The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation.

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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2013-2014 school year.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2021-2022 school year, i.e., in operation as of January 1, 2022.

CR: Primary Education: Pupils data was reported at 482,118.000 Person in 2022. This records a decrease from the previous number of 487,445.000 Person for 2021. CR: Primary Education: Pupils data is updated yearly, averaging 475,743.500 Person from Dec 1970 (Median) to 2022, with 52 observations. The data reached an all-time high of 569,513.000 Person in 1999 and a record low of 342,373.000 Person in 1982. CR: Primary Education: Pupils data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Costa Rica – Table CR.World Bank.WDI: Social: Education Statistics. Primary education pupils is the total number of pupils enrolled at primary level in public and private schools.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Sum;

Korea Number of School: Elementary School: Gyeongbuk data was reported at 468.000 Unit in 2017. This records a decrease from the previous number of 469.000 Unit for 2016. Korea Number of School: Elementary School: Gyeongbuk data is updated yearly, averaging 586.500 Unit from Dec 1980 (Median) to 2017, with 38 observations. The data reached an all-time high of 1,034.000 Unit in 1981 and a record low of 468.000 Unit in 2017. Korea Number of School: Elementary School: Gyeongbuk data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2020-2021 school year, i.e., in operation as of January 1, 2021.

Abstract The paper reviews Brazilian publications dealing with the theme of the first year of elementary school of nine years, considering the period from 2005 to 2015. The SciELO database (Scientific Electronic Library Online) and Portal de Periódicos da CAPES database were searched from two descriptors: The nine year of basic education and the first year of elementary school. The search resulted in 43 papers in SciELO database and 37 in Portal de Periódicos da CAPES. Of the total, 16 articles were selected for the analysis of content, which comprised three thematic categories: Education Policy, Implementation of the First Year of Elementary School, Literacy and letramento. The results revealed concerns, especially about the mismatch between educational policy and educational practice. While these issues can not be generalized, it is important to consider that the extension of school time is not necessarily an indicator of educational quality.

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

Enrollments: Basic Education: Elementary School: Final Years: Municipal: Brazil data was reported at 5,362,730.000 Unit in 2021. This records an increase from the previous number of 5,131,678.000 Unit for 2020. Enrollments: Basic Education: Elementary School: Final Years: Municipal: Brazil data is updated yearly, averaging 5,362,730.000 Unit from Dec 2007 to 2021, with 15 observations. The data reached an all-time high of 5,534,018.000 Unit in 2009 and a record low of 5,102,012.000 Unit in 2019. Enrollments: Basic Education: Elementary School: Final Years: Municipal: Brazil data remains active status in CEIC and is reported by National Institute for Educational Studies and Research Anísio Teixeira. The data is categorized under Brazil Premium Database’s Socio and Demographic – Table BR.GAH057: Enrollments: Basic Education: Elementary School: Final Years.

Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel and in defining school catchment areas for planning. However, such analyses are limited due to the perennial problem for absence of geocoded school databases. We, therefore, assembled existing school databases in western Kenya, merged and cleaned them to a unique list of 2170 public day primary school in 2009 and 4682 in 2020. We focused only on PPS managed by local authorities, community, Ministry of Education, non-governmental and religious organisations. These are more accessible by the general public since the introduction of free and compulsory primary education by the Kenyan government in 2003. We also excluded special schools catering for the deaf, blind, and neurologically impaired. The database was geocoded via Google Earth, OpenStreetMap and Geonames while ensuring no schools were located within protected areas or in water bodies by carefully rechecking the coordinates derived from online gazetteers.

Enrollments: Basic Education: Elementary School: Early Years: Federal: Northeast: Rio Grande do Norte: Augusto Severo data was reported at 0.000 Unit in 2021. This stayed constant from the previous number of 0.000 Unit for 2020. Enrollments: Basic Education: Elementary School: Early Years: Federal: Northeast: Rio Grande do Norte: Augusto Severo data is updated yearly, averaging 0.000 Unit from Dec 2007 to 2021, with 15 observations. The data reached an all-time high of 0.000 Unit in 2021 and a record low of 0.000 Unit in 2021. Enrollments: Basic Education: Elementary School: Early Years: Federal: Northeast: Rio Grande do Norte: Augusto Severo data remains active status in CEIC and is reported by National Institute for Educational Studies and Research Anísio Teixeira. The data is categorized under Brazil Premium Database’s Socio and Demographic – Table BR.GAH016: Enrollments: Basic Education: Elementary School: Early Years: by Municipality: Northeast: Rio Grande do Norte.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2018-2019 school year, i.e., in operation as of January 1, 2019.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2020-2021 school year, i.e., in operation as of January 1, 2021.

Enrollments: Basic Education: Elementary School: Early Years: Federal: Northeast: Rio Grande do Norte: Jardim do Seridó data was reported at 0.000 Unit in 2021. This stayed constant from the previous number of 0.000 Unit for 2020. Enrollments: Basic Education: Elementary School: Early Years: Federal: Northeast: Rio Grande do Norte: Jardim do Seridó data is updated yearly, averaging 0.000 Unit from Dec 2007 to 2021, with 15 observations. The data reached an all-time high of 0.000 Unit in 2021 and a record low of 0.000 Unit in 2021. Enrollments: Basic Education: Elementary School: Early Years: Federal: Northeast: Rio Grande do Norte: Jardim do Seridó data remains active status in CEIC and is reported by National Institute for Educational Studies and Research Anísio Teixeira. The data is categorized under Brazil Premium Database’s Socio and Demographic – Table BR.GAH016: Enrollments: Basic Education: Elementary School: Early Years: by Municipality: Northeast: Rio Grande do Norte.

Pupil Identity Data and School Enrolment Data for all post-primary school learners

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2020-2021 school year, i.e., in operation as of January 1, 2021.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2021-2022 school year, i.e., in operation as of January 1, 2022.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2020-2021 school year, i.e., in operation as of January 1, 2021.

This resource is a member of a series. The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2022-2023 school year, i.e., in operation as of January 1, 2023.

The TIGER/Line shapefiles and related database files (.dbf) are an extract of selected geographic and cartographic information from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). The MTDB represents a seamless national file with no overlaps or gaps between parts, however, each TIGER/Line shapefile is designed to stand alone as an independent data set, or they can be combined to cover the entire nation. 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. TIGER/Line Shapefiles include separate shapefiles for elementary, secondary and unified school districts. The school district boundaries are those in effect for the 2020-2021 school year, i.e., in operation as of January 1, 2021.

Brazil Enrollments: Basic Education: Elementary School: Early Years: Federal: Central West: Mato Grosso: São Pedro da Cipa data was reported at 0.000 Unit in 2019. This stayed constant from the previous number of 0.000 Unit for 2018. Brazil Enrollments: Basic Education: Elementary School: Early Years: Federal: Central West: Mato Grosso: São Pedro da Cipa data is updated yearly, averaging 0.000 Unit from Dec 2007 to 2019, with 13 observations. The data reached an all-time high of 0.000 Unit in 2019 and a record low of 0.000 Unit in 2019. Brazil Enrollments: Basic Education: Elementary School: Early Years: Federal: Central West: Mato Grosso: São Pedro da Cipa data remains active status in CEIC and is reported by National Institute for Educational Studies and Research Anísio Teixeira. The data is categorized under Brazil Premium Database’s Socio and Demographic – Table BR.GAH026: Enrollments: Basic Education: Elementary School: Early Years: by Municipality: Central West: Mato Grosso.