In the 2021/22 academic year, there were 1,870 public special education schools across the United States. In the same academic year, there were 90,503 regular public schools across the United States.

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.

In 2020/21, there were 70,055 public elementary schools across the United States, and 23,519 public secondary schools. Private school figures were unavailable in that year.

Public schools have managed to maintain revenue growth despite significant shifts in funding, enrollment and parental preferences. Class sizes are shrinking every year as birth rates drop and the high school retention rate stagnates, straining revenue as smaller schools see lessened funding from governments. Public schools have contended with heightened competition from alternative education options, especially homeschooling and private institutions, as parents seek more personalized educational experiences. States have increasingly adopted school choice systems, allowing parents to use public funds or tax credits to pay for private schooling. The Trump administration has taken steps to promote these programs even more and has proposed establishing a federal voucher system. Despite heightened competition and a rigorous competitive atmosphere, strong per-pupil funding amid strong state and local budgets has buoyed public schools. Public schools' revenue has been climbing at a CAGR of 1.4% to an estimated $1.0 billion over the five years through 2025, including a rise of 0.9% in 2025 alone. Governments fully fund public schools. Support from state and local governments is especially vital, as they provide nearly nine-tenths of public schools' revenue. Despite a slight dip in 2022, strong tax income pushed up government funding for primary and secondary schools by 6.2% in 2023. These resources are enabling public schools to invest in tutoring and counseling to improve their educational outcomes and better compete with alternative primary and secondary schools. Public schools also used funds to help transition to online and augmented education and have avoided taking on further losses as shrinking class sizes leave them without pressure to continue purchasing new laptops or tablets. Still, public schools are not profitable and largely operate at a loss every year. Public schools are set to face a continued drop in enrollment as well as intensifying competition. To sustain revenue and support, schools will focus on retaining students and improving academic outcomes despite potential federal funding changes. The expansion of school choice programs will compel public schools to enhance their quality and offer additional services like after-school programs to sustain enrollment and win parental support as families gain more access to private schools. Still, charter schools will leverage their unique value propositions to remain competitive and buoy enrollment in the public school system. Public schools' revenue is set to stagnate, swelling at a CAGR of just 0.2% to an estimated $1.0 billion through the end of 2030.

Employment statistics on the Public Schools industry in United States

description: The Condition of America's Public School Facilities, 1999 (FRSS 73), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 73 (https://nces.ed.gov/surveys/frss/) is a cross-sectional survey that collects and report data on key issues at public elementary and secondary schools in the United States. The sample for FRSS 73 included approximately 1000 public elementary, middle, and high schools. District personnel who were familiar with the condition of schools completed questionnaires for each sampled school in their districts. The study s weighted response rate was 91 percent. Key statistics produced from FRSS 73 provide information on the pervasiveness of air conditioning, the number of temporary classrooms, the number of days particular public schools were closed for repairs, planned construction, repairs, and additions, long range facilities plans, the age of public schools, overcrowding and practices used to address overcrowding, estimated costs for bringing facilities to a satisfactory condition, and the overall condition of roofs, floors, walls, plumbing, heating, electric facilities, and safety features.; abstract: The Condition of America's Public School Facilities, 1999 (FRSS 73), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 73 (https://nces.ed.gov/surveys/frss/) is a cross-sectional survey that collects and report data on key issues at public elementary and secondary schools in the United States. The sample for FRSS 73 included approximately 1000 public elementary, middle, and high schools. District personnel who were familiar with the condition of schools completed questionnaires for each sampled school in their districts. The study s weighted response rate was 91 percent. Key statistics produced from FRSS 73 provide information on the pervasiveness of air conditioning, the number of temporary classrooms, the number of days particular public schools were closed for repairs, planned construction, repairs, and additions, long range facilities plans, the age of public schools, overcrowding and practices used to address overcrowding, estimated costs for bringing facilities to a satisfactory condition, and the overall condition of roofs, floors, walls, plumbing, heating, electric facilities, and safety features.

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 and secondary schools included in the NCES Common Core of Data (CCD). The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. School and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations in this data layer were developed from the 2021-2022 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.

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 and secondary schools included in the NCES Common Core of Data (CCD). The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. CCD school and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations and administrative attributes in this data layer represent the most current CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. For more information about these CCD attributes, as well as additional attributes not included, see: https://nces.ed.gov/ccd/files.asp.Notes:-1 or MIndicates that the data are missing.-2 or NIndicates that the data are not applicable.-9Indicates that the data do not meet NCES data quality standards.Collections are available for the following years:2022-232021-222020-212019-202018-192017-18All 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. Collections are available for the following years:

In 2022, there were total 10,325 public elementary and secondary schools in the state of California. Texas, New York, Illinois, and Florida rounded out the top five states with the most public elementary and secondary schools.

Number of Businesses statistics on the Public Schools industry in United States

This map shows schools, school districts, and population density throughout the US. Click on the map to learn more about the school districts and schools within an area. A few things you can learn within this map:How many public/private schools fall within the district?What type of population density lives within this district? Socioeconomic factors about the Census Tracts which fall within the district:School enrollment of under 19 by grade Children living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of the population within the districtFor more information about the data sources:Socioeconomic factors:The American Community Survey (ACS) helps us understand the population in the US. This app uses the 5-year estimates, and the data is updated annually when the U.S. Census Bureau releases the newest estimates. For detailed metadata, visit the links in the bullet points above. Current School Districts layer: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 single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Private Schools layer: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.Public Schools layer: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.WorldPop Populated Foorprint layer:This layer represents an estimate of the footprint of human settlement in 2020. It is intended as a fast-drawing cartographic layer to augment base maps and to focus a map reader's attention on the location of human population. This layer is not intended for analysis.This layer was derived from the 2020 slice of the WorldPop Population Density 2000-2020 100m and 1km layers. WorldPop modeled this population footprint based on imagery datasets and population data from national statistical organizations and the United Nations. Zooming in to very large scales will often show discrepancies between reality and this or any model. Like all data sources imagery and population counts are subject to many types of error, thus this gridded footprint contains errors of omission and commission. The imagery base maps available in ArcGIS Online were not used in WorldPop's model. Imagery only informs the model of characteristics that indicate a potential for settlement, and cannot intrinsically indicate whether any or how many people live in a building.

The primary purpose of this project is to provide a listing of all local agencies providing free public elementary and secondary education in the United States and its outlying areas (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) for 1980-1981. It permits the educational community to draw statistically valid samples from which state or national estimates can be made and also provides a mailing list of school systems. Significant variables include name, address, county, grade span, size of system, number of schools, and standard metropolitan statistical area (SMSA) designation.

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.

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 governments and 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 2020-2021 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.

In 2022, there were about 14.36 million students of Hispanic background enrolled in public elementary and secondary schools in the United States, up from about 12.1 million in 2012. This is compared to about 22.06 million white students who were enrolled in that same year.

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.

Historical Dataset of Kansas is provided by PublicSchoolReview and contain statistics on metrics:Trends in the Average Number of Students Per Public School,Trends in the Average Number of Teachers Per Public School,Student-Teacher Ratio Trends (1987-2023),Percentage of Public School Students of American Indian Trends,Asian Student Percentage Trends,Hispanic Student Percentage Trends,Black Student Percentage Trends,White Student Percentage Trends,Two or More Races Student Percentage Trends,Diversity Score Trends,Free Lunch Eligibility Trends,Reduced-Price Lunch Eligibility Trends,Median Total Revenues Trends,Median Total Expenditures Trends,Average Revenue Per Student Trends,Average Expenditure Per Student Trends,Reading and Language Arts Proficiency Trends,Math Proficiency Trends,Science Proficiency Trends,Graduation Rate Trends

Historical Dataset of Hawaii is provided by PublicSchoolReview and contain statistics on metrics:Trends in the Average Number of Students Per Public School,Trends in the Average Number of Teachers Per Public School,Student-Teacher Ratio Trends (1987-2023),Percentage of Public School Students of American Indian Trends,Asian Student Percentage Trends,Hispanic Student Percentage Trends,Black Student Percentage Trends,White Student Percentage Trends,Native Hawaiian or Pacific Islander Student Percentage Trends,Two or More Races Student Percentage Trends,Diversity Score Trends,Free Lunch Eligibility Trends,Reduced-Price Lunch Eligibility Trends,Median Total Revenues Trends,Median Total Expenditures Trends,Average Revenue Per Student Trends,Average Expenditure Per Student Trends,Reading and Language Arts Proficiency Trends,Math Proficiency Trends,Science Proficiency Trends,Graduation Rate Trends

This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, and outlying areas (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) for fall 1969 through fall 1972. The data provide information on the name, address, county, and district of the school, programs offered, and the number of pupils and teachers by organizational level of government control. School-by-school data were obtained through various procedures chosen by the state education agencies from options established by the National Center for Education Statistics.

Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were information on the use of computers and internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities.