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.

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

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 special-purpose governments and administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the most current CCD collection available. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, see: https://nces.ed.gov/ccd/files.asp.Notes:-1 or MIndicates that the data are missing.-2 or NIndicates that the data are not applicable.-9Indicates that the data do not meet NCES data quality standards.Collections are available for the following years:2021-222020-212019-202018-192017-18All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The Institute of Education Sciences (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education. We are independent and non-partisan. Our mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.

IES conducts six broad types of work that addresses school readiness and education from infancy through adulthood and includes special populations such as English Learners and students with disabilities.

• We provide data that describes how well the United States is educating its students. We collect and analyze official statistics on the condition of education, including adult education and literacy; support international assessments; and carry out the National Assessment of Educational Progress (NAEP).

 • We conduct surveys and sponsor research projects to understand where education needs improvement and how these improvements might be made.  Our longitudinal surveys provide nationally representative data on how students are progressing through school and entering the workforce. Our cross-sectional surveys provide a snapshot of how students and the education system are doing at specific points in time. We fund research that uses these and other data to gain a deeper understanding of the nature and context of needed education improvements.

 • We fund development and rigorous testing of new approaches for improving education outcomes for all students.  We support development of practical solutions for education from the earliest design stages through pilot studies and rigorous testing at scale. With IES support, researchers are learning what works for improving instruction, student behavior, teacher learning, and school and system organization.

 • We conduct large-scale evaluations of federal education programs and policies.  Our evaluations address complex issues of national importance, such as the impact of alternative pathways to teacher preparation, teacher and leader evaluation systems, school improvement initiatives, and school choice programs.

 • We provide resources to increase use of data and research in education decision making.  Through the What Works Clearinghouse, we conduct independent reviews of research on what works in education. The Regional Educational Laboratories offer opportunities to learn what works as well as coaching, training, and other support for research use. Our Statewide Longitudinal Data System grants enable states to more efficiently track education outcomes and provide useful, timely information to decision makers.

 • We support advancement of statistics and research through specialized training and development of methods and measures.  We fund pre-doctoral and post-doctoral training programs, as well as database training and short courses on cutting-edge topics for working statisticians and researchers. Our empirical work on new methods and measures ensures continued advances in the accuracy, usefulness, and cost-effectiveness of education data collections and research.

United States US: Secondary Education: General Pupils data was reported at 24,417,185.769 Person in 2015. This records an increase from the previous number of 24,229,777.000 Person for 2014. United States US: Secondary Education: General Pupils data is updated yearly, averaging 21,754,500.000 Person from Dec 1971 (Median) to 2015, with 40 observations. The data reached an all-time high of 24,731,027.000 Person in 2007 and a record low of 19,270,000.000 Person in 1991. United States US: Secondary Education: General Pupils data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Secondary general pupils are the number of secondary students enrolled in general education programs, including teacher training.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

About the Digest of Education StatisticsThe 2022 edition of the Digest of Education Statistics is the 58th in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977–78, 1983–84, and 1985–86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. The Digest contains important information on federal education funding, though more detailed information on federal activities is available from federal education program offices.The Digest contains tables organized into seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. Each chapter is divided into a number of topical subsections.About this DatasetThis dataset represents the tables from the Most Current Digest Tables page: https://nces.ed.gov/programs/digest/current_tables.asp, as downloaded 2025-07-13.The folder system has three levels. Level 1 is the chapters of the data digest. Level 2 is the subsections of the chapters. Level 3 is a folder each for each table. Each table folder contains an excel file for the table.The top level folder contains a catalog csv with a cross walk between the folder name and the original table titles.There is also a folder for Machine Readable tables downloaded from this page in the top level folder: https://nces.ed.gov/programs/digest/mrt_tables.asp.

As of 2024, 98 percent of internet users in the United States were collage graduates or had some college degree. On the contrary, 93 percent of them had a high school or less education.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary and secondary schools included in the NCES Common Core of Data (CCD). The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. School and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations in this data layer were developed from the 2021-2022 CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

United States US: Compulsory Education: Duration data was reported at 13.000 Year in 2017. This stayed constant from the previous number of 13.000 Year for 2016. United States US: Compulsory Education: Duration data is updated yearly, averaging 13.000 Year from Dec 1998 (Median) to 2017, with 20 observations. The data reached an all-time high of 13.000 Year in 2017 and a record low of 13.000 Year in 2017. United States US: Compulsory Education: Duration data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Duration of compulsory education is the number of years that children are legally obliged to attend school.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median; Aggregate data are based on World Bank estimates.

Student demographic and enrollment data by school from 2013-14 through 2017-18

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary and secondary schools included in the NCES Common Core of Data (CCD). The NCES EDGE program collaborates with the U.S. Census Bureau's Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools reported in the annual CCD directory file. The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. CCD school and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations and administrative attributes in this data layer were developed from the 2019-2020 CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. For more information about these CCD attributes, as well as additional attributes not included, see: https://nces.ed.gov/ccd/files.asp.Notes:

-1 or M

Indicates that the data are missing.

-2 or N

Indicates that the data are not applicable.

-9

Indicates that the data do not meet NCES data quality standards.

All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

United States US: Primary Education: Duration data was reported at 6.000 Year in 2017. This stayed constant from the previous number of 6.000 Year for 2016. United States US: Primary Education: Duration data is updated yearly, averaging 6.000 Year from Dec 1970 (Median) to 2017, with 48 observations. The data reached an all-time high of 6.000 Year in 2017 and a record low of 6.000 Year in 2017. United States US: Primary Education: Duration data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Primary duration refers to the number of grades (years) in primary school.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

United States US: Government Expenditure on Education: Total: % of Government Expenditure data was reported at 13.452 % in 2014. This records an increase from the previous number of 13.277 % for 2013. United States US: Government Expenditure on Education: Total: % of Government Expenditure data is updated yearly, averaging 13.277 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 13.452 % in 2014 and a record low of 12.933 % in 2011. United States US: Government Expenditure on Education: Total: % of Government Expenditure data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Education Statistics. General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data was reported at 30.965 % in 2014. This records a decrease from the previous number of 31.109 % for 2013. United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data is updated yearly, averaging 31.109 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 32.422 % in 2010 and a record low of 30.963 % in 2012. United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

Dataset describing students to teacher ratios at states and counties US nation wide.

This feature layer presents Public Schools defined by the Common Core Data (CCD) from a former U.S. Government database, with an added Placekey to enable joining with other datasets. Placekey is a free, universal standard identifier for any physical place, so that the data pertaining to those places can be shared across organizations easily. This feature layer was created using exported data from this Public Schools layer and is intended for testing and demo purposes. 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.

United States US: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Male: % Cumulative data was reported at 2.066 % in 2015. This records a decrease from the previous number of 2.316 % for 2014. United States US: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 2.207 % from Dec 2013 (Median) to 2015, with 3 observations. The data reached an all-time high of 2.316 % in 2014 and a record low of 2.066 % in 2015. United States US: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.; ; UNESCO Institute for Statistics; ;

United States US: Tertiary Education: Teachers: % Female data was reported at 49.106 % in 2015. This stayed constant from the previous number of 49.106 % for 2014. United States US: Tertiary Education: Teachers: % Female data is updated yearly, averaging 42.135 % from Dec 1975 (Median) to 2015, with 25 observations. The data reached an all-time high of 49.106 % in 2015 and a record low of 25.276 % in 1975. United States US: Tertiary Education: Teachers: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Tertiary education, academic staff (% female) is the share of female academic staff in tertiary education.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Female: % Cumulative data was reported at 98.768 % in 2015. This records an increase from the previous number of 98.766 % for 2014. United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 98.704 % from Dec 1970 (Median) to 2015, with 13 observations. The data reached an all-time high of 98.869 % in 2013 and a record low of 95.000 % in 1970. United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Female: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed primary education.; ; UNESCO Institute for Statistics; ;

The 2020-2021 School Neighborhood Poverty Estimates are based on school locations from the 2020-2021 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2017-2021 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.