In 2024, there were 301,623 cases filed by the National Crime Information Center (NCIC) where the race of the reported missing person was white. In the same year, 17,097 people whose race was unknown were also reported missing in the United States. What is the NCIC? The National Crime Information Center (NCIC) is a digital database that stores crime data for the United States, so criminal justice agencies can access it. As a part of the FBI, it helps criminal justice professionals find criminals, missing people, stolen property, and terrorists. The NCIC database is broken down into 21 files. Seven files belong to stolen property and items, and 14 belong to persons, including the National Sex Offender Register, Missing Person, and Identify Theft. It works alongside federal, tribal, state, and local agencies. The NCIC’s goal is to maintain a centralized information system between local branches and offices, so information is easily accessible nationwide. Missing people in the United States A person is considered missing when they have disappeared and their location is unknown. A person who is considered missing might have left voluntarily, but that is not always the case. The number of the NCIC unidentified person files in the United States has fluctuated since 1990, and in 2022, there were slightly more NCIC missing person files for males as compared to females. Fortunately, the number of NCIC missing person files has been mostly decreasing since 1998.

This study was conducted to examine the psychological reactions experienced by families of missing children and to evaluate families' utilization of and satisfaction with intervention services. To address issues of psychological consequences, the events occurring prior to child loss, during the experience of child loss, and after child recovery (if applicable) were studied from multiple perspectives within the family by interviewing parents, spouses, siblings, and, when possible, the missing child. A sample of 249 families with one or more missing children were followed with in-home interviews, in a time series measurement design. Three time periods were used: Time Series 1, within 45 days of disappearance, Time Series 2, at 4 months post-disappearance, and Time Series 3, at 8 months post-disappearance. Three groups of missing children and their families were studied: loss from alleged nonfamily abduction (stranger), loss by alleged family or parental abduction, and loss by alleged runaway. Cases were selected from four confidential sites in the United States. The files in this collection consist of data from detailed structured interviews (Parts 1-22) and selected quantitative nationally-normed measurement instruments (Parts 23-33). Structured interview items covered: (1) family of origin for parents of the missing child or children, (2) demographics of the current family with the missing child or children, (3) conditions in the family before the child's disappearance, (4) circumstances of the child's disappearance, (5) perception of the child's disappearance, (6) missing child search, (7) nonmissing child, concurrent family stress, (8) coping with the child's disappearance, (9) coping with a nonmissing child, concurrent family stress, (10) missing child recovery, if applicable, (11) recovered child reunification with family, if applicable, and (12) resource and assistance evaluation. With respect to intervention services, utilization of and satisfaction with these services were assessed in each of the following categories: law enforcement services, mental health services, missing child center services, within-family social support, and community social support. The quantitative instruments collected data on family members' stress levels and reactions to stress, using the Symptom Check List-90, Achenbach Child Behavior Check List, Family Inventory of Life Events, F-COPES, Frederick Trauma Reaction Index-Adult, and Frederick Trauma Reaction Index-Child.

The National Incidence Studies of Missing, Abducted, Runaway, and Thrownaway Children (NISMART) were undertaken in response to the mandate of the 1984 Missing Children's Assistance Act (Pub.L. 98-473) that requires the Office of Juvenile Justice and Delinquency Prevention (OJJDP) to conduct periodic national incidence studies to determine the actual number of children reported missing and the number of missing children who are recovered for a given year. The third installment, NISMART-3, was undertaken in 2011 and is comprised of three components; an adult household survey, a survey of juvenile facilities and a survey of law enforcement. It was designed to provide a comprehensive picture of the population dealing with missing children issues and each component focusing on a different aspect of that population namely; the general population, law enforcement and juvenile detention centers across the country. Due to low response rates the data from the youth supplement to the household survey and the juvenile detention center data are unavailable and are not provided here.

Introduction

The Native American Children Facial Image Dataset is a thoughtfully curated collection designed to support the development of advanced facial recognition systems, biometric identity verification, age estimation tools, and child-specific AI models. This dataset enables researchers and developers to build highly accurate, inclusive, and ethically sourced AI solutions for real-world applications.

Facial Image Data

The dataset includes over 1000 high-resolution image sets of children under the age of 18. Each participant contributes approximately 15 unique facial images, captured to reflect natural variations in appearance and context.

Diversity and Representation

Quality and Image Conditions

To ensure robust model training and generalizability, images are captured under varied natural conditions:

Metadata

Each child’s image set is paired with detailed, structured metadata, enabling granular control and filtering during model training:

This metadata is essential for applications that require demographic awareness, such as region-specific facial recognition or bias mitigation in AI models.

Applications

This dataset is ideal for a wide range of computer vision use cases, including:

Ethical Collection and Data Security

We maintain the highest ethical and security standards throughout the data lifecycle:

This data set includes annual counts and percentages of Medicaid and Children’s Health Insurance Program (CHIP) enrollees who received a well-child visit paid for by Medicaid or CHIP, overall and by five subpopulation topics: age group, race and ethnicity, urban or rural residence, program type, and primary language. These results were generated using Transformed Medicaid Statistical Information System (T-MSIS) Analytic Files (TAF) Release 1 data and the Race/Ethnicity Imputation Companion File. This data set includes Medicaid and CHIP enrollees in all 50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands, except where otherwise noted. Enrollees in Guam, American Samoa, and the Northern Mariana Islands are not included. Results include enrollees with comprehensive Medicaid or CHIP benefits for all 12 months of the year and who were younger than age 19 at the end of the calendar year. Results shown for the race and ethnicity subpopulation topic exclude enrollees in the U.S. Virgin Islands. Results shown for the primary language subpopulation topic exclude select states with data quality issues with the primary language variable in TAF. Some rows in the data set have a value of "DS," which indicates that data were suppressed according to the Centers for Medicare & Medicaid Services’ Cell Suppression Policy for values between 1 and 10. This data set is based on the brief: "Medicaid and CHIP enrollees who received a well-child visit in 2020." Enrollees are identified as receiving a well-child visit in the year according to the Line 6 criteria in the Form CMS-416 reporting instructions. Enrollees are assigned to an age group subpopulation using age as of December 31st of the calendar year. Enrollees are assigned to a race and ethnicity subpopulation using the state-reported race and ethnicity information in TAF when it is available and of good quality; if it is missing or unreliable, race and ethnicity is indirectly estimated using an enhanced version of Bayesian Improved Surname Geocoding (BISG) (Race and ethnicity of the national Medicaid and CHIP population in 2020). Enrollees are assigned to an urban or rural subpopulation based on the 2010 Rural-Urban Commuting Area (RUCA) code associated with their home or mailing address ZIP code in TAF (Rural Medicaid and CHIP enrollees in 2020). Enrollees are assigned to a program type subpopulation based on the CHIP code and eligibility group code that applies to the majority of their enrolled-months during the year (Medicaid-Only Enrollment; M-CHIP and S-CHIP Enrollment). Enrollees are assigned to a primary language subpopulation based on their reported ISO language code in TAF (English/missing, Spanish, and all other language codes) (Primary Language). Please refer to the full brief for additional context about the methodology and detailed findings. Future updates to this data set will include more recent data years as the TAF data become available.

Note: This version supersedes version 1: https://doi.org/10.15482/USDA.ADC/1522654. In Fall of 2019 the USDA Food and Nutrition Service (FNS) conducted the third Farm to School Census. The 2019 Census was sent via email to 18,832 school food authorities (SFAs) including all public, private, and charter SFAs, as well as residential care institutions, participating in the National School Lunch Program. The questionnaire collected data on local food purchasing, edible school gardens, other farm to school activities and policies, and evidence of economic and nutritional impacts of participating in farm to school activities. A total of 12,634 SFAs completed usable responses to the 2019 Census. Version 2 adds the weight variable, “nrweight”, which is the Non-response weight. Processing methods and equipment used The 2019 Census was administered solely via the web. The study team cleaned the raw data to ensure the data were as correct, complete, and consistent as possible. This process involved examining the data for logical errors, contacting SFAs and consulting official records to update some implausible values, and setting the remaining implausible values to missing. The study team linked the 2019 Census data to information from the National Center of Education Statistics (NCES) Common Core of Data (CCD). Records from the CCD were used to construct a measure of urbanicity, which classifies the area in which schools are located. Study date(s) and duration Data collection occurred from September 9 to December 31, 2019. Questions asked about activities prior to, during and after SY 2018-19. The 2019 Census asked SFAs whether they currently participated in, had ever participated in or planned to participate in any of 30 farm to school activities. An SFA that participated in any of the defined activities in the 2018-19 school year received further questions. Study spatial scale (size of replicates and spatial scale of study area) Respondents to the survey included SFAs from all 50 States as well as American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, the U.S. Virgin Islands, and Washington, DC. Level of true replication Unknown Sampling precision (within-replicate sampling or pseudoreplication) No sampling was involved in the collection of this data. Level of subsampling (number and repeat or within-replicate sampling) No sampling was involved in the collection of this data. Study design (before–after, control–impacts, time series, before–after-control–impacts) None – Non-experimental Description of any data manipulation, modeling, or statistical analysis undertaken Each entry in the dataset contains SFA-level responses to the Census questionnaire for SFAs that responded. This file includes information from only SFAs that clicked “Submit” on the questionnaire. (The dataset used to create the 2019 Farm to School Census Report includes additional SFAs that answered enough questions for their response to be considered usable.) In addition, the file contains constructed variables used for analytic purposes. The file does not include weights created to produce national estimates for the 2019 Farm to School Census Report. The dataset identified SFAs, but to protect individual privacy the file does not include any information for the individual who completed the questionnaire. Description of any gaps in the data or other limiting factors See the full 2019 Farm to School Census Report [https://www.fns.usda.gov/cfs/farm-school-census-and-comprehensive-review] for a detailed explanation of the study’s limitations. Outcome measurement methods and equipment used None Resources in this dataset:Resource Title: 2019 Farm to School Codebook with Weights. File Name: Codebook_Update_02SEP21.xlsxResource Description: 2019 Farm to School Codebook with WeightsResource Title: 2019 Farm to School Data with Weights CSV. File Name: census2019_public_use_with_weight.csvResource Description: 2019 Farm to School Data with Weights CSVResource Title: 2019 Farm to School Data with Weights SAS R Stata and SPSS Datasets. File Name: Farm_to_School_Data_AgDataCommons_SAS_SPSS_R_STATA_with_weight.zipResource Description: 2019 Farm to School Data with Weights SAS R Stata and SPSS Datasets

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22. * Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education." Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes. Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022. 3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report. All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab. Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals. Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22). NYC DOE "Poverty" 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. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years. "The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows: * The student’s Economic Need Value is 1.0 if: o The student is eligible for public assistance from the NYC Human Resources Administration (HRA); o The student lived in temporary housing in the past four years; or o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years. * Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100. Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports. In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the g

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files. Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools. Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report. School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files. All demographic data are based on a student's most recent record in a given year. Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request. English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten. Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades". Data include students missing a gender, but are not shown due to small cell counts. Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute at least 20 days is five or fewer. Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab. Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included: • Student submission of an assignment or completion of an

This data shows healthcare utilization for asthma by Allegheny County residents 18 years of age and younger. It counts asthma-related visits to the Emergency Department (ED), hospitalizations, urgent care visits, and asthma controller medication dispensing events. The asthma data was compiled as part of the Allegheny County Health Department’s Asthma Task Force, which was established in 2018. The Task Force was formed to identify strategies to decrease asthma inpatient and emergency utilization among children (ages 0-18), with special focus on children receiving services funded by Medicaid. Data is being used to improve the understanding of asthma in Allegheny County, and inform the recommended actions of the task force. Data will also be used to evaluate progress toward the goal of reducing asthma-related hospitalization and ED visits. Regarding this data, asthma is defined using the International Classification of Diseases, Tenth Revision (IDC-10) classification system code J45.xxx. The ICD-10 system is used to classify diagnoses, symptoms, and procedures in the U.S. healthcare system. Children seeking care for an asthma-related claim in 2017 are represented in the data. Data is compiled by the Health Department from medical claims submitted to three health plans (UPMC, Gateway Health, and Highmark). Claims may also come from people enrolled in Medicaid plans managed by these insurers. The Health Department estimates that 74% of the County’s population aged 0-18 is represented in the data. Users should be cautious of using administrative claims data as a measure of disease prevalence and interpreting trends over time. Missing from the data are the uninsured, members in participating plans enrolled for less than 90 continuous days in 2017, children with an asthma-related condition that did not file a claim in 2017, and children participating in plans managed by insurers that did not share data with the Health Department. Data users should also be aware that diagnoses may also be subject to misclassification, and that children with an asthmatic condition may not be diagnosed. It is also possible that some children may be counted more than once in the data if they are enrolled in a plan by more than one participating insurer and file a claim on each policy in the same calendar year.