Finding Schools is now easier than ever with the College Map, the first geographic search tool published by IPEDS (Integrated Postsecondary Education Data System) providing access to over 7,000 certificate, undergraduate and graduate-level schools. This all-in-one tool enables students, parents and counselors to filter potential programs for location, major, tuition and more. Including both certificate-level programs and advanced degrees, this public application makes the often overwhelming process of school searching simple, and it’s available on mobile devices.Once the results are narrowed down, users can share their lists on social media or download in excel format. Additionally, the College Map integrates with the College Navigator, a research based search tool providing data from the complete list of IPEDS Survey indicators.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.

This repository contains two Microsoft Excel documents:A quiz with eight questions, assigned to students in a graduate-level GIS programming course as part of Homework Assignment 2. The quiz assesses students' understanding of basic Python programming principles (such as loops and conditional statements).An Excel document with three worksheets, each corresponding to one homework assignment from the same graduate GIS programming course. The document includes self-reported background information (e.g., students' prior programming experience), details about the use of various resources (e.g., websites) for completing assignments, the perceived helpfulness of these resources, and scores for the homework assignments and quizzes.

This map shows the percent of adults (25+) who have completed some college, but do not hold a degree - ideal places to implement college completion programs. For example, Texas implemented a state-wide program called GradTX aimed at helping stop-outs finish what they started. Other states such as Colorado and Florida have reverse transfer programs. An all-too common situation is that students take enough credits to successfully transfer from a 2-year college to a 4-year college, but do not attain an associate degree. Life happens and these transfer students do not graduate from the 4-year college, however, they have completed an additional semester or more of college credits. Reverse transfer programs allow these students to transfer these credits earned at the 4-year college back to the 2-year college in order to receive an associate degree. This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases new estimates, so values in the map always reflect the newest data available.

Dataset contains information on Tempeans receiving post-secondary education, licenses, certificates. Data supports City's Achieve65Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030.This page provides data for the Post-Secondary School Achievement Rate performance measure. Information on Tempe resident post-secondary attainment including 2-year degrees, 4-year degrees, and graduate degrees. Data supports City's Achieve65 Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030. Data shows breakdown of post-secondary attainment by degree, by gender, for individuals 25 years and older.The performance measure dashboard is available at 3.09 Post-Secondary Achievement Rate.Additional InformationSource: US Census 1-year ACSContact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govData Source Type: ExcelPreparation Method: Numbers retrieved from US Census and entered into a detailed spreadsheet.Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

The Pennsylvania Department of Education approves nurse aide training programs in Pennsylvania. These programs must be at least 80 hours in length and include at least 37.5 hours of clinical practice. Student/graduate nurses may also be authorized to test as CNAs. Previously these programs were provided to the public through a pdf available on the website. The Nurse Aide Training Programs GIS application allows prospective students and constituents to search for programs by Class Type (Nursing Facility (NF), Educational Entity (ED)), County, or within a location or area of interest. Searches can be exported to easily share the programs resulting from an inquiry. The selection of a program location allows users to see all associated information such as address, contact information, and even click open driving directions to the location.

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from every college, university, and technical and vocational institution that participates in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file and collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2015-2016 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.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.

The information in the abstract is translated from the archaeological report: In connection with local planning concerning an extension of the golf course in Herstadberg and Loddby, Norrköping municipality wished to elucidate the archaeological conditions in the area. A archaeological assessment (phase 1) has been performed by the Swedish National Heritage Board's Contract Archaeology Service, UV Öst. The assessment has shown that the development will affect an area of regional, cultural interest, as well as the oldest locations of the manor Herstadberg and the village Loddby, a brickworks remnant, three building remnants, a historically interesting building, five prehistoric graves and six topographically delimited areas which are likely to contain unmarked archaeological remains. A expansion of the golf course would affect Loddby to a higher degree than Herstadberg, since the latter is already much affected by the residential area, the railway and the motorway. Purpose: The information in the purpose is translated from the archaeological report: The purpose of the archaeological assessment (phase 1) was to present all visible archaeological and cultural remains within the survey area, and to point out areas where unmarked remains were likely to be found. The aim of the assessment was to present an overview of the area's history, character and preserved archaeological remains, to suggest further archaeological measures, to describe how the area would be affected by the planned development and to serve as a basis for future decisions regarding the area, made by the County Administrative Board. The ZIP file consists of shapefiles and an Access database with information about the excavations, findings and other metadata about the archaeological survey. Informationen i sammanfattning är hämtad ur rapporten för undersökningen: I samband med pågående detaljplaneprogramarbete inför planerad utökning av golfbana inom Herstadberg och Loddby önskar Norrköpings kommun att klargöra de arkeologiska förutsättningarna. En arkeologisk utredning, etapp 1, har utförts av Riksantikvarieämbetet UV Öst. Efter genomförd utredning konstaterades att ett regionalt intresseområde för kulturmiljö berörs. Vidare berörs både Loddbys och Herstadbergs äldsta tomter, en tegelbrukslämning, tre bebyggelselämningar, en kulturhistoriskt intressant byggnad, fem förhistoriska gravar samt sex topografiskt avgränsade områden som bedöms innehålla ovan mark omarkerade lagskyddade fornlämningar. En utbyggnad av golfbanan skulle påverka Loddbyområdet i högre grad än Herstadområdet, därför att bruksmiljön (Herstadområdet) redan har påverkats starkt av villabebyggelse, järnvägen och motorvägen och skulle tappa karaktär ytterligare om en golfbana placerades tätt inpå miljön. Syfte: Informationen i syfte är hämtad ur rapporten för undersökningen: En utredning etapp 1 syftar till att redovisa samtliga synliga forn- och kulturlämningar och anvisa områden där sannolikheten för ovan mark omarkerade fornlämningar bedöms vara stor. Syftet med utredningen var att ge en översiktlig bild av områdets historia, karaktärsdrag och kvarvarande lämningar från de betydelsebärande epokerna, vid behov ge förslag på fortsatta arkeologiska åtgärder, beskriva hur områdets värden skulle påverkas av en exploatering enligt planförslaget samt tillhandahålla ett underlag som Länsstyrelsen i senare skede kan utgå ifrån för att kunna besluta om eventuella fortsatta arkeologiska insatser enligt Kulturminneslagen. ZIP-filen innehåller GIS-filer samt en Access datafil vilka innehåller information om schakt, fyndföremål, lämningstyper samt annan metadata om den arkeologiska undersökningen.

Analysis of ‘Postsecondary School Locations - Current’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/45798efa-9e5f-45b3-b280-0109991b50fe on 11 February 2022.

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Dropout rates for Alaska public school districts. The dropout rate is defined by state regulation 4 AAC 06.895(i)(3) as a fraction of students grades 7-12 who have dropped out during the current school year out of the total students in grades 7-12 enrolled as of October 1st of the school year for which the data is reported.A student is considered to be a dropout when they have discontinued schooling for a reason other than graduation, transfer to another diploma-track program, emigration, or death unless the student is enrolled and in attendance at the same school or at another diploma-track program prior to the end of the school year (June 30).Students who depart a diploma track program in pursuit of GED certification, credit recovery, or non-diploma track vocational training are considered to have dropped out.This data set includes historic data from 1991 to present.GIS layers for individual years can be accessed using the Build Your Own Map application.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

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2023-2024 IPEDS collection. For more information about NCES school point data, see:https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.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.

How did the City create the Equity IndexWorking with Ohio State University's Kirwan Institute of Race and Social Justice, the City complied the Equity/Opportunity Index to help facilitate data-driven decision-making processes and enable leaders to distribute resources better and plan to fund programs and services, minimize inequities and maximize opportunities.The indicators displayed in the Equity/Opportunity Index have been shown to have a direct correlation to equity. For more information, please reference the additional document on the evidence-based research determinant categories. The data is measured granularly by census block group.To just access the overall equity layer use this url: https://gis.cityoftacoma.org/arcgis/rest/services/General/Equity2020/MapServer/1 The list below comprise the Indicators per index: Accessibility Parks & Open SpaceVoter ParticipationHealthy Food Access IndexAverage Road QualityHome Internet AccessTransit Options & AccessVehicle AccessLivabilityTacoma Crime IndexESRI Crime IndexCost-Burdened HouseholdsAverage Life ExpectancyUrban Tree CanopyTacoma Nuisance IndexMedian Home ValueEducationAverage Student Test RateAverage Student Mobility4-Year High School Graduation RatePercent of 25+-Year-Olds with Bachelor's Degree or MoreEconomyJobs Index (availableness of good paying jobs)Median Household Income200% Below of the Poverty Line or LessUnemployment RateEnvironmental HealthEnvironmental ExposuresNOx- Diesel Emissions (Annual Tons/Km2)Ozone ConcentrationPM2.5 ConcentrationPopulations Near Heavy Traffic RoadwaysToxic Releases from Facilities (RSEI Model)Environmental EffectsLead Risk from Housing (%)Proximity to Hazardous Waste Treatment Storage and Disposal Facilities (TSDFs)Proximity to National Priorities List Facilities (Superfund Sites)Proximity to Risk Management Plan (RMP) FacilitiesWastewater DischargeWhat does Very High or Very Low Equity/Opportunity mean?Very High Equity/Opportunity represents locations that have access to better opportunities to succeed and excel in life. The indicators include high-performing schools, a safe environment, access to adequate transportation, safe neighborhoods, and sustainable employment. In contrast, Low Equity/Opportunity areas have more obstacles and barriers within the area. These communities have limited access to institutional or societal investments with limits their quality of life.Why is the North and West End labeled Red?When looking at data related to equity and social justice, we want to be mindful not to reinforce historical representations of low-income or communities of color as bad or negative. To help visualize the areas of high opportunity and call out the need for more equity, we chose to use red. We flipped the gradient to highlight disparities within the community. Besides, we refrained from using green or positive colors with referring to dominant communities (white communities).Can I download the full dataset and display other variables over the Equity Index?Yes, by downloading the file and uploading it to ArcGIS, you will be able to see all the indicators, Z-Scores, indices, and the index overall value. You can overlay other variables for further analysis and save the output into your database. If your team wants to add new indicators to the Equity Index, contact Bucoda Warren. Can I see additional or multiple map layers?Within the left navigation panel, you can aggregate the index layers by determinate social categories; Accessibility, Education, Economy, Livability and Environmental Health.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from every college, university, and technical and vocational institution that participates in federal student financial aid programs under the Higher Education Act of 1965 (as amended). IPEDS school point locations are derived from reported information about the physical location of schools. The NCES EDGE program collaborates with the U.S. Census Bureau's Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools reported in the annual IPEDS file. The point locations in this data layer were developed from the 2017-2018 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. 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.

The Missoula Community Resource Map identifies programs and organizations that provide a range of services to our community members. The ESRI Arc Pro program was used to create the base layer and design for the map. Missoula organizations and program information and location data were gathered by Jordan Lestina. Mountain Line provided the GIS layers for the bus routes included on the map. Jordan Lestina, UM forestry graduate student and Food Bank volunteer, created the map and finalized the map layout using Adobe Photoshop. The most current map update was completed on August 8th, 2022. The pdf page sizes are 8.5 by 11 inches.