The On Track Survey is conducted in April to mid-July each year, with Victorian school leavers who completed Year 12 or equivalent in the previous year and who agreed to participate in the survey.\r \r The On Track survey seeks to: offer a consistent and comprehensive approach to monitoring the transitions of school leavers; Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students; Provide detailed analysis of the transitions experienced by different groups of leavers; Enable education providers to use the findings to monitor and improve their programs; and Provide a referral service for school leavers who appear to be experiencing difficulties in the transition process.\r On Track survey data is based on the number of students who responded to the 2021 On Track survey. This is a proportion of those who consented to participate in the On Track survey within the school. Moreover, the information about the survey as well as the annual results (current and historical) are also available from DET website (https://www.vic.gov.au/on-track-survey), where the datasets are listed and available.

The On Track Survey is conducted in April to mid-July of Victorian school leavers who completed Year 12 or equivalent in the previous year and who agreed to participate in the survey. The On Track survey seeks to: Offer a consistent and comprehensive approach to monitoring the transitions of school leavers; Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students; Provide detailed analysis of the transitions experienced by different groups of leavers; Enable education providers to use the findings to monitor and improve their programs; and Provide a referral service for school leavers who appear to be experiencing difficulties in the transition process. On Track survey data is based on the number of students who responded to the 2020 On Track survey. This is a proportion of those who consented to participate in the On Track survey within the school. Moreover, the information about the survey as well as the annual results (current and historical) are also available from DET website (https://www.education.vic.gov.au/about/research/Pages/ontrack.aspx), where the datasets are listed and available in the Data and reports > Year 12 completers summary section.

This dataset presents the On Track Survey for Victorian schools. The data spans the year of 2012 and is aggregated by Local Government Areas (LGA) from the 2011 Australian Statistical Geography Standard (ASGS). The On Track Survey is conducted in April-May and involves a short telephone survey of school leavers who attended school in the previous year and who agreed to participate in the survey. Results for individual schools are usually published in June of the survey year.

The On Track Survey is conducted in April to mid-July of school leavers who attended school in the previous year and who agreed to participate in the survey. The On Track survey seeks to: Offer a consistent and comprehensive approach to monitoring the transitions of school leavers; Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students; Provide detailed analysis of the transitions experienced by different groups of leavers; Enable education providers to use the findings to monitor and improve their programs; and Provide a referral service for school leavers who appear to be experiencing difficulties in the transition process. On Track survey data is based on the number of students who responded to the 2019 On Track survey. This is a proportion of those who consented to participate in the On Track survey within the school. Moreover, the information about the survey as well as the annual results (current and historical) are also available from DET website (https://www.education.vic.gov.au/about/research/Pages/ontrack.aspx), where the datasets are listed and available in the Data and reports > Year 12 completers summary section.

The On Track Survey is conducted in April to mid-July each year with Victorian school leavers who completed Year 12 in the previous year and who agreed to participate in the survey. The On Track survey seeks to monitor the post-school destinations and pathways of school leavers by collecting information on their post-school destinations. On Track survey data is based on the number of students who responded to the On Track survey. This is a proportion of those who consented to participate in the On Track survey while they were at school. Additional information about the survey as well as the annual results (current and historical) are also available from Victorian government website, where the datasets are listed and available. https://www.vic.gov.au/on-track-survey

The On Track Survey is conducted in April to mid-July each year, with Victorian school leavers who completed Year 12 or equivalent in the previous year and who agreed to participate in the survey. The On Track survey seeks to: offer a consistent and comprehensive approach to monitoring the transitions of school leavers; Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students; Provide detailed analysis of the transitions experienced by different groups of leavers; Enable education providers to use the findings to monitor and improve their programs; and Provide a referral service for school leavers who appear to be experiencing difficulties in the transition process. On Track survey data is based on the number of students who responded to the 2021 On Track survey. This is a proportion of those who consented to participate in the On Track survey within the school. Moreover, the information about the survey as well as the annual results (current and historical) are also available from DET website (https://www.vic.gov.au/on-track-survey), where the datasets are listed and available.

The On Track Survey is conducted in April-May and involves a short telephone survey of school leavers who attended school in the previous year and who agreed to participate in the survey.

The On Track survey seeks to:

Offer a consistent and comprehensive approach to monitoring the transistions of school leavers;

Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students;

Provide detailed analyses of the transistions experienced by different groups of leavers;

Enable education providers to use the findings to monitor and improve their programs; and

Provide a referral service for school leavers who appear to be experiencing difficulties in the transistion process. Results for individual schools are usually published in June of the survey year.

The On Track Survey is conducted in April-May and involves a short telephone survey of school leavers who attended school in the previous year and who agreed to participate in the survey. The On Track survey seeks to: Offer a consistent and comprehensive approach to monitoring the transistions of school leavers; Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students; Provide detailed analyses of the transistions experienced by different groups of leavers; Enable education providers to use the findings to monitor and improve their programs; and Provide a referral service for school leavers who appear to be experiencing difficulties in the transistion process. Results for individual schools are usually published in June of the survey year.

The On Track Survey is conducted in April-May and involves a short telephone survey of school leavers who attended school in the previous year and who agreed to participate in the survey.

The On Track survey seeks to:

Offer a consistent and comprehensive approach to monitoring the transistions of school leavers;

Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students;

Provide detailed analyses of the transistions experienced by different groups of leavers;

Enable education providers to use the findings to monitor and improve their programs; and

Provide a referral service for school leavers who appear to be experiencing difficulties in the transistion process. Results for individual schools are usually published in June of the survey year.

The On Track Survey has been conducted annually since 2003. School leavers who attended school in the previous year and who agreed to participate in the survey are contacted in April-May to …Show full descriptionThe On Track Survey has been conducted annually since 2003. School leavers who attended school in the previous year and who agreed to participate in the survey are contacted in April-May to determine their post school destination.

Abstract

Madagascar had low school enrollment rates: only 60% of the urban children and 12% of the rural children completed primary school (World Bank, 2002). To improve the enrollment and completion rates as well as the quality of education, Madagascar government had substantially increased investments in the education sector. It committed itself to the Education For All (EFA) initiative and started to fully subsidize the tuition fees through the so-called "caisse ecole," and to provide school kits for all students in public primary schools. The Government also raised the districts' budgets for school material and started distributing free textbooks to schools.

This study investigated the different resource flows in the financing of the public primary education sector in Madagascar.

The survey was conducted in two rounds. The first round was carried out in October-November 2006 and the second round in April-May 2007. The study was implemented using stratified random sampling. Data from more than 200 schools in 28 districts was analyzed.

Public Expenditure Tracking Survey among Madagascar health care facilities and workers was conducted at the same time with PETS in Education.

Geographic coverage

Provinces: Antananarivo, Fianarantsoa, Toamasina, Mahajanga, Toliara and Antsiranana.

Analysis unit

• Cisco (Circonscription Scolaire/District Education Facility);
• Schools;
• School Principals;
• Teachers.

Kind of data

Sample survey data [ssd]

Sampling procedure

The study was conducted using stratified random sampling.

The stratified sample was set up in such a way to be representative at the national level. Madagascar has 22 regions and 111 districts, and at least one district was visited in each region. Two districts were selected in the six largest regions. Hence, 28 districts were visited in total. The selected districts were obtained through random selection, giving greater (less) weight to districts with more (less) public primary schools within the district. In each district, three communes were randomly selected, giving greater weight to the communes with more schools. Within each commune, three public primary schools were randomly selected. By ranking schools from large to small and ensuring that a school was picked out of each tercile, a representative sample of school sizes was chosen.

In order to track different resource flows from the decentralized district facility levels to the schools, surveys were organized at district and school levels. At the local level, the directors of the education facility as well as teachers were interviewed independently. To ensure compatibility, the surveys at district and school levels were held at the same time.

In total, 252 schools were visited. Due to closure of some schools during either the first or the second round (or both rounds), researchers ended up with reliable panel data on 229 schools. Finally, it is noteworthy that the second round of data collection faced greater challenges to collect the data and therefore results were less robust for the second round. (For example, researchers faced mismatching codes for some schools and health centers as well as personnel codes between both rounds; there were a lot of blank entries on school equipment and other line items in the second round, and there were more cases where collected information on certain budgets did not add up to the total of those budgets as reported by the enumerators in the second round).

Overall, in the province of Antananarivo 54 schools were visited, 63 schools were visited in Fianarantsoa, 36 - in Toamasina, 45 - in Mahajanga, 36 - in Toliara and 18 - in Antsiranana.

Mode of data collection

Face-to-face [f2f]

Research instrument

The following survey instruments are available:

• Enquête Au Niveau Des Établissements Scolaires, Enquete Cisco;
• Enquête Au Niveau Des Établissements Scolaires, Enquete Directeur Ecole, Visite 1er Jour;
• Enquête Au Niveau Des Établissements Scolaires, Enquete Directeur Ecole, Visite 2ème Jour;
• Enquête Au Niveau Des Établissements Scolaires, Enquete Enseignant.

Cleaning operations

Detailed information about data editing procedures is available in "Data Cleaning Guide for PETS/QSDS Surveys" in external resources.

STATA cleaning do-files and data quality reports can also be found in external resources.

The On Track Survey is conducted in April-May and involves a short telephone survey of school leavers who attended school in the previous year and who agreed to participate in the survey. \r The On Track survey seeks to: \r Offer a consistent and comprehensive approach to monitoring the transistions of school leavers; \r Report the information to schools, TAFE institutions and other education providers, organisations concerned with assisting young people, policy makers, parents and students; \r Provide detailed analyses of the transistions experienced by different groups of leavers; \r Enable education providers to use the findings to monitor and improve their programs; and \r Provide a referral service for school leavers who appear to be experiencing difficulties in the transistion process. Results for individual schools are usually published in June of the survey year.\r

The On Track Survey has been conducted annually since 2003. School leavers who attended school in the previous year and who agreed to participate in the survey are contacted in April-May to …Show full descriptionThe On Track Survey has been conducted annually since 2003. School leavers who attended school in the previous year and who agreed to participate in the survey are contacted in April-May to determine their post school destination. The On Track survey seeks to: Offer a consistent and comprehensive approach to monitoring the transistions of school leavers; Report the information to schools, local government areas and other education providers and organisations concerned with assisting young people, policy makers, parents and students; Provide detailed analyses of the transistions experienced by different groups of leavers; Enable education providers to use the findings to monitor and improve their programs; and Provide a referral service for school leavers who appear to be experiencing difficulties in the transistion process.

The Intelligent Transportation Systems (ITS) Deployment Tracking Survey (DTS) Data Repository contains a set of downloadable electronic files related to a series of ITS surveys conducted over the past twenty years. Surveys included in the repository are divided into three main categories: ITS Deployment Tracking Surveys (1999 to 2020), the 2019 Connected and Automated Vehicle (CV/AV) Survey, and Special Topic Deployment Surveys.

This data is a product of the ITS JPO's ITS Evaluation Program.

Abstract

Yemen's rapid population growth coupled with its scarce public resources demands more equitable and efficient financial and human resource management system in the basic education sector. Despite overall increase in gross enrollment rates, Yemen still has one of the lowest adult literacy rates in the world. Evaluating how efficiently funds allocated for primary education are spent is one of the steps to improve quality of education in the country.

In 2009, the Government of Yemen with the support of the World Bank launched a project to examine the management of public resources in country's education sector and potential inefficiencies in their use. The overall study consisted of three complimentary surveys. The first survey focused on “in and out” resource flows, expenditures, oversight arrangements and financial management practices. The second survey of 16 schools in 12 districts from three governorates examined how prevailing informal practices deviated from formal rules and regulations with respect to teacher deployment, management, salary payments, and resource allocations to frontline service delivery units. The third study, non-traditional Public Expenditure Tracking Survey, offered findings on leakages in wage and salary expenditures through recording of teacher absenteeism. The latter survey is documented here.

Public Expenditure Tracking Surveys (PETS) of the education sector typically focus on the estimation of fiscal leakages from cash resources allocated at the school level. Unfortunately, such approach was not suitable for Yemen because schools receive few, if any, cash resources, particularly since the recent abolition of school fees. Almost all of the allocations are delivered in-kind (e.g., textbooks, chalks, and equipment) and procured at the central level. This particular nature of the resource allocation system called for non-conventional methods of analysis in identifying fiscal leakages in the system. This non-classical PETS study was designed as an absenteeism survey to detect wage/salary leakages. Anecdotal evidence suggests that teacher absenteeism and the issue of ghost workers particularly stand out as the two most common types of fiscal leakages in Yemen's education system.

The survey was conducted in four governorates, representing Yemen's geographic and political diversity. Hodeidah, Hadramout, Shabwah and Saada governorates were chosen. Researchers paid unannounced visits to 240 randomly selected schools to record how many teachers were absent on the day of the visit without prior approval of leave. Investigators then explored how absence correlated with a wide range of potential determinants of the quality of education at the individual, facility, and national levels. The survey also aimed to expose the methods of keeping ghost workers on payroll.

The number of teachers in the selected schools was 2928; investigators interviewed 1048 of them. The survey instrument included questions about characteristics of teachers, schools, community and students.

Geographic coverage

Hodeidah, Hadramout, Shabwah and Saada governorates

Analysis unit

• Primary schools teachers

Kind of data

Sample survey data [ssd]

Sampling procedure

The survey covered 240 schools selected by stratified multi-stage sampling based on the Ministry of Education 2004-2005 Annual School Survey (School Census) data.

Researchers employed purposive selection method to choose governorates. Literacy rate was used as a proxy for the human development index. The selection of governorates for the study represented the geographic and political diversity of Yemen. The sample included governorates from the coastal, mountainous, desert and transitory (mountainous to desert) regions of Yemen as well as from the former North and South. Hadramout, Hodeidah, Shabwah and Saadah governorates were chosen.

In each governorate, five districts were randomly selected. Two criteria were applied for the selection of districts: - number of basic schools in the district must exceed 20 in order to select 12 schools in the district, - the sum of schools in five districts should have enough sample schools for each characteristic - urban, rural, boys, girls, and mixed schools.

Based on these criteria, five districts were selected randomly by using the MS-EXCEL random number generator.

The selection of schools was done in three steps: 1) categorizing schools in a matrix of urban-rural and boys, girls-mixed schools; 2) making proportional adjustments according to each category; 3) selecting schools from each category by applying systematic random sampling method, in which the assigned number of schools is selected from the list of schools in an interval calculated from total number of schools divided by the assigned number of schools. Secondary schools were excluded from the sample.

While there were some difficulties finding schools or reaching remote areas, the fieldwork was completed on time. The total number of teachers in sampled schools was 2928. The number of interviewed teachers was 1048.

Sampling deviation

Due to defects in the original data used for sampling and tribal disputes in certain areas in Saada, a few schools could not be visited. To replace those schools, alternative schools of similar characteristics were selected in the same district. - Hadramout: No replacement of schools - Hodeidah: 1 school was replaced as it has been closed for more than 2 years - Shabwah: 2 schools were replaced as they actually did not exist; 2 questionnaires were filled for one of the schools as that school was using double-shift and had assigned two different names with two distinct principals each shift. - Saada: 3 schools were replaced due to security reasons; 1 school was replaced as it was a secondary school.

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaire included questions about teacher characteristics, school characteristics, community characteristics, and some information on the students. There were three main parts in the questionnaire: a questionnaire for the principal, headcounts of teachers, and a questionnaire for teachers.

The first part comprised questions about basic school information and teacher records. The teacher records were obtained from the official teacher attendance sheets, unless they were kept separately in the school. If the principal was not available, either the deputy principal or the most senior teacher was designated as the respondent.

Headcounts of teachers and interviews with the teachers were undertaken by the second enumerator in the team, while the first enumerator was responsible for the questionnaire developed for the principal.

This dataset shows all school level performance data used to create CPS School Report Cards for the 2011-2012 school year. Metrics are described as follows (also available for download at http://bit.ly/uhbzah): NDA indicates "No Data Available." SAFETY ICON: Student Perception/Safety category from 5 Essentials survey // SAFETY SCORE: Student Perception/Safety score from 5 Essentials survey // FAMILY INVOLVEMENT ICON: Involved Families category from 5 Essentials survey // FAMILY INVOLVEMENT SCORE: Involved Families score from 5 Essentials survey // ENVIRONMENT ICON: Supportive Environment category from 5 Essentials survey // ENVIRONMENT SCORE: Supportive Environment score from 5 Essentials survey // INSTRUCTION ICON: Ambitious Instruction category from 5 Essentials survey // INSTRUCTION SCORE: Ambitious Instruction score from 5 Essentials survey // LEADERS ICON: Effective Leaders category from 5 Essentials survey // LEADERS SCORE: Effective Leaders score from 5 Essentials survey // TEACHERS ICON: Collaborative Teachers category from 5 Essentials survey // TEACHERS SCORE: Collaborative Teachers score from 5 Essentials survey // PARENT ENGAGEMENT ICON: Parent Perception/Engagement category from parent survey // PARENT ENGAGEMENT SCORE: Parent Perception/Engagement score from parent survey // AVERAGE STUDENT ATTENDANCE: Average daily student attendance // RATE OF MISCONDUCTS (PER 100 STUDENTS): # of misconducts per 100 students//AVERAGE TEACHER ATTENDANCE: Average daily teacher attendance // INDIVIDUALIZED EDUCATION PROGRAM COMPLIANCE RATE: % of IEPs and 504 plans completed by due date // PK-2 LITERACY: % of students at benchmark on DIBELS or IDEL // PK-2 MATH: % of students at benchmark on mClass // GR3-5 GRADE LEVEL MATH: % of students at grade level, math, grades 3-5 // GR3-5 GRADE LEVEL READ: % of students at grade level, reading, grades 3-5 // GR3-5 KEEP PACE READ: % of students meeting growth targets, reading, grades 3-5 // GR3-5 KEEP PACE MATH: % of students meeting growth targets, math, grades 3-5 // GR6-8 GRADE LEVEL MATH: % of students at grade level, math, grades 6-8 // GR6-8 GRADE LEVEL READ: % of students at grade level, reading, grades 6-8 // GR6-8 KEEP PACE MATH: % of students meeting growth targets, math, grades 6-8 // GR6-8 KEEP PACE READ: % of students meeting growth targets, reading, grades 6-8 // GR-8 EXPLORE MATH: % of students at college readiness benchmark, math // GR-8 EXPLORE READ: % of students at college readiness benchmark, reading // ISAT EXCEEDING MATH: % of students exceeding on ISAT, math // ISAT EXCEEDING READ: % of students exceeding on ISAT, reading // ISAT VALUE ADD MATH: ISAT value-add value, math // ISAT VALUE ADD READ: ISAT value-add value, reading // ISAT VALUE ADD COLOR MATH: ISAT value-add color, math // ISAT VALUE ADD COLOR READ: ISAT value-add color, reading // STUDENTS TAKING ALGEBRA: % of students taking algebra // STUDENTS PASSING ALGEBRA: % of students passing algebra // 9TH GRADE EXPLORE (2009): Average EXPLORE score, 9th graders who tested in fall 2009 // 9TH GRADE EXPLORE (2010): Average EXPLORE score, 9th graders who tested in fall 2010 // 10TH GRADE PLAN (2009): Average PLAN score, 10th graders who tested in fall 2009 // 10TH GRADE PLAN (2010): Average PLAN score, 10th graders who tested in fall 2010 // NET CHANGE EXPLORE AND PLAN: Difference between Grade 9 Explore (2009) and Grade 10 Plan (2010) // 11TH GRADE AVERAGE ACT (2011): Average ACT score, 11th graders who tested in fall 2011 // NET CHANGE PLAN AND ACT: Difference between Grade 10 Plan (2009) and Grade 11 ACT (2011) // COLLEGE ELIGIBILITY: % of graduates eligible for a selective four-year college // GRADUATION RATE: % of students who have graduated within five years // COLLEGE/ ENROLLMENT RATE: % of students enrolled in college // COLLEGE ENROLLMENT (NUMBER OF STUDENTS): Total school enrollment // FRESHMAN ON TRACK RATE: Freshmen On-Track rate // RCDTS: Region County District Type Schools Code

CS Track is launching a survey to gather citizen scientists’ (16 year old and older) perspectives on activities and forms of participation, learning and knowledge-building in citizen science (CS) projects. This document presents the information related to data rights, treatment and usage. The aim of CS Track is to broaden our knowledge about CS and the impact CS activities can have. CS Track will do this by investigating a large and diverse set of CS activities, disseminating best practices and formulating knowledge-based policy recommendations in order to maximise the potential benefits of CS activities for individual citizens, organisations and society. This multi-perspective approach will allow us to shed light on the role of citizen science in society and social attitudes and emerging cultures in communities that engage with science and technology challenges.

This dataset is about books. It has 1 row and is filtered where the book is Norfolk & Suffolk joint lines : LNER track survey 1935-1939. It features 7 columns including author, publication date, language, and book publisher.