Office for Civil Rights School District File, 1968 [United States]: School Desegregation Database

Resource Information

The work Office for Civil Rights School District File, 1968 [United States]: School Desegregation Database represents a distinct intellectual or artistic creation found in Bates College. This resource is a combination of several types including: Work, Language Material, Books.

Label

Office for Civil Rights School District File, 1968 [United States]: School Desegregation Database

Creator

• United States Department of Education. Office for Civil Rights
• Inter-university Consortium for Political and Social Research [distributor]

Author

• United States Department of Education. Office for Civil Rights

Contributor

• Inter-university Consortium for Political and Social Research [distributor]

Subject

• civil rights
• disabilities
• discrimination
• elementary schools
• ethnic groups
• high schools
• minorities
• racial integration
• Dropouts
• school desegregation
• school districts
• school dropouts
• special needs students
• students
• survey
• teachers
• school attendance
• Education, Bilingual
• School integration
• bilingual education

Genre

• survey

Summary

This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1968-1969. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation