Enter an address to see which school catchment area that address is located in. The application can also use the location of the user, retrieved from the user's browser, rather than an address. The map is powered by Google Maps.

Data Notes:

• NSW public schools have defined local enrolment areas, meaning that every child is entitled to enrol in a particular school based on his or her residential address. Every public school reserves enough places within their school for students in their local enrolment area.

• Disclaimer: Due to the evolving nature of school information and local enrolment areas, no responsibility can be taken by the NSW Department of Education, or any of its associated departments, if information is relied upon. For example, but not limited to, real estate purchases or rentals where the school intake zone data is used as a reference source.

• School catchments areas can change for multiple reasons. These include schools opening and closing, and changes in population demographics, for example.

• It is recommended that this dataset be used in conjunction with the Master Dataset to ensure a comprehensive understanding of all government school information.

• School catchment data is updated nightly and accessible through the School Finder tool.

Data Source:

• Asset Management Directorate. NSW Department of Education.

This dataset is published as Open DataScottish local authorities usually divide towns and country areas into catchments and children living in a catchment area will usually go to the same local school. Domestic properties typically have a catchment area for each of their local: - primary non-denominational (PN), - secondary non-denominational (SN), - primary denominational / Catholic (PD) and - secondary denominational / Catholic (SD) schools.St Modan's High School, a denominational school, catchment covers the Stirling Council area.

This web map displays the California Department of Education's (CDE) core set of geographic data layers. This content represents the authoritative source for all statewide public school site locations and school district service areas boundaries for the 2018-19 academic year. The map also includes school and district layers enriched with student demographic and performance information from the California Department of Education's data collections. These data elements add meaningful statistical and descriptive information that can be visualized and analyzed on a map and used to advance education research or inform decision making.

Abstract

This study aims to investigate the impacts of offering this additional year of pre-primary education in Bangladesh on child development outcomes (cognitive and social emotional), and will examine the benefits relative to the costs of the program. The study will also examine the mechanisms through which EYPP affects the outcomes of interest (e.g., children's school readiness), and the operational and community conditions for program implementation. This study will provide evidence for the Government of Bangladesh on how and how much the additional year of preschool benefits children, and at what cost. In addition to informing future policy in Bangladesh, this information may also be useful for other countries considering similar programming.

Geographic coverage

District of Meherpur

Sampling procedure

This study is a randomized control trial (RCT) of the EYPP to determine its impacts on children's learning and development. An RCT is the most rigorous type of study design. In 2016, we randomly assigned 100 schools in the Meherpur district of Bangladesh to either receive the EYPP (n = 50) or to a no-program control group (n = 50). The children participating in the study from these communities are expected to enroll in government preprimary in 2019 and enter grade 1 in 2020. In the 50 treatment school catchment areas, children selected for the study will be invited to participate in the EYPP program at their local school in 2018, and then will go on to government preprimary as usual in 2019. In the 50 control school catchment areas, children selected for the study will be eligible to enroll in the government preprimary as usual in 2019, but will not have EYPP available to them the year before. This allows us to estimate the net effects of adding the second year of pre-primary education (EYPP) compared to having only one year of pre-primary education (business as usual).

We collected baseline data in all 100 communities in December 2017 and January 2018, with a sample of 1,856 children. We will conduct a mid-term outcome assessment in approximately November 2018 (just before the study children are expected to start the one-year government pre-primary program), and will conduct an end-line assessment just prior to on-time enrollment in grade one (approximately November 2019). The EYPP program will serve the children assigned to it between February and December 2018.

Sampling of Children

During an October 2017 visit to Meherpur, we learned that EYPP schools typically accepted approximately 18-20 children, and no more than 25 children. The EYPP staff expressed a preference for enrolling children within proximity to the school, and giving priority to children who live closer to the school or center. This preference is guided by the experience that children who live further away are less likely to regularly attend and their parents are less likely to be involved in the program. All schools visited stated that they did not expect any children to participate who lived further than a 15-minute walk from the EYPP class.

Data International conducted a census of every household within a 15-minute walk of the primary school. The resulting census included a total of 36,806 households across the 100 study communities. For each household, if there were any children ages 3-6 years old, enumerators recorded the child's name and date of birth, father's name, whether the child was currently in an education program (and if yes, what type), and what the family's plan was for the child in 2018 (stay home, or participate in the educational program). Enumerators also recorded the exact household location using GPS coordinates, and asked how many minutes it will take the child to walk from the home to the primary school.

The target sample for our study included all children in the census areas born from January 1, 2013 - December 31, 2013 (because on-time enrollment in government pre-primary school for these children would be in January 2019). In most cases (exact figure unknown but in a substantial majority), children's dates of birth were verified with the Extended Program of Immunization (EPI) card or a birth certificate. If these documents were unavailable (even after parents were encouraged to search), enumerators recorded what the parent reported as the child's date of birth. We identified a total of 1,986 children born in 2013. We did not exclude any age-eligible children based on any other criteria (for example, children with disabilities were included in our sample pool). See Appendix B for recruited sample size and percentage of target for each school/community, by upazila. See Appendix C for a copy of the informed consent for family recruitment into the study.

AIR agreed with the World Bank that we would sample an average of 20 children in each of the 100 study communities. Many communities had fewer than 20 eligible children. Because EYPP centers will typically enroll up to 25 children, for both treatment and control communities with 25 or fewer children, we included all eligible children in the study (with parental consent). In the 20 communities (14 treatment and 6 control) with over 25 children in the target age range, we drew a random subsample of 25 for inclusion in this sample. Exhibit 2 shows the sample recruited for this study. Recruitment rates were very high among children sampled for this study. All communities and EYPP schools included in the sample participated in baseline data collection as planned.

Of the 1,856 children recruited for this study, 908 were girls and 948 were boys.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

The instruments used for this baseline study captured characteristics of the study communities and schools, background characteristics of children and their families; provided a pre-test of children's school readiness; and provided information regarding the basic infrastructure and material resources available at intervention schools.
Community Characteristics Questionnaire In each study community, the informant for the Community Characteristics Questionnaire was a school head, head teacher, or other leader at the primary school located in that community. The purpose of this instrument was to document basic conditions in the study communities, including community infrastructure, community assets, and current initiatives at the school that

are intended to benefit children ages 3 to 6 years. Exhibit 4 summarizes the domains and topics covered in this questionnaire. Please see Appendix D for a copy of this instrument.

This dataset is an updated version of the 2008 dataset containing all public school locations in North Carolina. New schools were geocoded in ArcGIS 10 and merged with the existing dataset. Closed schools were removed,and existing attribute information was updated with current data. Some new fields were added, including designations for Pre-K, Elementary, Middle, High, and Early College schools. A review process was performed to move incorrect existing school points to new correct locations. Not all points were able to be individually reviewed,and may represent approximate school locations. This update was a collaborative effort among the Center for Geographic Information and Analysis, Institute for Transportation Research and Education, and NC Department of Public Instruction. Current school data was provided by NC DPI, using the Educational Directory and Demographical Information Exchange (EDDIE), found at http://apps.schools.nc.gov/eddie. ITRE used this dataset to conduct the update process, which included all steps of GIS analysis listed above. CGIA consulted on processing steps, lineage, and quality control to prepare the dataset for the NC OneMap Geospatial Portal.

Scottish local authorities usually divide towns and country areas into catchments and children living in a catchment area will usually go to the same local school. Domestic properties typically have a catchment area for each of their local: - primary non-denominational (PN), - secondary non-denominational (SN), - primary denominational / Catholic (PD) and - secondary denominational / Catholic (SD) schools. This dataset contains four separate layers (representing those above categories), which we deliver together as one single web service or zip folder. These data layers do not contain the catchment areas for Jordanhill primary and secondary school which is located in west Glasgow. This is because it is a Scottish Government-funded school.

A school zone or catchment area is a defined area from which the school or preschool accepts its core intake of students. The school or preschool gives priority enrolment to children who live inside that zone or catchment area.

This data layer contains polygon geometry with attributes displaying high school zone boundaries in the City of Newport News, VA.For more information please visit the Schools website.

2015 boundaries portraying elementary school attendance areas as defined by Fayette County Public Schools. Under the current regulation of elementary school districts, it is possible to live in a particular school's primary attendance area and be unable to attend that school due to fullness. Therefore, it is recommended to check with the Fayette County Public Schools when using this information for specific decisions. (Polygon)

Boundaries of non denominational secondary school catchment areas within North Ayrshire

Check out our data lens page for additional data filtering and sorting options: https://data.cityofnewyork.us/view/i4p3-pe6a

This dataset contains Open Parking and Camera Violations issued by the City of New York. Updates will be applied to this data set on the following schedule:

New or open tickets will be updated weekly (Sunday). Tickets satisfied will be updated daily (Tuesday through Sunday). NOTE: Summonses that have been written-off are indicated by blank financials.

Summons images will not be available during scheduled downtime on Sunday - Monday from 1:00 am to 2:30 am and on Sundays from 5:00 am to 10:00 am.

• Initial dataset loaded 05/14/2016.

This polygon feature class details the elementary school crosstown busing zones for Newport News Public Schools. All elementary school zones can be found here. This data is updated yearly as needed.

Abstract

This study is a part of a larger project on education in Zambia. The overall project included the schools survey, provincial education offices and district education offices surveys, testing of students in sampled schools, the household survey and the student survey. The project covered households in a catchment area of 36 isolated schools. Researchers also proposed to re-test students who participated in tests under 2001 National Assessment Survey (NAS). As part of the re-testing exercise, 3,200 pupils formed the initial sample for the administration of tests in English, mathematics, and vernacular. In addition, 20 randomly chosen students from Grade V and Grade VI were interviewed for the student survey.

Documented here are datasets covering schools, Provincial Education Offices (PEO) and District Education Offices (DEO).

Education expenditures in Zambia (apart from teacher salaries) are distributed through an administrative hierarchy consisting of PEOs and DEOs. The survey data contain a detailed tracking of resources allocated by the government through this hierarchy to schools. Approaches of public expenditure tracking surveys (PETS) and quantitative service delivery surveys (QSDS) are integrated in this study.

The study was carried out by the Government of Zambia and the World Bank. It covered 184 primary (grades 1-7) and basic (grades 1-9) schools, 33 DEOs and four PEOs in four provinces: Lusaka, Copperbelt, Northern, and Eastern.

Geographic coverage

Lusaka, Copperbelt, Northern, and Eastern provinces.

Analysis unit

• District Education Offices;
• Provincial Education Offices;
• Schools;
• Teachers;
• Head-Teachers;
• Students.

Kind of data

Sample survey data [ssd]

Sampling procedure

A random sample stratified on the basis of urban and rural locations included 184 schools in 33 districts. The schools surveyed were chosen from a frame of primary (grades 1-7) and basic (grades 1-9) schools in four Zambian provinces: Lusaka, Copperbelt, Northern, and Eastern. The choice of these four provinces was dictated primarily by the variation in educational attainments, regional incomes, and administrative structures. Specifically, Lusaka and Copperbelt are the two richest provinces in Zambia, with high enrollment rates, and Northern and Eastern provinces are the poorest, with enrollment rates only marginally better than the worst performing Central province.

Since this study is linked to 2001 National Assessment Survey (NAS), the choice of schools in the sample was restricted by the sampling methodology of the NAS. The NAS sampling was based on a probability-proportional to size methodology. For this study, researchers surveyed about half the schools covered in NAS 2001. For details on sampling methodology, please refer to "Zambia ESDS 2002 Sampling Note " in external resources.

Mode of data collection

Face-to-face [f2f]

Research instrument

The following survey instruments are available:

• District Education Office Questionnaire (Part I)
• District Education Office Questionnaire (Part II)
• Provincial Education Office Questionnaire (Part I)
• Provincial Education Office Questionnaire (Part II)
• General School Questionnaire
• Teacher Roster Card
• Head-Teacher Questionnaire
• Teacher Questionnaire, Grades I-VI
• Head-Teacher Matching Roster
• Pupil Matching Roster.

The Teacher Questionnaire was designed to examine two sorts of inputs that may impact on the performance of a teacher: first are the teacher-inputs such as demographic and educational characteristics and second are institutional inputs (primarily teacher salaries). The teacher questionnaire thus focuses on obtaining a basic demographic and educational profile of the teacher, and then moves on to asking about salary and allowances, as well as delays in the receipt of payments.

The Head-Teacher Questionnaire starts with the same sections as the teacher questionnaire. Several additional sections then probe the characteristics of teachers, pupils, parents (through the PTA section) and the administrative structure (through the Relationship with DEO/PEO sections). Finally the head-teacher questionnaire also contains a section on decisions and shortages, where we try to understand the nature of the financial constraints that schools are operating under.

The General School Questionnaire has a three-fold purpose. First, researchers believed that school infrastructure and location themselves may be important for learning achievement; the first few sections of this questionnaire thus systematically ask about the availability and condition of infrastructure in the school. Second, the questionnaire examines the characteristics of the student population in the school such as the overall profile of attendance and grade-repetition. Finally, the questionnaire links to the DEO/PEO questionnaire to complete the Public Expenditure Tracking exercise. To enable researchers to track the flow of resources, the questionnaire then asks about the receipt of resources from other levels of the administration such as the DEO and the PEO's offices.

The District Education Office and Provincial Education Office Questionnaires like the General School and the Head-Teacher Questionnaires, are designed to address two different components of the survey. Part II is concerned with the tracking of public expenditure-how much do the DEO and PEO offices receive? What are the primary expenses in these offices? Part I is similar in form to the head-teacher questionnaire, and asks about the demographic and educational characteristics of the DEO/PEO, before moving on to examine the views of the DEO on their relationship with schools (through visits and inspections) and the overall educational administration.

Head-Teacher Matching Roster and Pupil Matching Roster were designed to match students, who were tested in math and English and other subjects in 2001 and 2002, with teachers, and to carefully identify the changes that could have potentially affected students during the last year. The datasets documented here do not include test scores.

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.

Dataset from Land Transport Authority. For more information, visit https://data.gov.sg/datasets/d_abf023b38d9bc451484e3d67b562bc5c/view