This map shows the predominant highest level of education for the population age 25+ in the United States. This is shown by state, county, and census tracts throughout the US. Click on a feature to learn more about the breakdown of population by their highest level of education.The categories are grouped as:Less than High SchoolHigh SchoolAssociate's DegreeSome CollegeBachelor's Degree or HigherThe data shown is current-year American Community Survey (ACS) data from the US Census. The data is updated each year when the ACS releases its new 5-year estimates. For more information about the data layer used in this map, visit this page.To learn more about when the ACS releases data updates, click here.

This layer highlights the education status of women 25 or older, living below the poverty line. Compare this map to the Education Level of Men in Poverty for additional perspective, or use the Education Level of Women and Men in Poverty in the United States app to do a side by side comparison. The poverty line varies due to family size, state of residence, and other factors. The US Census normalizes the data by placing each respondent into an income category related to the poverty line. The Census then reports education levels for men and women above and below the poverty line. The US Census American Community Survey is an ongoing survey. These estimates were created from data collected from 2010 to 2014 and shown at the tract level. The tract borders are not shown to emphasize patterns.

According to exit polling in *** key states of the 2024 presidential election in the United States, almost ********** of voters who had never attended college reported voting for Donald Trump. In comparison, a similar share of voters with ******** degrees reported voting for Kamala Harris.

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 map shows the average amount spent on education per household in the U.S. in 2022 in a multiscale map (by country, state, county, ZIP Code, tract, and block group).The pop-up is configured to include the following information for each geography level:Average annual amount spent on education per householdAverage annual spending per household for tuition by education levelAverage annual spending per household for additional school necessitiesThis map shows Esri's 2022 U.S. Consumer Spending Data in Census 2020 geographies. The map adds increasing level of detail as you zoom in, from state, to county, to ZIP Code, to tract, to block group data.Esri's 2022 U.S. Consumer Spending database details which products and services consumers buy, including total dollars spent, average amount spent per household, and a Spending Potential Index. Esri's Consumer Spending database identifies hundreds of items in more than 15 categories, including apparel, food and beverage, financial, entertainment and recreation, and household goods and services. See Consumer Spending database to view the methodology statement and complete variable list.Additional Esri Resources:Esri DemographicsU.S. 2022/2027 Esri Updated DemographicsEssential demographic vocabularyThis item is for visualization purposes only and cannot be exported or used in analysis.Permitted use of this data is covered in the DATA section of the Esri Master Agreement (E204CW) and these supplemental terms.

Author: Joseph Kerski, post_secondary_educator, Esri and University of DenverGrade/Audience: high school, ap human geography, post secondary, professional developmentResource type: lessonSubject topic(s): population, maps, citiesRegion: africa, asia, australia oceania, europe, north america, south america, united states, worldStandards: All APHG population tenets. Geography for Life cultural and population geography standards. Objectives: 1. Understand how population change and demographic characteristics are evident at a variety of scales in a variety of places around the world. 2. Understand the whys of where through analysis of change over space and time. 3. Develop skills using spatial data and interactive maps. 4. Understand how population data is communicated using 2D and 3D maps, visualizations, and symbology. Summary: Teaching and learning about demographics and population change in an effective, engaging manner is enriched and enlivened through the use of web mapping tools and spatial data. These tools, enabled by the advent of cloud-based geographic information systems (GIS) technology, bring problem solving, critical thinking, and spatial analysis to every classroom instructor and student (Kerski 2003; Jo, Hong, and Verma 2016).

The ACS-ED Maps tool identifies conditions of school-age children in school districts based on data from the U.S. Census Bureau’s American Community Survey Education Tabulation (ACS-ED) 2013-17.The American Community Survey – Education Tabulation (ACS-ED) is an annual, nationwide survey designed to provide communities with reliable and timely demographic, social, economic, and housing data. The U.S. Census Bureau implemented the ACS in 2005 as a replacement for the decennial census long form, and NCES collaborates with the U.S. Census Bureau to create a variety of custom ACS data files that describe the condition of school-age children in the U.S., states, and school districts. The custom NCES files are updated annually and based on ACS five-year period estimates.Population Groups:The ACS Children's tabulation provides characteristics of school-age children with separate iterations based on enrollment and school type. Iterations include: Total Children; Grade-relevant Children; Grade-relevant Children - Enrolled; and Grade-relevant Children - Enrolled Public. Learn more.The ACS Total Population tabulation includes all persons living in households or group quarters. The total population files offered by NCES include estimates for the nation, states, and school districts, ACS estimates for additional geographic areas are available from the U.S. Census Bureau's American FactFinder System. Learn more.

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. 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 represent the most current 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.

The 2022 cartographic boundary KMLs are simplified representations of selected geographic areas from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). These boundary files are specifically designed for small-scale thematic mapping. When possible, generalization is performed with the intent to maintain the hierarchical relationships among geographies and to maintain the alignment of geographies within a file set for a given year. Geographic areas may not align with the same areas from another year. Some geographies are available as nation-based files while others are available only as state-based files. School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from state officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. The cartographic boundary files include separate files for elementary, secondary and unified school districts. The generalized school district boundaries in this file are based on those in effect for the 2021-2022 school year, i.e., in operation as of January 1, 2022.

USGS Structures from The National Map (TNM) consists of data to include the name, function, location, and other core information and characteristics of selected manmade facilities across all US states and territories. The types of structures collected are largely determined by the needs of disaster planning and emergency response, and homeland security organizations. Structures currently included are: School, School:Elementary, School:Middle, School:High, College/University, Technical/Trade School, Ambulance Service, Fire Station/EMS Station, Law Enforcement, Prison/Correctional Facility, Post Office, Hospital/Medical Center, Cabin, Campground, Cemetery, Historic Site/Point of Interest, Picnic Area, Trailhead, Vistor/Information Center, US Capitol, State Capitol, US Supreme Court, State Supreme Court, Court House, Headquarters, Ranger Station, White House, and City/Town Hall. Structures data are designed to be used in general mapping and in the analysis of structure related activities using geographic information system technology. Included is a feature class of preliminary building polygons provided by FEMA, USA Structures. The National Map structures data is commonly combined with other data themes, such as boundaries, elevation, hydrography, and transportation, to produce general reference base maps. The National Map viewer allows free downloads of public domain structures data in either Esri File Geodatabase or Shapefile formats. For additional information on the structures data model, go to https://www.usgs.gov/ngp-standards-and-specifications/national-map-structures-content.

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 2020-2021 CCD collection. 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 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.

The 2023 cartographic boundary shapefiles are simplified representations of selected geographic areas from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). These boundary files are specifically designed for small-scale thematic mapping. When possible, generalization is performed with the intent to maintain the hierarchical relationships among geographies and to maintain the alignment of geographies within a file set for a given year. Geographic areas may not align with the same areas from another year. Some geographies are available as nation-based files while others are available only as state-based files. School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from state officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. The cartographic boundary files include separate files for elementary, secondary and unified school districts. The generalized school district boundaries in this file are based on those in effect for the 2022-2023 school year, i.e., in operation as of January 1, 2023.

The 2023 cartographic boundary shapefiles are simplified representations of selected geographic areas from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). These boundary files are specifically designed for small-scale thematic mapping. When possible, generalization is performed with the intent to maintain the hierarchical relationships among geographies and to maintain the alignment of geographies within a file set for a given year. Geographic areas may not align with the same areas from another year. Some geographies are available as nation-based files while others are available only as state-based files. School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from state officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. The cartographic boundary files include separate files for elementary, secondary and unified school districts. The generalized school district boundaries in this file are based on those in effect for the 2022-2023 school year, i.e., in operation as of January 1, 2023.

Author: E Gunderson, educator, Minnesota Alliance for Geographic EducationGrade/Audience: grade 8, high schoolResource type: lessonSubject topic(s): gisRegion: united statesStandards: Minnesota Social Studies Standards

Standard 1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.Objectives: Students will be able to:

1. Create a custom map using Google Maps
2. Collect and plot data using Google MapsSummary: Students will learn the basics of Google Maps while using geospatial data to create their neighborhood map with the places they spend time. They will also collect data of their choice from another source (website, book, personal life) and plot the data using Google Maps.

The Unpublished Digital Geologic-GIS Map of the Cave Creek School Quadrangle, Texas is composed of GIS data layers and GIS tables in a 10.1 file geodatabase (ccsc_geology.gdb), a 10.1 ArcMap (.mxd) map document (ccsc_geology.mxd), individual 10.1 layer (.lyr) files for each GIS data layer, an ancillary map information document (lyjo_geology.pdf) which contains source map unit descriptions, as well as other source map text, figures and tables, metadata in FGDC text (.txt) and FAQ (.pdf) formats, and a GIS readme file (lyjo_geology_gis_readme.pdf). Please read the lyjo_geology_gis_readme.pdf for information pertaining to the proper extraction of the file geodatabase and other map files. To request GIS data in ESRI 10.1 shapefile format contact Stephanie O'Meara (stephanie.omeara@colostate.edu; see contact information below). Presently, a GRI Google Earth KMZ/KML product doesn't exist for this map. The data were completed as a component of the Geologic Resources Inventory (GRI) program, a National Park Service (NPS) Inventory and Monitoring (I&M) Division funded program that is administered by the NPS Geologic Resources Division (GRD). Source geologic maps and data used to complete this GRI digital dataset were provided by the following: Texas Bureau of Economic Geology, University of Texas at Austin. Detailed information concerning the sources used and their contribution the GRI product are listed in the Source Citation section(s) of this metadata record (ccsc_geology_metadata.txt or ccsc_geology_metadata_faq.pdf). Users of this data are cautioned about the locational accuracy of features within this dataset. Based on the source map scale of 1:24,000 and United States National Map Accuracy Standards features are within (horizontally) 12.2 meters or 40 feet of their actual location as presented by this dataset. Users of this data should thus not assume the location of features is exactly where they are portrayed in ArcGIS or other software used to display this dataset. All GIS and ancillary tables were produced as per the NPS GRI Geology-GIS Geodatabase Data Model v. 2.3. (available at: http://science.nature.nps.gov/im/inventory/geology/GeologyGISDataModel.cfm). The GIS data projection is NAD83, UTM Zone 14N. The data is within the area of interest of Lyndon B. Johnson National Historical Park.

The map title is Northwest Territories. Tactile map scale. 1.5 centimetres = 150 kilometres North arrow pointing to the top of the page. Borders of the Northwest Territories, shown as solid lines. The Great Bear Lake, Great Slave Lake, shown with a wavy symbol to indicate water. A filled star and the city name Yellowknife to show the location of Yellowknife. Text labels for Banks Island, Victoria Island, Great Bear Lake, Great Slave Lake and the Mackenzie River. The word lake is abbreviated as L, the work River is abbreviated as R and the word Island is abbreviated as I. The abbreviation "YT" to indicate the Yukon Territory. The abbreviation "BC" to indicate the province of British Columbia. The abbreviation "AB" to indicate the province of Alberta. The abbreviation "SK" to indicate the province of Saskatchewan. The abbreviation "NU" to indicate the Territory of Nunavut. Tactile maps are designed with Braille, large text, and raised features for visually impaired and low vision users. The Tactile Maps of Canada collection includes: (a) Maps for Education: tactile maps showing the general geography of Canada, including the Tactile Atlas of Canada (maps of the provinces and territories showing political boundaries, lakes, rivers and major cities), and the Thematic Tactile Atlas of Canada (maps showing climatic regions, relief, forest types, physiographic regions, rock types, soil types, and vegetation). (b) Maps for Mobility: to help visually impaired persons navigate spaces and routes in major cities by providing information about streets, buildings and other features of a travel route in the downtown area of a city. (c) Maps for Transportation and Tourism: to assist visually impaired persons in planning travel to new destinations in Canada, showing how to get to a city, and streets in the downtown area.

The map title is Quebec. Tactile map scale. 1.8 centimetres = 200 kilometres North arrow pointing to the top of the page. Borders of the province of Quebec, shown as dashed and solid lines. Part of Hudson Bay and James Bay, shown with a wavy symbol to indicate water. A circle and the city name to show the location of Montreal. A filled star and the city name to show the location of Quebec City. Text labels for Hudson Bay, James Bay, St Lawrence River and the Labrador Sea. The word River is abbreviated as R. The abbreviation "ON" to indicate the province of Ontario. The abbreviation "NB" to indicate the province of New Brunswick. The abbreviation "NS" to indicate the province of Nova Scotia. The abbreviation "PE" to indicate the province of Prince Edward Island. The abbreviation "NF" to indicate the province of Newfoundland and Labrador. The abbreviation "USA" to indicate the neighbouring country, the United States of America. Tactile maps are designed with Braille, large text, and raised features for visually impaired and low vision users. The Tactile Maps of Canada collection includes: (a) Maps for Education: tactile maps showing the general geography of Canada, including the Tactile Atlas of Canada (maps of the provinces and territories showing political boundaries, lakes, rivers and major cities), and the Thematic Tactile Atlas of Canada (maps showing climatic regions, relief, forest types, physiographic regions, rock types, soil types, and vegetation). (b) Maps for Mobility: to help visually impaired persons navigate spaces and routes in major cities by providing information about streets, buildings and other features of a travel route in the downtown area of a city. (c) Maps for Transportation and Tourism: to assist visually impaired persons in planning travel to new destinations in Canada, showing how to get to a city, and streets in the downtown area.

The map title is Ontario. Tactile map scale. 2.1 centimetres = 200 kilometres North arrow pointing to the top of the page. Borders of the province of Ontario, shown as dashed and solid lines. The Great Lakes and part of Hudson Bay, shown with a wavy symbol to indicate water. A circle and the city name to show the location of Thunder Bay and Windsor. A filled star and the abbreviation "TO" to show the location of Toronto. An unfilled star and the city name to show the location of Ottawa. Text labels for Hudson Bay, James Bay, Lake Superior, Lake Michigan, Lake Huron, Lake Erie, and the abbreviation LO to indicate Lake Ontario. The word lake is abbreviated as L. The abbreviation "MB" to indicate the province of Manitoba. The abbreviation "QC" to indicate the province of Quebec. The abbreviation "USA" to indicate the neighbouring country, the United States of America. Tactile maps are designed with Braille, large text, and raised features for visually impaired and low vision users. The Tactile Maps of Canada collection includes: (a) Maps for Education: tactile maps showing the general geography of Canada, including the Tactile Atlas of Canada (maps of the provinces and territories showing political boundaries, lakes, rivers and major cities), and the Thematic Tactile Atlas of Canada (maps showing climatic regions, relief, forest types, physiographic regions, rock types, soil types, and vegetation). (b) Maps for Mobility: to help visually impaired persons navigate spaces and routes in major cities by providing information about streets, buildings and other features of a travel route in the downtown area of a city. (c) Maps for Transportation and Tourism: to assist visually impaired persons in planning travel to new destinations in Canada, showing how to get to a city, and streets in the downtown area.

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

MSBSD Elementary School boundaries and their related schools. The boundary data was provided by MSBSD and the school locations come from the MSB public facilities dataset.