Graph and download economic data for Producer Price Index by Commodity: Construction (Partial): New School Building Construction (WPU80110201) from Dec 2005 to Aug 2025 about schools, buildings, construction, new, commodities, PPI, inflation, price index, indexes, price, and USA.

Transportable Classroom Units (TCUs) are placed on school grounds to serve as classrooms. They are temporary solutions to relieve overcrowding.

Information layer identifying schools that have suffered damage since the 2012 earthquake and for which immediate repair of slightly damaged buildings has been planned, temporary solutions for school buildings that cannot be repaired in a short time, construction of new school buildings on the same premises or in different places to replace those damaged.

Information sheet identifying the schools that suffered damage from the 2012 earthquake and for which interventions have been planned for the immediate repair of slightly damaged buildings, temporary solutions for school buildings that cannot be repaired quickly, construction of new school buildings on the same site or in different places to replace the damaged ones.

School Building

## Overview

School Building is a dataset for classification tasks - it contains Research Cooperation Officer annotations for 2,111 images.

## Getting Started

You can download this dataset for use within your own projects, or fork it into a workspace on Roboflow to create your own model.

The dataset displays information regarding the origin and construction period of the buildings of schools of all levels within the Municipality of Milan. The data collection period is the 2020-2021 school year. The data that are specifically located within the dataset are: * School Year: Numerical School year of reference school registry; * CodeSchool: Text Code of the school (plexus); * Building Code: Numerical code that uniquely identifies the building; * Name InstituteReference: Name (name) of the reference institution of the school * NameSchool: Name (name) of the school (plexus) * AddressSchool:School address * School Use: Indicates whether the building was built specifically for school use [YES/NO/NOT DEFINED] *Other Uses: Indicates whether the building was constructed for other uses and subsequently permanently adapted for school use [YES/NO/NOT DEFINED] * Year of construction: Year in which the building was built ['-' if not specified] * Period of construction: Time interval within which the building was constructed ['-' if not specified] * YearAdaptation: Year (if any) in which the building was adapted for school use ['-' if not specified] * PeriodAdaptation: Time interval within which the adaptation of the building to school use took place ['-' if not specified] * ZIP code: Postal code *MUNICIPALITY: City Hall * ID_NIL: Local Identity Core Identifier * NIL:Local Identity Unit * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location: Latitude and Longitude

Since 1998, the New York City Police Department (NYPD) has been tasked with the collection and maintenance of crime data for incidents that occur in New York City public schools. The NYPD has provided this data for the 2010-2011 school year to the New York City Department of Education (DOE), covering the period from July 1, 2010-June 30, 2011. The DOE has compiled this data by schools and locations for the information of our parents and students, our teachers and staff, and the general public. In some instances, several Department of Education learning communities co-exist within a single building. In other instances, a single school has locations in several different buildings. In either of these instances, the data presented here is aggregated by building location rather than by school, since safety is always a building-wide issue. We use “consolidated locations” throughout the presentation of the data to indicate the numbers of incidents in buildings that include more than one learning community.

In early 2025, construction costs for elementary schools in San Francisco were on average over *** U.S. dollars per square foot. From the cities on display here, San Francisco, Portland, and Honolulu had some of the highest construction costs for educational buildings. The construction of one square foot of elementary school space was cheapest in Miami. University buildings were on average the most expensive type of educational building.

New school projects (Capacity) and Capital Improvement Projects (CIP) currently under Construction.

The City of Somerville is planning to build a new PK-8 school building to address the needs of the Winter Hill School. The City must decide whether to also address Brown School needs within this project and where the new school building should be located. Mayor Katjana Ballantyne convened a School Construction Advisory Group (CAG) made up of parents, elected officials, and other community members to develop a recommendation on these questions. To help inform this recommendation and the City’s decision, the City engaged DREAM Collaborative, an urban planning and architecture consulting firm, to work with members of the CAG to create a survey to gauge public opinion. The survey was open from August 7 to September 22, 2025. This dataset was prepared for analysis under the direction of DREAM Collaborative. For analysis and findings from this dataset, see DREAM Collaborative’s School Construction Advisory Group Summer 2025 Survey Results & Analysis report, linked below. For more information about the new PK-8 school building project, visit somervillema.gov/newpkto8.

This data set represents footprints of buildings that primarily serve as sites for delivering non-charter, K-12 public education in Minnesota. The goal is to discretely and uniquely identify specific buildings, designated by specific street addresses, that house one or more active public school programs. More specifically, school programs classified as elementary, middle, junior high, senior high, or secondary, delivered by independent, common, or special school districts.

In contrast to MDE's annually updated school program locations data set that uniquely identifies specific programs, when a single building houses multiple programs, this data set will have just one record. For example, a single building might house a district office, an ECFE program, an elementary program, and a middle school program. In this case, the name assigned will be for the "highest classification" - in other words, the middle school program. This is often an oversimplified name for the building, but it is more complete than relying on incomplete building names from OpenStreetMap (OSM).

This data set is designed for geospatial software users who require basic details (building name and address) on locations of buildings that are primarily used for public education, but also are frequently used for other community needs. It covers most, but not all, active public school program locations (see Completeness section). It does not include charter schools, private schools, or buildings delivering non-K12 educational programs, such as early childhood centers delivering only pre-K programs. (Early childhood centers including at least a KG grade are included.)

Lead in Drinking Water in Schools Test Results – Old Middle School Building

In 2024, Glasgow had higher construction costs for primary and secondary education buildings than the other cities in the United Kingdom included in this list. The construction costs for this type of building were also quite high in London, at ***** British pounds. On the other side of the spectrum, Birmingham was the city in the ranking with the lowest construction costs for this type of building.

The dataset displays information regarding the public transport that can be used to reach the state school buildings located in the Municipality of Milan. The data collected refer to the 2020-2021 school period. The data specifically found in the dataset are: * School Year: Numeric Reference school year in the school registry; * CodiceScuola: Code text of the school (plexus); * CodiceEdificio: Text Numeric code that uniquely identifies the building; * DenominazioneIstitutoRimissioni: Denomination (name) of the reference institution of the school * DenominazioneScuola: Denomination (name) of the school (plexus) * AddressSchool: Delivery address of the school * Scuolabus: Indicates whether the building can be reached by Schoolbus [YES/NO /UNDEFINED] * TrasportiPubbliciUrbani: Indicates whether the building can be reached by urban public transport; stop within 250 m [YES/NO/UNDEFINED] * TrasportiPubbliciInterUrbani: Indicates whether the building can be reached by inter-city public transport; bus stop within 500 m [YES/NO/UNDEFINED] * TrasportiFerroviari: Indicates whether the building can be reached by rail; station within 500 m [YES/NO/NOT DEFINED] * MezziPrivati: Indicates if the building can be reached by private means of transport [YES/NO/NOT DEFINED] * TrasportoDisabili: Indicates if the building has a transport service dedicated to disabled pupils [YES/NO/NOT DEFINED] * PistaCiclabile: Indicates if the building can be reached by cycle path [YES/NO/NOT DEFINED] * Other: Description of any other connections to reach the building ['-' if not specified] * ZIP Code: Postal Code * TOWN HALL: Town Hall * ID_NIL: Local Identity Nucleus Identifier * NIL: Local Identity Nucleus * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location: Latitude and Longitude

Abstract The study analyzes a set of 20 articles of Revista de Pedagogía, Spain, published between the years 1922- 1934, that address the issues related to spaces, school buildings and school furniture. The periodic, founded and directed by Lorenzo Luzuriaga between the years of 1922-1936 was destined specially for teachers, principals, inspectors, institutes teachers and university professors. We verified that the articles present international concepts related to new trends in school spaces, especially about outdoor schools and the furniture. In relation to the Spanish context, discusses the school buildings and material investments in an intense debate between the need for expansion to the most distant regions of the country and monumental buildings of large urban centers.

Permanent Modular School Building Market Outlook

According to our latest research, the global permanent modular school building market size in 2024 is valued at USD 5.9 billion, demonstrating robust expansion driven by the urgent need for flexible and rapid educational infrastructure solutions worldwide. The market is expected to progress at a CAGR of 7.8% during the forecast period, reaching an estimated USD 11.8 billion by 2033. This growth is primarily fueled by increasing student enrollments, government initiatives to modernize educational facilities, and the rising adoption of sustainable construction practices.

One of the most significant growth factors for the permanent modular school building market is the global surge in student populations, particularly in urban and rapidly developing regions. As urbanization accelerates and birth rates remain high in certain geographies, educational institutions are under immense pressure to expand their capacities swiftly. Conventional construction methods often fall short in meeting these urgent demands due to their longer timelines and higher costs. Permanent modular school buildings provide a compelling alternative, offering rapid deployment, scalability, and cost efficiency. The ability to minimize on-site construction time while maintaining high standards of safety and quality has positioned modular solutions as a preferred choice for both public and private educational entities.

Another key driver is the growing emphasis on sustainability and green building standards in the education sector. Permanent modular school buildings are increasingly recognized for their environmentally friendly attributes, such as reduced material waste, energy-efficient designs, and the use of recycled or renewable materials. Governments and educational authorities across North America, Europe, and Asia Pacific are implementing stringent regulations and incentives to promote sustainable construction, further boosting the adoption of modular school buildings. The integration of advanced technologies, such as Building Information Modeling (BIM) and smart energy management systems, is also enhancing the appeal of these structures, enabling schools to meet both current and future educational needs while minimizing their environmental footprint.

Furthermore, the market is benefiting from rising investments in educational infrastructure modernization and disaster recovery initiatives. In regions susceptible to natural disasters, such as earthquakes or floods, permanent modular school buildings offer a resilient and rapidly deployable solution for restoring educational continuity. Additionally, the COVID-19 pandemic underscored the need for adaptable learning environments, prompting many educational institutions to explore modular construction as a means to quickly reconfigure spaces for social distancing and hybrid learning models. These factors, combined with ongoing public-private partnerships and funding programs, are expected to reinforce market growth throughout the forecast period.

From a regional perspective, North America currently dominates the permanent modular school building market, accounting for the largest revenue share in 2024. This dominance is underpinned by strong government support, advanced construction technologies, and a high rate of adoption among public school districts in the United States and Canada. However, the Asia Pacific region is anticipated to exhibit the fastest growth over the coming years, driven by significant investments in educational infrastructure across China, India, and Southeast Asia. European countries are also experiencing steady growth, especially in response to aging school infrastructure and increasing demand for sustainable construction solutions. Together, these trends highlight a dynamic and rapidly evolving market landscape with substantial opportunities for stakeholders worldwide.

Product Type Analysis

The permanent modular school building market is segmented by product type into ste

Tabular results of the Annual Technology Survey, submitted to the Office of the Superintendent of Public Instruction (OSPI). This dataset combines multiple years of the survey data to allow longitudinal analysis.

United States - Producer Price Index by Industry: New School Building Construction was 230.71800 Index Dec 2005=100 in August of 2025, according to the United States Federal Reserve. Historically, United States - Producer Price Index by Industry: New School Building Construction reached a record high of 230.72700 in July of 2025 and a record low of 100.00000 in January of 2006. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Producer Price Index by Industry: New School Building Construction - last updated from the United States Federal Reserve on October of 2025.