Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

Dataset

This dataset was created by Yogesh Singla

Contents

Analysis of ‘International Educational Attainment by Year & Age’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/yamqwe/international-comp-attainmente on 13 February 2022.

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

About this dataset

The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

• Table 603.10. Percentage of the population 25 to 64 years old who completed high school, by age group and country: Selected years, 2001 through 2012
• Table 603.20. Percentage of the population 25 to 64 years old who attained selected levels of postsecondary education, by age group and country: 2001 and 2012
• Table 603.30. Percentage of the population 25 to 64 years old who attained a bachelor's or higher degree, by age group and country: Selected years, 1999 through 2012
• Table 603.40 Percentage of the population 25 to 64 years old who attained a postsecondary vocational degree, by age group and country: Selected years, 1999 through 2012
• Table 603.50 Number of bachelor's degree recipients per 100 persons at the typical minimum age of graduation, by sex and country: Selected years, 2005 through 2012
• Table 603.60. Percentage of postsecondary degrees awarded to women, by field of study and country: 2013
• Table 603.70. Percentage of bachelor's or equivalent degrees awarded in mathematics, science, and engineering, by field of study and country: 2013
• Table 603.80. Percentage of master's or equivalent degrees and of doctoral or equivalent degrees awarded in mathematics, science, and engineering, by field of study and country: 2013
• Table 603.90. Employment to population ratios of -25 to 64-year-olds, by sex, highest level of educational attainment, and country: 2014

Source: https://nces.ed.gov/programs/digest/current_tables.asp

This dataset was created by National Center for Education Statistics and contains around 100 samples along with Unnamed: 20, Unnamed: 24, technical information and other features such as: - Unnamed: 11 - Unnamed: 16 - and more.

How to use this dataset

• Analyze Unnamed: 15 in relation to Unnamed: 6
• Study the influence of Unnamed: 1 on Unnamed: 10
• More datasets

Acknowledgements

If you use this dataset in your research, please credit National Center for Education Statistics

Start A New Notebook!

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

The percentage of persons that have completed, graduated, or received a Bachelor’s or an advanced degree. This is an indicator used to measure the portion of the population having an advanced level of skills needed for the workplace. Persons under the age of 25 are not included in this analysis since many of these persons are still attending various levels of schooling. Source: American Community Survey Years Available: 2007-2011, 2008-2012, 2009-2013, 2010-2014, 2011-2015, 2012-2016, 2013-2017, 2014-2018, 2015-2019, 2016-2020, 2017-2021, 2018-2022, 2019-2023

Raw data from the post of the same name.

Statistics on postsecondary graduates, including the number of graduates, the percentage of female graduates and age at graduation, are presented by the location of residence at the time of the interview and the level of study. Estimates are available at five-year intervals.

Analysis of ‘Postsecondary Completion Rates’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/yamqwe/postsecondary-completion-ratese on 13 February 2022.

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

About this dataset

The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

• Table 326.10. Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008
• Table 326.20. Graduation rate from first institution attended within 150 percent of normal time for first-time, full-time degree/certificate-seeking students at 2-year postsecondary institutions, by race/ethnicity, sex, and control of institution: Selected cohort entry years, 2000 through 2011
• Table 326.30. Retention of first-time degree-seeking undergraduates at degree-granting postsecondary institutions, by attendance status, level and control of institution, and percentage of applications accepted: Selected years, 2006 to 2014
• Table 326.40. Percentage distribution of first-time postsecondary students starting at -2 and 4-year institutions during the 2003-04 academic year, by highest degree attained, enrollment status, and selected characteristics: Spring 2009

Source: https://nces.ed.gov/programs/digest/current_tables.asp

This dataset was created by National Center for Education Statistics and contains around 100 samples along with Unnamed: 27, Unnamed: 11, technical information and other features such as: - Unnamed: 21 - Unnamed: 5 - and more.

How to use this dataset

• Analyze Unnamed: 4 in relation to Unnamed: 34
• Study the influence of Unnamed: 6 on Unnamed: 29
• More datasets

Acknowledgements

If you use this dataset in your research, please credit National Center for Education Statistics

Start A New Notebook!

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

Lake County, Illinois Demographic Data. Explanation of field attributes:

Total Population – The entire population of Lake County.

White – Individuals who are of Caucasian race. This is a percent.

African American – Individuals who are of African American race. This is a percent.

Asian – Individuals who are of Asian race. This is a percent.

Hispanic – Individuals who are of Hispanic ethnicity. This is a percent.

Does not Speak English- Individuals who speak a language other than English in their household. This is a percent.

Under 5 years of age – Individuals who are under 5 years of age. This is a percent.

Under 18 years of age – Individuals who are under 18 years of age. This is a percent.

18-64 years of age – Individuals who are between 18 and 64 years of age. This is a percent.

65 years of age and older – Individuals who are 65 years old or older. This is a percent.

Male – Individuals who are male in gender. This is a percent.

Female – Individuals who are female in gender. This is a percent.

High School Degree – Individuals who have obtained a high school degree. This is a percent.

Associate Degree – Individuals who have obtained an associate degree. This is a percent.

Bachelor’s Degree or Higher – Individuals who have obtained a bachelor’s degree or higher. This is a percent.

Utilizes Food Stamps – Households receiving food stamps/ part of SNAP (Supplemental Nutrition Assistance Program). This is a percent.

Median Household Income - A median household income refers to the income level earned by a given household where half of the homes in the area earn more and half earn less. This is a dollar amount.

No High School – Individuals who have not obtained a high school degree. This is a percent.

Poverty – Poverty refers to families and people whose income in the past 12 months is below the poverty level. This is a percent.

The percentage of persons that have completed, graduated, or received a Bachelor’s or an advanced degree. This is an indicator used to measure the portion of the population having an advanced level of skills needed for the workplace. Persons under the age of 25 are not included in this analysis since many of these persons are still attending various levels of schooling.Source: American Community Survey Years Available: 2007-2011, 2008-2012, 2009-2013, 2010-2014, 2011-2015, 2012-2016, 2013-2017, 2014-2018, 2015-2019, 2016-2020, 2017-2021, 2018-2022, 2019-2023Please note: We do not recommend comparing overlapping years of data due to the nature of this dataset. For more information, please visit: https://www.census.gov/programs-surveys/acs/guidance/comparing-acs-data.html

This service shows the percentage of population aged 25 to 64 years in private households with a postsecondary certificate, diploma or degree by census division, 2016. The data is from the Census Profile, Statistics Canada Catalogue no. 98-316-X2016001. This data pertains to the population aged 25 to 64 years in private households by the highest level of education that a person has successfully completed. Persons with a post-secondary certificate, diploma or degree includes those with an apprenticeship or trades certificate or diploma; a college, CEGEP or other non-university certificate or diploma; a university certificate or diploma below bachelor level or a university certificate, diploma or degree at bachelor level or above. For additional information refer to the 2016 Census Dictionary for ' Highest certificate, diploma or degree'. For additional information refer to the 2016 Census Dictionary for ' Highest certificate, diploma or degree'. To have a cartographic representation of the ecumene with this socio-economic indicator, it is recommended to add as the first layer, the “NRCan - 2016 population ecumene by census division” web service, accessible in the data resources section below.

The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed bachelor's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation.

School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations and program planning and implementation.

Data on school enrollment and grade or level attending were derived from answers to Question 10 in the 2015 American Community Survey (ACS). 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.

School enrollment is only recorded if the schooling advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained from a public or private school or college. People enrolled in “vocational, technical, or business school” such as post secondary vocational, trade, hospital school, and on job training were not reported as enrolled in school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire includes instructions for how to classify home schoolers.

Enrolled in Public and Private School – Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for “public school, public college,” or “private school, private college, home school.” The instruction guide defines a public school as “any school or college controlled and supported primarily by a local, county, state, or federal government.” Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Home schools are defined as “parental-guided education outside of public or private school for grades 1-12.” Respondents who marked both the “public” and “private” boxes are edited to the first entry, “public.”

Grade in Which Enrolled – From 1999-2007, in the ACS, people reported to be enrolled in “public school, public college” or “private school, private college” were classified by grade or level according to responses to Question 10b, “What grade or level was this person attending?” Seven levels were identified: “nursery school, preschool;” “kindergarten;” elementary “grade 1 to grade 4” or “grade 5 to grade 8;” high school “grade 9 to grade 12;” “college undergraduate years (freshman to senior);” and “graduate or professional school (for example: medical, dental, or law school).”

In 2008, the school enrollment questions had several changes. “Home school” was explicitly included in the “private school, private college” category. For question 10b the categories changed to the following “Nursery school, preschool,” “Kindergarten,” “Grade 1 through grade 12,” “College undergraduate years (freshman to senior),” “Graduate or professional school beyond a bachelor’s degree (for example: MA or PhD program, or medical or law school).” The survey question allowed a write-in for the grades enrolled from 1-12.

Question/Concept History – Since 1999, the ACS enrollment status question (Question 10a) refers to “regular school or college,” while the 1996-1998 ACS did not restrict reporting to “regular” school, and contained an additional category for the “vocational, technical or business school.” The 1996-1998 ACS used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 ACS questionnaire.

Limitation of the Data – Beginning in 2006, the population universe in the ACS includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.

These data are based on data collected as part of the national data collection operation on the professional integration of graduates of vocational licenses.

2 new indicators were added for the 2020 session:

Employment rate: share of employed graduates among all active (employment or research) or inactive graduates

Rate of paid employment in France: share of graduates in paid employment in France among all active (employment or research) or inactive graduates

This investigation was conducted

• in December 2022, 18 and 30 months after graduation, among the graduates of the Professional License of the 2020 session;
• in December 2021, 18 and 30 months after graduation, among the graduates of the 2019 Professional License session;
• in December 2020, 18 and 30 months after graduation, among the 2018 Professional License graduates;
• in December 2019, 18 and 30 months after graduation, among the graduates of the Professional License of the 2017 session;
• in December 2018, 18 and 30 months after graduation, among the graduates of the Professional License of the 2016 session;

• in December 2017, 18 and 30 months after graduation, among the graduates of the Professional License of the 2015 session;

• in December 2016, 18 and 30 months after graduation, among the graduates of the Professional License of the 2014 session;

• in December 2015, 18 and 30 months after graduation, among the graduates of the Professional License of the 2013 session.

The insertion rate is defined as the percentage of graduates in any job out of all graduates in the labour market. It is calculated on graduates of French nationality, from initial training, who entered the labour market immediately and permanently after graduation in 2013, 2014, 2015, 2016, 2017, 2018, 2019 or 2020.

The information collected on the salary relates to the net salary, including bonuses. The wages displayed correspond to the median values on full-time jobs. On the basis of these values, an annual gross salary is estimated, on the basis of a flat rate of change from net to gross of 1.3 (average data on private sector salaries).

The survey was carried out by universities under a charter whose provisions aim to ensure comparability of results between institutions. The overall coordination and operation of the survey is the responsibility of the Ministry of Higher Education and Research.

Sources of additional data:

% of graduate scholarship holders: observed data on the population of the labour market integration survey.

Regional unemployment rate: INSEE - 4th quarter 2015 for the 2013 session, INSEE - 1st quarter 2017 for the 2014, 4th quarter 2017 for the 2015, 4th quarter 2018 for the 2016, 4th quarter 2019 for the 2017, 4th quarter 2020 for the 2018, 4th quarter 2021 for the 2019, 4th quarter 2022 for the 2020 session.

Regional median monthly net salary: INSEE DADS 2013 for the session 2013, INSEE DADS 2014 for the session 2014, INSEE DADS 2015 for the session 2015, INSEE DADS 2016 for the session 2016, INSEE DADS 2017 for the session 2017, INSEE DADS 2018 for the session 2018, INSEE DADS 2019 for the session 2019, INSEE DADS 2020 for the session 2020 for 25-29 year olds employed full-time in the socio-professional categories "Frames and higher intellectual professions" and "Intermediate professions.

Legend: nd = not available (no respondents) ns = not significant (number of respondents less than 30).

Source: 18- and 30-month job placement survey of university graduates 2013, 2014, 2015, 2016, 2017, 2018, 2019 and 2020.

Collection: survey carried out by universities, treatments and synthesis carried out by MESR-SIES

Field: graduates of professional bachelor’s degrees 2013, 2014, 2015, 2016, 2017, 2018, 2019 and 2020 from universities in metropolitan France and the French overseas departments (excluding Paris-Dauphine and Gustave Eiffel University (for 2020 graduates)), of French nationality, from initial training, who entered the labour market immediately and permanently after graduation.

The Colleges and Universities dataset is composed of any type of Post Secondary Education such as: colleges, universities, technical schools, trade schools, business schools, satellite (branch) campuses, etc. that grant First Professional, Associate, Bachelors, Masters, or Doctoral degrees. Text fields in this dataset have been set to all upper case to facilitate consistent database engine search results. All diacritics (e.g. the German umlaut or the Spanish tilde) have been replaced with their closest equivalent English character to facilitate use with database systems that may not support diacritics. The currentness of this dataset is indicated by the [CONTDATE] attribute. Based upon this attribute, the oldest record dates from 07/09/2007 and the newest record dates from 07/26/2007.

The Baccalaureate and Beyond Longitudinal Study 2008, Base Year (B&B:08) is part of the Baccalaureate and Beyond Longitudinal Study (B&B) program. B&B:08 (https://nces.ed.gov/surveys/b&b/) is a base year of a longitudinal study that followed a cohort of graduating college seniors who participated in the 2008 National Postsecondary Student Aid Study (NPSAS:08). The 2008 National Postsecondary Student Aid Study (NPSAS:08) data provided the base-year sample for B&B:08. NPSAS:08 data are representative of all undergraduate and graduate students enrolled in postsecondary institutions in the 50 United States, the District of Columbia, and Puerto Rico that were eligible to participate in the federal financial aid programs in Title IV of the Higher Education Act, and the B&B cohort is a representative sample of graduating seniors in all majors. Key statistics produced from B&B:08 are information on bachelor’s degree recipients’ undergraduate experience, demographic backgrounds, expectations regarding graduate study and work, and participation in community service.

Compares distribution of highest certificate, diploma or degree between provinces and territories. Allows sorting/ranking of provinces and territories by percentage.

The dataset aimed to test the hypothesis that age, affluence, religion, educational attainment, and perceived stress predict life satisfaction among faculty of Masbate tertiary schools. Data were gathered during the Covid-19 pandemic school year 2020-2021. It was hypothesized that the variables marital status (coded as dummy variables married and widow/ er, and being single not-coded), educational attainment (coded as dummy variables master’s degree holder and doctorate degree holder, and bachelor degree holder not-coded), religion (coded as Catholic or not), age, affluence, and stress would correlate significantly with the life satisfaction of the faculty of Masbate tertiary schools. The Pearson Product-Moment Correlation Coefficient r of each variable was calculated to determine the relationship between the respondents’ married status (M = .40, SD = 4.92), widow/ er status (M = .02, SD = 1.51), masters’ degree holder educational attainment (M = .18, SD = 3.89), doctorate degree holder educational attainment (M = .06, SD = 2.41), Catholic religion (M = .71, SD = .457), age (M = .32.69, SD = 10.287), affluence (M = 4.0077, SD = .2.06295), and stress (M = 37.1308, SD = 7.83194), and their life satisfaction (M = 24.2538, SD = 5.41074). The correlation was significantly found at r = 0.230* for married marital status, r = .319* for age, and r = -0.256* for stress, however, these are all in the moderate level. Hence, there is a significant moderate relationship between the life satisfaction and married marital status, and between life satisfaction and age, which may imply that as the marital status is married compared to being single or widow/ er, the life satisfaction will also be high, and that as a faculty gets older, his/ her life satisfaction also increases. Meanwhile, a significant inverse, moderate relationship exists with life satisfaction and stress, which may imply that as a faculty perceives higher stress, the life satisfaction may have the tendency to get low. The three variables of married marital status, age, and stress may be the predictors of the life satisfaction of the respondents. Linear regression could be performed to determine which are the predictors of life satisfaction.

How did the City create the Equity IndexWorking with Ohio State University's Kirwan Institute of Race and Social Justice, the City complied the Equity/Opportunity Index to help facilitate data-driven decision-making processes and enable leaders to distribute resources better and plan to fund programs and services, minimize inequities and maximize opportunities.The indicators displayed in the Equity/Opportunity Index have been shown to have a direct correlation to equity. For more information, please reference the additional document on the evidence-based research determinant categories. The data is measured granularly by census block group.To just access the overall equity layer use this url: https://gis.cityoftacoma.org/arcgis/rest/services/General/Equity2020/MapServer/1 The list below comprise the Indicators per index: Accessibility Parks & Open SpaceVoter ParticipationHealthy Food Access IndexAverage Road QualityHome Internet AccessTransit Options & AccessVehicle AccessLivabilityTacoma Crime IndexESRI Crime IndexCost-Burdened HouseholdsAverage Life ExpectancyUrban Tree CanopyTacoma Nuisance IndexMedian Home ValueEducationAverage Student Test RateAverage Student Mobility4-Year High School Graduation RatePercent of 25+-Year-Olds with Bachelor's Degree or MoreEconomyJobs Index (availableness of good paying jobs)Median Household Income200% Below of the Poverty Line or LessUnemployment RateEnvironmental HealthEnvironmental ExposuresNOx- Diesel Emissions (Annual Tons/Km2)Ozone ConcentrationPM2.5 ConcentrationPopulations Near Heavy Traffic RoadwaysToxic Releases from Facilities (RSEI Model)Environmental EffectsLead Risk from Housing (%)Proximity to Hazardous Waste Treatment Storage and Disposal Facilities (TSDFs)Proximity to National Priorities List Facilities (Superfund Sites)Proximity to Risk Management Plan (RMP) FacilitiesWastewater DischargeWhat does Very High or Very Low Equity/Opportunity mean?Very High Equity/Opportunity represents locations that have access to better opportunities to succeed and excel in life. The indicators include high-performing schools, a safe environment, access to adequate transportation, safe neighborhoods, and sustainable employment. In contrast, Low Equity/Opportunity areas have more obstacles and barriers within the area. These communities have limited access to institutional or societal investments with limits their quality of life.Why is the North and West End labeled Red?When looking at data related to equity and social justice, we want to be mindful not to reinforce historical representations of low-income or communities of color as bad or negative. To help visualize the areas of high opportunity and call out the need for more equity, we chose to use red. We flipped the gradient to highlight disparities within the community. Besides, we refrained from using green or positive colors with referring to dominant communities (white communities).Can I download the full dataset and display other variables over the Equity Index?Yes, by downloading the file and uploading it to ArcGIS, you will be able to see all the indicators, Z-Scores, indices, and the index overall value. You can overlay other variables for further analysis and save the output into your database. If your team wants to add new indicators to the Equity Index, contact Bucoda Warren. Can I see additional or multiple map layers?Within the left navigation panel, you can aggregate the index layers by determinate social categories; Accessibility, Education, Economy, Livability and Environmental Health.

Number of persons in the labour force (employment and unemployment) and not in the labour force, unemployment rate, participation rate, and employment rate, by educational degree, gender and age group, annual.

Continued Claims for UI released by the CT Department of Labor. Continued Claims are total number of individuals being paid benefits in any particular week. Claims data can be access directly from CT DOL here: https://www1.ctdol.state.ct.us/lmi/claimsdata.asp

Claims are disaggregated by age, education, industry, race/national origin, sex, and wages.

The claim counts in this dataset may not match claim counts from other sources.

Unemployment claims tabulated in this dataset represent only one component of the unemployed. Claims do not account for those not covered under the Unemployment system (e.g. federal workers, railroad workers or religious workers) or the unemployed self-employed.

Claims filed for a particular week will change as time goes on and the backlog is addressed.

For data on continued claims at the town level, see the dataset "Continued Claims for Unemployment Benefits by Town" here: https://data.ct.gov/Government/Continued-Claims-for-Unemployment-Benefits-by-Town/r83t-9bjm

For data on initial claims see the following two datasets:

"Initial Claims for Unemployment Benefits in Connecticut," https://data.ct.gov/Government/Initial-Claims-for-Unemployment-Benefits/j3yj-ek9y

"Initial Claims for Unemployment Benefits by Town," https://data.ct.gov/Government/Initial-Claims-for-Unemployment-Benefits-by-Town/twvc-s7wy