State Assessment Achievement in Reading/Language Arts and Mathematics – Flexibility Subgroups
School Year 2011-2012
EDFacts Data Documentation
September 2015
U.S. Department of Education
Arne Duncan
Secretary
Administrative Data Division
Ross Santy
Associate Commissioner
This technical documentation 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: State Assessment Achievement in Reading/Language Arts and Mathematics – Flexibility Subgroups, School Year 2011-12EDFacts Data Documentation, U.S. Department of Education, Washington, DC: EDFacts. Retrieved [date] from
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Table of Contents
Document Control
1.0 Introduction
1.1 Purpose
1.2 EDFacts Background
1.3 Education Levels Reported
1.4 Date of the data
1.5 Privacy Protections Used
2.0 State Academic Achievement Data
2.1 Academic Achievement Data
3.0 File Structure
3.1 Variable Naming Convention
3.2 File Layout
3.2.1 Reading/Language Arts Achievement – Flexibility Subgroups File
3.2.2 Mathematics Achievement – Flexibility Subgroups File
4.0 Guidance for using these data-FAQs
Appendix A - Date of the Last Submission for Each State
Appendix B - Identified Data Anomalies
Appendix C - Mapping of Performance Levels to Proficiency, SY 2011-12
Table C-1. Mapping of Performance Levels to Proficiency for Each State-Math Grades 3-8
Table C-2. Mapping of Performance Levels to Proficiency for Each State-Math High School Grades
Table C-3. Mapping of Performance Levels to Proficiency for Each State-Reading/Language Arts, Grades 3-8
Table C-4. Mapping of Performance Levels to Proficiency for Each State-Reading/Language Arts High School Grades
Document Control
Title: / State Assessment Achievement in Reading/Language Arts and Mathematics – Flexibility SubgroupsSchool Year 2011-2012
EDFacts Data Documentation
Revision: / Version 1.0
Issue Date: / September 2015
Version Number / Date / Summary of Change
1.0 / September 2015 / Initial documentation for SY2011-12.
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1.0Introduction
1.1Purpose
The purpose of this document is to provide information necessary to appropriately use school and district level data files on state assessment achievement results for flexibility subgroups from EDFacts. It contains information that is crucial to take into consideration prior to conducting any analyses on the data.
1.2 EDFacts Background
EDFacts is a U.S. Department of Education (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 the state education agencies (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.
All data in EDFacts are organized into data groups and reported to ED by the SEAs using defined file specifications. The data on student achievementin reading/language arts and mathematics for flexibility subgroups are organized into the following two data groups:
Table 1 Data Groups in the State Assessment Achievement in Reading/Language Arts and Mathematics – Flexibility Subgroups Files
Data Group / Data Group Name / Data Group Definition / File SpecificationDG760 / Academic achievement in mathematics table - Flex / The unduplicated number of students who completed the state assessment in mathematics and for whom a proficiency level was assigned. / FS171
DG761 / Academic achievement in reading / language arts table - Flex / The unduplicated number of students who completed the state assessment in reading/language arts and for whom a proficiency level was assigned. / FS171
Please visit to access the file specifications.
1.3 Education Levels Reported
States submit data at three education levels: state, local education agency (includes school districts), and school. Each school district is assigned a 7 digit ID by the National Center for Education Statistics (NCES). The first two digits represent the state and the last 5 digits are unique within that state for the district. Each school is also assigned a unique ID by NCES. The school IDs are 12 digits. The first 7 digits represent the district that the school belongs to. The remaining 5 digits are unique to that school within the district. The 5 digits are usually unique within the state, but not always.
1.4 Date of the data
Appendix A includes a table showing the date of the last school and LEA level submissions for each state at the time of the data pull. The table below indicates when the files were created and the data current as of.
Table 2. Date of Data
File / Date file was created / Data current as ofMathematics Achievement / September 25, 2015 / June 16, 2014
Reading/Language Arts Achievement / September 25, 2015 / June 16, 2014
1.5Privacy Protections Used
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. FERPA requires that when data are released on groups of students, certain steps are taken to ensure someone cannot ascertain a student’s individual identity (i.e. the data do not disclose individual characteristics of a student). This may be possible, for example, if the number of students listed in an individual cell in the data table is small enough that certain characteristics of an individual student can be revealed. In order to protect students’ privacy, EDapplied a combination of disclosure avoidance techniques, including suppressing data for very small groups of students, and a modest “blurring” (described below) of the data reported for all other students. Together, these steps protect the information of all students by preventing someone from determining with any reasonable certainty how a specific student performed on the assessments.
The process by which the privacy protections were applied to the Public Use file is described below.
Step One: Protection of Data for Small Groups
Because it is often easy to identify specific individuals when data are presented for small numbers of students, ED has suppressed all cells with 1-5 students. These suppressions are identified by ‘PS’.
Step Two: Blurring of Data for Medium-sized Groups
To further protect the privacy of students, and to prevent any data suppressed in Step One from being recalculated by subtracting other reported groups data from the reported totals, ED has reported the percent proficientfor all medium-sized groups as a range (e.g., <20% or 70-74%).
The magnitude of the reported ranges is determined by the size of the group whose data are being reported. For example, cells with the fewest students (6-15) are reported with the widest ranges (e.g., <50% or ≥50%). As the number of students reported increases, the magnitude of the range decreases, until there are more than 300 students in a cell, at which point the percent are reported as a whole number. The ranges used for varying sized groups are presented below in Table 2 and an illustration of the privacy protection is displayed in Table 3.
Table 3. Ranges Used for Reporting Percent Proficient
Number of Students Reported in the Cell / Ranges Used for Reporting the Percent Proficient for that Group6-15 / <50%, ≥50%
16-30 / ≤20%, 21-39%, 40-59%, 60-79% ≥80%
31-60 / ≤10%, 11-19%, 20-29%, 30-39%, 40-49%, 50-59%, 60-69%, 70-79%, 80-89%, ≥90%
61-300 / ≤5%, 6-9%, 10-14%, 15-19%, 20-24%, 24-29%, 30-34%, 35-39%, 40-44%, 45-49%, 50-54%, 55-59%, 60-64%, 65-69%, 70-74%, 75-79%, 80-84%, 85-89%, 90-94%, ≥95%
More than 300 / ≤1%, 2%, 3%, . . . , 98%, ≥99%
Because identification of specific individuals within the “All Students, All Grades” category is especially difficult, the percent proficientfor that group is reported as a whole number whenever there are more than 200 students, rather than 300 students, included that group.
ED has determined that this results in an increased risk of disclosure in districts with only two schools where one school has a very small student population (n≤ 6) and the second school has a student population between 200 and 300 students. In order to mitigate disclosure risks, ED has implemented an additional routine that removes whole number reporting for “All Students” in the larger school within these districts. As a result the reported percent proficient for the larger school, which has between 200 and 300 students, will not be a whole number percentage, but will be presented as a 5 percent point range (i.e., 50-54% instead of 52%).
Table 4. - Illustration of Privacy Protections
3th Grade / 4th Grade / 5th Grade / All GradesNumber Students / Percent Proficient / Number Students / Percent Proficient / Number Students / Percent Proficient / Number Students / Percent Proficient
Bottom 25 percent of students / . / . / . / . / . / . / . / .
Non-Proficient students / . / . / . / . / 1 / PS
(100%) / 1 / PS
(100%)
Racial/ethnic minority students / 78 / 75-79%
(79%) / 100 / 75-79%
(76%) / 101 / 85-89%
(89%) / 279 / 80-84%
(82%)
High needs students / 5 / PS
(80%) / 8 / ≥50%
(100%) / 6 / ≥50%
(83%) / 19 / ≥80%
(89%)
Other / . / . / . / . / . / . / . / .
All Students / 83 / 80-84%
(80%) / 108 / 75-79%
(78%) / 108 / 85-89%
(89%) / 299 / 82%
(82%)
‘PS’ indicates that the percent proficient has been suppressed to protect student privacy
Parenthesized numbers in italics represent the actual percent proficient of the subgroup and are included solely for illustration purposes and are not reported in the data release.
2.0 State AcademicAchievement Data
2.1 Academic Achievement Data
States are required to report achievement data on state assessments to ED under Title I, Part A of the Elementary and Secondary Education Act (ESEA). Student performance on state assessments is measured by assessing students against state content standards. Students are assessed annually in third through eighth grade and at least once in high school. The data are aggregated for all students and by the various subgroups. Data are typically presented as “the percent of students proficient or above on the state assessment,” with “proficient or above” defined as the number of students achieving at the “proficient” or “advanced” levels, as defined by each state.
For reporting purposes, states provide the counts of students by academic subject, by assessment type,by grade level, and by performance level for all combined flexibility subgroups. See Table 4 below for a list and description of the assessment types reported in File Specification 171.
Table 5. Assessment Types and Definitions
Assessment Type / Definition of AssessmentRegular assessments based on grade-level achievement standards without accommodations / An assessment designed to measure the student’s knowledge and skills in a particular subject matter based on academic achievement standards appropriate to the student’s grade level. See ESEA, Section 111(b)(3).
Regular assessments based on grade-level achievement standards with accommodations / An assessment designed to measure the student’s knowledge and skills in a particular subject matter based on academic achievement standards appropriate to the student’s grade level. See ESEA, Section 1111(b)(3).
Alternate assessments based on grade-level achievement standards / A way to measure the academic achievement of students with disabilities based on the same grade-level achievement standards measured by the State’s regular assessments. Such assessments are available to students who the IEP team determines cannot participate in all or part of the State assessments under paragraph (a)(1) of 34 CFR §200.6, even with appropriate accommodations. These assessments must yield results for the grade in which the student is enrolled in at least reading/language arts, mathematics, and, beginning in SY 2007-08, science, except as provided in 34 CFR §200.6(a)(2)(ii)(B).
Alternate assessments based on modified achievement standards / A way to measure the academic achievement of students with disabilities who access the general grade-level curriculum, but whose disabilities have precluded them from achieving grade-level proficiency and who (as determined by the IEP team) are not expected to achieve grade-level proficiency within the year covered by the IEP. See 34 CFR §200.1(e).
Alternate assessments based on alternate achievement standards / A way to measure the academic achievement of students with the most significant cognitive disabilities. These assessments may yield results that measure the achievement standards that the State has defined under 34 Code of Federal Regulations (CFR) §200.1(d).
The total number of students across all performance levels across all assessment types equals the total number of students who completed the state assessment and for whom a proficiency level was assigned. This is the denominator in our calculation of percent proficient and is represented in the “numvalid” fields of the data files.
The numerator is comprised of the number of students assigned to performance levels designated by the state to be at or above grade-level proficiency across all assessment types.
The “reporting period” in the above definition is the testing window defined by the state. For most states the testing window represents a period in the spring of each school year. A few states utilize a testing window in the fall.
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3.0 File Structure
3.1Variable Naming Convention
Variable names within the file are organized using the abbreviations listed below in the following structure:
[SUBGROUP]_[SUBJECT][GRADE][METRIC]_SCHOOL YEAR
[SUBGROUP]: Data are presented in the file for each of the subgroups in the following format:
Table 6. Abbreviations for subgroups
Abbreviation / MeaningB25 / ‘flexibility subgroup’ Bottom 25 percent of students
B30 / ‘flexibility subgroup’ Bottom 30 percent of students
T25 / ‘flexibility subgroup’ Top 25 percent of students
T30 / ‘flexibility subgroup’ Top 30 percent of students
T75 / ‘flexibility subgroup’ Top 75 percent of students
HNS / ‘flexibility subgroup’ High needs students (any combination of English learners, students with disabilities (IDEA), and/or economically disadvantaged
HDS / ‘flexibility subgroup’ Historically disadvantaged racial/ethnic minority students (any combination of African American, Hispanic, and/or Native American
HNSHDS / ‘flexibility subgroup’ High needs students including historically disadvantaged racial/ethnic minority students (any combination English learners, students with disabilities (IDEA), economically disadvantaged, African American Hispanic, and/or Native American)
REMS / ‘flexibility subgroup’ Racial/ethnic minority students (any combination of all racial/ethnic minority students in a state)
NPS / ‘flexibility subgroup’ Non-proficient students
OTH / ‘flexibility subgroup’ Other
Note that not all subgroups are reported by all states. In many cases, a state may only be reporting data for one or two of the subgroups listed above.
[SUBJECT]: Data within each file are specific to only one subject. Across all available files there are two possible subjects:
- MTH = Mathematics
- RLA = Reading/Language Arts
[GRADE]: Data are presented in the file for each of the following grades:
Table 7. Abbreviations for grade levels
Abbreviation / Meaning00 / results aggregated across all grades
03 / Grade 3
04 / Grade 4
05 / Grade 5
06 / Grade 6
07 / Grade 7
08 / Grade 8
HS / grade(s) assessed in high school
[METRIC]: All data are aggregated by subgroup and grade level. For each combination of subgroup and grade level within the file there are two metrics presented in the assessment achievement files:
Table 8. Abbreviations for metrics in achievement file
Abbreviation / Meaningnumvalid / The number of students who completed the state assessment and for whom a proficiency level was assigned
pctprof / The percentage of students scoring at or above the state’s proficiency level on the assessment
For example:
Table 9. Examples of variable names
Variable name / MeansB25_MTH00numvalid_1112 / The number of students in the bottom 25 percent of students who completed a state assessment in mathematics and for whom a proficiency level was assigned across all grades in SY 2011-12
HDS_RLA08pctprof_1112 / The percent of historically disadvantaged racial/ethnic minority students scoring at or above proficient on the reading/language arts assessment in the eighth grade in SY 2011-2012
3.2FileLayout
The followingtable layouts are for school level data. Section 3.1 Variable Naming Convention provides the breakdown of the variable names.
The ## in the tables below indicates grade level: 00 (All Students), 03, 04, 05, 06, 07, 08, HS.
3.2.1 Reading/Language Arts Achievement – Flexibility SubgroupsFile
Number of variablesin the file: 182
Table 10. Table Layout for Reading/Language Arts Assessment Achievement– Flexibility Subgroup Files
Variable Name / Type / Length / DescriptionSTNAM / Character / 250 / State Name
FIPST[1] / Character / 2 / The two-digit American National Standards Institute (ANSI) code for state
LEAID[2] / Character / 7 / District NCES ID
LEANM / Character / 60 / District Name
NCESSCH / Character / 12 / School NCES ID
SCHNAM / Character / 250 / School Name
B25_RLA##numvalid_1112 / Number / 8 / Number of students in the bottom 25 percent that completed an assessment and for whom a proficiency level was assigned
B25_RLA##pctprof_1112 / Character / 8 / Percentage of students in the bottom 25 percent that scored at or above proficient
B30_RLA##numvalid_1112 / Number / 8 / Number of students in the bottom 30 percent that completed an assessment and for whom a proficiency level was assigned
B30_RLA##pctprof_1112 / Character / 8 / Percentage of students in the bottom 30 percent that scored at or above proficient
T25_RLA##numvalid_1112 / Number / 8 / Number of students in the top 25 percent that completed an assessment and for whom a proficiency level was assigned
T25_RLA##pctprof_1112 / Character / 8 / Percentage of students in the top 25 percent that scored at or above proficient
T30_RLA##numvalid_1112 / Number / 8 / Number of students in the top 30 percent that completed an assessment and for whom a proficiency level was assigned
T30_RLA##pctprof_1112 / Character / 8 / Percentage of students in the top 30 percent that scored at or above proficient
T75_RLA##numvalid_1112 / Number / 8 / Number of students in the top 75 percent that completed an assessment and for whom a proficiency level was assigned
T75_RLA##pctprof_1112 / Character / 8 / Percentage of students in the top 75 percent that scored at or above proficient
HNS_RLA##numvalid_1112 / Number / 8 / Number of high needs students that completed an assessment and for whom a proficiency level was assigned
HNS_RLA##pctprof_1112 / Character / 8 / Percentage of high needs students that scored at or above proficient
HDS_RLA##numvalid_1112 / Number / 8 / Number of historically disadvantaged racial/ethnic minority students that completed an assessment and for whom a proficiency level was assigned
HDS_RLA##pctprof_1112 / Character / 8 / Percentage of historically disadvantaged racial/ethnic minority students that scored at or above proficient
HNSHDS_RLA##numvalid_1112 / Number / 8 / Number of high needs students including historically disadvantaged racial/ethnic minority students that completed an assessment and for whom a proficiency level was assigned
HNSHDS_RLA##pctprof_1112 / Character / 8 / Percentage of high needs students including historically disadvantaged racial/ethnic minority students that scored at or above proficient
REMS_RLA##numvalid_1112 / Number / 8 / Number of racial/ethnic minority students that completed an assessment and for whom a proficiency level was assigned
REMS_RLA##pctprof_1112 / Character / 8 / Percentage of racial/ethnic minority students that scored at or above proficient
NPS_RLA##numvalid_1112 / Number / 8 / Number of non-proficient students that completed an assessment and for whom a proficiency level was assigned
NPS_RLA##pctprof_1112 / Character / 8 / Percentage of non-proficient students that scored at or above proficient
OTH_RLA##numvalid_1112 / Number / 8 / Number of other students that completed an assessment and for whom a proficiency level was assigned
OTH_RLA##pctprof_1112 / Character / 8 / Percentage of other students that scored at or above proficient
3.2.2 MathematicsAchievement– Flexibility Subgroups File
Number of variables in the file: 182