In 2020/21, there were 70,055 public elementary schools across the United States, and 23,519 public secondary schools.

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2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable.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.

United States US: School Enrollment: Secondary: Male: % Net data was reported at 89.513 % in 2015. This records an increase from the previous number of 87.832 % for 2014. United States US: School Enrollment: Secondary: Male: % Net data is updated yearly, averaging 87.442 % from Dec 1987 (Median) to 2015, with 21 observations. The data reached an all-time high of 89.513 % in 2015 and a record low of 85.450 % in 2002. United States US: School Enrollment: Secondary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

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.

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 the US

Number of Businesses statistics on the Trade & Technical Schools industry in the US

This web map provides and in-depth look at school districts within the United States. Clicking on a school district in the map will reveal different statistics about each district in the pop-up. The statistics presented in this map are approximations based on summarizing American Community Survey(ACS) data using tract centroids. They may differ from published statistics by school districts found on data.census.gov. A few things you will learn from this map:How many public and private schools fall within a district?Socioeconomic factors about the Census Tracts which fall within the district:School enrollment for grades Kindergarten through 12thDisconnected children in the districtChildren living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of population under the age of 19 in the districtFor more information about the data sources:This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases estimates, so values in the map always reflect the newest data available.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.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.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.Web Map originally owned by Summers Cleary

This file, part of a data collection effort carried out annually from 1968-1974 to look at issues of school desegregation, contains selected school district-level racial and ethnic data about students and staff for the academic year 1974-1975. The data were collected using OCR Form OS/CR 101. Each district record for each separate year of the series is identical, containing fields for all district data elements surveyed in every year. Where a particular item was not surveyed for a specific year, its corresponding field is zero (for numeric fields) or blank (for alphanumeric fields). Counts of students in various racial and ethnic groups are provided and then further categorized across additional dimensions, including whether resident or non-resident, emotionally disturbed, physically or learning disabled, or requiring special education. Other categories include school-age children in public and non-public schools or not in school, dropouts, and those expelled or suspended. Racial and ethnic counts of full-time classroom teachers and full-time instructional staff are also supplied. Other variables focus on the number of schools in the district that used ability grouping, whether a district had single-sex schools, whether students of different sexes were required to take different courses, the number of students whose language was not English, whether bilingual instruction was used, the number of schools being newly built or modified to increase capacity, the racial composition of new schools, and whether there was litigation. Some computed data were included on the 1974 district file which were not on the district files for years 1968-1973.

Table 1. Number and percentage distribution of private schools, students, and full-time equivalent (FTE) teachers, by selected school characteristics: United States, 2017–18

In the 2021/22 school year, there were 3,015 magnet schools throughout the United States. This is an increase from the 2000/01 school year, when there were 1,469 magnet schools in the United States.

Finding the best public school is a priority for many families. A good education is important to these families, who may even choose where they purchase or rent housing to ensure their children are in the best public school systems.

There are about 51 million public school students in the United States. While far from perfect, public schools play a vital role in their respective communities. Public schools improve their communities and the welfare of children. Public schools welcome all children, no matter their income level, disability, or previous academic performance. Many schools provide school meals, which helps children from food-insecure families get nutritious food every day. The better the public school, the more likely students will achieve higher educational attainment.

While there is no comprehensive way to measure what public schools are the best in the nation, a few surveys look at data, including high school graduation rates and college readiness, to determine which states have the best schools.

States with the Best Public Schools WalletHub ranked each state's public schools for "Quality" and "Safety" using 33 relevant metrics. Metrics included high school graduation rate among low-income students, math and reading scores, median SAT and ACT scores, pupil-teach ratio, the share of armed students, the number of school shootings between 2000 and June 2020, bullying incidence rate, and more. Based on these metrics, Massachusetts, Connecticut, and New Jersey have the best public schools in the United States.

This dataset displays the locations of the top public high schools in the USA in 2005 according to Newsweek. The location of the high schools were determined by finding the lat/lon of the city and state of the high school. Public schools are ranked according to a ratio devised by Jay Mathews: the number of Advanced Placement, Intl. Baccalaureate and/or Cambridge tests taken by all students at a school in 2004 divided by the number of graduating seniors. All of the schools on the list have an index of at least 1.000; they are in the top 5 percent of public schools measured this way. If you have 2004 data showing that your school should be on this list, please contact Mathews at challenge@washpost.com. Note: Subs. Lunch % is the percentage of students receiving federally subsidized meals. E and E % stands for equity and excellence percentage: the portion of all graduating seniors at a school that had at least one passing grade on one AP or IB test.

This data collection contains information from the first wave of High School and Beyond (HSB), a longitudinal study of American youth conducted by the National Opinion Research Center on behalf of the National Center for Education Statistics (NCES). Data were collected from 58,270 high school students (28,240 seniors and 30,030 sophomores) and 1,015 secondary schools in the spring of 1980. Many items overlap with the NCES's NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085). The HSB study's data are contained in eight files. Part 1 (School Data) contains data from questionnaires completed by high school principals about various school attributes and programs. Part 2 (Student Data) contains data from surveys administered to students. Included are questionnaire responses on family and religious background, perceptions of self and others, personal values, extracurricular activities, type of high school program, and educational expectations and aspirations. Also supplied are scores on a battery of cognitive tests including vocabulary, reading, mathematics, science, writing, civics, spatial orientation, and visualization. To gather the data in Part 3 (Parent Data), a subsample of the seniors and sophomores surveyed in HSB was drawn, and questionnaires were administered to one parent of each of 3,367 sophomores and of 3,197 seniors. The questionnaires contain a number of items in common with the student questionnaires, and there are a number of items in common between the parent-of-sophomore and the parent-of-senior questionnaires. This is a revised file from the one originally released in Autumn 1981, and it includes 22 new analytically constructed variables imputed by NCES from the original survey data gathered from parents. The new data are concerned primarily with the areas of family income, liabilities, and assets. Other data in the file concentrate on financing of post-secondary education, including numerous parent opinions and projections concerning the educational future of the student, anticipated financial aid, student's plans after high school, expected ages for student's marriage and childbearing, estimated costs of post-secondary education, and government financial aid policies. Also supplied are data on family size, value of property and other assets, home financing, family income and debts, and the age, sex, marital, and employment status of parents, plus current income and expenses for the student. Part 4 (Language Data) provides information on each student who reported some non-English language experience, with data on past and current exposure to and use of languages. In Parts 5-6, there are responses from 14,103 teachers about 18,291 senior and sophomore students from 616 schools. Students were evaluated by an average of four different teachers who had the opportunity to express knowledge or opinions of HSB students whom they had taught during the 1979-1980 school year. Part 5 (Teacher Comment Data: Seniors) contains 67,053 records, and Part 6 (Teacher Comment Data: Sophomores) contains 76,560 records. Questions were asked regarding the teacher's opinions of their student's likelihood of attending college, popularity, and physical or emotional handicaps affecting school work. The sophomore file also contains questions on teacher characteristics, e.g., sex, ethnic origin, subjects taught, and time devoted to maintaining order. The data in Part 7 (Twins and Siblings Data) are from students in the HSB sample identified as twins, triplets, or other siblings. Of the 1,348 families included, 524 had twins or triplets only, 810 contained non-twin siblings only, and the remaining 14 contained both types of siblings. Finally, Part 8 (Friends Data) contained the first-, second-, and third-choice friends listed by each of the students in Part 2, along with identifying information allowing links between friendship pairs.

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 . 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 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 reported in the annual CCD directory file. 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 were developed from the 2017-2018 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 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.

Comprehensive dataset containing 6,425 verified Trade school businesses in United States with complete contact information, ratings, reviews, and location data.

The number of K-12 students represents the total student enrollment in both public and private kindergarten, elementary and secondary schools. Data and forecasts are sourced from the US Department of Education's National Center for Education Statistics.

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North America Virtual Schools Market Size 2025-2029

The virtual schools market in North America size is forecast to increase by USD 2.24 billion billion at a CAGR of 14.2% between 2024 and 2029.

The market is experiencing significant growth, driven by the need for cost-effective teaching models and the emergence of E-learning via mobile devices. The increasing popularity of open-source learning content is another key trend fueling market expansion. With budget constraints and the desire for flexible learning options, virtual schools offer an attractive solution for students and educators alike.
This shift towards virtual education is transforming the education landscape, presenting both opportunities and challenges.Staying abreast of these market dynamics is essential for stakeholders looking to capitalize on the potential of this rapidly evolving sector.

What will be the Size of the Market During the Forecast Period?

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The market is experiencing significant growth, driven by the increasing adoption of online collaboration tools and educational innovation. Virtual school management systems facilitate online school choice for students, enabling personalized instruction and improved student retention. Educational research highlights the effectiveness of digital accessibility and virtual learning technology integration in enhancing learning outcomes. Student engagement strategies, such as educational video and interactive simulations, are essential components of virtual school design. The future of education lies in the development of digital learning ecosystems, which incorporate online reputation management, equity in education, and learning analytics. Virtual schools require robust online learning infrastructure to support student support systems and ensure digital accessibility for all students.
The integration of learning technology and online learning platforms into virtual schools is crucial for delivering effective instruction and promoting student success. Virtual school governance is a critical aspect of the virtual schools market, ensuring the provision of high-quality education and addressing the digital divide. Online learning platforms must prioritize student engagement and provide effective student support systems to mitigate potential challenges and promote positive learning experiences. The use of virtual schools and online learning infrastructure offers significant benefits, including increased flexibility, accessibility, and personalized instruction. However, challenges remain, including the need for effective online reputation management and ensuring equity in education.The market will continue to evolve, with a focus on developing innovative learning technologies and digital content to enhance the virtual learning experience.

How is this market segmented and which is the largest segment?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Type

  For-profit EMO
  Non-profit EMO


Application

  Elementary schools
  Middle schools
  High schools
  Adult education


Delivery Mode

  Online Courses
  Learning Management Systems
  Mobile Learning
  Virtual Classrooms


Subject Area

  STEM
  Business & Management
  Healthcare
  Creative Arts


Deployment Type

  Cloud-Based
  On-Premises


Geography

  North America

    US
    Canada
    Mexico

By Type Insights

The for-profit emo segment is estimated to witness significant growth during the forecast period.

For-profit Education Management Organizations (EMOs) are private entities that offer administrative and operational support, curriculum development, and teacher training to schools or districts while aiming for profit generation. These organizations have extensive experience and expertise in delivering virtual education programs. They invest in advanced technology infrastructure, learning management systems, and instructional resources to create engaging virtual learning experiences for students. For-profit EMOs prioritize personalized learning, student engagement, and parent involvement through digital textbooks, online curriculum, and interactive digital learning platforms. They also emphasize student success by providing online tutoring, adaptive learning, and data analytics. Virtual classrooms and mobile learning enable students to access education from anywhere, while virtual field trips offer immersive educational experiences.

For-profit EMOs build educational partnerships to expand their offerings, including virtual labs, online libraries, and virtual school networks. They also focus on online marketing, branding, and student recruitment to attract a diverse student population. Higher education institutions collaborate with for-profit EMO

School enrollment, tertiary (% gross) in United States was reported at 79.36 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. United States - School enrollment, tertiary (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on October of 2025.