The Farm to School Census measures USDA's progress toward improving access to local foods in schools. The web-based interface allows users to run customized searches using data from the Farm to School Census. From a total of 18,104 public, private, and charter school districts in the target list frame, 12,585 schools and school districts completed usable responses for a response rate of 70%. Visualizations display national and state level data, and explanatory notes for each portion of the survey questionnaire are provided. Users can focus their search by location/state/school district/zip code, participation level, local food purchased category (fruit, vegetables, fluid milk, other dairy, meat/poultry, eggs, seafood, plant-based protein, grains/flour, baked goods, herbs), and sources (purchased directly or through intermediary). Resources in this dataset:Resource Title: Census Data Explorer | USDA-FNS Farm to School Census. File Name: Web Page, url: https://farmtoschoolcensus.fns.usda.gov/census-results/census-data-explorer This searchable database allows users to run customized searches using data from the Farm to School Census.

The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) formally established a Farm to School Program within USDA to improve access to local foods in schools. In order to establish realistic goals with regard to increasing the availability of local foods in schools, in 2013, USDA conducted the first nationwide Farm to School Census (the Census). In 2015, USDA conducted a second Farm to School Census to measure progress towards reaching this goal.

Note: This version supersedes version 1: https://doi.org/10.15482/USDA.ADC/1522654. In Fall of 2019 the USDA Food and Nutrition Service (FNS) conducted the third Farm to School Census. The 2019 Census was sent via email to 18,832 school food authorities (SFAs) including all public, private, and charter SFAs, as well as residential care institutions, participating in the National School Lunch Program. The questionnaire collected data on local food purchasing, edible school gardens, other farm to school activities and policies, and evidence of economic and nutritional impacts of participating in farm to school activities. A total of 12,634 SFAs completed usable responses to the 2019 Census. Version 2 adds the weight variable, “nrweight”, which is the Non-response weight. Processing methods and equipment used The 2019 Census was administered solely via the web. The study team cleaned the raw data to ensure the data were as correct, complete, and consistent as possible. This process involved examining the data for logical errors, contacting SFAs and consulting official records to update some implausible values, and setting the remaining implausible values to missing. The study team linked the 2019 Census data to information from the National Center of Education Statistics (NCES) Common Core of Data (CCD). Records from the CCD were used to construct a measure of urbanicity, which classifies the area in which schools are located. Study date(s) and duration Data collection occurred from September 9 to December 31, 2019. Questions asked about activities prior to, during and after SY 2018-19. The 2019 Census asked SFAs whether they currently participated in, had ever participated in or planned to participate in any of 30 farm to school activities. An SFA that participated in any of the defined activities in the 2018-19 school year received further questions. Study spatial scale (size of replicates and spatial scale of study area) Respondents to the survey included SFAs from all 50 States as well as American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, the U.S. Virgin Islands, and Washington, DC. Level of true replication Unknown Sampling precision (within-replicate sampling or pseudoreplication) No sampling was involved in the collection of this data. Level of subsampling (number and repeat or within-replicate sampling) No sampling was involved in the collection of this data. Study design (before–after, control–impacts, time series, before–after-control–impacts) None – Non-experimental Description of any data manipulation, modeling, or statistical analysis undertaken Each entry in the dataset contains SFA-level responses to the Census questionnaire for SFAs that responded. This file includes information from only SFAs that clicked “Submit” on the questionnaire. (The dataset used to create the 2019 Farm to School Census Report includes additional SFAs that answered enough questions for their response to be considered usable.) In addition, the file contains constructed variables used for analytic purposes. The file does not include weights created to produce national estimates for the 2019 Farm to School Census Report. The dataset identified SFAs, but to protect individual privacy the file does not include any information for the individual who completed the questionnaire. Description of any gaps in the data or other limiting factors See the full 2019 Farm to School Census Report [https://www.fns.usda.gov/cfs/farm-school-census-and-comprehensive-review] for a detailed explanation of the study’s limitations. Outcome measurement methods and equipment used None Resources in this dataset:Resource Title: 2019 Farm to School Codebook with Weights. File Name: Codebook_Update_02SEP21.xlsxResource Description: 2019 Farm to School Codebook with WeightsResource Title: 2019 Farm to School Data with Weights CSV. File Name: census2019_public_use_with_weight.csvResource Description: 2019 Farm to School Data with Weights CSVResource Title: 2019 Farm to School Data with Weights SAS R Stata and SPSS Datasets. File Name: Farm_to_School_Data_AgDataCommons_SAS_SPSS_R_STATA_with_weight.zipResource Description: 2019 Farm to School Data with Weights SAS R Stata and SPSS Datasets

In accordance with the provisions of section 22.1-281 through 286, Code of Virginia, March 1 through July 15, 1999 was designated as the period during which the 1999 school census was conducted and completed. The report presents the 1999 summary count of all people ages 5-19, residing in their respective counties, cities, and towns to the Department of Education. Also listed is the December 1, 1998 special education child of persons ages 2,3,4,20 and 21. The 1999 census count and the special education count are combined to provide the student count for the sales tax distribution.

School enrolment data for all schools in the ACT. The number of enrolments in each school is reported in February and August each year. Non-Government school enrolments are only reported in February.

Abstract

In an effort to make adequate and reliable data and information available for scientific policy formulation, planning and implementation of various programs and projects in education in Ghana, the Ministry of Education (MoE) launched the Education Management Information System (EMIS) Project in January, 1997 with technical support during the first and second Phases from the Harvard University and funds from the World Bank and the Government of Ghana. As an integral part of the Free, Compulsory and Universal Basic Education (FCUBE) Program, the EMIS Project was planned to build on the already existing EMIS established in 1988 in the Ministry as part of the Education Reforms. Currently, technical support is being given by UNESCO Institute for Statistics (UIS). Through the EMIS, a strong database has been established within the Ministry of Education. Twenty four basic school censuses have so far been conducted since 1988 and the reports on them are available in the Ministry. This is the Twelfth senior high school census in recent times. This report is presented to provide and upgrade basic data and planning parameters on enrolment, teaching staff, school facilities and examination results. This year's information on Senior High Schools has been produced at national and regional levels. The survey is presented in four sections as follows.

• Section One gives a brief introduction of the report highlighting briefly the EMIS Project.
• Section Two gives a brief summary of the analysis of the data. An attempt has been made in the analysis to compare the previous census (2011-2012) results with those of the current census. An effort has also been made to analyze the data by type of education, region and gender.
• Section Three gives a summary of tables, charts and maps for basic Schools. The arrangement of tables followed immediately by maps and charts has been used to facilitate visualization of the concepts being presented. Section Four provides detailed statistics at the national and regional levels by type of education.

Geographic coverage

National level Region District

Analysis unit

Questionnaire administered to all basic schools in Ghana to collect data on type of school (Public or Private), Location, locality type (Rural or Urban), details of teachers, textbooks, enrolment, facilities, rooms condition etc.

Universe

Basic schools level

Kind of data

Census/enumeration data [cen]

Sampling procedure

14,800 Basic Schools were selected for the census of Ghana Annual Schools

Mode of data collection

Other [oth]

Research instrument

The questionnaire consists of the following;

1. School identification
2. School profile and organization
3. School infrastructure
4. School management
5. School building
6. Characteristics of school's materials and equipment
7. Pupils and teacher textbooks
8. Non-teaching staff information
9. Enrolment by grade, by sex and by age
10. Pupil attendance and movement
11. Teacher profiles
12. Teacher periods and subjects taught
13. Pupil and teacher information
14. Staff movement
15. Income and expenditures of the school in 2012-2013

Cleaning operations

1. Question to question vetting by CS and stats officers.
2. In built consistency checks in applications.
3. Checks from programmers.

Response rate

100% coverage for public schools 85% coverage for private schools

Sampling error estimates

No sampling error

Data appraisal

No other forms of appraisal reported.

Description of the experiment setting: location, influential climatic conditions, controlled conditions (e.g. temperature, light cycle)In Fall of 2023 the USDA Food and Nutrition Service (FNS) conducted the fourth Farm to School Census. The 2023 Census was sent via email to 18,833 school food authorities (SFAs) including all public, private, and charter SFAs, as well as residential care institutions, participating in the National School Lunch Program. The questionnaire collected data on local food purchasing, edible school gardens, other farm to school activities and policies, and outcomes and challenges of participating in farm to school activities. A total of 12,559 SFAs submitted a response to the 2023 Census.Processing methods and equipment usedThe 2023 Census was administered solely via the web. The study team cleaned the raw data to ensure the data were as correct, complete, and consistent as possible. This process involved examining the data for logical errors and removing implausible values. The study team linked the 2023 Census data to information from the National Center of Education Statistics (NCES) Common Core of Data (CCD). Records from the CCD were used to construct a measure of urbanicity, which classifies the area in which schools are located.Study date(s) and durationData collection occurred from October 2, 2023 to January 7, 2024. Questions asked about activities prior to, during and after SY 2022-23. The 2023 Census asked SFAs whether they currently participated in, had ever participated in or planned to participate in any of 32 farm to school activities. Based on those answers, SFAs received a defined set of further questions.Study spatial scale (size of replicates and spatial scale of study area)Respondents to the survey included SFAs from all 50 States as well as American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, the U.S. Virgin Islands, and Washington, DC.Level of true replicationUnknownSampling precision (within-replicate sampling or pseudoreplication)No sampling was involved in the collection of this data.Level of subsampling (number and repeat or within-replicate sampling)No sampling was involved in the collection of this data.Study design (before–after, control–impacts, time series, before–after-control–impacts)None – Non-experimentalDescription of any data manipulation, modeling, or statistical analysis undertakenEach entry in the dataset contains SFA-level responses to the Census questionnaire for SFAs that responded. This file includes information from only SFAs that clicked “Submit” on the questionnaire. (The dataset used to create the 2023 Farm to School Census Report includes additional SFAs that answered enough questions for their response to be considered usable.)In addition, the file contains constructed variables used for analytic purposes. The file does not include weights created to produce national estimates for the 2023 Farm to School Census Report.The dataset identified SFAs, but to protect individual privacy the file does not include any information for the individual who completed the questionnaire. All responses to open-ended questions (i.e., containing user-supplied text) were also removed to protect privacy.Description of any gaps in the data or other limiting factorsSee the full 2023 Farm to School Census Report [https://www.fns.usda.gov/research/f2s/2023-census] for a detailed explanation of the study’s limitations.Outcome measurement methods and equipment usedNone

The 1970 Census School District Data Tape (SDDT) User's Guide was designed to complement the 1970 Census User's Guide prepared by the United States Census Bureau. The School District Data Tape (SDDT) created by the National Center for Education Statistics is a recompilation of the 1970 Census Fourth Count Population data, providing data tables for each school district in the country with 300 or more students. The preparation of the School District Data Tape required three major steps: (1) overlaying school district boundaries on census maps, (2) creating a geo-reference tape indicating the percent of each census area falling within each school district, and (3) merging the geo-reference tape with the 1970 Census Fourth Count Population Files A (Traced Areas) and B (Minor Civil Divisions). Some of the major uses of the School District Data Tape include: allocation of federal funds, desegregation planning, bilingual and minority special education planning, preschool and child care planning, facility planning, redistricting, urban-suburban-rural analyses, mobility analysis, social and economic inequality among school districts, and school children profiles. In addition to these uses, most state education agencies will find data by school district of value in allocating federal and state aid to school districts and in the evaluation of the inequality of property taxes as a basis for financing elementary and secondary education. The School District Data Tape matches, as closely as possible, the format of the Fourth Count (Population) Summary tapes supplied by the Census Bureau.

School Census information - pre primary schools

This dataset contains poverty estimates at school district level for population of 5 to 17 years old based on US Census Bureau program, Small Area Income and Poverty Estimates (SAIPE). The information regarding counties and states where these schools are located is also available in the dataset.

Dataset contains information on Tempeans receiving post-secondary education, licenses, certificates. Data supports City's Achieve65Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030.This page provides data for the Post-Secondary School Achievement Rate performance measure. Information on Tempe resident post-secondary attainment including 2-year degrees, 4-year degrees, and graduate degrees. Data supports City's Achieve65 Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030. Data shows breakdown of post-secondary attainment by degree, by gender, for individuals 25 years and older.The performance measure dashboard is available at 3.09 Post-Secondary Achievement Rate.Additional InformationSource: US Census 1-year ACSContact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govData Source Type: ExcelPreparation Method: Numbers retrieved from US Census and entered into a detailed spreadsheet.Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

The underlying data provides breakdowns at school level. It supports published statistics between 2002 and 2009. Statistics published before 2010 are available on the UK Government Web Archive. Note: the search function is not available on archived content so please use the filters on the left of each page.

The annual school census data return is mandatory for schools to complete.

This data file contains school district-level data from the following two sources: (1) the National Institute of Education (NIE) Special Tabulations of 1970 Census data, retabulated to 1973-1974 school district boundaries, and (2) the 1970 Census of Population and Housing Fifth Count data. The data in this collection were extracted from the 1976-1977 Merged Federal File produced by AUI Policy Research. Since some districts on the 1976-1977 Merged Federal File had consolidated by 1978-1979, NIE Special Tabulations data for these districts were combined. The Census data file was created in three steps. First, a skeleton file was created, containing one record for each school district on the 1978-1979 Merged Federal File. Each record on the skeleton file contained those data items in the School District Identification segment on the Merged Federal File. Second, the NIE Special Tabulations data were merged by the Office of Education (OE) state code and Local Education Agency (LEA) code to the skeleton file. Finally, Census Fifth Count records were merged by OE state code and LEA code to the skeleton file.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary and secondary schools included in the NCES Common Core of Data (CCD). The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. CCD school and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations and administrative attributes in this data layer represent the most current CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. For more information about these CCD attributes, as well as additional attributes not included, see: https://nces.ed.gov/ccd/files.asp.

The Farm to School Census is a dataset created by the USDA Food and Nutrition Service (FNS) to track farm-to-school initiatives nationwide. Launched in 2013 under the Healthy, Hunger-Free Kids Act of 2010, it surveys school food authorities (SFAs)—entities managing school meal programs—to assess their participation in farm-to-school activities. The dataset includes responses from over 11,800 SFAs across all 50 states and U.S. territories, detailing local food purchasing practices, types of activities (e.g., school gardens, farm partnerships, direct purchases), and challenges/opportunities faced. Its primary purpose is to monitor program growth, inform policy, and support efforts to increase local food access in schools. Key features include its comprehensive geographic coverage, quadrennial updates (with datasets available from 2013, 2015, 2019, and 2023), and interactive tools for exploring trends in local food procurement and program participation. Unique aspects include its role as the sole national data source on farm-to-school efforts and the availability of downloadable data for analysis. The census serves researchers, policymakers, and stakeholders aiming to strengthen school food systems and local agriculture economies.

Abstract

The Ministry of Education has conducted an uninterrupted series of annual private school census for well over four decades. The main objective of the census is to collect following information - Information about the schools - Students - Teachers

Geographic coverage

National Coverage - Private Schools

Analysis unit

School Student Teacher

Universe

All Private Schools

Kind of data

Census/enumeration data [cen]

Mode of data collection

Mail Questionnaire [mail]

Research instrument

The schedule of the Private School Census - 2005 includes following parts:

Part 1 : Identification Information
Part 2 : Students in school by 1st June 2005
Part 3 : Students by birth year
Part 4A : Disabled students
Part 4B : Disabled students by birth year
Part 5 : Students by grade according to the subjects study ( Religion, Technical subjects and Easthetic )

 Deatils of Teachers

Cleaning operations

Manual data editing and coding is done by the statistical unit of the Ministry of Education.

Abstract

The Ministry of Education has conducted an uninterrupted series of annual school census for wel over four decades. The main objective of the census is to collect following information - Information about the school - Students - Teachers - Non-academic staff - Physical facilities

Geographic coverage

National Coverage - Government Schools

Analysis unit

School Student Teacher

Universe

All Government Schools

Kind of data

Census/enumeration data [cen]

Mode of data collection

Mail Questionnaire [mail]

Cleaning operations

Manual data editing and coding is done by the zonal offices.

School Census information - pre primary schools