Data includes: board and school information, grade 3 and 6 EQAO student achievements for reading, writing and mathematics, and grade 9 mathematics EQAO and OSSLT. Data excludes private schools, Education and Community Partnership Programs (ECPP), summer, night and continuing education schools.

How Are We Protecting Privacy?

Results for OnSIS and Statistics Canada variables are suppressed based on school population size to better protect student privacy. In order to achieve this additional level of protection, the Ministry has used a methodology that randomly rounds a percentage either up or down depending on school enrolment. In order to protect privacy, the ministry does not publicly report on data when there are fewer than 10 individuals represented.

* Percentages depicted as 0 may not always be 0 values as in certain situations the values have been randomly rounded down or there are no reported results at a school for the respective indicator. * Percentages depicted as 100 are not always 100, in certain situations the values have been randomly rounded up.

The information in the School Information Finder is the most current available to the Ministry of Education at this time, as reported by schools, school boards, EQAO and Statistics Canada. The information is updated as frequently as possible.

This information is also available on the Ministry of Education's School Information Finder website by individual school.

Descriptions for some of the data types can be found in our glossary.

School/school board and school authority contact information are updated and maintained by school boards and may not be the most current version. For the most recent information please visit: https://data.ontario.ca/dataset/ontario-public-school-contact-information.

The American Community Survey (ACS) is designed to estimate the characteristic distribution of populations and estimated counts should only be used to calculate percentages. They do not represent the actual population counts or totals. Beginning in 2019, the Washington Student Achievement Council (WSAC) has measured educational attainment for the Roadmap Progress Report using one-year American Community Survey (ACS) data from the United States Census Bureau. These public microdata represents the most current data, but it is limited to areas with larger populations leading to some multi-county regions*. *The American Community Survey is not the official source of population counts. It is designed to show the characteristics of the nation's population and should not be used as actual population counts or housing totals for the nation, states or counties. The official population count — including population by age, sex, race and Hispanic origin — comes from the once-a-decade census, supplemented by annual population estimates (which do not typically contain educational attainment variables) from the following groups and surveys: -- Washington State Office of Financial Management (OFM): https://www.ofm.wa.gov/washington-data-research/population-demographics -- US Census Decennial Census: https://www.census.gov/programs-surveys/decennial-census.html and Population Estimates Program: https://www.census.gov/programs-surveys/popest.html **In prior years, WSAC used both the five-year and three-year (now discontinued) data. While the 5-year estimates provide a larger sample, they are not recommended for year to year trends and also are released later than the one-year files. Detailed information about the ACS at https://www.census.gov/programs-surveys/acs/guidance.html

Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

About Dataset

The dataset you provided, titled "Report Card Enrollment 2023-24 School Year," appears to be a comprehensive collection of information regarding student enrollment and demographics within educational institutions for the specified academic year. Here are some observations about the dataset:

1. Granularity: The dataset seems to be quite granular, providing detailed information not only about overall student enrollment but also about various demographic categories such as gender, race/ethnicity, English language learners, students with disabilities, and socioeconomic status.

2. Demographic Diversity: It captures the diversity of the student population by including counts for various racial/ethnic groups, as well as categories such as gender X, indicating a recognition of diverse gender identities.

3. Socioeconomic Indicators: The dataset includes indicators of socioeconomic status such as students in foster care, homeless students, and those from low-income families, which can provide insights into equity and access issues within the educational system.

4. Special Education and Gifted Programs: It tracks the enrollment of students with disabilities and those identified as highly capable, which are important metrics for evaluating the inclusivity and effectiveness of special education and gifted programs.

5. Geographical Context: The dataset includes information about the county, educational service district, and school district, providing a geographical context for the enrollment data.

6. Temporal Aspect: The "DataAsOf" column indicates that the data has a temporal aspect, suggesting that it may be periodically updated to reflect changes in enrollment and demographics throughout the academic year.

**columns : ** SchoolYear: Indicates the academic year for which the data is reported, in this case, it's 2023-24.

OrganizationLevel: Specifies the level of educational organization, which could be school, district, or any other relevant level within the educational system.

County: Refers to the county where the educational organization is located.

ESDName: Stands for Educational Service District Name, which represents the intermediate level of educational administration in some states.

ESDOrganizationID: ID assigned to the Educational Service District.

DistrictCode: Code assigned to the district within the educational system.

DistrictName: Name of the school district.

DistrictOrganizationId: ID assigned to the district organization.

SchoolCode: Code assigned to the school within the district.

SchoolName: Name of the school.

SchoolOrganizationID: ID assigned to the school organization.

CurrentSchoolType: Indicates the current type of the school, such as elementary, middle, or high school.

GradeLevel: Specifies the grade level(s) served by the school.

All Students: Total number of enrolled students in the school.

Female: Number of female students enrolled.

Gender X: Number of students who identify as gender X, indicating a non-binary or non-conforming gender identity.

Male: Number of male students enrolled.

American Indian/ Alaskan Native: Number of students identifying as American Indian or Alaskan Native.

Asian: Number of students identifying as Asian.

Black/ African American: Number of students identifying as Black or African American.

Hispanic/ Latino of any race(s): Number of students identifying as Hispanic or Latino of any race.

Native Hawaiian/ Other Pacific Islander: Number of students identifying as Native Hawaiian or other Pacific Islander.

Two or More Races: Number of students identifying as belonging to two or more races.

White: Number of students identifying as White.

English Language Learners: Number of students who are learning English as a second language.

Foster Care: Number of students in foster care.

Highly Capable: Number of students identified as highly capable or gifted.

Homeless: Number of students experiencing homelessness.

Low-Income: Number of students from low-income families.

Migrant: Number of students from migrant families.

Military Parent: Number of students with parents serving in the military.

Mobile: Number of students who frequently change residences.

Section 504: Number of students covered under Section 504 of the Rehabilitation Act, which provides accommodations for students with disabilities.

Students with Disabilities: Number of students with disabilities.

Non-English Language Learners: Number of students who are not learning English as a second language.

Non-Foster Care: Number of students who are not in foster care.

Non-Highly Capable: Number of students who are not identified as highly capable or gifted.

Non-Homeless: Number of students wh...

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.

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

This dataset provides population 25 years and over estimates by sex and educational attainment for State of Iowa, individual Iowa counties, Iowa places and census tracts within Iowa. Data is from the American Community Survey, Five Year Estimates, Table B15002.

Sex includes Male, Female and Both.

Educational Attainment includes the following: No School; PK to 4th Grade; 5th to 6th Grade; 7th to 8th Grade; 9th Grade; 10th Grade; 11th Grade; 12th Grade, No Diploma; High School Diploma or Equivalent; Some College, Less than Year; Some College, One Year or More; Associates Degree; Bachelors Degree; Masters Degree; Professional Degree; and Doctorate Degree.

Each have been placed in the following educational categories: Less than High School, High School Graduate; Some College or Associates Degree; and Bachelors Degree or Higher.

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.

US State Education Analysis for Tech Product Launch

About This Dataset

This comprehensive dataset provides detailed educational attainment and demographic analysis across all 50 US states from 2021-2023, specifically designed for tech companies planning strategic market entry and product launch decisions.

Dataset Overview

• 150 rows of data (50 states × 3 years)
• 17 columns of educational, demographic, and economic indicators
• Complete coverage of all US states from 2021-2023
• Ready-to-analyze format with calculated percentages and rankings

Key Features

🎯 Strategic Market Intelligence

• Educational attainment levels by degree type (Bachelor's, Master's, Professional, Doctoral)
• Calculated education scores and state rankings for quick market prioritization
• Median household income data for purchasing power assessment

📊 Comprehensive Demographics

• Population data for adults 25+ (primary tech consumer demographic)
• Household count data for market sizing
• College graduate percentages for targeted marketing

🔢 Advanced Analytics Ready

• Pre-calculated composite education scores
• State rankings based on education levels
• Percentage breakdowns for immediate insights

Column Definitions

Use Cases

🚀 Tech Product Launches

• Identify states with highest concentrations of educated early adopters
• Prioritize markets based on education levels and income
• Size potential customer segments by state

📈 Market Research & Analysis

• Compare educational demographics across regions
• Analyze trends in educational attainment over time
• Correlate education levels with income potential

🎯 Customer Segmentation

• Target high-value customer segments (graduate degree holders)
• Develop region-specific marketing strategies
• Plan B2B tech sales territories

📊 Business Intelligence

• Regional expansion planning
• Competitive market analysis
• Investment and resource allocation decisions

Data Quality & Sources

• Primary Sources: US Census Bureau American Community Survey (ACS), Bureau of Labor Statistics
• Data Validation: Cross-referenced against multiple official sources
• Calculation Methodology: All percentages and scores calculated using consistent formulas
• Update Frequency: Annual updates as new official data becomes available

Sample Insights

The dataset reveals that Massachusetts consistently ranks #1 in education metrics with: - 47.78% college graduation rate (2023) - 22.42% graduate degree holders - $99,858 median household income - Education score of 28.76

Perfect for identifying premium tech markets and highly-educated consumer bases for sophisticated technology products.

This dataset is ideal for data scientists, market researchers, business analysts, and tech companies looking to make data-driven decisions about market entry, customer targeting, and regional strategy.

Jordan JO: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Total: % Cumulative data was reported at 27.113 % in 2010. This records an increase from the previous number of 26.892 % for 2008. Jordan JO: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 27.113 % from Dec 2007 (Median) to 2010, with 3 observations. The data reached an all-time high of 41.690 % in 2007 and a record low of 26.892 % in 2008. Jordan JO: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Jordan – Table JO.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.; ; UNESCO Institute for Statistics; ;

In 2023, about **** percent of the population in Florida aged 25 years and over held a Bachelor's degree. In that same year, about *** percent of Floridians had less than a 9th grade education, and about **** percent were high school graduates.

CO: Educational Attainment, At Least Completed Upper Secondary: Population 25+ Years: Total: % Cumulative data was reported at 57.024 % in 2023. This records an increase from the previous number of 56.080 % for 2022. CO: Educational Attainment, At Least Completed Upper Secondary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 41.010 % from Dec 1993 (Median) to 2023, with 23 observations. The data reached an all-time high of 57.024 % in 2023 and a record low of 27.680 % in 1993. CO: Educational Attainment, At Least Completed Upper Secondary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Colombia – Table CO.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed upper secondary education.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

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.

CL: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data was reported at 22.190 % in 2023. This records an increase from the previous number of 21.063 % for 2022. CL: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 15.090 % from Dec 2010 (Median) to 2023, with 14 observations. The data reached an all-time high of 22.190 % in 2023 and a record low of 10.980 % in 2011. CL: Educational Attainment: At Least Bachelor's 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 Chile – Table CL.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

Annual school accounts of NYC public school student populations served by grade, special programs, ethnicity, gender and Title I funded programs.

Enrollment is a head count of all students receiving their primary PK-12 educational services through Wisconsin public schools. This map is in a series of maps that show enrollments by district for a particular student group (demographic) for the 2023-2024 school year. Additional enrollment data are available for the public to view on the WISEdash Public Portal. Enrollment data is sourced from the WISEdata system. Enrollment Count is the number of students enrolled on specific dates as determined by school enrollment/exit dates that cover those dates. Percent Enrollment by Student Group is a percent of the enrollment count for all student groups combined. DPI collects data to meet all required school, district, state, and federal reporting mandates, e.g., Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act (IDEA), and Title II Higher Education Act. These data inform education research and data analysis. Multiple teams from IT and content areas work together at DPI to build tools for data collection, to support districts in data collection, and to report on and facilitate the use of data based on federal and state reporting mandates. Through the DPI dashboard and reporting tools, DPI staff, teachers, administrators, parents, and researchers are better able to understand and improve educational outcomes for Wisconsin students.A person's race or ethnicity is the racial and/or ethnic group to which the person belongs or with which he or she most identifies. Ethnicity is self-reported as either Hispanic/Not Hispanic. Race is self-reported as any of the following 5 categories: Asian, American Indian or Alaskan Native, Black or African American, Native Hawaiian or other Pacific Islander, or White. The data displayed reflects the race/ethnicity that is reported by school districts to DPI.An economically disadvantaged student is one who is identified by Direct Certification (only if participating in the National School Lunch Program) OR a member of a household that meets the income eligibility guidelines for free or reduced-price meals (less than or equal to 185 percent of Federal Poverty Guidelines) under the National School Lunch Program (NSLP) OR identified by an alternate mechanism, such as the alternate household income form.English Learner status is any student whose first language, or whose parents' or guardians' first language, is not English and whose level of English proficiency requires specially designed instruction, either in English or in the first language or both, in order for the student to fully benefit from classroom instruction and to be successful in attaining the state's high academic standards expected of all students at their grade level.

Education Attainment Among Population 25 Years and Older, 2016. Refers to the highest level of education completed in terms of the highest degree or the highest level of schooling completed. Source: U.S. Census Bureau; 2012-2016 American Community Survey 5-Year Estimates, Table DP02.

Educational attainment of the population aged 25 to 64, by age group and sex, Organisation for Economic Co-operation and Development (OECD), Canada, provinces and territories. This table is included in Section D: Postsecondary education: Educational attainment of the population aged 25 to 64 of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

This file includes Report Card teacher demographic data for the 2017-18 through 2023-24 school years. Data is disaggregated by state, ESD, LEA, and school level. Please review the notes below for more information.

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.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:2022-232021-222020-212019-202018-192017-18All 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. Collections are available for the following years: