The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

The data here is from the report entitled Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges: Results from P20WIN for the High School Graduating Classes of 2010 through 2016.

The report answers three questions: 1. Enrollment: What percentage of the graduating class enrolled in a Connecticut public university or community college (UCONN, the four Connecticut State Universities, and 12 Connecticut community colleges) within 16 months of graduation? 2. Credit Attainment: What percentage of those who enrolled in a Connecticut public university or community college within 16 months of graduation earned at least one year’s worth of credits (24 or more) within two years of enrollment? 3. Remediation: What percentage of those who enrolled in one of the four Connecticut State Universities or one of the 12 community colleges within 16 months of graduation took a remedial course within two years of enrollment?

Notes on the data: School Credit: % Earning 24 Credits is a subset of the % Enrolled in 16 Months. School Remediation: % Enrolled in Remediation is a subset of the % Enrolled in 16 Months.

Colleges and UniversitiesThis feature layer, utilizing data from the National Center for Education Statistics (NCES), displays colleges and universities in the U.S. and its territories. NCES uses the Integrated Postsecondary Education Data System (IPEDS) as the "primary source for information on U.S. colleges, universities, and technical and vocational institutions." According to NCES, this layer "contains directory information for every institution in the 2021-22 IPEDS universe. Includes name, address, city, state, zip code and various URL links to the institution's home page, admissions, financial aid offices and the net price calculator. Identifies institutions as currently active, institutions that participate in Title IV federal financial aid programs for which IPEDS is mandatory. It also includes variables derived from the 2021-22 Institutional Characteristics survey, such as control and level of institution, highest level and highest degree offered and Carnegie classifications."Gallaudet UniversityData currency: 2021Data source: IPEDS Complete Data FilesData modification: Removed fields with coded values and replaced with descriptionsFor more information: Integrated Postsecondary Education Data SystemSupport documentation: IPEDS Complete Data Files > Directory Information > DictionaryFor feedback, please contact: ArcGIScomNationalMaps@esri.comU.S. Department of Education (ED)Per ED, "ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.ED was created in 1980 by combining offices from several federal agencies." ED's employees and budget "are dedicated to:Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.Collecting data on America's schools and disseminating research.Focusing national attention on key educational issues.Prohibiting discrimination and ensuring equal access to education."

The 2020-2021 School Neighborhood Poverty Estimates are based on school locations from the 2020-2021 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2017-2021 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

This study was designed to collect college student victimization data to satisfy four primary objectives: (1) to determine the prevalence and nature of campus crime, (2) to help the campus community more fully assess crime, perceived risk, fear of victimization, and security problems, (3) to aid in the development and evaluation of location-specific and campus-wide security policies and crime prevention measures, and (4) to make a contribution to the theoretical study of campus crime and security. Data for Part 1, Student-Level Data, and Part 2, Incident-Level Data, were collected from a random sample of college students in the United States using a structured telephone interview modeled after the redesigned National Crime Victimization Survey administered by the Bureau of Justice Statistics. Using stratified random sampling, over 3,000 college students from 12 schools were interviewed. Researchers collected detailed information about the incident and the victimization, and demographic characteristics of victims and nonvictims, as well as data on self-protection, fear of crime, perceptions of crime on campus, and campus security measures. For Part 3, School Data, the researchers surveyed campus officials at the sampled schools and gathered official data to supplement institution-level crime prevention information obtained from the students. Mail-back surveys were sent to directors of campus security or campus police at the 12 sampled schools, addressing various aspects of campus security, crime prevention programs, and crime prevention services available on the campuses. Additionally, mail-back surveys were sent to directors of campus planning, facilities management, or related offices at the same 12 schools to obtain information on the extent and type of planning and design actions taken by the campus for crime prevention. Part 3 also contains data on the characteristics of the 12 schools obtained from PETERSON'S GUIDE TO FOUR-YEAR COLLEGES (1994). Part 4, Census Data, is comprised of 1990 Census data describing the census tracts in which the 12 schools were located and all tracts adjacent to the schools. Demographic variables in Part 1 include year of birth, sex, race, marital status, current enrollment status, employment status, residency status, and parents' education. Victimization variables include whether the student had ever been a victim of theft, burglary, robbery, motor vehicle theft, assault, sexual assault, vandalism, or harassment. Students who had been victimized were also asked the number of times victimization incidents occurred, how often the police were called, and if they knew the perpetrator. All students were asked about measures of self-protection, fear of crime, perceptions of crime on campus, and campus security measures. For Part 2, questions were asked about the location of each incident, whether the offender had a weapon, a description of the offense and the victim's response, injuries incurred, characteristics of the offender, and whether the incident was reported to the police. For Part 3, respondents were asked about how general campus security needs were met, the nature and extent of crime prevention programs and services available at the school (including when the program or service was first implemented), and recent crime prevention activities. Campus planners were asked if specific types of campus security features (e.g., emergency telephone, territorial markers, perimeter barriers, key-card access, surveillance cameras, crime safety audits, design review for safety features, trimming shrubs and underbrush to reduce hiding places, etc.) were present during the 1993-1994 academic year and if yes, how many or how often. Additionally, data were collected on total full-time enrollment, type of institution, percent of undergraduate female students enrolled, percent of African-American students enrolled, acreage, total fraternities, total sororities, crime rate of city/county where the school was located, and the school's Carnegie classification. For Part 4, Census data were compiled on percent unemployed, percent having a high school degree or higher, percent of all persons below the poverty level, and percent of the population that was Black.

Report by NYS High School of the number of SUNY First Time Undergraduates entering in the Term, who reported attending that High School. The total number of First Time Undergraduates at SUNY from each High School is provided. The total is sub-divided by the SUNY Sector of the Institution the student is attending; Doctoral, Comprehensive, Technology and Community College. The report also provides a total count by NYS County, which is an aggregate of all the high schools in that County.

The Office of the National Coordinator for Health Information Technology (ONC) created the Community College Consortia to Educate Health IT Professionals in Health Care Program and University-based Training Program to increase the workforce of skilled health IT specialists that can help transition health care providers to electronic health records (EHRs). The Community College Consortia Program includes 82 member community colleges representing all 50 states, and the University-based Training Program includes 9 member universities in 9 states. The member community colleges and universities received funding to rapidly create health IT academic programs, or expand existing health IT training programs that can be completed in six months or less. This data provides the number of students trained through both programs, segmented by rural and urban areas for each U.S. state. The data is through September, 2013: the duration of the program. This data is an artifact of ONC's performance measurement for the Recovery and HITECH Acts

About this dataset

Context

The dataset tabulates the population of State College by gender, including both male and female populations. This dataset can be utilized to understand the population distribution of State College across both sexes and to determine which sex constitutes the majority.

Key observations

There is a majority of male population, with 54.28% of total population being male. Source: U.S. Census Bureau American Community Survey (ACS) 2018-2022 5-Year Estimates.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2018-2022 5-Year Estimates.

Scope of gender :

Please note that American Community Survey asks a question about the respondents current sex, but not about gender, sexual orientation, or sex at birth. The question is intended to capture data for biological sex, not gender. Respondents are supposed to respond with the answer as either of Male or Female. Our research and this dataset mirrors the data reported as Male and Female for gender distribution analysis. No further analysis is done on the data reported from the Census Bureau.

Variables / Data Columns

• Gender: This column displays the Gender (Male / Female)
• Population: The population of the gender in the State College is shown in this column.
• % of Total Population: This column displays the percentage distribution of each gender as a proportion of State College total population. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for State College Population by Race & Ethnicity. You can refer the same here

SELECTED SOCIAL CHARACTERISTICS IN THE UNITED STATES SCHOOL ENROLLMENT - DP02 Universe - Population 3 Year and over enrolled in school Survey-Program - American Community Survey 5-year estimates Years - 2020, 2021, 2022 People were classified as enrolled in school if they were attending a public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to “include only nursery or preschool, kindergarten, elementary school, home school, and schooling which leads to a high school diploma, or a college degree.” Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.

Analysis of ‘State University of New York (SUNY) - NYS High School Attended by First Time Undergraduate Students: Beginning Fall 2010’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/245345ad-21d9-43cf-b820-0cc771ae12be on 12 February 2022.

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

Report by NYS High School of the number of SUNY First Time Undergraduates entering in the Term, who reported attending that High School. The total number of First Time Undergraduates at SUNY from each High School is provided. The total is sub-divided by the SUNY Sector of the Institution the student is attending; Doctoral, Comprehensive, Technology and Community College. The report also provides a total count by NYS County, which is an aggregate of all the high schools in that County.

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

About this dataset

Context

The dataset presents the mean household income for each of the five quintiles in State College, PA, as reported by the U.S. Census Bureau. The dataset highlights the variation in mean household income across quintiles, offering valuable insights into income distribution and inequality.

Key observations

• Income disparities: The mean income of the lowest quintile (20% of households with the lowest income) is 7,141, while the mean income for the highest quintile (20% of households with the highest income) is 210,469. This indicates that the top earners earn 29 times compared to the lowest earners.
• *Top 5%: * The mean household income for the wealthiest population (top 5%) is 337,035, which is 160.14% higher compared to the highest quintile, and 4719.72% higher compared to the lowest quintile.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Income Levels:

• Lowest Quintile
• Second Quintile
• Third Quintile
• Fourth Quintile
• Highest Quintile
• Top 5 Percent

Variables / Data Columns

• Income Level: This column showcases the income levels (As mentioned above).
• Mean Household Income: Mean household income, in 2023 inflation-adjusted dollars for the specific income level.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for State College median household income. You can refer the same here

During the 2017 Legislative Session HB 2946 was passed. This composite report includes links to data and information from community colleges. For more information go to: http://www.oregon.gov/transparency/Pages/Higher_Education.aspx .

Finding Schools is now easier than ever with the College Map, the first geographic search tool published by IPEDS (Integrated Postsecondary Education Data System) providing access to over 7,000 certificate, undergraduate and graduate-level schools. This all-in-one tool enables students, parents and counselors to filter potential programs for location, major, tuition and more. Including both certificate-level programs and advanced degrees, this public application makes the often overwhelming process of school searching simple, and it’s available on mobile devices.

Once the results are narrowed down, users can share their lists on social media or download in excel format. Additionally, the College Map integrates with the College Navigator, a research based search tool providing data from the complete list of IPEDS Survey indicators.

All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

About this dataset

Context

The dataset tabulates the State College population distribution across 18 age groups. It lists the population in each age group along with the percentage population relative of the total population for State College. The dataset can be utilized to understand the population distribution of State College by age. For example, using this dataset, we can identify the largest age group in State College.

Key observations

The largest age group in State College, PA was for the group of age 20 to 24 years years with a population of 15,146 (37.24%), according to the ACS 2019-2023 5-Year Estimates. At the same time, the smallest age group in State College, PA was the 80 to 84 years years with a population of 284 (0.70%). Source: U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Variables / Data Columns

• Age Group: This column displays the age group in consideration
• Population: The population for the specific age group in the State College is shown in this column.
• % of Total Population: This column displays the population of each age group as a proportion of State College total population. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for State College Population by Age. You can refer the same here

This dataset contains college readiness information, by Michigan House of Representative district. This dataset is reporting score information from the 2017-2018 school year. Students were considered ready for college if they scored at or above the benchmark scores. The SAT Benchmarks represent the likelihood of success in entry-level college courses. The benchmark for Evidenced-Based Reading and Writing (EBRW) is 480 and 530 for Math. The SAT total score reported for Michigan is the combined Evidenced-Based Reading and Writing, and Math Student Score. The Total Score range is 400 – 1600. Data Driven Detroit obtained this data from MiSchoolData.org in October 2018 at a building level and aggregated the data to the Michigan House of Representative district level.

College Scorecards make it easier for students to search for a college that is a good fit for them. They can use the College Scorecard to find out more about a college's affordability and value so they can make more informed decisions about which college to attend.

About this dataset

Context

The dataset illustrates the median household income in College Place, spanning the years from 2010 to 2023, with all figures adjusted to 2023 inflation-adjusted dollars. Based on the latest 2019-2023 5-Year Estimates from the American Community Survey, it displays how income varied over the last decade. The dataset can be utilized to gain insights into median household income trends and explore income variations.

Key observations:

From 2010 to 2023, the median household income for College Place increased by $3,378 (5.99%), as per the American Community Survey estimates. In comparison, median household income for the United States increased by $5,602 (7.68%) between 2010 and 2023.

Analyzing the trend in median household income between the years 2010 and 2023, spanning 13 annual cycles, we observed that median household income, when adjusted for 2023 inflation using the Consumer Price Index retroactive series (R-CPI-U-RS), experienced growth year by year for 5 years and declined for 8 years.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates. All incomes have been adjusting for inflation and are presented in 2022-inflation-adjusted dollars.

Years for which data is available:

• 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022, 0223

Variables / Data Columns

• Year: This column presents the data year from 2010 to 2023
• Median Household Income: Median household income, in 2023 inflation-adjusted dollars for the specific year
• YOY Change($): Change in median household income between the current and the previous year, in 2023 inflation-adjusted dollars
• YOY Change(%): Percent change in median household income between current and the previous year

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for College Place median household income. You can refer the same here

Colorado Community Anchor Institutions (CAI) Feature Class Summary This layer represents the National Telecommunications Information Administration (NTIA) State Broadband Data Development Program (SBDD) Community Anchor Institutions (CAI) which subscribe to broadband. Description Introduction This layer represents the National Telecommunications Information Administration (NTIA) State Broadband Data Development Program (SBDD) Community Anchor Institutions (CAI) which subscribe to broadband. ''Community Anchor Institutions'' consist of schools, libraries, medical and healthcare providers, public safety entities, community colleges and other institutions of higher education, and other community support organizations and entities. These locations may not offer broadband availability to the public (although most libraries and many schools, and community centers do) but rather offer an opportunity for policy makers to understand where community anchor institutions who have broadband access are which can help in identifying challenges and opportunities to reaching national connectivity goals. For additional information visit NOFA (Notice of Funding Availability) website: http://www.ntia.doc.gov/broadbandgrants/nofa.html Intent The primary source of information has been online address and location research, in combination with google maps and NAIP aerial imagery. Ideally, our end goal is to have every county maintain and provide data directly. The advantage being that local officials have more direct access to acquiring accurate data for their respective counties, and more experience within these counties. Secondly, it will allow each county to sustain accurate CAI data without being reliant on the state government. For example, if Hinsdale county sustained its own CAIs, it would not need to wait on the state to complete and update their CAI data. Achieving this goal will provide the counties in Colorado with accurate and useful data without the limitations of being bottle necked by a single data editing source. Process The existing CAI point data is edited and maintained using ESRI Arc Desktop 10.1. Points have first been verified for their spatial accuracy. They are overlayed onto NAIP aerial imagery. Using a combination of online sources, such as Google Maps and Google Earth, the address and location of each point is verified. If the point is inaccurately positioned, it is moved to the correct location. Attributes are also check for accuracy and updated. Sometimes street names or address numbers are not present, and must be identified through research. Presently a total of 5478 CAI locations have been researched and edited. We were unable to indentify the definitive location of 4% of these CAIs. This results in a favorable 96% accuracy rate thus far. This dataset will be continuously checked and improved upon as time goes on. In addition, CAI locations have been contacted in order to acquire internet speed test results. Currently 1356 of the total Community Anchor Institutions have speed test results. We will continute to add to this number as time goes on. Finally, this data will be accessible and modifiable via GIS services. This will allow county officials to actively edit the data. Data Fields The following items are the fields within the CAI feature class. There are several different field types within this dataset. The bold faced portion is representative of the field name, while the following text represents the type of the field as well as length, precision, and scale. Additionally, OBJECTIDand SHAPE are generated by Arc Map. OBJECTID- ObjectID Longitude- Double P38 S8 OITIndex- Short Latitude- Double P38 S8 AnchorName- String 200 FKProvider- Short FullAddress- String 200 KEY_- Short StreetAddress- 50 URL- String 100 Status- Short CAICategory - String 2 AddressNumber- Long CAIID- String 50 NumberSuffix - String 15 FullCensusBlockID- String 16 StreetPreModifier - String 10 TransTech- Double P38 S8 StreetPreDirectional - String 20 BBService- String 1 StreetPreType- String 20 PublicWiFi- String 1 StreetSeparator - String 10 CAIComments- String 255 StreetName - String 75 BBComments- String 255 StreetPostType- String 20 MaxAdDown- String 2 StreetPostDirectional- String 20 MaxAdUp- String 2 StreetPostModifier- String 20 SubScrbDown - String 2 SubAddress- String 50 SubScrbUp- String 2 Intersection- String 100 ActualDown- Double P38 S8 PlaceName- String 100 ActualUp- Double P38 S8 District- String 100 TestDate- String 255 County- String 50 ProviderNM- String 255 StateAbbrev- String 50 LocationChanged_Y_N- String 1 ZipCode- Long Done- String 1 Zip4- Short SHAPE- Geometry AddressLocDesc- String 255

Credits State of Colorado, Governor's Office of Information Technology (OIT) Archuleta County Baca County City and County of Broomfield Custer County Eagle County El Paso - Teller E911 Authority Garfield County Grand County La Plata County Larimer County Las Animas County E911 Authority Lincoln County Mesa County Moffat County Montezuma County North Central All - Hazards Region Pueblo County Routt County Use limitations None Extent West -109.011097 East -102.082504 North 40.994186 South 37.005858 Scale Range Maximum (zoomed in) 1:5,000 Minimum (zoomed out) 1:150,000,000 ArcGIS Metadata ► Topics and Keywords ► THEMES OR CATEGORIES OF THE RESOURCE  structure, location, health, utilitiesCommunication * CONTENT TYPE  Downloadable Data EXPORT TO FGDC CSDGM XML FORMAT AS RESOURCE DESCRIPTION No

DISCIPLINE KEYWORDS  Public Service Facilities Broadband Internet Service

PLACE KEYWORDS  Colorado

TEMPORAL KEYWORDS  2014

THEME KEYWORDS  Public Use Structures, Community Anchor Institutions, Essential Facilities, Landmark Features, Key Geographic Locations, Points of Interest, Structures, Public Buildings, Facilities of General Interest, Civic or Government Buildings, Public Service Facilities, Fire Station, Police Station, School, Library, Post Office, Town Hall.

Hide Topics and Keywords ▲ Citation ► TITLE Colorado Community Anchor Institutions (CAI) ALTERNATE TITLES  Colorado CAIs CREATION DATE 2012-08-31 00:00:00 REVISION DATE 2013-02-07 00:00:00 EDITION Early 2013 Local Review Edition EDITION DATE 2013-02-07 PRESENTATION FORMATS  digital map SERIES  NAME Colorado Broadband Map Database

COLLECTION TITLE Colorado Broadband Map Database OTHER CITATION DETAILS The locations and Internet broadband speeds of Community Anchor Institututions within the State are required deliverables to the National Telecommunications and Information Administrations (NTIA) in accordance with the State Broadband Data and Development Grant Program requirements found in Federal Register /Vol. 74, No. 129 /Wednesday, July 8, 2009 /Notices, pages 32548 and 32563. Hide Citation ▲ Citation Contacts ► RESPONSIBLE PARTY  INDIVIDUAL'S NAME Nathan Lowry ORGANIZATION'S NAME State of Colorado, Governor's Office of Information Technology CONTACT'S POSITION GIS Outreach Coordinator CONTACT'S ROLE  publisher RESPONSIBLE PARTY  INDIVIDUAL'S NAME Tudor Stanescu ORGANIZATION'S NAME Governor's Office of Information Technology CONTACT'S POSITION GIS Technician CONTACT'S ROLE  publisher

CONTACT INFORMATION  ► PHONE  VOICE (303)-764-6861 FAX N/A

ADDRESS  TYPE both DELIVERY POINT 601 East 18th Avenue Suite 220 CITY Denver ADMINISTRATIVE AREA Colorado POSTAL CODE 80203-1494 COUNTRY US E-MAIL ADDRESS tudor.stanescu@state.co.us

HOURS OF SERVICE 7:00am - 4:00pm Hide Contact information ▲

Hide Citation Contacts ▲ Resource Details ► DATASET LANGUAGES  English (UNITED STATES) DATASET CHARACTER SET  utf8 - 8 bit UCS Transfer Format STATUS  on-going SPATIAL REPRESENTATION TYPE  vector GRAPHIC OVERVIEW  FILE NAME ColoradoCAIs.png at https://docs.google.com/file/d/0B_O_LJbuRH4azB0RlZ1SUVKMXc/edit?usp=sharing FILE DESCRIPTION Colorado Community Anchor Institutions (CAIs) FILE TYPE Portable Network Graphic file (.png)

* PROCESSING ENVIRONMENT Microsoft Windows 7 Version 6.1 (Build 7601) Service Pack 1; Esri ArcGIS 10.1.1.3143 CREDITS State of Colorado, Governor's Office of Information Technology (OIT) Archuleta County Baca County City and County of Broomfield Custer County Eagle County El Paso - Teller E911 Authority Garfield County Grand County La Plata County Larimer County Las Animas County E911 Authority Lincoln County Mesa County Moffat County Montezuma County North Central All - Hazards Region Pueblo County Routt County

ARCGIS ITEM PROPERTIES  * NAME CAIs.DBO.ColoradoCAI * LOCATION Server=10.12.1.28; Service=sde:sqlserver:10.12.1.28; Database=CAIs; User=stanescut; Version=dbo.DEFAULT * ACCESS PROTOCOL ArcSDE Connection

Hide Resource Details ▲ Extents ► EXTENT  DESCRIPTION The State of Colorado, United States of America GEOGRAPHIC EXTENT  BOUNDING RECTANGLE  WEST LONGITUDE -114.996946 EAST LONGITUDE -96.104491 SOUTH LATITUDE 32.485329 NORTH LATITUDE 45.503973 EXTENT CONTAINS THE RESOURCE No

TEMPORAL EXTENT  BEGINNING DATE 2010-01-01 00:00:00 ENDING DATE 2010-12-31 00:00:00

EXTENT  GEOGRAPHIC EXTENT  BOUNDING RECTANGLE  EXTENT TYPE  Extent used for searching * WEST LONGITUDE -109.011097 * EAST LONGITUDE -102.082504 * NORTH LATITUDE 40.994186 * SOUTH LATITUDE 37.005858

EXTENT IN THE ITEM'S COORDINATE SYSTEM  * WEST LONGITUDE -109.011097 * EAST LONGITUDE -102.082504 * SOUTH LATITUDE 37.005858 * NORTH LATITUDE 40.994186 * EXTENT CONTAINS THE RESOURCE Yes

Hide Extents ▲ Resource Points of Contact ► POINT OF CONTACT  INDIVIDUAL'S NAME Nathan Lowry ORGANIZATION'S NAME State of