In Response to Local Law No. 1486-A. Reports on school applications, offers of admission, enrollment, and school seats available. All available seats, applicants, and offers of admissions are for Main Round (for pre-K, Kindergarten, Middle School and High School) admissions only. Data is only included for schools that participate in centralized admissions processes.

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 provides, for each public NYC middle school, the number of students who participated in High School Admissions, the number of those students who took the Specialized High Schools Admissions Test (SHSAT) and the number who received an offer to one of the 8 testing Specialized High Schools.

Directory of Department of Education Elementary Schools in 2020.

In 2020, 900 thousand were admitted to Russia's mid-level specialist training programs at vocational education institutions. That was slightly higher than the university admission count, which reached 873 thousand, marking a decline from the previous year. The demand for vocational education saw a gradual increase over the observed period.

Analysis of ‘Fall 2020 Admissions Report LL1486-A Part II’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/c37cf8ed-849e-4a50-b8d9-812875c443f6 on 26 January 2022.

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

In response to Local Law No. 1486-A. Reports on school applications, offers of admission, enrollment, and school seats available. All available seats, applicants, and offers of admissions are for Main Round (for pre-K, Kindergarten, Middle School and High School) admissions only. Data is only included for schools that participate in centralized admissions processes.

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

In Response to Local Law No. 1486-A. Reports on school applications, offers of admission, enrollment, and school seats available. All available seats, applicants, and offers of admissions are for Main Round (for pre-K, Kindergarten, Middle School and High School) admissions only. Data is only included for schools that participate in centralized admissions processes.

Directory of Department of Education Elementary Schools in 2020.

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

Among students who received state-funded places at higher education institutions in Russia, over 28 percent had an average Unified State Exam score of 80 points. High school graduates who scored less than 56 points on average occupied over 14 percent of state-funded and nearly 22 percent of paid spots. Russian students had to pass the Unified State Exam upon graduation from high school, which consisted of a series of exams in different subjects relevant to the chosen field of study.

Analysis of ‘2020 DOE Kindergarten Admissions Guide’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/6bb6b804-c2e2-43db-9190-c5a0b39d8197 on 27 January 2022.

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

Directory of Department of Education Elementary Schools in 2020.

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

This repository contains datasets and analysis code accompanying the paper "An Empirical Evaluation of Chinese College Admissions Reforms Through A Natural Experiment" by Chen, Jiang, and Kesten. The datasets contain the college admission data for a county in China's Sichuan Province for year 2008 and 2009. These include students' submitted rank-ordered lists of colleges and admission results. All variables are recoded to remove any identifiable information (including college and high school code). The analysis code can be used to replicate the tables and figures in the paper.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

Purpose: A retrospective review of speech-language pathology graduate school applications was conducted to identify ways in which the application process may act as barriers to admission for three populations of underrepresented students: students who are Black, Indigenous, and people of color; first-generation college students; and students with low socioeconomic status.Method: Graduate school applications were analyzed to identify application components that act as barriers to admission. The data set included application data from one program that uses composite cutoff scores and demographics in admissions decisions. Quantitative methods were used to probe for evidence of three types of barriers: barriers to application, group differences, and differential predictive validity. Applicants from underrepresented populations were compared to applicants from overrepresented populations.Results: Applicants from underrepresented populations were more likely to submit late or incomplete applications. Group differences were found for grade point averages (GPAs) and Graduate Records Examination (GRE) percentiles, but not for letters of recommendation or personal statements. All application components made significant contributions to decisions about initial application results. Differential predictive validity was found in the analysis of initial application results. For letters of recommendation, GPAs, and personal statements, group-specific regression lines with the same slopes were found for applicants from underrepresented populations and applicants from overrepresented populations. For GRE percentiles, group-specific regression lines had different slopes.Conclusions: This barrier assessment found quantitative evidence of several barriers to admission for applicants from underrepresented populations. These barriers help perpetuate the lack of diversity in the profession. Actionable steps to mitigate barriers are proposed.Supplemental Material S1. Instructions, scoring tables, and scoring rubrics for graduate school application components used by the Department of Communication Sciences and Disorders in the 2017–2018, 2018–2019, and 2019–2020 application cycles.Kovacs, T. (2022). Assessing barriers to graduate school admission for applicants from underrepresented populations in a master’s level speech-language pathology program. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2021_AJSLP-21-00124

As of October 2020, the main reason why school-aged respondents in Nigeria could not attend school was school closures caused by the coronavirus pandemic. The most affected age groups were those 10 to 14 years as well as pupils in primary education. Other factors preventing school-aged individuals from attending schools included lack of money and the waiting time for admissions. Governments of many countries worldwide closed schools and encouraged remote learning in an attempt to slow the spread of COVID-19.

In 2020, 59 percent of high school graduates from families in the lowest income quartile in the United States enrolled in college. This was a decrease of one percent from the previous year.

The share of foreigners in the total number of students accepted at tertiary educational institutions in Hungary increased considerably during the observed time. In the academic year of 2020/2021, over 20 percent of students were foreigners while in the school year of 2010/2011 this figure totaled only seven percent.

In Columbia University's Class of 2028 (students beginning in the fall of 2024), 17 percent of students were international students. This is compared to Harvard University, where 18 percent of incoming students were international students.

Multivariate analysis of nursing school attrition and nursing school completion in more than four years among students admitted to nursing school at the School of Health Sciences (ESCS), Brasília, Federal District, Brazil, between 2009 and 2014.