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 special-purpose administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the 2018-2019 CCD collection. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, see: https://nces.ed.gov/ccd/files.asp.Notes:

-1 or M

Indicates that the data are missing.

-2 or N

Indicates that the data are not applicable.

-9

Indicates that the data do not meet NCES data quality standards.

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 National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from every college, university, and technical and vocational institution that participates in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file and collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2015-2016 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.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 National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary, secondary, and unified school district administrative offices included in the NCES Common Core of Data (CCD). The CCD is an annual collection of basic administrative characteristics that includes the physical address for all public schools, school districts, and state education agencies in the United States. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools and school district administrative offices based on these addresses. The point locations in this data layer were developed from the 2015-2016 CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.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.

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.

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 2018 NCES Locale boundaries are based on geographic areas represented in Census TIGER/Line 2018. 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, and to download the data, 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.

Nces Inc Export Import Data. Follow the Eximpedia platform for HS code, importer-exporter records, and customs shipment details.

The 2017-2018 School Neighborhood Poverty Estimates are based on school locations from the 2017-2018 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2014-2018 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.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 American Community Survey Education Tabulation (ACS-ED) is a custom tabulation of the ACS produced for the National Center of Education Statistics (NCES) by the U.S. Census Bureau. The ACS-ED provides a rich collection of social, economic, demographic, and housing characteristics for school systems, school-age children, and the parents of school-age children. In addition to focusing on school-age children, the ACS-ED provides enrollment iterations for children enrolled in public school. The data profiles include percentages (along with associated margins of error) that allow for comparison of school district-level conditions across the U.S. For more information about the NCES ACS-ED collection, visit the NCES Education Demographic and Geographic Estimates (EDGE) program at: https://nces.ed.gov/programs/edge/Demographic/ACSAnnotation values are negative value representations of estimates and have values when non-integer information needs to be represented. See the table below for a list of common Estimate/Margin of Error (E/M) values and their corresponding Annotation (EA/MA) values.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.-9A '-9' entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of sample cases is too small.-8A '-8' means that the estimate is not applicable or not available.-6A '-6' entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution.-5A '-5' entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate.-3A '-3' entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate.-2A '-2' entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate.

The 2016-2017 School Neighborhood Poverty Estimates are based on school locations from the 2016-2017 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2013-2017 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.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.

Author's Note 2019/04/20: Revisiting this project, I recently discovered the incredibly comprehensive API produced by the Urban Institute. It achieves all of the goals laid out for this dataset in wonderful detail. I recommend that users interested pay a visit to their site.

Context

This dataset is designed to bring together multiple facets of U.S. education data into one convenient CSV (states_all.csv).

Contents

• states_all.csv: The primary data file. Contains aggregates from all state-level sources in one CSV.

• output_files/states_all_extended.csv: The contents of states_all.csv with additional data related to race and gender.

Column Breakdown

Identification

• PRIMARY_KEY: A combination of the year and state name.
• YEAR
• STATE

Enrollment

A breakdown of students enrolled in schools by school year.

• GRADES_PK: Number of students in Pre-Kindergarten education.

• GRADES_4: Number of students in fourth grade.

• GRADES_8: Number of students in eighth grade.

• GRADES_12: Number of students in twelfth grade.

• GRADES_1_8: Number of students in the first through eighth grades.

• GRADES 9_12: Number of students in the ninth through twelfth grades.

• GRADES_ALL: The count of all students in the state. Comparable to ENROLL in the financial data (which is the U.S. Census Bureau's estimate for students in the state).

The extended version of states_all contains additional columns that breakdown enrollment by race and gender. For example:

• G06_A_A: Total number of sixth grade students.

• G06_AS_M: Number of sixth grade male students whose ethnicity was classified as "Asian".

• G08_AS_A_READING: Average reading score of eighth grade students whose ethnicity was classified as "Asian".

The represented races include AM (American Indian or Alaska Native), AS (Asian), HI (Hispanic/Latino), BL (Black or African American), WH (White), HP (Hawaiian Native/Pacific Islander), and TR (Two or More Races). The represented genders include M (Male) and F (Female).

Financials

A breakdown of states by revenue and expenditure.

• ENROLL: The U.S. Census Bureau's count for students in the state. Should be comparable to GRADES_ALL (which is the NCES's estimate for students in the state).

• TOTAL REVENUE: The total amount of revenue for the state.

  • FEDERAL_REVENUE
  • STATE_REVENUE
  • LOCAL_REVENUE

• TOTAL_EXPENDITURE: The total expenditure for the state.

  • INSTRUCTION_EXPENDITURE

  • SUPPORT_SERVICES_EXPENDITURE

  • CAPITAL_OUTLAY_EXPENDITURE

  • OTHER_EXPENDITURE

Academic Achievement

A breakdown of student performance as assessed by the corresponding exams (math and reading, grades 4 and 8).

• AVG_MATH_4_SCORE: The state's average score for fourth graders taking the NAEP math exam.

• AVG_MATH_8_SCORE: The state's average score for eight graders taking the NAEP math exam.

• AVG_READING_4_SCORE: The state's average score for fourth graders taking the NAEP reading exam.

• AVG_READING_8_SCORE: The state's average score for eighth graders taking the NAEP reading exam.

Data Processing

The original sources can be found here:

# Enrollment
https://nces.ed.gov/ccd/stnfis.asp
# Financials
https://www.census.gov/programs-surveys/school-finances/data/tables.html
# Academic Achievement
https://www.nationsreportcard.gov/ndecore/xplore/NDE

Data was aggregated using a Python program I wrote. The code (as well as additional project information) can be found [here][1].

Methodology Notes

• Spreadsheets for NCES enrollment data for 2014, 2011, 2010, and 2009 were modified to place key data on the same sheet, making scripting easier.

• The column 'ENROLL' represents the U.S. Census Bureau data value (financial data), while the column 'GRADES_ALL' represents the NCES data value (demographic data). Though the two organizations correspond on this matter, these values (which are ostensibly the same) do vary. Their documentation chalks this up to differences in membership (i.e. what is and is not a fourth grade student).

• Enrollment data from NCES has seen a number of changes across survey years. One of the more notable is that data on student gender does not appear to have been collected until 2009. The information in states_all_extended.csv reflects this.

• NAEP test score data is only available for certain years

• The current version of this data is concerned with state-level patterns. It is the author's hope that future versions will allow for school district-level granularity.

Acknowledgements

Data is sourced from the U.S. Census Bureau and the National Center for Education Statistics (NCES).

Licensing Notes

The licensing of these datasets state that it must not be us...

The 2021-2022 School Learning Modalities dataset provides weekly estimates of school learning modality (including in-person, remote, or hybrid learning) for U.S. K-12 public and independent charter school districts for the 2021-2022 school year and the Fall 2022 semester, from August 2021 – December 2022.

These data were modeled using multiple sources of input data (see below) to infer the most likely learning modality of a school district for a given week. These data should be considered district-level estimates and may not always reflect true learning modality, particularly for districts in which data are unavailable. If a district reports multiple modality types within the same week, the modality offered for the majority of those days is reflected in the weekly estimate. All school district metadata are sourced from the National Center for Educational Statistics (NCES) for 2020-2021.

School learning modality types are defined as follows:

Data Information

“BI” in the state column refers to school districts funded by the Bureau of Indian Education.

Technical Notes

Data from August 1, 2021 to June 24, 2022 correspond to the 2021-2022 school year. During this time frame, data from the AEI/Return to Learn Tracker and most state dashboards were not available. Inferred modalities with a probability below 0.6 were deemed inconclusive and were omitted. During the Fall 2022 semester, modalities for districts with a school closure reported by Burbio were updated to either “Remote”, if the closure spanned the entire week, or “Hybrid”, if the closure spanned 1-4 days of the week.

Data from August

Splitgraph serves as an HTTP API that lets you run SQL queries directly on this data to power Web applications. For example:

See the Splitgraph documentation for more information.