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Book publishers Colleges Universities Religious Organizations Education Supply Companies Office Supply Companies Fundraising Product Companies

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SY 2021 - 2022 Listing of Community Schools

This dataset contains the official listing of all public educational organizations in Connecticut. Data elements include district name, school name, organization type, organization code, address, open date, interdistrict magnet status and grades offered. Included data are collected by the CT State Department of Education (CSDE) through the Directory Manager (DM) portal in accordance with Connecticut General Statute (C.G.S.) 10-4. This critical information is used by other data collection systems and for state and federal reporting. For more information regarding DM, please visit http://www.csde.state.ct.us/public/directorymanager/default.asp

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.

Quality Review School List

Education and further studies: refers to various learning, education and related information collections.

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. 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 feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

Access verified Education Marketing Data and Contact Data for education professionals and institutions with Success.ai. Includes profiles of administrators, educators, and marketers - Long list of Attributes. Continuously updated profiles for accurate targeting. Best price guaranteed.

This collection comprises unaltered data files downloaded from https://eddataexpress.ed.gov/download/data-library on February 6, 2025. The original access page consisted of a table with category filters, which provided links to data ZIP files containing the specified data fields. This table has been saved into tabular data formats here in the Index folder, with the original web links replaced with the matching ZIP filename only, which essentially replicates the functionality of the original web page in a downloadable format.In the website's underlying file structure, the original ZIP files were nested within folders named according to the format EID_####, apparently to avoid conflicts between files with the same name. These seeming duplications might have been due to updates or revisions that had to be made to a data file. To preserve this original order, the ZIP files were renamed by appending the EID number to their original file name. The files were not otherwise unzipped or altered in any way from their original state.At the time of download, the page at https://eddataexpress.ed.gov/download/data-library displayed the following two notices in red:"The COVID-19 pandemic disrupted the collection and reporting of data on EDE, beginning in SY 2019-20. The Department urges abundant caution when using the data and recommends reviewing the relevant data notes prior to use or interpretation. This includes data on state assessments, graduation rates, and chronic absenteeism.""WARNING: The data library functionality has stopped working temporarily for many SY2122 school files. Please go to the download tool page to download your data of interest. We apologize for the inconvenience."--------------------The "About Us" page from the ED Data Express website had this to say about its resources:Purpose of ED Data ExpressED Data Express is a website designed to improve the public's ability to access and explore high-value state- and district-level education data collected by the U.S. Department of Education. The site is designed to be interactive and to present the data in a clear, easy-to-use manner, with options to download information into Excel or to explore the data within the site's grant program dashboards. The site currently includes data from EDFacts, Consolidated State Performance Reports (CSPR), and the Department's Budget Service office. For more information about these topics, please visit the following web pages:https://www2.ed.gov/about/inits/ed/edfacts/index.html [see below for the text of the linked page]https://www2.ed.gov/about/offices/list/om/fs_po/ofo/budget-service.html [this URL was dead at the time of download]Using the SiteED Data Express includes two sections that allow users to access and view the data: (1) grant program data dashboards and (2) download functionality. The grant program data dashboards provide a snapshot of information on the funding, participation and performance of some of the grant programs administered by the U.S. Department of Education's Office of Elementary and Secondary Education. The dashboards are interactive and update depending on the program, state and school year selected. Additional information is provided through data notes as well as through the small "i" icon. The download functionality allows users to build customized tables of data and contain more data than what is available via the dashboards. The download functionality also allows users to download data notes which provide important caveats and contextual information to consider when using the data. Data Included and Frequency of UpdatesThe site currently includes funding, participation and performance data from school years 2010-11 to 2016-17 on formula grant programs administered in the Office of Elementary and Secondary Education. Additional data and data notes will be added to the site over time. Quality Control and Personally Identifiable InformationAll CSPR and EDFacts data are self-reported by each state. The U.S. Department of Education conducts a review of the data and provides feedback to states, but it is ultimately states’ responsibility to verify and certify that their data are correct. Please note that during the reporting years represented on this site, the Office of Elementary and Secondary Education in collaboration with EDFacts and SEAs have wor

A list of schools receiving Quality Reviews during the 2018-19 school year

These data were generated as part of a two-and-a-half-year ESRC-funded research project examining the digitalisation of higher education (HE) and the educational technology (Edtech) industry in HE. Building on a theoretical lens of assetisation, it focused on forms of value in the sector, and governance challenges of digital data. It followed three groups of actors: UK universities, Edtech companies, and investors in Edtech. The researchers first sought to develop an overview of the Edtech industry in HE by building three databases on Edtech companies, investors in Edtech, and investment deals, using data downloaded from Crunchbase, a proprietary platform. Due to Crunchbase’s Terms of Service, only parts of one database are allowed to be submitted to this repository, i.e. a list of companies with the project’s classification. A report offering descriptive analysis of all three databases was produced and is submitted as well. A qualitative discursive analysis was conducted by analysing seven documents in depth. In the second phase, researchers conducted interviews with participants representing three groups of actors (n=43) and collected documents on their organisations. Moreover, a list of documents collected from Big Tech (Microsoft, Amazon, and Salesforce) were collected to contextualise the role of global digital infrastructure in HE. Due to commercial sensitivity, only lists of documents collected about investors and Big Tech are submitted to the repository. Researchers then conducted focus groups (n=6) with representatives of universities (n=19). The dataset includes transcripts of focus groups and outputs of writing by participants during the focus group. Finally, a public consultation was held via a survey, and 15 participants offered qualitative answers.

The iZone is the NYC Department of Education's initiative to strategically develop and scale innovative 21st century school and classroom models that increase student achievement. The iZone consists of a dedicated community of schools that design and build the learning experience around the needs, motivations and strengths of each student in order to prepare them for success in college and career. PLS was a Personalized Learning Systems pilot undertaken in elementaryschools where schools had access to adaptive learning software such as Time to Know, CompassLearning Odyssey and Pearson SuccessMaker, web-based programs that assist teachers in managing and differentiating instruction in ELA and Math.

Master List of all Approved and Denied Education

This dataset provides a list of school codes......

Comprehensive dataset of 239 Education in Illinois, United States as of June, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

This dataset describes the list of accredited universities in mainland China - undergraduate section

Oregon’s 17 Community Colleges cover 60 campuses and centers throughout the state. This dataset includes the current list of all courses offered by a community college. Course information is subject to change; please contact your local community college for course confirmation.

Open Science in (Higher) Education – data of the February 2017 survey

This data set contains:

Full raw (anonymised) data set (completed responses) of Open Science in (Higher) Education February 2017 survey. Data are in xlsx and sav format.

Survey questionnaires with variables and settings (German original and English translation) in pdf. The English questionnaire was not used in the February 2017 survey, but only serves as translation.

Readme file (txt)

Survey structure

The survey includes 24 questions and its structure can be separated in five major themes: material used in courses (5), OER awareness, usage and development (6), collaborative tools used in courses (2), assessment and participation options (5), demographics (4). The last two questions include an open text questions about general issues on the topics and singular open education experiences, and a request on forwarding the respondent's e-mail address for further questionings. The online survey was created with Limesurvey[1]. Several questions include filters, i.e. these questions were only shown if a participants did choose a specific answer beforehand ([n/a] in Excel file, [.] In SPSS).

Demographic questions

Demographic questions asked about the current position, the discipline, birth year and gender. The classification of research disciplines was adapted to general disciplines at German higher education institutions. As we wanted to have a broad classification, we summarised several disciplines and came up with the following list, including the option "other" for respondents who do not feel confident with the proposed classification:

Natural Sciences

Arts and Humanities or Social Sciences

Economics

Law

Medicine

Computer Sciences, Engineering, Technics

Other

The current job position classification was also chosen according to common positions in Germany, including positions with a teaching responsibility at higher education institutions. Here, we also included the option "other" for respondents who do not feel confident with the proposed classification:

Professor

Special education teacher

Academic/scientific assistant or research fellow (research and teaching)

Academic staff (teaching)

Student assistant

Other

We chose to have a free text (numerical) for asking about a respondent's year of birth because we did not want to pre-classify respondents' age intervals. It leaves us options to have different analysis on answers and possible correlations to the respondents' age. Asking about the country was left out as the survey was designed for academics in Germany.

Remark on OER question

Data from earlier surveys revealed that academics suffer confusion about the proper definition of OER[2]. Some seem to understand OER as free resources, or only refer to open source software (Allen & Seaman, 2016, p. 11). Allen and Seaman (2016) decided to give a broad explanation of OER, avoiding details to not tempt the participant to claim "aware". Thus, there is a danger of having a bias when giving an explanation. We decided not to give an explanation, but keep this question simple. We assume that either someone knows about OER or not. If they had not heard of the term before, they do not probably use OER (at least not consciously) or create them.

Data collection

The target group of the survey was academics at German institutions of higher education, mainly universities and universities of applied sciences. To reach them we sent the survey to diverse institutional-intern and extern mailing lists and via personal contacts. Included lists were discipline-based lists, lists deriving from higher education and higher education didactic communities as well as lists from open science and OER communities. Additionally, personal e-mails were sent to presidents and contact persons from those communities, and Twitter was used to spread the survey.

The survey was online from Feb 6th to March 3rd 2017, e-mails were mainly sent at the beginning and around mid-term.

Data clearance

We got 360 responses, whereof Limesurvey counted 208 completes and 152 incompletes. Two responses were marked as incomplete, but after checking them turned out to be complete, and we added them to the complete responses dataset. Thus, this data set includes 210 complete responses. From those 150 incomplete responses, 58 respondents did not answer 1st question, 40 respondents discontinued after 1st question. Data shows a constant decline in response answers, we did not detect any striking survey question with a high dropout rate. We deleted incomplete responses and they are not in this data set.

Due to data privacy reasons, we deleted seven variables automatically assigned by Limesurvey: submitdate, lastpage, startlanguage, startdate, datestamp, ipaddr, refurl. We also deleted answers to question No 24 (email address).

References

Allen, E., & Seaman, J. (2016). Opening the Textbook: Educational Resources in U.S. Higher Education, 2015-16.

First results of the survey are presented in the poster:

Heck, Tamara, Blümel, Ina, Heller, Lambert, Mazarakis, Athanasios, Peters, Isabella, Scherp, Ansgar, & Weisel, Luzian. (2017). Survey: Open Science in Higher Education. Zenodo. http://doi.org/10.5281/zenodo.400561

Contact:

Open Science in (Higher) Education working group, see http://www.leibniz-science20.de/forschung/projekte/laufende-projekte/open-science-in-higher-education/.

[1] https://www.limesurvey.org

[2] The survey question about the awareness of OER gave a broad explanation, avoiding details to not tempt the participant to claim "aware".

Comprehensive dataset of 16 Education in Delaware, United States as of June, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.