Historical Dataset of Continuous Curriculum School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1999-2023),Total Classroom Teachers Trends Over Years (1998-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1998-2023),American Indian Student Percentage Comparison Over Years (1999-2021),Asian Student Percentage Comparison Over Years (1999-2023),Hispanic Student Percentage Comparison Over Years (2005-2023),Black Student Percentage Comparison Over Years (2003-2022),White Student Percentage Comparison Over Years (1999-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1999-2023),Free Lunch Eligibility Comparison Over Years (2002-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2002-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2023),Overall School Rank Trends Over Years (2011-2023)

Higher Education Catalog And Curriculum Management Software Market size was valued at USD 3.46 Billion in 2024 and is projected to reach USD 7.62 Billion by 2032, growing at a CAGR of 10.11% from 2026 to 2032.

Higher Education Catalog And Curriculum Management Software Market

Increasing Complexity of Curriculum Management: As higher education institutions expand their program offerings and course structures, managing curricula becomes more complex. Software solutions help streamline the creation, modification, and maintenance of course catalogs and curricula, reducing administrative burdens.

Focus on Student Success and Retention: Institutions are placing greater emphasis on student success and retention. Effective catalog and curriculum management ensures that students can easily navigate their academic requirements, track their progress, and plan their educational paths, leading to higher retention and graduation rates.

Regulatory Compliance and Accreditation: Higher education institutions must comply with various accreditation standards and regulatory requirements. Catalog and curriculum management software helps institutions maintain accurate records, track changes, and ensure compliance with these standards.

K-12 Education Service Market Outlook

The global K-12 education service market size was valued at approximately USD 200 billion in 2023 and is projected to reach nearly USD 320 billion by 2032, growing at a compound annual growth rate (CAGR) of 5.5% during the forecast period. This significant growth is driven by the increasing adoption of digital learning tools, a rising emphasis on personalized learning experiences, and substantial investments in educational technology. The drive for more inclusive and equitable education systems across various regions also contributes to market expansion.

One of the primary growth factors for the K-12 education service market is the rapid integration of technology into the learning environment. Educational technology, or EdTech, has revolutionized how education is delivered, making it more interactive, engaging, and accessible. Tools such as digital textbooks, online courses, and learning management systems have become essential components of modern education systems. The COVID-19 pandemic further accelerated the adoption of these technologies, with schools worldwide transitioning to remote learning, highlighting the need for robust digital infrastructure and services.

Another crucial growth factor is the increasing focus on personalized learning. Personalized learning tailors educational experiences to meet the unique needs of each student, thus enhancing their engagement and academic outcomes. This approach is facilitated by advanced data analytics and AI-powered tools that can assess student performance in real-time, providing teachers with actionable insights to customize instruction. As educational institutions strive to improve student achievement and satisfaction, the demand for personalized learning solutions continues to rise.

Additionally, substantial investments in the education sector are driving market growth. Governments, private organizations, and international bodies are increasingly investing in initiatives to enhance the quality of K-12 education. These investments are aimed at improving infrastructure, training educators, and developing innovative educational programs. For example, various governments have launched ambitious programs to integrate technology into classrooms, focusing on equipping schools with the necessary digital tools and resources.

K-12 Education Technology has become a cornerstone of modern educational practices, driving innovation and facilitating new methods of teaching and learning. The integration of technology in classrooms not only enhances the learning experience but also prepares students for a digital future. With tools such as interactive whiteboards, educational apps, and virtual reality, students can engage with content in dynamic ways that were previously unimaginable. These technologies support diverse learning styles and enable educators to tailor their teaching strategies to individual student needs, fostering a more inclusive and effective learning environment. As technology continues to evolve, its role in K-12 education is expected to grow, offering new opportunities for both students and educators.

The regional outlook for the K-12 education service market reveals that North America and Asia Pacific are the leading regions. North America dominates due to its advanced educational infrastructure and high adoption rate of educational technologies. Meanwhile, the Asia Pacific region is experiencing rapid growth owing to significant investments in education and an increasing population of school-aged children. Other regions such as Europe, Latin America, and the Middle East & Africa also show promising growth, driven by various regional initiatives aimed at improving educational outcomes.

Service Type Analysis

Curriculum design services play a pivotal role in the K-12 education service market. These services are essential for developing comprehensive and effective educational programs that meet the diverse needs of students. With the growing emphasis on STEM (Science, Technology, Engineering, and Mathematics) education, curriculum design services are increasingly focusing on integrating these subjects into the broader curriculum. Additionally, the rise of interdisciplinary learning, which combines multiple subjects to provide a holistic educational experience, is further driving demand for innovative curriculum design services.

Professional development services are crucial for equipping educators with the s

Updated yearly using enrollment data, employment data, information from websites, phone calls, and any other resources as available. At time of update fields were added to include employment data, enrollment data, building code, school code, TAZ08, and school website. Please verify information before use as it will be updated on an ongoing basis. Please contact COMPASS with any questions or any knowledge of updates, alterations or modifications that need to be made. FIELDS:UpdateBy: Name or initials of last person to update the recordUpdateOn: Date the record was last updated onSchoolName: Name of the school at the pointSchoolDist: School district the point physically is withinType: Describes the nature of the building and grade/age range of students enrolledValues:PRE K: Preschool &/or Nursery school & Day CareELEMENTARY: Traditional Kindergarten through 6thgradeK-8: Kindergarten through 8th gradeK-12: Kindergarten through 12th grade MIDDLE: 6thgrade through 8thgradeJUNIOR HS: 7thgrade through 9th gradeSENIOR HS: 9th through 12thgradePOST SR: College, University, Technical or Professional SchoolsOTHER: Irregular range of grades or ages ADMIN: Administrative Building/ServicesRETAIL-EDU: Retailor or seller of educational materials or suppliesSiteAddres: Physical address of the school or buildingSiteCity: City the school or building is located inSiteState: State the school or building is located inSiteZip: Zip code the school or building is located inSiteCounty: County the school or building is located inBuilding_Code: Building Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_Code:School Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_JoinID: Concatonated field of Building Code + School Code as a 7 digit code assigned by the 2012 Enrollment data sheet. If the School Code is only a three digit code an additional ‘0’ is added before the code to achieve the full seven digits necessary for the field. Where the number is not available or this does not apply the value used is ‘N/A’Notes: Any pertinent information that was not suited for another fieldEmploy13:Number of employees according to the 2013 employment final point fileTAZ08: TAZ08 in which the point liesType_II:Describes the nature of the school – public vs private runValues:PUBLIC: Owned, operated, funded, governed and sanctioned by the Idaho Department of EducationPRIVATE: Owned, operated & funded by private donors, foundation, trust or other source. May or may not meet State or Federal curriculum requirements/standardsOPT_ENROLL: Y/N field indicating if there is an open enrollment boundary for the schoolType_III:Any further information or description about the school. Values:AG PRODUCTION & RESEARCH: U of I extension campuses with specific research focus and use intentionALTERNATIVE: Any alternative learning environment, field may contain a ‘-_’ for a further description about what the alternative style is; teen parents, night school, at risk, ect…CHARTER: Any public school classified as a charter by the State Board of EducationCOLLEGE, UNIVERSITY, TRADE SCHOOL: Any post-secondary education institution, includes graduate programs, law schools and vocational training programs.COMMUNITY EDUCATION – ENVIRONMENTAL: Nontraditional classroom facilities which offer courses for the community (child and adult) to promote higher learning and understanding of the environment, care of the environment and environmental issues.CULTURAL: Any school which offers cultural enrichment or a multi-cultural learning environment. Field may also contain ‘-_’ to describe what the specific culture the school educates in.DURRING INCARCERATION: Schools are run through the Juvenile Detention Centers. These schools are acknowledged by the State Department of Education, and are recognized by the State. Available to students during the time of their incarceration. FAITH BASED: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum.FAITH BASED BOARDING: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum. These school also offer a live in facility option to students.HEADSTART: Formal pre-kindergarten education programsINTERNATIONAL BACCALAUREATE: School which offers programs for International Baccalaureate credit for studentsLANGUAGE AND CULTURE: Private (non-charter) language and culture focused schools. Field may also contain ‘-_’ to describe what the specific culture the school educates in.MAGNET: Any school with a particular subject area focus intended to draw students with natural aptitudes or specific interests, these schools have open enrollment boundaries with an application process, as long as the student resides within the school district to which the school is a part of. MONTESSORI: Private schools with a focus on experiential learning rather than traditional learning methods. MUSIC: Schools with an additional focus on musical aptitude and methodsONLINE OR HOME SCHOOL: Virtual or online classroom optionsSPECIAL NEEDS: Schools with facilities and resources for students with special needs or additional assistance and attention. Access: Indicates whether the point is the actual building location itself or an access point. Building locations are coded as "Loc" and access points are coded as "PV" for pedestrian/vehicle access.Main_Acc: Identifies if an access point is the main entrance/exit location for each school.Source: Where the numbers for the employment data and/or student enrollment were gathered from.Enrollment: # of students enrolled according to the 2012 enrollment data, or based on best information we were otherwise able to obtain (if not on the 2012 enrollment data).Website:Most recent URL if able to locate, if unable to locate indicated in field with “UTL”Status: Used to describe if the school is currently active, closed, or planned (used to query out inactive schools for performance monitoring purposes)UniqueID: Made by combining District number and building number in from DDDBBBB. _Updated Fall 2013 From School District WebsitesUpdated 9/11/11 From School District WebsitesJuly 2010 . Canyon County has since requested a new data structure to match their address points. The new schools file has the new structure. The point location of this file is identical to the new schools point file May 2010 - Edited the Ada County schools to align with school sites on NAIP imagery and confirmed schools against respective school district websites Jan - March 2010 - Worked with Jay Young over a several month period and several renditions to reconcile the Canyon County side of this file. December 2009 - Merged with Jay Young's Canyon point file in order to build a new data structure that meets Emergency Service data standards. Went through point by point to ensure alignement with buildings on NAIP imagery and attribute values.

This dataset tracks annual distribution of students across grade levels in Continuous Curriculum School

The dataset displays information regarding upper secondary school students, divided by year of course, type of course undertaken, school address, etc... within the private schools of the Municipality of Milan. The data collected refer to the 2020-2021 school year. The information found in the dataset is: * School Year: Numeric Reference school year in the school registry; * CodiceScuola: Code text of the school (plexus); * DenominazioneScuola: Denomination (name) of the school (plexus) * AddressSchool: Delivery address of the school * TipoPercorso: Indicates the type of path active in the school. * Path: Indicates the active path in the school. It assumes the values: classical, scientific, linguistic, artistic... The lefp" corresponds to the regional competence education and vocational training courses which remain aimed at the achievement of the three-year qualification/four-year diploma * Address: Indicates the active study address in the Assumes values: scientific high school, applied sciences, tourism, administration, finance and marketing... * AnnoCorso: Indicates the year of the course with reference to the school order For primary school from 1 to 5. For lower secondary school from 1 to 3. For upper secondary school from 1 to 6 * AlumniMaschi: Number of male pupils * AlunniFemmene: Number of female pupils * CAP: Postal code * MUNICIPALITY: Municipality * ID_NIL: Local identity unit identifier * NIL: Nucleus local identity * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location: Latitude and Longitude

The PACE (Primary Assessment, Curriculum and Experience) project aimed to study the impact on English primary schools of the introduction, following the 1988 Education Reform Act, of the National Curriculum and its associated assessment procedures. Questionnaires and interviews with heads and infant teachers in forty-eight schools in eight varied areas, provided background data for a closer focus on nine schools. Children as well as teachers in primary school classes were interviewed. These randomly selected pupils formed a cohort who have taken part in the subsequent years of the study. New assessment procedures were also observed and analysed as they were introduced. The project consisted of three phases: phase 1 (SN:3486) was carried out in 1990-1992, phase 2 (SN:3470) in 1993-1994 and phase 3(SN:3969) in 1995-1996. Pupils of the original cohort, continued to be observed and interviewed, as did their teachers into year 6 (phase 3). In addition, teachers and heads in the wider sample of schools have again been interviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material on the degree and kind of change experienced in primary schools during a period of unprecedented innovation.

This Department for Education statistical first release (SFR) provides revised results for pupils in schools at national, regional and local authority level. Information on attainment is also broken down by: - gender - ethnicity - first language - free school meal eligibility - disadvantage - special educational needs (SEN) - Income Deprivation Affecting Children Index It includes results from the key stage 2 tests in: reading mathematics grammar, punctuation and spelling and on key stage 2 teacher assessments in: English mathematics science reading writing This release also includes figures on expected progress between key stage 1 and key stage 2. The revised figures are based on data checked by schools prior to publication in the primary school performance tables. The technical note explains the statistics. Information for London Borough of Barnet can be obtained by carrying out a search query on individual datasets

Almost 50 percent of parents surveyed for this study were of the opinion that the subjects their children studied in school were not adequate for real life situations. Moreover, 39 percent of respondents stated that some school subjects in Romania had too many hours in 2020.

According to a survey conducted in July 2023, ** percent of school staff, including teachers, school leaders, and district leaders, said that in the past year, at least one parent had expressed concerns about the school curriculum containing content on LGBTQ+ issues or sexual orientation. ** percent further cited that at least one parent had expressed concerns about gender-related topics in the school curriculum.

Since President Obama took office, Congress has appropriated more than $4 billion to help turn around the nation's lowest-performing schools. States were awarded nearly $3.5 billion in School Improvement Grant funds in 2010 to turn around their persistently lowest achieving schools. School districts then applied to state for the funds this spring. When school districts applied, they were required to indicate that they would implement one of the following four models in their persistently lowest achieving schools: Turnaround Model: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies. Restart Model: Convert a school or close it and re-open it as a charter school or under an education management organization. School Closure: Close the school and send the students to higher-achieving schools in the district. Transformation Model: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.

K-12 International Schools Market size was valued at USD 67,654.38 Million in 2024 and is projected to reach USD 106,022.96 Million by 2032, growing at a CAGR of 6.63% from 2026 to 2032.Global K-12 International Schools Market OverviewThe global K-12 education landscape is undergoing significant transformation, driven by technological advancements, policy reforms, and demographic shifts. The COVID-19 pandemic significantly hastened the integration of digital technologies in education, prompting governments and global organizations to prioritize innovation in response to disruptions. In the UK, the adoption of Artificial Intelligence (AI) in classrooms is rapidly advancing, with initiatives such as the creation of an AI-compatible content repository and the introduction of AI-driven lesson-planning tools like Aila, now utilized by 20,000 educators.

Manajemen Berbasis Sekolah or School-based Management (SBM) in Indonesian elementary school is aimed at optimizing the quality of curriculum and learning management, because learning is the core activity in school. Development and improvement of SBM in Indonesian elementary school was implemented since 1999 and has been continuing until now. This study is generally aimed at describing the implementation of curriculum management and school-based learning in Indonesian elementary school. This study employs descriptive quantitative approach. The population of this study was all of the elementary schools in Indonesia which are spread into 34 provinces with three regions namely Western Indonesia Region (WIB), Central Indonesia Region (WITA) and Eastern Indonesia Region (WIT). The sample technique used in this study was purposive random sampling area. The samples of this study were 16 provinces, 32 districts/cities, and 96 elementary schools. The results show that the implementation of curriculum management and school-based learning in Indonesian elementary school is categorized as the excellent qualification. Of the 23 elements/aspects that become the scope of curriculum management and school-based learning in elementary school, all schools have excellent qualifications.

This practice-led research project investigates the process of creating subject-based songs for U.S. elementary and middle school students as an accessible medium for acquiring content knowledge and vocabulary. While considerable research has been conducted that shows that song enhances engagement, learning and retention, there is little current exploration of the process of creating educational songs. This exegesis discusses the use of song in the elementary and middle school classroom, then investigates and chronicles the process of developing subject specific songs, accompanied by embedded contextualising information. The methodology interweaves the commentary model and an annotated portfolio approach with a theoretical framework based on Wallas’s (1926/2014) theory of creativity. This exegesis accompanies two creative artefacts: a series of 33 original songs, and a brief guide for teachers on how to create songs for, or in collaboration with their classes. The study aims to contribute to the body of knowledge about an under-researched area, the creation of educational song, by presenting an in-depth investigation into the praxis of creating age-appropriate pedagogic song materials for children using U.S. learning standards.

The Ministry of Education promotes the "Campus Academic Ethics Education and Mechanism Development Program", under which the "Academic Ethics Curriculum Development Program" encourages universities to plan and offer academic ethics-related courses. The "Guidelines for the Ministry of Education's Subsidy for Academic Ethics Curriculum Development Program Application" have been established. The list of participating schools that have passed the review from the first semester of the 104th academic year to the first semester of the 105th academic year is attached.

Pupils in state-funded nursery, primary, secondary and special schools, non-maintained special schools, pupil referral units and independent schools

This dataset is about books. It has 1 row and is filtered where the book is Staffing for curriculum needs : teacher shortages and surpluses in comprehensive schools : a study based on 22 comprehensive schools and their ten local education authorities. It features 7 columns including author, publication date, language, and book publisher.

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Virtual Schools Market Size 2024-2028

The virtual schools market size is forecast to increase by USD 4.57 billion at a CAGR of 15.2% between 2023 and 2028. In the evolving education landscape, virtual schools are gaining significant traction as the next level in delivering quality education. Active student participation is a key trend in virtual classroom-based education, ensuring tempo and success for learners. Quick delivery of curriculum is another driving factor, as students and parents seek flexible and efficient educational solutions. The integration of 5G network facilities and seamless internet connectivity further enhances the virtual school experience. The designing stages of e-learning courses include consultation with Subject Matter Experts (SMEs) on content creation. However, the high cost associated with virtual schools may pose a challenge for some students and families. To stay competitive, virtual schools must continually innovate and provide value-added services, ensuring a positive return on investment for students.

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The market is experiencing significant growth as technology continues to revolutionize the education sector. With the widespread availability of the internet and cell phones, edtech start-ups are introducing innovative solutions for distance learning courses. This transformation is particularly crucial for low-income students who may not have access to traditional educational institutions. Digital disruption is at the forefront of this change, with interactive teaching methods becoming increasingly popular. Cloud-based arrangements enable schools, colleges, and universities to offer full-time and sequential programs, as well as synchronous and asynchronous instruction.

Moreover, new technologies, such as artificial intelligence (AI) and machine learning, are being integrated into virtual schools to enhance the learning experience. AI and machine learning are used to personalize learning, provide automatic translation, and offer localization capabilities. These features cater to the diverse needs of students, ensuring they receive a high-quality education regardless of their geographical location. Virtual schools provide pupils with the opportunity to learn from teachers and peers in a collaborative environment. The use of interactive teaching methods and technology allows for a more engaging learning experience, which is essential for students preparing for competitive exams.

Furthermore, the benefits of virtual schools extend beyond the classroom. Teachers can access a wealth of resources and tools to create effective lesson plans and assess student progress. Additionally, virtual schools offer flexibility, enabling students to learn at their own pace and on their own schedule. The market is revolutionizing education through the use of the internet, cell phones, and cloud-based arrangements. Interactive teaching methods, AI, and machine learning are just a few of the new technologies being integrated into virtual schools to enhance the learning experience for students. This transformation is particularly crucial for low-income students who may not have access to traditional educational institutions.

Market Segmentation

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.

Application

  Elementary schools
  Middle schools
  High schools
  Adult education


Type

  For-profit EMO
  Non-profit EMO


Geography

  North America

    Canada
    US


  Europe

    Germany


  APAC

    China
    Japan


  South America



  Middle East and Africa

By Application Insights

The elementary schools segment is estimated to witness significant growth during the forecast period. In the market, there has been a notable rise in the popularity of virtual schools for elementary education. These schools utilize the Internet and cloud-based arrangements to deliver personalized learning experiences. With cell phones and other digital devices becoming increasingly common among students, virtual education provides a flexible and convenient solution for elementary school children.

Furthermore, the individualized approach offered by virtual schools caters to diverse learning styles, ensuring each student receives the attention they need. Furthermore, virtual education platforms expand the curriculum choices for students, enabling them to access specialized programs and enrichment opportunities that may not be available in traditional schools.

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The Elementary schools segment was valued at USD 972.50 million in 2018 and showed a gradual increase during the forecast period.

Regional Insights

North America is estimated to contribute 48