This dataset is a compilation of address point data from metro area address authorities, which are predominantly cities. The dataset is intended to contain a point location and the official address (as defined by the address authority) for all occupiable units and any other official addresses within the jurisdictional boundary of each address authority. A number of other attributes are available in the dataset, but may not be populated by some address authorities.

Metro area counties are playing a coordinative role to work with cities to create, maintain and aggregate address points. Currently this dataset contains points for all Seven Metropolitan Counties as well as participating bordering counties.

Some jurisdictions in this dataset contain parcel points and not complete address points. See Completeness in Section 2 of this metadata for more information.

The data used in this aggregated dataset are compliant with the Address Point Data Standard for Minnesota.
http://www.mngeo.state.mn.us/committee/standards/address/address_standard.html


For specific questions regarding centerline alignments or attributes, please contact the county below
Anoka: https://www.anokacounty.us/315/GIS
Carver: gis@co.carver.mn.us
Chisago: gisservices@chisagocountymn.gov
Dakota: gis@co.dakota.mn.us
Hennepin: gis.info@hennepin.us
Isanti: Nate.Kirkwold@co.isanti.mn.us
Ramsey: RCGISMetaData@co.ramsey.mn.us
Scott: gis@co.scott.mn.us
Sherburne: gis@co.sherburne.mn.us
Washington: gis@co.washington.mn.us

The assessment activity requires a student to prepare a layout and a written report for a local retail company that analyses the locations of retail banking outlets and supermarkets in a local urban area.The layout and written reportdescribe patterns in retail banking and supermarket distribution explain the locations of the retail banking and supermarket locationsThis assessment activity requires a student to comprehensively apply spatial analysis, with direction, to solve a geographic problem - Achievement Standard 91014

This layer serves as the authoritative geographic data source for California's K-12 public school locations during the 2024-25 academic year. Schools are mapped as point locations and assigned coordinates based on the physical address of the school facility. The school records are enriched with additional demographic and performance variables from the California Department of Education's data collections. These data elements can be visualized and examined geographically to uncover patterns, solve problems and inform education policy decisions.The schools in this file represent a subset of all records contained in the CDE's public school directory database. This subset is restricted to TK-12 public schools that were open in October 2024 to coincide with the official 2024-25 student enrollment counts collected on Fall Census Day in 2024 (first Wednesday in October). This layer also excludes nonpublic nonsectarian schools and district office schools.The CDE's California School Directory provides school location other basic school characteristics found in the layer's attribute table. The school enrollment, demographic and program data are collected by the CDE through the California Longitudinal Achievement System (CALPADS) and can be accessed as publicly downloadable files from the Data & Statistics web page on the CDE website. Schools are assigned X, Y coordinates using a quality controlled geocoding and validation process to optimize positional accuracy. Most schools are mapped to the school structure or centroid of the school property parcel and are individually verified using aerial imagery or assessor's parcels databases. Schools are assigned various geographic area values based on their mapped locations including state and federal legislative district identifiers and National Center for Education Statistics (NCES) locale codes.

Legislative AuthorizationAssembly Bill 1808 appropriated $4 million to establish the California Geographic Lead Agencies (Lead Agency) to build the capacity of county offices of education (COEs) to ensure that counties are equipped to build the capacity of their local educational agencies (LEAs) to support the continuous improvement of student performance within the state priorities as defined in California Education Code (EC) sections 52060 and 52066 and address the gaps in achievement between student groups as defined in EC Section 52052.PurposeThe 6 to 10 Lead Agencies will work together to support the following goals for all counties. The Lead Agencies will also connect COEs to the other initiatives within California's System of Support.Support the continuous improvement of student performance within the state priorities across student groups as defined in EC sections 52060 and 52066.Address the gaps in achievement between student groups as defined in EC Section 52052.Improve outreach and collaboration with stakeholders to ensure that goals, actions, and services as described in school district and COEs Local Control and Accountability Plans reflect the needs of the community, especially for historically under-represented or low-achieving populations.Serve as a facilitator, resource connector, and capacity builder for COEs.Funding DescriptionEach Lead Agency is selected for a term ending no later than June 30, 2023. Each awardee will receive a minimum of $250,000 and additional funds will be allocated based on a formula derived from the 2018 list of school districts eligible for differentiated assistance

This GIS layer file represents the currently adopted 2020-2021 Elementary (Primary), Middle & High School attendance zone and parent responsibility zone (PRZ) boundaries under the jurisdiction of the Lake County School Board. The primary purpose of this GIS layer file is to assist District administrative staff, school staff, parents of students and the general public with determining the appropriate school assignment and transportation eligibility accurate to an individual tax parcel or residential address for general education students under the responsibility of the Lake County School District. Because of programmatic reason these zones may not apply to special need students, magnet programs or students within special state funded programs.

This dataset records modifications made to the MN address point data, capturing both attribute and geometry changes. Each modification, whether it involves an attribute or geometry change, is represented by a separate row/feature in the feature class. In cases where multiple attribute changes occur, each change is documented with its own entry.

- Address points
- Address geocoding;
- Next Generation 911 call routing and location validation;
- Emergency services dispatching;

For specific questions regarding centerline alignments or attributes, please contact the county below
Anoka: https://www.anokacounty.us/315/GIS
Carver: gis@co.carver.mn.us
Chisago: gis@co.chisago.mn.us
Dakota: gis@co.dakota.mn.us
Hennepin: gis.info@hennepin.us
Isanti: Nate.Kirkwold@co.isanti.mn.us
Ramsey: RCGISMetaData@co.ramsey.mn.us
Sherburne: gis@co.sherburne.mn.us
Scott: gis@co.scott.mn.us
Washington: surveyor@co.washington.mn.us

Colleges and Universities This feature layer, utilizing data from the National Center for Education Statistics (NCES), displays colleges and universities in the U.S. and its territories. NCES uses the Integrated Postsecondary Education Data System (IPEDS) as the "primary source for information on U.S. colleges, universities, and technical and vocational institutions." According to NCES, this layer "contains directory information for every institution in the 2023-24 IPEDS universe. Includes name, address, city, state, zip code and various URL links to the institution"s home page, admissions, financial aid offices and the net price calculator. Identifies institutions as currently active, and institutions that participate in Title IV federal financial aid programs for which IPEDS is mandatory." University of the District of ColumbiaData currency: 2023Data source: IPEDS Complete Data FilesData modification: Removed fields with coded values and replaced with descriptionsFor more information: Integrated Postsecondary Education Data SystemSupport documentation: Data DictionaryFor feedback, please contact: ArcGIScomNationalMaps@esri.com U.S. Department of Education (ED) Per ED, The mission of the Department of Education (ED) is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access for students of all ages.

This point datalayer shows the locations of schools in Massachusetts. Schools appearing in this layer are those attended by students in pre-kindergarten through high school. Categories of schools include public, private, charter, collaborative programs, and approved special education. This data was originally developed by the Massachusetts Department of Environmental Protection’s (DEP) GIS Program based on database information provided by the Massachusetts Department of Education (DOE). The update published on April 17th, 2009 was based on listings MassGIS obtained from the DOE as of February 9th, 2009. The layer is stored in ArcSDE and distributed as SCHOOLS_PT. Only schools located in Massachusetts are included in this layer. The DOE also provides a listing of out-of-state schools open to Massachusetts' residents, particularly for those with special learning requirements. Please see http://profiles.doe.mass.edu/outofstate.asp for details. Updated September 2018.

This web map displays the California Department of Education's (CDE) core set of geographic data layers. This content represents the authoritative source for all statewide public school site locations and school district service areas boundaries for the 2018-19 academic year. The map also includes school and district layers enriched with student demographic and performance information from the California Department of Education's data collections. These data elements add meaningful statistical and descriptive information that can be visualized and analyzed on a map and used to advance education research or inform decision making.

Count of students in each grade (PK-12) enrolled in each Alaska public school. These data are taken from the official October 1 student count. This data set features historical data from the 2012-2013 school year to the present. Source: Alaska Department of Education & Early Development

This data has been visualized in a Geographic Information Systems (GIS) format and is provided as a service in the DCRA Information Portal by the Alaska Department of Commerce, Community, and Economic Development Division of Community and Regional Affairs (SOA DCCED DCRA), Research and Analysis section. SOA DCCED DCRA Research and Analysis is not the authoritative source for this data. For more information and for questions about this data, see: Alaska Department of Education & Early Development Data Center.

Students will gain an understanding of factors influencing pedestrian accessibility within urban areas globally, analyse the relationship between population density, urban planning, and pedestrian accessibility and evaluate solutions to address pedestrian access challenges in different regions or cities.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

The ZIP file consist of GIS files and an Access database with information about the excavations, findings and other metadata about the archaeological survey.

Abel Tasman National Park is located northwest of Nelson and is home to a richness of invertebrates. It is also one of the few places in New Zealand with continuous forest from the mountains to the sea. However, an exotic wasp, accidentally introduced to NZ in the 1940s, has impacted the ecosystem. With mild winters and no natural predators, these wasps thrive in Abel Tasman National Park and achieve some of the highest densities of anywhere in the world. The Department of Conservation has a limited budget for wasp control measures so they want you to locate the best place to introduce these measures. The Abel Tasman National Park is divided into two zones. The Northern Zone is serviced by the Department of Conservation out of Takaha by land and the Southern Zone is serviced by sea from Motueka.

It is your job to use GIS software to prepare a report and layout that:

Shows and explains possible treatment areas to deploy wasp traps.Recommends the best management zone for treatment. Original idea for this lesson was presented at a GIS Champions meeting by the Department of ConservationAchievement Standard 91247.This lesson has not been moderated. If you have any feedback on the lesson please email gisinschools@eagle.co.nz

To address the global challenge of reducing greenhouse gas emissions contributing to climate change, it is essential to explore innovative, renewable, and sustainable energy solutions. Bioenergy, derived from biological sources, plays a vital role by providing renewable options for heat, electricity, and vehicle fuel. Biofuels from food crops like sugarcane and cassava demonstrate the potential of agricultural products for energy generation, while jatropha is cultivated primarily for oil. This learning activity focuses on land suitability mapping for these selected crops in Florida, incorporating criteria such as temperature, rainfall, soil type, soil pH, and topography. The analysis evaluates the land requirements of food and energy crops within the Food-Energy-Water (FEW) nexus framework, addressing potential land-use conflicts. Geographic Information Systems (GIS) are employed to identify optimal regions for energy crop cultivation, promoting sustainable practices that balance food security, water conservation, and renewable energy production. The modules are developed and designed for undergraduate students, particularly those enrolled in any of courses such as environmental science, GIS, natural resource management, agricultural science and remote sensing. Students will apply GIS and remote sensing techniques to analyze interactions among food, energy, and water resources, focusing on resilient crops. The activity incorporates the 4DEE framework – Core Ecological Concepts, Ecological Practices, Human-Environment Interactions, and Cross-Cutting Themes to enhance understanding of the FEW nexus. Through hands-on projects addressing real-world ecological challenges, students will develop critical skills in geospatial data analysis, data interpretation, and ethical considerations, preparing them for sustainable resource management. Likewise on part of the instructors, the activity is designed for those with intermediate to advanced GIS expertise, particularly in ArcGIS Pro and Google Earth Engine for spatial analysis and a basic understanding and application of the Food-Energy-Water (FEW) Nexus to guide students in making informed land-use decisions that support sustainable development goals.

Other Schools and Facilities for Students with Disabilities in NYS. These include Approved Private Schools for Students with Disabilities (SWD), Pre-School Evaluation Providers for SWD, Interim Placement Facilities for SWD, State Operated Schools for SWD, State Supported Schools for SWD, Summer School for the Handicapped, Out of State Schools for the Handicapped, Special Ed Training Resource Centers, and Residential Facilities for SWD Covered Under the NY Justice Center.

This data provides the geographic location for parcel boundary lines within the jurisdiction of the Carteret County, NC and is based on recorded surveys and deeds. This dataset is maintained by the Carteret County GIS Division. Data is updated on an as needed basis. The description for each field name in the layer is included below.FieldAliasMeaningPIN15Parcel NumberTax Parcel ID Number (PIN4+ PIN5)ROLL_TYPERoll TypeRoll type of property (regularly taxed property or tax-exempt)GISMOTHERMother ParcelMother ParcelGISMAPNUMPIN1First 4 digits of PIN15MAPNAMPIN2PIN1 + 2 digitsGISBLOCKPIN3Digits 7 and 8 of PIN15GISPINPIN4PIN2 +PIN3GISPDOTPIN5Digit numbers 9 to 12 of PIN15CONDO_Condo unit #Condo numberGISPRIDOld Tax IDOld parcel number style based on prior mapping system before NC GRID system mapsOWNERTax Owner 1Tax parcel ownerOWNER2Tax Owner 2Secondary tax parcel ownerSITE_HOUSESite House #Site Address House NumberSITE_DIRSite DirSite Address Street directionalSITE_STSite StreetSite Address Street NameSITE_STTYPSite Street TypeSite Address Street Suffix (e.g., Dr., St., etc.)SITE_APTNOSite AptSite Address UnitSITE_CITYSite CitySite Address City/CommunityPropertyAddressPhysical AddressProperty AddressMAIL_ADDRESS1Mailing address and streetConcatenated mailing addressMAIL_ADDRESS2Mailing unitSecondary mailing addressMAIL_CITYMailing cityMailing address CityMAIL_STATEMailing stateMailing address StateMAIL_ZI4Mailing Zip4Mailing address Zip Code + 4MAIL_ZI5Mailing Zip5Mailing address Zip CodeFullMailingAddressFull Mailing AddressFull mailing address concatenatedDBOOKDeed BookDeed book containing the most recent deed to the propertyDPAGEDeed PageDeed page containing the most recent deed to the propertyDDATEDeed Dateunformatted most recent deed date for the propertyDeedDate_2Formatted Deed DateFormatted most recent deed date for the propertyMapBookPlat Map BookMap BookMapPagePlat Map PageMap PagePLATBOOKPlat BookRecorded Plat BookPLATPAGEPlat PageRecorded Plat PageLEGAL_DESCParcel Legal DescriptionLegal descriptionLegalAcresLegal Acres (new)Deeded or platted acresDeededAcresLegal AcresAcres from recorded deedsCalculatedLandUnitsTaxed AcresTaxed land acreageGISacresCalculated AcresCalculated GIS acresGISacres2Calculated Acres (new)Calculated GIS acresLandCodeTax Land Category CodeLand CodeLandCodeDescriptionTax Land Category DescriptionLand Code DescriptionMUNICIPALITYMunicipality/ETJIf parcel is within the corporate limits or ETJTOWNSHIPTownshipTownship codeRESCUE_DISTTax Rescue DistrictTax rescue district that the parcel is withinFIRE_DISTTax Fire DistrictTax fire district that the parcel is withinJurisdictionTax District CodeTax District CodeNBHDNeighborhood CodeNeighborhood codeNeighborhoodNameNeighborhood NameNeighborhood code descriptionBuildingCount# BuildingsNumber of buildings within the propertyY_BLT_HOUSEYear Built HouseYear house was builtBLT_CONDOYear Built CondoYear condo was builtTOT_SQ_FTTotal Sq FootTotal square footage of structure on propertyHtdSqFtHeated Sq FootHeated square footages of structure on the propertyBldgModelBuilding ModelBuilding ModelBEDROOMS# Bedrooms# BedroomsBATHROOMS# Bathrooms# BathroomsBldgUseBuilding UseBuilding UseConditionBuilding ConditionBuilding ConditionDwellingStyleDescriptionDwelling DescriptionDwelling style descriptionExWllDes1Exterior wall 1Exterior wall type 1 descriptionExWllDes2Exterior wall 2Exterior wall type 2 descriptionExWllTyp1Exterior wall 1 codeExterior wall type 1ExWllTyp2Exterior wall 2 codeExterior wall type 2FondDes1Foundation Description Foundation type 1 descriptionFondTyp1Foundation Description CodeFoundation type 1RCovDes1Roof # 1 Covering DescriptionRoof covering type 1 descriptionRCovDes2Roof # 2 CoveringDescriptionRoof covering type 2 descriptionRCovTyp1Roof # 1 CodeRoof covering type 1RCovTyp2Roof # 2 CodeRoof covering type 2RStrDes1Roof Structure DescriptionRoof structure type 1 descriptionRStrTyp1Roof Structure CodeRoof structure type 1GradeBuilding GradeTax gradeGradeAndCDUBuilding Grade & ConditionBuilding Grade & ConditionHeatDes1Heating/Cooling TypeHeating type 1 descriptionHeatTyp1Heating/Cooling CodeHeating type 1FireplaceCountFireplacesFireplacesSTRUC_VALStructure ValueValue of structure(s) on the propertyLAND_VALUETax Land ValueValue of the land on the propertyOTHER_VALOther Structures ValueOther value of the propertyTotal_EMVTotal Estimated Market ValueTotal estimated tax valueSaleImprovedorVacantSALE_PRICEVacant or Improved SaleRecorded Sale PriceVacant of Improved SaleRecorded sale priceSaleDateRecorded Sale DateRecorded sale dateSubdivision_NameSubdivision NameSubdivision NameSubdivision_Platbk_pagSubdivision Plat Book/PakeSubdivision Plat Book and PageCommissioner_DistrictCommissioner District #Commissioner"s DistrictCommissioner_Name1Commissioner NameCommissioner"s NameCommissioner_InfoCommissioner LinkLink to Commissioner"s contact info Elementary_SchoolElementary DistrictElementary school name/districtMiddle_SchoolMiddle School DistrictMiddle School name/districtHigh_SchoolHigh School DistrictHigh school name/districtIsImprovedProperty ImprovedBuilt on = 1, Vacant = 0IsQualifiedQualified SaleQualified = 1, Not Qualified = 0Use_codeTax Use CodeLand use codeUse_descTax Use Code DescriptionLand use descriptionPerm_De1Permit # 1 DescriptionPermit #1 descriptionPerm_De2Permit # 2 DescriptionPermit #2 descriptionPerm_Is1Permit # 1 Issue DatePermit #1 issue datePerm_Is2Permit # 2 Issue DatePermit #2 issue datePerm_N1Permit # 1 NumberPermit #1Perm_N2Permit #2 NumberPermit #2Perm_Ty1Permit # 1 TypePermit #1 typePerm_Ty2Permit # 2 TypePermit #2 typeACTL_DA1Permit #1 Completion DatePermit #1 - actual completion dateACTL_DA2Permit #2 Completion DatePermit #2 - actual completion dateReviewedDateTax Office Review DateDate ReviewedNoise_lvlBogue Air Field Noise LevelNoise level zones surrounding military air basesRisk_levelBogue Landing Risk LevelRisk level for military air plane accident potential within the AICUZ zonesaicuzBogue Air Field AICUZAir Installation Compatible Use Zone - planning zones pertaining to military air bases and the surrounding real estateOBJECTIDOBJECTIDESRI default unique IDSHAPEShapeESRI default fieldSHAPE.STArea()Shape AreaESRI default fieldSHAPE.STLength()Shape PerimeterESRI default field

County Buddy is a dataset detailing the presence, count, and institutions of special populations (incarcerated individuals, college students, military personnel, and Native Americans) at the U.S. county and census tract levels. It offers geographic and demographic context to help explain variation in socio-economic indicators like life expectancy, income, and education.

Food outlet frequencies by home and school neighbourhoods.

Charter Schools in New York State . Charter schools are publicly funded and open to all students in New York State through a non-discriminatory admissions lottery. Each charter school is governed by a not-for-profit board of trustees which may include educators, community members, and leaders from the private sector. Charters have freedom to establish their own policies, design their own educational program, and manage their human and financial resources. Charter schools are accountable, through the terms of a five-year performance contract, for high student achievement.

Prior experience of GIS is variable, but a number of PGCE students and in-service teachers reported negative prior experiences with geospatial technology. Common complaints include a course focussed on data students found irrelevant, with learning exercises in the form of list-like instructions. The complexity of desktop GIS software is also often mentioned as off-putting.