A list of all independent schools and special post-16 institutions for children with special educational needs or disabilities (SEND) approved under section 41 of the Children and Families Act 2014 in England and Wales.

You can filter the list by local authority or by type of setting.

Our guide for independent special schools and special post-16 institutions explains how to apply for approval under section 41.

Voluntary removal

Contact hns.sos@education.gov.uk to request removal from the approved list, stating your reason. We will remove your institution in the next update and notify local authorities. The published list includes all removed institutions.

Once removed, you cannot re-apply for one full academic year.

Other special schools

Details of all special schools in England are available on the https://www.get-information-schools.service.gov.uk/Search" class="govuk-link">Department for Education’s Get Information about Schools system. This includes:

• maintained schools
• academies
• independent schools
• non-maintained schools

The SEND guide for parents and carers explains how parents can ask for one of these schools or special post-16 institutions to be named in their child’s education, health and care plan.

Dataset from Ministry of Education. For more information, visit https://data.gov.sg/datasets/d_688b934f82c1059ed0a6993d2a829089/view

For the latest individual inspection reports, please visit our reports website.

Schools management information: release schedule

The release schedule for monthly management information: state-funded schools inspections and outcomes.

The release is the date by which the inspection must have been completed and the report must have been published in order to be included in the management information.

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  If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email <a href="mailto:enquiries@ofsted.gov.uk" target="_blank" class="govuk-link">enquiries@ofsted.gov.uk</a>. Please tell us what format you need. It will help us if you say what assistive technology you use.

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 school enrolment totals have been rounded to the nearest 5 in order to better protect and maintain student privacy. 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.

Abstract

In Brazil, policy makers in the state of Ceara are looking at how providing information to schools about best teaching practices, as well as offering peer learning opportunities, can help boost the performance of less effective teachers. The state government wants to stimulate more interaction among teachers at the school level that will lead to faster and cheaper diffusion of good practices within schools. The Secretariat requested World Bank assistance with the design and implementation of the random assignment experiment during the 2015 school year to measure cost-effectiveness of this approach.

The endline data collection was carried out in October - November 2015. Researchers used "Stallings Classroom Snapshot" instrument to gather information about teachers' use of time, materials and interactive pedagogical practices. The observations were made in 3,121 classrooms of 10th, 11th and 12th grade in randomly selected 300 schools.

The schools were randomly assigned to a treatment group (156 schools) or a control group (136 schools). The treatment was launched in March 2015. The treatment group received detailed feedback on the school's results from the classroom observations, information on teacher performance, self-help materials that included a book, videos and exercises about effective teaching strategies, and a log book and classroom observation templates to record teachers' observations of one other. The control schools received neither feedback nor information. After the treatment, researchers assessed the results of student test scores to determine whether the campaign helped improve classroom learning.

The baseline survey was conducted in November 2014.

Geographic coverage

The state of Ceará

Analysis unit

Classrooms; Schools

Kind of data

Observation data/ratings [obs]

Sampling procedure

Ceará has 573 secondary schools that offer the complete three-year cycle. Of these, a sample of 400 schools was stratified by size, geographic area and quartile of learning results. Researchers randomly assigned the 400 schools into 4 groups, with the first 175 assigned to the treatment group, a second group of 25 assigned to a no-observation group, the next 175 schools assigned to the control group, and the last 25 schools also assigned to the no-observation group.

A late start to the baseline round of classroom observations and a limited budget led to a reduction in the sample to 350 schools (175 treatments and 175 controls), which were selected through simple randomization to keep the sample balance. The team did not observe any classroom in the group of 50 schools that were randomly assigned to a no-observation group of the study, but was able to analyze the students' assessments results afterwards.

Sampling deviation

Out of the 350 schools of the randomization, with 175 each planned for treatment and controls, 292 schools were observed in November 2014 and in November 2015. The full initial sample could not be observed due to disruptions in the school calendar in November 2014 (standardized tests and holidays) and a shortage of observers in the Fortaleza district. The 292-school final sample included 156 schools in the treatment group and 136 in the control group. This difference in the attrition of treatment and control schools was due to the data collection firm focusing their efforts on making up for the schools of the treatment group that would benefit from the classroom observation and the intervention. As a result, because the loss of schools from the treatment and control groups was uneven, the research team conducted a series of balance checks to test the randomization.

In the treatment sample, the 19 schools that were not observed could not receive the information treatment (benchmarked classroom observation feedback for the teachers in their school). But these schools were given access to the other three components of the program – self-help materials, face-to-face training and coaching, and were observed again at endline. The same schools were observed to obtain the endline data. Matched repeat observations were made in 2,399 classrooms, 75% of those observed at baseline. Variations in the school calendar and logistical issues resulted in 25% of the 2015 observations being conducted in grades and subjects in the school that had not been observed at baseline.

Mode of data collection

Face-to-face [f2f]

Research instrument

1) The Stallings Classroom Snapshot Coding Sheet: The classroom snapshot records the participants, their activities, and the materials being used in the classroom, at ten separate instances throughout a class period.

2) School Principals Questionnaire: The questionnaire gathers information about teachers' engagement in the school, level of teacher training activities, and Principals' and supervisors' assessments of the value and impact of the treatment.

3) Classroom Demographic Sheet: The instrument is used for identification of the school and classroom, and the basic information related to the observed classroom, such as the number of student and the start time of the class.

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

Updated yearly using enrollment data, employment data, information from websites, phone calls, and any other resources as available. At time of update fields were added to include employment data, enrollment data, building code, school code, TAZ08, and school website. Please verify information before use as it will be updated on an ongoing basis. Please contact COMPASS with any questions or any knowledge of updates, alterations or modifications that need to be made. FIELDS:UpdateBy: Name or initials of last person to update the recordUpdateOn: Date the record was last updated onSchoolName: Name of the school at the pointSchoolDist: School district the point physically is withinType: Describes the nature of the building and grade/age range of students enrolledValues:PRE K: Preschool &/or Nursery school & Day CareELEMENTARY: Traditional Kindergarten through 6thgradeK-8: Kindergarten through 8th gradeK-12: Kindergarten through 12th grade MIDDLE: 6thgrade through 8thgradeJUNIOR HS: 7thgrade through 9th gradeSENIOR HS: 9th through 12thgradePOST SR: College, University, Technical or Professional SchoolsOTHER: Irregular range of grades or ages ADMIN: Administrative Building/ServicesRETAIL-EDU: Retailor or seller of educational materials or suppliesSiteAddres: Physical address of the school or buildingSiteCity: City the school or building is located inSiteState: State the school or building is located inSiteZip: Zip code the school or building is located inSiteCounty: County the school or building is located inBuilding_Code: Building Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_Code:School Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_JoinID: Concatonated field of Building Code + School Code as a 7 digit code assigned by the 2012 Enrollment data sheet. If the School Code is only a three digit code an additional ‘0’ is added before the code to achieve the full seven digits necessary for the field. Where the number is not available or this does not apply the value used is ‘N/A’Notes: Any pertinent information that was not suited for another fieldEmploy13:Number of employees according to the 2013 employment final point fileTAZ08: TAZ08 in which the point liesType_II:Describes the nature of the school – public vs private runValues:PUBLIC: Owned, operated, funded, governed and sanctioned by the Idaho Department of EducationPRIVATE: Owned, operated & funded by private donors, foundation, trust or other source. May or may not meet State or Federal curriculum requirements/standardsOPT_ENROLL: Y/N field indicating if there is an open enrollment boundary for the schoolType_III:Any further information or description about the school. Values:AG PRODUCTION & RESEARCH: U of I extension campuses with specific research focus and use intentionALTERNATIVE: Any alternative learning environment, field may contain a ‘-_’ for a further description about what the alternative style is; teen parents, night school, at risk, ect…CHARTER: Any public school classified as a charter by the State Board of EducationCOLLEGE, UNIVERSITY, TRADE SCHOOL: Any post-secondary education institution, includes graduate programs, law schools and vocational training programs.COMMUNITY EDUCATION – ENVIRONMENTAL: Nontraditional classroom facilities which offer courses for the community (child and adult) to promote higher learning and understanding of the environment, care of the environment and environmental issues.CULTURAL: Any school which offers cultural enrichment or a multi-cultural learning environment. Field may also contain ‘-_’ to describe what the specific culture the school educates in.DURRING INCARCERATION: Schools are run through the Juvenile Detention Centers. These schools are acknowledged by the State Department of Education, and are recognized by the State. Available to students during the time of their incarceration. FAITH BASED: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum.FAITH BASED BOARDING: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum. These school also offer a live in facility option to students.HEADSTART: Formal pre-kindergarten education programsINTERNATIONAL BACCALAUREATE: School which offers programs for International Baccalaureate credit for studentsLANGUAGE AND CULTURE: Private (non-charter) language and culture focused schools. Field may also contain ‘-_’ to describe what the specific culture the school educates in.MAGNET: Any school with a particular subject area focus intended to draw students with natural aptitudes or specific interests, these schools have open enrollment boundaries with an application process, as long as the student resides within the school district to which the school is a part of. MONTESSORI: Private schools with a focus on experiential learning rather than traditional learning methods. MUSIC: Schools with an additional focus on musical aptitude and methodsONLINE OR HOME SCHOOL: Virtual or online classroom optionsSPECIAL NEEDS: Schools with facilities and resources for students with special needs or additional assistance and attention. Access: Indicates whether the point is the actual building location itself or an access point. Building locations are coded as "Loc" and access points are coded as "PV" for pedestrian/vehicle access.Main_Acc: Identifies if an access point is the main entrance/exit location for each school.Source: Where the numbers for the employment data and/or student enrollment were gathered from.Enrollment: # of students enrolled according to the 2012 enrollment data, or based on best information we were otherwise able to obtain (if not on the 2012 enrollment data).Website:Most recent URL if able to locate, if unable to locate indicated in field with “UTL”Status: Used to describe if the school is currently active, closed, or planned (used to query out inactive schools for performance monitoring purposes)UniqueID: Made by combining District number and building number in from DDDBBBB. _Updated Fall 2013 From School District WebsitesUpdated 9/11/11 From School District WebsitesJuly 2010 . Canyon County has since requested a new data structure to match their address points. The new schools file has the new structure. The point location of this file is identical to the new schools point file May 2010 - Edited the Ada County schools to align with school sites on NAIP imagery and confirmed schools against respective school district websites Jan - March 2010 - Worked with Jay Young over a several month period and several renditions to reconcile the Canyon County side of this file. December 2009 - Merged with Jay Young's Canyon point file in order to build a new data structure that meets Emergency Service data standards. Went through point by point to ensure alignement with buildings on NAIP imagery and attribute values.

A dataset showing nearest polygons for each school that uses a “nearest criteria” within their admissions policy. Most Voluntary Aided schools, and some academies will not have a nearest polygon. The nearest polygon is the area within which is nearest to that school. It does not describe an actual likelihood of getting into that school, as that depends on the number of places available and the number of children applying as well as the distance from the school. Further information For more information on schools and admissions please visit: http://www.leeds.gov.uk/residents/Pages/Schools-and-learning.aspx

Abstract

The Service Delivery Indicators (SDI) are a set of health and education indicators that examine the effort and ability of staff and the availability of key inputs and resources that contribute to a functioning school or health facility. The indicators are standardized allowing comparison between and within countries over time.

The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, and infrastructure such as blackboards and toilets). The indicators provide a snapshot of the learning environment and the key resources necessary for students to learn.

Madagascar Service Delivery Indicators Education Survey was implemented from April 2016 (for enumerator training and pre-testing of the instruments) to May and June 2016 (for fieldwork and data collection) by CAETIC Development, a strong local think-tank and survey firm. The sampling strategy was done by INSTAT the national institute for statistics. Information was collected from 473 primary schools, 2,130 teachers (for skills assessment), 2,475 teachers (for absence rate), and 3,960 pupils across Madagascar. The survey also collected basic information on all the 3,049 teachers or staff that teach in the 473 primary schools visited or are non-teaching directors.

Geographic coverage

National

Analysis unit

Schools, teachers, students.

Kind of data

Sample survey data [ssd]

Sampling procedure

A two-stage sampling method was adopted. First, in each stratum schools were chosen within the selected councils. Once at a selected school, the enumerator selected teachers and pupils depending on the structure of the classrooms.

The schools were chosen using probability proportional to size (PPS), where size was the number of standard two pupils as provided by the 2014 EMIS database. As for the selection of the cluster, the use of PPS implied that each standard four pupil within a stratum had an equal probability for her school to be selected.

Finally, within each school, up to 10 standard four pupils and 10 teachers were selected. Pupils were randomly selected among the grade-four pupil body, whereas for teachers, there were two different procedures for measuring absence rate and assessing knowledge. For absence rate, 10 teachers were randomly selected from the teachers’ roster and the whereabouts of those teachers was ascertained in a return surprise visit. For the knowledge assessment, however, all teachers who were currently teaching in primary four or taught primary three the previous school year were included in the sample. Then a random number of teachers in upper grades were included to top up the sample. These procedures implied that pupils across strata, as well as teachers across strata and within a school (for the knowledge assessment) did not all have the same probability of selection. It was, therefore, warranted to compute weights for reporting the survey results.

The sampling strategy for the SDI in Madagascar was done by INSTAT the national statistics office.

Mode of data collection

Face-to-face [f2f]

Research instrument

The SDI Education Survey Questionnaire consists of six modules:

Module 1: School Information - Administered to the head of the school to collect information about school type, facilities, school governance, pupil numbers, and school hours. Includes direct observations of school infrastructure by enumerators.

Module 2a: Teacher Absence and Information - Administered to headteacher and individual teachers to obtain a list of all school teachers, to measure teacher absence, and to collect information about teacher characteristics.

Module 2b: Teacher Absence and Information - Unannounced visit to the school to assess absence rate.

Module 3: School Finances - Administered to the headteacher to collect information about school finances (this data is unharmonized).

Module 4: Classroom Observation - An observation module to assess teaching activities and classroom conditions.

Module 5: Pupil Assessment - A test of pupils to have a measure of pupil learning outcomes in mathematics and language in grade four.

Module 6: Teacher Assessment - A test of teachers covering mathematics and language subject knowledge and teaching skills.

Cleaning operations

Data quality control was performed in Stata.

Getting information about persons who have shown interest in the phenomenon of "Open School". How did respondent get information about "Open School" / following courses from "Open School" on radio or television / which courses were followed / evaluation / what lesson material was ordered and why, how was it used / evaluation of materials / what kind of information about "Open School" was asked for / reactions by telephone to broadcastings from "Open School". Background variables: basic characteristics/ household characteristics/ occupation/employment/ income/capital assets/ education

The Minnesota Department of Education (MDE) generates and publishes downloadable spreadsheets containing student information in the state of Minnesota.
The reports on the site linked here provide information on student enrollements, graduation rates, and languages, for multiple school years and at various levels.
A basic understanding of MDE's district and school identiers is required to link this data to the published spatial data on school program locations and school district boundaries.
To obtain a report, visit the site and follow the instructions provided. For example, to obtain school enrollment data for public schools in school year 2022, choose "Enrollment" from the "Category" dropdown,
"2022" from the "Year" dropdown, choose "State/District/School/County" in the "Level" dropdown, then click "List files". Click the "xlsx" link under the resulting "Data Files" column to download the spreadsheet.

"""Local Law 14 (2016) requires that the NYCDOE provide citywide Health Education data, dis aggregated by community school district, city council district, and each individual school. Data reported in this report is from the 2015-16 school year. "" This report provides information about the number and percent of students receiving one semester of health education as defined in Local Law 14 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. This report consists of 10 tabs: 1. Health Education Standards 2. HS - School 3. HS-District 4. JS-City Council District 5. MS-School 6. MS-District 7. Ms-City Council District 8. Efficacy 9. Compliance 10. LGBTQ Inclusivity Health Education Standards This tab provides information on the New York State Health Education Requirements and Standards. These requirements can be found in NYS Education Commissioner’s Regulation Subchapter G Part 135. HS - School This tab includes school level data on the number of students that received a semester (one credit) of health instruction, as well as the number of June and August graduates meeting the HS health requirements for the 2015-2016 school year. Note that students are not required to receive health instruction at any particular grade level in high school, only prior to graduating. Additionally, values less than 100% do not necessarily imply that students graduated without meeting credit requirements. In very rare cases, these values may indicate missing or incomplete historical transcript data. HS - District This tab includes district level data on the number of students that received a semester (one credit) of health instruction, as well as the number of June and August graduates meeting the HS health requirements for the 2015-2016 school year. Note that students are not required to receive health instruction at any particular grade level in high school, only prior to graduating. Additionally, values less than 100% do not necessarily imply that students graduated without meeting credit requirements. In very rare cases, these values may indicate missing or incomplete historical transcript data. HS - City Council District This tab includes city council district level data on the number of students that received a semester (one credit) of health instruction, as well as the number of June and August graduates meeting the HS health requirements for the 2015-2016 school year. Note that students are not required to receive health instruction at any particular grade level in high school, only prior to graduating. Additionally, values less than 100% do not necessarily imply that students graduated without meeting credit requirements. In very rare cases, these values may indicate missing or incomplete historical transcript data. Ms - School This tab includes school level data on the number of 6-8 graders that received a semester (one half-unit) of health instruction, as well as the number of 8th graders meeting the middle school health requirements for the 2015-2016 school year. Note that this regulation does not require students to receive health instruction at any particular grade level in middle school, only prior to completing 8th grade. However, a student may advance to the next grade without completing the course. MS - District This tab includes district level data on the number of 6-8 graders that received a semester (one half-unit) of health instruction, as well as the number of 8th graders meeting the middle school health requirements for the 2015-2016 school year. Note that this regulation does not require students to receive health instruction at any particular grade level in middle school, only prior to completing 8th grade. However, a student may advance to the next grade without completing the course. MS - City Council District This tab includes Cit

Geo-referenced data and other relevant information of government, private, aided, Direct Subsidy Scheme, English Schools Foundation and international schools, kindergartens and kindergartens cum-child care centre

Abstract copyright UK Data Service and data collection copyright owner.

The COVID Social Mobility and Opportunities Study (COSMO) is a longitudinal cohort study, a collaboration between the UCL Centre for Education Policy and Equalising Opportunities (CEPEO), the UCL Centre for Longitudinal Studies (CLS), and the Sutton Trust. The overarching aim of COSMO is to provide a representative data resource to support research into how the COVID-19 pandemic affected the life chances of pupils with different characteristics, in terms of short-term effects on educational attainment, and long-term educational and career outcomes.

The topics covered by COSMO include, but are not limited to, young people's education experiences during the pandemic, cancelled assessments and education and career aspirations. They have also been asked for consent for linking their survey data to their administrative data held by organisations such as the UK Department for Education (DfE). Linked data is planned to be made available to researchers through the ONS Secure Research Service.

Young people who were in Year 11 in the 2020-2021 academic year were drawn as a clustered and stratified random sample from the National Pupil Database held by the DfE, as well as from a separate sample of independent schools from DfE's Get Information about Schools database. The parents/guardians of the sampled young people were also invited to take part in COSMO. Data from parents/guardians complement the data collected from young people.

Further information about the study may be found on the COVID Social Mobility and Opportunities Study (COSMO) webpage.

COSMO Wave 1, 2021-2022
Data collection in Wave 1 was carried out between September 2021 and April 2022. Young people and parents/guardians were first invited to a web survey. In addition to receiving online reminders, some non-respondents were followed up via face-to-face visits over the winter and throughout spring.

Latest edition information:
The fourth edition (April 2024) follows the release of Wave 2 data. For this edition, a longitudinal parents dataset has been deposited, to help data users find core background information from parents who took part in either Wave 1 or Wave 2, in one place. A new version of the young person data file (version 2.1) has also been deposited. This file now includes weight variables for researchers who wish to analyse complete households, where, in addition to a young person taking part at Wave 1, a parent had taken part at either Wave (1 or Wave 2). The COSMO Wave 1 Data User Guide Version 2.1 explains these updates in detail.

Further information about the study may be found on the COSMO website.

Main Topics:

For young people, Wave 1 covered:

• a household grid
• current status
• qualifications studied towards
• education during the pandemic (on the basis of three main time periods: Lockdown 1: from April to July 2020, and Lockdown 3: from January to March 2021, and when most schools were open, September to December 2020)
• catch-up activities
• cancelled assessments
• education and career aspirations
• extra-curricular activities pre- and post-pandemic
• attitudes to education
• health and wellbeing
• friends, peers and family support; and
• health-related behaviours.

For parents, Wave 2 covered:

• demographics
• attitudes to education
• parenting, home learning, tuition and catch-up
• working status across the pandemic
• parental tenure, HRP and occupation details
• parental education
• parental income
• COVID-19 history and vaccination
• pandemic impact on family life
• parent health and well-being; and
• disadvantage.

This data presents statistics for students fully, partially, not receiving special education services, related services and transportation services. Data is categorized by district, superintendent, citywide counts and percentages.

The School Information Management System (SIMS) market is experiencing robust growth, driven by the increasing need for efficient administration, enhanced student engagement, and improved data-driven decision-making within educational institutions. The market, valued at approximately $XX million in 2025, is projected to exhibit a Compound Annual Growth Rate (CAGR) of 12.40% from 2025 to 2033. This expansion is fueled by several key factors. The rising adoption of cloud-based SIMS solutions offers scalability, accessibility, and cost-effectiveness compared to on-premise systems. Furthermore, the growing demand for integrated platforms encompassing various functionalities like student information, finance management, and human resources is driving market growth. The increasing focus on data analytics and personalized learning further contributes to the demand for sophisticated SIMS. Specific application segments like administration and finance are mature markets, while academics and other applications represent areas with significant growth potential. North America currently holds a substantial market share, but the Asia-Pacific region is poised for significant expansion driven by increasing government investments in education technology and rising internet penetration. The competitive landscape is characterized by a mix of established players like Workday Inc. and Ellucian Company LP, and emerging technology providers. These companies are continuously innovating to offer advanced features, such as AI-powered insights, mobile accessibility, and robust integration capabilities. However, the market faces some restraints, including high initial investment costs for some systems, concerns regarding data security and privacy, and the need for comprehensive staff training. Despite these challenges, the long-term outlook for the SIMS market remains positive, with continuous technological advancements and increasing demand from schools and educational institutions worldwide driving substantial growth throughout the forecast period. The shift towards cloud-based solutions and the increasing demand for data-driven decision-making will continue to be key drivers in shaping the future of the SIMS market. Recent developments include: October 2022: Jenzabar, Inc., one of the leading digital pioneers in higher education for the new student, announced that 11 higher education institutions had chosen Jenzabar's solutions to help them promote student success and creativity across campus in the third quarter of 2022 and another 16 institutions went live with Jenzabar software, demonstrating Jenzabar's dedication to getting customers up and running with the most up-to-date solution on time and budget., July 2022: The Lao PDR Education and Sports Management Information System (LESMIS) was developed with the collaboration of the European Union and UNICEF as part of the Partnership to Strengthen the Education System. The Ministry of Education and Sports (MoES) has launched the Lao PDR Education and Sports Management Information System (LESMIS). This digital platform would provide access to all key education data in Lao PDR in an integrated manner to help inform policies to improve learning outcomes among Lao children.. Key drivers for this market are: Greater Emphasis on the use of Technology as a Tool to Track Student Activity, Growing Investments from Governments and Local Bodies to Improve Educational Quality in Public Schools. Potential restraints include: Awareness & Operational-related Challenges a Concern. Notable trends are: Greater Emphasis on the Use of Technology as a Tool to Track Student Activity ​is Expected to Boost Market Growth.

This dataset contains information on Wake County Public Schools pulled from Wake County's GIS REST endpoint. For more information see Wake County's webpage.This dataset was last updated August 31, 2020.