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.

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 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 National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are special-purpose governments and administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the 2020-2021 CCD collection. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, see: https://nces.ed.gov/ccd/files.asp.Notes: -1 or M Indicates that the data are missing. -2 or N Indicates that the data are not applicable. -9 Indicates that the data do not meet NCES data quality standards. All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The ACS-ED Maps tool identifies conditions of school-age children in school districts based on data from the U.S. Census Bureau’s American Community Survey Education Tabulation (ACS-ED) 2013-17.

The School District Data Book (SDDB) is an education database and information system. It contains an extensive set of data on children, their households, and the nation's school systems. Under the sponsorship of the National Center for Education Statistics, the Bureau of the Census has produced special tabulation files using the basic record files of the 1990 Census of Population and Housing by school district. These tabulation files contain aggregated data describing attributes of children and households in school districts. Data are organized by seven types of tabulation records: (1) characteristics of all households, (2) characteristics of all persons, (3) characteristics of households with children, (4) characteristics of parents living with children, (5) children's household characteristics, (6) children's parents' characteristics, and (7) children's own characteristics.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from State officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to States and school districts. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2020-2021 school year, i.e., in operation as of January 1, 2021.

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

This map shows schools, school districts, and population density throughout the US. Click on the map to learn more about the school districts and schools within an area. A few things you can learn within this map:How many public/private schools fall within the district?What type of population density lives within this district? Socioeconomic factors about the Census Tracts which fall within the district:School enrollment of under 19 by grade Children living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of the population within the districtFor more information about the data sources:Socioeconomic factors:The American Community Survey (ACS) helps us understand the population in the US. This app uses the 5-year estimates, and the data is updated annually when the U.S. Census Bureau releases the newest estimates. For detailed metadata, visit the links in the bullet points above. Current School Districts layer:The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Private Schools layer:This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.Public Schools layer:This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.WorldPop Populated Foorprint layer:This layer represents an estimate of the footprint of human settlement in 2020. It is intended as a fast-drawing cartographic layer to augment base maps and to focus a map reader's attention on the location of human population. This layer is not intended for analysis.This layer was derived from the 2020 slice of the WorldPop Population Density 2000-2020 100m and 1km layers. WorldPop modeled this population footprint based on imagery datasets and population data from national statistical organizations and the United Nations. Zooming in to very large scales will often show discrepancies between reality and this or any model. Like all data sources imagery and population counts are subject to many types of error, thus this gridded footprint contains errors of omission and commission. The imagery base maps available in ArcGIS Online were not used in WorldPop's model. Imagery only informs the model of characteristics that indicate a potential for settlement, and cannot intrinsically indicate whether any or how many people live in a building.

Key Table Information.Table Title.Revenue of Public Elementary-Secondary School Systems in the United States: Fiscal Year 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS12.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Fall enrollmentTotal revenueTotal revenue from federal sourcesRevenue from federal sources - Distributed through the state - Title IRevenue from federal sources - Distributed through the state - Special EducationRevenue from federal sources - Distributed through the state - Child nutritionRevenue from federal sources - Distributed through the state - Other and nonspecifiedTotal revenue from state sourcesRevenue from state sources - General formula assistanceRevenue from state sources - Special educationRevenue from state sources - Transportation programsRevenue from state sources - Other and nonspecified state aidTotal revenue from local sourcesRevenue from local sources - Total taxesRevenue from local sources - Property taxesRevenue from local sources - Parent government contributionsRevenue from local sources - Revenue from cities and countiesRevenue from local sources - Revenue from other school systemsRevenue from local sources - Current chargesRevenue from local sources - Other local revenueDefinit...

The 2022 cartographic boundary shapefiles are simplified representations of selected geographic areas from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). These boundary files are specifically designed for small-scale thematic mapping. When possible, generalization is performed with the intent to maintain the hierarchical relationships among geographies and to maintain the alignment of geographies within a file set for a given year. Geographic areas may not align with the same areas from another year. Some geographies are available as nation-based files while others are available only as state-based files. School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from state officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. The cartographic boundary files include separate files for elementary, secondary and unified school districts. The generalized school district boundaries in this file are based on those in effect for the 2021-2022 school year, i.e., in operation as of January 1, 2022.

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.

Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

This web map provides and in-depth look at school districts within the United States. Clicking on a school district in the map will reveal different statistics about each district in the pop-up. The statistics presented in this map are approximations based on summarizing American Community Survey(ACS) data using tract centroids. They may differ from published statistics by school districts found on data.census.gov. A few things you will learn from this map:How many public and private schools fall within a district?Socioeconomic factors about the Census Tracts which fall within the district:School enrollment for grades Kindergarten through 12thDisconnected children in the districtChildren living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of population under the age of 19 in the districtFor more information about the data sources:This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases estimates, so values in the map always reflect the newest data available.Current School Districts Layer:The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Public Schools Layer:This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.Private Schools Layer:This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.Web Map originally owned by Summers Cleary

Key Table Information.Table Title.Percentage Distribution of Public Elementary-Secondary School System Revenue by Source: U.S. and State: 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS03.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Total percentage distribution of revenuePercentage distribution of revenue - Revenue from federal sources - Total Percentage distribution of revenue - Revenue from federal sources - Title IPercentage distribution of revenue - Revenue from state sources - TotalPercentage distribution of revenue - Revenue from state sources - General formula assistancePercentage distribution of revenue - Revenue from local sources - TotalPercentage distribution of revenue - Revenue from local sources - Taxes and parent government contributionsPercentage distribution of revenue - Revenue from local sources - Other local governmentsPercentage distribution of revenue - Revenue from local sources - Current chargesDefinitions can be found by clicking on the column header in the table or by accessing the Glossary.For detailed information, see Government Finance and Employment Classification Manual..Unit(s) of Observation.The basic reporting unit is the governmental unit, defined as an organized entity which in a...

Graph and download economic data for Consumer Unit Characteristics: Percent Never Attended School and Other by Region: Residence in the Midwest Census Region (CXU980320LB1103M) from 1984 to 2009 about schools, Midwest Census Region, consumer unit, education, residents, percent, and USA.

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

Secondary School Districts; January 1, 2018 vintage

© Source: U.S. Census Bureau