2018 DC School Report Card. School enrollment by school and student group. For enrollment the metrics are either total enrollment or percent of total enrollment. Supplemental: Metric scores are not reported for n-sizes less than 10; metrics that have an n-size less than 10 are not included in calculation of STAR scores and ratings. At the state level, teacher data is reported on the DC School Report Card for all schools, high-poverty schools, and low-poverty schools. The definition for high-poverty and low-poverty schools is included in DC's ESSA State Plan. At the school level, teacher data is reported for the entire school, and at the LEA-level, teacher data is reported for all schools only. On the STAR Framework, 203 schools received STAR scores and ratings based on data from the 2017-18 school year. Of those 203 schools, 2 schools closed after the completion of the 2017-18 school year (Excel Academy PCS and Washington Mathematics Science Technology PCHS). Because those two schools closed, they do not receive a School Report Card and report card metrics were not calculated for those schools. Schools with non-traditional grade configurations may be assigned multiple school frameworks as part of the STAR Framework. For example, a K-8 school would be assigned the Elementary School Framework and the Middle School Framework. Because a school may have multiple school frameworks, the total number of school framework scores across the city will be greater than the total number of schools that received a STAR score and rating. Detailed information about the metrics and calculations for the DC School Report Card and STAR Framework can be found in the 2018 DC School Report Card and STAR Framework Technical Guide (https://osse.dc.gov/publication/2018-dc-school-report-card-and-star-framework-technical-guide).

These points represent private schools as approved through the Washington State Board of Education. For more information please visit the SBE website.

Displays data from CARTO.PRIV_SCH. Labels based on the attribute NAME. Data is downloaded from website as an .xlsx, then queried for City = Seattle, then geocoded.

Updated as needed, last update August 2024.

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 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. 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.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 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 2021-2022 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 MIndicates 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.

2018 DC School Report Card. A school framework is a set of metrics and weighted domains based on the school's grade configuration or school designations. The STAR Framework contains four school frameworks: Elementary School Framework, Middle School Framework, High School Framework, and Alternative School Framework. The Elementary School Framework has two versions, one for schools with Pre-Kindergarten and one for schools without Pre-Kindergarten.Supplemental:Metric scores are not reported for n-sizes less than 10; metrics that have an n-size less than 10 are not included in calculation of STAR scores and ratings.At the state level, teacher data is reported on the DC School Report Card for all schools, high-poverty schools, and low-poverty schools. The definition for high-poverty and low-poverty schools is included in DC's ESSA State Plan. At the school level, teacher data is reported for the entire school, and at the LEA-level, teacher data is reported for all schools only.On the STAR Framework, 203 schools received STAR scores and ratings based on data from the 2017-18 school year. Of those 203 schools, 2 schools closed after the completion of the 2017-18 school year (Excel Academy PCS and Washington Mathematics Science Technology PCHS). Because those two schools closed, they do not receive a School Report Card and report card metrics were not calculated for those schools.Schools with non-traditional grade configurations may be assigned multiple school frameworks as part of the STAR Framework. For example, a K-8 school would be assigned the Elementary School Framework and the Middle School Framework. Because a school may have multiple school frameworks, the total number of school framework scores across the city will be greater than the total number of schools that received a STAR score and rating.Detailed information about the metrics and calculations for the DC School Report Card and STAR Framework can be found in the 2018 DC School Report Card and STAR Framework Technical Guide (https://osse.dc.gov/publication/2018-dc-school-report-card-and-star-framework-technical-guide).

Analysis of ‘2009 - 2010 School Progress Report’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/5fa27cbe-81d9-42c4-b6ea-4c162f289ef7 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

Progress Reports grade each school with an A, B, C, D, or F. These reports focus on a school's learning environment, student performance, and student progress. They were designed to help parents, teachers, principals, and others understand how well schools are doing—and compare them to other, similar schools.

--- Original source retains full ownership of the source dataset ---

Analysis of ‘2016 - 2017 School Quality Report Results for High School Transfer’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/8f4ae7d0-2fd7-4cfd-af6e-eb952772bb52 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

New York City Department of Education 2016 - 2017 School Quality Report Results for High School Transfer. The Quality Review is a process that evaluates how well schools are organized to support student learning and teacher practice. It was developed to assist New York City Department of Education (NYCDOE) schools in raising student achievement by looking behind a school’s performance statistics to ensure that the school is engaged in effective methods of accelerating student learning.

--- Original source retains full ownership of the source dataset ---

2018 DC School Report Card. The sum of the student group scores using all applicable STAR framework metrics. This is a number from 0 – 100 points. Overall STAR score for the school based on all applicable framework scores and student groups. Star value assigned to the school based on the STAR score.1, 2, 3, 4, or 5. Supplemental:Metric scores are not reported for n-sizes less than 10; metrics that have an n-size less than 10 are not included in calculation of STAR scores and ratings.At the state level, teacher data is reported on the DC School Report Card for all schools, high-poverty schools, and low-poverty schools. The definition for high-poverty and low-poverty schools is included in DC's ESSA State Plan. At the school level, teacher data is reported for the entire school, and at the LEA-level, teacher data is reported for all schools only.On the STAR Framework, 203 schools received STAR scores and ratings based on data from the 2017-18 school year. Of those 203 schools, 2 schools closed after the completion of the 2017-18 school year (Excel Academy PCS and Washington Mathematics Science Technology PCHS). Because those two schools closed, they do not receive a School Report Card and report card metrics were not calculated for those schools.Schools with non-traditional grade configurations may be assigned multiple school frameworks as part of the STAR Framework. For example, a K-8 school would be assigned the Elementary School Framework and the Middle School Framework. Because a school may have multiple school frameworks, the total number of school framework scores across the city will be greater than the total number of schools that received a STAR score and rating.Detailed information about the metrics and calculations for the DC School Report Card and STAR Framework can be found in the 2018 DC School Report Card and STAR Framework Technical Guide (https://osse.dc.gov/publication/2018-dc-school-report-card-and-star-framework-technical-guide).

Analysis unit

School, Classroom, Person

Universe

The survey covered all the public schools and government aided/supported schools.

Kind of data

Sample survey data [ssd]

Sampling procedure

The initial sample was made of all the 276 public schools and government aided/supported schools in regions 2, 3, 4, and 6.

The schools were clustered in groups of 2 or 3 schools on the basis of proximity for the randomization. This was done mainly to limit contamination while allowing useful exchange/cooperation between/among close schools. The randomization was further stratified by the size of the schools and their hardship 1 status. The following procedures were observed at the school level: * Head teacher questionnaire - Responded by the head teacher of the school - The deputy head teacher can respond only if the head teacher is not present. - A senior teacher is allowed to respond in case either deputy or head teacher are not present.

• Selection of classes for the classroom visit
• The enumerator gets the list of all the classes and selects two classrooms other than the ones participating in the written test.
• 528 classes were visited, 175 are WSD; 180 are grant only; and 173 are control schools.

*Selection of students for the written test One grade 3 class and one grade 5 class were selected randomly in each school. In each of the classes, 20 students were selected randomly. The gender parity was observed throughout. In total 8959 students were tested and about a third were selected in each treatment group.

*Selection of students for the pupils' questionnaire - 10 students (5 from grade 3 and 5 from grade 5) are randomly selected among the 40 who took the written test to respond to the questionnaire. - In total 2696 students were interviewed of which, 879 are WSD; 920 are grant only; and 897 are from the control schools.

Sampling deviation

Two regions were excluded: *Region 1 was excluded on the basis that it was too urban compare to the others. *Region 5 was excluded because of its prior exposition to a variant of the WSD.

Of the 276 schools, 3 schools were excluded from the samples because they were new schools and had only grade 1 and 2 or were close during the time of the survey.

Mode of data collection

Face-to-face [f2f]

Research instrument

i) Head Teacher Questionnaire

The head teacher questionnaire is designed to collect broad characteristics of the schools as a whole. The main sections of this questionnaire include the examination of the school facilities (main buildings, sanitary, water provision etc), enrollment and staffs, school management (leadership, involvement of the local community, records keeping etc.). The main respondent to this questionnaire is the head teacher. However, in the event of his absence, the deputy head teacher or a senior teacher answers the questions.

ii) Classroom Visits

The classroom observation is intended to collect valuable information about the classroom activities and teaching practices. In each of the two classrooms randomly selected per school, the enumerator seats in the back of the class for 15 to 20 minutes and takes note of the teaching activities such as the students participation, teacher control over the class, etc. At the end of the observation, the teacher is asked a few questions about the school and his or her teaching such as lesson plans and lesson notes.

iii) Written Numeracy and Literacy Test

The written numeracy and literacy test is made by experts in the field of testing to assess the overall performance of the students in classes 3 and 5. The test has 4 sections: - The math section with 32 basic arithmetic questions (addition, subtraction, multiplication, division) -A word match section with 13 questions where students are given a word (20 questions in total) and they are to identify that word among a list of 4 words - A vocabulary section where student are given a sentence with an underlined word and they are to identify the synonym of the underlined word among a list of 4 word - A missing word section (11 questions) where a word is removed from a sentence and the students are to find the correct word that fits the blank among a list of 4 words.

iv) Pupils' Questionnaire & Oral Literacy Test

The pupils' questionnaire is designed to collect some background information about the students and to give then an oral literacy test. This questionnaire collects information about the students' socio-demographic information, performance and progress, and welfare. In addition, the student are given an oral literacy test that has the following components: - Letter name knowledge: The student are given a panel of 100 letters and are asked to read as many as they could in 60 seconds. - Reading: The students are to read a small passage of 60 words and then they are asked a few questions about the content of the passage. - Listening and comprehension: Here the enumerator reads a small passage aloud and then asks a few questions about the passage to the students.

All questionnaires are provided as external resources.

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.

Analysis of ‘Public School Locations - Current’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/641533f3-db2c-443c-9151-698a11c8ef41 on 12 February 2022.

--- Dataset description provided by original source is as follows ---

--- Original source retains full ownership of the source dataset ---

SCHOOL PROFICIENCY INDEXSummaryThe school proficiency index uses school-level data on the performance of 4th grade students on state exams to describe which neighborhoods have high-performing elementary schools nearby and which are near lower performing elementary schools. The school proficiency index is a function of the percent of 4th grade students proficient in reading (r) and math (m) on state test scores for up to three schools (i=1,2,3) within 1.5 miles of the block-group centroid. S denotes 4th grade school enrollment:Elementary schools are linked with block-groups based on a geographic mapping of attendance area zones from School Attendance Boundary Information System (SABINS), where available, or within-district proximity matches of up to the three-closest schools within 1.5 miles. In cases with multiple school matches, an enrollment-weighted score is calculated following the equation above. Please note that in this version of the data (AFFHT0004), there is no school proficiency data for jurisdictions in Kansas, West Virginia, and Puerto Rico because no data was reported for jurisdictions in these states in the Great Schools 2013-14 dataset. InterpretationValues are percentile ranked and range from 0 to 100. The higher the score, the higher the school system quality is in a neighborhood. Data Source: Great Schools (proficiency data, 2015-16); Common Core of Data (4th grade school addresses and enrollment, 2015-16); Maponics (attendance boundaries, 2016).Related AFFH-T Local Government, PHA and State Tables/Maps: Table 12; Map 7.

To learn more about the School Proficiency Index visit: https://www.hud.gov/program_offices/fair_housing_equal_opp/affh ; https://www.hud.gov/sites/dfiles/FHEO/documents/AFFH-T-Data-Documentation-AFFHT0006-July-2020.pdf, for questions about the spatial attribution of this dataset, please reach out to us at GISHelpdesk@hud.gov. Date of Coverage: 07/2020

2009/10 Progress Report results for all schools (data as of 2/2/2011)

Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer)

1) Elementary, K-8, K-3, K-2 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need.

2) Middle - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math and the % SpEd. Lower values indicate student populations with higher need.

3) High School - peer index is a value from 1.00-4.50. For high schools, we use the average 8th grade proficiency, the % SpEd, the % Self-contained, and the % overage. Lower values indicate student populations with higher need.

Analysis of ‘2015 - 2016 School Quality Report Results for High School Transfer’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/f2ce861c-6109-4633-a6de-895b8249ec53 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

New York City Department of Education 2015 - 2016 School Quality Report Results for High School Transfer. The Quality Review is a process that evaluates how well schools are organized to support student learning and teacher practice. It was developed to assist New York City Department of Education (NYCDOE) schools in raising student achievement by looking behind a school’s performance statistics to ensure that the school is engaged in effective methods of accelerating student learning.

--- Original source retains full ownership of the source dataset ---

Analysis of ‘2014 - 2015 Student School Survey Data’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/4955fbbc-5e28-493b-aec3-066a626b3902 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

2015 NYC School Survey data for all schools.
To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

--- Original source retains full ownership of the source dataset ---

Lead in Drinking Water in Schools Test Results – Decatur High School Part 2

In 2021, about 18.2 percent of all women who had completed high school or completed a GED in the United States during the calendar year enrolled in a 2-year college afterwards. This is compared to 18.8 percent of all men who did the same.

Number of people who answered “Very good” or “Really good” to the question: “How do you think students meet each other in school?” divided by the total number of respondents to the question in the Swedish School Inspectorate’s student survey for Gymnasiee students this year 2. The school inspectorate’s student survey is conducted every two years in half of the country’s municipalities, so during a cycle over two years all schools in the country participate. For data at municipal level, the data refer only to pupils in municipal schools in the municipality in question, while the data at unit level and for the kingdom also include schools with another principal. Data is available according to gender breakdown.

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 most current CCD collection available. 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 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.