K-12 Student Assessments - English Language Learner

The grade assigned by the educating entities to identify the level of achievement for a particular student course.

Y/N indicator of whether the course is a remedial writing course.

The total value of credit hours successfully completed or earned for the course, as reported in STARR.

Designates if the session record came from the STARR collection.

The total value of credit hours attempted for the course, as reported in STARR.

The number assigned to differentiate among distinct occurrences ofcourses that have the same Course Subject Abbreviation and Course Number butare considered to be different courses.

The Classification of Instructional Programs (CIP) code used by the US Department of Education's National Center for Education Statistics (NCES) to describe the area of study for the course.

The official reference number/code portion of a course identifier, as defined by the IHE.

Y/N indicator of whether the course is a remedial math course.

The student's disposition for the enrolled course. Examples: PassFailPass, Incomplete, HonorsGrade, Withdrew.

The Research Personnel Identification Code (RPIC), as assigned in the Registry of Educational Personnel (REP) Application, for each teacher responsible for some or all of the instruction of the course being reported. First of up to 3 possible.

The Carnegie unit of credits granted to a student for completing the course or section of the course being reported. A course meeting every day for one period of the school day over the span of a school year offers one Carnegie unit. Thus, a Carnegie unit is a measure of seat time rather than a measure of attainment of the course objectives. Credit for a given course can vary from school district to school district.

The code assigned by the educating entity to identify a particular course.

The type of virtual instruction the student is receiving. This could be virtual learning, online learning or computer courses; distance learning; or self-scheduled virtual learning.

This characteristic is used by educating entities when the Local Course ID alone cannot uniquely identify a given course.

Total of STARR Credits Attempted for the course, or NSC FTE Days converted to Credits Earned for the session.

The seat time in front of the instructor.

The cohort year the student is grouped into for tracking graduation outcomes. Assigned to a student upon being reported in 9th grade for the first time. Usually four years after student is seen in 9th grade unless the student is enrolled at an Early/Middle College.

Reported ethnicity at the time the MTTC test(s) were taken. The options vary some relative to other data sets.

The student's gender as submitted by the IHE for the academic session.

The student's date of birth as submitted by the IHE (month and year only for research data) for the academic session.

The student's race/ethnicity as submitted by the IHE for the academic session.

The latest reported gender for a student across all IHEs. Values are stabilized to one per student, favoring the most recently submitted data. CEPI does not receive gender data from NSC, so all values reflected here are sourced from STARR.

The latest reported date of birth (month and year only for research data) for the student for all time. Values are stabilized to one per student, favoring the most recently submitted data, then a present value over a missing value.

The two-digit code assigned to the Michigan county in which the student’s primary address is located.

The grade of the student.

Indicates if the student is economically disadvantaged.

Indicator of whether or not a student has limited ability in speaking, reading, writing or understanding English. A Perkins IV Special Population.

Indicator of whether or not a student who has worked primarily in the home or for family, without compensation and has diminished marketable skills. A Perkins IV Special Population.

Indicates if the student has limited English proficiency.

Indicator of whether or not a student's gender comprises fewer than 25 percent of individuals employed in the occupation or field of work the student is studying. A Perkins IV Special Population.

A. An individual who is a displaced homemaker, as defined in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102)B. An individual who; (i)(I) has worked primarily without remuneration to care for a home and family, and for that reason has diminished marketable skills; or (II) is a parent whose youngest dependent child will become ineligible to receive assistance under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the date on which the parent applies for assistance under such title; and (ii) is unemployed or underemployed and is experiencing difficulty in obtaining or upgrading employment.

Indicator of whether or not the Perkins IV specific Special Population is unknown for the current session.

The student's age as of September 30th of the enrollment year.

Indicator of whether or not a student is an individual with a disability according to the Americans with Disabilities Act of 1990. A Perkins IV Special Population.

Individuals who lack a fixed, regular and adequate nighttime residence (within the meaning of section 103(a)(1))

“Age Out” - the time frame after which a foster care child is eligible for state services. Eligibility for state services varies depending on the state in which the child resides. Transitioning out of the child welfare system may occur as early as 18 or as late as age 23.

Indicator of whether or not a student has economic or academic disadvantages requiring special services or assistance. A Perkins IV Special Population.

The date (month and year only) on which the student was born as it appears on a birth certificate or other legal document presented at the time of enrollment.

Reported gender

The ethnicity or race of the student.

The code of the child's native or first language. The student's primary or native language indicated on the home language survey

The name of the Michigan county in which the student’s primary address is located.

The status name for the primary nighttime residence of a student identified as homeless.

Indicator for those persons who may be removed (deleted) from a cohort (or subcohort). Allowed enumerations are:DeathTotal and Permanent DisabilityService in the Armed ForcesService with a foreign aid service of the federal governmentService on official church missions

The code for the primary nighttime residence of a student identified as homeless.

The name of the child's native or first language. The student's primary or native language indicated on the home language survey

Flag indicating if the student is economically disadvantaged, based on Migrant, Homeless, Supplemental Nutrition Eligibility and Direct Certification status.

The Federal Poverty Level (FPL) quintile to which a child belongs based on the records maintained by the program represented by a given record.

Reported year of birth

The code representing the most recent reported racial and ethnicity group of the student.

Indicates that the student is part of a multiple birth where siblings share allunique identifying characteristics. Multiple Birth Order is not intended toidentify every case of twins, triplets, etc., in the state. It is only intended toprovide some distinguishing data element for cases where twins (triplets,etc.) of the same gender have the same or a similar first name. Each studentfrom such a multiple birth is to have a unique number.

Flag indicating if the child has an active record in the recipient table from DHHS, then this field is set to Y. For Fall 2016 and Spring 2017, a flag set to “Y” may indicate either in-home or out-of-home placement of the child.

Flag indicating if the student is an unaccompanied youth who is not in the physical custody of a parent or guardian and who fits the McKinney-Vento definition of homeless.

The latest reported race/ethnicity for a student across all IHEs. Values are stabilized to one per student, favoring the most recently submitted data; then a known value over an unknown. In the event there is still a conflict, then the most likely of the reported values is chosen. CEPI does not receive race/ethnicity data from NSC, so all values reflected here are sourced from STARR.

The most recent reported gender of the student.

Indicates if the student is male or female. Code 'M' indicates the student is male. Code 'F' indicates the student is female.

The five- or nine-digit ZIP code of the location where the student lives at the time of reporting or the last known code of residence.

Flag to identify students who have been determined to be eligible for free or reduced-price meals via locally gathered and approved family applications under the National School Lunch program, are in households receiving food (SNAP) or cash (TANF) assistance, are homeless, are migrant, or are in foster care. When any of these conditions are present, a student is considered Economically Disadvantaged.

Indicates if the student is male or female. Code 'M' indicates the student is male. Code 'F' indicates the student is female.

The cohort year the student is grouped into for tracking graduation outcomes. Assigned to a student upon being reported in 9th grade for the first time. Usually four years after student is seen in 9th grade unless the student is enrolled at an Early/Middle College. Missing values are common and indicate a student is not advanced enough to be assigned a cohort year yet.

The name for the Local Education Agency (LEA) district in which the student's custodial parent(s) or legal guardian resides.

The latest MSDS-recorded gender for the student for all time. Values are stabilized so there is only one value per student for all observations in this dataset.

The five-digit code for the Local Education Agency (LEA) geographic district in which the student's custodial parent(s) or legal guardian resides.

The student's primary grade/setting as selected by CEPI reporting rules when multiple districts/schools report the student. (The grade level or the educational setting in which the student is enrolled.)

The latest recorded graduation year for the student for all time. Values are stabilized so there is only one value per student for all observations in this dataset. Missing values are common and indicate student is not due to graduate yet or did not graduate.

Flag indicating the student had a reading deficiency continuing at end-of-year assessment.

Indicates whether the student's graduation cohort year assignment has ever changed. Early Middle College participation or re-evaluation of a student's status may have resulted in the changes. Missing values are common and indicate the student is not advanced enough to be assigned a cohort year yet.

Indicates whether conflicting racial/ethnic values have ever been reported for the student.

Flag indicating a student has a parent who is a member of the Armed Forces on active duty or serves on fulltime National Guard duty.

The latest MSDS-recorded date of birth (month and year only for research data) for the student for all time. Values are stabilized so there is only one value per student for all observations in this dataset.

A unique six-position field using any combination of "0" through "6" in the proper position. Because this is a multipleoccurrence field, the indicator of the code is located by position in the format. The primary racial/ethnic choice is represented with a "1" and the second choice is a "2", etc.

Indicates student graduated in this school year (SCHOOL_YEAR). This value defaults to No and is set to Yes when there is a graduation record for a given school year.

A unique six-position field using any combination of "0" through "6" in the proper position. Because this is a multipleoccurrence field, the indicator of the code is located by position in the format. The primary racial/ethnic choice is represented with a "1" and the second choice is a "2", etc.

Indicates whether conflicting racial/ethnic category values have ever been reported for the student.

The code that indicates the student’s residency related to the geographic boundaries of the district and/or residency requirements outlined in the Pupil Residency section of the MDE Pupil Accounting Manual.

Zip code associated with the street address of the individual submitted.

Indicates whether conflicting gender values have ever been reported for the student.

Flag indicating the student had a reading deficiency identified at the beginning of year (or after enrollment).

Indicator of whether or not a student is either an unmarried pregnant female, or a student of any gender who is unmarried or separated and has one or more minor children. A Perkins IV Special Population.

Indicates whether conflicting gender values have ever been reported for the student.

Indicates whether conflicting date of birth values have ever been reported for the student.

The five-digit code for the Local Education Agency (LEA) district in which the student's custodial parent(s) or legal guardian resides.

The student's residency related to the geographic boundaries of the district and/or residency requirements outlined in the Pupil Residency section of the MDE Pupil Accounting Manual.

The name of the category assigned to a high school student based on grade and exit status. Used for grad/drop calculations.

The code of the category assigned to a high school student based on grade and exit status. Used for grad/drop calculations.

The code for the student's residency related to the geographic boundaries of the district and/or residency requirements outlined in the Pupil Residency section of the MDE Pupil Accounting Manual.

The reported gender of the student.

The ethnicity or race of the student.

The student's primary educational setting for special education as selected by CEPI reporting rules when multiple districts/schools report the student. (The location or facility type where the student participates in special education programs or services.)

The date (month and year only for research data) on which the student was born as it appears on a birth certificate or other legal document presented at the time of enrollment.

The primary disability code identified on the student's Individual Education Plan (IEP) as defined by the Michigan Administrative Rules for Special Education (MARSE).

Indicates whether conflicting date of birth values have ever been reported for the student.

The latest MSDS-recorded racial/ethnic category for the student for all time. Values are stabilized so there is only one value per student for all observations in this dataset.

The name of the location or facility type where the student participates in special education programs or services. Codes are categorized by student age.

The student's primary disability as selected by CEPI reporting rules when multiple districts/schools report the student. (Primary disability identified on the student's IEP as defined by the Michigan Administrative Rules for Special Education (MARSE).

The student's native language selected by CEPI for federal reporting when multiple districts/schools report the student. See LEP_LANGUAGE_CODE_1, etc. for other languages.

The grade level or the educational setting in which the student is enrolled.

The code for the comprehensive assessment tool used when completing the child's assessment.

The name of the parent input about the child outcomes rating.