The statistic shows the fourth grade reading proficiency in the United States in 2015, by state. In 2015, 50 percent of fourth grade public school students in Massachusetts performed at or above the proficient level in reading.

The statistic shows the eighth grade reading proficiency level in public schools of the United States in 2015, by state. In 2015, 46 percent of eighth grade public school students in Massachusetts performed at or above the proficient level in reading.

United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data was reported at 98.774 % in 2015. This records a decrease from the previous number of 98.793 % for 2014. United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 98.677 % from Dec 1970 (Median) to 2015, with 13 observations. The data reached an all-time high of 98.867 % in 2013 and a record low of 94.500 % in 1970. United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed primary education.; ; UNESCO Institute for Statistics; ;

It was estimated that from 2015 to 2020 around six percent of adults in the United States aged 45 years and older that had graduated from college had symptoms of subjective cognitive decline. This statistic depicts the percentage of U.S. adults aged 45 years and older with subjective cognitive decline (SCD) from 2015-2020, by highest education completed.

EDFacts Assessment, 2015-16 (EDFacts ASSMT:2015-16) is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts ASSMT:2015-16 (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:2015-16 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:2015-16 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 Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty. The Census Bureau’s School District Boundary Review program (SDBR) (https://www.census.gov/geo/partnerships/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER/Line. Although the Census Bureau updates TIGER/Line every year, the SDBR is a biennial update conducted on the odd-numbered years, therefore district boundaries for a given school year persist in TIGER for two years (e.g., boundaries for the 2015-2016 school year are included in TIGER/Line 2016 and 2017). Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line 2017 and represent boundaries reported for the 2015-2016 school year. For more information about NCES school district boundary data, see: https://nces.ed.gov/programs/edge/geographicLocale.aspx. All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

US: School Enrollment: Preprimary: Female: % Gross data was reported at 68.891 % in 2015. This records a decrease from the previous number of 70.205 % for 2014. US: School Enrollment: Preprimary: Female: % Gross data is updated yearly, averaging 63.943 % from Dec 1981 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.447 % in 1996 and a record low of 51.131 % in 1981. US: School Enrollment: Preprimary: Female: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

United States US: Secondary Education: Pupils: % Female data was reported at 49.172 % in 2015. This records an increase from the previous number of 49.145 % for 2014. United States US: Secondary Education: Pupils: % Female data is updated yearly, averaging 48.936 % from Dec 1972 (Median) to 2015, with 32 observations. The data reached an all-time high of 49.713 % in 1998 and a record low of 34.965 % in 1972. United States US: Secondary Education: Pupils: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The New York State calculation method was first adopted for the Cohort of 2001 (Class 2005). The cohort consists of al students who first entered 9th grade in a given school year (e.g., the cohort of 2006 entered 9th grade in 2006-2007 school year). Graduates are defined as those students earning either a local or regents diploma and exclude those earning either a special education (IEP) diploma for GED. In order to comply with FERPA regulations on public reporting of education outcomes, rows with a cohort of 20 or fewer students are suppressed. Due to small number of students identified as Native American or Multi-Racial these ethnicities are not reported on the Ethnicity tab, however these students are included in the counts on all other tabs.

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.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary, secondary, and unified school district administrative offices included in the NCES Common Core of Data (CCD). The CCD is an annual collection of basic administrative characteristics that includes the physical address for all public schools, school districts, and state education agencies in the United States. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools and school district administrative offices based on these addresses. The point locations in this data layer were developed from the 2015-2016 CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

United States US: School Enrollment: Secondary: Male: % Net data was reported at 89.513 % in 2015. This records an increase from the previous number of 87.832 % for 2014. United States US: School Enrollment: Secondary: Male: % Net data is updated yearly, averaging 87.442 % from Dec 1987 (Median) to 2015, with 21 observations. The data reached an all-time high of 89.513 % in 2015 and a record low of 85.450 % in 2002. United States US: School Enrollment: Secondary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

United States Columbia: Gen Exp: Education: Higher Education data was reported at 216,039.000 USD th in 2015. This records an increase from the previous number of 151,046.000 USD th for 2014. United States Columbia: Gen Exp: Education: Higher Education data is updated yearly, averaging 75,089.000 USD th from Jun 1957 (Median) to 2015, with 57 observations. The data reached an all-time high of 216,039.000 USD th in 2015 and a record low of 0.000 USD th in 1958. United States Columbia: Gen Exp: Education: Higher Education data remains active status in CEIC and is reported by US Census Bureau. The data is categorized under Global Database’s USA – Table US.F017: Revenue & Expenditure: State and Local Government: Columbia.

United States Vermont: Gen Exp: Education: Higher Education data was reported at 761,518.000 USD th in 2015. This records a decrease from the previous number of 765,706.000 USD th for 2014. United States Vermont: Gen Exp: Education: Higher Education data is updated yearly, averaging 168,103.000 USD th from Jun 1957 (Median) to 2015, with 57 observations. The data reached an all-time high of 765,706.000 USD th in 2014 and a record low of 6,293.000 USD th in 1957. United States Vermont: Gen Exp: Education: Higher Education data remains active status in CEIC and is reported by US Census Bureau. The data is categorized under Global Database’s USA – Table US.F054: Revenue & Expenditure: State and Lcoal Government: Vermont.

For the last several years, NIEPA has been actively involved in strengthening the Educational Management Information System (EMIS) in the country to promote evidence based policy planning and management of school education. The State Report Cards: 2015-16 is based on data received from as many as 1.47 million primary and upper primary schools /sections spread over 701 districts across 36 States and UTs. The publication presents not only state-specific indicators but also brings in many new dimensions of elementary education into focus. It incorporates key indicators on key aspects of universalisation of elementary education in case of all States and UTs. Users can explore the references of use of DISE data.Disclaimer from data provider:Raw data presented in the document or used for calculating indicators are essentially based on data provided by the States and UTs through annual data collection under U-DISE. NIEPA is committed to provide professional and software support to all States and UTs as well as for dissemination and analysis of data as it is provided by the individual States and UTs.In no way, NIEPA is involved in data collection as such and therefore the accuracy and truthfulness of the data rest with the States/UTs. The State Project Directors have certified that data is free from errors and inconsistencies and hence may be merged into the national database maintained at NIEPA, New Delhi.Note: AGOL only supports https. In case of any url not working for you, please try with http.This map layer is offered by Esri India, for ArcGIS Online subscribers without any manipulation in the source data. If you have any questions or comments, please let us know via content@esri.in.

Analysis of ‘Public School Locations 2015-16’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/fd15337c-8402-4de8-b0bd-075f5b3a4188 on 11 February 2022.

--- Dataset description provided by original source is as follows ---

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

Local Law 14 (2016) requires that the NYCDOE provide citywide Health Education data, disaggregated by community school district, city council district and each individual school. This reports provides information about the number and percent of students receiving one semester of health education as defined in local law 14 as reported through 2015-2016 STARS database. It includes school level data on number of 6-8 graders that received a semester of health instruction as well as number of 8th graders meeting the middle school health requirements for 2015-16 school year. This regulation does not require students to receive health instruction at any particular grade level in middle school, only prior to completing 8th grade and a student may advance without completing the course.

The National Reporting System for Adult Education, 2015-16 (NRS 2015-16), is part of the Adult Education and Family Literacy program; program data is available since 1997 at . NRS 2015-16 (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 2015-16 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.

EDFacts Migrant Education Program, 2015-16 (EDFacts MEP:2015-16) is one of 17 topics identified in the EDFacts documentation (in this database, each topic is entered as a separate study). EDFacts MEP:2015-16 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data from states to support oversight and reporting of the Migrant Education Program (MEP) about students eligible for funding and students served under the migrant student program at the school, Local Education Agency, and state levels. EDFacts MEP:2015-16 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 MEP:2015-16 are from ten data groups on Consolidated MEP Funds Status, MEP Personnel (FTE), MEP Personnel (Headcount), MEP Services, MEP Students Eligible and Served-Summer/Intersession, MEP Students Served-12-Month, MEP Students Served-Regular School Year, MEP Students Served-Summer/Intersession, Migrant Students Eligible-12-Month, and Migrant Students Eligible-Regular School Year. 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 Carl D. Perkins Career and Technical Education Act of 2006 Consolidated Annual Report, 2014-2015 (Perkins IV CAR 2014-2015) is part of the Carl D. Perkins Career and Technical Education Act of 2006 Consolidated Annual Report (CAR) program. Perkins IV CAR 2014-2015 is a cross-sectional data collection activity that states submit to the Department with annual enrollment, financial and performance data on their progress in achieving state levels of performance on the core indicators of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), which provides funding for career and technical education. The data collection was conducted using web-based forms, excel spreadsheets, or paper forms of each eligible agency that receives Perkins IV funding, including the 50 United States, the District of Columbia, Puerto Rico, U.S. Virgin Islands, Palau, and Guam. Perkins IV CAR 2014-2015 is a universe data collection activity. Key statistics produced from the Perkins IV CAR 2014-2015 are enrollment in career and technical education programs and state performance in meeting Perkins IV core indicators.