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

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.

Data on teachers' salaries in US dollars are presented.

This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, and outlying areas (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) for 1978-1979. Each public elementary and secondary school is identified by the local education agency (LEA) to which it belongs. Data were reported to the National Center for Education Statistics by the state education agencies. Records in this file provide the name and address of the school, name of the school district or other education agency that operates the school, type code for the school, number of full-time equivalent classroom teachers, and the fall enrollment.

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.

This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, and outlying areas (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) for fall 1969 through fall 1972. The data provide information on the name, address, county, and district of the school, programs offered, and the number of pupils and teachers by organizational level of government control. School-by-school data were obtained through various procedures chosen by the state education agencies from options established by the National Center for Education Statistics.

license: apache-2.0 tags: - africa - sustainable-development-goals - world-health-organization - development

  Teachers with the minimum required qualifications (%) - Lower secondary education





  Dataset Description

This dataset provides country-level data for the indicator "4.c.1 Teachers with the minimum required qualifications (%) - Lower secondary education" across African nations, sourced from the World Health Organization's (WHO) data portal on Sustainable… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/teachers-with-the-minimum-required-qualifications-lower-seco-for-african-countries.

The Teacher Series of the Statistics of Non-University Teachings aims to show the evolution of its basic variables and indicators. The data provided are the result of a thorough review, carried out in 2006 in order to further homogenise the concepts and coverage for the different courses to which the information relates. This revision may imply slight differences for some variables with respect to the data that appear in the Detailed Results of the corresponding course.

license: apache-2.0 tags: - africa - sustainable-development-goals - world-health-organization - development

  Teachers with the minimum required qualifications (%) - Pre-primary education





  Dataset Description

This dataset provides country-level data for the indicator "4.c.1 Teachers with the minimum required qualifications (%) - Pre-primary education" across African nations, sourced from the World Health Organization's (WHO) data portal on Sustainable… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/teachers-with-the-minimum-required-qualifications-pre-primar-for-african-countries.

This dataset tracks annual total classroom teachers amount from 1991 to 2023 for American Fork High School

license: apache-2.0 tags: - africa - sustainable-development-goals - world-health-organization - development

  Teachers with the minimum required qualifications (%)





  Dataset Description

This dataset provides country-level data for the indicator "4.c.1 Teachers with the minimum required qualifications (%)" across African nations, sourced from the World Health Organization's (WHO) data portal on Sustainable Development Goals (SDGs). The data is presented in a wide… See the full description on the dataset page: https://huggingface.co/datasets/electricsheepafrica/teachers-with-the-minimum-required-qualifications-for-african-countries.

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally. Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependant on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement. The NYC School Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.

Internet Access in U.S. Public Schools, 2005 (FRSS 90), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 90 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides trend analysis on the percent of public schools and instructional rooms with internet access and on the ratio of students to instructional computers with Internet access. The study was conducted using mailed questionnaires or the option of completing the survey via the web. Principals of various public schools were sampled. The study's response rate was 86 percent. Key statistics produced from FRSS 90 were the number of instructional computers with access to the internet, the types of internet connections, technologies and procedures used to prevent student access to inappropriate material on the internet, and the availability of hand-held and laptop computers for students and teachers. Respondents also provided information on teacher professional development on how to integrate the use of the internet into the curriculum and on the use of the internet to provide opportunities and information for teaching and learning.

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.

Background, Methodology: Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space. This report consists of six tabs: PE Instruction Borough-Level PE Instruction District-Level PE Instruction School-Level Certified PE Teachers PE Space Supplemental Programs PE Instruction Borough-Level This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. PE Instruction District-Level This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. PE Instruction School-Level This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. Certified PE Teachers This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015. PE Space This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space. Supplemental Programs This tab provides information on the department's supplemental physical education

Progress Reports grade each school with an A, B, C, D, or F. These reports focus on a school's learning environment, student performance, and student progress. They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

This dataset tracks annual total classroom teachers amount from 1995 to 2023 for American Lakes

This dataset tracks annual total classroom teachers amount from 2016 to 2023 for Nahed Chapman New American Academy

This dataset tracks annual total classroom teachers amount from 1994 to 2023 for American Indian Magnet School

Historical Dataset of Many Elementary School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1987-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1987-2023),American Indian Student Percentage Comparison Over Years (1999-2023),Asian Student Percentage Comparison Over Years (2003-2022),Hispanic Student Percentage Comparison Over Years (1993-2023),Black Student Percentage Comparison Over Years (1993-2023),White Student Percentage Comparison Over Years (1993-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (1991-2023),Reduced-Price Lunch Eligibility Comparison Over Years (1999-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2011-2022)