This file includes Report Card assessment data from 2018-19 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

Abstract: To verify the efficiency of Brazilian municipalities in the application of public resources disaggregated in the quality of public education, from 2009 to 2013, the Stochastic Frontier Analysis method was used, according to Battese and Coelli (1995). The results showed that social aspects (health and infrastructure expenditures) were not drivers of efficiency, despite the greater allocation of resources by the most efficient. Of the disaggregated public educational expenditures, the infrastructure, outsourced services by legal entities and other expenses were positive. In addition, the most efficient municipalities were those with the fewest students in the classroom and, especially, with 90% of the students enrolled in the age-consistent grade.

This file includes Report Card assessment data from the 2023-2024 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information

Metadata Updated: September 20, 2024

This file includes Report Card assessment data from 2017-18 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

This file includes Report Card assessment data from the 2021-2022 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

This file includes Report Card assessment data for 2015-16 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

Background, Methodology:

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year.

This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space.

This report consists of six tabs:

1. PE Instruction Borough-Level
2. PE Instruction District-Level
3. PE Instruction School-Level
4. Certified PE Teachers
5. PE Space

6. Supplemental Programs

7. PE Instruction Borough-Level

This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. PE Instruction District-Level

This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. PE Instruction School-Level

This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

1. Certified PE Teachers

This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015.

1. PE Space

This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space.

1. Supplemental Programs

This tab provides information on the department's supplemental physical education program and a list of schools that use it.I. Includes all Move-to-Improve (MTI) supplemental programs for the 2015-2016 school year.

Link to NY State PE Regulations: http://www.p12.nysed.gov/ciai/pe/documents/title8part135.pdf

Any questions regarding this report should be directed to: Nnennaya Okezie, Executive Director NYC Department of Education, Office of Intergovernmental Affairs Phone: 212-374-4947"

Idiosyncrasies or limitations of the data to be aware of:

This file includes Report Card assessment data from the 2022-2023 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information

The Gender Statistics database is a comprehensive source for the latest sex-disaggregated data and gender statistics covering demography, education, health, access to economic opportunities, public life and decision-making, and agency.

The Data

The data is split into several files, with the main one being Data.csv. The Data.csv contains all the variables of interest in this dataset, while the others are lists of references and general nation-by-nation information.

Data.csv contains the following fields:

Data.csv

• Country.Name: the name of the country
• Country.Code: the country's code
• Indicator.Name: the name of the variable that this row represents
• Indicator.Code: a unique id for the variable
• 1960 - 2016: one column EACH for the value of the variable in each year it was available

The other files

I couldn't find any metadata for these, and I'm not qualified to guess at what each of the variables mean. I'll list the variables for each file, and if anyone has any suggestions (or, even better, actual knowledge/citations) as to what they mean, please leave a note in the comments and I'll add your info to the data description.

Country-Series.csv

• CountryCode
• SeriesCode
• DESCRIPTION

Country.csv

• Country.Code
• Short.Name
• Table.Name
• Long.Name
• 2-alpha.code
• Currency.Unit
• Special.Notes
• Region
• Income.Group
• WB-2.code
• National.accounts.base.year
• National.accounts.reference.year
• SNA.price.valuation
• Lending.category
• Other.groups
• System.of.National.Accounts
• Alternative.conversion.factor
• PPP.survey.year
• Balance.of.Payments.Manual.in.use
• External.debt.Reporting.status
• System.of.trade
• Government.Accounting.concept
• IMF.data.dissemination.standard
• Latest.population.census
• Latest.household.survey
• Source.of.most.recent.Income.and.expenditure.data
• Vital.registration.complete
• Latest.agricultural.census
• Latest.industrial.data
• Latest.trade.data
• Latest.water.withdrawal.data

FootNote.csv

• CountryCode
• SeriesCode
• Year
• DESCRIPTION

Series-Time.csv

• SeriesCode
• Year
• DESCRIPTION

Series.csv

• Series.Code
• Topic
• Indicator.Name
• Short.definition
• Long.definition
• Unit.of.measure
• Periodicity
• Base.Period
• Other.notes
• Aggregation.method
• Limitations.and.exceptions
• Notes.from.original.source
• General.comments
• Source
• Statistical.concept.and.methodology
• Development.relevance
• Related.source.links
• Other.web.links
• Related.indicators
• License.Type

Acknowledgements

This dataset was downloaded from The World Bank's Open Data project. The summary of the Terms of Use of this data is as follows:

• You are free to copy, distribute, adapt, display or include the data in other products for commercial and noncommercial purposes at no cost subject to certain limitations summarized below.

• You must include attribution for the data you use in the manner indicated in the metadata included with the data.

• You must not claim or imply that The World Bank endorses your use of the data by or use The World Bank’s logo(s) or trademark(s) in conjunction with such use.

• Other parties may have ownership interests in some of the materials contained on The World Bank Web site. For example, we maintain a list of some specific data within the Datasets that you may not redistribute or reuse without first contacting the original content provider, as well as information regarding how to contact the original content provider. Before incorporating any data in other products, please check the list: Terms of use: Restricted Data.

-- [ed. note: this last is not applicable to the Gender Statistics database]

• The World Bank makes no warranties with respect to the data and you agree The World Bank shall not be liable to you in connection with your use of the data.

• This is only a summary of the Terms of Use for Datasets Listed in The World Bank Data Catalogue. Please read the actual agreement that controls your use of the Datasets, which is available here: Terms of use for datasets. Also see World Bank Terms and Conditions.

Student enrollment data disaggregated by students from low-income families, students from each racial and ethnic group, gender, English learners, children with disabilities, children experiencing homelessness, children in foster care, and migratory students for each mode of instruction.

The City of Rochester and its staff use data about individuals in our community to inform decisions related to policies and programs we design, fund, and carry out. City staff must understand and be accountable to best practices and standards to guide the appropriate use of this information in an ethical and accurate manner that furthers the public good. With these disaggregated data standards, the City seeks to establish useful, uniform standards that guide City staff in their collection, stewardship, analysis, and reporting of information about individuals and their demographic characteristics.This internal guide provides recommended standards and practices to City of Rochester staff for the collection, analysis, and reporting of data related to following characteristics of an individual: Race & Ethnicity; Nativity & Citizenship Status; Language Spoken at Home & English Proficiency; Age; Sex, Gender, & Sexual Orientation; Marital Status; Disability; Address / Geography; Household Income & Size; Housing Tenure; Computer & Internet Use; Employment Status; Veteran Status; and Education Level. This kind of data that describes the characteristics of individuals in our community is disaggregated data. When we summarize data about these individuals and report the data at the group level, it becomes aggregated data. These disaggregated data standards can help City staff in different roles understand how to ask individuals about various demographic traits that may describe them, the collection of which may be useful to inform the City’s programs and policies. Note that this standards document does not mandate the collection of every one of these demographic factors for all analyses or program data intake designs – instead, it prompts City staff to intentionally design surveys and other data intake tools/applications to collect the right level of data to inform the City’s decision-making while also respecting the privacy of the individuals whose information the City seeks to gather. When a City team does choose to collect any of the above-mentioned demographic information about individuals in our community, we advise that they adhere to these standards.

Results of the occupational specialism, for students who started study in 2020 (Final results), who started in 2021 (Revised results), who started in 2022 (Provisional results). Results broken down by T level pathway, occupational specialism, and sex

This file includes Report Card enrollment data from 2018-19 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

Since 1968, the Civil Rights Data Collection (CRDC) has collected data on key education and civil rights issues in our nation's public schools for use by the Department of Education’s Office for Civil Rights (OCR), other Department offices, other federal agencies, and by policymakers and researchers outside of the Department. The CRDC has generally been collected biennially from school districts in each of the 50 states, and the District of Columbia. The CRDC collects information about school characteristics and about programs, services, and outcomes for students. Most student data are disaggregated by race/ethnicity, gender, limited English proficiency, and disability. The 2011-12 CRDC included all public schools and public school districts in the nation that serve students for at least 50% of the school day. The CRDC also includes long-term secure juvenile justice agencies, schools for the blind and deaf, and alternative schools. ***Microdata: YesLevel of Analysis: Local - school district/schoolsVariables Present: Just Variable Names and Reserved CodeFile Layout: .csvCodebook: Yes Methods: YesWeights (with appropriate documentation): NoPublications: NoAggregate Data: No

This file includes Report Card assessment data from 2016-17 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

Splitgraph serves as an HTTP API that lets you run SQL queries directly on this data to power Web applications. For example:

See the Splitgraph documentation for more information.

Since 1968, the Civil Rights Data Collection (CRDC) has collected data on key education and civil rights issues in our nation's public schools for use by the Department of Education’s Office for Civil Rights (OCR), other Department offices, other federal agencies, and by policymakers and researchers outside of the Department. The CRDC has generally been collected biennially from school districts in each of the 50 states, and the District of Columbia. The CRDC collects information about school characteristics and about programs, services, and outcomes for students. Most student data are disaggregated by race/ethnicity, gender, limited English proficiency, and disability. The 2011-12 CRDC included all public schools and public school districts in the nation that serve students for at least 50% of the school day. The CRDC also includes long-term secure juvenile justice agencies, schools for the blind and deaf, and alternative schools. ***Microdata: Yes Level of Analysis: Local - school district/schools Variables Present: Just variable names and reserved code File Layout: .xslx Codebook: No (variable definitions are present) Methods: Yes Weights (with appropriate documentation): Yes Publications: No Aggregate Data: No

This file includes Report Card discipline data for the 2022-23 school year. This data is disaggregated by the school, district, and state levels and includes counts and discipline rates of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information and notes for downloading this data.

This file includes Report Card discipline data for the 2018-19 school year. This data is disaggregated by the school, district, and state levels and includes counts and discipline rates of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information and notes for downloading this data.

This file includes Report Card assessment data for the 2014-15 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

This file includes Report Card assessment data from the 2023-2024 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information