This operations dashboard shows historic and current data related to this performance measure. The performance measure dashboard is available at 3.09 Post-Secondary Achievement Rate. Data Dictionary

Progress Reports grade each school with an A, B, C, D, or F. These reports focus on a school's learning environment, student performance, and student progress. They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

This data tracks four-year graduation rates from high schools located within the City of Tempe with data publicly available through the Arizona Department of Education.Values of “8888” are used when there is too few to count and values of “9999” are used where there is no data available.This page provides data for the High School Graduation Rate performance measure. The performance measure dashboard is available at 3.08 High School Graduation Rates.Additional InformationSource: Contact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govContact Phone: 480-585-7818Data Source: Tempe High School DistrictData Source Type: ExcelPreparation Method: Arizona Department of Education (ADE) generated Excel Spreadsheets- available at https://www.azed.gov/accountability-research/data/Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

Key Stage 2 (KS2) data for year 6 primary school pupils who met or exceeded the Expected Standard (EXS+) by School Ward for the period 2016 onwards. The data is by school location, rather than by pupil residence. In determining, which ward the data relates to, a Schools list by wards is available. The data source is the National Consortium of Examination Results (NCER) but the figures come from the Department of Education (DfE).

A summary of Calderdale school performance can be found on the Council website: School performance tables. School performance for individual schools can be found at Compare school performance.

Please note some DFE numbers might have changed please see previous DFE code on Schools list.

New York City Department of Education 2006 - 2013 Citywide Progress Report, Progress Reports grade each school with an A, B, C, D, or F. These reports focus on a school's learning environment, student performance, and student progress. They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

Attainment data for children at various stages in early years and primary education:

• Early years foundation stage profile (EYFSP);
• Year 1 Phonics;
• Key Stage 1 (KS1);
• Key Stage 2 (KS2).

The data is by school location, rather than by pupil residence, in determining which ward the data relates to. A list of schools by wards is also provided.

The data source is the National Consortium of Examination Results (NCER).

A summary of Calderdale school performance can be found on the Council website: School performance tables .

School performance for individual schools can be found at Compare school performance .

Dataset contains information on Tempeans receiving post-secondary education. Data supports the City of Tempe's Achieve65 Tempe goal that 65 percent of Tempe's adult population access post-secondary education, resulting in certification to an advanced degree by 2030.This page provides data for the Post-Secondary School Achievement Rate performance measure. The performance measure dashboard is available at 3.09 Post-Secondary Achievement Rate.Additional InformationSource: US Census 1 Year ACS; ABORContact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govData Source Type: ExcelPreparation Method: Numbers retrieved from US Census and Arizona Board of Regents, then combined into a summary spreadsheet. The supporting data sources are also provided.Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

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

Analysis of ‘2009 - 2010 School Progress Report’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/5fa27cbe-81d9-42c4-b6ea-4c162f289ef7 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

Progress Reports grade each school with an A, B, C, D, or F. These reports focus on a school's learning environment, student performance, and student progress. They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

--- Original source retains full ownership of the source dataset ---

Analysis of ‘2006 - 2013 Citywide Progress Report’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/1dfb3d04-029f-4142-8e88-89d8c1696cad on 26 January 2022.

--- Dataset description provided by original source is as follows ---

New York City Department of Education 2006 - 2013 Citywide Progress Report, Progress Reports grade each school with an A, B, C, D, or F. These reports focus on a school's learning environment, student performance, and student progress. They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

--- Original source retains full ownership of the source dataset ---

This application is intended to display educational performance among Georgia's school districts. Three measures of educational performance are included: high-school graduation rate, college and career readiness (CCRPI), and adequate yearly progress (AYP). Performance in each of these categories was synthesized to create a composite index of 'overall school performance' to help identify a more holistic measure of school district performance.The final application allows students, teachers, and statisticians alike to understand their school district's performance (in specific) while affording a more general picture of where the state stands academically. The map is color-blind friendly, and it includes interactive pop-ups to display additional information about each school district, like: percent of students receiving free or reduced lunch; CCRPI score by grade (elementary, middle, high); and superintendent salary. This further helps to visualize otherwise tabular data available on the Department of Education's website, allowing for transparency and interactivity in data reporting.*Map Created by Andrew Wirt for the CP4510 course at Georgia Tech*

This dataset contains special education indicators since 2017. It is a long file that contains multiple rows for each district, with rows for different years, comparing students with disabilities, students without disabilities, and all students on a wide range of indicators. Not all indicators are available for all years. For definitions of each indicator, please visit the RADAR Special Education Dashboard.

Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets.

This dataset is one of five containing the same data that is also published in the RADAR Special Education Dashboard: Special Education Program Characteristics and Student Demographics Special Education Placement Trajectory Students Moving In and Out of Special Education Services Special Education Indicators Special Education Student Progression from High School through Postsecondary Education

Below is a list of indicators that are included within the dataset. Note: "Student progression from high school through second year of postsecondary education" and "Student progression from high school through postsecondary degree completion" are available for download in this companion dataset. These two indicators are separate from the main Special Education Indicators download since the data are in a different format.

List of Indicators

Context

• Stability rate (enrolled all year)
• Student Enrollment

• 4-year cohort graduation rate
• 5-year cohort graduation rate
• 9th to 10th grade promotion rate (first-time 9th graders only)
• Annual dropout rate
• Chronically absent rate (% of students absent 10% or more each year)
• Student attendance rate
• Students absent 10 or more days each year
• Students suspended in school at least once
• Students suspended out-of-school at least once

• Average student growth percentiles (SGP) in ELA (Grades 3-8)
• Average student growth percentiles (SGP) in ELA (Grade 10)
• Average student growth percentiles (SGP) in math (Grades 3-8)
• Average student growth percentiles (SGP) in math (Grade 10)
• Meeting or exceeding expectations on ELA (Grades 3-8)
• Meeting or exceeding expectations on ELA (Grade 10)
• Meeting or exceeding expectations on math (Grades 3-8)
• Meeting or exceeding expectations on math (Grade 10)
• Meeting or exceeding expectations on science (Grades 5 and 8)
• Meeting or exceeding expectations on science (Grade 10)

• Jr / Sr AP test takers scoring 3 or above
• Jr / Sr enrolled in one or more AP / IB courses
• Jr / Sr who took AP courses and participated in one or more AP tests
• SAT average score - Mathematics
• SAT average score - reading

• 12th graders passing a full year of mathematics coursework
• 12th graders passing a full year of science and technology/engineering coursework
• 9th graders completing and passing all courses
• High school graduates who completed MassCore

• College students persistently enrolled in postsecondary education for the first two years
• High school graduates enrolled in 2-year postsecondary education
• High school graduates enrolled in 4-year postsecondary education
• Students enrolled in postsecondary education in the immediate fall after high school graduation
• Student progression from high school through postsecondary degree completion
• Student progression from high school through second year of postsecondary education

• Special education director FTE
• Special education teachers per 100 SWD
• Special education paraprofessionals per 100 SWD
• Special education support staff per 100 SWD

The National Indian Education Study, 2005 (NIES 2005), is a study that is part of the National Indian Education Study (NIES), which is a part of National Assessment of Educational Progress (NAEP) program; program data is available since 2005 at https://nces.ed.gov/nationsreportcard/nies/. NIES 2005 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled using paper-and-pencil assessment in April and May of 2005. Overall weighted response rate for 4th grade reading was 83 percent. Overall weighted response rate for 8th grade reading was 85 percent. Overall weighted response rate for 4th grade math was 86 percent. Overall weighted response rate for 8th grade math was 87 percent. Key statistics produced from NIES 2005 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture.

EDFacts School Improvement Grant, 2011-12 (EDFacts SIG:2011-12), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at . EDFacts SIG:2011-12 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data about students, teachers, principals, and schools from states to monitor and report performance on the School Improvement Grant (SIG) program at the school levels. EDFacts SIG:2011-12 data were collected using the EDFacts Submission System (ESS), a centralized portal and their submission by states is mandatory and required for benefits. Not submitting the required reports by a state constitutes a failure to comply with law and may have consequences for federal funding to the state. Key statistics produced from EDFacts SIG:2011-12 are from 14 data groups with information on Advanced Coursework, Dual Enrollment, Advanced Coursework/Dual Enrollment, Average Scale Scores, Increased Learning Time, Intervention Used, School Year Minutes, Student Attendance Rate, Teacher Attendance Rate, Persistently Lowest-Achieving Schools, Principal Evaluations, Principal Performance Level Names, Teacher Evaluations, and Teacher Performance Level Names. For the purposes of this system, data groups are referred to as 'variables', as a result of the structure and format of EDFacts' data.

This dataset shows all school level performance data used to create CPS School Report Cards for the 2011-2012 school year. Metrics are described as follows (also available for download at http://bit.ly/uhbzah): NDA indicates "No Data Available." SAFETY ICON: Student Perception/Safety category from 5 Essentials survey // SAFETY SCORE: Student Perception/Safety score from 5 Essentials survey // FAMILY INVOLVEMENT ICON: Involved Families category from 5 Essentials survey // FAMILY INVOLVEMENT SCORE: Involved Families score from 5 Essentials survey // ENVIRONMENT ICON: Supportive Environment category from 5 Essentials survey // ENVIRONMENT SCORE: Supportive Environment score from 5 Essentials survey // INSTRUCTION ICON: Ambitious Instruction category from 5 Essentials survey // INSTRUCTION SCORE: Ambitious Instruction score from 5 Essentials survey // LEADERS ICON: Effective Leaders category from 5 Essentials survey // LEADERS SCORE: Effective Leaders score from 5 Essentials survey // TEACHERS ICON: Collaborative Teachers category from 5 Essentials survey // TEACHERS SCORE: Collaborative Teachers score from 5 Essentials survey // PARENT ENGAGEMENT ICON: Parent Perception/Engagement category from parent survey // PARENT ENGAGEMENT SCORE: Parent Perception/Engagement score from parent survey // AVERAGE STUDENT ATTENDANCE: Average daily student attendance // RATE OF MISCONDUCTS (PER 100 STUDENTS): # of misconducts per 100 students//AVERAGE TEACHER ATTENDANCE: Average daily teacher attendance // INDIVIDUALIZED EDUCATION PROGRAM COMPLIANCE RATE: % of IEPs and 504 plans completed by due date // PK-2 LITERACY: % of students at benchmark on DIBELS or IDEL // PK-2 MATH: % of students at benchmark on mClass // GR3-5 GRADE LEVEL MATH: % of students at grade level, math, grades 3-5 // GR3-5 GRADE LEVEL READ: % of students at grade level, reading, grades 3-5 // GR3-5 KEEP PACE READ: % of students meeting growth targets, reading, grades 3-5 // GR3-5 KEEP PACE MATH: % of students meeting growth targets, math, grades 3-5 // GR6-8 GRADE LEVEL MATH: % of students at grade level, math, grades 6-8 // GR6-8 GRADE LEVEL READ: % of students at grade level, reading, grades 6-8 // GR6-8 KEEP PACE MATH: % of students meeting growth targets, math, grades 6-8 // GR6-8 KEEP PACE READ: % of students meeting growth targets, reading, grades 6-8 // GR-8 EXPLORE MATH: % of students at college readiness benchmark, math // GR-8 EXPLORE READ: % of students at college readiness benchmark, reading // ISAT EXCEEDING MATH: % of students exceeding on ISAT, math // ISAT EXCEEDING READ: % of students exceeding on ISAT, reading // ISAT VALUE ADD MATH: ISAT value-add value, math // ISAT VALUE ADD READ: ISAT value-add value, reading // ISAT VALUE ADD COLOR MATH: ISAT value-add color, math // ISAT VALUE ADD COLOR READ: ISAT value-add color, reading // STUDENTS TAKING ALGEBRA: % of students taking algebra // STUDENTS PASSING ALGEBRA: % of students passing algebra // 9TH GRADE EXPLORE (2009): Average EXPLORE score, 9th graders who tested in fall 2009 // 9TH GRADE EXPLORE (2010): Average EXPLORE score, 9th graders who tested in fall 2010 // 10TH GRADE PLAN (2009): Average PLAN score, 10th graders who tested in fall 2009 // 10TH GRADE PLAN (2010): Average PLAN score, 10th graders who tested in fall 2010 // NET CHANGE EXPLORE AND PLAN: Difference between Grade 9 Explore (2009) and Grade 10 Plan (2010) // 11TH GRADE AVERAGE ACT (2011): Average ACT score, 11th graders who tested in fall 2011 // NET CHANGE PLAN AND ACT: Difference between Grade 10 Plan (2009) and Grade 11 ACT (2011) // COLLEGE ELIGIBILITY: % of graduates eligible for a selective four-year college // GRADUATION RATE: % of students who have graduated within five years // COLLEGE/ ENROLLMENT RATE: % of students enrolled in college // COLLEGE ENROLLMENT (NUMBER OF STUDENTS): Total school enrollment // FRESHMAN ON TRACK RATE: Freshmen On-Track rate // RCDTS: Region County District Type Schools Code

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

Data includes: * board number * board name * board language * board type * district name * city * grade 6 EQAO reading results * progress in Grade 6 EQAO reading results * grade 10 OSSLT results * progress in Grade 10 OSSLT results * credit accumulation by the end of Grade 10 and 11 * progress in credit accumulation by the end of Grade 10 and 11 * primary class size with 20 students or less * progress in primary grade classes with 20 students or less * four-year and five-year graduation rates * progress in the four-year and five-year graduation rates This data is shown as reported by: * the Education Quality and Accountability Office (EQAO) 2022-2023 * school boards in the Ontario School Information System (OnSIS) 2021-2022 (Credit Accumulation) and 2022-2023 (Graduation Rate) This data is also available through the Ministry of Education's School Board Progress Report website.

This dataset contains immunization status of kindergarten students in California in schools. Explanation of the different immunizations is in the attached data dictionary. The California Health and Safety Code Section 120325-75 requires students to provide proof of immunization for school and child care entry. Additionally, California Health and Safety Code Section 120375 and California Code of Regulation Section 6075 require all schools and child care facilities to assess and report annually the immunization status of their enrollees.

The annual kindergarten assessment is conducted each fall to monitor compliance with the California School Immunization law. Results from this assessment are used to measure immunization coverage among students entering kindergarten. Not all schools reported. This data set presents results from the kindergarten assessment and immunization coverage in kindergarten schools by county. To review individual school coverage and exemption rates in a separate lookup format, go to the School Lookup page at the Immunization Branch's Shots for School website: http://www.shotsforschool.org/lookup/

To see the PDF reports by year go to:https://www.shotsforschool.org/k-12/reporting-data/

See the attached file 'Notes on Methods' for data suppression in the '2016-17 ' data and after.

For earlier years of data: https://www.shotsforschool.org/k-12/reporting-data/

Accountability Pillar result summary sheets for 2013 for each school authority in Alberta. Each sheet includes the current year results, as well as results for the previous year, a three-year rolling average, and provincial summary results for comparison. The Accountability Pillar gives school boards a consistent way to measure their success and assess progress using a broad spectrum of measures. Reporting results allows Albertans to see how their school authority is performing and ensures that the entire education system is open and accountable.