U.S. DEPARTMENT OF EDUCATION
EDFacts Submission System
C178 – Academic Achievement in Reading (Language Arts) File Specifications
SY 2016-17
U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2
This technical guide was produced under U.S. Department of Education Contract No. ED-PEP-14-O-5013 with Applied Engineering Management Corporation. 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 Betsy DeVos Secretary of Education
EDFacts Ross Santy System Owner
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: FILE 000 – File Name File Specifications – VXX.X (SY XXXX-XX), U.S. Department of Education, Washington, DC: EDFacts. Retrieved [date] from http://www.ed.gov/edfacts
On request, this publication is available in alternate formats, such as Braille, large print, or CD Rom. For more information, please contact the Department’s Alternate Format Center at (202) 260–0818.
February 2018 i SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 DOCUMENT CONTROL DOCUMENT INFORMATION C178 – Academic Achievement in Reading (Language Arts) File Title: Specifications Security Level: Unclassified – For Official Use Only
DOCUMENT HISTORY Version Date Summary of Change Number 1.0 – 12.0 Versions 1.0 through 12.0 are used to build files for school years prior to SY 2016-17. 13.0 August 2016 Updated for SY 2016-17: Table 2.2-1 Revised Reporting Period description (editorial) Section 2.4 o Provided additional details regarding students that are not reported in this file o Provided additional guidance on diagram, related to LEP students Section 2.4.1 o Provided additional details for reporting the ‘HS’ grade level o Added new question for aligning grade level reporting with C188 Section 2.4.4 Revised the permitted value descriptions for Major Racial and Ethnic Groups (editorial) Table 4.2-1 o Revised definition and added MISSING as a permitted value for Grade Level (Assessment) o Revised permitted value descriptions for Major Racial and Ethnic Groups o Revised definition for LEP Status (RLA) o Revised definition for Homeless Enrolled Status o Added MISSING as a permitted value for Assessment Administered o Added MISSING as a permitted value for Performance Level Table 5.1-1 o Revised definition and added MISSING as a permitted value for GRADELVLASS o Revised permitted value descriptions for MAJORREG o Revised definition for LEPSTATRLA o Revised definition for HOMELSENRLSTAT o Added MISSING as a permitted value for
February 2018 ii SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2
ASMTADMNSTRD o Added MISSING as a permitted value for PERFLVL Tables 4.1-2, 4.2-2, 5.2-2, 5.3-2 and 5.4-2 Updated the format description of the example. 13.1 July 2017 Corrected ED Secretary name – reflects secretary at time of file update in 2016 13.2 February 2018 Section 2.4.11 -Corrected Alternate Assessment Footnote, changed “education plan (IEP)” to “Individualized Education Program (IEP).”
Updated ED Secretary name
February 2018 iii SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 PREFACE This document provides technical instructions for building files that are submitted through the EDFacts Submission System (ESS). The ESS is an electronic system that facilitates the efficient and timely transmission of data from SEAs to the U.S. Department of Education.
This document is to be used in coordination with other documentation posted on http://www2.ed.gov/about/inits/ed/edfacts/index.html under EDFacts System Documentation, including:
EDFacts Workbook – a reference guide to using the EDFacts Submission System (ESS); particularly useful to new users; contains multiple appendices, including one that explains how to use the file specifications
ESS User Guide – provides assistance to new users of the EDFacts Submission System (ESS); it addresses the basic mechanics of system access and data submission
EDFacts Business Rules Guide – describes each business rule, including the error number, type, message, definition, edit logic, and the file specifications where the business rules are applied
Please contact the Partner Support Center (PSC) with questions about the documents. You will find contact information for PSC and each State EDFacts Coordinator at: http://www2.ed.gov/about/inits/ed/edfacts/eden/contacts.html
Data submitted through the ESS are authorized by an Annual Mandatory Collection of Elementary and Secondary Education Data Through EDFacts (OMB 1850-0925, expires 02/28/2019). EDFacts is a U.S. Department of Education (ED) initiative to govern, acquire, validate, and use high-quality, kindergarten through grade 12 (K–12) performance data for education planning, policymaking, and management and budget decision-making to improve outcomes for students. EDFacts centralizes data provided by SEAs, LEAs and schools, and provides users with the ability to easily analyze and report data. This initiative has significantly reduced the reporting burden for state and local data producers, and has streamlined data collection, analysis and reporting functions at the federal, state and local levels.
February 2018 iv SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 CONTENTS
DOCUMENT CONTROL ii PREFACE iv 1.0 PURPOSE 2 2.0 GUIDANCE FOR SUBMITTING THIS FILE 2 2.1 Changes from the SY 2015-16 File Specifications 2 2.2 Core Requirements for Submitting this File 2 2.3 Required Categories and Totals 3 2.4 Guidance 6 2.4.1 Grade Level 8 2.4.2 Performance Level 9 2.4.3 Full Academic Year Status 10 2.4.4 Major Racial and Ethnic Groups 10 2.4.5 Sex (Membership) 11 2.4.6 Disability Status (Only) 11 2.4.7 LEP Status (RLA) 12 2.4.8 Economically Disadvantaged Status 12 2.4.9 Migrant Status 12 2.4.10 Homeless Enrolled Status 12 2.4.11 Assessment Administered 13 2.4.12 States That Conduct Assessments in the Fall 14 2.4.13 Reporting Academic Achievement Results for Children with Disabilities (IDEA) at the LEA Level 15 2.5 Definitions 15 3.0 FILE NAMING CONVENTION 16 4.0 FIXED OR DELIMITED FILES 17 4.1 Header Record Definition 17 4.2 Data Record Definition 18 5.0 XML SPECIFICATIONS 22 5.1 Category XML Object 23 5.2 Table Type XML Object 27 5.3 Agency XML Object 28 5.4 File Transmit XML Object 30 APPENDIX A: EDFACTS – CSPR CROSSWALK 32 APPENDIX B: EDFACTS – IDEA (ASSESSMENT) CROSSWALK 32
February 2018 v SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2
1.0 PURPOSE
This document contains instructions for building files to submit EDFacts Data Group (DG584): Academic achievement in reading / language arts table. The definition for this data group is:
The unduplicated number of students who completed the state assessment in reading/language arts and for whom a proficiency level was assigned.
The data reported using this file specification are used to monitor and report performance on programs and activities supported by the Elementary and Secondary Education Act, as amended. These data will be used as responses in the Consolidated State Performance Report (CSPR). Appendix A contains a crosswalk between this file and sections 1.3.2, 1.9.3.1, 2.1.1.2 and 2.1.1.4 of the CSPR.
The data collected using this file specification are collected under the authority of the Individuals with Disabilities Education Act (IDEA), Section 618. The data are used for monitoring the programs and activities under IDEA. Appendix B contains a crosswalk between this file and the applicable sections of OSEP legacy Table 6.
The ED data stewarding offices for this file: OESE/OSS and OSERS/OSEP
2.0 GUIDANCE FOR SUBMITTING THIS FILE
This section contains changes from the previous school year, core requirements for submitting this file, required categories and totals, and general guidance.
2.1 Changes from the SY 2015-16 File Specifications
There have been changes to this file specification that resulted in changes to the record layouts. The changes are:
Table 4.2-1 o Added MISSING as a permitted value for Grade Level (Assessment) o Added MISSING as a permitted value for Performance Level o Added MISSING as a permitted value for Assessment Administered Tables 5.1-1 o Added MISSING as a permitted value for GRADELVLASS o Added MISSING as a permitted value for PERFLVL o Added MISSING as a permitted value for ASMTADMNSTRD
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U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2
2.2 Core Requirements for Submitting this File
The following table contains the reporting period, the education units included or excluded, the type of count, and zero count reporting.
Table 2.2-1: Core Reporting Requirements SEA LEA School Reporting Period Revised! Testing Window – The period when the state administers state-wide academic assessments (or the annual state English language proficiency assessment) as described by ESEA Education units Include SEA Operational LEAs Operational reported that had students schools that had during the students during assessment the assessment testing window testing window Education units Closed, inactive, Closed, inactive, not reported or future LEAs or future schools Count Once Once at LEA in Only at one school accordance with where student ESEA regulations was assessed Zero counts Required for all Not required; valid combinations for valid the state that are not included will be combinations assumed to be zeros1 Zero exceptions Assessment Administered – If a state does not use a and permitted value (i.e., alternate assessments based on Not applicable modified achievement standards and alternate assessments based on grade level achievement standards), the counts by that permitted value should be left out of the file.
Major Racial and Ethnic Groups - If a state does not use a permitted value, the counts by that permitted value should be left out of the file. See section 2.4.4. Leave LEAs/Schools that do not have students to report out of the file. Missing Use “-1” to report missing counts. Use “MISSING” when a category is not available Related metadata The responses to the EMAPS Assessment Metadata Survey survey and the permitted values reported must align. See information related to aligning with the EMAPS Assessment
1 As explained under the question “How do I get rid of the error: ‘Student Performance Level numbers are not contiguous’?” you must include some zero counts so that the student performance level numbers are contiguous. Beyond the zero counts needed to prevent that error, you do not have to include zero counts at the LEA or school levels. February 2018 7 SY 2016-17
U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2
SEA LEA School Metadata Survey in Section 2.4 Guidance.
2.3 Required Categories and Totals
The table below lists the combinations of the categories and totals that are expected to be submitted for the state and each LEA or school that should be included in the file. An “X” in the column indicates that the category value must be submitted when reporting that aggregation. The total indicator must be either “Y” (Yes) or “N” (No). o If the record is for a category set, specify an “N” (No). o If the record is for a subtotal or education unit total, specify a “Y” (Yes). The abbreviations in the “Table Name” column represent the technical name of the data used in the file.
Table 2.3–1: Required Categories and Totals l s d d e u e e v t r s g e a e p a t L t t
) u s s S t ) i n
e o u r n c y r t a n l i a e n v a ) G n ) t
e a d m p m c r i s O S A Y a i d s
( m o h u L s
s n c r A d t i t s i
s R e h o e r a a t ( D l u f t s
t c m e l n t r i s E s y S e o b
e a l e
d
Categor u A r l t d t d ( P t n
Table Name m Comments m a n
a S I n n a l
y Set e c s E c l t i a a
e y s
r A M a S t s l v
e
i m ( t g l s a l
e s i l i i o P o e x L s u l c E b n T
M e A e F a L a o e S c s R d m i
E a r o
D r o s H j G u a t a M t S Student Count by Major Racial and Ethnic Groups, Assessment Administered, Categor STUDPERFRL X X X X X N Full Academic y Set A A Year Status, Grade Level (Assessment), Performance Level
February 2018 8 SY 2016-17
U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 l s d d e u e e v t r s g e a e p a t L t t
) u s s S t ) i n
e o u r n c y r t a n l i a e n v a ) G n ) t
e a d m p m c r i s O S A Y a i d s
( m o h u L s
s n c r A d t i t s i
s R e h o e r a a t ( D l u f t s
t c m e l n t r i s E s y S e o b
e a l e
d
Categor u A r l t d t d ( P t n
Table Name m Comments m a n
a S I n n a l
y Set e c s E c l t i a a
e y s
r A M a S t s l v
e
i m ( t g l s a l
e s i l i i o P o e x L s u l c E b n T
M e A e F a L a o e S c s R d m i
E a r o
D r o s H j G u a t a M t S Student Count by Sex (Membership), Assessment Administered, Categor STUDPERFRL X X X X X N Full Academic y Set B A Year Status, Grade Level (Assessment), Performance Level Student Count by Disability Status (Only), Assessment Administered, Categor STUDPERFRL X X X X X N Full Academic y Set C A Year Status, Grade Level (Assessment), Performance Level Student Count by LEP Status (RLA), Assessment Administered, Categor STUDPERFRL Full Academic X X X X X N y Set D A Year Status, Grade Level (Assessment), Performance Level
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U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 l s d d e u e e v t s r g e a e p a t L t ) t u
s s t S ) o i n
e u n r r c y t a n l e i a G n v a )
n ) t e a d m m p c r i s O S A Y i s a d
( m o h u L s n s
c r A d t i t s i
s e R h o e r a a t ( D t s l u f
t c m e l n t r s E i s y
S e o b e a l e
A d
Categor u r l d t d ( t P t n m
Table Name Comments m a n n a S I l n a
y Set e c s E c a l t e i a
y s r l A M a v S t s
e
i m ( t g a l s e l
s i i l i o P o L e x s c
u l E b n T M e a A e e F L a o S R d c s
m i a E r o
r D o s j H G u a t M a t S Student Count by Economically Disadvantaged Status Assessment Categor STUDPERFRL Administered, , X X X X X N y Set E A Full Academic Year Status, Grade Level (Assessment), Performance Level Student Count by Migrant Status, Assessment Administered, Categor STUDPERFRL Full Academic X X X X X N y Set F A Year Status, Grade Level (Assessment), Performance Level Student Count by Homeless Enrolled Status, Assessment Administered, Categor STUDPERFRL X X X X X N Full Academic y Set G A Year Status, Grade Level (Assessment), Performance Level
February 2018 10 SY 2016-17
U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 l s d d e u e e v t r s g e a e p a t L t t
) u s s S t ) i n
e o u r n c y r t a n l i a e n v a ) G n ) t
e a d m p m c r i s O S A Y a i d s
( m o h u L s
s n c r A d t i t s i
s R e h o e r a a t ( D l u f t s
t c m e l n t r i s E s y S e o b
e a l e
d
Categor u A r l t d t d ( P t n
Table Name m Comments m a n
a S I n n a l
y Set e c s E c l t i a a
e y s
r A M a S t s l v
e
i m ( t g l s a l
e s i l i i o P o e x L s u l c E b n T
M e A e F a L a o e S c s R d m i
E a r o
D r o s H j G u a t a M t S All Students by Assessment Administered, Full Academic Subtota STUDPERFRL X X X X Y Year Status, l 1 A Grade Level (Assessment), Performance Level
2.4 Guidance
This section contains guidance for submitting this file in the format of questions and answers.
Which students should be reported in this file? Include all students who: Took the assessment, Received a valid score, and Were assigned a proficiency level.
Revised! If a student was reported as participating in C188, the student is also reported in the reading/language arts academic achievement file. Please see question “Which students are not reported in this file?” below for additional guidance.
This includes students who participated in regular assessments with or without accommodations; or alternate assessments including those based on grade level, modified, and alternate academic standards. Both students who were there for a full academic year and those not there for a full academic year are also included in this file.
Revised! The diagram below illustrates how the participation data relate to the reporting of data on academic achievement. Does not include recently arrived LEP students who took the ELP in lieu of the reading assessment.
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C188
Participati Not Medical ng Participatin Emergenc g y
C178 Only students with a valid score and an assigned proficiency level
Which students are not reported in this file? Do not include students reported as a “non-participants” in C188 in the reading/language arts academic achievement file.
Do not include LEP students who have been in the U.S. less than 12 months and who took the English language proficiency assessment in lieu of the statewide reading/language arts assessment in this file.
What about recently-arrived LEP students? If permitted by your state’s policy, recently-arrived LEP students2 can take the English language proficiency assessment (ELP) in lieu of the reading/language arts assessment. If LEP students take this assessment, they are reported in C188 as participating through the ELP for the reading/language arts assessment.
However, the results of these students are not included in this file. Therefore, the number of students reported as participants in C188 will be higher than the number of students reported with results in C178 by exactly the number of LEP students who have been in the U.S. less than 12 month and who took the ELP in lieu of the reading/language arts assessment.
What if my state assigns non-participants to the lowest level of proficiency? Those students are not reported in these files (for reporting academic achievement results).
Can my state report academic achievement data on its web site with non- participants assigned to the lowest level of proficiency?
2 Recently-arrived LEP students are LEP students who have been in the U.S. for less than 12 months. February 2018 12 SY 2016-17
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Yes. The state will still report the academic achievement data to ED without including the non-participants. In this case, the data on assessments reported by the state will be different than the data on academic achievement reported to ED.
Are all students reported in all category sets? No. All students should be reported in category set B (by sex (membership)) and in subtotal 1. For category set A (by major racial and ethnic groups), see question “what if some students are not assigned to a major racial and ethnic group” in section 2.4.4. For the other category sets, only include the students who meet the definition of the category being collected. For example, category set C collects information on children with disabilities (IDEA). Do not include students who do not meet that definition in category set C. Please see section 2.4.6 of this document for additional information about reporting children with disabilities (IDEA) in this file.
In the case where a student’s race/ethnicity or sex is unknown and cannot be reported, leave these students out of the relevant category set (either Cat Set A-Major Racial and Ethnic Groups) or Cat Set B-Sex (Membership)), but include them in the Subtotal.
Do any other file specifications collect related data? Yes. The matrix below illustrates the relationship between the data on the assessments and EDFacts data groups and files. This file collects data on academic achievement in reading/language arts.
Table 2.4-1: Related Files Student Participation Reading (Language Arts) Mathematics Science C188, DG589 C185, DG588 C189, DG590 Academic Achievement Reading (Language Arts) Mathematics Science C178, DG584 C175, DG583 C179, DG585
2.4.1 Grade Level What grade levels should be reported? LEA and school records should include all required grade levels that are present in the LEA or school. Reading/language arts assessments are required in grades 3 through 8 and once in high school. For example, a K-6 school should submit grades 3 through 6, but not 7, 8, and high school.”
State records must include academic achievement data for all required grades: 3 through 8 and once in high school.
Revised! Why do the permitted values include grades 9 through 12 as well as a value for “High School?”
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The permitted values are provided so SEAs have more flexibility. For high school grades, assessment results can be reported by specific grade levels or by using the permitted value for high school (HS). Data reported by specific grade levels (i.e., 9, 10, 11, and 12) or high school (HS) will be used for reporting results of statewide assessments in high school. Do not report data using both specific grade level and the permitted value for high school (HS) for a specific assessment type.
Please see question below about how to align grade levels reporting with the EMAPS Assessment Metadata Survey.
How are assessments of students in grade 9 reported? ESEA, as amended, requires assessments in grades 3 through 8 and high school for reading/language arts. In ESEA, high school is explained as grades 10, 11, and 12. Students who took assessments in grade 9 should be reported either as grade 9 or as high school.
How should the grade levels reported in this file align with states’ responses to the EMAPS Assessment Metadata Survey? A state should report the same grade levels in C178 that they report in EMAPS. For example, if a state indicates in EMAPS that it will report their regular assessments using the ‘HS’ permitted value, the state must also report using the ‘HS’ permitted value for that assessment type in C178. The EDFacts Data Warehouse is unable to interpret data it receives unless it is an exact match to the corresponding metadata.
NEW! How should the grade levels reported in this file align with grade levels reported in C188? A state should report the same grade levels in C178 that they report in C188. For example, if a state reported their regular assessments using the ‘HS’ permitted value in C188, the state must also report using the ‘HS’ permitted value for that assessment type in C178. 2.4.2 Performance Level What performance levels should be reported? The data reported in academic achievement files are reported by state-defined academic achievement (performance) levels. In the files, the state-defined academic achievement levels are labeled as level 1 through level 6. A state must report at least 3 levels. The state defined academic achievement levels are specific to an assessment type. That is, the number (and name) of levels used for the alternate assessment on alternate achievement standards may be different than the number of levels used for the regular assessment, based on the state’s Accountability Workbook.
The above information is contained in the EMAPS Assessment Metadata Survey and mapped accordingly. The academic achievement levels used in the academic achievement files must be the same as the academic achievement levels reported in EMAPS. For example, if a state indicates in EMAPS that its regular assessments have
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U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 four academic achievement levels, the data reported in C178 for that assessment type should contain four academic achievement levels.
Level 1 must be reported as the lowest academic achievement level. Use the other numbers (i.e., 2, 3, 4, 5, and 6) sequentially. Use only the numbers needed. For example, if a state has 4 academic achievement levels, the state will report data using numbers 1, 2, 3, and 4. Number 1 will be the lowest level of performance and number 4 will be the highest level.
How do I get rid of the error: “Academic Achievement Level Numbers are not contiguous”? This error message indicates that the file includes educational units that have some performance level counts, (L1, L2, L3…etc.) but not all. EDFacts expects that for each category included in the file, the list of performance levels will be contiguous, beginning with L1. Typically, this error message occurs when counts of zero are left out of the file. SEA submitters should make sure that each reported category has all levels used by the state represented to prevent this error from occurring.
For example, the state has 4 performance levels. A school in that state had no economically disadvantaged students scoring at levels 1, 2 and 4. The 55 economically disadvantaged students scored at level 3.
If the records are submitted as follows, the file will receive an error because levels 1 and 2 are missing.
100,06,01,123456,98765,STUDPERFRLA,05,,,,,,ECODIS,,, REGASSWOACC,L3,FULLYR,,N,,55
To avoid the error, the file must be submitted as follows:
100,06,01,123456,98765,STUDPERFRLA,05,,,,,,ECODIS,,, REGASSWOACC,L1,FULLYR,,N,,0 101,06,01,123456,98765,STUDPERFRLA,05,,,,,,ECODIS,,, REGASSWOACC,L2,FULLYR,,N,,0 102,06,01,123456,98765,STUDPERFRLA,05,,,,,,ECODIS,,, REGASSWOACC,L3,FULLYR,,N,,55
2.4.3 Full Academic Year Status Are students who were not present for the full academic year included in this file? Yes. Include both students who were enrolled for the full academic year and those who were not enrolled for the full academic year in this file. These data are used by a variety of sources, many of which do not differentiate on full academic year status.
2.4.4 Major Racial and Ethnic Groups
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What are the permitted values for major racial and ethnic groups? Format Revised! The permitted values are:
White (not Hispanic) \ Caucasian Black (not Hispanic) African American Hispanic \ Latino Hispanic (not Puerto Rican) Puerto Rican Asian Asian \ Pacific Islander American Indian \ Alaska Native \ Native American Multicultural \ Multiethnic \ Multiracial \ other Filipino Native Hawaiian \ other Pacific Islander \ Pacific Islander
Which permitted values should be used? States should use whichever permitted values best align with the major racial and ethnic subgroups used to determine adequate yearly progress (AYP) as outlined in their State Accountability Plan.
When reporting the major racial and ethnic values, use one of the following sets of values for Asian populations: Asian/Pacific Islander Asian Asian and Native Hawaiian/Pacific Islander
Do not use the combination of either “’Asian/Pacific Islander’ and ‘Asian’” or “‘Asian/Pacific Islander’ and ‘Asian and Native Hawaiian/Pacific Islander.’” Using these combinations may lead to duplicated counts and do not allow data to be rolled up to a higher level for privacy/small cell purposes.
What if my state has a major racial and ethnic group labeled as “other?” A few states included a group entitled “other” in their accountability plans. These states should determine if one of the permitted values above adequately describes the group entitled “other.” If one of the permitted values does not adequately describe the group entitled “other,” the SEA should inform ED through PSC.
What if my state has a major racial and ethnic group that is not listed above? SEAs should inform ED through PSC if the list above does not include all the major racial and ethnic groups used by the state.
What if some students are not assigned to a major racial and ethnic group? SEAs are required to report academic achievement data by the major racial and ethnic groups, as defined by the State. Some students in the State may not be included in a major racial and ethnic group. In the case where a student’s race/ethnicity is unknown and cannot be reported, leave these students out of Cat Set A-Major Racial and Ethnic February 2018 16 SY 2016-17
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Groups, but include them in the Subtotal. Therefore, the data by major racial and ethnic groups in the assessment file will not necessarily equal the total number of students. For this reason, ESS will not include edit checks comparing the total to the aggregation of the number of students reported by the major racial and ethnic groups.
2.4.5 Sex (Membership) In the case where a student’s sex is unknown and cannot be reported, leave these students out of Cat Set B-Sex (Membership), but include them in the Subtotal.
2.4.6 Disability Status (Only) How are student counts reported by disability status (only)? Report students who meet the definition of children with disabilities (IDEA) in the EDFacts Workbook during the testing window.
Which students should be excluded from the children with disabilities (IDEA) subgroup? Exclude children with disabilities (IDEA) who are parentally-placed in private schools and served through services plans Exclude children with disabilities (IDEA) who were exited from special education prior to the testing window (i.e., former children with disabilities (IDEA)).
Also exclude any children with disabilities (IDEA) who are recently-arrived LEP students in the U.S. less than 12 months who took the English language proficiency assessment in lieu of the reading/language arts assessment.
2.4.7 LEP Status (RLA) See question “What about recently-arrived LEP students” in section 2.4. How are student counts by LEP status (RLA) reported? Include students who meet the definition of limited English proficient (LEP) students in section 4.3 of the EDFacts Workbook.
Which students should be excluded from the limited English proficient student subgroup? Exclude former LEP students (i.e., those who exited LEP status prior to the testing window within the past two years).
2.4.8 Economically Disadvantaged Status States are required to report assessment data on students who are economically disadvantaged, as defined by the state.
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2.4.9 Migrant Status How are student counts reported by migrant status? Include students who meet the definition of eligible migrant students in section 4.4.1 of the EDFacts Workbook.
Which students should be excluded from eligible migrant students? Exclude students who are not eligible migrant children but participate in the Migrant Education Program (MEP) under “other provisions3.”
2.4.10 Homeless Enrolled Status How are student counts reported by homeless enrolled status? Report children and youth who lack a fixed, regular, and adequate nighttime residence. Homeless children and youth include: Children and youth 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; are abandoned in hospitals; or are awaiting foster care placement. Children and youth who have a primary nighttime residence that is a public or private place not designed for or originally used as a regular sleeping accommodation for human beings. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings4. Migratory children who qualify as homeless because the children are living in circumstances described in the above.
2.4.11 Assessment Administered For what assessments are data reported?
Report data for the reading (language arts) assessment your State administers to meet the requirements of Section 1111(b)(3) of the ESEA. Section 1111(b)(3) of the ESEA requires States to administer statewide assessments to all students in reading (language arts) at least once in each of grades 3 through 8 and at least once in grades 10 through 12. These are also the assessments the State must submit for ED’s peer review process for State assessment systems.
3 Examples of students who might participate in the MEP under “other provisions”: (1) A child’s eligibility ends during the school term, and the agency provide services for the duration of the term; (2) A child’s eli gibility ends and the agency provides services for an additional school year because comparable services are not available through other programs (e.g., Title I Part A, Title III, etc); and (3) A LOA continues to ser ve secondary school students who were eligible for services in secondary school through credit accrual pr ograms, until those students graduate. 4 Definition adapted from PL 107-110, Title X, Part C Sec. 725 (2)(B) February 2018 18 SY 2016-17
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What are the permitted values for assessment administered? The permitted values are:
REGASSWOACC - Regular assessments based on grade-level achievement standards without accommodations REGASSWACC - Regular assessments based on grade-level achievement standards with accommodations ALTASSGRADELVL - Alternate assessments based on grade-level achievement standards ALTASSMODACH - Alternate assessments based on modified achievement standards ALTASSALTACH - Alternate assessments based on alternate achievement standards
What are the definitions of the permitted values for assessment administered?
Regular assessment based on grade level academic achievement standards– 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). Regular assessments based on grade level academic achievement standards can be taken with or without accommodations. Alternate assessment5 based on alternate academic 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). Alternate assessment based on grade level academic 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 assessment based on modified academic 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
5 Revised! Alternative assessment – A way to measure the performance of students who are unable to p articipate in general large-scale assessments even with accommodations. The student’s Individualized E ducational Program (IEP) team makes the determination of whether a student is able to take the regular a ssessment. February 2018 19 SY 2016-17
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expected to achieve grade-level proficiency within the year covered by the IEP. See 34 CFR §200.1(e).
How should the counts reported by assessment administered in this file align with a state’s responses to the EMAPS Assessment Metadata Survey? A state should report the same assessment types in C178 that they report in EMAPS. For example, if a state indicates in EMAPS that it administers the following assessment types: regular assessment based on grade level academic achievement standards with and without accommodations and the alternate assessment based on alternate academic achievement standards, C178 should contain data only for those assessment types. 2.4.12 States That Conduct Assessments in the Fall To what does the term “fall testing state” refer? Fall testing states are those that conduct at least one of their statewide assessments during a fall testing window.
For fall testing states, are the data reported for the current school year based on the current school year’s content or the prior year’s content? Typically the fall testing states report assessment results based on the prior year’s content. For example:
Reported in Fall 2016 as Content based on Grade 4 Grade 3 reading/language arts reading/language arts
In a fall testing state, this means that a student’s academic achievement data are reported in the grade of student’s current school year, regardless of the content grade of the assessment.
How do fall testing states report their SY 2016-17 assessment data? Fall testing states will report their fall 2016 data as SY 2016-17 assessment data.
2.4.13 Reporting Academic Achievement Results for Children with Disabilities (IDEA) at the LEA Level Children with disabilities (IDEA) are to be reported at the LEA level in accordance with ESEA regulations. For additional information please contact your state assessment director and refer to your state’s Accountability Workbook.
2.5 Definitions
See the EDFacts Workbook (http://www2.ed.gov/about/inits/ed/edfacts/index.html) for the standard definitions. This file specification has no additional definitions
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3.0 FILE NAMING CONVENTION
The following file naming convention is to help identify files to provide technical assistance.
A maximum of 25 characters (including the file extension) is allowed for the file name.
The following is the naming convention for file submissions:
sslevfilenamevvvvvvv.ext
Table 3.0-1: File Naming Convention Where Means Limit in characters ss USPS State Abbreviation 2 lev Abbreviation for level: 3 SEA for an State Education Agency level LEA for an Local Education Agency level SCH for a school level filename STUPERRLA 9 vvvvvvv Alphanumeric string designated by the SEA to 7 uniquely identify the individual submission (e.g., ver0001, v010803) .ext Extension identifying the file format: 4 .txt – fixed .csv – comma delimited .tab – tab delimited .xml – XML
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4.0 FIXED OR DELIMITED FILES
This section describes the fixed file and delimited file specifications. The fixed file and delimited files contain a header record followed by data records. The file type is specified in the header record.
The “Pop” column in the header and data records is coded as follows:
M - Mandatory, this field must always be populated A - This field is populated in accordance with table 2.3-1 “Required Categories and Totals” O - Optional, data in this field are optional
4.1 Header Record Definition
The header record is required and is the first record in every file submitted to the ESS. The purpose of the header record is to provide information as to the file type, number of data records in the file, file name, file identifier, and file reporting period.
Table 4.1–1: Header Record Data Start Lengt Permitted Values Element Positi Type Pop Definition / Comments h Abbreviations Name on File Type 1 50 String M Identifies the type of file being SEA STUDENT submitted. PERFORMANCE READING LANGUAGE ARTS
LEA STUDENT PERFORMANCE READING LANGUAGE ARTS
SCHOOL STUDENT PERFORMANCE READING LANGUAGE ARTS Total 51 10 Numb M The total number of Data Records Records In er contained in the file. The header File record is NOT included in this count. File Name 61 25 String M The file name including extension, the See section 3.0 same as the external file name. File Identifier 86 32 String M Any combination of standard characters to further identify the file as specified by the SEA (e.g., a date, person’s name, and version number).
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Data Start Lengt Permitted Values Element Positi Type Pop Definition / Comments h Abbreviations Name on File 118 9 String M The school year for which data are 2016-2017 Reporting being reported. The required format is Period "CCYY–CCYY" or "CCYY CCYY", where OR either a hyphen or a space separates the beginning and ending years. 2016 2017 Filler 127 458 String M Leave filler field blank. Carriage 585 1 M Return / Line Feed (CRLF)
Below is an example of a header record.
Table 4.1–2: Header Record Example Format File Type,Total Records in File,File Name,File Identifier,File Reporting Revise Period,Filler,Carriage Return / Line Feed (CRLF) d! Example SCHOOL STUDENT PERFORMANCE READING LANGUAGE ARTS,20,EUSCHSTUPERRLAVER0007.csv,characters to identify file,2016-2017,¶
4.2 Data Record Definition
Data records are required and immediately follow the header record in every file submitted to the ESS. Data records provide counts for the specified category sets, subtotals and education unit totals.
Table 4.2–1: Data Records Start Data Element Leng Po Permitted Values Positi Type Definition / Comments Name th p Abbreviations on File Record 1 10 Number M A sequential number Number assigned by the State that is unique to each row entry within the file. DG559 11 2 String M The two-digit American For a list of valid State State Code National Standards Codes, refer to the EDFacts Institute (ANSI) code for Workbook. the state, District of Columbia, and the possessions and freely associated areas of the United States. DG570 13 2 String M A number used to 01 – State Education State Agency uniquely identify state Agency Number agencies. This ID cannot be updated through this file.
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Start Data Element Leng Po Permitted Values Positi Type Definition / Comments Name th p Abbreviations on DG4 15 14 String M The identifier assigned to SEA level – Blank State LEA a local education agency Identifier (LEA) by the state education agency (SEA). Also known as State LEA ID. This ID is a required field. This data element cannot be updated through this file. DG5 29 20 String M The identifier assigned to SEA level – Blank State School a school by the state Identifier education agency. Also LEA level - Blank known as the State School Identification Number. This ID cannot be updated through this file. Table Name 49 20 String M See section 1.0 STUDPERFRLA Grade Level 69 15 String A The grade level assigned 03 – Grade 3 (Assessment) by the school system in 04 – Grade 4 which the students are 05 – Grade 5 enrolled. 06 – Grade 6 Revised! 07 – Grade 7 08 – Grade 8 09 – Grade 9 10 – Grade 10 11 – Grade 11 12 – Grade 12 HS – High School MISSING Revised! Major Racial and 84 15 String A The major racial and MA - Asian Ethnic Groups ethnic groups states use MAN - American Indian \ for accountability and Alaska Native \ Native assessment data. American MAP - Asian \ Pacific Islander MB - Black (not Hispanic) African American MF - Filipino MHL - Hispanic \ Latino MHN - Hispanic (not Puerto Rican) MM - Multicultural \ Multiethnic \ Multiracial \ other MNP - Native Hawaiian \ other Pacific Islander \ Pacific Islander
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Start Data Element Leng Po Permitted Values Positi Type Definition / Comments Name th p Abbreviations on MPR - Puerto Rican MW - White (not Hispanic) \ Caucasian MISSING Format Revised! Sex 99 15 String A The concept describing M – Male (Membership) the biological traits that F – Female distinguish the males MISSING and females of a species. Disability Status 114 15 String A An indication that WDIS – Children with one or (Only) children (students) are more disabilities (IDEA) children with disabilities MISSING (IDEA). LEP Status (RLA) 129 15 String A An indication that LEP – Limited English students met the proficient (LEP) Students definition of limited MISSING English proficient students and are not excluded because they have attended schools in the U.S. fewer than 12 months. Revised! Migrant Status 144 15 String A An indication of whether MS – Migrant Students students are eligible MISSING migrant children. Economically 159 15 String A An indication that ECODIS – Economically Disadvantaged students meet the state Disadvantaged (ED) Status criteria for classification Students as economically MISSING disadvantaged. Homeless 174 15 String A An indication that HOMELSENRL – Homeless Enrolled Status students were identified Enrolled as homeless MISSING Revised! Assessment 189 15 String A The types of REGASSWOACC - Regular Administered assessments assessments based on administered. grade-level achievement standards without accommodations REGASSWACC - Regular assessments based on grade-level achievement standards with accommodations ALTASSGRADELVL - Alternate assessments
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Start Data Element Leng Po Permitted Values Positi Type Definition / Comments Name th p Abbreviations on based on grade-level achievement standards ALTASSMODACH - Alternate assessments based on modified achievement standards ALTASSALTACH - Alternate assessments based on alternate achievement standards MISSING Revised! Filler 204 15 String M Leave filler field blank. Performance 219 15 String A The level of performance L1 – Level 1 (lowest level) Level of students on the state L2 – Level 2 assessment according to L3 – Level 3 state definition. L4 – Level 4 L5 – Level 5 Each state will provide L6 – Level 6 the levels used in the MISSING state, up to a maximum Revised! of six. A state will use only the levels necessary and will use sequential numbers beginning with one. Full Academic 234 15 String A An indication of whether FULLYR – Present for full Year Status students were in academic year. membership in the NFULLYR – Not present for education unit for a full full academic year. academic year, MISSING according to state definition. Filler 249 125 String M Leave filler field blank. Total Indicator 374 1 String M An indicator that defines N – Specifies category set the count level. See Y – Specifies subtotal or table 2.3-1 “Required total of the education unit Categories and Totals” Explanation 375 200 String O Text field for state use. Student Count 575 10 Number M Carriage Return / 585 1 M Line Feed (CRLF)
Below is an example of a data record, this is the set of data that should be submitted for each education unit. See section 2.3-1.
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Table 4.2–2: Data Record Examples – School level
Aggregation Example Format File Record Number,State Code,State Agency Number,State LEA Revised! Identifier,State School Identifier,Table Name,Grade Level (Assessment),Major Racial and Ethnic Groups,Sex (Membership),Disability Status (Only),LEP Status (RLA),Migrant Status,Economically Disadvantaged Status,Homeless Enrolled Status,Assessment Administered,Filler,Performance Level,Full Academic Year Status,Filler,Total Indicator,Explanation,Student Count,Carriage Return / Line Feed (CRLF) Category Set A 1,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,MAN,,,, ,,,REGASSWOACC,,L1,FULLYR,,N,,10¶ Category Set B 3,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,,M,,,,,, REGASSWOACC,,L1,NFULLYR,,N,,10¶ Category Set C 4,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,,,WDIS ,,,,,ALTASSMODACH,,L1,NFULLYR,,N,,10¶ Category Set D 5,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,,,,LEP,, ,, ALTASSMODACH,,L1,NFULLYR,,N,,10¶ Category Set E 6,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,,,,,,EC ODIS,,ALTASSALTACH ,,L1,NFULLYR,,N,,10¶ Category Set F 7,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,,,,,MS,, ,ALTASSMODACH,,L1,NFULLYR,,N,,10¶ Category Set G 8,80,01,00613EUPHORIA,00000000000000000506,STUDPERFRLA,03,,,,,,,HO MELSENRL,ALTASSGRADELVL,,L1,NFULLYR,,N,,10¶ Subtotal 1 20,80,01,00614FEDERAL,00000000000000000282,STUDPERFRLA,07,,,,,,,,RE GASSWACC ,,L1,NFULLYR,,Y,,10¶
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5.0 XML SPECIFICATIONS
The XML files contain three (3) distinct metric objects and a file transmit object. The structure of the objects contains a node that defines the education unit that corresponds to the submitted metric. The structure also contains nodes that represent the characteristics of the metric (see table 2.3-1 for a list of the characteristics used in this file), the associated value, and whether the metric value is a subtotal or total of the education unit. The metric objects are contained within the file transmission objects that define the group of values that is being submitted.
The XML specifications are represented in a table with the headings:
Element – name of the XML element tag. Attribute – name of the XML attribute tag. Category Value – name of the category. Char – the XML element or attribute characteristic see table 5.0-1 below Definition/Comments – definition and additional comments related to formats or other business rules. Permitted Values – values for data elements.
The Char (characteristics) column in the XML format matrices accepts the following codes: Table 5.0-1: XML Format Codes Code Characteristic M Mandatory Element/Attribute O Optional C Conditionally Required MR Mandatory and Repeatable Element OR Optional and Repeatable Element CR Conditional and Repeatable Element
The size of the fields is found in the record layouts in section 4.1 and 4.2.
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5.1 Category XML Object
The category XML object is used to define the characteristics associated with a count. There may be zero, one, or more categories defined for a count.
Table 5.1-1: Category XML Object Definition Data Element Name Attrib Ch Definition / Permitted Values Element (from Fixed Category Value ute ar Comments Abbreviations Format document) CATEGORY TYPE M The categories for the table type. Grade Level GRADELVLASS (Assessment) Performance PERFLVL Level Full Academic FYRSTATUS Year Status Major Racial and MAJORREG Ethnic Group Sex SEX (Membership) Disability Status DISABSTATUS (Only) LEP Status (RLA) LEPSTATRLA Economically ECODIS Disadvantaged Status Migrant Status MIGRNTSTATUS Homeless HOMELSENRLSTAT Enrolled Status Assessment ASMTADMNSTRD Administered VALUE M The category permitted value
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Data Element Name Attrib Ch Definition / Permitted Values Element (from Fixed Category Value ute ar Comments Abbreviations Format document) GRADELVLASS The grade 03 – Grade 3 level assigned 04 – Grade 4 by the school 05 – Grade 5 system in 06 – Grade 6 which the 07 – Grade 7 students are 08 – Grade 8 enrolled. 09 – Grade 9 Revised! 10 – Grade 10 11 – Grade 11 12 – Grade 12 HS – High School MISSING Revised! PERFLVL The level of L1 – Level 1 (lowest performance level) of students on L2 – Level 2 the state L3 – Level 3 assessment L4 – Level 4 according to L5 – Level 5 state L6 – Level 6 definition. MISSING Revised! Each state will provide the levels used in the state, up to a maximum of six. A state will use only the levels necessary and will use sequential numbers beginning with one. FYRSTATUS An indication FULLYR – Present for of whether full academic year. students were NFULLYR – Not present in for full academic year. membership MISSING in the education unit for a full academic year according to state definition.
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Data Element Name Attrib Ch Definition / Permitted Values Element (from Fixed Category Value ute ar Comments Abbreviations Format document) MAJORREG The major MA - Asian racial and MAN - American Indian \ ethnic groups Alaska Native \ Native states use for American accountability MAP - Asian \ Pacific and Islander assessment MB - Black (not data. Hispanic) African American MF - Filipino MHL - Hispanic \ Latino MHN - Hispanic (not Puerto Rican) MM - Multicultural \ Multiethnic \ Multiracial \ other MNP - Native Hawaiian \ other Pacific Islander \ Pacific Islander MPR - Puerto Rican MW - White (not Hispanic) \ Caucasian MISSING Format Revised! SEX The concept M – Male describing the F – Female biological MISSING traits that distinguish the males and females of a species. DISABSTATUS An indication WDIS – Children with that children one or more disabilities (students) are (IDEA) children with MISSING disabilities (IDEA).
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Data Element Name Attrib Ch Definition / Permitted Values Element (from Fixed Category Value ute ar Comments Abbreviations Format document) LEPSTATRLA An indication LEP – Limited English that students proficient (LEP) Students met the MISSING definition of limited English proficient students and are not excluded because they have attended schools in the U.S. fewer than 12 months. Revised! ECODIS An indication ECODIS – Economically of whether Disadvantaged (ED) students meet Students the state MISSING criteria for classification as economically disadvantaged . MIGRNTSTATUS An indication MS – Migrant Students of whether MISSING students are eligible migrant children. HOMELSENRLSTA An indication HOMELSENRL – T that students Homeless Enrolled were MISSING identified as homeless. Revised!
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Data Element Name Attrib Ch Definition / Permitted Values Element (from Fixed Category Value ute ar Comments Abbreviations Format document) ASMTADMNSTRD The types of REGASSWOACC - assessments Regular assessments administered. based on grade-level achievement standards without accommodations REGASSWACC - Regular assessments based on grade-level achievement standards with accommodations ALTASSGRADELVL - Alternate assessments based on grade-level achievement standards ALTASSMODACH - Alternate assessments based on modified achievement standards ALTASSALTACH - Alternate assessments based on alternate achievement standards MISSING Revised!
Table 5.1-2: Category XML Object Examples Format
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5.2 Table Type XML Object
The table type XML object is used to define the type and value of the count. It may contain category XML objects to define additional characteristics.
Table 5.2-1: Table Type XML Object Definition Data Element Permitted Name Ch Values Element Attribute Definition / Comments (from Fixed ar Abbreviation Format s document) TABLETYPE Table Name TYPEABBRV M See Section 1.0 STUDPERFRL A Total TOTALINDICAT M An indicator that defines the count N – Specifies Indicator OR level (i.e., detail level, subtotal category set level or education unit total level). Y – Specifies subtotal or total of the education unit CATEGORY MR The categories used to define the characteristics associated with the count. AMOUNT Student M Count EXPLANATION Explanation O Text field for state use.
Table 5.2-2: Table Type XML Object Example Format
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5.3 Agency XML Object
This section defines the XML object used to submit all metric information. The XML object matrix is followed by an example of the object.
Table 5.3-1: Agency XML Object Definition Data Element Permitted Name Ch Values Element (from Fixed Attribute Definition / Comments ar Abbreviatio Format ns document) AGENCY DG559 FIPSSTATECODE M The two-digit American For a list of State Code National Standards valid State Institute (ANSI) code for Codes, refer the state, District of to the Columbia, and the EDFacts possessions and freely Workbook. associated areas of the United States. DG570 STATEAGENCYIDNUMBE M A number used to 01 – State State Agency R uniquely identify state Education Number agencies. This ID cannot Agency be updated through this file. DG4 STATELEAIDNUMBER M The identifier assigned to SEA – Not State LEA a local education agency used Identifier (LEA) by the state education agency (SEA). Also known as State LEA ID. This ID is a required field. This data element cannot be updated through this file. DG5 STATESCHOOLIDNUMBE M The identifier assigned to SEA – Not State School R a school by the State used Identifier Education Agency. Also known as the State LEA – Not School Identification used Number. This ID cannot be updated through this file. TABLETYPE MR The XML Object used to define the type and value of the count.
Table 5.3-2: Agency XML Object Examples Level Example Format February 2018 36 SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 d! STATELEAIDNUMBER=”State LEA Identifier” STATESCHOOLIDNUMBER=“State School Identifier”>
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5.4 File Transmit XML Object
The purpose of the File Transmit XML Object is to provide information as to the file type, file identifier, and file reporting period.
Table 5.4-1: File Transmit XML Object Definition Data Element Name Permitted (from Ch Element Attribute Definition / Comments Values Fixed ar Abbreviations Format document ) FILETRANSMISSION M File Type FILELAYOUTTYP M Identifies the type of file SEA STUDENT E being submitted. PERFORMANCE READING LANGUAGE ARTS
LEA STUDENT PERFORMANCE READING LANGUAGE ARTS
SCHOOL STUDENT PERFORMANCE READING LANGUAGE ARTS File FILEID M Any combination of standard Identifier characters to further identify the file as specified by the SEA (e.g., a date, person’s name, and version number). File SCHOOLYEAR M The school year for which 2016-2017 Reporting data are being reported. The Period required format is "CCYY– OR CCYY" or "CCYY CCYY", where either a hyphen or a space 2016 2017 must separate the beginning and ending years. AGENCY MR The information that fully describes the education unit.
Table 5.4-2: File Transmit XML Object Examples Level Example Format February 2018 38 SY 2016-17 U.S. DEPARTMENT OF EDUCATION C178 – Academic Achievement in Reading (Language Arts) File Specifications v13.2 d! SCHOOLYEAR=”File Reporting Period”>
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APPENDIX A: EDFACTS – CSPR CROSSWALK
This appendix contains the crosswalk for EDFACTS – CSPR CROSSWALK.
EDFACTS – CSPR CROSSWALK EDFacts EDFacts Reportin Name of Legacy Collection Category Section File Data g Level Description Set Spec Group Student Achievement – Reading 1.3.2 C178 584 Subtotal SEA (Language Arts) 1, A - F Reading Assessment (Homeless) 1.9.3.1 C178 584 G SEA Student Achievement – Reading 2.1.1.2 C178 584 Subtotal 1 School (Language Arts) – in Schoolwide C129 22 Subtotal 1 Programs (SWP) Student Achievement – Reading 2.1.1.4 C178 584 Subtotal 1 School (Language Arts) – in Targeted C129 22 Subtotal 1 Assistance Programs (TAS)
APPENDIX B: EDFACTS – IDEA (ASSESSMENT) CROSSWALK
This appendix contains the crosswalk for the IDEA legacy assessment collection.
EDFACTS – IDEA (Assessment) CROSSWALK IDEA Data Collection Table Locatio EDFacts EDFacts Categor Description Sectio n File Data y Set n (column Spec Group , row, cell) Performance of students with F disabilities on Reading assessment Regular Assessment based F.11A C178 584 C on Grade level academic achievement standards (with & without accommodations) Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Total 11A Row
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IDEA Data Collection Table Locatio EDFacts EDFacts Categor Description Sectio n File Data y Set n (column Spec Group , row, cell) Total (Column) Alternate Assessment based F.11B C178 584 C on Grade level academic achievement standards Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Total 11B Row Total (Column) Alternate Assessment based F.11C C178 584 C on Modified academic achievement standards Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Total 11C Row Total (Column) Number of students include Not within the 2% Cap Applicabl e Alternate Assessment based F.11D C178 584 C on Alternate achievement standards Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Total 11D Row Total
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IDEA Data Collection Table Locatio EDFacts EDFacts Categor Description Sectio n File Data y Set n (column Spec Group , row, cell) (Column) Number of students included Not within the 1% Cap Applicabl e
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The Department of Education's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.
www.ed.gov
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