This statistic shows the share of renters who chose city for job vs. location in the United States in 2018, by education level. In 2018, 64.5 percent of non-student renters without a Bachelor's degree were more likely to choose a city for the location itself, whereas 62.4 percent of STEM graduates were more likely to move to a new city for a job rather than the city itself.

This statistic shows the top metropolitan areas with the highest percentage of college graduates in the United States in 2019. In 2019, Boulder in Colorado was ranked first with 64.8 percent of its population having a Bachelor's degree or higher.

This statistic shows the share of degree holders among the population aged 25 years and older in the ten cities Sungard Availability Services considered to be the best for tech start-ups in the United States. Seattle had the highest rate of bachelor's degree holders at 58.9 percent, while Washington had the highest rate of advanced degree holders at 30.6 percent.

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf

The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. 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 feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

Tree City USA is a national program that recognizes municipal commitment to community forestry. In return for meeting program requirements, Tree City USA participants expect social, economic, and/or environmental benefits. Understanding the geographic distribution and socioeconomic characteristics of Tree City USA communities at the national scale can offer insights into the motivations or barriers to program participation, and provide context for community forestry research at finer scales. In this study, researchers assessed patterns in Tree City USA participation for all U.S. communities with more than 2,500 people according to geography, community population size, and socioeconomic characteristics, such as income, education, and race. Nationally, 23.5% of communities studied were Tree City USA participants, and this accounted for 53.9% of the total population in these communities. Tree City USA participation rates varied substantially by U.S. region, but in each region participation rates were higher in larger communities, and long-term participants tended to be larger communities than more recent enrollees. In logistic regression models, owner occupancy rates were significant negative predictors of Tree City USA participation, education and percent white population were positive predictors in many U.S. regions, and inconsistent patterns were observed for income and population age. The findings indicate that communities with smaller populations, lower education levels, and higher minority populations are underserved regionally by Tree City USA, and future efforts should identify and overcome barriers to participation in these types of communities. This dataset is associated with the following publication: Berland , A., D. Herrmann , and M. Hopton. National Assessment of Tree City USA Participation According to Geography andSocioeconomic Characteristics. Arboriculture & Urban Forestry. International Society of Arboriculture, Champaign, IL, USA, 42(2): 120-130, (2016).

This Cost of International Education dataset compiles detailed financial information for students pursuing higher education abroad. It covers multiple countries, cities, and universities around the world, capturing the full tuition and living expenses spectrum alongside key ancillary costs. With standardized fields such as tuition in USD, living-cost indices, rent, visa fees, insurance, and up-to-date exchange rates, it enables comparative analysis across programs, degree levels, and geographies. Whether you’re a prospective international student mapping out budgets, an educational consultant advising on affordability, or a researcher studying global education economics, this dataset offers a comprehensive foundation for data-driven insights.

Description

Potential Uses

• Budget Planning Prospective students can filter by country, program level, or university to forecast total expenses and compare across destinations.
• Policy Analysis Educational policymakers and NGOs can assess the affordability of international education and design support programs.
• Economic Research Economists can correlate living-cost indices and tuition levels with enrollment rates or student demographics.
• University Benchmarking Institutions can benchmark their fees and ancillary costs against peer universities worldwide.

Notes on Data Collection & Quality

• Currency Conversions All monetary values are unified to USD using contemporaneous exchange rates to facilitate direct comparison.
• Living Cost Index Derived from reputable city-index publications (e.g., Numbeo, Mercer) to standardize disparate cost-of-living metrics.
• Data Currency Exchange rates and fee schedules should be periodically updated to reflect market fluctuations and policy changes.

Feel free to explore, visualize, and extend this dataset for deeper insights into the true cost of studying abroad!

Preliminary Class Size Report School K-8 Average Class Size General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students.

This data layer produced by the National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (EDGE) program provides a geographic locale framework that classifies all U.S. territory into twelve categories ranging from Large Cities to Remote Rural areas. NCES uses this framework to describe the type of geographic area where schools and school districts are located. The criteria for these classifications are defined by NCES, but they rely on standard geographic areas developed and maintained by the U.S. Census Bureau. The 2020 NCES Locale boundaries are based on geographic areas represented in Census TIGER/Line 2020. The NCES Education Demographic and Geographic Estimate (EDGE) program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to annually update the locale boundaries. For more information about the NCES locale framework, see: https://nces.ed.gov/programs/edge/Geographic/LocaleBoundaries. The classifications include: City - Large (11): Territory inside an Urbanized Area and inside a Principal City with population of 250,000 or more. City - Midsize (12): Territory inside an Urbanized Area and inside a Principal City with population less than 250,000 and greater than or equal to 100,000. City - Small (13): Territory inside an Urbanized Area and inside a Principal City with population less than 100,000. Suburb – Large (21): Territory outside a Principal City and inside an Urbanized Area with population of 250,000 or more. Suburb - Midsize (22): Territory outside a Principal City and inside an Urbanized Area with population less than 250,000 and greater than or equal to 100,000. Suburb - Small (23): Territory outside a Principal City and inside an Urbanized Area with population less than 100,000. Town - Fringe (31): Territory inside an Urban Cluster that is less than or equal to 10 miles from an Urbanized Area. Town - Distant (32): Territory inside an Urban Cluster that is more than 10 miles and less than or equal to 35 miles from an Urbanized Area. Town - Remote (33): Territory inside an Urban Cluster that is more than 35 miles of an Urbanized Area. Rural - Fringe (41): Census-defined rural territory that is less than or equal to 5 miles from an Urbanized Area, as well as rural territory that is less than or equal to 2.5 miles from an Urban Cluster. Rural - Distant (42): Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an Urbanized Area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an Urban Cluster. Rural - Remote (43): Census-defined rural territory that is more than 25 miles from an Urbanized Area and is also more than 10 miles from an Urban Cluster.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.

Nature centers in the United States are commonly places where people can go to become more educated on their local environment and the nature around them. Often times there are animals and/or interactive experiences with the outdoors/nature. Of course, some cities are home to more nature centers than others. In 2020, Cincinnati, OH had the greatest density with 2.3 nature centers per 10,000 residents.

The SCA’s comprehensive capital planning process includes developing and analyzing quality data, creating and updating the Department of Education’s Five-Year Capital Plans, and monitoring projects through completion. The SCA prioritizes capital projects to best meet the capacity and building improvements needs throughout the City. Additionally, the SCA assures that the Capital Plan aligns with New York State and City Department of Education mandates, academic initiatives, and budgetary resources. This is one of the most current published reports.

Use this application to identify locale classifications for public, private, and postsecondary schools.

2018-19 Preliminary Class Size Report City Middle and High School Class Size Distribution Core courses identified as English, Math, Social Studies, and Science classes for grades 6-12, where available General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students

Preliminary Class Size Report Middle School and High School Core Average Class Size Core courses identified as English, Math, Social Studies, and Science classes for grades 6-12, where available in the scheduling application. General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students.

2018-19 Preliminary Class Size Report School K-8 Average Class Size

General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students

IntroductionWe aimed to examine utilitarian bicycle use among adults from 18 large Latin American cities and its association with socio-economic position (education and income) between 2008 and 2018.MethodsData came from yearly cross-sectional surveys collected by the Development Bank of Latin America (CAF). A total of 77,765 survey respondents with complete data were used to estimate multilevel logistic regression models with city as random intercept and year as random slope.ResultsIndividuals with high education and high-income levels had lower odds of using a bicycle compared with participants with lower education and income levels. These associations, however, changed over time with the odds of bicycle use increasing for all groups, especially among individuals with the highest education and income levels.DiscussionOur results confirm the broadening appeal of bicycling across socio-economic positions in several Latin American cities and reinforce the importance of considering policies aimed at supporting and enhancing bicycle travel for all users.

This data collection provides statistics gathered from a variety of federal agencies and national associations. Demographic, economic, and governmental data from both the federal government and private agencies are presented to enable multiarea comparisons as well as single-area profiles. Current estimates and benchmark census results are included. Data are available for five types of geographic coverage: (1) Metro Areas data cover 249 metropolitan statistical areas (MSAs), 17 consolidated metropolitan statistical areas (CMSAs), 54 primary metropolitan statistical areas (PSMAs), and 16 New England county metropolitan areas (NECMAs). Metro Areas data include the following general subjects: area and population, households, vital statistics, health, education, crime, housing, money income, personal income, civilian labor force, employment, construction, commercial office space, manufacturing, wholesale and retail trade, service industries, banking, federal funds and grants, and government employment. There are 14 parts for Metro Areas. (2) State Metro/Nonmetro data cover the United States, the 50 states, the District of Columbia, and the metropolitan and nonmetropolitan portions of these areas. State Metro/Nonmetro data include most of the subjects listed for Metro Areas. There are six parts for State Metro/Nonmetro. (3) Metro Counties data cover 336 metropolitan areas and their component counties and include topics identical to those presented in the State Metro/Nonmetro data. Six parts are supplied for Metro Counties. (4) Metro Central Cities data cover 336 metropolitan areas and their 522 central cities and 336 outside central cities portions. Metro Central Cities variables are limited to 13 items, which include area and population, money income, civilian labor force, and retail trade. There is one part for Metro Central Cities. (5) States data cover the United States, the 50 states, the District of Columbia, and census regions and divisions. States data include the same items as the Metro Areas data, plus information on social welfare programs, geography and environment, domestic travel and parks, gross state product, poverty, wealth holders, business, research and development, agriculture, forestry and fisheries, minerals and mining, transportation, communications, energy, state government, federal government, and elections. There are 101 parts for States.

2018-19 Preliminary Class Size Report City Middle School and High School Core Average Class Size Core courses identified as English, Math, Social Studies, and Science classes for grades 6-12, where available General Education and Integrated Co-Teaching (ICT) classes and course sections with more than 100 students or fewer than seven students are excluded from this report, as are self-contained courses with fewer than two students

"""Local Law 14 (2016) requires that the NYCDOE provide citywide Health Education data, dis aggregated by community school district, city council district, and each individual school. Data reported in this report is from the 2015-16 school year. "" This report provides information about the number and percent of students receiving one semester of health education as defined in Local Law 14 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS.

This report consists of 10 tabs:

1. Health Education Standards
2. HS - School
3. HS-District
4. JS-City Council District
5. MS-School
6. MS-District
7. Ms-City Council District
8. Efficacy
9. Compliance

10. LGBTQ Inclusivity

11. Health Education Standards

This tab provides information on the New York State Health Education Requirements and Standards. These requirements can be found in NYS Education Commissioner’s Regulation Subchapter G Part 135.

1. HS - School

This tab includes school level data on the number of students that received a semester (one credit) of health instruction, as well as the number of June and August graduates meeting the HS health requirements for the 2015-2016 school year. Note that students are not required to receive health instruction at any particular grade level in high school, only prior to graduating. Additionally, values less than 100% do not necessarily imply that students graduated without meeting credit requirements. In very rare cases, these values may indicate missing or incomplete historical transcript data.

1. HS - District

This tab includes district level data on the number of students that received a semester (one credit) of health instruction, as well as the number of June and August graduates meeting the HS health requirements for the 2015-2016 school year. Note that students are not required to receive health instruction at any particular grade level in high school, only prior to graduating. Additionally, values less than 100% do not necessarily imply that students graduated without meeting credit requirements. In very rare cases, these values may indicate missing or incomplete historical transcript data.

1. HS - City Council District

This tab includes city council district level data on the number of students that received a semester (one credit) of health instruction, as well as the number of June and August graduates meeting the HS health requirements for the 2015-2016 school year. Note that students are not required to receive health instruction at any particular grade level in high school, only prior to graduating. Additionally, values less than 100% do not necessarily imply that students graduated without meeting credit requirements. In very rare cases, these values may indicate missing or incomplete historical transcript data.

1. Ms - School

This tab includes school level data on the number of 6-8 graders that received a semester (one half-unit) of health instruction, as well as the number of 8th graders meeting the middle school health requirements for the 2015-2016 school year. Note that this regulation does not require students to receive health instruction at any particular grade level in middle school, only prior to completing 8th grade. However, a student may advance to the next grade without completing the course.

1. MS - District

This tab includes district level data on the number of 6-8 graders that received a semester (one half-unit) of health instruction, as well as the number of 8th graders meeting the middle school health requirements for the 2015-2016 school year. Note that this regulation does not require students to receive health instruction at any particular grade level in middle school, only prior to completing 8th grade. However, a student may advance to the next grade without completing the course.

1. MS - City Council District

This tab includes City Council district level data on the number of 6-8 graders that received a semester (one half-unit) of health instruction, as well as the number of 8th graders meeting the middle school health requirements for the 2015-2016 school year. Note that this regulation does not require students to receive health instruction at any particular grade level in middle school, only prior to completing 8th grade. However, a student may advance to the next grade without completing the course.

1. Compliance

This tab provides information on how the DOE complies with the State and City health education requirements.

1. Efficacy

This tab provides information about the DOE's recommended health education curricula.

1. LGBTQ Inclusivity

This tab provides information about how the DOE supports health education that is inclusive and supportive of LGBTQ students.

Additional Information

YABC, D75 home and hospital, D79 and charter schools are excluded from this report."

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.