2006/07 Progress Report results for all schools (data as of 1/14/09) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores. Lower values indicate student populations with higher need 3) D84 / Charter Schools - the overall score does not include the results of the learning environment survey. 4) Schools for Transfer Students - consists of schools with large populations of high school students transferring from NYC High Schools or from out of state/country. No peer index value is assigned because this set of schools is its own peer group. The reports contain 3 categories with one additional credit section. Unlike the HS Progress Report, the Environment Category is only composed of Survey Results. Performance measures 6-year graduation rate and Progress captures student level improvements in attendance, credit accumulation and Regents passed. The additional credit section rewards schools demonstrating exceptional achievement (11 credits or more earned per year) among overage/under-credit populations.

The Condition of America's Public School Facilities, 1999 (FRSS 73), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 73 (https://nces.ed.gov/surveys/frss/) is a cross-sectional survey that collects and report data on key issues at public elementary and secondary schools in the United States. The sample for FRSS 73 included approximately 1000 public elementary, middle, and high schools. District personnel who were familiar with the condition of schools completed questionnaires for each sampled school in their districts. The study's weighted response rate was 91 percent. Key statistics produced from FRSS 73 provide information on the pervasiveness of air conditioning, the number of temporary classrooms, the number of days particular public schools were closed for repairs, planned construction, repairs, and additions, long range facilities plans, the age of public schools, overcrowding and practices used to address overcrowding, estimated costs for bringing facilities to a satisfactory condition, and the overall condition of roofs, floors, walls, plumbing, heating, electric facilities, and safety features.

2007/08 Progress Report results for all schools (data as of 1/13/09) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need. 3) Schools for Transfer Students - peer index is a value from 1.00-4.50. We use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores and the % Overage/Under credited. Lower values indicate student populations with higher need. Unlike Elementary, Middle, and High School Progress Reports, the Environment Category is only composed of Survey Results.

2009/10 Progress Report results for all schools (data as of 2/2/2011)

Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer)

1) Elementary, K-8, K-3, K-2 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need.

2) Middle - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math and the % SpEd. Lower values indicate student populations with higher need.

3) High School - peer index is a value from 1.00-4.50. For high schools, we use the average 8th grade proficiency, the % SpEd, the % Self-contained, and the % overage. Lower values indicate student populations with higher need.

Schools Progress Report which focus on learning environment, student performance and progress. Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary, K-8, Early Childhood - peer index is a value from 0-100. A composite demographic statistic based on % ELL, % Students with Disabilities, % Title I free lunch, and % Black/Hispanic is used. Higher values indicate student populations with higher need. 2) Middle - peer index is a value from 1.00-4.50. For middle schools, the average 4th grade proficiency ratings in ELA and Math and the % Students with Disabilities is used. Lower values indicate student populations with higher need. 3) High School - peer index is a value from 1.00-4.50. For high schools, the average 8th grade proficiency, the % Students with Disabilities, the % Self-contained, and the % overage is used. Lower values indicate student populations with higher need.

The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the United States Department of Education (ED). SSOCS collects extensive crime and safety data from principals and school administrators of United States public schools. Data from this collection can be used to examine the relationship between school characteristics and violent and serious violent crimes in primary schools, middle schools, high schools, and combined schools. In addition, data from SSOCS can be used to assess what crime prevention programs, practices, and policies are used by schools. SSOCS has been conducted in school years 1999-2000, 2003-2004, and 2005-2006. A fourth collection is planned for school year 2007-2008. SSOCS:2006 was conducted by the United States Census Bureau. Data collection began on March 17, 2006, when questionnaire packets were mailed to schools, and continued through May 31, 2006. A total of 2,724 public schools submitted usable questionnaires: 715 primary schools, 948 middle schools, 924 high schools, and 137 combined schools.

Funded capacity seats and additional needs by district for elementary, middle school, by borough for high school.

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.

This dataset tracks annual american indian student percentage from 1991 to 2023 for Suttons Bay Elementary Middle School vs. Michigan and Suttons Bay Public Schools

This dataset tracks annual american indian student percentage from 2019 to 2023 for Ellsworth Elementary-middle School vs. Maine and Ellsworth Public Schools

This dataset tracks annual american indian student percentage from 1998 to 2023 for Shoreline Middle School vs. California and Live Oak Elementary School District

This dataset tracks annual american indian student percentage from 1992 to 1993 for Grant Elementary Middle School vs. Michigan and Detroit Public Schools Community

The Annual Arts in Schools Report includes data about arts teachers, arts budgeting, space for the arts, partnerships with arts and cultural organizations and parent involvement for elementary, middle and high schools. These reports help school administrators, parents and students understand how their schools are progressing towards offering universal arts education to all students.

Demographic projections performed by the Statistics Forecasting for elementary, middle and high school level students.

Splitgraph serves as an HTTP API that lets you run SQL queries directly on this data to power Web applications. For example:

See the Splitgraph documentation for more information.

DATA LINKED FROM PIERCE COUNTY OPEN DATA PORTAL - filtered by Puyallup GIS.See the metadata and original layer hereAbstract:This theme shows the centroid of the school grounds in Pierce County. Public schools were verified using the Office of Superintendent of Public Instruction school district website: https://www.k12.wa.us/about-ospi/about-school-districts/websites-and-contact-info/ , which has a link to the district website. This data does not contain preschools which are available in Child Care Centers. Internet based schools that don't have a physical location are not included in this data.Colleges, Universities,Technical and private schools were verified using the schools website.Purpose:The school theme was created by the Pierce County GIS Department to identify the locations of Primary, Elementary, Intermediate, Middle, Alternative, Junior and Senior High Schools in Pierce County. These included both Public and Private Schools. This dataset also includes; Universities, Colleges, and Technical Colleges. This theme is intended to be used for various purposes, including: Public Safety, Emergency Response and Planning. All data was compiled from the corresponding school website.

Macon-Bibb County School District boundaries for elementary, middle and high schools. Information is maintained by the Macon-Bibb County Planning and Zoning Department. For more information about the Macon-Bibb County District visit https://www.bcsdk12.net.

This dataset tracks annual american indian student percentage from 1992 to 2023 for Mckinleyville Middle School vs. California and Mckinleyville Union Elementary School District

New York City Department of Education 2012 - 2013 Citywide Progress Report. Data based on DBN, District and Schools information performance category. 1) Elementary, K-8, Early Childhood - Peer groups were based on % ELL, % Students with Disabilities, Economic Need Index and % Black/Hispanic. 2) Middle - For middle schools, peer groups were based on average 4th grade proficiency ratings in ELA and Math and the % Students with Disabilties. 3) High School - For high schools, peer groups were based on the average 8th grade proficiency, the % Students with Disabilties, the % Self-contained, and the % overage.

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

2010/11 Progress Report results for all schools (As of 9/23/2011) Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary, K-8, Early Childhood - peer index is a value from 0-100. A composite demographic statistic based on % ELL, % Students with Disabilities, % Title I free lunch, and % Black/Hispanic is used. Higher values indicate student populations with higher need. 2) Middle - peer index is a value from 1.00-4.50. For middle schools, the average 4th grade proficiency ratings in ELA and Math and the % Students with Disabilities is used. Lower values indicate student populations with higher need. 3) High School - peer index is a value from 1.00-4.50. For high schools, the average 8th grade proficiency, the % Students with Disabilities, the % Self-contained, and the % overage is used. Lower values indicate student populations with higher need.