During the academic year of 2021, around 18,614 constant 2022-23 U.S. dollars were spent on each pupil in public elementary and secondary schools in the United States. This is an increase from 1990, when 12,206 constant 2022-23 U.S. dollars were spent per pupil.

An average of 15,362 U.S. dollars were spent on each pupil in public elementary and secondary schools in the United States in the academic year of 2021. This is an increase from 1980, when 2,272 U.S. dollars were spent per pupil.

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

In 2024, public spending on education in China reached *** trillion yuan. Education expenditure increased continuously over recent years, but growth rates are considerably lower than ten years ago. Development of public spending on education Since the beginning of the reform era, the Chinese government attached great importance to the development of the educational sector. Besides structural reforms, public spending on education was increased considerably. However, the whole educational sector lagged far behind international standards in terms of quality as well as quantity. Public expenditure on education as a share of the national GDP, which is a common measure to compare educational systems, ranged at only around 2.5 percent in the mid-1990s. In 1993, the government announced the plan to increase educational spending to four percent of the GDP until 2000, but it took 12 more years to reach that target. However, considering that at the same time the GDP grew by double digits most of the years, the financial situation of the education sector improved greatly. This manifests itself in the substantially increased number of graduates and quality of degrees. Since achieving the four percent target in 2012, the growth of educational spending, which had reached more than ** percent per year in the years before, was reduced to levels equaling the GDP growth. Compared to the public spending on education of developed countries, China is still at the lower range and did not reach the OECD average of around *** percent of the GDP in 2018. Spending per student Even though educational spending in China improved a lot in the last decades, when calculated per student, expenditure is still far behind developed countries. While spending per student on a tertiary level of education in OECD countries averaged around ****** U.S. dollars in 2020, it reached only ****** yuan per student in China in 2023, which is less than one third. This fact sheds some light on the average quality level of the educational system in China on a general basis and reminds us that China is a huge and populous country. Of which, some elite schools in the big cities coexist with vast numbers of schools in the countryside operating on a completely different level of quality.

Key Table Information.Table Title.Per Pupil Amounts for Current Spending of Public Elementary-Secondary School Systems in the United States: Fiscal Year 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS15.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Fall enrollmentTotal current spending per pupilCurrent spending per pupil - All functions - Salaries and wagesCurrent spending per pupil - All functions - Employee benefitsCurrent spending per pupil - Instruction - TotalCurrent spending per pupil - Instruction - Salaries and wagesCurrent spending per pupil - Instruction - Employee benefitsCurrent spending per pupil - Support services - TotalCurrent spending per pupil - Support services - Pupil support servicesCurrent spending per pupil - Support services - Instructional staff supportCurrent spending per pupil - Support services - General administrationCurrent spending per pupil - Support services - School administrationDefinitions can be found by clicking on the column header in the table or by accessing the Glossary.For detailed information, see Government Finance and Employment Classification Manual..Unit(s) of Observation.The basic reporting unit is the governmental unit, defined as an organized entity which in addition...

Out of the OECD countries, Luxembourg was the country that spent the most on educational institutions per full-time student in 2020. On average, 23,000 U.S dollars were spent on primary education, nearly 27,000 U.S dollars on secondary education, and around 53,000 U.S dollars on tertiary education. The United States followed behind, with Norway in third. Meanwhile, the lowest spending was in Mexico.

Public schools have managed to maintain revenue growth despite significant shifts in funding, enrollment and parental preferences. Class sizes are shrinking every year as birth rates drop and the high school retention rate stagnates, straining revenue as smaller schools see lessened funding from governments. Public schools have contended with heightened competition from alternative education options, especially homeschooling and private institutions, as parents seek more personalized educational experiences. States have increasingly adopted school choice systems, allowing parents to use public funds or tax credits to pay for private schooling. The Trump administration has taken steps to promote these programs even more and has proposed establishing a federal voucher system. Despite heightened competition and a rigorous competitive atmosphere, strong per-pupil funding amid strong state and local budgets has buoyed public schools. Public schools' revenue has been climbing at a CAGR of 1.4% to an estimated $1.0 billion over the five years through 2025, including a rise of 0.9% in 2025 alone. Governments fully fund public schools. Support from state and local governments is especially vital, as they provide nearly nine-tenths of public schools' revenue. Despite a slight dip in 2022, strong tax income pushed up government funding for primary and secondary schools by 6.2% in 2023. These resources are enabling public schools to invest in tutoring and counseling to improve their educational outcomes and better compete with alternative primary and secondary schools. Public schools also used funds to help transition to online and augmented education and have avoided taking on further losses as shrinking class sizes leave them without pressure to continue purchasing new laptops or tablets. Still, public schools are not profitable and largely operate at a loss every year. Public schools are set to face a continued drop in enrollment as well as intensifying competition. To sustain revenue and support, schools will focus on retaining students and improving academic outcomes despite potential federal funding changes. The expansion of school choice programs will compel public schools to enhance their quality and offer additional services like after-school programs to sustain enrollment and win parental support as families gain more access to private schools. Still, charter schools will leverage their unique value propositions to remain competitive and buoy enrollment in the public school system. Public schools' revenue is set to stagnate, swelling at a CAGR of just 0.2% to an estimated $1.0 billion through the end of 2030.

This table contains 28 series, with data for years 2007/2008 - 2014/2015 (not all combinations necessarily have data for all years). This table contains data described by the following dimensions (Not all combinations are available): Geography (14 items: Canada; Newfoundland and Labrador; Prince Edward Island; Nova Scotia; ...) Statistics (2 items: Expenditure per capita; Index of change).

This table gives an overview of government expenditure on regular education in the Netherlands since 1900. All figures presented have been calculated according to the standardised definitions of the OECD.

Government expenditure on education consists of expenditure by central and local government on education institutions and education. The government finances schools, colleges and universities. It pays for research and development conducted by universities. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances to households as well as subsidies to companies and non-profit organisations.

Total government expenditure is broken down into expenditure on education institutions and education on the one hand and government expenditure on student grants and loans and allowances for school costs to households on the other. If applicable these subjects are broken down into pre-primary and primary education, special needs primary education, secondary education, senior secondary vocational and adult education, higher professional education and university education. Data are available from 1900. Figures for the Second World War period are based on estimations due to a lack of source material.

The table also includes the indicator government expenditure on education as a percentage of gross domestic product (GDP). This indicator is used to compare government expenditure on education internationally. The indicator is compounded on the basis of definitions of the OECD (Organisation for Economic Cooperation and Development). The indicator is also presented in the StatLine table Education; Education expenditure and CBS /OECD indicators. Figures for the First World War and Second World War period are not available for this indicator due to a lack of reliable data on GDP for these periods.

The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP has been adjusted upwards as a result of the revision. The revision has not been extended to the years before 1995. In the indicator 'Total government expenditure as % of GDP', a break occurs between 1994 and 1995 as a result of the revision.

Data available from: 1900

Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional.

Changes on 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP has been adjusted upwards. The indicator ‘Total government expenditure as % of GDP’ in this table has been updated on the basis of the revised figures for the entire time series since 1995. A break occurs in the indicator between 1994 and 1995.

When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

Key Table Information.Table Title.Per Pupil Amounts for Current Spending of Public Elementary-Secondary School Systems: U.S. and State: 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS05.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Total current spending per pupilCurrent spending per pupil - All functions - Salaries and wagesCurrent spending per pupil - All functions - Employee benefitsCurrent spending per pupil - Instruction - TotalCurrent spending per pupil - Instruction - Salaries and wagesCurrent spending per pupil - Instruction - Employee benefitsCurrent spending per pupil - Support services - TotalCurrent spending per pupil - Support services - Pupil supportCurrent spending per pupil - Support services - Instructional staff supportCurrent spending per pupil - Support services - General administrationCurrent spending per pupil - Support services - School administrationDefinitions can be found by clicking on the column header in the table or by accessing the Glossary.For detailed information, see Government Finance and Employment Classification Manual..Unit(s) of Observation.The basic reporting unit is the governmental unit, defined as an organized entity which in addition to having governmental character, has su...

In 2021, Luxembourg was the OECD country that spent the highest amount on higher education per student, reaching roughly 35,000 U.S. dollars. This was even though it was the country that spent the lowest amount in terms of share of gross domestic product. The United States followed behind, with the United Kingdom in third. On the other hand, Mexico was the OECD country in which the lowest amount was spent per full-time student in higher education.

Funded by the same public sources, charter schools offer primary- and secondary-level programs more flexible in curriculum design and implementation than traditional public schools. Charter schools receive nearly all their funding from federal, state and local governments, so revenue can fluctuate significantly based on budgetary decisions tied to tax income. However, many charter schools are funded per pupil, enabling schools to drive up enrollment without worrying about financial support. Sustained long-term growth in charter school enrollment saw its first setback in 2022 as alternatives became much more attractive, though growth in per-pupil funding helped offset shrinking student bodies. Overall, industry revenue is anticipated to climb at a CAGR of 0.5% to an estimated $49.6 billion through the end of 2024, including a 0.3% increase in 2024 alone. As of 2024, 45 states have charter school legislation. Charter schools are overwhelmingly located in urban areas, and the rising percentage of the population living in cities will drive up demand for charter schools. Employment has surged through the current period as administrators seek to lower student-to-teacher ratios and improve educational outcomes. While all charter schools are nonprofit, these strong jumps in wage costs have dampened surpluses and forced some schools to cut their spending on discretionary services, like professional development programs. An anticipated expansion in parent choice programs will drive enrollment and make room for new charter schools to open. While some studies have shown charter schools to be more effective than traditional public schools, they still have room to prove their superiority. Competition from highly regarded private schools will be challenging for charter schools to overcome, especially as parents become better able to afford them. Charter schools are expected to become more specialized as they focus on specific demographics to help their students succeed better and secure a reputation for academic rigor. Over the five years to 2029, industry revenue is anticipated to swell at a CAGR of 0.2% to reach $50.2 billion.

Key Table Information.Table Title.Per Pupil Current Spending (PPCS) Amounts and 1-Year Percentage Changes for PPCS of Public Elementary-Secondary School Systems: U.S. and State: 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS17.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Total current spending per pupilDefinitions can be found by clicking on the column header in the table or by accessing the Glossary.For detailed information, see Government Finance and Employment Classification Manual..Unit(s) of Observation.The basic reporting unit is the governmental unit, defined as an organized entity which in addition to having governmental character, has sufficient discretion in the management of its own affairs to distinguish it as separate from the administrative structure of any other governmental unit.The reporting units for the Annual Survey of School System Finances are public school systems that provide elementary and/or secondary education. The term "public school systems" includes two types of government entities with responsibility for providing education services: (1) school districts that are administratively and fiscally independent of any other government and are counted as separate governments; and (2) public s...

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22. * Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education." Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes. Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022. 3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report. All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab. Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals. Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22). NYC DOE "Poverty" counts are based on the number of students with families who have qualified for free or reduced price lunch, or are eligible for Human Resources Administration (HRA) benefits. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years. "The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows: * The student’s Economic Need Value is 1.0 if: o The student is eligible for public assistance from the NYC Human Resources Administration (HRA); o The student lived in temporary housing in the past four years; or o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years. * Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100.

Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports.

In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the given school year.

In previous years, the most recent new entry date was used for students with multiple entry dates into the NYCDOE. Beginning in 2018-19, students’ earliest entry date is used in ENI calculations.

Beginning in 2018-19, students missing ENI data are imputed with the average ENI at their school. " In order to maintain student privacy, schools with % Poverty and ENI values below 5% or above 95% have had their exact values for each category replaced with "Below 5%" and "Above 95%", respectively. Before the start of the 2017-18 school year, the New York State Education Department implemented a new data matching process that refined the methods to identify families eligible for free lunch. This new matching system provides a more efficient and accurate process for matching students across a range of forms that families already complete. This new matching process yielded an increase in the number of students directly certified for free lunch (in other words, matched to another government program) and therefore increased the direct certification rate. As such, the increase in the percent of students in poverty and the Economic Need Index for the 2017-18 school year and later reflects this new matching process, which allows the City to better identify students eligible for free lunch. Approximately 25% of charter schools in NYC do not use NYC DOE School Food to provide meal services. The NYC DOE Office of School Food does not collect documentation on students’ eligibility for Free or Reduced Price Lunch from schools that do not utilize NYC DOE School Food. As a result, the Poverty figures may be understated for approximately 25% of charter schools. New York State Education Department begins administering assessments to be identified as an English Language Learner (ELL) in Kindergarten, but students in Pre-K are still included in the denominator for the ELL calculations. Also, Pre-K NYC Early Education Centers do not use NYC DOE School Food to provide meal services, but are included in the denominator for Poverty calculations.

Key Table Information.Table Title.States Ranked According to Per Pupil Public Elementary-Secondary School System Finance Amounts: U.S. and State: 2012 - 2023.Table ID.GOVSTIMESERIES.GS00SS08.Survey/Program.Public Sector.Year.2024.Dataset.PUB Public Sector Annual Surveys and Census of Governments.Source.U.S. Census Bureau, Public Sector.Release Date.2025-05-01.Release Schedule.The Annual Survey of School System Finances occurs every year. Data are typically released in early May. There are approximately two years between the reference period and data release..Dataset Universe.Census of Governments - Organization (CG):The universe of this file is all federal, state, and local government units in the United States. In addition to the federal government and the 50 state governments, the Census Bureau recognizes five basic types of local governments. The government types are: County, Municipal, Township, Special District, and School District. Of these five types, three are categorized as General Purpose governments: County, municipal, and township governments are readily recognized and generally present no serious problem of classification. However, legislative provisions for school district and special district governments are diverse. These two types are categorized as Special Purpose governments. Numerous single-function and multiple-function districts, authorities, commissions, boards, and other entities, which have varying degrees of autonomy, exist in the United States. The basic pattern of these entities varies widely from state to state. Moreover, various classes of local governments within a particular state also differ in their characteristics. Refer to the Individual State Descriptions report for an overview of all government entities authorized by state.The Public Use File provides a listing of all independent government units, and dependent school districts active as of fiscal year ending June 30, 2024. The Annual Surveys of Public Employment & Payroll (EP) and State and Local Government Finances (LF):The target population consists of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Survey of Public Pensions (PP):The target population consists of state- and locally-administered defined benefit funds and systems of all 50 state governments, the District of Columbia, and a sample of local governmental units (counties, cities, townships, special districts, school districts). In years ending in '2' and '7' the entire universe is canvassed. In intervening years, a sample of the target population is surveyed. Additional details on sampling are available in the survey methodology descriptions for those years.The Annual Surveys of State Government Finance (SG) and State Government Tax Collections (TC):The target population consists of all 50 state governments. No local governments are included. For the purpose of Census Bureau statistics, the term "state government" refers not only to the executive, legislative, and judicial branches of a given state, but it also includes agencies, institutions, commissions, and public authorities that operate separately or somewhat autonomously from the central state government but where the state government maintains administrative or fiscal control over their activities as defined by the Census Bureau. Additional details are available in the survey methodology description.The Annual Survey of School System Finances (SS):The Annual Survey of School System Finances targets all public school systems providing elementary and/or secondary education in all 50 states and the District of Columbia..Methodology.Data Items and Other Identifying Records.Total revenue per pupilTotal revenue from federal sources per pupilTotal revenue from state sources per pupilTotal revenue from local sources per pupilTotal current spending per pupilCurrent spending per pupil - Instruction - TotalCurrent spending per pupil - Instruction - Salaries and wagesCurrent spending per pupil - Instruction - Employee benefitsCurrent spending per pupil - Support services - General administrationCurrent spending per pupil - Support services - School administrationDefinitions can be found by clicking on the column header in the table or by accessing the Glossary.For detailed information, see Government Finance and Employment Classification Manual..Unit(s) of Observation.The basic reporting unit is the governmental unit, defined as an organized entity which in addition to having governmental character, has sufficient discretion in the management of its own affairs to distinguish it as separate from the administrative structure of any other governmental unit.T...

The average for 2021 based on 158 countries was 4.48 percent. The highest value was in Kiribati: 14.2 percent and the lowest value was in Nigeria: 0.38 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

This version of the elementary school district layer, representing districts that provide education to lower grade/age levels, uses high-quality base map spatial data published by the State of New Jersey. The U.S. Census Bureau's latest school district boundary data (TIGER) were used for guidance in establishing which municipalities to include in each district. The district boundaries were created using updated NJ Municipal Boundaries (Govt_admin_municipal_bnd). School district boundaries in two areas, on and near military bases, were edited to reflect special arrangements made for students residing in base housing. See Supplemental Information for details.By U.S. Census Bureau definition, school districts are single-purpose administrative units within which local officials provide, or pay other districts to provide, public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from State officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to States and school districts. In 2015 NJ Department of Education (NJDOE) corrected grade ranges and district types according to financial obligation, not the provision of educational services. NJDOE used set of grades, based on financial responsibility, to assign the data for each child to exactly one school district, except for districts covering Joint Base McGuire-Dix-Lakehurst in Burlington County. See Supplemental Information and Process Steps for details.This data set normally is updated annually, with updated school district information provided by the NJ Department of Education (NJDOE).

Abstract This article aims to estimate the impact of lower tax revenues on the funding of basic education, in the context of the economic impact of the COVID-19 pandemic. Three hypothetical scenarios of lowering tax revenues are estimated and analyzed, along with their effects on the investment in education in the states and municipalities, per-pupil and overall, using a methodology that combines data on tax revenues, mandatory allocation in education, and enrollment numbers. In the most optimistic scenario, the reduction of 7% in the net tax revenues would lead to a decrease in investment in basic education of more than R$ 16.6 billion. The monthly per-pupil expenditure, which in 2018 was R$ 460 on average, could drop between 4.1% and 26.9% depending on which scenario is considered. This probable reduction in revenues requires urgent measures to attenuate the deepening of educational inequalities, converging to the transference of federal funds to sub-national governments. Finally, we highlight the economic virtue of investing in education, when considering the capillarity of education, and its character of intensive investment in personnel.

Abstract (en): This data collection provides the second wave of data in a longitudinal, multi-cohort study of American youth conducted by the National Opinion Research Center (NORC) on behalf of the National Center for Education Statistics. The first wave of data was collected in 1980 (ICPSR 7896) and the third wave was collected in 1984 (ICPSR 8443). Student identification numbers included in each record permit data from these surveys to be merged with other High School and Beyond files. The base-year (1980) study incorporated student data from both cohorts into one file. Due to the more complex design of the First Follow-Up and a resulting increase in the volume of available data, separate files have been created for the two cohorts. The sophomore cohort portion of this collection replicates nearly all of the types of data gathered in the base-year study (ICPSR 7896), including students' behavior and experiences in the secondary school setting, outside employment, educational and occupational aspirations and expectations, personal and family background, and personal attitudes and beliefs. Also, the same cognitive test was administered in the base-year and follow-up surveys. The senior cohort portion, in contrast, emphasizes postsecondary education and work experiences. Education data include the amount and type of school completed, school financing, aspirations, and non-school training. Information is also provided on labor force participation and aspirations, military service, and financial status. The senior cohort did not take the cognitive test for the follow-up survey. Both cohorts provide demographic data such as age, race, sex, and ethnic background. The Transcripts Survey provides information on individual students such as the type of high school program, the student's grade point average, attendance, class rank and size, and participation in special education programs, plus course-oriented data such as the year a course was taken, the type of course, credit earned, and grades received. The Offerings and Enrollments Survey file contains data on each school in the sample and include variables such as size and type of institution, type of schedule used, ethnic composition of the faculty and student body, busing, types of programs and specific courses offered, school facilities, number of handicapped students, and school staffing. In addition, information is provided on academic and disciplinary policies, and perceived problems in the school. The Local Labor Market Indicators file contains economic and labor market data for the geographical area of each school in the sample, given both by county and by Standard Metropolitan Statistical Area. The School Questionnaire file incorporates data elements from both the Base-Year School Questionnaire and the First Follow-up School Questionnaire, along with other information from sampling files, into a single record for each school. Topics include institutional characteristics such as total enrollment, average daily attendance rates, dropout rates, remedial programs, provisions for handicapped and disadvantaged students, participation in federal programs, teacher retention and absenteeism, per-pupil expenditures, school rules and policies, and ownership and funding of nonpublic schools. The universe for this collection consists of all persons in the United States who were high school sophomores or seniors in 1980. The base-year High School and Beyond Survey (ICPSR 7896) used a stratified, disproportionate probability sample of 1,122 schools selected from a sampling frame of 24,725 high schools. Within each school, 36 seniors and 36 sophomores were randomly chosen. For the First Follow-Up, the National Opinion Research Center attempted to survey all 1980 sophomores and a subsample of 1980 seniors who participated in the base-year survey. Supplementary questionnaires were utilized for those 1980 sophomores who were not currently attending any school, had transferred to other schools, or had graduated early. The Transcripts Survey includes every secondary-school course taken by a sub-sample of the sophomore cohort. The Course Offerings and Enrollments Survey contains data from schools that were selected as first-stage sample units (clusters) for the sampling of students in the base-year survey, and in which sophomore High School and Beyond students were actively enrolled during the 1981-1982 academic year. For the Local Labor Market Indicators file, economic variables were...