Student demographic and enrollment data by school from 2013-14 through 2017-18

Data includes: board and school information, grade 3 and 6 EQAO student achievements for reading, writing and mathematics, and grade 9 mathematics EQAO and OSSLT. Data excludes private schools, Education and Community Partnership Programs (ECPP), summer, night and continuing education schools.

How Are We Protecting Privacy?

Results for OnSIS and Statistics Canada variables are suppressed based on school population size to better protect student privacy. In order to achieve this additional level of protection, the Ministry has used a methodology that randomly rounds a percentage either up or down depending on school enrolment. In order to protect privacy, the ministry does not publicly report on data when there are fewer than 10 individuals represented.

* Percentages depicted as 0 may not always be 0 values as in certain situations the values have been randomly rounded down or there are no reported results at a school for the respective indicator. * Percentages depicted as 100 are not always 100, in certain situations the values have been randomly rounded up.

The information in the School Information Finder is the most current available to the Ministry of Education at this time, as reported by schools, school boards, EQAO and Statistics Canada. The information is updated as frequently as possible.

This information is also available on the Ministry of Education's School Information Finder website by individual school.

Descriptions for some of the data types can be found in our glossary.

School/school board and school authority contact information are updated and maintained by school boards and may not be the most current version. For the most recent information please visit: https://data.ontario.ca/dataset/ontario-public-school-contact-information.

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.

In California in 2022, 20.5 percent of students enrolled in K-12 public schools were white, 11.9 percent were Asian, and 56.2 percent were Hispanic. In the United States overall, 44.7 percent of K-12 public school students were white, 5.5 percent were Asian, and 28.7 percent were Hispanic.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimates (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 2022-2023 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 M Indicates 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.

School-level student demographic and enrollment data from 2014-15 through 2018-19

The American Community Survey Education Tabulation (ACS-ED) is a custom tabulation of the ACS produced for the National Center of Education Statistics (NCES) by the U.S. Census Bureau. The ACS-ED provides a rich collection of social, economic, demographic, and housing characteristics for school systems, school-age children, and the parents of school-age children. In addition to focusing on school-age children, the ACS-ED provides enrollment iterations for children enrolled in public school. The data profiles include percentages (along with associated margins of error) that allow for comparison of school district-level conditions across the U.S. For more information about the NCES ACS-ED collection, visit the NCES Education Demographic and Geographic Estimates (EDGE) program at: https://nces.ed.gov/programs/edge/Demographic/ACS

This dataset contains yearly certified enrollment for all public school districts (with physical boundaries) in Wisconsin for the 2023-2024 school year. This data is also available in the WISEdash Public Portal. This dataset is derived from publicly available files on the WISEdash Download Page. Enrollment Count is the number of students enrolled on specific dates as determined by school enrollment/exit dates that cover those dates. Percent Enrollment by Student Group is a percent of the enrollment count for all student groups combined. Reporting Disability is indicated in the pupil’s individualized education program (IEP) or individualized service plan (ISP). A person's race or ethnicity is the racial and/or ethnic group to which the person belongs or with which he or she most identifies. Ethnicity is self-reported as either Hispanic/Not Hispanic. Race is self-reported as any of the following 5 categories: Asian, American Indian or Alaskan Native, Black or African American, Native Hawaiian or other Pacific Islander, or White. The data displayed reflects the race/ethnicity that is reported by school districts to DPI.An economically disadvantaged student is one who is identified by Direct Certification (only if participating in the National School Lunch Program) OR a member of a household that meets the income eligibility guidelines for free or reduced-price meals (less than or equal to 185 percent of Federal Poverty Guidelines) under the National School Lunch Program (NSLP) OR identified by an alternate mechanism, such as the alternate household income form.English Learner status is any student whose first language, or whose parents' or guardians' first language, is not English and whose level of English proficiency requires specially designed instruction, either in English or in the first language or both, in order for the student to fully benefit from classroom instruction and to be successful in attaining the state's high academic standards expected of all students at their grade level.A child is eligible for the Migrant Education Program (MEP) (and thereby eligible to receive MEP services) if the child: meets the definition of “migratory child” in section 1309(3) of the ESEA,[1] and is an “eligible child” as the term is used in section 1115(c)(1)(A) of the ESEA and 34 C.F.R. § 200.103; and has the basis for the State’s determination that the child is a “migratory child” properly recorded on the national Certificate of Eligibility (COE). Eligibility determination is made by a Wisconsin state migrant recruiter during a face-to-face family interview.

Annual school accounts of NYC public school student populations served by grade, special programs, ethnicity, gender and Title I funded programs.

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22. * Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education." Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes. Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022. 3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report. All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab. Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals. Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22). NYC DOE "Poverty" 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. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years. "The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows: * The student’s Economic Need Value is 1.0 if: o The student is eligible for public assistance from the NYC Human Resources Administration (HRA); o The student lived in temporary housing in the past four years; or o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years. * Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100.

Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports.

In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the given school year.

In previous years, the most recent new entry date was used for students with multiple entry dates into the NYCDOE. Beginning in 2018-19, students’ earliest entry date is used in ENI calculations.

Beginning in 2018-19, students missing ENI data are imputed with the average ENI at their school. " In order to maintain student privacy, schools with % Poverty and ENI values below 5% or above 95% have had their exact values for each category replaced with "Below 5%" and "Above 95%", respectively. Before the start of the 2017-18 school year, the New York State Education Department implemented a new data matching process that refined the methods to identify families eligible for free lunch. This new matching system provides a more efficient and accurate process for matching students across a range of forms that families already complete. This new matching process yielded an increase in the number of students directly certified for free lunch (in other words, matched to another government program) and therefore increased the direct certification rate. As such, the increase in the percent of students in poverty and the Economic Need Index for the 2017-18 school year and later reflects this new matching process, which allows the City to better identify students eligible for free lunch. Approximately 25% of charter schools in NYC do not use NYC DOE School Food to provide meal services. The NYC DOE Office of School Food does not collect documentation on students’ eligibility for Free or Reduced Price Lunch from schools that do not utilize NYC DOE School Food. As a result, the Poverty figures may be understated for approximately 25% of charter schools. New York State Education Department begins administering assessments to be identified as an English Language Learner (ELL) in Kindergarten, but students in Pre-K are still included in the denominator for the ELL calculations. Also, Pre-K NYC Early Education Centers do not use NYC DOE School Food to provide meal services, but are included in the denominator for Poverty calculations.

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 enrollment is not audited for charter schools or Pre-K Early Education Centers(NYCEECs). Charter schools are required to submit enrollment as of BEDS Day the first Wednesday in October to the New York State Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.

Data on labor force activity for the week prior to the survey are supplied in this collection. Information is available on the employment status, occupation, and industry of persons 14 years old and over. Demographic variables such as age, sex, race, marital status, veteran status, household relationship, educational background, and Spanish origin are included. In addition to providing these core data, the October survey also contains a special supplement on school enrollment. This supplement includes the following items: current grade attending at public or private school, whether attending college full- or part-time at a two- or four-year institution, year last attended a regular school, and year graduated from high school. (Source: downloaded from ICPSR 7/13/10)

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at ICPSR at https://doi.org/10.3886/ICPSR09534.v1. We highly recommend using the ICPSR version as they may make this dataset available in multiple data formats in the future.

Report on Demographic Data in New York City Public Schools In Response to Local Law No. 59 2016 Notes "Enrollment counts are based on the October 31st Audited Register for 2015."

Student demographic and enrollment data by school from 2015-16 through 2019-20. Enrollment counts are based on the October 31st Audited Register for each school year.

Enrollment counts are based on the October 31 Audited Register for 2019 for Pre-K data which includes students in 3-K, K-8 and 9-12 grades. 2019-20 is the first year this report includes side-by-side comparisons of the racial and ethnic demographics of schools and special programs with the racial and ethnic demographics of all students in their respective attendance zones and districts. As such, the 2019-20 report does not include information on whether schools and special programs are becoming more or less similar to their zones and districts. English Language Arts and Math state assessment results for students in grades 3 through 8 are not available for inclusion in this report, as the spring 2020 exams did not take place.

According to a survey conducted in 2022, the majority of public K-12 teachers reported that their school had procedures to keep exterior doors locked during school hours, and had locks or other measures for interior doors, at 91 percent and 90 percent respectively. However, only eight percent indicated that their schools had metal detectors or other screening at school entrances in place. In comparison, teachers in higher-poverty schools, in schools located in urban areas, and in schools which primarily served students of color were more likely to report that their schools had metal detectors or other screening in place.

Click below for files that provide School-level enrollment numbers as of Oct 1st, sorted by school and grade. Student subgroups include All Students, Gender, Ethnicity, and ELL, IEP, and CEP status. Note: this data does not include Charter Schools.

Analysis of ‘2020-2021 Demographic Snapshot School’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/391870e8-5c7b-4413-aaf5-f318238f0dd0 on 28 January 2022.

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

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 enrollment is not audited for charter schools or Pre-K Early Education Centers(NYCEECs). Charter schools are required to submit enrollment as of BEDS Day the first Wednesday in October to the New York State Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.

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

Small Area Estimate Program (SAEP) April 1 population estimates for school districts, 2000-present.

This file includes Report Card teacher demographic data for the 2017-18 through 2023-24 school years. Data is disaggregated by state, ESD, LEA, and school level. Please review the notes below for more information.