The American Community Survey Education Tabulation (ACS-ED) is a custom tabulation of the ACS produced for the National Center of Education Statistics (NCES) by the U.S. Census Bureau. The ACS-ED provides a rich collection of social, economic, demographic, and housing characteristics for school systems, school-age children, and the parents of school-age children. In addition to focusing on school-age children, the ACS-ED provides enrollment iterations for children enrolled in public school. The data profiles include percentages (along with associated margins of error) that allow for comparison of school district-level conditions across the U.S. For more information about the NCES ACS-ED collection, visit the NCES Education Demographic and Geographic Estimates (EDGE) program at: https://nces.ed.gov/programs/edge/Demographic/ACS

This dataset contains geocoded location data for postsecondary schools, produced by the National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program. Geocodes for postsecondary schools are based on data collected by the NCES Integrated Postsecondary Education Data System (IPEDS), an annual survey of institutional characteristics about colleges and universities. Additional information about the IPEDS collection and data resources for postsecondary schools are available at https://nces.ed.gov/ipeds/.

This dataset contains geocoded location data for private schools, produced by the National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program. Geocodes for private schools are based on data collected by the NCES Private School Survey (PSS). The PSS is a biennial collection of private elementary and secondary schools that provides data related to enrollment, staffing, type of program, and other basic administrative features. Additional information about the PSS collection and data resources for private schools are available at https://nces.ed.gov/surveys/pss/index.asp.

NCES relies on information about school location to construct school-based surveys, support program administration, identify associations with other types of geographic entities, and to help investigate the social and spatial context of education. EDGE creates and assigns address geocodes (estimated latitude/latitude values) and other geographic indicators to public schools, public local education agencies, private schools, and postsecondary schools. The geographic data are provided for download as shapefiles and are also directly accessible as GIS web services.Geocodes for public schools are based on data reported in the NCES Common Core of Data (CCD), an annual collection of administrative data about enrollment, staffing, and program participation for schools, local education agencies (LEAs), and state education agencies (SEAs). SEAs report these data to the United States Department of Education in a series of file submissions throughout the year. Additional information about the CCD collection and data resources for public schools are available at https://nces.ed.gov/ccd/ccddata.asp.

The Comparable Wage Index for Teachers (CWIFT) is an experimental index created by the Education Demographic and Geographic Estimates (EDGE) program at the National Center for Education Statistics (NCES) to facilitate comparison of educational expenditures. The CWIFT is a measure of the systematic, regional variations in the wages and salaries of college graduates who are not PK‌-12 educators as determined by reported occupational category. It can be used by researchers to adjust school district-level finance data in order to make comparisons across geographic areas. The CWIFT is based on data from the American Community Survey (ACS), a continuous household survey conducted by the U.S. Census Bureau. The ACS provides information about the earnings, age, occupation, industry, and other demographic characteristics for millions of U.S. workers. The CWIFT measures wage and salary differences for college graduates, using an analysis that is modeled after the baseline analysis used to construct the original CWI released by NCES in 2006.

The School Pulse Panel (SPP), sponsored by the National Center for Education Statistics (NCES), part of the Institute of Education Sciences (IES), within the United States Department of Education, collects insightful data on U.S. public schools. Originally focusing on the 2021-22 school year to assess the impact of the COVID-19 pandemic on students and staff, the survey has since broadened its scope to address various evolving educational topics. Conducted by the U.S. Census Bureau, the SPP continues into the 2024-25 school year, surveying school principals monthly on key issues such as staffing, attendance, after-school programs, learning recovery, digital literacy, mental health, and more. The September 2021 SPP survey asked about schools' offering performing arts activities (for example, band, choir, orchestra, or drama) and how these activities were affected by the COVID-19 pandemic. For detailed information on the survey content and methodology, visit the NCES website.

Dataset describing students to teacher ratios at states and counties US nation wide.

Frequencies for total sample, Rounded to nearest 10s per NCES Statistical Standards and IES Data Security’s rules, 2012 PIAAC Data (N = 5010).

Grounded in a strength-based (asset) model, this study explores the racial disparities in students’ learning and well-being during the pandemic. Linking the U.S. national/state databases of education and health, it examines whole-child outcomes and related factors—remote learning and protective community. It reveals race/ethnicity-stratified, state-level variations of learning and well-being losses in the midst of school accountability turnover. This data file includes aggregate state-level data derived from the NAEP and NSCH datasets, including all 50 U.S. states' pre-pandemic and post-pandemic measures of whole-child development outcomes (academic proficiency, socioemotional wellness, and physical health) as well as environmental conditions (remote learning and protective community) among school-age children. Methods To address the research questions, this study examines repeated cross-sectional datasets with nation/state-representative samples of school-age children. For academic achievement measures, the National Assessment of Educational Progress (NAEP) 2019 and 2022 datasets are used to assess nationally representative samples of 4th-grade and 8th-grade students’ achievement in reading and math (http://www.nces.ed.gov/nationsreportcard). In 2019, the NAEP samples included: 150,600 fourth graders from 8,300 schools and 143,100 eighth graders from 6,950 schools. In 2022, the NAEP samples included: (1) for reading, 108,200 fourth graders from 5,780 schools and 111,300 eighth graders from 5,190 schools; (2) for math, 116,200 fourth graders from 5,780 schools and 111,000 eighth graders from 5,190 schools. Data are weighted to be representative of the US population of students in grades 4 and 8, each for the entire nation and every state. Results are reported as average scores on a 0 to 500 scale and as percentages of students performing at or above the NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In this study, we focus on changes in the percentages of students at or above the NAEP Basic level, which is the minimum competency level expected for all students across the nation. As a supplement to the NAEP assessment data, this study uses the NAEP School Dashboard (see https://ies.ed.gov/schoolsurvey/mss-dashboard/), which surveyed approximately 3,500 schools each month at grades 4 and 8 each during the pandemic period of January through May 2021: 46 states/jurisdictions participated, and 4,100 of 6,100 sampled schools responded. This study uses state-level information on the percentages of students who received in-person vs. remote/hybrid instructional modes. The school-reported remote learning enrollment rate is highly correlated with the NAEP survey student-reported remote learning experience (during 2021) across grades and subjects (r = .82 for grade 4 reading, r = .81 for grade 4 math, r = .79 for grade 8 reading, r = .83 for grade 8 math). These strong positive correlations provide supporting evidence for the cross-validation of remote learning measures at the state level. For socioemotional wellness and physical health measures, the National Survey of Children’s Health (NSCH) data are used. The 2018/19 surveys involved about 356,052 households screened for age-eligible children, and 59,963 child-level questionnaires were completed. The 2020/21 surveys involved about 199,840 households screened for age-eligible children, and 93,669 child-level questionnaires were completed. Our analysis focuses on school-age children (ages 6-17) in the data. In addition, the NSCH data are also used to assess the quality of protective and nurturing environment for child development across family, school, and neighborhood settings (see Appendix).

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Includes data files and supplemental information. Supplemental information includes a reproducible RMarkdown file, an Excel sheet with metadata, and complete webpage files. Please not that CCD nonfiscal documentation files have been downloaded manually.From the Common Core of Data website:The Common Core of Data (CCD) is the Department of Education's primary database on public elementary and secondary education in the United States. CCD is a comprehensive, annual, national database of all public elementary and secondary schools and school districts.Information on the Common Core of Data (CCD)The primary purpose of the CCD is to provide basic information on public elementary and secondary schools, local education agencies (LEAs), and state education agencies (SEAs) for each state, the District of Columbia, and the outlying territories with a U.S. relationship. CCD is composed of two components: Nonfiscal CCD and Fiscal CCD.

Datasets from the National Center for Education Statistics' Private School Universe Survey. A reproducible .Rmd script is included.From the National Center for Education Statistics:"With increasing concern about alternatives in education, the interest and need for data on private education has also increased. NCES has made the collection of data on private elementary and secondary schools a priority.The purposes of this data collection activity are; a) to generate biennial data on the total number of private schools, teachers, and students; and b) to build an accurate and complete list of private schools to serve as a sampling frame for NCES surveys of private schools. The PSS began with the 1989-90 school year and has been conducted every two years since."

The National Household Education Surveys Program (NHES) provides descriptive data on the educational activities of the U.S. population and offers researchers, educators, and policymakers a variety of statistics on the condition of education in the United States.The NHES surveys cover learning at all ages, from early childhood to school age through adulthood. The most recent data collection in 2012 consisted of two surveys: Parent and Family Involvement in Education and Early Childhood Program Participation.

The School Survey on Crime and Safety (SSOCS) collects information on crime and safety from U.S. public school principals. SSOCS was administered in the spring of 2000 and again in the spring of 2004. SSOCS is a nationally representative, cross-sectional survey of 3,000 public elementary and secondary schools. Data are collected on such topics as frequency and types of crimes at school, frequency and types of disciplinary actions at school, perceptions of other disciplinary problems, and descriptions of school policies and programs concerning crime and safety.

The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224).The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).

This study of undergraduate students who are graduating seniors collects data on students at the end of their senior year and at one year, four years, and ten years after their senior year. Use this study to learn about students' education and work experiences after completing a bachelor's degree and about the experiences of new elementary and secondary teachers.Data from the following NCEAS publications are included here in ZIP NCES_2003165.zip - [NCEAS Publication #],[Release Date],[Publication Title] 2003165 8/13/03 Baccalaureate and Beyond: A Descriptive Summary of 1999-2000 Bachelor's Degree Recipients, 1 Year Later -- With an Analysis of Time to DegreeNCES_2011236.zip - 2011236,7/19/11,2008-09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09)NCES_2014141.zip - 2014141,7/7/14,"Baccalaureate and Beyond: A First Look at the Employment Experiences and Lives of College Graduates, 4 Years On (B&B:08/12)NCES_2019241.zip - 2019241,7/9/19,"Baccalaureate and Beyond (B&B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year LaterNCES_2021241.zip - 2021241,1/13/21,Baccalaureate and Beyond (B&B:08/18): First Look at the 2018 Employment and Educational Experiences of 2007–08 College GraduatesNCES_2022241.zip - 2022241,9/25/22,Baccalaureate and Beyond (B&B:16/20): A First Look at the 2020 Employment and Education Experiences of 2015–16 College GraduatesNCES2022251.zip - 2022251,9/25/22,Baccalaureate and Beyond (B&B:16/20): A First Look at the 2020 Experiences of 2015–16 College Graduates During the COVID-19 PandemicOther files included:BaccalaureateandBeyond2016_2020CodebookBySubject.html - Codebook for these projects in HTML formatDataLab _ Tables Library _ , NCES.html, DataLab _ Tables Library _ , NCES_files - Complete DataLab DataTables list in HTML format, including Baccalaureate and Beyond tables included hereHomePage_BaB_2025-03-31 at 11.11.58 AM - Homepage view of Baccalaureate and Beyond analysis workflow as presented on DataLab, 31 March 2025BaccalaureateAndBeyondReports.zip - Department of Education reports referencing this data

The U.S. PIAAC Skills Map provides estimates of adult literacy and numeracy proficiency in all U.S. states and counties, based on small area estimation applied to data from U.S. PIAAC Cycle I (2012-2017). The estimates from the Skills Map were published in an Excel format available from within the Skills Map's interactive webpage. This project includes the Skills Map estimates as well as the user guide and methodological reports published with the Skills Map.