of the respondents. The sample frame was incomplete, and the response rate was very low, so the results are not generalizable.


The panel contacted six school districts in the United States, inviting them to serve as case study districts for this study. Chapter 4 of the panel’s interim report (National Research Council, 2010) describes how potential case study districts were identified and how they were recruited. Case study districts were needed so the panel could investigate how a new provision might work in individual schools or groups of schools. The districts provided digitized attendance area boundaries and detailed information on program operations. The ability to provide digitized attendance boundaries is a key requirement of this potential new provision if a district wishes to operate at a subdistrict level. The Census Bureau provided American Community Survey (ACS) estimates of eligibility for all the schools with boundaries in the case study districts. The panel evaluated the quality of the ACS-based estimates in terms of sampling error and other properties that affect fitness for use. This analysis is described in Appendix F. The panel also used data from the case study districts on the percentages of meals served by category (free, reduced price, and full price). The participation analysis is described in Chapter 4.

This part of the appendix documents the collection of data from the case study districts, provides a brief description of each district, and compares school-level data provided by the districts with data available through national administrative sources. It first describes the districts in terms of percentage of students that are likely to attend schools with digitized boundaries. This discussion paves the way for analysis of the impact of open enrollment, charter, and magnet schools in Appendix G. Also included is a discussion of individual schools identified by the district and by administrative sources. Finally, this part of the appendix presents comparisons of data on enrollment, number of students certified for free meals, and number of students certified for reduced-price meals for each public school listed by the district and by the National Center for Education Statistics’ (NCES’) CCD, a public source of information about public schools and public school districts in the United States.

The five school districts listed in Table E-1—Austin, Texas; Chatham County, Georgia; Norfolk, Virginia; Omaha, Nebraska; and Pajaro Valley, California—agreed to serve as case study districts for this study. The panel would like to express its appreciation for the vast amounts of data they provided, the help they offered while we compiled and analyzed the

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