The primary purpose of the CCD is to provide basic information on public elementary and secondary schools, local education agencies (LEAs), and state education agencies (SEAs) for each state, the District of Columbia, and the outlying territories with a U.S. relationship.

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.

Abstract (en): The primary purpose of the State Nonfiscal Survey is to provide basic information on public elementary and secondary school students and staff for each of the 50 states, the District of Columbia, and outlying territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands). The database provides the following information on students and staff: general information (name, address, and telephone number of the state education agency), staffing information (number of FTEs on the instructional staff, guidance counselor staff, library staff, support staff, and administrative staff), and student information (membership counts by grade, counts of high school completers, counts of high school completers by racial/ethnic breakouts, and breakouts for dropouts by grade, sex, race). ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. All public elementary and secondary education agencies in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside of the United States. 2006-01-18 File DOC2450.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2006-01-18 File CB2450.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads. (1) Part 2, Imputed Data, is a different version of the data in Part 1, Reported Data. The National Center for Education Statistics (NCES) imputed and adjusted some reported values in order to create a data file (Part 2) that more accurately reflects student and staff counts and improves comparability between states. Imputations are defined as cases where the missing value is not reported at all, indicating that subtotals for the category are under-reported. An imputation by NCES assigns a value to the missing item, and the subtotals containing this item increase by the amount of the imputation. Imputations and adjustments were performed on the 50 states and Washington, DC, only. Since all states and Washington, DC, reported data in this survey, these imputations and adjustments were implemented to correct for item nonresponse only. This process consisted of several stages and steps, and varied as to the nature of the missing data. No adjustments or imputations were made to high school graduates or other high school completer categories, nor were any adjustments or imputations performed on the race/ethnicity data. (2) The Instruction Manual that is included with this data collection also applies to COMMON CORE OF DATA: PUBLIC EDUCATION AGENCY UNIVERSE, 1995-1996 (ICPSR 2468) and COMMON CORE OF DATA: PUBLIC SCHOOL UNIVERSE, 1995-1996 (ICPSR 2470). (3) The codebook, data collection instrument, and instruction manual are provided as two Portable Document Format (PDF) files. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using the Adobe Acrobat Reader (version 3.0 or later). Information on how to obtain a copy of the Acrobat Reader is provided through the ICPSR Website on the Internet.

NCES relies on information about school location to construct school-based surveys, support program administration, identify associations with other types of geographic entities, and to help investigate the social and spatial context of education. EDGE creates and assigns address geocodes (estimated latitude/latitude values) and other geographic indicators to public schools, public local education agencies, private schools, and postsecondary schools. The geographic data are provided for download as shapefiles and are also directly accessible as GIS web services.Geocodes for public schools are based on data reported in the NCES Common Core of Data (CCD), an annual collection of administrative data about enrollment, staffing, and program participation for schools, local education agencies (LEAs), and state education agencies (SEAs). SEAs report these data to the United States Department of Education in a series of file submissions throughout the year. Additional information about the CCD collection and data resources for public schools are available at https://nces.ed.gov/ccd/ccddata.asp.

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, secondary, and unified school district offices 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. The CCD program also provides fiscal data about school district revenues and expenditures. CCD school and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The NCES EDGE program collaborates with the U.S. Census Bureau's Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools reported in the annual CCD directory file. The point locations in this data layer were developed from the 2018-2019 CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.

United States Department of Transportation Public Data Listing. The file is formatted to comply with project open data common core metadata requirements (http://project-open-data.github.io/schema/) and conforms to schema version 1.1

The bulk download facility provides the entire contents of each major API data set in a single ZIP file. A small JSON formatted manifest file lists the bulk files and the update date of each file. The manifest is generally updated daily and can be downloaded from http://api.eia.gov/bulk/manifest.txt. The manifest contains information about the bulk files, including all required common core attributes.

IDEA Section 618 Data Products: Data Displays Part B 2022 IDEA Part B Data Displays present annual data related to children with disabilities based on data from various sources including IDEA Section 618 data, IDEA Annual Performance Report data, NAEP data, Census data, Common Core Data, and Consolidated State Performance Report data. The data displays are used to provide a clear, quick and accurate snapshot of each State’s/ entity’s education data regarding children served under the IDEA. To download individual state Data Displays, select the Resources tab above.

In the legal sense, the Water Act of January 1992 defines wetlands as “land, whether or not exploited, usually flooded or engrown with fresh water, salted or brackish permanently or temporarily; vegetation, where it exists, is dominated by hygrophilic plants for at least part of the year”. They are also mentioned in articles 127 and 128 of Law 2005-157 on the development of rural territories (including the addition of an article L. 211-1-1 to the Environmental Code).In practice, their determination (also called “cartography” in terms of rendering) is carried out locally at the level of the basin, the region, or even the department under the supervision of the Agency, the DREAL or a departmental authority... Their suppliers and descriptions may therefore be diverse.Not included here are the so-called Ramsar areas.The Sandstone has established a dictionary “Wetland Inventory” listing the elements of a common core of their description, allowing information exchange and data sharing.

In the legal sense, the Water Act of January 1992 defines wetlands as “land, whether or not exploited, usually flooded or engrown with fresh water, salted or brackish permanently or temporarily; vegetation, where it exists, is dominated by hygrophilic plants for at least part of the year”. They are also mentioned in articles 127 and 128 of Law 2005-157 on the development of rural territories (including the addition of an article L. 211-1-1 to the Environmental Code).In practice, their determination (also called “cartography” in terms of rendering) is carried out locally at the level of the basin, the region, or even the department under the supervision of the Agency, the DREAL or a departmental authority... Their suppliers and descriptions may therefore be diverse.Not included here are the so-called Ramsar areas.The Sandstone has established a dictionary “Wetland Inventory” listing the elements of a common core of their description, allowing information exchange and data sharing.

In the legal sense, the Water Act of January 1992 defines wetlands as “land, whether or not exploited, usually flooded or engrown with fresh water, salted or brackish permanently or temporarily; vegetation, where it exists, is dominated by hygrophilic plants for at least part of the year”. They are also mentioned in articles 127 and 128 of Law 2005-157 on the development of rural territories (including the addition of an article L. 211-1-1 to the Environmental Code).In practice, their determination (also called “cartography” in terms of rendering) is carried out locally at the level of the basin, the region, or even the department under the supervision of the Agency, the DREAL or a departmental authority... Their suppliers and descriptions may therefore be diverse.Not included here are the so-called Ramsar areas.The Sandstone has established a dictionary “Wetland Inventory” listing the elements of a common core of their description, allowing information exchange and data sharing.