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 . 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.

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section

2017 NYC School Survey Student data for all schools; To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

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 1992-1993. Records in this file provide the name, address, and telephone number of the school, name of district, codes for school type and locale, number of full-time equivalent (FTE) classroom teachers, number of students eligible for free lunch programs, and membership/enrollment by grade.

To collect feedback on their learning environment from families, students and teachers. Aids in facilitating the understanding of families perceptions, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Each year all parents, teachers and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

2015 NYC School Survey teacher data for all schools To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

LearnPlatform is a unique technology platform in the K-12 market providing the only broadly interoperable platform to the breadth of edtech solutions in the US K12 field. A key component of edtech effectiveness is integrated reporting on tool usage and, where applicable, evidence of efficacy. With COVID closures, LearnPlatform has emerged as an important and singular resource to measure whether students are accessing digital resources within distance learning constraints. This platform provides a unique and needed source of data to understand if students are accessing digital resources, and where resources have disparate usage and impact.In this dataset we are sharing educational technology usage across the 8,000+ tools used in the education field in 2020. We make this dataset available to public so that educators, district leaders, researchers, institutions, policy-makers or anyone interested to learn about digital learning in 2020, can use this dataset to understand student engagement with core learning activities during the COVID-19 pandemic. Some example research questions that this dataset can help stakeholders answer: What is the picture of digital connectivity and engagement in 2020?What is the effect of the COVID-19 pandemic on online and distance learning, and how might this evolve in the future?How does student engagement with different types of education technology change over the course of the pandemic?How does student engagement with online learning platforms relate to different geography? Demographic context (e.g., race/ethnicity, ESL, learning disability)? Learning context? Socioeconomic status?Do certain state interventions, practices or policies (e.g., stimulus, reopening, eviction moratorium) correlate with increases or decreases in online engagement?

About NTPSThe National Teacher and Principal Survey (NTPS) is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education while also giving policymakers a variety of statistics on the condition of education in the United States.The NTPS is a redesign of the Schools and Staffing Survey (SASS), which the National Center for Education Statistics (NCES) conducted from 1987 to 2011. The design of the NTPS is a product of three key goals coming out of the SASS program: flexibility, timeliness, and integration with other Department of Education collections. The NTPS collects data on core topics including teacher and principal preparation, classes taught, school characteristics, and demographics of the teacher and principal labor force every two to three years. In addition, each administration of NTPS contains rotating modules on important education topics such as: professional development, working conditions, and evaluation. This approach allows policy makers and researchers to assess trends on both stable and dynamic topics.Data OrganizationEach table has an associated excel and excel SE file, which are grouped together in a folder in the dataset (one folder per table). The folders are named based on the excel file names, as they were when downloaded from the National Center for Education Statistics (NCES) website.In the NTPS folder, there is a catalog csv that provides a crosswalk between the folder names and the table titles.The documentation folder contains (1) codebooks for NTPS generated in NCES datalabs, (2) questionnaires for NTPS downloaded from the study website and (3) reports related to NTPS found in the NCES resource library

About TFSThis is a study of public and private school teachers in elementary and secondary schools and is part of the NTPS study, which collects information from U.S. elementary and secondary schools and their staff. Use this study to learn about teacher retention and attrition rates, characteristics of teachers who stayed in the teaching profession and those who changed professions or retired, activity and occupational information for those who left the position of a K-12 teacher, reasons for moving to a new school or leaving the K-12 teaching profession, and job satisfaction.Data OrganizationEach table has an associated excel and excel SE file, which are grouped together in a folder in the dataset (one folder per table). The folders are named based on the excel file names, as they were when downloaded from the National Center for Education Statistics (NCES) website.In the TFS folder, there is a catalog csv that provides a crosswalk between the folder names and the table titles.The documentation folder contains (1) codebooks for TFS generated in NCES datalabs, (2) questionnaires for TFS downloaded from the study website and (3) reports related to TFS found in the NCES resource library.

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:

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.

United States Trained Teachers in Primary Education: % of Total Teachers data was reported at 100.000 % in 2022. This stayed constant from the previous number of 100.000 % for 2021. United States Trained Teachers in Primary Education: % of Total 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. United States Trained Teachers in Primary Education: % of Total 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 primary education are the percentage of primary 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 National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are special-purpose governments and administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the most current CCD collection available. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, 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:2021-222020-212019-202018-192017-18All 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.

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.

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 . 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.

This dataset contains records for each public elementary and secondary education agency in the 50 states, the District of Columbia, and United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) for 1995-1996. Records in this file provide the National Center for Education Statistics and state identification numbers, agency name, address, and telephone number, county name, agency type (regular school district, component of supervisory union, headquarters of supervisory union, regional educational service agency, state-operated agency, federally-operated agency, other), metropolitan status, Metropolitan Statistical Area (MSA) code if applicable, number of students (ungraded/PK-12), number of students with special Individual Education Programs (IEPs), number of high school completers (regular diploma/other diploma/other completers), number of classroom teachers and staff, and grades 7-12 dropout data.

2016 NYC School Survey student data for all schools To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

2017 NYC School Survey parent data for all schools; Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality.

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.

Due to Covid-19. Framework scores are not available for the 2020-2021 school year. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for great schools. It is designed to collect important information about each school's ability to support student success. This report is created to understand the perceptions of families, students, and teachers regarding their school. Please note: The larger complete data file is downloadable under the Other Attachments Section