The education data displayed in this theme of the Florida’s Roadmap to Living Healthy are measures utilized by the Florida Department of Education and the U.S. Department of Education to quantify educational opportunities and accountability in Florida. School grades provide an easily understandable way to measure the performance of a school. Parents and the general public can use the school grade and its components to understand how well each school is serving its students. In addition to school grades, this themed map includes Career/Technical Education Statistics, Graduation Rates, School District Grades, School Improvement Ratings, the 300 Lowest Performing Elementary Schools, Persistently Low Performing Schools, Head Start Centers, Title I Part A Program Recipients, and other education-related topics. This unique breakdown of education data can be used to better identify the specific educational needs of individual communities in Florida in relation to other social determinants that may be indicative or correlated to academic achievement and attainment.

This web map displays the California Department of Education's (CDE) core set of geographic data layers. This content represents the authoritative source for all statewide public school site locations and school district service areas boundaries for the 2018-19 academic year. The map also includes school and district layers enriched with student demographic and performance 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.

This map answers the question "What is the most common, or predominant, education level for people in this area?" The map shows predominant educational attainment in each census tract. Darker colors indicate a greater gap between the predominant group and the next largest group.The U.S. Census Bureau asks citizens to indicate how far they went in formal education. The database includes seven different columns, each representing a count of population by that education level. A simple routine in compares the seven columns of information, and finds which one has the highest value, writing that to a string field. Each tract's transparency is set by a transparency field added to the data.Predominance maps can be created in ArcGIS Online by adding two fields, calculating their values, and setting up the renderer based on those two fields. See this blog by Jim Herries for details on how to create a predominance map in ArcGIS Online from any feature layer.See this GitHub repo by Jennifer Bell for a script you can run in ArcMap as a script tool, to calculate predominance for any columns of data you have.

This map layer is a subset of the Columbus Points of Interest layer and shows education facilities in the City of Columbus. Daycares, elementary, middle, and high schools, colleges and universities, vocational schools, and other educational entities are included. This layer is maintained through a cooperative effort by multiple departments of the City of Columbus using first-hand knowledge of the area as well as a variety of authoritative data sources. While significant effort is made to ensure the data is as accurate and comprehensive as possible, some points of interest may be excluded and included points may not be immediately updated as change occurs.

Browse the different maps showcased in the "Midwifery Education Around the World" map, namely: midwifery education institutions by country, national curriculum, direct entry programs, post-nursing programs, and masters and doctorate degrees. Map driving the Education Story Map, located here: https://directrelief.maps.arcgis.com/home/item.html?id=c89deca4b5b642e1bd35140267427a67Data focused on the education of midwives globally was collected for the 2021 State of the World's Midwifery Report by the International Confederation of Midwives, with support by Direct Relief, and can be accessed and downloaded in the Open Data Portal of the Global Midwives' Hub. Data collected on the state of midwifery leadership throughout the world for the 2021 State of the World's Midwifery Report. The data was collected via a survey that was sent to midwives' associations, who filled it out for their country and shared it with their Ministry of Health for validation. Data was collected by the International Confederation of Midwives with the support of UNFPA, WHO, and Direct Relief. This data visualization is just one of the many data products on the Global Midwives Hub, a digital resource with open data, maps, and mapping applications (among other things), to support advocacy for improved maternal and newborn services.

This map shows the boundaries of the Educational Service Districts and school location by level in Jackson County. The map document size is 34 inches by 44 inches.

This dataset contains the official listing of all public educational organizations in Connecticut as of April 25, 2014. Data elements include 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

Maryland's PreK - 12 public school system ranks first overall based on the latest data in six graded categories. Maryland ranks second in the achievement category and third in teaching as well as transitions and alignment. This is a MD iMAP hosted service. Find more information on https://imap.maryland.gov.Feature Service Link: https://mdgeodata.md.gov/imap/rest/services/Education/MD_EducationFacilities/FeatureServer/5

Education Map Layers: Schools, High School Districts, Elementary School Districts

The map of the sectorisation of the public colleges of Hauts-de-Seine allows you to quickly know the sector college associated with a section of road.

In the Versailles Academy, the Yvelines Department and the Val d’Oise Department benefit from a comprehensive mapping solution for managing and consulting the school sectorisation of colleges. This solution, aimed at families and partners, makes it possible to disseminate very widely reliable and accessible information on the sectorisation of colleges, competence of the Departments.

For the Directorate of Education, Citizenship and Colleges (DECC), the challenge of this project was to propose a similar scheme on Hauts-de-Seine within the framework of the Unified Directorate and thus replace the current solution with a complete mapping application. A finer geographical data based on the wireline of roads/streets, a real management mesh of school sectorisation, has been created to visualise and manipulate the data as closely as possible.

The Department’s school sectorisation solution is based on two separate modules:

• A school sector management module for in-house DECC;
• A module to consult the school map of colleges for the general public.

On the basis of the official sectorisation data provided by the DECC (stopped) and the wireline of streets from the IGN topographic database (BD Topo), the SIG and Open data teams, have made the sections of streets reliable in order to assign to each of them its connecting college. They then set up a management web mapping application based on the Department’s GIS solutions. Through it, the DECC can reliable the data and refine the school map according to the evolution of the territory: new college, new neighborhood, evolution of the student population, etc.

The interactive map for the general public exploits all the data thus reliable and refined. This school map of the public colleges of Hauts-de-Seine allows families to quickly and simply know the college of attachment of their children.

Special observations

The map is provided as an indication and only the deliberation voted by the Conseil Départemental des Hauts-de-Seine is enforceable. The information presented relates to the school year 2022-2023. The school map is updated each year according to the evolution of the sectorisations of the colleges.

Related links

Link to the general public web application of the school map School map of public colleges

Related data

Link to College Dataset Public and Private Colleges

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.

Finding Schools is now easier than ever with the College Map, the first geographic search tool published by IPEDS (Integrated Postsecondary Education Data System) providing access to over 7,000 certificate, undergraduate and graduate-level schools. This all-in-one tool enables students, parents and counselors to filter potential programs for location, major, tuition and more. Including both certificate-level programs and advanced degrees, this public application makes the often overwhelming process of school searching simple, and it’s available on mobile devices.Once the results are narrowed down, users can share their lists on social media or download in excel format. Additionally, the College Map integrates with the College Navigator, a research based search tool providing data from the complete list of IPEDS Survey indicators.

Public colleges welcome students living in their recruitment sector as a matter of priority. This area is determined by the student’s place of residence. It is therefore neither the primary school attended nor the place of professional practice of the parents that determine the sector college(s). It is the departmental council that defines the “public college school map”, i.e. the recruitment sectors of the various public colleges of the department, specifying in which public college(s) are to be educated students who live in a particular area of the department. When this promotes social diversity, the departmental council may decide that the same recruitment sector is shared by several public colleges (in this case we refer to as “multi-college sector”). Reference: Education Code, Article L213-1 (‘https://www.legifrance.gouv.fr/codes/article_lc/LEGIARTI000031104883’) The school card is taken into account by DASEN in preparing the assignment of students using the Affelnet 6e . In order to automate the reconciliation between the address of the pupils and their sector college(s), DASEN may import a school card file into Affelnet 6e, provided that this file has been previously transmitted by the departmental council in a harmonised format, defined at national level. The published dataset results from the national aggregation of departmental files used by DASEN to automatically determine the student sector college(s). For 2023, this dataset covers 90 departments (out of a total of 101), indeed: — on the one hand, 10 departments have not yet integrated their school map data into the Affelnet 6e application (Charente-Maritime, Côtes-d’Armor, Corse-du-Sud, Finistère, Guadeloupe, Haute-Corse, Haute-Marne, Martinique, Mayotte and Morbihan). However, municipalities in those departments are included in the dataset on the ground that they are covered by the sector of a college located in a neighbouring department and which has a school card file; — on the other hand, in the department of Gironde, although a school card was imported into Affelnet 6e, the automatic determination feature of the sector college was not used. Therefore, since this departmental file might not have the degree of reliability expected, it was chosen not to integrate it into the dataset.

In 1968, Sonja Peterson conducted a study that included all students from grade 1 to grade 9 in Arvika, Sweden. That study was named: Vad vet grundskoleeleven om kartan? [What does the primary school student know about the map?] and was published in 1971 in the report series: Rapporter från Pedagogiska institutionen i Göteborg [Reports from the Department of Education in Gothenburg]. As a part of the doctoral studies Pontus Hennerdal conducted at Stockholm University, he recreated parts of the test Peterson used in her study. Together with some new questions, Hennerdals study was also carried out with students in Arvika during 2013. This time with students from grade 2 to year 9. This archive consists of answers from the 1206 completed questionnaires that were filled in during the spring term 2013 during Hennerdals Arvika study. Also the archive include some comparisons with the data Peterson collected 45 years earlier.

During the spring term of 2013, tests(see attached files) were distributed to all classes (grade 2 to 9) in Arvika, Sweden. All grades did not have all test sheets. The teachers conducted the test with each class based on the instruction:

The intention is that the questions should be self-instructing, that the only thing the students need in addition to the questions is a pen and an eraser, and that the answers to the questions should be received during an hour. But the study is not ruined by helping students to understand question they find unclear (explain the question, not the concept), let them use draft paper and their own ruler, or let someone draw a little over the time if the teacher finds it possible.

🇫🇷 프랑스

This feature layer provides the educational attainment levels in the City of Tempe by census tract. The feature layer was created by clipping the ACS Educational Attainment Variables - Boundaries 2014-18, downloaded from Esri's Living Atlas, to the City of Tempe boundary layer.https://tempegov.maps.arcgis.com/home/item.html?id=84e3022a376e41feb4dd8addf25835a3

This layer contains information related to the school boundaries (also referred to as the “School Card”) attached to the addresses of the City of Rennes and to certain addresses of Saint-Grégoire. This is to indicate the kindergarten and elementary school(s) where they will be able to register their child through their residence address. An address may correspond to one or more schools (school and elementary). As a result, the perimeters are not defined by a right-of-way polygon, which is complicated to delineate precisely. There may therefore be as many superimposed points as schools (maternal or elementary) attached to an address. Before each school year (around February), the City of Rennes updates these school areas. Available award fields: id_adr => Address ID from Rennes Métropole’s Reference of Routes and Addresses (RVA) id_voie => Identifier of the path from the Rennes Métropole Roads and Address Reference (RVA) code_insee => Insee number of the municipality where the address is located full_address => Complete address (number + track) track_name => Name of the track where the address is located common_name => Name of the municipality where the address is located sect_scol => Identifier of the school sector to which the address is attached id_ec_georm => Identifier of the school to which the address is attached name_ec_georm => Name of the school to which to attach the address type_ec_georm => type of school (ele = elementary/mat = kindergarten) id_organisation => identifier in the database Sites & Organisations of the connecting school

Public schools give priority to students living in their recruitment sector. This sector is determined by the pupil’s place of residence. It is therefore neither the primary school attended nor the place where the parents work that determines the sector establishment(s). It is the departmental council that defines the ‘school map of public colleges’, i.e. the recruitment sectors of the various public colleges in the department, specifying in which public college(s) students who live in a given area of the department must be enrolled. Where this promotes social diversity, the departmental council may decide that the same recruitment sector is shared by several public colleges (in this case, the ‘multi-college sector’). The Regional Council shall draw up the provisional investment programme for high schools and special education establishments; it defines their location, their reception capacity and the way in which pupils are accommodated. Student recruitment districts are defined jointly by the academic authority and the regional council, taking into account the criteria of demographic, economic and social balance and ensuring social diversity. However, in case of disagreement, the delimitation of districts is decided by the academic authority. Reference https://www.education.gouv.fr/le-role-des-collectivites-territoriales-dans-le-service-public-de-l-education-8138 The published dataset results from the aggregation, at the level of the academic region, of the 13 departmental files used by the DSDENs to automatically determine the sector college(s) and high school(s) of pupils.

{{description}}

This dataset is designed to represent and identify the boundaries of public school facilities within Lexington-Fayette County. The dataset is created by leveraging the appropriate boundaries in the GIS parcel dataset. The location of the public school facilities is updated through public record and coordination with the Fayette County Public School. The location for the certified private schools is updated through public record for certified private schools from the Kentucky Department of Education. The public school facilities are continuously updated. This dataset participates in a topology with the parcel dataset to assure coincident geometry during parcel editing.As part of the basemap data layers, the school boundary map layer is an integral part of the Lexington Fayette-Urban County Government Geographic Information System. Basemap data layers are accessed by personnel in most LFUCG divisions for basic applications such as viewing, querying, and map output production. More advanced user applications may focus on thematic mapping, summarization of data by geography, or planning purposes (including defining boundaries, managing assets and facilities, integrating attribute databases with geographic features, spatial analysis, and presentation output).