Policy Questions on the Department of Education's 2007 Guidance on Collecting, Maintaining and Reporting Data by Race or Ethnicity

There are two different parts of the question, two different answers are necessary. The first part is about broad categories of race, and the second part is about narrower differences about race. In the first part, respondents will decide whether their race is Hispanic or Latino. The second part asks respondents to decide their race or race. This is an example (see http://nces.ed.gov/statprog/2002/std1_5.asp).

What is this person's game? Mark one or more races and show this person what he thinks.

If the institution that collects data considers the difference to be worth it, you can use other ethnic categories or ethnic categories of subcategories of categories used in the two-part question. For example, you can collect data in these subcategories if the population of Asia is large and the distinction between multiple subcategories is worthwhile for states and other educational institutions. In this case, individuals can choose Asian subcategories (eg China, Japan, Korea, Pakistan, India). Likewise, if you have a diverse Hispanic population and the distinction between multiple subcategories is worthy to the state or institution, you can collect Hispanic / Latin category data. For example, individuals can choose Hispanic subcategories such as Mexico, Cuba, Puerto Rico. These subcategories are used by domestic or educational institutions and are not reported to departments.

When collecting data from individuals using these two part racial and ethnic problems, the "multi ethnic" or "other ethnic" categories were not used. However, respondents may report more than one race.

On 19th October 2007, the US Department of Education issued the "Final Guide to the US Department of Education to Maintain, Collect and Report Race and Ethnic Data" to implement the OMB 1997 standard. The guidance issued by the department contains two issues: 1) collection of race and ethnic data by government agencies, and 2) aggregation of data into departments. 1) The first question is whether the respondent is "Hispanic or Latino or Hispanic" or "Non-Hispanic or Latino or Hispanic". (The term "Hispanic or Latino or Hispanic" is defined as Cuba, Mexican, Puerto Rican, South American or Central American, or any other Spanish culture or origin, regardless of race.)

Criteria 1-5-3: Aggregate data reported by educational institutions on students, teachers, or staff, according to the Ministry of Education's Ministry of Education's final guidance of October 2007 on race and ethnic data, collected data for 2010-11 academic year Plan for implementation. Educational institutions recommend that you collect information from individuals using a two-quarter format (see Standard 1-5-2). They are encouraged to record in detail the racial and ethnic circumstances reported by individuals in their recording system over the period specified in the data collection instructions. Based on the department's guidance, institutions use the following categories to report aggregate data on race and ethnicity of students, teachers, staff to the Ministry of Education.

Criteria 1-5-6: For the revision of OMB Statistics Policy Directive No. 15 in 1990 and the implementation of the final guide on maintenance, collection, and reporting to the Department of Education of the Ministry of Education's race and ethnic data in 2008 , Important variables including changes in the data series and survey procedures According to NCES Standard 2-5, plan to explain the adjustment method used to maintain trend analysis, such as crosswalk and bridge survey It must be created.