Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

Enrollment counts are based on the October 31st Audited Register for 2016. Data on students with disabilities, English language learners and students poverty status are as of February 2nd 2017. Due to missing demographic information in rare cases, demographic categories do not always add up to citywide totals. In order to view all data there is an excel file attached which you would select to open.

In California in 2022, 20.5 percent of students enrolled in K-12 public schools were white, 11.9 percent were Asian, and 56.2 percent were Hispanic. In the United States overall, 44.7 percent of K-12 public school students were white, 5.5 percent were Asian, and 28.7 percent were Hispanic.

This dataset tracks annual diversity score from 1991 to 2023 for Kennydale Elementary School vs. Washington and Renton School District

Analysis of ‘2015-2016 Diversity Report - K-8 & Grades 9-12 District, Schools, Special Programs, Diversity Efforts, Admissions Methods’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/9eb7fc83-8df8-4b14-a702-ad900a682217 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

Enrollment counts are based on the October 31st Audited Register for 2015. Data on students with disabilities, English language learners and students poverty status are as of February 2nd 2016. Due to missing demographic information in rare cases, demographic categories do not always add up to citywide totals. In order to view all data there is an excel file attached which you would select to open.

--- Original source retains full ownership of the source dataset ---

In the ******* school year, ** percent of K-12 public school students who were White attended a school where ** percent or more of the students were of their own race or ethnicity in the United States, in comparison to ** percent of students who were Hispanic and ** percent who were Black.

This dataset tracks annual distribution of students across grade levels in Kennydale Elementary School

Fall 2022 Diversity in Admissions Outcomes (Middle School)

Analysis of ‘2014-2015 Diversity Report - K-8 & Grades 9-12 District, Schools, Special Programs, Diversity Efforts’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/e7dc14b8-c671-4c2f-b501-44f13ec6f1d5 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

Enrollment counts are based on the October 31st Audited Register for 2014.
Data on students with disabilities, English language learners and students poverty status are as of February 2nd 2015. Due to missing demographic information in rare cases, demographic categories do not always add up to citywide totals. In order to view all data there is an excel file attached which you would select to open.

--- Original source retains full ownership of the source dataset ---

This dataset presents the number of student enrollments at Hamad Bin Khalifa University, categorized by college, nationality (Qatari, Non-Qatari), and gender. The data is broken down by year and by male, female, and total student numbers for each category. This data provides insights into the university's enrollment trends and demographic diversity over the years.

According to a survey conducted in 2023, ** percent of Black Americans said that they approved of selective colleges and universities taking race and ethnicity into account in admissions decisions in order to increase diversity at school in the United States, while ** percent of Hispanic Americans and ** percent of Asian Americans shared this belief.

This dataset tracks annual diversity score from 2013 to 2023 for Transition Day Students vs. Washington and Clover Park School District

This dataset tracks annual diversity score from 2019 to 2023 for Spencer Center For Gifted And Exceptional Students vs. Ohio and Cincinnati School District

Demographic information of total student enrollment vs. participating students, by course type.

The proposed work aims to create a dataset linked to the Student Information context, in particular to the diversity analysis, in order to give to the research community an initial dataset to use in their application.

Schools in gentrifying neighborhoods often experience demographic changes in enrollment. The purpose of this qualitative holistic case study is to describe how leaders and teachers in a diversifying elementary school in a gentrifying neighborhood perceive and experience diversity. Drawing on Turner’s (2017) value of diversity framework, we use inductive coding to analyze interviews and also use documents to inform our findings. Although Greenleaf was striving to be intentionally diverse, consensus did not exist about the meaning of “diversity” or the desired form of diversity. Challenges associated with decentering Whiteness and resisting upholding the racial contract existed as educators worked to establish a shared mission, ensure diverse staff voice and representation with a White leader, and navigate complications of power and privilege among White families. Educators highlighted the value of diversity for developing students’ multicultural capital and global cosmopolitanism as well as the collective benefit of reducing divisiveness for our nation.

The All of Us Guide for diversity and inclusion.

**HIV diversity was measured using a high resolution melting (HRM) diversity assay, which expresses the genetic diversity in each region analyzed as a single numeric HRM score.aMedian paired difference of HRM scores at enrollment and follow-up; interquartile ranges are shown in parentheses.bP values were calculated using Wilcoxon sign rank test for within group change being zero.cP values were calculated using Wilcoxon rank sum test for changes being the same for the MAA recent and known non-recent groups.

This dataset tracks annual distribution of students across grade levels in Peace & Diversity Academy

This dataset tracks annual diversity score from 2007 to 2023 for Soar High (Students On Academic Rise) vs. California and Antelope Valley Union High School District