[Metadata] School Complex Area Boundaries as of June, 2017. (Still current as of September, 2021 per eWorld Enterprise Solutions/DOE). Source: Hawaii DOE, 2017Prepared by Davis Demographic for DOE; Received from DOE, June, 2017For additional information, please see https://files.hawaii.gov/dbedt/op/gis/data/public_school_area_boundaries.pdf, or contact the Hawaii Statewide GIS Program, Office of Planning and Sustainable Development, State of Hawaii; PO Box 2359, Honolulu, Hi. 96804; (808) 587-2846; email: gis@hawaii.gov; Website: https://planning.hawaii.gov/gis.

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.

Locations represent Hawaii's public schools. List of schools was furnished by the Hawaii Department of Education (DOE). Locations were developed by the US EPA Region 9 using address geocoding methods. Hawai'i's public schools are grouped into complexes consisting of a high school and the middle and elementary schools that feed into it. For administrative and support purposes, 2-4 complexes may be grouped together to form what is called a complex area. Public Charter Schools provide a public (vs private) alternative to regular public schools. The direction of each of these publicly funded schools is determined by its "board". Community Schools (aka "Adult Ed") provide basic classes for adult literacy, high school degree programs, citizenship training, and English for Second Language Learners classes as well as non-academic "interest" courses.

This Public Schools feature dataset is composed of all Public elementary and secondary education in the United States as defined by the Common Core of Data, National Center for Education Statistics, US Department of Education. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are the military schools abroad and referenced in the city field with an APO or FPO address. Also referenced in the state field with the abbreviation AE. Please note that the APO and FPO schoolpoints are located at 0,0. This feature class contains all MEDS/MEDS+ as approved by NGA. For each field the 'Not Avaliable' and 'NULL' designations are used to indicate that the data for the particular record and field is currently unavaliable and will be populated when and if that data becomes avaliable.

This layer serves as the authoritative geographic data source for all school district area boundaries in California. School districts are single purpose governmental units that operate schools and provide public educational services to residents within geographically defined areas. Agencies considered school districts that do not use geographically defined service areas to determine enrollment are excluded from this data set. In order to view districts represented as point locations, please see the "California School District Offices" layer. The school districts in this layer are enriched with additional district-level attribute information from the California Department of Education's data collections. These data elements add meaningful statistical and descriptive information that can be visualized and analyzed on a map and used to advance education research or inform decision making.School districts are categorized as either elementary (primary), high (secondary) or unified based on the general grade range of the schools operated by the district. Elementary school districts provide education to the lower grade/age levels and the high school districts provide education to the upper grade/age levels while unified school districts provide education to all grade/age levels in their service areas. Boundaries for the elementary, high and unified school district layers are combined into a single file. The resulting composite layer includes areas of overlapping boundaries since elementary and high school districts each serve a different grade range of students within the same territory. The 'DistrictType' field can be used to filter and display districts separately by type.Boundary lines are maintained by the California Department of Education (CDE) and are effective in the 2023-24 academic year . The CDE works collaboratively with the US Census Bureau to update and maintain boundary information as part of the federal School District Review Program (SDRP). The Census Bureau uses these school district boundaries to develop annual estimates of children in poverty to help the U.S. Department of Education determine the annual allocation of Title I funding to states and school districts. The National Center for Education Statistics (NCES) also uses the school district boundaries to develop a broad collection of district-level demographic estimates from the Census Bureau’s American Community Survey (ACS).The school district enrollment and demographic information are based on student enrollment counts collected on Fall Census Day (first Wednesday in October) in the 2023-24 academic year. These data elements are collected by the CDE through the California Longitudinal Achievement System (CALPADS) and can be accessed as publicly downloadable files from the Data & Statistics web page on the CDE website https://www.cde.ca.gov/ds.

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

NOTE: This feature service replaced "K-12 Schools".*This data was compiled by the Washington Office of Superintendent of Public Instruction (OSPI) to provide location and attribute information regarding currently active public schools in the State of Washington. This layer should match the current School Directory published by OSPI from the Education Data System (EDS). This layer includes Charter Schools, Tribal Compact Schools, and Vocational/Technical Skills Centers previously published seperately.Attribute definitions with alias in [ ] and source in ():SchoolCode [School Code] - Unique school code assigned by OSPI (EDS)OrganizationId [Organization Id] - Unique organization code for database purposes (EDS)SchoolName [School Name] - Name of school as it recorded in the Schools Directory (EDS)Label [Label] - Label field for mapping purposes (GIS-not yet used).ESDCode [ESD Code] - Educational Service District unique code (EDS)ESDNum [ESD Number] - Educational Service District numberESDName [ESD Name] - Educational Service District name (EDS)LEACode [LEA Code] - Local Educational Authority/District unique code (EDS)LEAName [LEA Name] - Local Educational Authority/District name (EDS)LowestGrade [Lowest Grade] - Lowest grade served at school (EDS)HighestGrade [Highest Grade] - Highest grade served at school (EDS)LowGrade_Int [Low Grade Integer] - Lowest grade served at school as integer (GIS)HighGrade_Int [High Grade Integer] - Highest grade served at school as integer (GIS)OrgCategoryList [Organizational Category List] - Organizational Category List (EDS)AYPCode [AYP Code] - Adequate Yearly Progress Code (EDS)AYPCodeDes [AYP Code Description] - Adequate Yearly Progress Code Description (EDS)GradeCategory [Grade Category] - Grade Category, e.g. Elementary School, Middle School, etc. (EDS)PhysicalAddress [School Physical Address]- Physical Address of school (EDS)MailingAddress [School Mailing Address] - Mailing Address of school (EDS)PrincipalName [School Principal Name] - School Principal's name (EDS)Email [School Principal Email] - School Principal's email (EDS)Phone [Phone] - School Telephone Number (EDS)Latitude [Latitude] - Latitude Coordinate of school based on mapped location (GIS)Longitude [Longitude] - Longitude Coordinate of school based on mapped location (GIS)County [County of School] - County of school based on mapped location (GIS)CongressionalDistrict [Congressional District of School] - Congressional District of school based on mapped location (GIS)LegislativeDistrict [Legislative District of school] - Legislative District of school (GIS)

Layer includes school name and address, County-District-School code (CDS) from the California Department of Education (CDE), and county and district (public only) in which each school is located. Other variables include TYPE (public/private), subtype, grade span, and 10 years of employment and enrollment numbers where available (2012/2013 school year to 2021-2022). New in this version is the notation in the STATUS field for schools that are primarily or exclusively virtual. One school - Walt Tyler Elementary in El Dorado County - burned in the 2021 Caldor Fire. CDE lists the school as "active" with employees and students accounted for at the physical location, so it is listed the same here.Unlike previous versions, this database does not include schools that have closed. Closed schools (such as we had them to this version) are available by request, but users should keep in mind that some campuses have hosted multiple schools over the years this database has been produced. There could and sometimes are multiple closed schools on a given campus. All attempts have been made to include all K-12 schools in this database, but especially with private schools, which are not held to the same reporting standards as public schools, some may have been missed.*12/11/23 Update: Added Title by year designation and SACOG Environmental Justice Boundary

This comprehensive layer of California public school districts combines all elementary, secondary and unified district area boundaries into a single file and serves as the authoritative geographic data source for all school district area boundaries in California for the 2018-19 academic year. School districts are single purpose governmental units that operate schools and provide public educational services to residents within geographically defined areas. Agencies considered school districts that do not use geographically defined service areas to determine enrollment are excluded from this data set. In order to view districts represented as point locations, please see the "California School District Offices" layer. The school districts in this layer are enriched with additional district-level attribute information from the California Department of Education's data collections. These data elements add meaningful statistical and descriptive information that can be visualized and analyzed on a map and used to advance education research or inform decision making.School districts are categorized as either elementary (primary), high (secondary) or unified based on the general grade range of the schools operated by the district. Elementary school districts provide education to the lower grade/age levels and the high school districts provide education to the upper grade/age levels while unified school districts provide education to all grade/age levels in their service areas. Boundaries for the elementary, high and unified school district layers are combined into a single file. The resulting composite layer includes areas of overlapping boundaries since elementary and high school districts each serve a different grade range of students within the same territory. The 'DistrictType' field can be used to filter and display districts separately by type.Boundary lines are maintained by the California Department of Education (CDE) and are effective in the 2018-19 academic year . The CDE works collaboratively with the US Census Bureau to update and maintain boundary information as part of the federal School District Review Program (SDRP). The Census Bureau uses these school district boundaries to develop annual estimates of children in poverty to help the U.S. Department of Education determine the annual allocation of Title I funding to states and school districts. The National Center for Education Statistics (NCES) also uses the school district boundaries to develop a broad collection of district-level demographic estimates from the Census Bureau’s American Community Survey (ACS).The school district enrollment and demographic information are based on the 2018-19 academic year student enrollment counts collected on Fall Census Day in 2018 (first Wednesday in October). These data elements are collected by the CDE through the California Longitudinal Achievement System (CALPADS) and can be accessed as publicly downloadable files from the Data & Statistics web page on the CDE website.Source.

BackgroundLandscaping studies related to public health education in India do not exclusively focus on the most common Masters of Public Health (MPH) program. The field of public health faces challenges due to the absence of a professional council, resulting in fragmented documentation of these programs. This study was undertaken to map all MPH programs offered across various institutes in India in terms of their geographic distribution, accreditation status, and administration patterns.MethodologyAn exhaustive internet search using various keywords was conducted to identify all MPH programs offered in India. Websites were explored for their details. A data extraction tool was developed for recording demographic and other data. Information was extracted from these websites as per the tool and collated in a matrix. Geographic coordinates obtained from Google Maps, and QGIS software facilitated map generation.ResultsThe search identified 116 general and 13 MPH programs with specializations offered by different universities and institutes across India. India is divided into six zones, and the distribution of MPH programs in these zones is as follows, central zone has 20 programs; the east zone has 11; the north zone has 35; the north-east zone has 07; the south zone has 26; and the west zone has 17 MPH programs. While 107 are university grants commission (UGC) approved universities and institutes, only 46 MPH programs are conducted by both UGC approved and National Assessment and Accreditation Council (NAAC) accredited universities and institutes. Five universities are categorized as central universities; 22 are deemed universities; 51 are private universities; and 29 are state universities. Nine are considered institutions of national importance by the UGC, and four institutions are recognized as institutions of eminence. All general MPH programs span 2 years and are administered under various faculties, with only 27 programs being conducted within dedicated schools or centers of public health.ConclusionThe MPH programs in India show considerable diversity in their geographic distribution, accreditation status, and administration pattern.

This file represents a statewide compilation of the boundaries of all independent, common, and special school districts in the state of Minnesota. Minnesota school districts are asked to report any changes to their district boundaries annually. With the exception of consolidations, dissolutions, or other financial cooperation agreements, the reporting is not mandatory. As independent special purpose government organizations, school districts determine their own district & attendance boundaries, working with neighboring districts and county auditors to ensure proper taxation. The Minnesota Department of Education (MDE) plays no role in determining the actual boundaries.

Since 2008, district boundaries have also been reviewed against the school district coding provided in county parcels, where it exists. (Parcel data are supplied by counties to MnGeo, who in turn share that with MDE.) The results are overall increased accuracy, but also increased complexity. Conversations with county GIS coordinators and auditors are ongoing with respect to the complex situations reflected within county parcel data, and whether or not these are accurate representations of school district boundaries. Since school year 2021, many "islands" or other unusual situations have been eliminated or simplified as a result of those conversations.

This file is not intended to represent the "true" boundaries with respect to taxation, but as generalized boundaries focused on ensuring accurate representation in residential areas. As a result, starting in 2021, boundaries have been simplified by removing complex situations in non-residential areas, such as transportation Right-of-Way (ROW), publicly-owned land, tax exempt land, or water. This simplification work is expected to continue each year.

This data is now also available in CSV format. OBJECTID and Shape columns have been removed from that format.

Map that highlights current student health and educational outcomes as well as indicators of need at schools and in the surrounding communities. Educational facilities and associated wellness programs for the Los Angeles County Education Sector. For any questions, please reach out to Public Health’s Education Sector Unit (ESU) at dph-education@ph.lacounty.gov. Greening Index - The Greening Index is a combination of two measures of need: school site-specific need and community-based need. A school’s green score is based on the percentage of green space on a campus compared with its total area; and a score derived from the Los Angeles County’s Parks Needs Assessment, a countywide study that considers a community’s population density, its proximity to a public park, and the condition of the park.SENI Index - Each LAUSD school receives a SENI score based on a set of academic and community indicators, which determines the amount of funds they receive. SENI Index is only applicable for LAUSD school locations.Our SPOT - Free afterschool program for teens including recreation programming, visual arts sessions, social action activities, and educational field trips.Expulsions and Suspension Data provided by the California Department of Education. Please note: Due to school shutdowns during the COVID-19 pandemic, data for the 2019-2020 and 2020-2021 school years were omitted. Gorman Joint School District did not have data provided prior to the 2016/17 school year and is not included in the data. Elementary school districts were not included in the data.The Absenteeism Data are submitted by local educational agencies (LEAs) and charter schools to the California Department of Education (CDE) as part of the annual End of Year 3 (EOY 3) data submission in the California Longitudinal Pupil Achievement Data System (CALPADS). Absenteeism data and Cumulative Enrollment are reviewed and certified in CALPADS as being accurate by authorized district or school personnel. In order to certify data in CALPADS, authorized district or charter school personnel are required to review the accuracy of all data associated with the applicable CALPADS submission. CALPADS certification is a two-step process with Level-2 certification reserved for the district superintendents, charter school administrators, or their designees. Please contact the district or school if you have any questions about their certified CALPADS data. Source: Absenteeism and Cumulative Enrollment data are submitted and certified by LEAs and/or charter schools as part of the annual CALPADS End of Year 3 submission.Chronic Absenteeism Rate - The unduplicated count of students determined to be chronically absent (Chronic Absenteeism Count) divided by the Chronic Absenteeism Enrollment at the selected entity for the selected population using the available filters. The absenteeism data are submitted by local educational agencies (LEAs) and charter schools to the California Department of Education (CDE) as part of the annual End of Year 3 (EOY 3) data submission in the California Longitudinal Pupil Achievement Data System (CALPADS). Absenteeism data and Cumulative Enrollment are reviewed and certified in CALPADS as being accurate by authorized district or school personnel. In order to certify data in CALPADS, authorized district or charter school personnel are required to review the accuracy of all data associated with the applicable CALPADS submission. CALPADS certification is a two-step process with Level-2 certification reserved for the district superintendents, charter school administrators, or their designees. Please contact the district or school if you have any questions about their certified CALPADS data. Source: Absenteeism and Cumulative Enrollment data are submitted and certified by LEAs and/or charter schools as part of the annual CALPADS End of Year 3 submission.Regular High School Diploma Graduates (Rate) - The percentage of cohort students who received the standard high school diploma.ELA Status Level - Determined after calculations and rounding. For further information regarding this data field refer to the CA School Dashboard Technical Guide.AcronymsCAASPP - California Assessment of Student Performance and ProgressCORE - Connecting to Opportunities for Recovery and EngagementELA English Language ArtsLAC Department of Public Health SAPC Substance Abuse Prevention and ControlOur SPOT Social Places and Opportunities for TeensSAPC Substance Abuse Prevention and Control

IntroductionSchool closures associated with the COVID-19 pandemic resulted in the loss of educational and social supports for up to 1,000,000 students in Ireland and disproportionately affected students from lower socio-economic backgrounds. For the 2020/2021 school year, multisectoral and interdisciplinary “Schools Teams” were established within Public Health departments to maintain in-person education by minimizing transmission of SARS-CoV-2 in schools. This study aimed to describe this model and explore the experiences of Schools Team members in the East of Ireland to identify factors that influenced effective working that can be sustained in the context of health systems and multisectoral recovery.MethodsSchools Teams were comprised of multidisciplinary staff from regional Public Health departments and redeployed staff from the Education sector. Governance rested with Public Health departments. All staff operated to nationally agreed protocols following training. The experiences of the East Schools Team members were explored through an online survey and semi-structured interviews.ResultsThe survey response rate was 53/70 (75.7%). Participants reported clear channels of communication within the team (44, 83.0%), feeling comfortable in their role following training (43, 82.7%) and a positive team culture (51, 96.2%) as key facilitators of effective inter-disciplinary working. Insufficient administrative support and mixed messaging to schools were identified as barriers to efficient team collaboration.DiscussionThe Schools Team model illustrates the potential for multisectoral partnerships to effectively address complex public health priorities and contribute toward health system resilience to health threats. By recognizing and leveraging the ability of allied sectors such as the education sector, to contribute to public health goals, countries can move toward the kind of whole-of-government approach to health recognized as key to health system resilience. The strong links between the education and public health sectors developed through this collaboration could be extended and strengthened to more effectively pursue public health priorities in school settings. More broadly, mechanisms to support multisectoral working should be developed, expanding beyond reactive interventions to proactively address key health priorities and build resilience across health systems and communities. Such collaborations would promote healthier populations by promoting and encouraging a public health perspective among other sectors and embedding “health in all policies”.

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.

Location of public high schools in the Provence-Alpes-Côte d'Azur region comprising: * the Rectorate number of the institution; * the name of the establishment; * the codification of the type of establishment; * the INSEE code of the municipality * the mention of boarding schools present in the lycée (logical field: True/False (if the school does not have a boarding school, the field is wrong); * the project of a boarding school; * Location by a punctual in the center of the courtyard of the establishment on the BDORTHO IGN. Find your sector high school in the Aix-Marseille academy This map is developed in cooperation with the National Education Services and the South Region High Schools Directorate, with the support of the Service Connaissance du territoire. The boundaries of the sectors are based on the TOPO® comic book of the National Institute of Geographical and Forest Information.

Map that highlights current student health and educational outcomes as well as indicators of need at schools and in the surrounding communities. Educational facilities and associated wellness programs for the Los Angeles County Education Sector. For any questions, please reach out to Public Health’s Education Sector Unit (ESU) at dph-education@ph.lacounty.gov. Greening Index - The Greening Index is a combination of two measures of need: school site-specific need and community-based need. A school’s green score is based on the percentage of green space on a campus compared with its total area; and a score derived from the Los Angeles County’s Parks Needs Assessment, a countywide study that considers a community’s population density, its proximity to a public park, and the condition of the park.SENI Index - Each LAUSD school receives a SENI score based on a set of academic and community indicators, which determines the amount of funds they receive. SENI Index is only applicable for LAUSD school locations.Our SPOT - Free afterschool program for teens including recreation programming, visual arts sessions, social action activities, and educational field trips.Expulsions and Suspension Data provided by the California Department of Education. Please note: Due to school shutdowns during the COVID-19 pandemic, data for the 2019-2020 and 2020-2021 school years were omitted. Gorman Joint School District did not have data provided prior to the 2016/17 school year and is not included in the data. Elementary school districts were not included in the data.The Absenteeism Data are submitted by local educational agencies (LEAs) and charter schools to the California Department of Education (CDE) as part of the annual End of Year 3 (EOY 3) data submission in the California Longitudinal Pupil Achievement Data System (CALPADS). Absenteeism data and Cumulative Enrollment are reviewed and certified in CALPADS as being accurate by authorized district or school personnel. In order to certify data in CALPADS, authorized district or charter school personnel are required to review the accuracy of all data associated with the applicable CALPADS submission. CALPADS certification is a two-step process with Level-2 certification reserved for the district superintendents, charter school administrators, or their designees. Please contact the district or school if you have any questions about their certified CALPADS data. Source: Absenteeism and Cumulative Enrollment data are submitted and certified by LEAs and/or charter schools as part of the annual CALPADS End of Year 3 submission.Chronic Absenteeism Rate - The unduplicated count of students determined to be chronically absent (Chronic Absenteeism Count) divided by the Chronic Absenteeism Enrollment at the selected entity for the selected population using the available filters. The absenteeism data are submitted by local educational agencies (LEAs) and charter schools to the California Department of Education (CDE) as part of the annual End of Year 3 (EOY 3) data submission in the California Longitudinal Pupil Achievement Data System (CALPADS). Absenteeism data and Cumulative Enrollment are reviewed and certified in CALPADS as being accurate by authorized district or school personnel. In order to certify data in CALPADS, authorized district or charter school personnel are required to review the accuracy of all data associated with the applicable CALPADS submission. CALPADS certification is a two-step process with Level-2 certification reserved for the district superintendents, charter school administrators, or their designees. Please contact the district or school if you have any questions about their certified CALPADS data. Source: Absenteeism and Cumulative Enrollment data are submitted and certified by LEAs and/or charter schools as part of the annual CALPADS End of Year 3 submission.Regular High School Diploma Graduates (Rate) - The percentage of cohort students who received the standard high school diploma.ELA Status Level - Determined after calculations and rounding. For further information regarding this data field refer to the CA School Dashboard Technical Guide.AcronymsCAASPP - California Assessment of Student Performance and ProgressCORE - Connecting to Opportunities for Recovery and EngagementELA English Language ArtsLAC Department of Public Health SAPC Substance Abuse Prevention and ControlOur SPOT Social Places and Opportunities for TeensSAPC Substance Abuse Prevention and Control

Community engagement in planning is essential for effective and just climate adaptation. However, historically underserved communities are often difficult to reach through traditional means of soliciting public input. The Climate Adaptation Solutions Accelerator (CASA) through School-Community Hubs project identifies public schools as promising sites for building both community engagement and community capacity for climate adaptation. To serve in this role, schools need information about the intersecting threats climate change poses to the communities they serve. The Climate Hazard Dashboard for California Schools is a platform that maps the current and future risks associated with five climate hazards, including wildfire, extreme heat days, wildfire extreme precipitation, flooding, and sea level rise, for the nearly 10,000 public schools serving Kindergarten through Grade 12 students in California. Each hazard is mapped and visualized at the school level, providing an accessible way for administrators, teachers, students, and neighborhoods to explore data reflecting the climate hazards they face, at a scale relevant to their communities. The dashboard also provides an aggregate summary hazard metric. Methods Data for extreme heat and extreme precipitation were retrieved using API requests from the caladaptr package. The data retrieved to calculate extreme heat days were historical observed daily maximum temperature for 1961-2005 and projected daily maximum temperature for 2006-2064. The data retrieved to calculate extreme precipitation days were historical observed daily precipitation totals for 1961-2005 and projected daily precipitation totals for 2006-2064. Data for wildfire, flooding, and sea level rise were downloaded directly from their sources and stored in a remote server for use. All data were processed in R Studio using Quarto Docs. Tabular data for extreme heat and precipitation first used the retrieved historical data to calculate a threshold value to classify an extreme event. The threshold was determined to be the 98th percentile value of observed historical data for California. For extreme heat, this is 98°F. For extreme precipitation, this is 0.73 inches. Then, projected daily values exceeding these thresholds were assigned a 1, and those not exceeding assigned a 0. The count of projected extreme days within each year from 2005-2064 was then assigned to each California public school. Spatial data was mainly processed to serve mapping purposes in the dashboard. The wildfire raster was clipped to the boundaries of California and reclassified. The mean wildfire hazard potential score for each school area was also derived and attached to each school. The original FEMA flood polygons have many different classifications, which were reclassified into three categories: high risk, moderate to low risk, and undetermined risk. The percentage of each school area that falls within a high risk flood zone was also attached to each school. The sea level rise polygons simply describe the extent of flooding under a 0.8 feet sea level rise scenario and a 100-year coastal storm. The polygons were simplified to decrease map load times in the dashboard. The percentage of each school area affected by the sea level rise scenario and a 100-year coastal storm were also attached to each school. To read a more detailed description of data processing, please refer to the "Summary of Solution Design" section in the CASAschools Technical Documentation: https://bren.ucsb.edu/projects/climate-hazards-data-integration-and-visualization-climate-adaptation-solutions

September 2020The Schools 2019 layer is an annual update of public and private K-12 schools in the SACOG region. Public school data, including employment and enrollment, is compiled from the California Department of Education (CDE) and from local school districts. Private school data is compiled from CDE, from the Diocese of Sacramento, and private school websites. Schools with fewer than 6 students are not required to report data so those whose enrollment fluctuates annually around the 6-student mark will have incomplete data across years. Likewise, some larger schools have not been found in every report and may not appear in some years. Effort has been made to maintain in the list those school campuses that have been closed as they are important in the historical context of the data, but also retain the possibility of re-opening as another school, often charter or private. In the case of a new school opening on the campus of a closed school, a new point is now added to show the new school. In the early years of the dataset, the name was simply changed and the old name was only noted in the "Notes" field.Next update: September 2021