1. Implications of the new federal requirements for schools. July 2009 Wisconsin Department of Public Instruction

2. Districts must collect data via a 2-part question format (respondents answer BOTH parts): 1. Is this student Hispanic or Latino? (Choose only one)  No, Not Hispanic or Latino  Yes, Hispanic or Latino 2. Is this student: (Choose one or more. You must select at least one.)  American Indian or Alaska Native  Asian  Black or African American  Native Hawaiian or Other Pacific Islander  White

3.  Self-identification must always be encouraged. If student & parent choices conflict, the parent’s choice should be used. ◦ Most consistent and accurate mode of racial and ethnic data collection. ◦ Method most socially acceptable and respectful of individual privacy and dignity (1997 OMB Standards). ◦ Allows individual to assert his/her own racial and ethnic identity.

4.  Regulations indicate that identification of a student’s racial and ethnic categories is to be made primarily by the parents or guardians.  If a parent declines, but the student volunteers to self-identify, that data should be used.  The completion or non-completion of the race/ethnicity data on an enrollment form should never prevent any child from enrolling in a school/district.

5. Is it OK to help a student or parent decide how to classify him- or herself? No. District or school staff should not tell a student, a parent, or a staff member how to answer these questions

6. What should we do if we believe that a student or a staff member is of a different race or ethnicity than he/she claims to be? The school or district must accept an individual’s self-identification of his or her race and ethnicity. Self-identification is a basic principle underlying these changes. ◦ Note: It is suggested that at the elementary and secondary level the race/ethnicity identification is made primarily by parents or guardians.

7. Identification by district and school staff  Should be used only as a last resort.  Used only when a student/parent or staff member declines to self-identify.  May not yield data as accurate as self- identification.  Places additional burden on school and district.

8.  Managing an Identity Crisis: Forum Guide to Implementing New Federal Race and Ethnicity Categories.  http://nces.ed.gov/forum http://nces.ed.gov/forum  Link from DPI FAQ

9.  District policy should indicate steps to be taken before identification is used. Steps may include such things as: ◦ Review enrollment form with parent at registration. ◦ Send second letter or make phone call to follow-up with parent. ◦ Let parent/student know that district is required to provide information to state and so identification by district and school staff will be used if they refuse to self-identify. ◦ Let parent/student know that district will maintain confidentiality of individual race and ethnicity records.

10.  One administrator per school should be designated to make an identification on student’s/staff member’s behalf. ◦ Improves the consistency of the data collection process. ◦ Avoids confusion and identifies authority.

11.  There is no federal requirement to flag the record if identification by district or school staff was used in lieu of self-identification.  Districts may choose to maintain this information for their own purposes. Identification by District or School Staff

12.  Should not tell student/parent or staff member how to respond.  Should stay within his/her comfort zone, making the best judgment possible.  It is important to be consistent and make judgments objectively.  May use prior record, sibling information, or first-hand knowledge of country of birth, if available.

13.  dpi.wi.gov/lbstat/datarac.html  Final Guidance from the U.S. Department of Education (USDE) on “Maintaining, Collecting, and Reporting Racial and Ethnic Data”  Race / Ethnicity FAQ  Sample Letter to Parents  Sample Letter to Educators  Managing an Identity Crisis: Forum Guide to Implementing New Federal Race and Ethnicity Categories. (2008). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.