The 2022 cartographic boundary shapefiles are simplified representations of selected geographic areas from the U.S. Census Bureau's Master Address File / Topologically Integrated Geographic Encoding and Referencing (MAF/TIGER) Database (MTDB). These boundary files are specifically designed for small-scale thematic mapping. When possible, generalization is performed with the intent to maintain the hierarchical relationships among geographies and to maintain the alignment of geographies within a file set for a given year. Geographic areas may not align with the same areas from another year. Some geographies are available as nation-based files while others are available only as state-based files. School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains the boundaries, names, local education agency codes, grade ranges, and school district levels for school districts from state officials for the primary purpose of providing the U.S. Department of Education with estimates of the number of children in poverty within each school district. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. The cartographic boundary files include separate files for elementary, secondary and unified school districts. The generalized school district boundaries in this file are based on those in effect for the 2021-2022 school year, i.e., in operation as of January 1, 2022.

Public Law (P.L.) 94-171, enacted in 1975, directs the U.S. Census Bureau to make special preparations to provide redistricting data needed by the 50 states. It specifies that within a year following Census Day (by April 1, 2011), the Census Bureau must send the governor and legislature in each state the data they need to redraw districts for the United States Congress and state legislature. The Census 2010 Redistricting Data Program was set up to afford state officials an opportunity to define the small areas for which they wish to receive census population totals for redistricting purposes. Officials then could receive data for voting districts (e.g., election precincts, wards, state house and senate districts) in addition to standard census geographic areas, such as counties, cities, census tracts, and blocks. State participation in defining areas is voluntary and nonpartisan. There are four map types that support the 2010 Census Redistricting Data (Public Law [P.L.] 94-171) program. Each of these large format map types is produced in Adobeâ s portable document format (PDF). These georeferenced PDF files were created in compliance with the OGC PDF Geo-registration Encoding Best Practice Version 2.2 (OGC project document reference number OGC 08-139r2). They will also be available through the U.S. Census Bureau Map Products web site. In addition to the maps, other geographic products include the State Redistricting Data (P.L.94-171) Shapefiles and the 2010 Census Block Assignment Files, which provide census block relationships to voting districts, state legislative districts, school districts, and congressional districts. All four map types are produced in a set for each county or statistically equivalent entity (school district maps for the District of Columbia, Florida, Hawaii, Maryland, Nevada, and West Virginia are state-based). Each map set consists of one or more numbered parent sheets which cover the entire county. If necessary, separate inset sheets show areas of dense features at a larger scale. Inset areas are identified with letters. If the set has more than one parent sheet, an index sheet is also included which depicts the arrangement of the parent sheets and inset areas in relation to the county boundary and selected major features. All of the parent sheets within a county are produced at the same scale, while maps for adjacent counties may be at different scales. The objective of each map type is to use the smallest number of sheets while preserving legibility of geographic entity names and feature identifiers. The physical size of the county and the density of features also affect the number of parent sheets and insets.

Users of this map can easily enter an address, click on the map, or have the map find their location(ip or gps on mobile) and find the school districts that location is in. Users are provided with the outline of the district as well as links to the schools website.

This EnviroAtlas data set shows the number of schools in each block group in the EnviroAtlas community boundary as well as the number of schools where less than 25% of the area within 100 meters of the school is classified as greenspace. In this community, green space is defined as Trees & Forest, Grass & Herbaceous, Agriculture, Woody Wetlands, and Emergent Wetlands. This dataset was produced by the US EPA to support research and online mapping activities related to EnviroAtlas. EnviroAtlas (https://www.epa.gov/enviroatlas) allows the user to interact with a web-based, easy-to-use, mapping application to view and analyze multiple ecosystem services for the contiguous United States. The dataset is available as downloadable data (https://edg.epa.gov/data/Public/ORD/EnviroAtlas) or as an EnviroAtlas map service. Additional descriptive information about each attribute in this dataset can be found in its associated EnviroAtlas Fact Sheet (https://www.epa.gov/enviroatlas/enviroatlas-fact-sheets).

A feature layer view used to store attendance zones and their related school information.

A map used in the Neighborhood School application to locate elementary and secondary schools within their attendance zone boundary.

The percentage of children whose composite score indicates full school readiness out of all kindergarten school children tested within an area in a school year. The Maryland Model for School Readiness (MMSR) is an assessment and instructional system that was designed to provide parents, teachers, and early childhood providers with a common understanding of what children know and are able to do upon entering school. Under the MMSR system, all children entering kindergarten are assessed for level of mastery across several learning domains. These domains include: social and personal development; language and literacy; mathematical thinking; scientific thinking; social studies; the arts; and physical development and health. Kindergarten teachers must evaluate students during the first few months of the kindergarten year using selected Work Sampling System (WSS) indicators and report their ratings by the end of November of each year to the state. Source: Baltimore City Public Schools Years Available: 2010-2011, 2011-2012, 2012-2013