Local Law 15 (2016) requires that NYCDOE provide citywide Health Education instructor data, disaggregated by commuunity school district, city council district, and individual school data. Report provides school level data on the number of teachers assigned to teach health in grades K - 12 in the 2015-16 school year. Data is based on STARS scheduling data. Teachers are considered to be health instructors if they were assigned to a health course with active students enrolled during 2015-16 school year. Please note, Health Education in grades K-5 can be taught by the elementary classroom teacher, which helps explain why the elementary grades have a much higher number of teachers assigned to teach health than the middle and high school grades.

About TFSThis is a study of public and private school teachers in elementary and secondary schools and is part of the NTPS study, which collects information from U.S. elementary and secondary schools and their staff. Use this study to learn about teacher retention and attrition rates, characteristics of teachers who stayed in the teaching profession and those who changed professions or retired, activity and occupational information for those who left the position of a K-12 teacher, reasons for moving to a new school or leaving the K-12 teaching profession, and job satisfaction.Data OrganizationEach table has an associated excel and excel SE file, which are grouped together in a folder in the dataset (one folder per table). The folders are named based on the excel file names, as they were when downloaded from the National Center for Education Statistics (NCES) website.In the TFS folder, there is a catalog csv that provides a crosswalk between the folder names and the table titles.The documentation folder contains (1) codebooks for TFS generated in NCES datalabs, (2) questionnaires for TFS downloaded from the study website and (3) reports related to TFS found in the NCES resource library.

Success.ai’s Education Industry Data with B2B Contact Data for Education Professionals Worldwide enables businesses to connect with educators, administrators, and decision-makers in educational institutions across the globe. With access to over 170 million verified professional profiles, this dataset includes crucial contact details for key education professionals, including school principals, department heads, and education directors.

Whether you’re targeting K-12 educators, university faculty, or educational administrators, Success.ai ensures your outreach is effective and efficient, providing the accurate data needed to build meaningful connections.

Why Choose Success.ai’s Education Professionals Data?

1. Comprehensive Contact Information
2. Access verified work emails, direct phone numbers, and LinkedIn profiles for educators, administrators, and education leaders worldwide.

3. AI-driven validation guarantees 99% accuracy, ensuring the highest level of reliability for your outreach.

4. Global Reach Across Educational Roles

5. Includes profiles of K-12 teachers, university professors, education directors, and school administrators.

6. Covers regions such as North America, Europe, Asia-Pacific, South America, and the Middle East.

7. Continuously Updated Datasets

8. Real-time updates ensure that you’re working with the most current contact information, keeping your outreach relevant and timely.

9. Ethical and Compliant

10. Success.ai’s data is fully GDPR, CCPA, and privacy regulation-compliant, ensuring ethical data usage in all your outreach efforts.

Data Highlights:

• 170M+ Verified Professional Profiles: Includes educators and administrators across various levels of education.
• 50M Work Emails: Verified and AI-validated emails for seamless communication.
• 30M Company Profiles: Rich insights into educational institutions, supporting detailed targeting.
• 700M Global Professional Profiles: Enriched datasets for comprehensive outreach across the education sector.

Key Features of the Dataset:

1. Education Decision-Maker Profiles
2. Identify and connect with decision-makers at educational institutions, including principals, department heads, and education directors.

3. Reach K-12 educators, higher education faculty, and administrative professionals with relevant needs.

4. Advanced Filters for Precision Targeting

5. Filter by educational level, subject area, location, and specific roles to tailor your outreach campaigns for precise results.

6. AI-Driven Enrichment

7. Profiles are enriched with actionable data to provide valuable insights, ensuring your outreach efforts are impactful and effective.

Strategic Use Cases:

1. Educational Product and Service Marketing
2. Promote educational tools, software, or services to decision-makers in schools, colleges, and universities.

3. Build relationships with educators to present curriculum solutions, digital learning platforms, and teaching resources.

4. Recruitment and Talent Acquisition

5. Target educational institutions and administrators with recruitment solutions or staffing services for teaching and support staff.

6. Engage with HR professionals in the education sector to promote job openings and talent acquisition services.

7. Professional Development Programs

8. Reach educators and administrators to offer professional development courses, certifications, or training programs.

9. Provide online learning solutions to enhance the skills of educators worldwide.

10. Research and Educational Partnerships

11. Connect with education leaders for research collaborations, institutional partnerships, and academic initiatives.

12. Foster relationships with decision-makers to support joint ventures in the education sector.

Why Choose Success.ai?

1. Best Price Guarantee

2. Success.ai offers high-quality, verified data at the best possible prices, making it a cost-effective solution for your outreach needs.

3. Seamless Integration

4. Integrate this verified contact data into your CRM using APIs or download it in your preferred format for streamlined use.

5. Data Accuracy with AI Validation

6. With AI-driven validation, Success.ai ensures 99% accuracy for all data, providing you with reliable and up-to-date information.

7. Customizable and Scalable Solutions

8. Tailor data to specific education sectors or roles, making it easy to target the right contacts for your campaigns.

APIs for Enhanced Functionality:

1. Data Enrichment API

2. Enhance existing records in your database with verified contact data for education professionals.

3. Lead Generation API

4. Automate lead generation campaigns for educational services and products, ensuring your marketing efforts are more efficient.

Leverage Success.ai’s B2B Contact Data for Education Professionals Worldwide to connect with educators, administrators, and decision-makers in the education sector. With veri...

According to a survey conducted during the 2023-24 school year, **************** was the top learning management system used by K-12 students and teachers in the United States. Learning management systems are used to provide schools with a centralized platform to facilitate course management, content authoring and delivery, reporting grades and data, and communication between students, families, and educators. In that same year, the top study tool in K-12 schools was *******, while the top site or learning resource was *******.

Citywide Class Size Report, including District, Program, Grade or Service Category.

SOURCES: 10/31/06 Official Register (K-9) and 12/15/06 Register/Schedule (9-12)

Grade 9 not in high schools

Indicates how special class is delivered

For schools with students in any grades between Kindergarten and 9th grade (where 9th grade is the termination grade for the school), class size is reported by four program areas: general education, special education self-contained class, collaborative team teaching and gifted and talented self-contained class. Within each program area class size is reported by grade or service category, which indicates how a special education self-contained class is delivered. Class size is calculated by dividing the number of students in a program and grade by the number of official classes in that program and grade.

The following data is excluded from all the reports: District 75 schools, bridge classes which span more than one grade, classes with fewer than five students (for other than special education self-contained classes) and classes with one student (for special education self-contained classes). On the summary reports programs and grades with three or fewer classes are excluded from the citywide, borough and region reports and programs and grades with one class are excluded from the district report. For schools with students in any grades between 9th and 12th grade (where 9th grade is not the termination grade for the school), class size is reported by two program areas: general education and special education. For general education students class size is reported by grade for each core subject area: English, Math, Science and Social Studies. For special education students with a self-contained program recommendation, class size is reported by service category (self-contained or mainstream) for each core subject area. Since high school classes may contain students in multiple grades and programs, class size is calculated by taking a weighted average of all the classes in a core subject area with students in a particular grade or program. For example, there are 75 ninth graders enrolled at a high school. 25 ninth graders attend a Math class with 28 students, a second group of 25 ninth graders attend a Math class with 25 students, and a third group of 25 ninth graders attend a Math class with 30 students. Average class size for ninth grade Math equals: (25x28 + 25x25 + 25x30)/75 = 27.7.

The Pupil Teacher Ratio is also provided on the school level report. Pupil Teacher Ratio is another means to evaluate the instructional resources provided at a school. Pupil Teacher Ratio for All Students is calculated by dividing the number of students at a school by the number of full-time equivalent teachers, including both teachers in classes taught by two teachers, “cluster” teachers providing instruction in specialized topics like art or science, and teachers providing special education instruction. Pupil Teacher Ratio Excluding Special Education is calculated by dividing the number of non-special education students at a school by the number of full-time equivalent non-special education teachers.

One major responsibility of K-12 teachers in United States public schools is to meet the needs of disabled students. While many pre-service and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.

Integrated computing uses computing tools and concepts to support learning in other disciplines while giving all students opportunities to experience computer science. Integrated computing is often motivated as a way to introduce computing to students in a low-stakes environment, reducing barriers to learning computer science, often especially for underrepresented groups. This dataset examined integrated computing activities implemented in US schools to examine which programming and CT concepts they teach and whether those concepts differed across contexts. We gathered data on 262 integrated computing activities from in-service K-12 teachers and 20 contextual factors related to the classroom (i.e., primary discipline, grade level, programming paradigm, programming language, minimum amount of time the lesson takes, source of the lesson plan), the teacher (i.e., years teaching, current role (classroom teacher, tech specialist, STEM specialist, etc.), grade levels taught, disciplines taugh..., Procedure Data about integrated computing lessons in non-CS classrooms were collected from in-service K-12 teachers in the United States via an online survey, and 262 surveys were completed. Participants were recruited first through teacher networks and districts to include diverse populations and then through LinkedIn. Teachers received a $100 gift card upon completion of the survey, which took approximately 30 minutes. Due to the incentive, submissions were screened during data collection to ensure eligibility (i.e., having a valid school district email) and quality (described below). Â Instrument The survey asked about the programming and CT concepts taught in the activities and 20 factors related to classroom, teacher, and school context. The programming concepts included were based on a framework developed by Margulieux et al., 2023. A full list of concepts and contextual factors can be found below. Due to the large sample size, the survey was designed to be primarily quantitative ..., , # Programming and Computational Thinking Concepts and Contextual Factors in Integrated Computing Activities in U.S. Schools

https://doi.org/10.5061/dryad.ttdz08m6v

Some of the early submissions were missing questions related to school context. These missing data are marked as "null".

Survey Questions Code Book

Survey Questions and Descriptive Statistics

Qualitative Questions (all open-ended):

Title of lesson plan One sentence describing the activity topic (e.g., In this activity, students apply their computational thinking skills to explore the life cycle of a butterfly.) One sentence describing the disciplinary learning objective (e.g., The primary learning goal is to model the life cycle of a butterfly.) One sentence describing the computing learning objective (e.g., Students will conditionals to match body features to life stages.) 1-3 sentences describing the instructional paradigm (e.g., Students will discuss butterfli...

LearnPlatform is a unique technology platform in the K-12 market providing the only broadly interoperable platform to the breadth of edtech solutions in the US K12 field. A key component of edtech effectiveness is integrated reporting on tool usage and, where applicable, evidence of efficacy. With COVID closures, LearnPlatform has emerged as an important and singular resource to measure whether students are accessing digital resources within distance learning constraints. This platform provides a unique and needed source of data to understand if students are accessing digital resources, and where resources have disparate usage and impact.In this dataset we are sharing educational technology usage across the 8,000+ tools used in the education field in 2020. We make this dataset available to public so that educators, district leaders, researchers, institutions, policy-makers or anyone interested to learn about digital learning in 2020, can use this dataset to understand student engagement with core learning activities during the COVID-19 pandemic. Some example research questions that this dataset can help stakeholders answer: What is the picture of digital connectivity and engagement in 2020?What is the effect of the COVID-19 pandemic on online and distance learning, and how might this evolve in the future?How does student engagement with different types of education technology change over the course of the pandemic?How does student engagement with online learning platforms relate to different geography? Demographic context (e.g., race/ethnicity, ESL, learning disability)? Learning context? Socioeconomic status?Do certain state interventions, practices or policies (e.g., stimulus, reopening, eviction moratorium) correlate with increases or decreases in online engagement?

Citywide Class Size Report, including Region, District, School, Program, Grade or Service Category, Average Class Size, and Pupil / Teacher Ratio (PTR)

SOURCES: 10/31/06 Official Register (K-9) and 12/15/06 Register/Schedule (9-12)

Grade 9 not in high schools

Indicates how special class is delivered

For schools with students in any grades between Kindergarten and 9th grade (where 9th grade is the termination grade for the school), class size is reported by four program areas: general education, special education self-contained class, collaborative team teaching and gifted and talented self-contained class. Within each program area class size is reported by grade or service category, which indicates how a special education self-contained class is delivered. Class size is calculated by dividing the number of students in a program and grade by the number of official classes in that program and grade.

The following data is excluded from all the reports: District 75 schools, bridge classes which span more than one grade, classes with fewer than five students (for other than special education self-contained classes) and classes with one student (for special education self-contained classes). On the summary reports programs and grades with three or fewer classes are excluded from the citywide, borough and region reports and programs and grades with one class are excluded from the district report. For schools with students in any grades between 9th and 12th grade (where 9th grade is not the termination grade for the school), class size is reported by two program areas: general education and special education. For general education students class size is reported by grade for each core subject area: English, Math, Science and Social Studies. For special education students with a self-contained program recommendation, class size is reported by service category (self-contained or mainstream) for each core subject area. Since high school classes may contain students in multiple grades and programs, class size is calculated by taking a weighted average of all the classes in a core subject area with students in a particular grade or program. For example, there are 75 ninth graders enrolled at a high school. 25 ninth graders attend a Math class with 28 students, a second group of 25 ninth graders attend a Math class with 25 students, and a third group of 25 ninth graders attend a Math class with 30 students. Average class size for ninth grade Math equals: (25x28 + 25x25 + 25x30)/75 = 27.7.

The Pupil Teacher Ratio is also provided on the school level report. Pupil Teacher Ratio is another means to evaluate the instructional resources provided at a school. Pupil Teacher Ratio for All Students is calculated by dividing the number of students at a school by the number of full-time equivalent teachers, including both teachers in classes taught by two teachers, “cluster” teachers providing instruction in specialized topics like art or science, and teachers providing special education instruction. Pupil Teacher Ratio Excluding Special Education is calculated by dividing the number of non-special education students at a school by the number of full-time equivalent non-special education teachers.

Snapshot img

K-12 Online Tutoring Market Size 2025-2029

The k-12 online tutoring market size is forecast to increase by USD 136.8 billion, at a CAGR of 13.6% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing importance of Science, Technology, Engineering, and Mathematics (STEM) education. The emergence of learning via mobile devices further fuels this market's expansion, as students and parents seek flexible, accessible educational solutions. However, the market faces challenges, including the threat from open tutoring resources and private tutors. These competitors offer free or low-cost alternatives, putting pressure on market players to differentiate their offerings through personalized instruction, advanced technology, and additional resources. To capitalize on opportunities and navigate challenges effectively, companies must focus on delivering high-quality, interactive, and engaging online tutoring experiences that cater to the unique needs of individual students.

What will be the Size of the K-12 Online Tutoring Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
Request Free SampleThe market continues to evolve, with dynamic applications across various sectors. Standardized testing, social studies, college admissions counseling, and subscription models are seamlessly integrated into personalized learning programs. Accessibility features, such as closed captioning and text-to-speech, ensure inclusivity. Educational content creation and assessment tools cater to STEM education and adaptive learning. Progress tracking and small group instruction enable teachers to monitor student progress and provide personalized feedback. Teacher dashboards offer insights into student performance and allow for data-driven instruction. Freemium models provide access to basic services, while subscription models offer premium features. Special education and recorded lessons cater to diverse learning needs, while virtual classroom technology and mobile learning facilitate flexibility and convenience. Teacher training and student engagement tools ensure effective implementation of online tutoring platforms. Curriculum development and test preparation services cater to specific academic requirements. Blended learning and interactive learning tools enhance student engagement and understanding. Security and privacy measures protect student data. Compliance regulations ensure adherence to industry standards. Math, science, writing, and reading tutoring cater to various subjects. Homework help and one-on-one tutoring offer personalized assistance. Parent communication tools keep families informed. Live online tutoring and group tutoring provide opportunities for real-time interaction and collaboration. Asynchronous learning resources offer flexibility for students with varying schedules. Administrative tools streamline platform management. Interactive learning tools and gamification in education keep students engaged and motivated. Middle school students benefit from these services, as they prepare for high school and beyond. Overall, the market is a continuously unfolding landscape of innovation and growth.

How is this K-12 Online Tutoring Industry segmented?

The k-12 online tutoring industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. TypeStructured tutoringOn-demand tutoringCoursesAssessmentsSubjectsApplicationHigh schoolsPrimary schoolsJunior high schoolsKindergartenPre-kindergartenGeographyNorth AmericaUSEuropeFranceGermanySpainUKAPACAustraliaChinaIndiaJapanSouth KoreaRest of World (ROW)

By Type Insights

The structured tutoring segment is estimated to witness significant growth during the forecast period.The markets offer various solutions to enhance educational experiences, with accessibility features ensuring access to personalized learning programs for students. Companies provide educational content creation and assessment tools, catering to STEM education, progress tracking, and small group instruction. Teacher dashboards enable real-time monitoring, while freemium models offer flexibility for various budgets. Math tutoring, SAT prep, student support services, and homework help are popular offerings. High schools and middle schools utilize live online tutoring for AP courses and test preparation. Elementary schools focus on adaptive learning and writing tutoring. Compliance regulations and standardized testing requirements are met through security and privacy measures. Virtual classroom technology, mobile learning, and teacher training foster student engagement. Curriculum development and test preparation cater to variou

Historical Dataset of Edmonds Heights K-12 is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2005-2023),Total Classroom Teachers Trends Over Years (2006-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2016-2023),American Indian Student Percentage Comparison Over Years (2007-2023),Asian Student Percentage Comparison Over Years (2005-2023),Hispanic Student Percentage Comparison Over Years (2005-2023),Black Student Percentage Comparison Over Years (2004-2023),White Student Percentage Comparison Over Years (2005-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2005-2023),Free Lunch Eligibility Comparison Over Years (2006-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2006-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2011-2022),Graduation Rate Comparison Over Years (2011-2022)

Historical Dataset of White Pine K-12 School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2005),Total Classroom Teachers Trends Over Years (1994-2007),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1995-2005),American Indian Student Percentage Comparison Over Years (1989-2005),Asian Student Percentage Comparison Over Years (1990-2005),Hispanic Student Percentage Comparison Over Years (1996-2003),Black Student Percentage Comparison Over Years (2001-2002),White Student Percentage Comparison Over Years (1989-2005),Diversity Score Comparison Over Years (1988-2005),Free Lunch Eligibility Comparison Over Years (1990-2005),Reduced-Price Lunch Eligibility Comparison Over Years (2000-2005)

Snapshot img

US Professional Development Market Size 2025-2029

The US professional development market size is forecast to increase by USD 5.56 billion, at a CAGR of 6.9% between 2024 and 2029.

The Professional Development market in the US is experiencing significant growth, driven by the integration of technological innovations that complement professional development courses. This technological evolution is transforming the way learning is delivered and accessed, enabling more flexible and personalized educational experiences. A notable trend in this market is the increasing adoption of mobile learning, as professionals seek to balance their work and learning commitments through convenient and accessible educational resources. Additionally, the popularity of open educational resources is on the rise, offering cost-effective and customizable learning opportunities for a diverse range of professionals. However, the market also faces challenges.
One significant obstacle is the resistance to change from traditional learning institutions and organizations, which may hinder the adoption of innovative learning methods. Another challenge is ensuring the quality and relevance of the vast amount of educational resources available, as the market becomes increasingly saturated with content. Companies seeking to capitalize on market opportunities and navigate these challenges effectively must focus on delivering high-quality, technology-enabled professional development solutions that cater to the evolving needs of modern professionals. By addressing these challenges and embracing the latest trends, organizations can differentiate themselves and stay competitive in the rapidly evolving professional development landscape.

What will be the size of the US Professional Development Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
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In the dynamic US professional development market, organizations prioritize competency models to align training initiatives with business objectives. Knowledge management plays a crucial role in fostering knowledge sharing through learning networks and community of practices. Instructor-led training and eLearning content cater to diverse learning styles, while needs assessment ensures training effectiveness and performance improvement. Career paths and development plans address the skills gap analysis, enabling employee retention.
On-demand learning and self-paced courses facilitate professional growth, complemented by expert networks and course authoring tools. Talent acquisition strategies leverage learning analytics to identify and develop high-potential employees, further bolstering organizational success.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

End-user

  K-12
  Higher education
  Corporate/Organisation


Type

  Online
  Offline


Product

  Career advancement
  Skill enhancement
  Compliance and regulatory requirements
  Personal growth


Career Type

  Entry-level
  Mid-level
  Senior-level
  Executive education


Delivery Method

  Blended Learning
  Workshops
  Coaching


Geography

  North America

    US

By End-user Insights

The k-12 segment is estimated to witness significant growth during the forecast period.

The professional development market in the US is experiencing significant evolution, particularly in the K-12 sector. Traditional education methods, focused on memorization and individual learning, are giving way to more engaging, collaborative approaches. This shift requires teachers to possess digital skills and up-to-date knowledge. As a result, online professional development courses have gained popularity due to their flexibility and customization. These courses cater to various aspects of teaching, including leadership training, data analysis, skill development, performance management, and more. Additionally, technology advances and changing curricula have led to an increase in workshops and seminars in schools.

However, the complexity of new content and teaching modes can lead to high dropout rates among teachers. To address this challenge, professional development programs are incorporating simulation training, mentorship, coaching, and personalized learning. Furthermore, the integration of artificial intelligence, machine learning, and data science in education is transforming the landscape, enabling adaptive learning and problem-solving skills development. Industry associations and project portfolio management tools are also playing crucial roles in talent management and career advancement. In the corporate sector, pr

Project Summary The data for this study came from a more extensive mixed-methods study that focused on understanding educators’ perspectives on translanguaging and its use in bilingual classrooms across the United States. The overall purpose of this study was to determine how bilingual educators make sense of translanguaging, and how, if at all, they use it in their teaching practice. This study helped enhance understanding about how languages are used in bilingual programs and for what purposes. The survey helped to collect information from larger samples of educators across the country to elicit information about attitudes that may otherwise have been difficult to measure using observation. Furthermore, it also allowed educators to share their understanding and attitudes towards a relatively debated language teaching technique anonymously. Data Description and Collection Overview The study used an online survey to inquire about educators’ self-reported understanding and practices about translanguaging. (The authors intentionally did not define the critical term, since this was one of the questions and a focus of the survey itself.) The study targeted educators of emergent bilingual services (EBS) across the United States and was administered in 2019. Any educator working in a K-12 language program met the survey inclusion criteria. This included bilingual programs, English as a second language, or another language program in a K-12 school. This meant that participants could be classroom teachers, language or other specialists, school/district administrators, educational consultants, staff from institutes of higher learning, and other potential stakeholders involved or interested in bilingual education in K-12 schools. The recruitment of survey participants was conducted through a sample of convenience given its cost-effectiveness and easy access to educators through the networks of the two organizations that sponsored the project: WIDA at University of Wisconsin–Madison and the Center for Applied Linguistics (CAL). The survey was shared through the websites of the two organizations over a period of eight months between March 25 and November 24, 2019. Survey participants were recruited through flyers at conferences, notices posted on websites of organizations engaged in research related to bilingual education and advertised via mailings to members of organizations engaged in research related to bilingual education. The availability of the survey was further disseminated through a group of organizations dedicated to dual language and bilingual education in the U.S., called the National Dual Language Forum. This method was used to reach as many participants as possible and did not include purposeful sampling. Summary of participant demographics can be found in the Visualizations file included in the deposit. While most of the respondents taught in the United States, 36 respondents reported working in international schools outside of the United States. A total of 972 responses were collected, of which 447 were complete responses. The survey included a total of 30 Likert scale items with a five-point scale, organized into sections related to the reasons why EBs switch languages (4 items), educators’ beliefs about the appropriateness of translanguaging (3 items), educators’ perceptions of the benefits and limitations of translanguaging (8 items), and educators’ reported classroom practices (15 items). The survey also included two open-ended questions: one at the beginning of the survey asking the participants to define translanguaging in their own words and one at the end of the survey asking them to share one or two activities they do with their students in which they use translanguaging. At the end of the survey, there were demographic questions about educators’ roles in their schools, the types of programs in which they worked, the grade levels they served, their years of experience in education, and their language abilities. The survey also asked for information about where the educators worked and how they heard about the survey. The Likert scale survey items were based on the literature on practices and understanding of translanguaging. The survey took 20-25 minutes to complete, and participants could take the survey anywhere and at their own convenience. No personally identifiable information was collected. The responses from the surveys were compiled and analyzed to identify frequency of responses and themes. Selection and Organization of Shared Data The informed consent, full survey questionnaire, and this data narrative serve as documentation files for this project. Additionally, all survey responses and visualizations from them are included as data files. The csv file containing the survey responses depicts the raw data. It contains both complete and incomplete responses and would best be analyzed side by side with the questionnaire. For example, column “BG” (Q19), corresponds to the question...

Snapshot img

K-12 Game-Based Learning Market Size 2025-2029

The K-12 game-based learning market size is forecast to increase by USD 30.65 billion, at a CAGR of 28.1% between 2024 and 2029.

The market is experiencing significant growth due to several key trends. The increasing importance of STEM (Science, Technology, Engineering, and Mathematics) education is driving market growth, as it provides an engaging and interactive way for students to learn complex concepts In these subjects. Additionally, the rising popularity of mobile technologies among students is fueling market expansion, as game-based education apps and platforms become more accessible and convenient. However, development costs can be a challenge for market participants, as creating high-quality educational games requires significant investment in technology, design, and content creation. Despite this, the benefits of game-based learning, including increased student engagement and improved learning outcomes, make it a worthwhile investment for educators and schools. Overall, the market is poised for continued growth In the coming years.

What will be the Size of the Market During the Forecast Period?

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The market represents a significant segment of the educational technology industry, leveraging engaging multimedia games to enhance teaching and learning experiences. Real-world situations are simulated through various formats, including flashcard games, simulation games, quiz games, and puzzles, both online and offline. This market caters to a diverse audience, including teachers, parents, and educators, who seek technology-driven educational tools to boost student engagement. Advancements in AI, VR technology, and low-cost gaming technology are driving market growth, enabling personalized learning and innovative experiences.
Simultaneously, the increasing adoption of digital education and remote learning due to the pandemic further accelerates market expansion. Interactive whiteboards and augmented reality are also gaining traction, offering innovative approaches to teaching and learning. However, concerns around data security remain a critical challenge for the market, necessitating strong solutions to protect student information. As the market evolves, it is essential to strike a balance between leveraging advanced technology and ensuring the safety and privacy of students.

How is this Industry segmented and which is the largest segment?

The report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.ProductSubject-specific gamesLanguage learning gamesOthersSchool LevelMiddle school levelHigh school levelElementary school levelTypeEducational gamesSimulation-based learningSocial gamesOthersTechnology SpecificityAugmented Reality (AR) GamesVirtual Reality (VR) GamesPlatformMobile AppsWeb-Based PlatformsConsole-Based LearningGeographyNorth AmericaUSCanadaEuropeFranceGermanyItalyUKAPACChinaIndiaJapanSouth AmericaBrazilRest of World (ROW)

By Product Insights

The subject-specific games segment is estimated to witness significant growth during the forecast period.

The market is experiencing significant growth due to the integration of technology-driven educational tools in classrooms worldwide. Game-based learning, which utilizes engaging multimedia games to teach real-world situations, has become increasingly popular among teachers, parents, and educators. Companies are developing various types of games, such as Flashcard Games, Simulation Games, Quiz Games, Puzzles, both online and offline, to cater to students from pre-primary to high school. These games offer personalized learning experiences, utilizing AI, VR technology, low-cost gaming technology, and advanced technologies like augmented reality and 3D printing. Digital education solutions, including interactive whiteboards, digital content, and cloud-based solutions, are enhancing student engagement.

Startups are attracting venture capitalists and educational institutions, offering gamification and innovative learning experiences through tablets, consoles, and consoles. STEM education benefits significantly from game-based learning, providing students with a digital future and interactive experiences. The market is expected to continue growing with the integration of new technologies, such as high-speed internet, software, and hardware, into digital learning solutions.

Get a glance at the K-12 Game-Based Learning Industry report of share of various segments Request Free Sample

The subject-specific games segment was valued at USD 2.42 billion in 2019 and showed a gradual increase during the forecast period.

Regional Analysis

North America is estimated to contribute 36% to the growth of the global market during the forecast period.

Technavio's analysts have

Citywide Class Size Report, including Region, Program, Grade or Service Category.

SOURCES: 10/31/06 Official Register (K-9) and 12/15/06 Register/Schedule (9-12)

Grade 9 not in high schools

Indicates how special class is delivered

For schools with students in any grades between Kindergarten and 9th grade (where 9th grade is the termination grade for the school), class size is reported by four program areas: general education, special education self-contained class, collaborative team teaching and gifted and talented self-contained class. Within each program area class size is reported by grade or service category, which indicates how a special education self-contained class is delivered. Class size is calculated by dividing the number of students in a program and grade by the number of official classes in that program and grade.

The following data is excluded from all the reports: District 75 schools, bridge classes which span more than one grade, classes with fewer than five students (for other than special education self-contained classes) and classes with one student (for special education self-contained classes). On the summary reports programs and grades with three or fewer classes are excluded from the citywide, borough and region reports and programs and grades with one class are excluded from the district report. For schools with students in any grades between 9th and 12th grade (where 9th grade is not the termination grade for the school), class size is reported by two program areas: general education and special education. For general education students class size is reported by grade for each core subject area: English, Math, Science and Social Studies. For special education students with a self-contained program recommendation, class size is reported by service category (self-contained or mainstream) for each core subject area. Since high school classes may contain students in multiple grades and programs, class size is calculated by taking a weighted average of all the classes in a core subject area with students in a particular grade or program. For example, there are 75 ninth graders enrolled at a high school. 25 ninth graders attend a Math class with 28 students, a second group of 25 ninth graders attend a Math class with 25 students, and a third group of 25 ninth graders attend a Math class with 30 students. Average class size for ninth grade Math equals: (25x28 + 25x25 + 25x30)/75 = 27.7.

The Pupil Teacher Ratio is also provided on the school level report. Pupil Teacher Ratio is another means to evaluate the instructional resources provided at a school. Pupil Teacher Ratio for All Students is calculated by dividing the number of students at a school by the number of full-time equivalent teachers, including both teachers in classes taught by two teachers, “cluster” teachers providing instruction in specialized topics like art or science, and teachers providing special education instruction. Pupil Teacher Ratio Excluding Special Education is calculated by dividing the number of non-special education students at a school by the number of full-time equivalent non-special education teachers.

The K-12 Education Learning Management Systems (LMS) market is experiencing robust growth, projected to reach $1030.1 million in 2025 and maintain a Compound Annual Growth Rate (CAGR) of 3.1% from 2025 to 2033. This expansion is fueled by several key factors. The increasing adoption of technology in education, driven by the need for enhanced teaching methodologies and improved student outcomes, is a primary driver. Furthermore, the rising demand for personalized learning experiences and the need for efficient administrative tools are significantly contributing to market growth. The shift towards cloud-based LMS solutions offers scalability and accessibility, furthering the market's expansion. Government initiatives promoting digital literacy and technological integration in schools also play a vital role. The market is segmented by application (teachers, students) and type (cloud-based, on-premises), with cloud-based solutions dominating due to their cost-effectiveness and ease of implementation. Competition is fierce among established players like Instructure, Schoology, Blackboard, Moodle, and newer entrants, fostering innovation and pushing prices down making the technology more accessible to schools. Geographic expansion is also a key trend, with North America currently holding a significant market share but regions like Asia-Pacific showing significant growth potential due to increasing internet penetration and government investments in education technology. While the market faces challenges such as integration complexities, data security concerns, and the digital divide, the overall trend points towards sustained growth driven by the inherent need for efficient and effective educational tools. The North American market, particularly the United States, is expected to remain a significant revenue contributor, driven by strong technological adoption and robust educational infrastructure. However, developing economies in Asia-Pacific and other regions are poised for significant growth as they increasingly adopt LMS solutions to address educational challenges and improve access to quality education. The ongoing evolution of LMS features, incorporating AI-powered tools for personalized learning, assessment automation, and enhanced collaboration features, will drive future growth. The need for comprehensive teacher training programs and the development of robust data security protocols are crucial to successfully integrating these technologies into the K-12 ecosystem. Continued refinement of LMS offerings to seamlessly integrate with existing educational technologies and address the needs of diverse learning styles will shape future market success.

Citywide Class Size Report, Borough, Program, and Grade or Service Category

SOURCES: 10/31/06 Official Register (K-9) and 12/15/06 Register/Schedule (9-12)

For schools with students in any grades between Kindergarten and 9th grade (where 9th grade is the termination grade for the school), class size is reported by four program areas: general education, special education self-contained class, collaborative team teaching and gifted and talented self-contained class. Within each program area class size is reported by grade or service category, which indicates how a special education self-contained class is delivered. Class size is calculated by dividing the number of students in a program and grade by the number of official classes in that program and grade.

The following data is excluded from all the reports: District 75 schools, bridge classes which span more than one grade, classes with fewer than five students (for other than special education self-contained classes) and classes with one student (for special education self-contained classes). On the summary reports programs and grades with three or fewer classes are excluded from the citywide, borough and region reports and programs and grades with one class are excluded from the district report. For schools with students in any grades between 9th and 12th grade (where 9th grade is not the termination grade for the school), class size is reported by two program areas: general education and special education. For general education students class size is reported by grade for each core subject area: English, Math, Science and Social Studies. For special education students with a self-contained program recommendation, class size is reported by service category (self-contained or mainstream) for each core subject area. Since high school classes may contain students in multiple grades and programs, class size is calculated by taking a weighted average of all the classes in a core subject area with students in a particular grade or program. For example, there are 75 ninth graders enrolled at a high school. 25 ninth graders attend a Math class with 28 students, a second group of 25 ninth graders attend a Math class with 25 students, and a third group of 25 ninth graders attend a Math class with 30 students. Average class size for ninth grade Math equals: (25x28 + 25x25 + 25x30)/75 = 27.7.

The Pupil Teacher Ratio is also provided on the school level report. Pupil Teacher Ratio is another means to evaluate the instructional resources provided at a school. Pupil Teacher Ratio for All Students is calculated by dividing the number of students at a school by the number of full-time equivalent teachers, including both teachers in classes taught by two teachers, “cluster” teachers providing instruction in specialized topics like art or science, and teachers providing special education instruction. Pupil Teacher Ratio Excluding Special Education is calculated by dividing the number of non-special education students at a school by the number of full-time equivalent non-special education teachers.

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K-12 Testing And Assessment Market Size 2025-2029

The k-12 testing and assessment market size is forecast to increase by USD 14.58 billion, at a CAGR of 12.2% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing use of analytics to enhance educational outcomes. Schools and districts are leveraging data-driven insights to personalize learning and identify areas for improvement. Furthermore, there is a growing emphasis on formative learning tools, which provide real-time feedback to educators and students, enabling more effective instruction and progress monitoring. However, challenges persist in this market. The credibility of sources and content quality are critical concerns, as schools seek reliable and accurate assessments to inform instructional decisions. Ensuring the validity and reliability of assessment data is essential to maintaining trust and confidence in the assessment process. Additionally, addressing the digital divide and ensuring equitable access to technology and assessment tools remains a significant challenge, particularly for underserved communities. Companies seeking to capitalize on market opportunities must prioritize data security, data privacy, and accessibility to address these challenges effectively. By focusing on these areas, they can help schools and districts make informed decisions and improve educational outcomes for all students.

What will be the Size of the K-12 Testing And Assessment Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
Request Free SampleThe market continues to evolve, with dynamic market activities unfolding across various sectors. Entities involved in this industry offer a range of services, from portfolio assessment and test validation to computer-based testing and differentiated instruction. The application of the Rasch model, standardized testing, summative assessment, and progress monitoring are integral components of this market's continuous development. Benchmarking assessments and teacher training play crucial roles in enhancing educational outcomes. Formative assessment and diagnostic assessment enable educators to identify students' learning needs and adjust instruction accordingly. Adaptive testing and data analysis offer personalized learning experiences, while assessment management systems ensure efficient test administration. Test development, test reliability, and test validity are essential aspects of maintaining the integrity of assessment results. Data visualization tools facilitate the interpretation of complex data, while paper-based testing remains a viable option for certain educational contexts. The industry also caters to diverse needs, including special education assessments and performance-based assessment. Criterion-referenced tests, item analysis, and authentic assessment provide valuable insights into students' mastery of specific skills and knowledge. Curriculum-based measurement (CBM) offers a practical approach to ongoing progress monitoring. Market players are continually innovating to address the evolving needs of educators and students. The integration of technology, data-driven instruction, and diverse assessment methods ensures that the market remains a vibrant and dynamic sector.

How is this K-12 Testing And Assessment Industry segmented?

The k-12 testing and assessment industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. ProductCurriculum-based testingNon-curriculum-based testingMethodBlended methodOnline methodTraditional methodDelivery MethodWeb-basedMobile AppsPaper-basedGrade LevelElementaryMiddle SchoolHigh SchoolGeographyNorth AmericaUSCanadaEuropeFranceGermanyItalySpainUKMiddle East and AfricaUAEAPACChinaIndiaJapanSouth KoreaSouth AmericaBrazilRest of World (ROW)

By Product Insights

The curriculum-based testing segment is estimated to witness significant growth during the forecast period.The market is characterized by the integration of various components to evaluate student progress and inform instructional decisions. Performance-based assessments, formative assessments, and diagnostic assessments are increasingly used to provide real-time feedback and facilitate personalized learning. Traditional paper-based testing continues to dominate the market, particularly in emerging economies with limited awareness of education technology solutions. However, the adoption of computer-based testing and adaptive assessments is on the rise, offering advantages such as instant scoring and customized test questions. Assessment management systems enable schools to streamline test administration and data analysis, w

Teacher education programs are tasked with the critical work of preparing educators to teach K-12 students content area knowledge and skills so that these students are prepared for life after school. Equipping these candidates before they enter the field with instructional strategies backed by decades of cognitive research is one route to foster student learning. This hermeneutic phenomenological study explores the experiences of graduates from teacher education programs in the Western U.S. regarding cognitive learning strategy instruction. The research involved 12 participants all of whom taught in K-12 schools. Data were collected through surveys, interviews, and a focus group. Common themes include the extent to which teacher education programs included cognitive learning strategies, graduates' misunderstandings of these strategies, and the effectiveness of programs in preparing teachers to support student learning. The study highlights areas for improvement in integrating cognitive learning strategies into teacher education curricula and offers implications for practice.