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.

Academic year 2023 to 2024 local authority, regional and national attendance since 11 September 2023, 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.

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

Summer term local authority, regional and national attendance between 01 April and 19 July 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.

Full 2023/24 academic year local authority, regional and national attendance since 11 September 2023, including reasons for absence. Figures are provided for state-funded primary, secondary and special schools broken down by Free School Meals eligibility. Totals for all schools are also included that include estimates for non-response.

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.

Data Notes:

• Attendance data for NSW government schools only. The attendance rate is calculated as (1 minus absences divided by enrolled days) multiplied by 100.

• This data includes the student attendance rate for semester 1, semester 2 and the full year.

  • 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.

  • 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1.

  • 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'.

• All students in Years 1 to 10 in NSW government schools are regarded as full-time.

• Kindergarten, Year 11, Year 12 students have been excluded in the attendance rates.

• 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.

• Distance education and Schools for Special Purposes’ attendance data is not currently collected.

• Bushfires affected many schools' attendance in Term 4 2019 and should be taken into account when comparing Semester 2 data to other years.

• Prior to 2018 absences equalled ‘all full day absences for the period in question’.

• 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'.

• 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.

• 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.

** Note**

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.

Source:

• Education Statistics and Measurement. Centre for Education Statistics and Evaluation.

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.

The number of children in primary schools in Sweden grew annually over the past decade. In the school year 2016/17, more than one million children attended primary school in Sweden, a number that had increased to over 1.1 million by 2023/24. In 2023, there were more than 1.2 million children between zero and nine years living in Sweden. Decrease in the number of primary schools Primary school in Sweden consists of nine years of compulsory education, and the schools are administered by the municipalities. In 2012, there were over 4,900 primary schools in Sweden, but this number decreased annually since, dropping to less than 4,720 schools in the academic year 2022/23.  Increased number of pupils per primary school The constant increase of pupils attending primary school, combined with the decreasing number of schools, led to a constant increase of number of pupils per primary school during the same period. In 2022/23, there were on average 236 pupils per primary school in Sweden.

This table presents the school attendance status of Cambodia’s population aged 6 and above in 2019 and 2024. Across all age groups, the percentage of individuals currently attending school is higher in 2024 compared to 2019, especially in the youngest age group (6–11), where attendance rose from 90.6% to 94.1%. Notably, the share of individuals who never attended school decreased over time, reflecting expanded access to education. Among those aged 25 and above, school attendance remains very low, with over 80% reporting past attendance, indicating completion or dropout in earlier years.

Full 2023/24 academic year local authority, regional and national attendance since 11 September 2023, including reasons for absence. Figures are provided for state-funded primary, secondary and special schools broken down by SEN. Totals for all schools are also included that include estimates for non-response.

While the players on the court might still be college students, the National Collegiate Athletic Association men's basketball top division still draws in big crowds. The North Carolina men's basketball team attracted the highest average attendance during the 2025 season. The team, traditionally known as the Tar Heels, had an average home audience of just over 20,521 in 2025. NCAA basketball attracts millions The total paid attendance at NCAA college basketball tournament games reached the highest figure to date in 2013, when nearly 800,000 spectators paid to watch the games. This figure has seen a slight decrease in recent years, with the 2025 count totaling around 708,000 spectators. The Division I basketball tournament, commonly referred to as March Madness, takes the format of a single-elimination tournament between 68 teams. The high-stakes nature of the tournament attracts television viewers reaching into the millions. Over 10 million viewers tuned in during the 2025 tournament, with 18.1 million fans glued to the gripping championship game in 2025 between the Houston Cougars and Florida Gators. March Madness mainstays The Kentucky Wildcats men's basketball team is one of the most successful Division I basketball sides in history, so it is no wonder that an average of around 20,000 fans flocked to their home games during the 2025 season. The Wildcats led the association in terms of March Madness appearances – the team had played in a total of 62 tournaments – and had the second most number of NCAA basketball titles as of 2025. The UCLA Bruins top this list, having taken home the title a record 11 times. The Los Angeles-based program achieved enormous success in the 1960s and 1970s, but their only title since that period came back in 1995. The Bruins reached the Final Four stage of the tournament for three years running between 2006 and 2008, as well as in 2021, but have been unable to recapture the success of times gone by.

The Student Survey measures students’ backgrounds, knowledge, aspirations, satisfaction, and perception of their classroom environment. It also measures teaching quality and the impact of lockdowns and remote learning on education during the COVID-19 pandemic, as well as the support provided by schools through online services or other means, and the time allocated for learning. The 60-minute student interviews were conducted in a private setting, either at the student's home or a location where the student was comfortable answering the survey questions. The survey consisted of two parts: survey questions and a Life History Calendar (LHC). The interview was conducted in Nepali using a computer-assisted personal interviewing program. The LHC, including the COVID calendar, was designed in paper and pencil format. Out of 2858 eligible students, 2053 students completed the survey resulting in a response rate of 72%.

The Parent Survey includes household-level measures of household size, composition, socio-economic background (ethnicity, social status), education, occupation, wealth, assets, and income; challenges faced by parents of school children during the COVID-19 pandemic and its impacts on education; and responses and actions the school undertook for the students and their education. The survey also includes individual-level measures such as parents’ perceptions of teaching quality, parental action related to gathering information about alternative schools, barriers/facilitators to exercising school choice, and awareness and participation in civil society organizations seeking to influence governance of education. The 60-minute parent interviews were conducted in a private setting, either at the respondent's home or a location where the respondent was comfortable answering the survey questions. This survey consisted of two parts: the survey questions and the Life History Calendar (LHC). The interview was conducted in Nepali using a computer-assisted personal interviewing program. The LHC, including the COVID calendar, was designed in paper and pencil format. Out of 2418 eligible parents, 2079 parents completed the survey resulting in a response rate of 86%.

The School Management Committee (SMC) survey includes assessments of the SMC's (for public schools) or the school board’s (for private schools) duties and responsibilities, particularly focusing on their actions and responses during the COVID-19 pandemic. It measures various aspects of their accountability, including delegation of tasks, management, performance evaluation, information dissemination, pandemic response strategies, and enforcement of policies to ensure the effective functioning of the school amidst the challenges posed by COVID-19. Out of 91 eligible chairpersons, 89 chairpersons completed this survey resulting in a response rate of 98%.

The Head Teacher data consists of two parts: the survey data and the COVID-19 school calendar data. The data includes measures of the principal's performance, information, and enforcement; actions taken by the school amidst the challenges posed by the COVID-19 pandemic; the management of classes; interactions with students; and the overall operational decisions made to ensure the smooth functioning of the educational institution during COVID-19. Out of 95 eligible head teachers, 89 head teachers completed the survey resulting in a response rate of 94%.

This augmentation project will enrich the parent project data funded by DFID-ESRC by adding measures of public expenditure and conducting a follow-up survey of schools, school management committees, and a sub set of students and parents from the parent project. The parent project has already made significant contribution to Nepali school education by developing and testing a set of tools to gather information about school performance and student educational outcomes.

Analysis of these data revealed strong associations between student learning and accountability measures such as parents' knowledge, engagement, and empowerment. However, because of the ongoing transition in Nepal's governance structure from a centralized to a local governance system, including in the education sector, it was not feasible to collect information about public expenditure and service delivery during the parent project. The lack of these important accountability measures has limited our findings. Additionally, since the parent project was completed, COVID-19 related school closures have dramatically changed the learning environment for schools, parents, and students. This change has been disruptive, negatively affecting some schools and students more than others. To enhance our social accountability measures and inform our understanding of how COVID-19 intersects with social accountability and student learning we propose the following four aims:

Aim One. Conduct a public expenditure tracking and service delivery survey and in-depth interview with representatives of local government bodies to add expenditure data to our measures of social accountability.

Aim Two. Conduct follow-up phone surveys with students, parents, school principals, and School Management Committees/School Boards (SMC/SB) that participated in the parent study to understand how COVID-19 related school disruptions have affected them and how disruptions have impacted student learning.

Aim Three. Collect School Education Examination (SEE) scores from Bharatpur Metropolitan City (BMC). This national exam taken at the end of grade 10 will be administered to students in our sample in March 2021.

Aim Four. Link the newly collected data with existing student, parent, and school-level data to estimate the effect of school disruptions and accountability during COVID-19 on student education outcomes. In particular, we will explore how dropout rates, attendance rates, and student achievement (SEE scores) have changed after COVID-19 compared to before the pandemic. We will consider factors like learning environment and support structures at home and school. We will also explore different school coping strategies and whether these strategies are correlated with accountability measures.

We will investigate how school disruptions have a greater negative impact on some students more than others by conducting our analyses among sub-groups of students. For example, we will compare males and females, advantaged and disadvantaged ethnic groups, students with highly educated and less educated parents, students with and without parents who are international migrants, and students who performed well in earlier assessments compared to those who did not perform well.

This study will generate important scientific resources including: (1) measures of public expenditure tracking in a low income context; (2) follow-up measures of accountability from schools, school management committees, parents, and students; and (3) scientific advancement in our understanding of the relationship between accountability and students' achievement during COVID-19. We will make these findings widely available to scientists and policy makers through local dissemination workshops to share findings of the study, making the data publicly available through ICPSR and the UK Data Service, and through presentations at national and international conferences and publications in scientific articles and policy brief.

Actual value and historical data chart for Singapore School Enrollment Primary Percent Gross

Full and part time teacher vacancies, temporarily filled posts in state-funded schools in England, by sector and grade. Numbers and rates.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

The total gross enrolment ratio of students from the pre-primary to second grade across the state of Bihar in India during financial year 2024 was around ** percent. The enrolment ratio for male students from sixth grade to eighth grade was at ** percent, whereas female students was around ** percent that year.