United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data was reported at 70.828 % in 2015. This records an increase from the previous number of 69.494 % for 2014. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data is updated yearly, averaging 27.445 % from Dec 1999 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.828 % in 2015 and a record low of 24.869 % in 2007. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The number of schools in an LEA by school type (whether state maintained, nursery, primary, secondary, private, special school etc.) Source: Department for Children Schools and Families (DCSF) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR), National Geographic coverage: England Time coverage: 2006, 2007 Type of data: Administrative data

United Kingdom UK: Secondary Education: Pupils: % Female data was reported at 49.596 % in 2015. This records a decrease from the previous number of 49.805 % for 2014. United Kingdom UK: Secondary Education: Pupils: % Female data is updated yearly, averaging 49.195 % from Dec 1971 (Median) to 2015, with 45 observations. The data reached an all-time high of 49.921 % in 2013 and a record low of 48.422 % in 1971. United Kingdom UK: Secondary Education: Pupils: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s UK – Table UK.World Bank: Education Statistics. Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Number of pupils in state-funded nursery, primary, secondary and special schools, non-maintained special schools, AP schools and independent schools by SEN provision, type of need and school type.

Table shows numbers of all Schools and Pupils by Type of School.

School types included in this publication are State-Funded Primary, Secondary and Special schools, Independent schools, Pupil Referral Units, and Alternative Provision.

See DfE website

Full daily dataset of all schools and pupil numbers are available from the DFE EduBase site

Cartogram created from this data:

The MTF Main study surveys approximately 50,000 students in 8th, 10th, and 12th grade (13-14 years, 15-16 years, and 17-18 years) annually from about 420 public and private secondary schools in the United States of America. The MTF Panel study extends the work of the MTF Main study by following a subsample of graduating seniors through the entire adult life course. Beginning with the class of 1976, a randomly selected sample of around 2,400 graduating seniors have taken follow up surveys every two years from ages 19–30 and every five years starting at age 35. For young adults (19–30) each cohort’s follow up sample is split into two random subsamples that are surveyed in alternate years (at ages 19/20, 21/22, 23/24, 25/26, 27/28, 29/30), so the Panel study obtains a representative sample from each cohort every year. The Panel study now has over 108,000 individuals, with approximately 28,500 surveyed every year.

Data shows examination results for S5's in males and females including pupils with additional support needs classified by the 694 data zones within Glasgow. This indicator relates to pupils attending publicly funded secondary schools, it does not include: Pupils attending publicly funded Special Schools; Pupils attending private Independent Schools; Pupils educated outwith the school education system (for example at home) or Adults attending publicly funded secondary schools. It shows figures for the Academic years; 2008/2009 to 2011/2012. More information on the background is included in the resources. (c) Crown copyright, 2014. Data supplied by Scottish Neighbourhood Statistics Website Licence: None

Pupil: teacher ratios in the local authority maintained sector (nursery, primary, secondary and special schools) and independent schools Source: Department for Children Schools and Families (DCSF) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR) Geographic coverage: England Time coverage: 2005 to 2009 Type of data: Administrative data

School District Finance Survey, 2011-12 (F-33 2011-12), is a study that is part of the Common Core of Data (CCD) program; program data available since 1990 at . F-33 2011-12 (https://nces.ed.gov/ccd/f33ageninfo.asp) is a universe survey that is designed to provide finance data for all local education agencies (LEAs) that provide free public elementary and secondary education in the United States. The data file for F-33 2011-12 contains records representing the public elementary and secondary education agencies in the 50 United States and the District of Columbia. Key statistics produced from F-33 2011-12 are expenditures by object and function, indebtedness, and revenues by source. The F-33 is collaboration by the National Center for Education Statistics (NCES) and the Census Bureau. Census is the primary collection agent. Census refers to the collection as the Annual Survey of Local Government Finances: School Systems and releases its own version of the data file and publication based on that file. The NCES and Census files differ in their inclusion of independent charter school districts, the classification of some revenue items, and the inclusion of some expenditure items.

Data presented here is an extract of data relating to the attendance and absence of pupils at Glasgow's Secondary Schools. Attendance and absence information is provided to the Scottish Government by the local authorities and managers of mainstream grant-aided schools. This data does not provide information on attendance and absence in grant-aided special schools, independent schools or pre-school establishments. The data is measured in half days based on 380 half day academic school year. Data is provided for: the total number of half days possible; the number of half days Attendance in School or on other authorised educational activities; Authorised Absences; Unauthorised Absences; and Exclusions. Further details of the meanings and attributes can be found in the data dictionary supplied. Data is graduated to school level and covers the period 2003/2004 - 2012/2013. Full datasets for Scotland can be obtained from this link. Data correct at time of upload 2014-08-22T14:37:00). Licence: None

Name, phase, age range and contact details of current primary, secondary and special schools in East Sussex. Does not include independent schools.

Time series data for the statistic Government expenditure on tertiary education as % of GDP (%) and country United Kingdom. Indicator Definition:Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. A higher percentage of GDP spent on education shows a higher government priority for education, but also a higher capacity of the government to raise revenues for public spending, in relation to the size of the country's economy. When interpreting this indicator however, one should keep in mind in some countries, the private sector and/or households may fund a higher proportion of total funding for education, thus making government expenditure appear lower than in other countries. Limitations: In some instances data on total public expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/The indicator "Government expenditure on tertiary education as % of GDP (%)" stands at 1.45 as of 12/31/2017, the highest value at least since 12/31/1972, the period currently displayed. Regarding the One-Year-Change of the series, the current value constitutes an increase of 4.28 percent compared to the value the year prior.The 1 year change in percent is 4.28.The 3 year change in percent is 6.43.The 10 year change in percent is 69.64.The Serie's long term average value is 1.06. It's latest available value, on 12/31/2017, is 36.17 percent higher, compared to it's long term average value.The Serie's change in percent from it's minimum value, on 12/31/2000, to it's latest available value, on 12/31/2017, is +105.01%.The Serie's change in percent from it's maximum value, on 12/31/2017, to it's latest available value, on 12/31/2017, is 0.0%.

Data shows the attendance rates of pupils in publicly funded primary and secondary schools by Glasgow Data Zones and for the academic years between 2003/2004 to 2010/2011. Information is taken from attendance returns linked to the September Scottish Pupil Census, for the relevant year, for publicly funded schools. The data does not include : - pupils attending special schools; - pupils attending independent schools; - pupils educated outwith the school education system (for example at home); - adults attending publicly funded secondary schools. More information on the methodology used is included in the metadata among the resources. (c) Crown copyright, 2014. Data supplied by Scottish Neighbourhood Statistics Website Licence: None

Pupils in state-funded nursery, primary, secondary and special schools, non-maintained special schools, pupil referral units and independent schools

This Intelligence Unit update (Update 25-2012) uses Department for Education (DfE) data sources to examine the following: Cross border mobility of secondary school age children by residence; Cross border mobility of secondary school age children by school location; Comparison of DfE estimates with ONS 2011 Census data; and Estimates of the number of pupils per borough attending independent school. An addendum to the report (Update 25a-2012) has been produced which considers net balance of mobility. The equivalent report for primary school age children was published in February 2013 as Update 04-2013. Both the report and the accompanying data can be downloaded from the Datastore.

Data are collected annually through the School census exercise. This takes place in early October when each school is required to submit a return detailing information about the numbers of pupils on their register. Among the information collected are details on: year group, gender, age, religion, ethnicity, Special Educational Needs and on newcomer pupils. Statistics produced from the school census exercise qualify as National Statistics. Schools fall under various management types: Controlled schools are managed by the Education Authority through Boards of Governors. Primary and secondary school Boards of Governors consist of representatives of transferors (mainly the Protestant Churches) along with representatives of parents, teachers and the Education Authority. Nursery, grammar and special school Boards of Governors consist of representatives of the latter 3 categories. Within the controlled sector there is a small but growing number of controlled integrated schools. Voluntary (maintained) schools are managed by Boards of Governors which consist of members nominated by trustees (mainly Roman Catholic), along with representatives of parents, teachers and the Education Authority. Voluntary schools vary in the rates of capital grant to which they are entitled, depending on the management structures they have adopted. A majority are entitled to capital grants at 100%. Voluntary: (Non-Maintained) schools are mainly voluntary grammar schools, managed by Boards of Governors which consist of persons appointed as provided in each school's scheme of management along with representatives of parents and teachers and, in most cases, members appointed by the Department or the Education Authority. Voluntary Grammar Schools are funded directly by the Department. In recent years a number of grant-maintained integrated schools have been established at primary level and post-primary levels. Such schools are funded directly by the Department. The practical operation of all schools has increasingly become a matter for Boards of Governors. They are responsible for the delivery of the curriculum, admission of pupils, and in the case of schools with delegated budgets, for the management of their own financial affairs, including staffing matters. Independent schools do not receive recurrent funding from the Dept Education.

This is the percentage of pupils in state-funded primary schools meeting the expected standard in reading, writing, and mathematics (RWM) at key stage 2 (KS2). The expected standard in reading and mathematics is a scaled score of 100 or above. The expected standard in writing is a teacher assessment of 'working at the expected standard' (EXS) or 'working at greater depth within the expected standard' (GDS).

All children in state-funded primary schools, including most academies and free schools, are required to take part in KS2 national curriculum assessments before they move to secondary school. Tests and teacher assessments provide complementary information about pupils' attainment. The tests are designed to show what pupils have achieved in selected parts of a subject at the end of each key stage. Teacher assessment is the teachers' judgement of each pupil's performance in the whole subject over the whole academic year.

The description 'state-funded primary schools' refers to LA maintained schools, academies, and free schools. Excludes alternative provision and independent schools. The 'England state-funded schools' figures here may be slightly different from the 'England state-funded schools only' figures in the national tables. The figures presented here have been calculated on the same basis as the LA figures in this table (i.e., including pupils with missing results or pending maladministration).

Writing teacher assessment and reading, writing, and maths (combined) measures from 2018 onwards are not directly comparable to previous years due to changes in the writing teacher assessment frameworks. Data is not available for 2020 and 2021 as assessments were cancelled in these years due to the COVID-19 pandemic.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This Intelligence Unit update (Update 04-2013) uses Department for Education (DfE) data sources to examine the following: Cross border mobility of primary school age children by residence; Cross border mobility of primary school age children by school location; Comparison of DfE estimates with ONS 2011 Census-based data; and Estimates of the number of pupils per borough attending independent school. The equivalent report for secondary school age children was published in November 2012 as Update 25-2012. Both the report and the accompanying data can be downloaded from the Datastore.