Number of places and applications: number and proportion of offers by preference rank; number and proportion of offers inside and outside home local authority.

The School Admissions Guide describes admission arrangements for Middlesbrough primary and secondary schools.This guide is applicable for the academic year 2022-2023. It covers applications for Reception and Year 7 for the September 2022 intake and provides information on mid-year school transfers during 2021-2022View Information on School Admission Zones

This dataset tracks annual science proficiency from 2021 to 2022 for Elmwood Place Elementary School vs. Ohio and St Bernard-Elmwood Place City School District

The admissions scheme applies to all schools within Middlesbrough and gives details of the admissions procedures and timetables. The admissions arrangements and admission numbers give details of the oversubscription criteria and admission numbers for the community primary and secondary schools in Middlesbrough (own admission authority schools will have their own policies).

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

This dataset tracks annual science proficiency from 2021 to 2022 for Alden Place Elementary School vs. New York and Millbrook Central School District

The vast majority of primary school children in Denmark miss being taught in the school during the coronavirus (COVID-19) lockdown. Around ** percent of the respondents in a recent survey either totally or somewhat agreed to missing being physically in the school in 2021. Due to the outbreak of the coronavirus, primary schools have been closed in Denmark, and the education has been taken place virtually.

School Admissions allocation information including preferences, number of application submissions and places allocated. 2018, 2019, 2020 and 2021 data.

For more information about School Admissions, see - School Admissions in Calderdale

Other schools data

This dataset tracks annual science proficiency from 2021 to 2022 for Country Place Elementary School vs. Texas and Carrollton-Farmers Branch Independent School District

Data have been generated as part of an ESRC-funded research project that investigates the potential of community-school partnerships in raising government school children’s learning in rural India. This longitudinal study covers three rounds of in-person surveys and one round of phone survey, which took place during the Covid-19 pandemic. The sample was selected from children attending government schools in primary grades 2, 3, and 4 who had not achieved foundational literacy at the time of the survey. In addition to measuring children’s foundational literacy and numeracy (in all in-person survey rounds), information was collected on each selected child’s household as well as on the schools attended by these children. The baseline survey was conducted between October 2018 and January 2019, and the survey was done for the following units at the baseline: Child, Household, School, Head Teacher, Teacher, and Classroom observations. Similarly, the midline data (i.e., the second survey round) was collected between November 2019 and March 2020. Due to the pandemic, we tracked the sampled children’s households and teachers through a phone survey during the period of school closures (from October – November 2021) to capture the status of education-related activities. The final survey (from December 2021 – January 2022) only collected information on the sample children’s enrolment status and their learning levels after the pandemic.

Our project explores the potential of community-based accountability relationships to raise children's foundational learning outcomes, with a focus on the most disadvantaged primary-school learners: namely those who are from poorer households and, within these, girls. We ask both whether and how changes occur when school actors are supported to view their accountability as being primarily to their local community and their goal as being to raise all children's learning. To do this, we evaluate a grassroots intervention that supports school actors to work directly with their communities to develop a shared understanding of children's learning levels, collaborate in planning how to raise them, and facilitate action both inside and outside the classroom. In addition to analysing changes in children's learning, we examine the intervention's capacity to create changes in school-community relations, teachers' attitudes perceptions, and actions in the classroom.

The intervention builds on two of Pratham's grassroots literacy campaigns to incorporate school-community accountability relationships. Lakhon Mein Ek (LME) was primarily an information campaign, supporting communities to undertake and discuss their own independent assessments of children's learning outcomes. Reading Week (RW) provided community volunteers with packages of simple materials with which to work with children to improve their foundational literacy and numeracy skills. The proposed intervention seeks to enhance the impact of these previous interventions by working directly with school actors to help them engage and work with their local communities.

This dataset is part of the research project “Get Involved! Learning in Primary School”, which investigated the roles of parents and teachers in shaping children's academic achievement, motivation, and behavior throughout primary education. The study aimed to identify both direct and indirect longitudinal mechanisms, as well as the combined effects of home and school learning environments, in promoting optimal learning outcomes. Special attention was given to instructional and emotional support, as well as potential bidirectional (evocative) effects between children and their learning environments. Teachers' general questionnaire data collection took place in four waves: a) Grade 2, autumn 2021 (T1) b) Grade 2, spring 2022 (T2) c) Grade 3, spring 2023 (T3) d) Grade 4, spring 2024 (T4) Teachers completed a questionnaire about themselves and their class. This questionnaire provided data on teaching interaction styles, the frequency of instructional practices related to literacy and math skills development, teacher self-efficacy, homework practices, well-being and stress, as well as both extrinsic and intrinsic motivation related to teaching and so on. The dataset consists of four separate SPSS files, each representing one wave of data collected through teachers' general questionnaires during the study.

he School Attendance by Student Group and District dataset offers a comprehensive view of attendance rates among public school students from PK-12 during the 2021-2022 academic year. Delving into various student groups such as those experiencing homelessness, students with disabilities, English learners, and more, this dataset provides crucial insights into educational access and equity. With data on attendance rates across districts and student categories, this resource supports educational policymakers, administrators, and researchers in understanding attendance dynamics and designing interventions to ensure inclusive learning environments.

Use and Application: Educational policymakers and administrators can use this dataset to identify attendance disparities among different student groups and districts. It enables them to design targeted strategies to improve attendance rates and foster inclusive education. Researchers can analyze attendance trends and correlations with student demographics, informing studies on the impact of various factors on educational attainment. Additionally, community organizations and advocacy groups can leverage this data to advocate for better support systems for marginalized student populations. By shedding light on attendance patterns, this dataset contributes to efforts aimed at enhancing educational equity, fostering student success, and building a more inclusive educational landscape.

Data on class sizes in primary schools are collected each year as part of the pupil census. The data gives the number of pupils in each class in September 2021"Class type" gives the stage of pupils in the class or, where more than one stage is present "Co" denotes a composite class.In a class where there are two or more teachers then 'Two or More Teachers' will have a value of 'Yes'The class size maxima for P1 classes is 25 and for single stage P2 or P3 classes is 30. This is set out in The Education (Lower Class Sizes) (Scotland) Amendment Regulations 2010.These regulations allow certain exceptions such as pupils who join a class after the end of a placing round and Additional Support Needs pupils who only join a class for part of the time.For P4-P7 class size maxima are set out in teachers terms and conditions of service. For these years there is a normal maximum of 33. Composite classes throughout primary have a class size maximum of 25.Excepted pupils in class-size legislation are;(a) children whose record of additional support needs specify that they should be educated at the school concerned, and who are placed in the school outside a normal placing round;(b) children initially refused a place at a school, but subsequently on appeal offered a place outside a normal placing round or because the education authority recognise that an error was made in implementing their placing arrangements for the school;(c) children who cannot gain a place at any other suitable school within a reasonable distance of their home because they move into an area outside a normal placing round;(d) children who are pupils at special schools, but who receive part of their education at a mainstream school; and(e) children with additional support needs who are normally educated in a special unit in a mainstream school, but who receive part of their lessons in a non-special class.These are National Statistics background data. National Statistics are produced to high professional standards set out in the National Statistics Code of Practice. They undergo regular quality assurance reviews to ensure that they meet customer needs. They are produced free from any political interference.Analysis of class size at a national level is available through the following link: https://www.gov.scot/publications/pupil-census-supplementary-statistics/

This dataset tracks annual science proficiency from 2021 to 2022 for Park Place Elementary School vs. Texas and Houston Independent School District

BackgroundDeterminants affecting children’s physical activity (PA) at an early age are of particular interest to develop and strengthen strategies for increasing the levels of children’s PA. A qualitative study was conducted to investigate the views of primary school-aged children, their teachers and parents regarding barriers and facilitators to engage in PA.MethodsFocus groups were conducted separately with primary school children, parents and teachers in a city in Northern Germany between October 2021 and January 2022. The semi- structured focus groups with children and teachers took part in person within school, whereas the focus groups with parents took place online. Data were transcribed verbatim and analysed using thematic analysis. During analysis, the socio-ecological model was identified as useful to map the determinants mentioned and was consequently applied to organize the data.ResultsTeachers (n = 10), parents (n = 18) and children (n = 46) of five primary schools in Germany participated in the focus groups. Participants of the three groups identified similar barriers and facilitators of PA in primary school-aged children, ranging across all four layers of the socio-ecological model. The barriers encountered were the preferences of children for sedentary activities (individual characteristics), the preference of parents to control their child’s actions (microsystem), a lack of financial resources from parents and long sitting times in class (mesosystem), and barriers related to rainy weather and Covid-19 restrictions (exosystem). Facilitators mentioned were the childrens’ natural tendency to be active (individual characteristics), involvement and co-participation of parents or peers in engaging in PA, support provided by teachers and the school (microsystem), living in rural areas, having sufficient facilities and favorable weather conditions (exosystem).ConclusionA range of determinants promoting and hindering PA, ranging across all layers of the socio-ecological model were identified by children, parents and teachers in this study. These determinants need to be kept in mind when developing effective PA intervention programs for primary school-aged children. Future interventions should go beyond individual characteristics to also acknowledge the influence of childrens’ social surrounding, including parents, peers and teachers, and the wider (school) environment.

This dataset tracks annual reading and language arts proficiency from 2010 to 2021 for Coleman Place Elementary School vs. Virginia and Norfolk City Public Schools

Option elementary school geo-zone boundaries for the 2021-22 school year.Students who want to attend an option school need to apply – no one is assigned automatically to an option school. Each option school has a geographic priority area (geo zone). The geographic zone tiebreaker is for applicants to an option school who live within a defined area in proximity to the school. Please note that living within the geographic zone does not guarantee assignment to the requested option school, but gives a priority for admission after siblings. Geo Zones may change from year to year as a tool for capacity management.This dataset is edited and maintained by Seattle Public Schools.