The 2019/2020 Education Statistics Digest presents statistical information on Trinidad and Tobago's formal education for 2019/2020. This includes information on educational inputs (human, financial and material resources); educational outputs (enrolment, dropouts, repeaters); and educational outcomes (examination results). The information in the Education Statistics Digest is sourced from the Annual Statistical Return (ASR), statistical reports of Technical and Vocational Education and Training (TVET) and Tertiary Institutions, and other key internal and external sources. Data on students and teachers are classified according to age, sex, class/classification, type of school, School Supervision Boundary, ethnic group and religious group. It is envisioned that the Education Statistics Digest will improve the accessibility of educational data to an ever-widening stakeholder group, which can help monitor the achievement of international, regional and national development goals, policy design and monitoring, research, and evidence-based decision-making.

This statistic shows the program outcome data for online education providers that were the most requested by students in the United States in 2016. In 2016, 77 percent of schools reported that students asked for placement and employment rates.

The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures. The indicators cover the education cycle from pre-primary to vocational and tertiary education.The query also holds learning outcome data from international and regional learning assessments (e.g. PISA, TIMSS, PIRLS), equity data from household surveys, and projection/attainment data to 2050. For further information, please visit the EdStats website.

OECD Education statistics database includes the UNESCO/OECD/EUROSTAT (UOE) database on education covering the outputs of educational institutions, the policy levers that shape educational outputs, the human and financial resources invested in education, structural characteristics of education systems, and the economic and social outcomes of education, learning and training throughout life, including on employment and unemployment. Also included in the database are the PISA 2015 dataset, Teaching and Learning International Survey (TALIS) data, the annual Education at a Glance data and data relating to Gender equality in education.

This volume of PISA 2009 results examines how human, financial and material resources, and education policies and practices shape learning outcomes. Following an introduction to PISA and a Reader's Guide explaining how to interpret the data, Chapter 1 presents a summary of features shared by "successful" school systems. Chapter 2 details how resources, policies and practices relate to student performance. Chapter 3 provides detailed descriptions and in-depth analyses of selected organisational features (how students are sorted into grades, schools, and programmes, school autonomy, etc.) of schools and systems and how those aspects affect performance. Chapter 4 describes and analyzes key aspects of the learning environment (behaviours, discipline, parental involvement, school leadership, etc.) and how they affect performance. The final chapter discusses the policy implications of the findings. Annexes provides detailed statistical data and technical background.

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf

The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

Educational outcomes for disabled people in the UK aged 21 to 64 years, with analysis by age, sex, impairment type, impairment severity, country and region using Annual Population Survey (APS) data.

The University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.

Data on the educational attainment of young people who sat their GCSEs in English state schools in the 2012 to 2013 school year, from age 11 to age 22, compiled using the Longitudinal Educational Outcomes database from the Department for Education (DfE). Data are linked to the area a student lived in when they sat their GCSEs, including characteristics such as town size and income deprivation levels.

This dataset consists of 985 rows (responses) and 16 columns (features), focusing on the relationship between insomnia and its impact on educational outcomes. It includes self-reported data on sleep patterns, quality, fatigue, stress levels, academic performance, and lifestyle habits. The survey was conducted using Google Forms, ensuring broad accessibility and ease of participation.

Data Collection: The data was collected through an online survey administered via Google Forms in Oct-Nov 2024. Respondents were asked to provide insights into their sleep behaviors and the effects on their academic and daily activities.

Key Features: 1. Demographics: Year of study and gender. 2. Sleep Patterns: Frequency of difficulty falling asleep, hours of sleep, night awakenings, and overall sleep quality. 3. Cognitive and Academic Effects: Impact on concentration, fatigue, class attendance, assignment completion, and overall academic performance. 4. Lifestyle Factors: Electronic device usage before sleep, caffeine consumption, and physical activity frequency. 5. Stress Levels: Self-reported stress related to academic workload.

This dataset can be used for: 1. Machine learning analysis to model and predict academic performance based on sleep and lifestyle factors. 2. Statistical studies investigating the connection between sleep disturbances and educational outcomes. 3. Developing behavioral and educational interventions to improve student well-being and performance.

Format: The dataset consists of 16 columns in categorical or ordinal formats. It contains 785 rows with no missing data, making it ready for analytics and machine learning applications.

The Education Big Data market is projected to reach USD XXX million by 2033, exhibiting a CAGR of XX% during the forecast period (2025-2033). The increasing adoption of digital technologies in the education sector, growing need for personalized learning experiences, and government initiatives to improve educational outcomes are the major factors driving the market growth. The Education Big Data market is segmented by application into Public Educational Institutions and Private Educational Institutions. The Public Educational Institutions segment is expected to account for a larger market share due to increasing government investments in digital infrastructure and initiatives to improve educational equity. The market is also segmented by type into Applicability Education Support, Discovery of Educational Laws, and Precise Management Support. The Applicability Education Support segment is expected to dominate the market as it helps improve teaching methods and optimize learning outcomes. Education Big Data plays a pivotal role in shaping the future of education, transforming the learning landscape with its immense potential to enhance student outcomes, improve educational practices, and optimize resource allocation.

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.

Contains data from the World Bank's data portal. There is also a consolidated country dataset on HDX.

Education is one of the most powerful instruments for reducing poverty and inequality and lays a foundation for sustained economic growth. The World Bank compiles data on education inputs, participation, efficiency, and outcomes. Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what students in the United States know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, United States history, and beginning in 2014, in Technology and Engineering Literacy (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the United States, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time and for teachers, principals, parents, policymakers, and researchers to use NAEP results to assess progress and develop ways to improve education in the United States. There are two types of assessments: main NAEP and long-term trend NAEP. Main NAEP is administered to fourth-, eighth-, and twelfth-graders across the United States in a variety of subjects. The Main NAEP is conducted between the last week of January and the first week in March every year. National results are available for all assessments and subjects. Results for states and select urban districts are available in some subjects for grades 4 and 8. The Trial Urban District Assessment (TUDA) is a special project developed to determine the feasibility of reporting district-level NAEP results for large urban districts. In 2009 a trial state assessment was administered at grade 12. Long-term trend NAEP is administered nationally every four years. During the same academic year, 13-year olds are assessed in the fall, 9-year olds in the winter, and 17-year olds in the spring. Long-term trend assessments measure student performance in mathematics and reading, and allow the performance of students from recent time periods to be compared with students since the early 1970s. The 1997 and 2008 NAEP arts assessments were part of the Main NAEP Assessments. The NAEP 1997 Arts Assessment was conducted nationally at grade 8. For music and visual arts, representative samples of public and nonpublic school students were assessed. A special "targeted" sample of students took the theatre assessment. Schools offering at least 44 classroom hours of a theatre course per semester, and offering courses including more than the history or literature of theatre, were identified. Students attending those schools who had accumulated 30 hours of theatre classes by the end of the 1996-97 school year were selected to take the theatre assessment. The NAEP 2008 Arts Assessment was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The visual arts portion of the assessment included questions that measured students' ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials. In addition, NAEP has a number of special studies that are conducted periodically. These include research and development efforts such as the High School Transcript Study and the National Indian Education Study. More information on these special studies is available on the NAEP Web site.

The National Reporting System for Adult Education, 2016-17 (NRS 2016-17), is part of the Adult Education and Family Literacy program; program data is available since 1997 at . NRS 2016-17 (http://www.nrsweb.org) is a cross-sectional study that is designed to monitor performance accountability for the federally funded, state-administered adult education program. States will be required to submit their progress in adult education and literacy activities by reporting data on core indicators of outcomes on all adult learners who receive 12 or more hours of service as well as state expenditures on the adult education program. States can also report on additional, optional secondary measures that include outcomes related to employment, family, and community. The study will be conducted using a web-based reporting system of states. NRS 2016-17 is a universe survey, and all states are expected to submit data. Key statistics that will be produced from the study include student demographics, receipt of secondary school diploma or general education development (GED) certificate, placement in postsecondary education or training, educational gain, and employment placement and retention.

Total enrollment count for students whose learning preference is remote or blended or missing and who have attended school in person at least once since September 16, 2020. Students attending charter schools, students receiving home or hospital instruction, pre-K students (3-K) attending New York City Early Education Centers (NYCEECs), and students attending some District 79 programs are not included. In order to comply with regulations of the Family Educational Rights and Privacy Act (FERPA) on public reporting of education outcomes, data for groups with 5 or fewer students enrolled are suppressed with an “s”. In addition, corresponding groups with the next lowest number of students enrolled are suppressed when they could reveal, through addition or subtraction, the underlying numbers that have been redacted.

List of student's achievement in the learning area of English by their year level and country of birth. *This dataset is no longer being updated. For more information about Learning Outcomes go to https://qed.qld.gov.au/publications/reports/statistics/schooling/learning-outcomes