K-12 District Finance

Code associated with the collection in which the student was last reported by any district.

The name, as recorded in the Educational Entity Master (EEM), that identifies the intermediate school district (ISD) or educational service agency (ESA) in which the district or program is located. This is the ISD that the educator is assigned to.

The academic school year in which the course was completed by the student.

The calendar year in which the school year began.

The unique student identifier--Research Identification Code.

The official state assigned five digit code denoting the district of the entity held accountable for the student's graduation status.

Description of the reporting period (school year, fall, spring) that the data represents.

The state-assigned two-digit number, as recorded in the Educational Entity Master (EEM), that identifies the intermediate school district (ISD) or educational service agency (ESA) in which the district or program is located.

The start and end years of the schoolyear that the student attended / received services during the collection used for this record.

The official name assigned to the School or Facility (Building) type of entity held accountable for the student's graduation status.

The official district name denoting the district of the entity held accountable for the student's graduation status.

The entity code assigned to the School or Facility (Building) held accountable for the student's graduation status.

The name, as recorded in the Educational Entity Master (EEM), that identifies the intermediate school district (ISD) or educational service agency (ESA) in which the district or program is located.

The state-assigned name, as recorded in the Educational Entity Master (EEM), which identifies the public school district responsible for providing education to the reported student. It is the district to which any applicable funds (state or federal) will be sent. Otherwise known as the District Name.

The name as assigned to the building in the official Educational Entity Master. Otherwise known as Building Name.

The state-assigned five-digit number, as recorded in the Educational Entity Master (EEM), that identifies the intermediate school district (ISD) or educational service agency (ESA) in which the district or program is located. This is the ISD that the educator is employed by.

The official state assigned five digit code denoting the district that the educator is employed by.

The name as assigned to the building in the official Educational Entity Master (EEM).

Description of Entity Type which indicates whether the school/entity that the staff is assigned to, is private, charter, public, state-run, etc.

The actual opening date of the school or when it begins to do business.

A unique identification code assigned to educators when they enter their information in MOECS for the first time, to keep the anonymity of the staff.

Name of Collection during which the data in a given record were reported.

Description of School Year which the data represents.

A unique Personnel Identification Code (PIC) which is modified for the researcher's database (i.e., Research Personnel Identification Code = RPIC) to keep the anonymity of the staff.

The unique student identifier--Research Identification Code.

Description of the school year that the data represents.

The state-assigned five- or nine-digit code from EEM of the entity responsiblefor the certification (if applicable) of the collection. Generally, this is theentity receiving funding. It may or may not be the entity that is directlyproviding education services to the student. This field identifies the building entity submitting the record. Note not all children submitted will have a building code, it is optional for community based programs.

Unique key generated to relate records from Main to Programs tables. Note this key was generated for the relationship of these tables and cannot be used with K12 data.

Description of the reporting period (school year, fall, spring) that the data represents.

The name, as recorded in EEM, which identifies the district entity submitting the record.

The name assigned to the submitting school building in the official Educational Entity Master.

The state-assigned five- or nine-digit code from EEM of the entity responsiblefor the certification (if applicable) of the collection. Generally, this is theentity receiving funding. It may or may not be the entity that is directlyproviding education services to the student. This field identifies the district entity submitting the record.

The name as assigned to the building in the official Educational Entity Master application. (based in EEM).

The five-digit code as assigned to the building in the official Educational Entity Master application (based in EEM).

The state-assigned five-digit number, as recorded in the Educational Entity Master (EEM), which identifies the public school district responsible for providing education to the reported student. It is the district to which any applicable funds (state or federal) will be sent. Otherwise known as the District Code.

The five-digit code as assigned to the building in the official Educational Entity Master. Otherwise known as Building Code.

1) MI-Access Functional Independence (FI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the High Range of Complexity. 2) MI-Access Supported Independence (SI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Medium Range of Complexity. 3) MI-Access Participation (P) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Low Range of Complexity.* Essential Elements are specific statements of Knowledge and Skills linked to the grade-level standards.

1) MI-Access Functional Independence (FI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the High Range of Complexity. 2) MI-Access Supported Independence (SI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Medium Range of Complexity. 3) MI-Access Participation (P) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Low Range of Complexity.* Essential Elements are specific statements of Knowledge and Skills linked to the grade-level standards.

1) MI-Access Functional Independence (FI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the High Range of Complexity. 2) MI-Access Supported Independence (SI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Medium Range of Complexity. 3) MI-Access Participation (P) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Low Range of Complexity.* Essential Elements are specific statements of Knowledge and Skills linked to the grade-level standards.

1) MI-Access Functional Independence (FI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the High Range of Complexity. 2) MI-Access Supported Independence (SI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Medium Range of Complexity. 3) MI-Access Participation (P) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Low Range of Complexity.* Essential Elements are specific statements of Knowledge and Skills linked to the grade-level standards.

1) MI-Access Functional Independence (FI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the High Range of Complexity. 2) MI-Access Supported Independence (SI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Medium Range of Complexity. 3) MI-Access Participation (P) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Low Range of Complexity.* Essential Elements are specific statements of Knowledge and Skills linked to the grade-level standards.

1) MI-Access Functional Independence (FI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the High Range of Complexity. 2) MI-Access Supported Independence (SI) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Medium Range of Complexity. 3) MI-Access Participation (P) – For students who have, or function as if they have, a significant cognitive impairment, and whose instruction is most closely aligned to the Essential Elements* and within the Low Range of Complexity.* Essential Elements are specific statements of Knowledge and Skills linked to the grade-level standards.

Is the student considered a full academic year (FAY) participant for the school during this year (Y= Yes; N=No; U=Unknown).

Is the student considered a full academic year (FAY) participant for the state during this year (Y= Yes; N=No; U=Unknown).

Is the student considered a full academic year (FAY) participant for the district during this year (Y= Yes; N=No; U=Unknown).

The scaled score for the English language arts portion of the assessment.

The timeframe in which students are expected to reach proficiency.

The performance level name for the science portion of the assessment.

The student growth percentile (SGP) for the English language arts portion of the assessment.

A distinction which further differentiates whether the student was Low, Mid or High within their designated performance level for the mathematics portion of the assessment.

The scaled score for the social studies portion of the assessment.

The scaled score standard error for the writing portion of the assessment.

The scaled score for the writing portion of the assessment.

A standardized score assigned to each student that describes each students relationship to the mean of all students with a score.

Performance level change is used to compare student performance from year to year for the reading portion of the assessment . Transition categories are: Significant Decline, Decline, Maintaining, Improvement, or Significant Improvement. Abbreviations are not used in this field, rather the actual descriptions are used.

The student growth percentile (SGP) description for the science portion of the assessment.

The performance level name for the mathematics portion of the assessment.

The performance level for the writing portion of the assessment.

The Theta standard error for the social studies portion of the assessment.

A standardized score assigned to each student that describes each students relationship to the mean of all students with a score.

The Theta standard error for the English language arts portion of the assessment.

The performance level for the social studies portion of the assessment.

The performance level for the reading portion of the assessment.

Flag denoting whether the student's test was valid for the science portion of the assessment.

The Theta standard error for the mathematics portion of the assessment.

The scaled score for the science portion of the assessment.

The scaled score standard error for the science portion of the assessment.

Flag denoting whether the student's test was valid for the writing portion of the assessment.

Flag denoting whether the student's test was valid for the English language arts portion of the assessment.

A distinction which further differentiates whether the student was Low, Mid or High within their designated performance level for the reading portion of the assessment.

The performance level name for the social studies portion of the assessment.

The student growth percentile (SGP) description for the social studies portion of the assessment.

The performance level name for the English language arts portion of the assessment.

The performance level for the mathematics portion of the assessment.

The student growth percentile (SGP) description for the mathematics portion of the assessment.

Flag denoting whether the student's test was valid for the mathematics portion of the assessment.

The Theta standard error for the science portion of the assessment.

The student growth percentile (SGP) for the mathematics portion of the assessment.

The scaled score for the reading portion of the assessment.

The adequate growth percentile (AGP) for the social studies portion of the assessment.

The timeframe in which students are expected to reach proficiency.

The performance level name for the writing portion of the assessment.

The scaled score standard error for the mathematics portion of the assessment.

The adequate growth percentile (AGP) for the English language arts portion of the assessment.

The performance level name for the reading portion of the assessment.

The adequate growth percentile (AGP) for the science portion of the assessment.

The student growth percentile (SGP) for the social studies portion of the assessment.

The scaled score standard error for the social studies portion of the assessment.

A standardized score assigned to each student that describes each students relationship to the mean of all students with a score.

The adequate growth percentile (AGP) for the mathematics portion of the assessment.

Performance level change is used to compare student performance from year to year for the mathematics portion of the assessment . Transition categories are: Significant Decline, Decline, Maintaining, Improvement, or Significant Improvement. Abbreviations are not used in this field, rather the actual descriptions are used.

The performance level for the science portion of the assessment.

The scaled score standard error for the English language arts portion of the assessment.

The student growth percentile (SGP) for the science portion of the assessment.

The scaled score for the mathematics portion of the assessment.

Flag denoting whether the student's test was valid for the reading portion of the assessment.

The Theta standard error for the reading portion of the assessment.

The student growth percentile (SGP) description for the English language arts portion of the assessment.

The timeframe in which students are expected to reach proficiency.

The timeframe in which students are expected to reach proficiency.