Teacher Shortage Areas 2020-21 (TSA 2020-21) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at . TSA 2020-21 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2020-21 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Teacher Shortage Areas 2021-22 (TSA 2021-22) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at https://www2.ed.gov/about/offices/list/ope/pol/tsa.html. TSA 2021-22 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2021-22 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Teacher Shortage Areas 2019-20 (TSA 2019-20) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at . TSA 2019-20 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2019-20 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary and secondary schools included in the NCES Common Core of Data (CCD). The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. CCD school and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations and administrative attributes in this data layer represent the most current CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. For more information about these CCD attributes, as well as additional attributes not included, see: https://nces.ed.gov/ccd/files.asp.Notes:-1 or MIndicates that the data are missing.-2 or NIndicates that the data are not applicable.-9Indicates that the data do not meet NCES data quality standards.Collections are available for the following years:2022-232021-222020-212019-202018-192017-18All 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. Collections are available for the following years:

This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1971-1972. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation.

Teacher Shortage Areas 2017-18 (TSA 2017-18) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at . TSA 2017-18 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2017-18 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

The dataset is related to student data, from an educational research study focusing on student demographics, academic performance, and related factors. Here’s a general description of what each column likely represents:

Sex: The gender of the student (e.g., Male, Female). Age: The age of the student. Name: The name of the student. State: The state where the student resides or where the educational institution is located. Address: Indicates whether the student lives in an urban or rural area. Famsize: Family size category (e.g., LE3 for families with less than or equal to 3 members, GT3 for more than 3). Pstatus: Parental cohabitation status (e.g., 'T' for living together, 'A' for living apart). Medu: Mother's education level (e.g., Graduate, College). Fedu: Father's education level (similar categories to Medu). Mjob: Mother's job type. Fjob: Father's job type. Guardian: The primary guardian of the student. Math_Score: Score obtained by the student in Mathematics. Reading_Score: Score obtained by the student in Reading. Writing_Score: Score obtained by the student in Writing. Attendance_Rate: The percentage rate of the student’s attendance. Suspensions: Number of times the student has been suspended. Expulsions: Number of times the student has been expelled. Teacher_Support: Level of support the student receives from teachers (e.g., Low, Medium, High). Counseling: Indicates whether the student receives counseling services (Yes or No). Social_Worker_Visits: Number of times a social worker has visited the student. Parental_Involvement: The level of parental involvement in the student's academic life (e.g., Low, Medium, High). GPA: The student’s Grade Point Average, a standard measure of academic achievement in schools.

This dataset provides a comprehensive look at various factors that might influence a student's educational outcomes, including demographic factors, academic performance metrics, and support structures both at home and within the educational system. It can be used for statistical analysis to understand and improve student success rates, or for targeted interventions based on specific identified needs.

Trained Teachers in Preprimary Education: Male: % of Male Teachers data was reported at 100.000 % in 2022. This stayed constant from the previous number of 100.000 % for 2021. Trained Teachers in Preprimary Education: Male: % of Male Teachers data is updated yearly, averaging 100.000 % from Dec 2014 (Median) to 2022, with 9 observations. The data reached an all-time high of 100.000 % in 2022 and a record low of 100.000 % in 2022. Trained Teachers in Preprimary Education: Male: % of Male Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Social: Education Statistics. Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

The Schools and Staffing Survey, 2003-04 (SASS 03-04), is a study that is part of the Schools and Staffing Survey (SASS) program. SASS 03-04 (https://nces.ed.gov/surveys/sass) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 03-04 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

The State Education Contextual Data Resource (S-ECDR) is a historical dataset that compiles state-level indicators of public education systems in the United States from 1919/20 through 1973/74. The dataset includes measures related to public school financing, teacher characteristics, school and classroom contexts, and segregation and desegregation in the U.S. South. Data were drawn from four historical sources: the Biennial Surveys of Education, the Statistics of State School Systems, a 1967 Southern Education Reporting Service report, and U.S. Census Abstracts. The dataset was created to support research on how early-life education contexts influence long-term outcomes in adulthood, particularly for cohorts who attended school during a period of significant expansion in U.S. public education. S-ECDR includes indicators that enable comparisons of state-level education investment, teacher workforce composition, and access to education across time and geographic region. The resource is designed to facilitate linkage to individual-level surveys containing state and year identifiers, enabling analysis of how historical education environments shaped later-life well-being.

Abstract (en): The primary purpose of the State Nonfiscal Survey is to provide basic information on public elementary and secondary school students and staff for each of the 50 states, the District of Columbia, and outlying territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands). The database provides the following information on students and staff: general information (name, address, and telephone number of the state education agency), staffing information (number of FTEs on the instructional staff, guidance counselor staff, library staff, support staff, and administrative staff), and student information (membership counts by grade, counts of high school completers, counts of high school completers by racial/ethnic breakouts, and breakouts for dropouts by grade, sex, race). ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. All public elementary and secondary education agencies in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside of the United States. 2006-01-18 File DOC2450.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2006-01-18 File CB2450.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads. (1) Part 2, Imputed Data, is a different version of the data in Part 1, Reported Data. The National Center for Education Statistics (NCES) imputed and adjusted some reported values in order to create a data file (Part 2) that more accurately reflects student and staff counts and improves comparability between states. Imputations are defined as cases where the missing value is not reported at all, indicating that subtotals for the category are under-reported. An imputation by NCES assigns a value to the missing item, and the subtotals containing this item increase by the amount of the imputation. Imputations and adjustments were performed on the 50 states and Washington, DC, only. Since all states and Washington, DC, reported data in this survey, these imputations and adjustments were implemented to correct for item nonresponse only. This process consisted of several stages and steps, and varied as to the nature of the missing data. No adjustments or imputations were made to high school graduates or other high school completer categories, nor were any adjustments or imputations performed on the race/ethnicity data. (2) The Instruction Manual that is included with this data collection also applies to COMMON CORE OF DATA: PUBLIC EDUCATION AGENCY UNIVERSE, 1995-1996 (ICPSR 2468) and COMMON CORE OF DATA: PUBLIC SCHOOL UNIVERSE, 1995-1996 (ICPSR 2470). (3) The codebook, data collection instrument, and instruction manual are provided as two Portable Document Format (PDF) files. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using the Adobe Acrobat Reader (version 3.0 or later). Information on how to obtain a copy of the Acrobat Reader is provided through the ICPSR Website on the Internet.

Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were information on the use of computers and internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students� use of educational technology; teachers� preparation to use educational technology for instruction; and technology-related professional development activities.

Abstract (en): This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States for 1986-1987. Data were reported to the the National Center for Education Statistics by the state education agencies. Records in this file provide the name and address of the school, the name of the school district or other education agency that operates the school, a type code for the school, number of full-time equivalent classroom teachers, and membership/enrollment by grade. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. All public elementary and secondary education agencies in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States. The codebook is provided as a Portable Document Format (PDF) file. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using PDF reader software, such as the Adobe Acrobat Reader. Information on how to obtain a copy of the Acrobat Reader is provided through the ICPSR Website on the Internet.

Teacher Shortage Areas, 2015-16 (TSA 2015-16), is part of the Teacher Shortage Areas (TSA) program; program data is available since 1990-91 at . TSA 2015-16 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2015-16 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of Schools of Education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state�s and outlying jurisdiction�s pre-kindergarten through grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Abstract (en): The National Center for Early Development and Learning (NCEDL) combined the data of two major studies in order to understand variations among state-funded pre-kindergarten (pre-k) programs and in turn, how these variations relate to child outcomes at the end of pre-k and in kindergarten. The Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs (SWEEP) Study provide detailed information on pre-kindergarten teachers, children, and classrooms in 11 states. By combining data from both studies, information is available from 721 classrooms and 2,982 pre-kindergarten children in these 11 states. Pre-kindergarten data collection for the Multi-State Study of Pre-Kindergarten took place during the 2001-2002 school year in six states: California, Georgia, Illinois, Kentucky, New York, and Ohio. These states were selected from among states that had committed significant resources to pre-k initiatives. States were selected to maximize diversity with regard to geography, program settings (public school or community setting), program intensity (full-day vs. part-day), and educational requirements for teachers. In each state, a stratified random sample of 40 centers/schools was selected from the list of all the school/centers or programs (both contractors and subcontractors) provided to the researchers by each state's department of education. In total, 238 sites participated in the fall and two additional sites joined the study in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2002, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher. Pre-kindergarten data collection for the SWEEP Study took place during the 2003-2004 school year in five states: Massachusetts, New Jersey, Texas, Washington, and Wisconsin. These states were selected to complement the states already in the Multi-State Study of Pre-K by including programs with significantly different funding models or modes of service delivery. In each of the five states, 100 randomly selected state-funded pre-kindergarten sites were recruited for participation in the study from a list of all sites provided by the state. In total, 465 sites participated in the fall. Two sites declined to continue participation in the spring, resulting in 463 sites participating in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2004, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher. Demographic information collected across both studies includes race, teacher gender, child gender, family income, mother's education level, and teacher education level. The researchers also created a variable for both the child-level data and the class-level data which allows secondary users to subset cases according to either the Multi-State or SWEEP study. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed recodes and/or calculated derived variables.. Response Rates: Multi-State: Of the 40 sites per state, 78 percent of eligible sites agreed to participate (fall of pre-k, n = 238). For fall of pre-k (n = 238), 94 percent of the one classroom per site selected agreed to participate. For fall (n = 940) and spring (n = 960) of pre-k, 61 percent of the parents of eligible children consented.; SWEEP: Of the 10...

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.

This dataset provides information on 5 in Massachusetts, United States as of May, 2025. It includes details such as email addresses (where publicly available), phone numbers (where publicly available), and geocoded addresses. Explore market trends, identify potential business partners, and gain valuable insights into the industry. Download a complimentary sample of 10 records to see what's included.

EDFacts Teacher Quality, 2010-11 (EDFacts TQ:2010-11), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at

This collection represents a merger of the 1977-1978 school district finance data and the 1977-1978 school district universe information. The data may contain records that are not included in both datasets, especially since in many states the finance data are for a sample of school districts. If one dataset contains records that the other does not contain, then that portion of the merged record is blank. The collection presents detailed financial data on school system finances at the school district level, including: (1) receipt by type and source, including distribution of federal funds by program, (2) expenditures by category, including current expenditures and capital outlay, (3) debt service, (4) cash and investment assets, and (5) attendance and membership data.

Secondary education, teachers in United States was reported at 1737206 in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. United States - Secondary education, teachers - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.