United States - Literacy Rate, Adult Total for Other Small States was 86.25975 % of People Ages 15 and Above in January of 2023, according to the United States Federal Reserve. Historically, United States - Literacy Rate, Adult Total for Other Small States reached a record high of 86.25975 in January of 2023 and a record low of 71.82288 in January of 1983. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Literacy Rate, Adult Total for Other Small States - last updated from the United States Federal Reserve on May of 2025.

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• The Healthcare IT market size is expected to be worth around USD 1728 Bn by 2032
• According to a report by UNESCO, countries in South and South-West Asia have the highest number of illiterate adults in the world, estimated at 388 million.
• Approximately 36% of adult Americans possess only basic or below basic health literacy skills.
• Only 12% of Americans are considered proficient in their health literacy skills.
• Health literacy levels in China increased from 6.48% of the population in 2008 to 23.15% in 2020.
• A recent study analyzing global health literacy research from 1995 to 2020 identified the United States, Australia, and the United Kingdom as major contributors to the international collaboration network on health literacy.
• Mental health has been the most active research field in recent years in the context of health literacy.

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.

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.

US: School Enrollment: Preprimary: % Gross data was reported at 69.492 % in 2015. This records a decrease from the previous number of 69.917 % for 2014. US: School Enrollment: Preprimary: % Gross data is updated yearly, averaging 60.389 % from Dec 1971 (Median) to 2015, with 27 observations. The data reached an all-time high of 70.965 % in 1996 and a record low of 37.734 % in 1972. US: School Enrollment: Preprimary: % 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).

This graph shows the percentages of students in special education in the United States in 2011, by state. Rhode Island was the state with the most students in special education in 2011 with a participation rate of 18.4%.

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: 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; ;

US: Children Out of School: Primary: Male data was reported at 511,381.000 Person in 1996. This records an increase from the previous number of 358,341.000 Person for 1995. US: Children Out of School: Primary: Male data is updated yearly, averaging 428,453.500 Person from Dec 1986 (Median) to 1996, with 8 observations. The data reached an all-time high of 820,709.000 Person in 1986 and a record low of 149,723.000 Person in 1991. US: Children Out of School: Primary: Male 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. Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

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.

The National Reporting System for Adult Education (NRS) is administered by the Division of Adult Education and Literacy in the Office of Career, Technical, and Adult Education at the U.S. Department of Education. Aggregated data, data from individual US states and territories, and narrative reports, all covering program years 2000-2022, were downloaded from https://nrs.ed.gov/ between 2025-02-06 and 2025-02-09. Aggregated reports were uploaded to Data Lumos as both regular files and a zipped folder; state data tables were only uploaded as a zipped folder, due to the high number of individual files. Total, there are 11,206 files and 628 folders in the entire dataset, due to the way it was structured on the original website.

Graph and download economic data for All Employees: Education and Health Services: Private Education and Health Services in Florida (FLEDUH) from Jan 1990 to Apr 2025 about health, education, FL, services, employment, and USA.

This data collection contains information gathered in the Survey of Income and Education (SIE) conducted in April-July 1976 by the Census Bureau for the United States Department of Health, Education, and Welfare (HEW). Although national estimates of the number of children in poverty were available each year from the Census Bureau's Current Population Survey (CPS), those estimates were not statistically reliable on a state-by-state basis. In enacting the Educational Amendments of 1974, Congress mandated that HEW conduct a survey to obtain reliable state-by-state data on the numbers of school-age children in local areas with family incomes below the federal poverty level. This was the statistic that determined the amount of grant a local educational agency was entitled to under Title 1, Elementary and Secondary Education Act of 1965. (Such funds were distributed by HEW's Office of Education.) The SIE was the survey created to fulfill that mandate. Its questions include those used in the Current Population Survey regarding current employment, past work experience, and income. Additional questions covering school enrollment, disability, health insurance, bilingualism, food stamp recipiency, assets, and housing costs enabled the study of the poverty concept and of program effectiveness in reaching target groups. Basic household information also was recorded, including tenure of unit (a determination of whether the occupants of the living quarters owned, rented, or occupied the unit without rent), type of unit, household language, and for each member of the household: age, sex, race, ethnicity, marital history, and education.

Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

Graph and download economic data for Employment Cost Index: Wages and salaries for State and local government workers in Education and health services (CIS3026000000000I) from Q1 2003 to Q1 2025 about state & local, ECI, health, salaries, workers, education, wages, government, services, and USA.

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

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.

The indirect estimates provided in this data were created using a sophisticated statistical method generally referred to as small area estimation (SAE). 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. For technical details on the SAE approach applied to PIAAC, see section 5 of the State and County Estimation Methodology Report.

The U.S. state 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. state 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.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.

IDEA Section 618 Data Products: Static Tables Part B Assessment Number and percent of students grades 3 through 8 and high school, served under IDEA, Part B, who participated in reading and math assessments, by assessment type and state. Number and percent of students grades 3 through 8 and high school served under IDEA, Part B, who received a valid and proficient score on assessments for math, by assessment type, grade level, and state. Number and percent of students grades 3 through 8 and high school served under IDEA, Part B, who received a valid and proficient score on assessments for reading, by assessment type, grade level, and state. Part B Child Count and Educational Environments Number of children and students served under IDEA, Part B, by age group and state. Number of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by disability and state. Number of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by disability and state. Number and percent of children ages 3 through 5 (not in kindergarten) and students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by EL status and state. Number and percent of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by race/ethnicity and state. Number and percent of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by race/ethnicity and state. Children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, as a percentage of population, by disability category and state. Students ages 5 (in kindergarten) through 21 served under IDEA, Part B, as a percentage of population, by disability category and state. Children and students ages 3 through 21 served under IDEA, Part B, as a percentage of population, by age and state. Number and percent of children in race/ethnicity category ages 3 through 5 (not in kindergarten) with disabilities served under IDEA, Part B, by disability category and state. Number and percent of children in race/ethnicity category ages 5 (in kindergarten) through 21 with disabilities served under IDEA, Part B, by disability category and state. Number and percent of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by educational environment and state. Number and percent of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state. Number and percent of female/male children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by educational environment and state. Number and percent of female/male students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by educational environment and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state. Number and percent of children in race/ethnicity category ages 3 through 5 (not in kindergarten) with disabilities served under IDEA, Part B, by educational environment and state. Number and percent of students in race/ethnicity category ages 5 (in kindergarten) through 21 with disabilities served under IDEA, Part B, by educational environment and state. Number of children and students served under IDEA, Part B, in the US, Outlying Areas, and Freely Associated States by age and disability category. Part B Discipline Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state by disability. Number of children and students ages 3 through 21 served under IDEA, Part B, suspended/expelled by total number of days removed and state by disability. Number of children and students ages 3 through 21 served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year and state by type of disability. Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state by race/ethnicity. Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed and state by race/ethnicity. Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year, and state by race/ethnicity. Number and percent of female and male children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state. Number and percent of female and male children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed and state. Number and percent of female and male children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of removed and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year and state. Number of children and students, ages 3 through 21, subject to expulsion, by disability status, receipt of educational services and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal, disability, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed, disability, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year, disability, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal, race/ethnicity, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed, race/ethnicity, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year, race/ ethnicity, and state. Part B Dispute Resolution Number and percent of written, signed complaints initiated through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Number and percent of mediations held through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Number and percent of hearings (fully adjudicated) through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Number of expedited hearing requests (related to disciplinary decision) filed through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Part B Exiting Number of students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state. Number of students ages 14 through 21 with disabilities served under IDEA, Part B, in the U.S., Outlying Areas, and Freely Associated States who exited special education, by exit reason and age. Number and percent of students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason, race/ethnicity, and state. Number and percent of female and male students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state. Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services Number and percent of LEAs reported under each determination level that controls whether the LEA may be able to reduce MOE Amount reduced under the IDEA MOE provision in IDEA §613(a)(2)(C) Number and percent of LEAs that met requirements and had an increase in 611 allocations and took the MOE reduction Number and percent of LEAs required to use 15% of funds for CEIS due to significant disproportionality or voluntarily reserved funds for CEIS Number of children who received CEIS anytime in the past two years and who received special education and related services Number and percent of LEAs/ESAs that were determined to meet the MOE compliance standard in SY 2016-17 Part B Personnel Teachers employed (FTE) to work with children, ages 3 through 5, who are receiving special education under IDEA, Part B, by qualification status and state. Teachers employed

In 2023, there were *** institutions of higher education in the state of California. Of these *** institutions, *** were four-year institutions and *** were two-year institutions. California had the most higher education institutions of any state in that year.

This collection comprises unaltered data files downloaded from https://eddataexpress.ed.gov/download/data-library on February 6, 2025. The original access page consisted of a table with category filters, which provided links to data ZIP files containing the specified data fields. This table has been saved into tabular data formats here in the Index folder, with the original web links replaced with the matching ZIP filename only, which essentially replicates the functionality of the original web page in a downloadable format.In the website's underlying file structure, the original ZIP files were nested within folders named according to the format EID_####, apparently to avoid conflicts between files with the same name. These seeming duplications might have been due to updates or revisions that had to be made to a data file. To preserve this original order, the ZIP files were renamed by appending the EID number to their original file name. The files were not otherwise unzipped or altered in any way from their original state.At the time of download, the page at https://eddataexpress.ed.gov/download/data-library displayed the following two notices in red:"The COVID-19 pandemic disrupted the collection and reporting of data on EDE, beginning in SY 2019-20. The Department urges abundant caution when using the data and recommends reviewing the relevant data notes prior to use or interpretation. This includes data on state assessments, graduation rates, and chronic absenteeism.""WARNING: The data library functionality has stopped working temporarily for many SY2122 school files. Please go to the download tool page to download your data of interest. We apologize for the inconvenience."--------------------The "About Us" page from the ED Data Express website had this to say about its resources:Purpose of ED Data ExpressED Data Express is a website designed to improve the public's ability to access and explore high-value state- and district-level education data collected by the U.S. Department of Education. The site is designed to be interactive and to present the data in a clear, easy-to-use manner, with options to download information into Excel or to explore the data within the site's grant program dashboards. The site currently includes data from EDFacts, Consolidated State Performance Reports (CSPR), and the Department's Budget Service office. For more information about these topics, please visit the following web pages:https://www2.ed.gov/about/inits/ed/edfacts/index.html [see below for the text of the linked page]https://www2.ed.gov/about/offices/list/om/fs_po/ofo/budget-service.html [this URL was dead at the time of download]Using the SiteED Data Express includes two sections that allow users to access and view the data: (1) grant program data dashboards and (2) download functionality. The grant program data dashboards provide a snapshot of information on the funding, participation and performance of some of the grant programs administered by the U.S. Department of Education's Office of Elementary and Secondary Education. The dashboards are interactive and update depending on the program, state and school year selected. Additional information is provided through data notes as well as through the small "i" icon. The download functionality allows users to build customized tables of data and contain more data than what is available via the dashboards. The download functionality also allows users to download data notes which provide important caveats and contextual information to consider when using the data. Data Included and Frequency of UpdatesThe site currently includes funding, participation and performance data from school years 2010-11 to 2016-17 on formula grant programs administered in the Office of Elementary and Secondary Education. Additional data and data notes will be added to the site over time. Quality Control and Personally Identifiable InformationAll CSPR and EDFacts data are self-reported by each state. The U.S. Department of Education conducts a review of the data and provides feedback to states, but it is ultimately states’ responsibility to verify and certify that their data are correct. Please note that during the reporting years represented on this site, the Office of Elementary and Secondary Education in collaboration with EDFacts and SEAs have wor