District Title Definitions
Responsible for the overall operation of all schools within a district.
Assists the superintendent administratively, often in the areas of curriculum and finance.
School Board Presidents
Chairperson of the school committee or school board representing community interest.
The district’s chief manager of fiscal services.
Buildings and Grounds
Responsible for maintenance of buildings and grounds.
Supervises the food service program.
Responsible for bus scheduling, maintenance, etc.
Supervises physical and mental health services.
Responsible for hiring teaching staff.
Responsible for activities involving community relations, communications, and/or publications.
Title IX Affirmative Action
Supervises equal opportunity education and employment practices.
Responsible for preparation, storage, and retrieval of data for management and reporting.
Coordinates inspection of facilities/grounds; educates students and faculty on crime, violence, and drug abuse.
Submits and updates data to meet state and federal requirements, such as enrollment statistics and performance ratings.
Responsible for recommending, purchasing, and implementing the use of computer-related products for instruction.
Instructional Media Services
Responsible for total media programs, including audiovisual, instructional television, and library services.
Oversees the purchase of video hardware and software.
Network System Administrators
Maintains the district’s networked system of computers, servers, printers, and other network technologies.
Designs and maintains the district’s website.
Administers federal funding programs, including Title I and Title V.
Title I (College- and Career-Ready)
Administers federal assistance programs for compensatory education for disadvantaged children.
Title II (Improving Teacher Quality)
Allocates Title II federal funds for programs designed to improve the quality of the teaching staff through staff development, training, and certification.
Title V (School Choice and Innovative Programs)
Administers federal school improvement programs, including the acquisition of educational materials, programs for at-risk students, and innovative improvement programs.
Bilingual/ELL (Language Acquisition)
Coordinates programs funded by ESEA Title III Language Acquisition grants and all programs supporting English Language Learners.
Administers programs to assist migrant children with overcoming cultural and language barriers and other challenges that place them at risk for completing their education.
Guidance and Testing
Coordinates the counseling activities with students and parents, including testing, college placement, and referral.
Responsible for overseeing academic testing that evaluates student academic progress or achievement.
Responsible for administering psychological tests, evaluating student behavior, and providing counseling.
Student Personnel Services
Oversees services provided for overall student welfare.
Substance Abuse Prevention
Responsible for administering comprehensive district-wide drug and alcohol abuse education programs.
Coordinates comprehensive AIDS education programs.
Coordinates programs which develop student character traits, including citizenship, honesty, respect for self and others, kindness, courage, and fairness.
Administers district-wide programs aimed at students who are at risk of dropping out of school.
Responsible for identifying and resolving social, emotional, and behavioral problems that interfere with academic performance.
Responsible for coordinating programs that actively involve parents in the education of their children.
Research and Development
Responsible for evaluating and developing curriculum.
Early Childhood Ed
Responsible for the Pre-K through Grade 3 curriculum.
Supervises activities designed to meet the unique needs of adults and youths beyond the age of compulsory attendance.
Coordinates the curriculum and instruction for academically gifted/talented students.
Before- and After-School
Responsible for programs that provide supervision and activities to children during the hours before and/or after the regular school day.
Oversees the summer school programs at all schools throughout the district.
Coordinates programs that provide assistance and guidance to new or less experienced teachers.
In-Service Training/Staff Development
Provides programs for professional development of instructional staff.
Responsible for the curriculum development of magnet schools, which are organized to provide enriched curricula for a diverse student population.
Responsible for development and supervision of programs ensuring culturally diverse curricula.
Response to Intervention (RtI)
Responsible for the implementation of RtI programs and services for all students within their district. Coordinators also identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust interventions based on student responsiveness.
Responsible for overseeing, promoting, assessing, and strengthening the district’s science, technology, engineering, and math (STEM) competencies for every K-12 student, allowing them to succeed in a knowledge-based workplace and community.
Curriculum – Core Subject
Oversees all areas of curriculum and instruction.
Supervises the English/language arts programs.
Responsible for reading curriculum and instruction programs.
Oversees the math curriculum and instruction.
Supervises the science curriculum and instruction programs.
Supervises the social studies curriculum and instruction.
Curriculum – Non-Core
Responsible for all art programs and courses.
Supervises the vocal and instrumental music curriculum.
Responsible for foreign/world languages programs.
Directs, supervises, and/or coordinates the religious curriculum instruction (Catholic dioceses only).
Coordinates the health, sex education, and physical education programs.
Responsible for coordinating the driver education programs within the school district.
Directs athletic programs for all sports.
Special and Remedial Education
Supervises programs for the mentally/physically challenged or children with learning differences.
Directs, supervises, and/or coordinates remedial reading curriculum and instruction.
Career & Technical Education
Career & Technical Ed
Responsible for career and technical education programs, planning, and administration (includes business education, industrial arts, consumer education, etc.).
Supervises career and technical education programs in trade and industry skills.
Supervises activities including home economics, family living, clothing and textiles, and consumer education.
Supervises all business education activities, such as keyboarding, shorthand, bookkeeping, clerical, etc.
Oversees programs designed to acquaint students with service and retail professions (may include on-the-job training and work-study programs).
Responsible for the program that combines academics with technical education in a program of study linking secondary with postsecondary education.
Oversees career education programs that acquaint students with the world of work and various career choices.
Adoption States/Open Territories
In adoption states, the textbook selections/adoption decisions are made at the state level, and districts must choose from a state-approved list in order to receive state funds for instructional materials purchases. In open territories, districts make their own selections/adoption decisions.
Indicates schools that offer adult education classes in addition to regular classes for any K-12 grades. Adult education, sometimes called Continuing Education or Adult Basic Education, is instruction for adults and youths beyond the age of compulsory school attendance.
Schools and districts with Advanced Placement (AP) programs offer accelerated courses which qualify for college credit.
Identifies teachers by their likelihood of preference to various advertising channels, including Internet, magazine, newspaper, TV, and radio.
Rank institutions by socioeconomic status. Data points ranging from specific variables to census data are incorporated into the formula. The indicator is available on schools, districts, public libraries, day cares, and colleges. The underlying algorithm for each entity is created specifically for that type of institution, using data variables and attributes specific to their institution types.
Alternative education offers a specialized curriculum designed to meet the needs of a particular group of students who are frequently at risk of dropping out of school and require a more structured environment.
Average Tuition (Day Care Centers)
The average monthly tuition for a day care center.
Before- and After-School Programs
This selection identifies schools and districts that provide before-/after-school supervision for children who are in kindergarten and elementary schools. Also, day care centers offering supervision of school-age children before and after regular school hours are identified.
Bilingual Education Funding
Targets districts by the amount of bilingual and ELL education funding they receive from federal (Title III) and state sources. The grants support English Language Acquisition programs in districts and the schools in those districts.
Blue Ribbon Schools
Identifies public and non-public schools that have been formally recognized as “excellent” learning institutions by the U.S. Department of Education.
Buyers at Schools/Colleges/Day Care Centers/Libraries
Targets educators by name identified as direct mail buyers by leading education direct marketers.
Purchasers of books for teacher training, professional development, or curriculum enhancement from school budgets or personal funds.
Classroom Materials Purchasers
Known buyers of supplies, supplemental materials, and other education-related materials.
Educators as Sales Agents
Educators who coordinate schoolwide programs, such as book clubs, or oversee purchases of juvenile periodicals used at home.
Educators who have responded to or purchased from more than one direct mail company.
Educators who have purchased within the past year and who are located in an institution with robust buying activity. It combines the higher DRI categories with the 12-month Recency of Purchase select.
Recency of Purchase
Verified teacher buyers who have purchased through the mail within the past 6 or 12 months.
Educators who have purchased computer software for curriculum use in the classroom.
Educators who have purchased videos, CD-ROMs, and other types of audiovisual products.
These public schools have been given certain freedoms from state and local requirements, regulations, and policies, allowing for more administrative independence. However, some are managed privately by Charter Management Organizations (CMOs). Charter schools may offer alternative types of curriculum and innovative approaches.
Charter Schools Managed by a CMO
Selects public charter schools that are managed by a CMO.
CMO by Enrollment
Selects Charter Management Organizations by the total enrollment of the schools managed.
Identifies CMOs by the number of schools managed.
Identifies CMOs by the number of states in which the CMO operates.
Select CMOs by Profit or Non-Profit status.
Classroom Subject Specialists
Many classroom teachers, especially in Grades 5-8, also specialize in a particular subject (such as reading, math, science, or social studies).
The percentage of twelfth-grade students within a district planning on attending two- or four-year colleges.
When selecting name records, the chosen job function accompanies the personal name on the output. This option overrides the job function and replaces it with a custom title line (up to 30 characters).
Day Care Funding
This selection identifies day cares according to the type of external funding they may receive. Options include federal and/or state funding sources.
Each name on the MDR database is linked to a specific job title. Since the ideal job title for your mailing may not exist in every school or district, MDR’s free defaulting system allows the next best title or name to be selected.
Direct Marketing Channel Preference
Indicates teachers by their preferred channel of direct marketing communications, including combinations of email, telemarketing, and direct mail.
Direct Response Index™ (DRI)
Targets institutions by their likelihood to purchase education products and services through direct mail. Choose from five categories—high to low.
Direct Response Index for Special Education
Targets public schools and districts by their likelihood to buy special education products and services through direct mail.
This selection identifies districts based on their outsourcing decisions for Custodial, Food, Information Technology (IT), and Transportation services. Districts can be selected by those that do outsource or those that do not outsource.
Email Response Index (ERI)
This select is similar in principle to the DRI (Direct Response Index) selects. ERI is an indicator that has been shown to be predictive of email response. ERI also factors in availability of funds and need indicators. Choose from five categories—high to low.
Enrollment Shift Indicator
Indicates the range of percentage change (increase or decrease) in school and district enrollments from the prior year.
Discounts used for telecommunications services, such as basic phone service, Internet access, or internal wiring.
Identifies the individual who submitted and authorized the required E-rate funding applications.
Identifies districts, dioceses, public and non-public schools, and public libraries that have applied for E-rate discounts.
Identifies districts and their schools by the number or percentage of English Language Learners being served in appropriate programs of language assistance.
Identify districts and schools teaching English language classes to students whose first language is not English.
Expenditures Per Student
Two types are available on districts and public schools.
All Instructional Materials (AIM) Expenditures
Represents the district’s spending for all supplies and materials used for instructional purposes; it is the total amount of expenditures for textbooks and other instructional materials.
Represents the total operating cost for the district, including teacher salaries, instruction, support service, and food service.
This is the fax number for a school or district. Use this option cautiously and within the guidelines of the FCC.
Identifies those teachers who are new to the profession.
Gifted and Talented
Identifies schools and districts that provide students with high-aptitude, accelerated academic opportunities.
Grade or Grade Range
Target a building by a specific grade level or range of grades.
Highest Degree Level
Identifies teachers who hold a bachelor’s, master’s, or doctorate degree.
Based on Census data and updated using modeling techniques, this is the median household income found in the neighborhood surrounding a district, school, day care center, college, or public library.
Identifies schools and districts that are part of the IB organization of schools that offer a challenging curriculum for students aged 3 through 19. The program aims to develop the intellectual, personal, emotional, and social skills to live, learn, and work in a rapidly globalizing world.
Library Media Centers
Identifies schools with a library media center.
New Evolution (NE) segmentation from Claritas, Inc., includes 14 lifestyle categories based on urbanicity, income, education level, housing type, and product purchases. Use to indicate the type of lifestyle found in the neighborhood surrounding a district, school, day care center, college, public library, or educators at home.
A public school offering enriched curricula to attract students from a broad cross section of the community. Magnet programs also exist in regular schools in special subject areas.
Market Power (MP) ranks buildings by a combination of enrollments and expenditures, targeting the smallest number of buildings with the largest percentage of spending.
Maximum Per Building
When using personal names, this function controls the number of pieces sent to each building.
Divides schools into four areas—Urban, Suburban, Rural, and Town—based on the NCES locale code.
The percentage of students in a public school belonging to a specific ethnic group: Asian, African-American, Native American, Hispanic, and Caucasian.
Name and Title Selection
This adds the assigned title or job function to a personal name record.
NCES Locale Codes
Code is assigned to public schools and districts based on population and population density within ZIP Codes. One of 12 codes is available.
NCLB and Waivers
NCLB identifies schools that are considered failing, in need of improvement, or eligible for supplemental education services.
Designations for schools in states granted NCLB waivers include Focus, Priority, and Reward schools. Focus and Priority Schools represent 15% of the most troubled schools with plans to improve learning and outcomes for all students, close achievement gaps, and increase the quality of instruction. Reward schools have made significant academic gains or have closed achievement gaps.
Identifies schools that have failed to meet state standards in reading and math. The districts to which these schools report have also been identified.
Failing Schools by Subject
This selection identifies schools by the subject (reading and/or math) in which the overall student population failed to achieve adequate yearly progress (AYP).
Failing Schools Enrollment Ratio
Indicates the percentage of students in a district who are enrolled in Failing Schools. The ratio was calculated by adding Failing Schools enrollments and dividing by the total district enrollment.
Ten percent of Title I schools with the largest within-school gaps between the highest- and the lowest-achieving subgroups or, at the high school level, has the largest within-school gaps in the graduation rate. Any non-Title I school that would otherwise meet the same criteria will also be designated as a Focus School.
Number and Percentage of Failing Schools in a District
The total number or percentage of schools in a district that have failed to make adequate yearly progress in the past year.
Number and Percentage of Focus Schools in a District
The total number or percentage of schools in a district that have been classified as Focus Schools according to their states’ NCLB waiver application.
Number and Percentage of Reward Schools in a District
The total number or percentage of schools in a district that have been classified as Reward Schools according to their states’ NCLB waiver application.
Number and Percentage of School Improvement Schools in a District
The total number or percentage of schools in a district that have failed to make adequate yearly progress for two consecutive years and whose students are eligible to choose to attend another school in the district.
Number and Percentage of SES-Eligible Schools in a District
The total number or percentage of schools in a district that have failed to make adequate yearly progress for three consecutive years and whose students are eligible for Supplemental Educational Services.
Among the lowest 5% of Title I schools in the state based on the proficiency and lack of progress of the “all students” group or for Title I participating or eligible high schools with graduation rates less than 60% over a number of years. Tier I or Tier II SIG schools implementing a school intervention model also are considered Priority Schools. Any non-Title I school that would otherwise meet the same criteria will also be designated as a Priority School.
Reward school status is based on high proficiency levels or high levels of growth, including progress toward closing achievement gaps.
Schools that have been identified by their state departments of education as failing to make adequate yearly progress for two or more consecutive years.
Supplemental Educational Services (SES)
This is a list of schools and the districts to which they report that have failed to make adequate yearly progress for three consecutive years and are eligible for Supplemental Educational Services, according to No Child Left Behind (NCLB).
These are schools that have opened within the past year.
Names added to MDR’s database during the current school year.
Number of Teachers
The number of full-time equivalent teachers in a public school or district. This may be less than the total number of teachers employed and does not include administrators, library/media specialists, and guidance staff.
The percentage of children in the district from families below the poverty line based upon school district data files from the U.S. Census Bureau.
This selection combines MDR’s exclusive DRI with the recency of purchase selection to identify ready-to-buy educators in the most responsive schools.
Presence of Job
This allows for the selection of buildings based on the fact that a person holding the selected job function actually exists in those buildings. The option of targeting different individuals by name within those buildings is available.
Programs Offered (Day Care Centers)
Select day cares by the programs they offer at the center, such as preschool and kindergarten.
Race to the Top (RTTT) – Districts
Race to the Top is a competitive program to help states drive significant improvement in student achievement by focusing on increasing teacher effectiveness, establishing data systems to track progress and foster continuous improvement, progressing toward rigorous college- and career-ready standards and quality assessments, and supporting targeted and effective interventions to turn around schools identified for corrective action and restructuring. Identifies districts that have been awarded the RTTT grant.
Identifies institutions located within concentric circles from a given geographic location.
Random (Nth) Select
This generates a random sort of your lists for testing purposes.
School Break Dates
Identifies public districts and schools based on dates they are closed for mid-winter and spring break vacations. Any range of dates can be used to select institutions by their mid-winter or spring break start and end dates. The majority of institutions are closed for a one-week span—Monday through Friday.
School Improvement Grant
This selection indicates schools and the districts they report to that have received the School Improvement Grant (SIG). School Improvement Grants are used to improve student achievement in Title I schools identified for improvement, corrective action, or restructuring so as to enable those schools to make adequate yearly progress (AYP) and exit improvement status.
Names of teachers who are in their second year of teaching.
Social Media Behaviors
Provides insight into teachers’ likelihood of engaging in a variety of social media activities, including posting and responding to texts and posting photos and videos. High, medium, and low levels of engagement are identified.
Provides insight into teachers’ likelihood of engagement on popular social media sites, including Facebook, LinkedIn, Twitter, and YouTube. This selection also identifies individuals’ likelihood to use a mobile device when engaging with social media sites. High, medium, and low levels of engagement are identified.
Provides insight into teachers’ likelihood of influencing or being influenced by likes on social networking sites. High, medium, and low levels of social influence are identified.
Special Education Enrollment
Selects districts and their schools by the number or percentage of students having a written Individualized Education Plan (IEP), indicating their participation in a Special Education program.
Special Education Funding
Targets districts by the amount of Special Education funding they receive from federal and state sources. The grants support programs for special needs students in districts and the schools in those districts.
Student Need Indicator
The percentage of a public school’s enrollment which qualifies for the free and reduced-price lunch program. Qualification is based on family size and income criteria. The lower the percentage, the better the economic situation in the home of students attending that school.
The total number of students per teacher.
Teachers New to Their Jobs
Identifies by-grade teachers (Pre-K through Grade 12) who are new to their jobs in the current school year. The majority change the grade they teach (i.e., a fifth-grade teacher who taught third grade last year), while others may add or drop a grade or subject assignment.
Used as a projection screen for an attached computer and may also function as a “touchscreen.”
Targets districts and their schools by the dollar amount the district invests in technology. Choose from four distinct categories: Total Budget, Hardware Budget, Software Budget, and Tech-Training Budget. Whole dollars and per-pupil dollar selections are available for each category.
These individuals are the “hidden” technology experts in their schools. They hold administrative or teaching positions and are looked to by their peers for advice and assistance in technology-related matters. No duplication exists between these individuals and school-level technology coordinators.
Test score selections are based on the percentage range of students at or above state proficiency goals for Grades 3 through 8 in reading, math, writing, and science on state standardized tests.
Title I Allocation
Identifies public districts and their schools by the amount of Title I funding the district receives. This federal program is also referred to as College- and Career-Ready. The funds are primarily spent on teacher salaries, technology products, and reading materials for economically disadvantaged children.
The total dollars allocated to a district.
Identifies the districts and their schools that received a significant increase in their Title I total dollar allocation as compared with the prior school year.
Per Student Allocation
The total district allocation divided by the district enrollment.
Identifies districts and their schools by the percentage increase over their prior year Title I dollar allocation.
Title I Enrollment
The total number of students who are eligible for the free and reduced-price lunch program.
Title I Schoolwide Program
Identifies schools that are allowed to merge local funds, Title I, and other federal monies to upgrade the school’s entire education program.
Title II Professional Development
Targets districts and public schools by the amount of Title II funding the district receives. Funds are primarily spent on professional development and recruiting highly qualified teachers. Also referred to as the Improving Teacher Quality Grant.
TV Viewing Area Selections
DMA (AC Nielson’s Designated Market Area) represents a county-based system measuring television viewing patterns.
This verifies that a person with the selected job actually exists in the building. Title addressing is available up to 30 characters. The option exists to take one title per building, any set quantity, or all occurrences of the job function that exist.
Years at a School
This identifies the number of years a teacher, or other educator, has been at their school. Reach teachers by the minimum known level of teaching experience.
Years of Experience
Identifies teachers by the exact number of years they have been in the profession.
An extension to the traditional 5-digit ZIP Code, automatically included on all orders.