EDUCATIONN142 - CTE Concentrators Academic
Attainment File Specifications v6.0
This technical guide was produced under U.S. Department of Education Contract No. ED-PEP-09-O-0044 with 2020 Company, LLC. Brandon Scott served as the contracting officer’s representative. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.
U.S. Department of Education
Arne Duncan
Secretary
Office of Planning, Evaluation and Policy Development
Carmel Martin
Assistant Secretary
September 2010
This technical guide is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, N142 - CTE Concentrators Academic Attainment File Specifications, Washington, D.C., 2010.
This technical guide is also available on the Department’s Web site at:
On request, this publication is available in alternate formats, such as Braille, large print, or computer diskette. For more information, please contact the Department’s AlternateFormatCenter at (202) 260-0852 or (202) 260-0818.
DOCUMENT CONTROL
DOCUMENT INFORMATION
Title: / N142 - CTE Concentrators Academic Attainment File SpecificationsRevision: / Version 6.0
Issue Date: / September 2010
Security Level: / Unclassified – For Official Use Only
Filename: / n142-6-0.doc
DOCUMENT HISTORY
Version Number / Date / Summary of Change1.0 / This file specification was not used for SYs 2003-04 and 2004-05.
2.0 / This file specification was not used for SY 2005-06.
3.0 / This file specification was not used for SY 2006-07.
4.0 / Version 4.0 or subsequent updates (i.e., 4.1, 4.2, etc) of this file specification are used to build files for SY 2007-08.
5.0 / Version 5.0 or subsequent updates (i.e., 5.1, 5.2, etc) of this file specification is used to build files for SY 2008-09.
6.0 / September 2010 / 1.0– Revised the paragraph on legacy collection
1.2– Revised table 1.2-1 for reporting period, the education units reported and not reported at the LEA level, zero requirement at the SEA level, and zero exception
1.2– Revised table 1.2-2 for the category sets required.
2.0– Updated the guidance
4.2 and 5.2 – Revised definition of data group and revised permitted values for Proficiency Status.
4.2 and 5.2 – Revised data record definition for changes to category sets
4.3 and 5.3 – Revised examples for changes to category sets and revised permitted values in examples for Proficiency Status.
6.0 – Revised crosswalk
RELEASE AUTHORIZATION
Name / Signature / DateAuthor
QA
Release Authority
September 2010 / 1 / SY 2009-10
U.S. DEPARTMENT OF EDUCATIONN142 - CTE Concentrators Academic
Attainment File Specifications v6.0
PREFACE
This document provides technical instructions for building files that can be submitted through the Education Data Exchange Network (EDEN). This document is used in coordination with the EDFacts Workbook, EDFactsBusiness Rules Guides and the EDEN Submission System User Guide.
EDEN is a centralized, coordinated repository of state reported, K through 12, educational data residing at the U.S. Department of Education. The EDEN Submission System is an electronic system that facilitates the efficient and timely transmission of data from SEAs to the U.S. Department of Education.
Contents
DOCUMENT CONTROL
PREFACE
1.0PURPOSE
1.1Changes from the SY 2008-09 file specifications
1.2Requirements for Submitting this Data Group
2.0Revised! GUIDANCE FOR SUBMITTING THIS FILE
3.0FILE NAMING CONVENTION
3.1Population Status
4.0SEA CTE CONCENTRATORS ACADEMIC ATTAINMENT FILE
4.1Header Record Definition
4.2Revised! Data Record Definition
4.3Revised! SEA CTE Concentrators Academic Attainment File Examples
4.3.1Partial Record Sample for Fixed Format SEA CTE Concentrators Academic Attainment File
4.3.2Partial Record Sample for Comma-Delimited File Format SEA CTE Concentrators Academic Attainment File
4.3.3Partial Record Sample for Tab-Delimited File Format SEA CTE Concentrators Academic Attainment File
5.0LEA CTE CONCENTRATORS ACADEMIC ATTAINMENT FILE
5.1Header Record Definition
5.2Revised! Data Record Definition
5.3Revised! LEA CTE Concentrators Academic Attainment File Examples
5.3.1Partial Record Sample for Fixed Format LEA CTE Concentrators Academic Attainment File
5.3.2Partial Record Sample for Comma-Delimited File Format LEA CTE Concentrators Academic Attainment File
5.3.3Partial Record Sample for Tab-Delimited File Format LEA CTE Concentrators Academic Attainment File
6.0Revised! APPENDIX – CROSSWALK
September 2010 / 1 / SY 2009-10U.S. DEPARTMENT OF EDUCATIONN142 - CTE Concentrators Academic
Attainment File Specifications v6.0
1.0PURPOSE
This document contains instructions for building fixed and delimited files to submit EDFacts Data Group: CTE Concentrators Academic Attainment Table, DG681. The definition for this data group is in the row “Table Name” in Table 4.2-1.
Revised! The data collected through this file specification is currently collected through the Consolidated Annual Performance (CAR), Accountability, and Financial Status Report for the State Basic Grant and Tech-Prep Grant Programs under the Carl D. Perkins Vocational and Technical Education Act (Perkins IV). In the Perkins IV Consolidated Annual Report (CAR), this provides responses for the performance indicators Academic Attainment in Reading/Language Arts (1S1) and Academic Attainment in Mathematics (1S2).
A separate document contains the XML file formats. General guidance for constructing all file types may be found in the EDFacts Workbook.
1.1Changes from the SY 2008-09 file specifications
There have been significant changes to this file specifications that impact the data record definition. Some category sets have been changed and some category sets have been added. A subtotal by academic subject and proficiency status has been added. Also the definition of the data group has been modified to clarify the reference to data from the state assessments.
1.2Requirements for Submitting this Data Group
This section contains two tables that summarize the reporting requirements. The first table contains the reporting period, the education units included or excluded, the type of count, and zero count reporting. The second table contains the required categories and applicable totals.
Table 1.2-1 CTE Concentrators Academic Attainment, Core Reporting Requirements
SEA / LEA / SchoolReporting Period / Revised! Perkins program year or state plan negotiated program year
Education units reported / Include SEA / Revised! Operational LEAs that have CTE concentrators in programs approved by the state, regardless of whether the CTE program was funded by Perkins / File not submitted at the school level
Education unitsnot reported / Revised! Closed, inactive, or future LEAs;
LEAs that did not have any CTE concentrators to report
Type of count / Once for each academic subject / Once for each academic subject at only one LEA
Zero counts / Revised! Required, except as explained below / Not required
New! Exceptions to zero counts / Category set G – Student count for displaced homemakers – If your state does not have displaced homemakers at the secondary level, leave that category set out of the file. In the narrative portion of the CAR, you will need to include a statement that displaced homemakers do not apply to the secondary level.
Category set I – Student count by Tech-Prep – If a state does not retain any portion of its Tech-Prep grant (Title III) for purposes authorized under Title II of Perkins IV, leave category set I out of the file.
The following table indicates the valid combinations of categories needed for this file. An “X” in the column indicates that the column must be populated when reporting that particular category. The total indicator must be “N” (No).
Revised! Table 1.2-2: CTE Concentrators Academic Achievement Table, Required Categories, and Applicable Totals
Category Set / Table Name / Sex (Membership) / Racial Ethnic / Disability Status (Only)OR
Disability Status (ADA) / Economically
Disadvantaged Status / Migrant Status / Special Populations (Perkins) / Academic Subject / Proficiency Status / Total Indicator / Comments
Category Set A
Revised! / CTECONACAD / X / X / X / N / Student Count by Sex (Membership), Academic Subject, and Proficiency Status
Category Set B
Revised! / CTECONACAD / X / X / X / N / Student Count by Racial Ethnic; Academic Subject, and Proficiency Status
Category Set C
Revised! / CTECONACAD / X / X / X / N / Student Count by Disability Status (Only) OR Disability Status (ADA), Academic Subject, and Proficiency Status
Category Set D / CTECONACAD / X / X / X / N / Student Count by Economically Disadvantaged Status, Academic Subject, and Proficiency Status
Category Set E
New! / CTECONACAD / X / X / X / N / Student Count by Migrant Status, Academic Subject, and Proficiency Status
Category Sets F through J / CTECONACAD / X / X / X / N / Student Count by Special Populations (Perkins), Academic Subject, and Proficiency Status
Subtotal 1 / CTECONACAD / X / X / Y / Subtotal by Academic Subject and Proficiency Status
The category “Special Populations (Perkins)” includes the following:
- Category set F – Single parents status
- Category set G – Displaced homemakers New!
- Category set H – LEP (Perkins definition) Revised!
- Category set I – Tech-Prep New!
- Category set J – Non-traditional enrollees New!
2.0Revised! GUIDANCE FOR SUBMITTING THIS FILE
This file specification is used to collect the numberof CTE concentrators who left secondary education during the school year for whom a proficiency score on the state assessment was included in the state’s calculation of adequate yearly progress (AYP).
See below for additional guidance concerning this file:
Is this file required for SY 2009-10?
States can request an exemption from submitting this file. To request an exemption, states need to note in their submission plan in the comment field “exemption.” The submission plan will still have the SEA level marked to “1.”
If this file is submitted, does the data have to be submitted in the CAR?
No. This data will be transferred to the CAR.
When must the data be reported?
Data must be reported by December 31.
What is the Perkins program year?
The Perkins program is either July 1 through June 30 ORa 12 month ED approved period. For example, a state’s ED approved period could beSeptember 1 to August 30.
What data are reported in the file for SY 2009-10?
States should report the data for the program year approved by ED for the state’s 2009-10 Consolidated Annual Report (CAR) due December 31, 2010. That data may be from a program year prior to program year 2009-10.
If the data are from the program year 2009-10, the state should report data at both the SEA and LEA level.
If the data are from a program year prior to 2009-10, the state should report data at only the SEA level. The explanation field should contain the program year that the data represented. In addition, states need to indicate “zero” LEAs in the submission plan.
Reporting for Perkins is different than for other files, why?
Data for the CAR has historically been collected based on reporting year and not performance year. ED plans to continue this approach until Perkins is reauthorized.
Which students should be reported in this file?
Report students who have both :
(1)Reached the state-defined threshold level for vocational education participation, (i.e., CTE concentrators[1]), regardless of whether the program was funded by Perkins AND
(2)Left secondary education during the school year either because they graduated or because they left school
AND for whom
(3)A proficiency score on a state assessment was included in the state’s calculation of adequate yearly progress (AYP).
What if my state uses a different definition for the numerator and/or denominator for Academic Attainment?
If your state has an ED negotiated and approved definition in its Perkins IV State Plan that differs from the definition used in this file, use that definition from the State Plan rather than the definition provided in this file. The CTE director in your state will have a copy of the ED approved Perkins IV State Plan.
What students in which institutions should be reported in this file?
Report all students who meet the stated criteria that were enrolled in a public CTE program in all institutions during the reporting period, regardless of whether those institutions received Perkins funding.
Under which LEA are students reported?
Report students in the LEA where the student was enrolled when the student left secondary education. However, if a state uses consortia for its CTE programs, the state can report students by the lead LEA in the consortia. If a state reports by consortia, note “consortia” in the Explanation field.
Are students who participated in CTE programs at private agencies or institutions reported in this file?
A state must report on all students participating in career and technical education at private agencies or institutions that are reported by the state for purposes of the Elementary and Secondary Education Act (ESEA). Students in private institutions which do not receive Perkins funding are reported only in the state file. These students need not be reported with an LEA unless that LEA reports data for the Elementary and Secondary Education Act (ESEA) to the Department.
How are students reported by proficiency status?
Report students by one of the following permitted values:
- PROFICIENT – Students were at or above proficient on the assessment
- NOTPROFICIENT– Students were below proficient on the assessment
Which state assessment results are used to determine proficiency status?
Use the most current state assessment results that were included in the state’s calculation of adequate yearly progress.
In some states, the most current results could be from a previous school year. For example, a student who reached CTE concentrator status graduated in this school year could have participated in the state reading/language arts assessment in the 10th grade and in the mathematics assessment in the 11th grade. In this case, the data reported for the students in this school year would be based on the reading/language arts assessment from two years ago and the mathematics assessment from last year.
Are all students reported in all category sets?
No. All students are included in category set A by sex (membership) and the total. Category set B includes all students if the state used the 7 permitted values. Category set B may not include all students if the state used the 5 permitted values. See the document EDFacts Guidance on Submitting Racial and Ethnic Datafor more information on how to report racial and ethnic data.
The rest of the category sets do not include all students, only those students with that particular attribute.
How are student counts reported by the racial ethnic?
The document EDFacts Guidance on Submitting Racial and Ethnic Data contains directions on how to report racial and ethnic data.
How are student counts reported for children with disabilities?
A state can report data by either (1) disability status (only), based on eligibility under IDEA, OR (2) disability status (ADA), based on eligibility under ADA. The election will be noted in the State’s Perkins IV State Plan.
(1)If a state elects to report data by disability status (only), include students who meet the definition of children with disabilities (IDEA) in section 4.2 of the EDFacts Workbook. In the data record, use the permitted value “WDIS” for “children with one or more disabilities (IDEA).”
(2)If a state elects to report data by disability status (ADA), include students who have a disability as defined in section 3 of the Americans with Disabilities Act of 1990 (ADA). Under section 3 (2) of the ADA, the term disability means, with respect to an individual,:
(A) a physical or mental impairment that substantially limits one or more of the major life activities of such individual;
(B) a record of such an impairment; or
(C) being regarded as having such an impairment.
In the data record, use the permitted value “ADA” for students with disabilities as defined by ADA.”
How are student counts reported by economically disadvantaged status?
Include students who are from economically disadvantaged families as defined by the states, including foster children.
How are student counts reported by migrant status?
Include students who meet the definition of eligible migrant students in section 4.4 of the EDFacts Workbook.
In Table 1.2-2, how are student counts reported by“special populations (Perkins)?”
Report students for each of the following special populations:
- Single parents status – include single parents and single pregnant women.
- Displaced homemakers - Include students who:
(A)(i) have worked primarily without remuneration to care for a home and family and for that reason has diminished marketable skills;
(ii) have been dependent on the income of another family member but is no longer supported by that income; or
(iii) are parents whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under this title; and
(B) are unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment. [sec. 3(7) of Perkins III]
- LEP (Perkins) – Include students who have a limited ability in speaking, reading, writing, or understanding the English language, and
(A)Whose native language is a language other than English
OR
(B)Who live in a family or community environment in which a language other than English is the dominant language
- Tech-Prep – If a state retains all, or a portion, of its Tech-Prep grant (Title II) for purposes authorized under Title II of Perkins IV, include students who participate in an identified Perkins Title II Tech-Prep program.
- Non-traditional enrollees – Include students who are from a gender group that comprises less than 25% of the individuals employed in an occupation or field of work.
How doesthe EDFacts data crosswalk to the Perkins Core Indicators of Performance?
Appendix A contains a crosswalk to the Perkins Core Indicator that uses data from this file.