This data set shows the average attendance rate for students in NSW government schools by Statistical Area 4 (SA4).

Data notes

• 2021 data is not comparable to previous years due to the continued effects of the COVID-19 pandemic, changes to calculation rules to align with ACARA’s national standards (version 3) and changes to the way attendance data is transferred into the department’s centralised data warehouse. Please refer to 2021 Semester 1 student attendance factsheet for more information.

• 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. Please refer to the factsheet on The effects of COVID-19 on attendance during Semester 1 2020 for more information.

• In 2018 NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of part day absences and accounting for student mobility in the calculation. Data from 2018 onwards is not comparable with earlier years.

• Schools for Specific Purposes (SSPs) are only included from 2021. Prior to this SSP attendance data was not collected centrally.

• The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time students in Years 1–10 as a percentage of the total number of possible student-days attended in Semester 1. Figures are aligned with the National Report on Schooling and the My School website.

• SA4 refers to the ABS Australian Statistical Geography Standard (ASGS) Edition 3 Statistical Area 4 (SA4) – 2021.

• ‘Other Territories’ has been assigned to Norfolk Island Central School, which operated under the responsibility of NSW Department of Education between 2018-2021.

Data source

Semester 1 Return of Absences Collection

Data quality statement

The Attendance Data Quality Statement addresses the quality of the Attendance dataset using the dimensions outlined in the NSW Department of Education's data quality management framework: institutional environment, relevance, timeliness, accuracy, coherence, interpretability and accessibility. It provides an overview of the dataset's quality and highlights any known data quality issues.

Year to date local authority, regional and national attendance since 09 September 2024, including reasons for absence. Figures are provided for state-funded primary, secondary and special schools. Totals for all schools are also included that include estimates for non-response.

Increase the average daily attendance rate in schools from 94.7% in 2014 to 96.7% by 2018.

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2021-2022 school year. Student groups include: Students experiencing homelessness Students with disabilities Students who qualify for free/reduced lunch English learners All high needs students Non-high needs students Students by race/ethnicity (Hispanic/Latino of any race, Black or African American, White, All other races) Attendance rates are provided for each student group by district and for the state. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

This dataset shows the attendance rates for all NSW government schools in Semester One by alphabetical order. \r \r Data Notes:\r \r * 2021 data is not comparable to previous years due to the continued effects of the COVID-19 pandemic, changes to calculation rules to align with ACARA’s national standards (version 3) and changes to the way attendance data is transferred into the department’s centralised data warehouse. Please refer to 2021 Semester 1 student attendance factsheet for more information.\r \r * 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. Please refer to the factsheet on The effects of COVID-19 on attendance during Semester 1 2020 for more information.\r \r * In 2018 NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of part day absences and accounting for student mobility in the calculation. Data from 2018 onwards is not comparable with earlier years.\r \r * Schools for Specific Purposes (SSPs) are only included from 2021. Prior to this SSP attendance data was not collected centrally.\r \r * The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time students in Years 1–10 as a percentage of the total number of possible student-days attended in Semester 1. Figures are aligned with the National Report on Schooling and the My School website.\r \r * Data is suppressed "sp" for schools where student numbers are below the reporting threshold.\r \r * Data is not available "na" for senior secondary schools or other schools where no students were enrolled in Years 1-10.\r \r * Blank cells indicate no students were enrolled at the school that census year or the school was out of scope for attendance reporting.\r \r \r Data Source:\r \r * Education Statistics & Measurement, Centre for Education Statistics and Evaluation

Spring term local authority, regional and national attendance between 06 January and 12 April 2025, including reasons for absence. Figures are provided for state-funded primary, secondary and special schools broken down by sex.

The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time school students in Years 1–10 as a percentage of the total number of possible student-days attended.\r \r Data Notes:\r \r * Attendance data for NSW government schools only. The attendance rate is calculated as (1 minus absences divided by enrolled days) multiplied by 100.\r \r * This data includes the student attendance rate for semester 1, semester 2 and the full year.\r \r * Students were learning from home for extended periods during Semester 2 2021 due to COVID-19. As a result, attendance rates for Semester 2 and full year are not reliable and have not been published.\r \r * 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. \r \r * For more detail on how attendance data for 2020 and 2021 were affected by COVID-19, please refer to CESE factsheets: ‘ Effects of COVID-19 on attendance during Semester 1 2020 ’ and ‘ 2021 Semester 1 student attendance '.\r \r \r * All students in Years 1 to 10 in NSW government schools are regarded as full-time.\r \r * Kindergarten, Year 11, Year 12 students have been excluded in the attendance rates. \r \r * Ungraded (support) student attendance rates are included as a separate row and excluded from Primary and Secondary totals. Ungraded students in NSW government schools are classified as either primary or secondary according to their level of education.\r \r * Distance education and Schools for Special Purposes’ attendance data is not currently collected.\r \r * Bushfires affected many schools' attendance in Term 4 2019 and should be taken into account when comparing Semester 2 data to other years. \r \r * Prior to 2018 absences equalled ‘all full day absences for the period in question’. \r \r * From 2020, students in mainstream support classes are reported by their underlying grade of enrolment. Students in schools for specific purposes (SSPs) are included as 'ungraded'.\r \r * In 2021 attendance figures were calculated differently to align with the third edition of ACARA’s National Standards for Student Attendance Data and Reporting. As a result, data is not directly comparable to previous years.\r \r * The Department implemented an automated attendance feed (AAF) system in Semester 1 2021. The AAF has significantly improved data quality in 2021, which has affected data comparability with previous years.\r \r \r ** Note** \r \r In 2018, NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of partial absences and accounting for student mobility in the calculation. Data for 2018 is not directly comparable with earlier years.\r \r Source:\r \r * Education Statistics and Measurement. Centre for Education Statistics and Evaluation.

This polygon files contains 2015-2016 school-year data delineating school attendance boundaries. These data were collected and processed as part of the School Attendance Boundary Survey (SABS) project which was funded by NCES to create geography delineating school attendance boundaries. Original source information that was used to create these boundary files were collected were collected over a web-based self-reporting system, through e-mail, and mailed paper maps. The web application provided instructions and assistance to users via a user guide, a frequently asked questions document, and instructional videos. Boundaries supplied outside of the online reporting system typically fell into one of six categories: a digital geographic file, such as a shapefile or KML file; digital image files, such as jpegs and pdfs; narrative descriptions; an interactive web map; Excel or pdf address lists; and paper maps. 2015 TIGER/line features (that consist of streets, hydrography, railways, etc.) were used to digitize school attendance boundaries and was the primary source of information used to digitize analog information. This practice works well as most school attendance boundaries align with streets, railways, water bodies and similar line features included in the 2015 TIGER/line "edges" files. In those few cases in which a portion of a school attendance boundary serves both sides of a street contractor staff used Esri’s Imagery base map to estimate the property lines of parcels. The data digitized from analog maps and verbal descriptions do not conform to cadastral data (and many of the original GIS files created by school districts do not conform with cadastral or parcel data).The SABS 2015-2016 file uses the WGS 1984 Web Mercator Auxiliary Sphere coordinate system.Additional information about SABS can be found on the EDGE website.The SABS dataset is intended for research purposes only and reflects a single snapshot in time. School boundaries frequently change from year to year. To verify legal descriptions of boundaries, users must contact the school district directly.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.

The Super Bowl is one of the most-watched sporting events in the world, regularly attracting more than 70 thousand fans to the live event. The highest attendance figures are often associated with games that feature popular teams, exciting matchups, or other special circumstances such as the large seating capacity of the stadium within which the games are hosted. The 2025 Super Bowl, which was hosted at Caesars Superdome, New Orleans, had an attendance of 65,719 fans. This game saw the Philadelphia Eagles beat the Kansas City Chiefs to claim their second Super Bowl title. Overall, the Super Bowl attendance figures demonstrate the popularity and enduring appeal of American football as a major sport and cultural event in the United States. Popularity of the Super Bowl The Super Bowl's popularity is undeniable, with the annual championship game of the National Football League being one of the biggest single-day sports events in the world. Each year, the champions of the National Football Conference and the American Football Conference compete against each other, drawing high television ratings. The 2024 Super Bowl set a record-breaking average TV audience of over 123 million viewers in the United States. Super Bowl spending The Super Bowl generates millions of dollars in advertising revenue for the NFL, with the advertising revenue from the 2024 Super Bowl standing at a record 650 million U.S. dollars. A 30-second ad spot during the Super Bowl broadcast cost an average of eight million U.S. dollars in 2024. The big game also leads to significant consumer spending, with Super Bowl-related consumer spending in the U.S. estimated to have stood at about 17.3 billion U.S. dollars in 2024. The average American consumer planned to spend over 86 U.S. dollars on Super Bowl Sunday, with expenditures on food and beverages, televisions, furniture, team apparel and accessories, and decorations.

Total number of students of the official age group for a given level of education who are attending school at any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for the given level of education who are attending school at any level of education by the population of the same age group and multiply the result by 100. The difference between the total NAR and the adjusted NAR provides a measure of the proportion of children in the official relevant school age group who are attending levels of education below the one intended for their age. The difference between the total NAR and the adjusted NAR for primary education is due to attendance of pre-primary education. Data Source: UNESCO Institute for Statistics calculations based on national census data and household surveys.

Annual sickness absence rates of workers in the UK labour market, including number of work days lost, by country and region, sex and age group, and employment type. These are official statistics in development.

The School Attendance Boundaries Survey (SABS) was an experimental survey conducted by the U.S. Department of Education’s (ED) National Center for Education Statistics (NCES) with assistance from the U.S. Census Bureau to collect school attendance boundaries for regular schools in the 50 states and the District of Columbia. Attendance boundaries, sometimes known as school catchment areas, define the geographic extent served by a local school for the purpose of student assignments. School district administrators create attendance areas to help organize and plan district-wide services, and districts may adjust individual school boundaries to help balance the physical capacity of local schools with changes in the local school-age population. The SABS collection includes boundaries for more than 70,000 schools in over 12,000 school districts throughout the U.S.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.