Across the nation, uncertified teachers represent a very small percentage of the teaching workforce in public elementary and secondary schools. However, research has shown that student access to certified teachers varies across districts within states, across schools within districts, or across classrooms within schools and that teachers who are not fully certified are sometimes disproportionately assigned to teach students with greater needs. In order to better understand this issue, Congress directed the Department to provide information on the extent to which certain students are taught by teachers who are not fully certified, including students with disabilities, English learners (ELs), students in rural areas, students from low-income families, and students of color. Because national data on the extent to which individual students' teachers are fully certified (and the characteristics of those students) are not currently available in comparable specifications or across all states, this report uses school-level data from the Civil Rights Data Collection (CRDC) and the National Center for Education Statistics (NCES) Common Core of Data (CCD) to examine the extent to which "schools with high proportions of certain types of students" and "schools located in rural and urban areas" have teachers who are not fully certified; in addition, this report examines the proportion of students in certain subgroups who attend schools with varying percentages of teachers who are not fully certified. More specifically, the report uses CRDC data for the 2013-14 school year on the numbers of teachers overall and the numbers of teachers who are not certified, total student enrollment, student enrollment by race/ethnicity, and enrollment of ELs and students with disabilities, combined with CCD data for the same year on numbers of students eligible for free or reduced-price lunch and enrollment in rural and urban schools. [For the related brief, see ED612676.]