United States US: Government Expenditure on Education: Total: % of GDP data was reported at 4.989 % in 2014. This records an increase from the previous number of 4.944 % for 2013. United States US: Government Expenditure on Education: Total: % of GDP data is updated yearly, averaging 5.195 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 5.420 % in 2010 and a record low of 4.944 % in 2013. United States US: Government Expenditure on Education: Total: % of GDP 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: Education Statistics. General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

United States US: Government Expenditure on Education: Total: % of Government Expenditure data was reported at 13.452 % in 2014. This records an increase from the previous number of 13.277 % for 2013. United States US: Government Expenditure on Education: Total: % of Government Expenditure data is updated yearly, averaging 13.277 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 13.452 % in 2014 and a record low of 12.933 % in 2011. United States US: Government Expenditure on Education: Total: % of Government Expenditure 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: Education Statistics. General government expenditure on education (current, capital, and transfers) is expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

This map shows the average amount spent on education per household in the U.S. in 2022 in a multiscale map (by country, state, county, ZIP Code, tract, and block group).The pop-up is configured to include the following information for each geography level:Average annual amount spent on education per householdAverage annual spending per household for tuition by education levelAverage annual spending per household for additional school necessitiesThis map shows Esri's 2022 U.S. Consumer Spending Data in Census 2020 geographies. The map adds increasing level of detail as you zoom in, from state, to county, to ZIP Code, to tract, to block group data.Esri's 2022 U.S. Consumer Spending database details which products and services consumers buy, including total dollars spent, average amount spent per household, and a Spending Potential Index. Esri's Consumer Spending database identifies hundreds of items in more than 15 categories, including apparel, food and beverage, financial, entertainment and recreation, and household goods and services. See Consumer Spending database to view the methodology statement and complete variable list.Additional Esri Resources:Esri DemographicsU.S. 2022/2027 Esri Updated DemographicsEssential demographic vocabularyThis item is for visualization purposes only and cannot be exported or used in analysis.Permitted use of this data is covered in the DATA section of the Esri Master Agreement (E204CW) and these supplemental terms.

United States US: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data was reported at 27.502 % in 2014. This records an increase from the previous number of 27.227 % for 2013. United States US: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data is updated yearly, averaging 27.227 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 28.463 % in 2012 and a record low of 25.653 % in 2010. United States US: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

This dataset includes expenditure data reported by school districts, charter schools, and virtual schools starting with fiscal year 2009. It also includes student enrollment, demographic, and performance indicators as well as teacher salary and staffing data.

In addition to showing the overall cost per pupil, this dataset provides detail about how much districts spend in major functional areas such as administration, teaching, and maintenance. For more information about the data and how to interpret it, please visit the School Finance Dashboard.

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information.

This dataset is one of three containing the same data that is also published in the School Finance Dashboard: District Expenditures by Spending Category District Expenditures by Function Code School Expenditures by Spending Category

List of Indicators by Category

Student Enrollment

• In-District FTE Pupils
• Out-of-District FTE Pupils
• Total FTE Pupils

Student Demographics

• Student Headcount
• Low-Income % Headcount
• English Learner % Headcount
• Students with Disabilities % Headcount

Teacher Salaries

• Teacher FTE
• Teachers per 100 FTE Students
• Average Teacher Salary

Other Staff

• Instructional Coach FTE
• Instructional Support FTE
• Special Education Instructional Support FTE
• Paraprofessional FTE

MCAS Performance

• ELA Grades 3-8 % Meets Exceeds
• Math Grades 3-8 % Meets Exceeds
• ELA Grade 10 % Meets Exceeds
• Math Grade 10 % Meets Exceeds

Expenditures

• Administration
• Instructional Leadership
• Teachers
• Other Teaching Services
• Professional Development
• Instructional Materials, Equipment and Technology
• Guidance, Counseling and Testing
• Pupil Services
• Operations and Maintenance
• Insurance, Retirement Programs and Other
• Total In-District Expenditures
• Total Expenditures

This dataset contains school-level expenditures reported by major functional spending category starting with fiscal year 2019. It also includes school-level enrollment, demographic, and performance indicators as well as teacher salary and staffing data.

The dataset shows school-level per pupil expenditures by major functional expenditure categories and funding sources, including state and local funds (general fund and state grants) and federal funds.

School districts only report instructional expenditures by school. This report attributes other costs to each school on a per pupil basis to show a full resource picture. The three cost centers are:

1. Non-instructional per pupil spending reported at the school district level;
2. Instructional per pupil spending reported at the district level; and
3. Instructional per pupil spending reported at the school level

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information.

This dataset is one of three containing the same data that is also published in the School Finance Dashboard: District Expenditures by Spending Category District Expenditures by Function Code School Expenditures by Spending Category

List of Indicators by Category

Student Enrollment

• In-District FTE Pupils
• Out-of-District FTE Pupils
• Total FTE Pupils

Student Demographics

• Student Headcount
• Low-Income % Headcount
• English Learner % Headcount
• Students with Disabilities % Headcount

Teacher Salaries

• Teacher FTE
• Teachers per 100 FTE Students
• Average Teacher Salary

Other Staff

• Instructional Coach FTE
• Instructional Support FTE
• Special Education Instructional Support FTE
• Paraprofessional FTE

MCAS Performance

• ELA Grades 3-8 % Meets Exceeds
• Math Grades 3-8 % Meets Exceeds
• ELA Grade 10 % Meets Exceeds
• Math Grade 10 % Meets Exceeds

District-Level FTE Pupils

District-Level State and Local Non-Instructional Expenditures Per Pupil

• Administration
• Benefits and Fixed Costs
• Operations and Maintenance
• Pupil Services

District-Level Federal Non-Instructional Expenditures Per Pupil

• Administration
• Benefits and Fixed Costs
• Operations and Maintenance
• Pupil Services

Sub-total A

District-Level State and Local Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

District-Level Federal Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

Sub-total B

School-Level State and Local Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

School-Level Federal Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

Sub-total C

Total A+B+C

United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data was reported at 30.965 % in 2014. This records a decrease from the previous number of 31.109 % for 2013. United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data is updated yearly, averaging 31.109 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 32.422 % in 2010 and a record low of 30.963 % in 2012. United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

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.

VBA EDUCATION BENEFITS PROGRAM to help servicepersons adjust to civilian life after separation from military service, assist in the recruitment and retention of highly qualified personnel in the active and reserve components in the Armed Forces by providing education benefits, and to provide educational opportunities to the dependents of certain service members and veterans. Individuals who entered active duty after September 10, 2001 may be eligible for the Post-9/11 GI Bill. Individuals can use the Post-9/11 GI Bill after serving 90 days on active duty (excluding entry level and skill training). Only periods of active duty under title 10 will be used to establish eligibility for the Post 9/11 GI Bill. A high school diploma or equivalency certificate is always required for eligibility. Individuals who are eligible for the Montgomery GI Bill – Active Duty (chapter 30), the Montgomery GI Bill – Selected Reserve (chapter 1606), or the Reserve Educational Assistance Program (REAP) will have to make an irrevocable election to relinquish eligibility under one of those benefit programs to establish eligibility under the Post-9/11 GI Bill. The dependent children of a person who died in the line of duty while serving as a member of the Armed Forces may be eligible to use benefits under the Fry Scholarship provision of the Post-9/11 GI Bill. The spouse and/or child(ren) of a veteran or service member may be eligible for the Post 9/11 GI Bill if the veteran or service member transfers entitlement to those dependents. Eligibility to transfer entitlement to dependents is determined by the Department of Defense. This is not a complete list of eligibility requirements. For more information on the latest changes to the Post-9/11 GI Bill go to the VA web-site.

College Completion Dataset

Graduation Rates, Race, Efficiency Measures and More

By Jonathan Ortiz [source]

About this dataset

This College Completion dataset provides an invaluable insight into the success and progress of college students in the United States. It contains graduation rates, race and other data to offer a comprehensive view of college completion in America. The data is sourced from two primary sources – the National Center for Education Statistics (NCES)’ Integrated Postsecondary Education System (IPEDS) and Voluntary System of Accountability’s Student Success and Progress rate.

At four-year institutions, the graduation figures come from IPEDS for first-time, full-time degree seeking students at the undergraduate level, who entered college six years earlier at four-year institutions or three years earlier at two-year institutions. Furthermore, colleges report how many students completed their program within 100 percent and 150 percent of normal time which corresponds with graduation within four years or six year respectively. Students reported as being of two or more races are included in totals but not shown separately

When analyzing race and ethnicity data NCES have classified student demographics since 2009 into seven categories; White non-Hispanic; Black non Hispanic; American Indian/ Alaskan native ; Asian/ Pacific Islander ; Unknown race or ethnicity ; Non resident with two new categorize Native Hawaiian or Other Pacific Islander combined with Asian plus students belonging to several races. Also worth noting is that different classifications for graduate data stemming from 2008 could be due to variations in time frame examined & groupings used by particular colleges – those who can’t be identified from National Student Clearinghouse records won’t be subjected to penalty by these locations .

When it comes down to efficiency measures parameters like “Awards per 100 Full Time Undergraduate Students which includes all undergraduate completions reported by a particular institution including associate degrees & certificates less than 4 year programme will assist us here while we also take into consideration measures like expenditure categories , Pell grant percentage , endowment values , average student aid amounts & full time faculty members contributing outstandingly towards instructional research / public service initiatives .

When trying to quantify outcomes back up Median Estimated SAT score metric helps us when it is derived either on 25th percentile basis / 75th percentile basis with all these factors further qualified by identifying required criteria meeting 90% threshold when incoming students are considered for relevance . Last but not least , Average Student Aid equalizes amount granted by institution dividing same over total sum received against what was allotted that particular year .

All this analysis gives an opportunity get a holistic overview about performance , potential deficits &

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How to use the dataset

This dataset contains data on student success, graduation rates, race and gender demographics, an efficiency measure to compare colleges across states and more. It is a great source of information to help you better understand college completion and student success in the United States.

In this guide we’ll explain how to use the data so that you can find out the best colleges for students with certain characteristics or focus on your target completion rate. We’ll also provide some useful tips for getting the most out of this dataset when seeking guidance on which institutions offer the highest graduation rates or have a good reputation for success in terms of completing programs within normal timeframes.

Before getting into specifics about interpreting this dataset, it is important that you understand that each row represents information about a particular institution – such as its state affiliation, level (two-year vs four-year), control (public vs private), name and website. Each column contains various demographic information such as rate of awarding degrees compared to other institutions in its sector; race/ethnicity Makeup; full-time faculty percentage; median SAT score among first-time students; awards/grants comparison versus national average/state average - all applicable depending on institution location — and more!

When using this dataset, our suggestion is that you begin by forming a hypothesis or research question concerning student completion at a given school based upon observable characteristics like financ...

Data.ed.gov is the U.S. Department of Education’s solution for publishing, finding, and accessing our public data profiles. This open data catalog brings together the Department’s data assets in a single location, making them available with their metadata, documentation, and APIs for use by the public. The federal government’s Foundations for Evidence-Based Policymaking Act of 2018 (Evidence Act) requires government agencies to make data assets open and machine-readable by default. Data.ed.gov is the U.S. Department of Education’s comprehensive data inventory satisfying these requirements while also providing privacy and security. As defined by the Open Definition: Open data is data that can be freely used, re-used and redistributed by anyone - subject only, at most, to the requirement to attribute and sharealike. Put simply, open data is data anyone can access, download, and use. Individuals, businesses, and governments can use open education data to bring about social, economic and educational benefits and drive innovation. Share your original analyses, products, and innovations on the Showcase tabs within Data.ed.gov. Open Data Platform - 5 Reasons Why Browse the data, download it, analyze it, or build apps or other tools using our APIs. Share what you do with our data using our Showcase feature. If you are new to open data, learn more here and get started with our How-Tos. If you are preparing an article or organizing a data event, and would like information or support from the Data.ed.gov team, contact us at: odp@ed.gov.

This map shows schools, school districts, and population density throughout the US. Click on the map to learn more about the school districts and schools within an area. A few things you can learn within this map:How many public/private schools fall within the district?What type of population density lives within this district? Socioeconomic factors about the Census Tracts which fall within the district:School enrollment of under 19 by grade Children living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of the population within the districtFor more information about the data sources:Socioeconomic factors:The American Community Survey (ACS) helps us understand the population in the US. This app uses the 5-year estimates, and the data is updated annually when the U.S. Census Bureau releases the newest estimates. For detailed metadata, visit the links in the bullet points above. Current School Districts layer: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 single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Private Schools layer:This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. 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 release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.Public Schools layer:This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. 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 release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.WorldPop Populated Foorprint layer:This layer represents an estimate of the footprint of human settlement in 2020. It is intended as a fast-drawing cartographic layer to augment base maps and to focus a map reader's attention on the location of human population. This layer is not intended for analysis.This layer was derived from the 2020 slice of the WorldPop Population Density 2000-2020 100m and 1km layers. WorldPop modeled this population footprint based on imagery datasets and population data from national statistical organizations and the United Nations. Zooming in to very large scales will often show discrepancies between reality and this or any model. Like all data sources imagery and population counts are subject to many types of error, thus this gridded footprint contains errors of omission and commission. The imagery base maps available in ArcGIS Online were not used in WorldPop's model. Imagery only informs the model of characteristics that indicate a potential for settlement, and cannot intrinsically indicate whether any or how many people live in a building.

United States US: Current Education Expenditure: Tertiary: % of Total Expenditure in Tertiary Public Institutions data was reported at 89.136 % in 2014. This records a decrease from the previous number of 89.635 % for 2013. United States US: Current Education Expenditure: Tertiary: % of Total Expenditure in Tertiary Public Institutions data is updated yearly, averaging 89.050 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 89.635 % in 2013 and a record low of 85.426 % in 2012. United States US: Current Education Expenditure: Tertiary: % of Total Expenditure in Tertiary Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

United States US: GERD: % of GDP data was reported at 3.586 % in 2022. This records an increase from the previous number of 3.483 % for 2021. United States US: GERD: % of GDP data is updated yearly, averaging 2.612 % from Dec 1981 (Median) to 2022, with 42 observations. The data reached an all-time high of 3.586 % in 2022 and a record low of 2.268 % in 1981. United States US: GERD: % of GDP data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s United States – Table US.OECD.MSTI: Gross Domestic Expenditure on Research and Development: OECD Member: Annual.

For the United States, from 2021 onwards, changes to the US BERD survey questionnaire allowed for more exhaustive identification of acquisition costs for ‘identifiable intangible assets’ used for R&D. This has resulted in a substantial increase in reported R&D capital expenditure within BERD. In the business sector, the funds from the rest of the world previously included in the business-financed BERD, are available separately from 2008. From 2006 onwards, GOVERD includes state government intramural performance (most of which being financed by the federal government and state government own funds). From 2016 onwards, PNPERD data are based on a new R&D performer survey. In the higher education sector all fields of SSH are included from 2003 onwards.

Following a survey of federally-funded research and development centers (FFRDCs) in 2005, it was concluded that FFRDC R&D belongs in the government sector - rather than the sector of the FFRDC administrator, as had been reported in the past. R&D expenditures by FFRDCs were reclassified from the other three R&D performing sectors to the Government sector; previously published data were revised accordingly. Between 2003 and 2004, the method used to classify data by industry has been revised. This particularly affects the ISIC category “wholesale trade” and consequently the BERD for total services.

U.S. R&D data are generally comparable, but there are some areas of underestimation:

1. i) Up to 2008, Government sector R&D performance covers only federal government activities. That by State and local government establishments is excluded;
2. ii) Except for the Government and the Business Enterprise sectors, the R&D data exclude most capital expenditures. For the Business Enterprise sector, depreciation is reported in place of gross capital expenditures up to 2014. Higher education (and national total) data were revised back to 1998 due to an improved methodology that corrects for double-counting of R&D funds passed between institutions.

Breakdown by type of R&D (basic research, applied research, etc.) was also revised back to 1998 in the business enterprise and higher education sectors due to improved estimation procedures.

The methodology for estimating researchers was changed as of 1985. In the Government, Higher Education and PNP sectors the data since then refer to employed doctoral scientists and engineers who report their primary work activity as research, development or the management of R&D, plus, for the Higher Education sector, the number of full-time equivalent graduate students with research assistantships averaging an estimated 50 % of their time engaged in R&D activities. As of 1985 researchers in the Government sector exclude military personnel. As of 1987, Higher education R&D personnel also include those who report their primary work activity as design.

Due to lack of official data for the different employment sectors, the total researchers figure is an OECD estimate up to 2019. Comprehensive reporting of R&D personnel statistics by the United States has resumed with records available since 2020, reflecting the addition of official figures for the number of researchers and total R&D personnel for the higher education sector and the Private non-profit sector; as well as the number of researchers for the government sector. The new data revise downwards previous OECD estimates as the OECD extrapolation methods drawing on historical US data, required to produce a consistent OECD aggregate, appear to have previously overestimated the growth in the number of researchers in the higher education sector.

Pre-production development is excluded from Defence GBARD (in accordance with the Frascati Manual) as of 2000. 2009 GBARD data also includes the one time incremental R&D funding legislated in the American Recovery and Reinvestment Act of 2009. Beginning with the 2000 GBARD data, budgets for capital expenditure – “R&D plant” in national terminology - are included. GBARD data for earlier years relate to budgets for current costs only.

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.

Total general (local, regional and central) government expenditure on education (current, capital, and transfers) not specified by level in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government 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/

This web map provides and in-depth look at school districts within the United States. Clicking on a school district in the map will reveal different statistics about each district in the pop-up. The statistics presented in this map are approximations based on summarizing American Community Survey(ACS) data using tract centroids. They may differ from published statistics by school districts found on data.census.gov. A few things you will learn from this map:How many public and private schools fall within a district?Socioeconomic factors about the Census Tracts which fall within the district:School enrollment for grades Kindergarten through 12thDisconnected children in the districtChildren living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of population under the age of 19 in the districtFor more information about the data sources:This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases estimates, so values in the map always reflect the newest data available.Current School Districts Layer: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 single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Public Schools Layer:This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. 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 release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.Private Schools Layer:This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. 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 release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.Web Map originally owned by Summers Cleary

United States US: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data was reported at 91.288 % in 2014. This records a decrease from the previous number of 91.399 % for 2013. United States US: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data is updated yearly, averaging 90.444 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 91.399 % in 2013 and a record low of 89.337 % in 2012. United States US: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

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

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

Context

The Open Data 500, funded by the John S. and James L. Knight Foundation (http://www.knightfoundation.org/) and conducted by the GovLab, is the first comprehensive study of U.S. companies that use open government data to generate new business and develop new products and services.

Study Goals

• Provide a basis for assessing the economic value of government open data

• Encourage the development of new open data companies

• Foster a dialogue between government and business on how government data can be made more useful

The Govlab's Approach

The Open Data 500 study is conducted by the GovLab at New York University with funding from the John S. and James L. Knight Foundation. The GovLab works to improve people’s lives by changing how we govern, using technology-enabled solutions and a collaborative, networked approach. As part of its mission, the GovLab studies how institutions can publish the data they collect as open data so that businesses, organizations, and citizens can analyze and use this information.

Company Identification

The Open Data 500 team has compiled our list of companies through (1) outreach campaigns, (2) advice from experts and professional organizations, and (3) additional research.

Outreach Campaign

• Mass email to over 3,000 contacts in the GovLab network

• Mass email to over 2,000 contacts OpenDataNow.com

• Blog posts on TheGovLab.org and OpenDataNow.com

• Social media recommendations

• Media coverage of the Open Data 500

• Attending presentations and conferences

Expert Advice

• Recommendations from government and non-governmental organizations

• Guidance and feedback from Open Data 500 advisors

Research

• Companies identified for the book, Open Data Now

• Companies using datasets from Data.gov

• Directory of open data companies developed by Deloitte

• Online Open Data Userbase created by Socrata

• General research from publicly available sources

What The Study Is Not

The Open Data 500 is not a rating or ranking of companies. It covers companies of different sizes and categories, using various kinds of data.

The Open Data 500 is not a competition, but an attempt to give a broad, inclusive view of the field.

The Open Data 500 study also does not provide a random sample for definitive statistical analysis. Since this is the first thorough scan of companies in the field, it is not yet possible to determine the exact landscape of open data companies.