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NAEP Sample Design → Sample Design for the 2000 Assessment → State Assessment Sample Design in 2000 → Stratification of Schools in the Sampling Frame for the 2000 State Assessment → Minority Enrollment Classification for the 2000 State Assessment

NAEP Technical DocumentationMinority Enrollment Classification for the 2000 State Assessment

A school's minority classification depends on its urbanization classification and the percentages of its two largest minority student populations. Minority student populations include Blacks, Hispanics, Asians and Pacific Islanders, and Native Americans. Urbanization classifications with small minority populations do not require minority stratification. Urbanization classifications with larger minority populations are divided into three or four minority enrollment classes, described in Cases 2 and 3 below.

Based on its urbanization classification and student race/ethnicity percentages, each school falls into one of three minority classification schemes. These schemes are as follows:

• Case 1: An urbanization classification with less than 10 percent of students in its largest minority group and 7 percent of students in its second largest minority group. No stratification by minority enrollment occurs within this classification.

• Case 2: An urbanization classification with greater than or equal to 10 percent of students in its largest minority group or 7 percent of students in its second largest minority group, but not more than 20 percent in either group. This classification sorts schools by the combined percent student enrollment of its two largest minority groups, then divides the schools into three groups (Low, Medium, High) with similar numbers of students per minority classification.

• Case 3: An urbanization classification with greater than 20 percent of students in both its largest and second largest minority groups. This classification designates the minority group with the highest concentration as the primary stratification variable, and the other minority group as the secondary stratification variable. After sorting schools by the primary stratification variable, the schools split into two groups with approximately equal numbers of grade-specific students. Each resulting group sorts its schools by the secondary stratification variable, then splits into two subgroups of schools with approximately equal numbers of grade-specific students. This procedure creates four minority classifications: low primary/low secondary; low primary/high secondary; high primary/low secondary; and high primary/high secondary.

The minority classifications exist solely for creating efficient stratification design at this sampling stage. They also reduce sampling errors for achievement-level estimates. The analysis and reporting of state assessment data, however, do not use these minority classifications.

Methods of imputing missing public school minority enrollment data include:

• assigning the average minority enrollment percentages of schools within the school district,

• assigning the average minority enrollment percentages of schools within the school's five digit ZIP code, and

• assigning the average minority enrollment percentages of schools within the school's three digit ZIP code prefix.

For the 2000 state NAEP assessment, all schools in Idaho had missing minority enrollment data. The Common Core of Data (CCD) public school file contained no student race/ethnicity data for all Idaho schools, preventing any imputation of missing minority enrollment data.

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