In the past five decades, the global literacy rate among adults has grown from 67 percent in 1976 to 87.36 percent in 2023. In 1976, males had a literacy rate of 76 percent, compared to a rate of 58 percent among females. This difference of over 17 percent in 1976 has fallen to just seven percent in 2020. Although gaps in literacy rates have fallen across all regions in recent decades, significant disparities remain across much of South Asia and Africa, while the difference is below one percent in Europe and the Americas. Reasons for these differences are rooted in economic and cultural differences across the globe. In poorer societies, families with limited means are often more likely to invest in their sons' education, while their daughters take up a more domestic role. Varieties do exist on national levels, however, and female literacy levels can sometimes exceed the male rate even in impoverished nations, such as Lesotho (where the difference was over 17 percent in 2014); nonetheless, these are exceptions to the norm.

This statistic presents the level of self assessed financial literacy in the United States in 2014, by investable assets. During the survey period, it was found that ** percent of the respondents with investable assets worth ******* U.S. dollars and more admitted that they were very financially literate.

The 2014 National Assessment of Educational Progress (NAEP 2014) is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at . NAEP 2014 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study is conducted using computer-based assessment of students. Students in grade 4, 8, and 12 are sampled. NAEP 2014 assessments consist of national assessments in civics, geography, U.S. history, and technology and engineering literacy for 8th-grade students. Key statistics produced from NAEP 2014 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

The National Reporting System for Adult Education, 2014-15 (NRS 2014-15), is part of the Adult Education and Family Literacy program; program data is available since 1997 at . NRS 2014-15 (http://www.nrsweb.org) is a cross-sectional study that is designed to monitor performance accountability for the federally funded, state-administered adult education program. States will be required to submit their progress in adult education and literacy activities by reporting data on core indicators of outcomes on all adult learners who receive 12 or more hours of service as well as state expenditures on the adult education program. States can also report on additional, optional secondary measures that include outcomes related to employment, family, and community. The study will be conducted using a web-based reporting system of states. NRS 2014-15 is a universe survey, and all states are expected to submit data. Key statistics that will be produced from the study include student demographics, receipt of secondary school diploma or general education development (GED) certificate, placement in postsecondary education or training, educational gain, and employment placement and retention.

The National Center for Education Statistics surveyed 12,330 U.S. adults ages 16 to 74 living in households from 2012 to 2017 for the Program for the International Assessment of Adult Competencies (PIAAC), an international study involving over 35 countries. Using small area estimation models (SAE), indirect estimates of literacy and numeracy proficiency have been produced for all U.S. states and counties. By using PIAAC survey data in conjunction with data from the American Community Survey, the Skills Map data provides reliable estimates of adult literacy and numeracy skills in all 50 states, all 3,141 counties, and the District of Columbia.

SAE is a model-dependent approach that produces indirect estimates for areas where survey data is inadequate for direct estimation. SAE models assume that counties with similar demographics would have similar estimates of skills. An estimate for a county then “borrows strength” across related small areas through auxiliary information to produce reliable indirect estimates for small areas. The models rely on covariates available at the small areas, and PIAAC survey data. In the absence of any other proficiency assessment data for individual states and counties, the estimates provide a general picture of proficiency for all states and counties. In addition to the indirect estimates, this website provides precision estimates and facilitates statistical comparisons among states and counties. For technical details on the SAE approach applied to PIAAC, see section 5 of the State and County Estimation Methodology Report.

The U.S. county indirect estimates reported in this data are not directly comparable with the direct estimates for PIAAC countries that are reported by the Organization for Economic Cooperation and Development (OECD). Specifically, the U.S. county indirect estimates (1) represent modeled estimates for adults ages 16-74 whereas the OECD’s direct estimates for participating countries represent estimates for adults ages 16-65, (2) include data for “literacy-related nonresponse” (i.e., adults whose English language skills were too low to participate in the study) whereas the OECD’s direct estimates for countries exclude these data, and (3) are based on three combined data collections (2012/2014/2017) whereas OECD’s direct estimates are based on a single data collection.

Please visit the Skills Map to learn more about this data.

Kenya literacy rate for 2022 was 82.88%, a 4.15% increase from 2014.

<ul style='margin-top:20px;'>

<li>Kenya literacy rate for 2014 was <strong>78.73%</strong>, a <strong>6.58% increase</strong> from 2007.</li>
<li>Kenya literacy rate for 2007 was <strong>72.16%</strong>, a <strong>9.84% decline</strong> from 2000.</li>
<li>Kenya literacy rate for 2000 was <strong>82.00%</strong>, a <strong>82% increase</strong> from .</li>
</ul>Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.

Literacy in India has been increasing as more and more people receive a better education, but it is still far from all-encompassing. In 2023, the degree of literacy in India was about 77 percent, with the majority of literate Indians being men. It is estimated that the global literacy rate for people aged 15 and above is about 86 percent. How to read a literacy rateIn order to identify potential for intellectual and educational progress, the literacy rate of a country covers the level of education and skills acquired by a country’s inhabitants. Literacy is an important indicator of a country’s economic progress and the standard of living – it shows how many people have access to education. However, the standards to measure literacy cannot be universally applied. Measures to identify and define illiterate and literate inhabitants vary from country to country: In some, illiteracy is equated with no schooling at all, for example. Writings on the wallGlobally speaking, more men are able to read and write than women, and this disparity is also reflected in the literacy rate in India – with scarcity of schools and education in rural areas being one factor, and poverty another. Especially in rural areas, women and girls are often not given proper access to formal education, and even if they are, many drop out. Today, India is already being surpassed in this area by other emerging economies, like Brazil, China, and even by most other countries in the Asia-Pacific region. To catch up, India now has to offer more educational programs to its rural population, not only on how to read and write, but also on traditional gender roles and rights.

Data calculated for State of the Tropics 2014 report from original source :Barro and Lee Educational Attainment Dataset http://www.barrolee.com/

This dataset presents national-level literacy rates, compiled from multiple official sources, including the National Sample Survey (NSS), Periodic Labour Force Survey (PLFS), Population Census, National Family Health Survey (NFHS), and data published by the Ministry of Statistics and Programme Implementation (MoSPI).

It provides literacy rates disaggregated by gender, region (urban and rural), and age group. The inclusion of age groups is essential, as the criteria for calculating literacy rates have changed over time. To allow consistent comparisons across sources and years, an ‘age group’ column is included in the dataset. In general, literacy is assessed based on whether a person above a specified age can read and write a simple message with understanding in at least one language. The age specified as per these sources is as follows:

Census: Population aged 7 years and above (used since 1981; previously, it was 5 years and above). Data is available for 1951, 1961, 1971, 1981, 1991, 2001, and 2011 NSS: Population aged 5 years and above. Data is available for 2005, 2007-08, 2010, 2011-12, 2014, and 2017-18 PLFS: Survey typically covers population aged 15 years and above, but literacy data is also available for 5 years and above and 7 years and above. Data is available for 2017-18 to 2023-24. NFHS: Covers population aged 15–49 years only. Literacy rate refers to women and men who have completed standard 6, 9, or higher, or those who can read a full or partial sentence among individuals assumed to be literate. Data is available for 2005-06, 2015-16, and 2019-21. MoSPI: Follows the NSS age criteria, usually 5 years and above. Data is available for 2003, 2004, 2006, 2007, and 2011

Data calculated for State of the Tropics 2014 report from original source: Barro and Lee Education Attainment Dataset: http://www.barrolee.com/

This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do in mathematics. After a summary of mathematics performance, it examines the ways in which this performance varies on subscales representing different aspects of mathematics literacy. Given that any comparison of the outcomes of education systems needs to take into consideration countries’ social and economic circumstances, and the resources they devote to education, the volume also presents the results within countries’ economic and social contexts. In addition, the volume examines the relationship between the frequency and intensity of students’ exposure to subject content in school, what is known as “opportunity to learn”, and student performance. The volume concludes with a description of student results in reading and science. Trends in student performance in mathematics between 2003 and 2012, in reading between 2000 and 2012, and in science between 2006 and 2012 are examined when comparable data are available. Throughout the volume, case studies examine in greater detail the policy reforms adopted by countries that have improved in PISA.

EDFacts Assessment, 2014-15 (EDFacts ASSMT:2014-15) is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts ASSMT:2014-15 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data from states about students participation in and performance on academic assessments in Reading/Language Arts, Science, and Mathematics in elementary and secondary education at the school, LEA, and SEA levels. EDFacts ASSMT:2014-15 data were collected using the EDFacts Submission System (ESS), a centralized portal, and their submission by states is mandatory and required for benefits. Not submitting the required reports by a state constitutes a failure to comply with law and may have consequences for federal funding to the state. Key statistics produced from EDFacts ASSMT:2014-15 are from four (4) data groups with information on Academic Achievement and Assessment Participation in Mathematics and Reading/Language Arts. For the purposes of this system, data groups are referred to as 'variables', as a result of the structure and format of EDFacts data.

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what students in the United States know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, United States history, and beginning in 2014, in Technology and Engineering Literacy (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the United States, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time and for teachers, principals, parents, policymakers, and researchers to use NAEP results to assess progress and develop ways to improve education in the United States. There are two types of assessments: main NAEP and long-term trend NAEP. Main NAEP is administered to fourth-, eighth-, and twelfth-graders across the United States in a variety of subjects. The Main NAEP is conducted between the last week of January and the first week in March every year. National results are available for all assessments and subjects. Results for states and select urban districts are available in some subjects for grades 4 and 8. The Trial Urban District Assessment (TUDA) is a special project developed to determine the feasibility of reporting district-level NAEP results for large urban districts. In 2009 a trial state assessment was administered at grade 12. Long-term trend NAEP is administered nationally every four years. During the same academic year, 13-year olds are assessed in the fall, 9-year olds in the winter, and 17-year olds in the spring. Long-term trend assessments measure student performance in mathematics and reading, and allow the performance of students from recent time periods to be compared with students since the early 1970s. The 1997 and 2008 NAEP arts assessments were part of the Main NAEP Assessments. The NAEP 1997 Arts Assessment was conducted nationally at grade 8. For music and visual arts, representative samples of public and nonpublic school students were assessed. A special "targeted" sample of students took the theatre assessment. Schools offering at least 44 classroom hours of a theatre course per semester, and offering courses including more than the history or literature of theatre, were identified. Students attending those schools who had accumulated 30 hours of theatre classes by the end of the 1996-97 school year were selected to take the theatre assessment. The NAEP 2008 Arts Assessment was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The visual arts portion of the assessment included questions that measured students' ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials. In addition, NAEP has a number of special studies that are conducted periodically. These include research and development efforts such as the High School Transcript Study and the National Indian Education Study. More information on these special studies is available on the NAEP Web site.

Abstract

The PSLM Project is designed to provide Social & Economic indicators in the alternate years at provincial and district levels. The project was initiated in July 2004 and will continue up to June 2015. The data generated through surveys is used to assist the government In formulating the poverty reduction strategy as well as development plans at district level and for the rapid assessment of program in the overall context of MDGs. As such this survey is one of the main mechanisms for monitoring MDGs indicators. It provides a set of representative, population-based estimates of social indicators and their progress under the PRSP/MDGs. For Millennium Development Goals (MDGs), UN has set 18 targets for 48 indicators for its member countries to achieve by 2015. Pakistan has committed to implement 16 targets and 37 indicators out of which 6 targets and 13 indicators are monitored through PSLM Surveys. The PSLM surveys are conducted at district level and at Provincial level respectively at alternate years. PSLM District level survey collects information on key Social indicators whereas through provincial level surveys (Social & HIES) collects information on social indicators as well as on Income and Consumption while in specific sections also information is also collected about household size; the number of employed people and their employment status, main sources of income; consumption patterns; the level of savings; and the consumption of the major food items. However, Planning Commission also uses this data for Poverty analysis.

Another important objective of the PSLM Survey is to try to establish the distributional impact of development programs; whether the poor have benefited from the program or whether increased government expenditure on the social sectors has been captured by the better off. The sample size of PSLM surveys district level is approximately 80000 households and approximately 18000 at Provincial level.

Main Indicators: Indicators on Demographic characteristics, Education, Health, Employment, Household Assets, Household Amenities, Population Welfare and Water Supply & Sanitation are developed at National/Provincial /District levels.

Geographic coverage

National coverage

Analysis unit

Households and Individuals

Universe

The universe of this survey consists of all urban and rural areas of all four provinces, AJK and Gilgit Baltistan. FATA and Military restricted areas have been excluded from the scope of the survey.

Kind of data

Sample survey data [ssd]

Sampling procedure

Sampling Frame: Pakistan Bureau of statistics PBS has developed its own urban area frame. Each city/town is divided into enumeration blocks. Each enumeration block is comprised to 200-250 households on the average with well-defined boundaries and maps .The list of enumeration blocks as updated from field on the prescribed Performa by Quick Count Technique in 2013 for urban and the list of villages/mouzas/dehs or its part (block), updated during House listing in 2011 for conduct of Population Census, are taken as sampling frame. Enumeration blocks and villages are considered as Primary Sampling Units (PSUs) for urban and rural domains respectively. A project to update the rural blocks is currently in hand.

Stratification Plan

Urban Areas: Large sized cities having population five laces and above have been treated as independent stratum. Each of these cities has further been sub-stratified into low, middle and high income groups. The remaining cities/towns within each defunct administrative division have been grouped together to constitute an independent stratum.

Rural Areas: The entire rural domain of a district for Khyber Pakhtunkhwa, Punjab, and Sindh provinces has been considered as independent stratum, whereas in Balochistan province defunct administrative division has been treated as stratum.

Sample Size and its Allocation: To determine optimum sample size for this survey, 6 indicators namely Literacy rate, Net enrolment rate at primary level, Population 10+ that ever attended school, Contraceptive prevalence of women age 15-49 years, Children age 12-23 months who are fully immunized and post natal consultation for ever married women aged 15-49 years were taken into consideration. Keeping in view the prevalence of these indicators at different margin of errors, reliability of estimates and field resources available a sample of size 19620 households distributed over 1368 PSUs (567 urban and 801 rural) has been considered sufficient to produce reliable estimates in respect of all four provinces with urban rural breakdown, however data was collected from 1307 PSU’S by covering 17989 household.

Sample Design: A two-stage stratified sample design has been adopted for this survey.

Selection of primary sampling Units (PSUs): Enumeration blocks in urban and rural domains have been taken as PSUs. In urban and rural domains sample PSUs from each stratum have been selected by PPS method of sampling scheme; using households in each block as Measure of size (MOS).

Selection of Secondary Sampling Units (SSUs): Households within PSU have been considered as SSUs. 16 and 12 households have been selected from urban/rural domains respectively by systematic sampling scheme with a random start.

Sampling deviation

Out of 1368 PSUs, of all four provinces 61 PSUs (11 urban and 50 rural PSUs) of Balochistan were dropped due to bad law and order situation and the remaining 1307 PSUs (556 urban and 751 rural) comprising 17989 households were covered.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

At both individual and household level, the PSLM Survey collects information on a wide range of topics using an integrated questionnaire. The questionnaire comprises a number of different sections, each of which looks at a particular aspect of household behavior or welfare. Data collected under Round IX includes education, diarrhea, immunization, reproductive health, pregnancy history, maternity history, family planning, pre and post-natal care and access to basic services.

Cleaning operations

Data quality in PSLM Survey has been ensured through a built in system of checking of field work by the supervisors in the field and by the in charge of the concerned Regional/Field offices. Teams from the headquarters also pay surprise visits and randomly check the work done by the enumerators. Regional/ Field offices ensured the data quality through preliminary editing at their office level. The entire data entry was carried at the PBS headquarter Islamabad and specially designed data entry programme had a number of built in consistency checks.

Data appraisal

To determine the reliability of the estimates confidence interval and Standard error of important key indicators have been worked out and are attached at the end of each section of the survey report, provided under the 'Related Materials' tab

The National Reporting System (NRS) for Adult Education, 2017-18 (NRS 2017-18) is a performance accountability system for the national adult education program that is authorized under the Adult Education and Family Literacy Act (AEFLA), title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014. More information about the program is available at . NRS 2017-18 is a cross-sectional data collection that is designed to monitor performance accountability for the federally funded, state-administered adult education program. States are required to submit their progress in adult education and literacy activities by reporting data on the WIOA primary indicators of performance for all AEFLA program participants who receive 12 or more hours of service, as well as state expenditures on the adult education program. States may also report on additional, optional secondary measures that include outcomes related to employment, family, and community. The data collection is conducted using a web-based reporting system. NRS 2017-18 is a universe data collection activity, and all states are required to submit performance data. Key statistics that are produced from the data collection include student demographics, receipt of secondary school diploma or a high school equivalency (HSE) credential, placement in postsecondary education or training, measurable skill gain, and employment outcomes.

United States CES: $150 Th & More: AAE: Reading data was reported at 262.000 USD in 2015. This records an increase from the previous number of 249.000 USD for 2014. United States CES: $150 Th & More: AAE: Reading data is updated yearly, averaging 289.000 USD from Dec 2003 (Median) to 2015, with 13 observations. The data reached an all-time high of 372.000 USD in 2003 and a record low of 249.000 USD in 2014. United States CES: $150 Th & More: AAE: Reading data remains active status in CEIC and is reported by Bureau of Labor Statistics. The data is categorized under Global Database’s USA – Table US.H041: Consumer Expenditure Survey: By Income Level.

This dataset tracks annual reading and language arts proficiency from 2014 to 2022 for Compassion Road Academy vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2014 to 2022 for Montbello Career And Technical High School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

Abstract

This schedule is designed to collect the information on (a) participation of persons aged 5-29 years in the pursuit of education, (b) private expenditure incurred on the education of household members including those who are resident of Students' hostel at the time of survey, (c) examining the extent of educational wastage and their causes in terms of dropout and discontinuance and (d) IT literacy of persons aged 14 years and above. However, inclusions and exclusions, in a nutshell, are mentioned below.

Inclusions: I.School education commencing from class I to X or XII, as the case may be, irrespective of the recognition status of the educational institution, II.Higher secondary / Pre-university education leading to award of certificate/ diploma/ degree etc. including enrolment in private unrecognised institutions, which are authorised to sponsor students for public examinations as private or external candidates, III.General University education in Universities which are recognised by University Grant Commission(UGC), IV.Correspondence or distance learning courses conducted by Universities, Deemed Universities or Institutions, authorised by competent authorities for awarding regular degrees or diplomas or certificates, V.Technical or Professional courses, conducted by Universities, Deemed Universities or institutes like, National Institute of Fashion Technology, National School of Drama, Satyajit Ray Film and Television Institute, Film and Television Institute of India, Lok Nayak Jayaprakash Narayan National Institute of Criminology and Forensic Science, etc. or Institutions, authorised by competent authorities like All India Council of Technical Education (AICTE), Medical Council of India (MCI), The Institute of Chartered Accountants of India, The Institute of Cost and Works Accountants of India, The Institute of Company Secretaries of India, Actuarial Society of India, etc., leading to award of degree/diploma/certificates VI.All types of courses of duration three months or more, conducted by Institutions like Industrial Training Institute (ITI), National Vocational Training Institute, Regional Vocational Training Institutes, etc., authorised by competent authorities VII.Any course at primary level and above conducted by recognised educational institution not covered above.

Exclusions: I.Art, music and similar type of courses conducted by individuals in their houses or by unrecognised/ unaffiliated institutions, II.Classes taken by Private tutors, III.Education in nursery/Kindergartens/Preparatory levels except for their enrolment statuses and dropout / discontinuance statuses . IV.The non-formal system of education being implemented through various programmes by government or other agencies except for their enrolment statuses and discontinuance / dropout statuses.

Summary description of the schedule: In the present round, Schedule 25.2 on education and IT literacy consists of 10 blocks. The first three blocks, viz., Block 0, Block 1 and Block 2 have used for recording identification of sample households and particulars of field operations, as practised in previous rounds. The last two blocks, viz., Block 8 and Block 9 have used to record the remarks/comments of investigator and supervisory officer(s) respectively. Block 3 is used for recording the household characteristics like household size, principal industry and principal occupation of household, household type, religion, social group, distance from nearest school having primary/upper primary/secondary level classes, whether the household has a computer/ any access to internet and household's usual consumer expenditure in a month etc. Block 4 is used for recording the demographic and other particulars of all the household members satisfying the modified definition of household. Particulars of IT literacy for household members aged 14 & above and the particulars of current educational attendance and current enrolment status for household member aged 5-29 years are also collected in Block 4. The education particulars of the household members, aged 5 years to 29 years, who are currently attending educational institutions at primary level and above are recorded in Block 5. In this block, information on course, level, class/grade/year, type of institution, medium of instruction, etc., are collected on basic course. Block 6 is designed to collect particulars of private expenditure on education of the household members, whose educational particulars are collected in block 5. Here, the break-up of expenditure of the basic course of each such member is collected in detail. Particulars of household members, aged 5 years to 29 years, who are currently not attending any educational institution, are collected in Block 7. In this block, information like whether ever enrolled, age at entry in school, age of discontinuation / dropping, etc. have also recorded.

Geographic coverage

National, States, Urban, Rural

Analysis unit

Households Indivisuals

Universe

Households, persons aged 5-29 years in the pursuit of education

Kind of data

Sample survey data [ssd]

Sampling procedure

Outline of sample design: A stratified multi-stage design has been adopted for the 71st round survey. The first stage units (FSU) are the census villages (Panchayat wards in case of Kerala) in the rural sector and Urban Frame Survey (UFS) blocks in the urban sector. The ultimate stage units (USU) are households in both the sectors. In case of large FSUs, one intermediate stage of sampling is the selection of two hamlet-groups (hgs)/ sub-blocks (sbs) from each rural/ urban FSU.

Sampling Frame for First Stage Units: For the rural sector, the list of 2011 census villages (henceforth the term 'village' would mean Panchayat wards for Kerala) constitutes the sampling frame. In case of Kerala, due to the non-availability of Panchayat wards based on census 2011, the available list of Panchayat wards based on census 2001 is used as the rural frame. For the urban sector, the latest updated list of UFS blocks (phase 2007-12) is considered as the sampling frame.

Stratification: Stratum has been formed at district level. Within each district of a State/UT, generally speaking, two basic strata have been formed: (i) rural stratum comprising of all rural areas of the district and (ii) urban stratum comprising of all the urban areas of the district. However, within the urban areas of a district, if there are one or more towns with population 1 lakh or more as per Census 2011, each of them formed a separate basic stratum and the remaining urban areas of the district has been considered as another basic stratum.

Special stratum in the rural sector: There are some villages in Nagaland and Andaman & Nicobar Islands which reamins difficult to access. As in earlier rounds, a special stratum has been formed at State/UT level comprising these villages in the two State/UTs.

Sub-stratification:

Rural sector: If 'r' be the sample size allocated for a rural stratum, the number of sub-strata formed was 'r/2'. The villages within a district as per frame have been first arranged in ascending order of population. Then sub-strata 1 to 'r/2' have been demarcated in such a way that each sub-stratum comprised a group of villages of the arranged frame and had more or less equal population. Urban sector: If 'u' be the sample size allocated for an urban stratum, the number of sub-strata formed was 'u/2'. For all strata, if u/2 >1, implying formation of 2 or more sub-strata, all the UFS blocks within the stratum have been first arranged in ascending order of total number of households in the UFS Blocks as per UFS phase 2007-12. Then sub-strata 1 to 'u/2' have been demarcated in such a way that each sub-stratum had more or less equal number of households.

Total sample size (FSUs): 8300 FSUs have been allocated for the central sample at all-India level. For the state sample, there are 9274 FSUs allocated for all-India. State wise allocation of sample FSUs is given in Table 1.

Allocation of total sample to States and UTs: The total number of sample FSUs heve been allocated to the States and UTs in proportion to population as per Census 2011 subject to a minimum sample allocation to each State/ UT. While doing so, the resource availability in terms of number of field investigators has been kept in view.

Allocation of State/ UT level sample to rural and urban sectors: State/UT level sample size has been allocated between two sectors in proportion to population as per Census 2011 with double weightage to urban sector subject to the restriction that urban sample size for bigger states like Maharashtra, Tamil Nadu etc. do not exceed the rural sample size. A minimum of 16 FSUs (minimum 8 each for rural and urban sector separately) is allocated to each State/ UT.

Allocation to strata: Within each sector of a State/ UT, the respective sample size has been allocated to the different strata in proportion to the population as per Census 2011. Stratum level allocation has been adjusted to multiples of 2 with a minimum sample size of 2.

For special strata in the rural areas of Nagaland and A & N Islands, 4 FSUs has been allocated to each.

Allocation to sub-strata: Allocation for each sub-stratum has been 2 in both rural and urban sectors.

Selection of FSUs:

For the rural sector, from each stratum/sub-stratum, required number of sample villages have been selected by Probability Proportional to Size With Replacement (PPSWR), size being the population of the village as per Census 2011. For the urban sector, from each stratum/sub-stratum, FSUs have been selected by Probability Proportional to Size With Replacement (PPSWR), size being the number of households of the UFS Blocks. Both rural and urban samples have been drawn

Dataset contains information on state-wide academic progress of students in reading and math annually starting with school year ending in 2014. All public schools and districts report annually to the Iowa Department of Education through Adequate Yearly Progress (AYP). All AYP determinations are made annually using reading and math student assessment data. Proficiency is based on a standard score scale. More information can be found at: http://itp.education.uiowa.edu/ia/AYPInformation.aspx.