New York City Department of Education 2015 - 2016 Guidance Counselor Report Summary

The following guidance is directed to administrators of schools from kindergarten to grade 12 (K-12) and local public health authorities (PHAs) in jurisdictions where these schools exist. The guidance is not prescriptive in nature, rather, it supports administrators and PHA's to consider potential risks and mitigation strategies associated with the resumption of in-school classes during the COVID-19 pandemic.

The survey charted the perceptions and opinions of lower secondary school guidance counsellors regarding vocational education and training in Finland. Main themes included, among others, the future plans of the ninth-graders the councellors had guided during the past year, the councellors' perceptions of how general and vocational upper secondary education are appreciated, and factors that affected the educational guidance given by the councellors to the ninth-graders. The study was commissioned by the Ministry of Education and Culture and Skills Finland. Data collection was conducted by IROResearch. First, the councellors' perceptions of the ninth-graders' opinions on studying were charted with various attitudinal statements concerning, for example, how important the ninth-graders thought studying was for the future and whether they thought studying was interesting or working was more interesting than studying. The counsellors were also asked whether the ninth-graders thought various educational choices were interesting for them personally (e.g. general or vocational upper secondary education or tenth grade). Factors affecting how the councellors guided the ninth-graders were examined (e.g. the student's success in their studies, their ambition and will to succeed, their parents' opinions). The fields of education that most interested ninth-graders who planned to continue into vocational education or training were surveyed (e.g. humanities and arts, natural sciences, information and communication technologies). Finally, the councellors were asked whether they thought they had enough information on vocational education and training considering their work in guiding ninth-graders. Background information included the respondent's gender, how long they had worked as a lower secondary school guidance councellor, municipality of residence and region of residence (NUTS3).

New York City Department of Education 2018 - 19 Guidance Counselor Bill Demographic Data by district, borough, school number, school name, and school level, providing statistics for full time, part time, bilingual guidance counselors and whether they are serving more than one _location.

New York City Department of Education 2017 - 2018 Guidance Counselor Report Data based on DBN, School Names and Year.

These guidance documents were issued by the U.S. Department of Education Office for Civil Rights. This 2001 Sexual Harassment Guidance reaffirms the compliance standards that OCR applies in investigations and administrative enforcement of Title IX of the Education Amendments of 1972 regarding sexual harassment. The guidance provides the principles that a school should use to recognize and effectively respond to sexual harassment of students in its program as a condition of receiving Federal financial assistance. This 2011 Dear Colleague Letter on Sexual Violence explains that the requirements of Title IX of the Education Amendments of 1972 cover sexual violence and reminds schools of their responsibilities to take immediate and effective steps to respond to sexual violence in accordance with the requirements of Title IX. This 2013 Dear Colleague Letter on Retaliation reminds school districts, postsecondary institutions, and other recipients that retaliation is also a violation of Federal law. The letter seeks to clarify the basic principles of retaliation law and to describe OCR's methods of enforcement.

Location of guidance and tutoring programs in Los Angeles CountyThis dataset is maintained through the County of Los Angeles Location Management System. The Location Management System is used by the County of Los Angeles GIS Program to maintain a single, comprehensive geographic database of locations countywide. For more information on the Location Management System, visit http://egis3.lacounty.gov/lms/.

During the COVID-19 induced lockdown in France during the year 2020, many schools had to shut down their physical activity, which left students disoriented in many ways. As some were in their last years of education, the source wanted to investigate ways in which French students had access to guidance, when orientating themselves towards higher studies or finding a job. Thus, many informed themselves directly on the school platform, whereas 70 percent looked at counselling and orientation websites. About half of the respondents used social networks.

Analysis of ‘2018-19 Guidance Counselor Report - Guidance Counselor’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/5ac78706-a797-4a1e-ac04-fbb80c2552e6 on 26 January 2022.

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

New York City Department of Education 2018 - 19 Guidance Counselor Bill Demographic Data by district, borough, school number, school name, and school level, providing statistics for full time, part time, bilingual guidance counselors and whether they are serving more than one location.

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

New York City Department of Education 2014 - 15 Guidance Counselor Reporting - Social Worker Data by school year.

The 2021-2022 School Learning Modalities dataset provides weekly estimates of school learning modality (including in-person, remote, or hybrid learning) for U.S. K-12 public and independent charter school districts for the 2021-2022 school year and the Fall 2022 semester, from August 2021 – December 2022.

These data were modeled using multiple sources of input data (see below) to infer the most likely learning modality of a school district for a given week. These data should be considered district-level estimates and may not always reflect true learning modality, particularly for districts in which data are unavailable. If a district reports multiple modality types within the same week, the modality offered for the majority of those days is reflected in the weekly estimate. All school district metadata are sourced from the https://nces.ed.gov/ccd/files.asp#Fiscal:2,LevelId:5,SchoolYearId:35,Page:1">National Center for Educational Statistics (NCES) for 2020-2021.

School learning modality types are defined as follows:

• In-Person: All schools within the district offer face-to-face instruction 5 days per week to all students at all available grade levels.
• Remote: Schools within the district do not offer face-to-face instruction; all learning is conducted online/remotely to all students at all available grade levels.
• Hybrid: Schools within the district offer a combination of in-person and remote learning; face-to-face instruction is offered less than 5 days per week, or only to a subset of students.

• School learning modality data provided here are model estimates using combined input data and are not guaranteed to be 100% accurate. This learning modality dataset was generated by combining data from four different sources: Burbio [1], MCH Strategic Data [2], the AEI/Return to Learn Tracker [3], and state dashboards [4-20]. These data were combined using a Hidden Markov model which infers the sequence of learning modalities (In-Person, Hybrid, or Remote) for each district that is most likely to produce the modalities reported by these sources. This model was trained using data from the 2020-2021 school year. Metadata describing the location, number of schools and number of students in each district comes from NCES [21].
• You can read more about the model in the CDC MMWR: https://www.cdc.gov/mmwr/volumes/70/wr/mm7039e2.htm" target="_blank">COVID-19–Related School Closures and Learning Modality Changes — United States, August 1–September 17, 2021.
• The metrics listed for each school learning modality reflect totals by district and the number of enrolled students per district for which data are available. School districts represented here exclude private schools and include the following NCES subtypes:
  • Public school district that is NOT a component of a supervisory union
  • Public school district that is a component of a supervisory union
  • Independent charter district
• “BI” in the state column refers to school districts funded by the Bureau of Indian Education.

• Data from August 1, 2021 to June 24, 2022 correspond to the 2021-2022 school year. During this time frame, data from the AEI/Return to Learn Tracker and most state dashboards were not available. Inferred modalities with a probability below 0.6 were deemed inconclusive and were omitted. During the Fall 2022 semester, modalities for districts with a school closure reported by Burbio were updated to either “Remote”, if the closure spanned the entire week, or “Hybrid”, if the closure spanned 1-4 days of the week.
• Data from August 1, 2022 to December 31, 2022 correspond to the 2022-2023 school year and were processed in a similar manner to data from the 2021-2022 school year.
• Data for the month of July may show “In Person” status although most school districts are effectively closed during this time for summer break. Users may wish to exclude July data from use for this reason where applicable.

1. K-12 School Opening Tracker. Burbio 2021; https://cai.burbio.com/school-opening-tracker/. June 2021.
2. COVID-19 IMPACT: School District Operational Status. MCH Strategic Data: 2021; https://www.mchdata.com/covid19/schoolclosings. (30 June 2021, date last accessed).
3. Return to Learn Tracker. American Enterprise Institute 2021; https://www.returntolearntracker.net/. (30 June 2021, date last accessed).
4. Colorado School District Reopening Plans. Colorado Department of Education 2021; https://docs.google.com/spreadsheets/d/e/2PACX-1vQipdjO8QWhilhhJ4bX0FBebnHEzK1G3LEDQbE_S-xRvs2t0oHNm--acHwMRFmL9uKw4cXcOUqy1V66/pubhtml. (30 June 2021, date last accessed).
5. Connecticut Report Cards. Connecticut State Department of Education 2021; http://edsight.ct.gov/SASPortal/main.do. (30 June 2021, date last accessed).
6. COVID Planning Tool. Hawaii Department of Education 2021; https://public.tableau.com/views/COVIDPlanningTool-Embed700px/SimpleDashboard. (30 June 2021, date last accessed).
7. Idaho School District Status. Idaho State Department of Education 2021; https://ioem.maps.arcgis.com/apps/opsdashboard/index.html#/379299e56f234fa89cff3c8c6acf3ac8. (30 June 2021, date last accessed).
8. How Illinois Districts Are Providing Instruction: Virtual, In-Person, and Blended Learning. Illinois State Board of Education 2021; https://isp.maps.arcgis.com/apps/opsdashboard/index.html#/fceeacb37da04de4b237ed941dd7d5c4. (30 June 2021, date last accessed).
9. Digital Learning Model Schools. Louisiana Department of Education 2021; https://analytics.la.gov/t/DOE/views/DigitalLearningModel/SchoolLevelModeofLearning. (30 June 2021, date last accessed).
10. Safe Learning Model Dashboard. Minnesota Department of Education 2021; https://analytics.education.state.mn.us/t/MDEPublic/views/MN_Safe_Learning_Model/Dashboard. (30 June 2021, date last accessed).
11. Coronavirus (COVID-19) information. Missouri Department of Elementary & Secondary Education 2021; https://dese.mo.gov/communications/coronavirus-covid-19-information. (30 June 2021, date last accessed).
12. North Carolina School Dashboard. North Carolina Department of Public Instruction 2021. https://docs.google.com/spreadsheets/d/1We8gDpa4Do5NR83Nf8niGE_YxzLDf-KZh-tVWifStxE/edit#gid=0. (30 June 2021, date last accessed).
13. Ring the Bell: Return to In-Person Learning. New Mexico Public Education Department 2021; https://webnew.ped.state.nm.us/reentry-district-and-school-guidance/. (30 June 2021, date last accessed).
14. Reset and Restart Education. Ohio Department of Education 2021; http://education.ohio.gov/Topics/Reset-and-Restart. (30 June 2021, date last accessed).
15. 2020-21 School Status. Oregon Department of Education 2021; https://www.oregon.gov/ode/students-and-family/healthsafety/Pages/2020-21-School-Status.aspx. (30 June 2021, date last accessed).
16. Current Operational Status. South Carolina Department of Education 2021; https://ed.sc.gov/districts-schools/schools/district-and-school-closures/operational-status/#blk2102. (30 June 2021, date last accessed).
17. Tennessee Department of Education COVID-19 District Information. Tennessee Department of Education 2021; https://districtinformation.tnedu.gov/covid-information/search/-1. (30 June 2021, date last accessed).
18. State Snapshot: Virginia School Operational Status. Virginia Department of Education 2021; https://www.doe.virginia.gov/support/health_medical/office/reopen-status.shtml. (30 June 2021, date last accessed).
19. Current Reopening Status of Vermont's K-12 Public Schools. Vermont Department of Financial Regulation 2021; https://dfr.vermont.gov/about-us/covid-19/school-reopening#public-school. (30 June 2021, date last accessed).
20. School Reopening Data. Washington Office of Superintendent of Public Instruction 2021; https://www.k12.wa.us/about-ospi/press-releases/novel-coronavirus-covid-19-guidance-resources/school-reopening-data. (30 June 2021, date last accessed).
21. Public school districts. National Center for Education Statistics 2021; https://nces.ed.gov/ccd/districtsearch/. (30 June 2021, date last accessed).

The Vocational School Student Survey (VET Student Survey) 2017 is a total study charting experiences of young people studying in Finnish vocational education institutions. The survey was conducted by the Research Foundation for Studies and Education (Otus) in collaboration with the National Union of Vocational Students in Finland (SAKKI), which also funded the study with funding received from the Ministry of Education and Culture and the Ministry of Economic Affairs and Employment. Main themes of the survey included applying for studies, experiences relating to studies and teaching, financial circumstances, plans for the future and working life, and wellbeing and leisure time. Relating to studies at the time of the survey, the respondents were asked, among other things, their field of education, year of study, and distance to the vocational institution. They were also asked whether they had moved to another municipality due to their current studies. Earlier studies and applying for vocational studies were examined with questions regarding, for instance, whether vocational studies had been discussed or recommended in their families or at school, whether their friends or siblings had studied in a vocational institution, and how clear the decision to opt for vocational studies had been. They were also asked whether they had worked or completed other studies before starting vocational studies, and how they had performed in earlier education. Experiences of studies and teaching were examined with questions about the time spent on studies in a week, form and sufficiency of the teaching and guidance received, balancing and managing studies, and money spent on study materials. Possible learning difficulties and support received for these difficulties were also surveyed. With regard to study progress, satisfaction with studies and the institution itself was charted as well as feelings of studying the right field, prospects of graduating, things slowing down study progress, and views on the importance of vocational studies. Working, housing and financial circumstances were investigated by asking about working during studies and in the summer, housing during semesters, financial help from parents and relatives, and sufficiency of money for expenses. Concerning occupational life, opinions were probed on a number of statements about employment, employment prospects after graduation, and the importance of various things for a successful career. Future plans to study were also surveyed. Finally, wellbeing and leisure time were examined with questions concerning e.g. friends, social relationships, bullying and discrimination, sleep, alcohol use, hobbies and Internet use. Background variables included the respondent's year of birth (categorised), gender, and mother tongue. The time the respondent had lived in Finland was further charted, along with languages spoken with parents, and parents' employment status and education level.

New York City Department of Education 2015-16 Guidance Counselor Post Secondary Planning data for fiscal school year.

Analysis of ‘2015-16 Guidance Counselor Post Secondary Planning’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/dccd0695-1f55-477f-945e-2ba71b06e05b on 26 January 2022.

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

New York City Department of Education 2015-16 Guidance Counselor Post Secondary Planning data for fiscal school year.

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

Guidance in adult and continuing education is a book. It was written by Gerry McNamara and published by National Centre for Guidance in Education in 1998.

This statistic displays the findings of a survey on the leading factors in ensuring high quality physical education (PE) and sport for pupils at secondary schools in England in 2014. During the survey period, it was found that four percent of respondents stated that enhanced guidance for schools are found to be among the most important factors to insure high quality physical education and sport for pupils.

New York City Department of Education 2014 - 15 Guidance Counselor Bill Demographic Data by school year.

According to a survey conducted during the 2021-22 school year, K-12 teachers in early elementary, elementary, and middle schools in the United States were most likely to say that a challenge to incorporating digital instructional materials was teaching skills that can't be learned via technology. In comparison, high school teachers were most likely to say that a challenge to incorporating digital instructional materials was that the school doesn't offer enough guidance, with 43 percent of high school teachers sharing this belief.