Abstract

Data related to government primary schools (e.g., enrollment, absenteeism, demographics, class sizes, test scores, student health), especially from UP and MP.

Documentation

Contact the Ministry of Human Resource Development, Department of School Education for collaboration opportunities.

Methodology

Unified District Information on School Education (UDISE) initiated in 2012-13 integrating DISE for elementary education and SEMIS for secondary education is one of the largest Management Information Systems on School Education covering more than 1.5 million schools, 8.5 million teachers and 250 million children.

In the academic year 2024, the enrollment rate of children in Japan for senior high schools, including correspondence courses, reached **** percent. That year, ** percent of senior high school students entered tertiary education institutions, such as universities and junior colleges, directly after graduation. Non-compulsory secondary education After graduation from junior high school, compulsory education in Japan comes to an end, and students may either find employment or continue their academic path by studying at a senior high school, technical college, or university. As of late, around *** million female students and *** million male students were enrolled in one of the over *** universities in the country. Qualities of the Japanese educational system  Japan’s adult literacy rate is at around ** percent. According to the results of OECD’s PISA Programme, Japanese fifteen-year-olds showcased high levels of education in the international comparison, scoring higher than the OECD standard in all rounds of assessment. The students especially excelled in scientific subjects, reaching mean scores of *** points in mathematics and *** points in science. In terms of sports and culture, student clubs are an important part of academic life in Japan. These clubs offer a wide variety of activities, such as ball sports, Japanese traditional sports like judo, as well as cultural clubs for arts or tea ceremony among others.

Research project

The project “Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education” (abbr. in German: GeLeGanz) was funded by the German Federal Ministry of Education and Research (BMBF) under the funding code 01JB211A-C from 2021 to 2025.

Traditionally, the German education system is organized as a “half-day”-system; instruction usually takes place in the morning. Many stakeholders see the conversion from half-day to all-day schooling as a way of overcoming the challenges facing the system, including those posed by immigration. High expectations are attached to the expansion of all-day schooling, in particular the strengthening of the educational success and social participation of socially and educationally disadvantaged students with a migration background. As yet however, these goals have not been sufficiently achieved in Germany. Education systems in other countries have established comparable offerings of high quality that appear to be effective. The GeLeGanz project aims to use findings and knowledge from other countries to better exploit the potential of all-day schools in Germany, particularly at the primary school level. The primary focus of the GeLeGanz project is on the potential of all-day primary schools to improve the educational opportunities of socially and educationally disadvantaged students, in particular those who live in a migrant family.

GeLeGanz is a collaborative project, carried out by three partners.

Freie Universität Berlin (FU):

• Prof. Dr. Marianne Schüpbach (Coordinator of the collaborative project, Co-head of the subproject FU Berlin): marianne.schuepbach@fu-berlin.de
• Dr. Nanine Lilla (Co-head of the subproject FU Berlin): nanine.lilla@fu-berlin.de
• Dr. Haiqin Ning (Researcher, Operational coordinator of the collaborative project): haiqin.ning@fu-berlin.de
• Jule Schmidt (Researcher): jule.swaantje.schmidt@fu-berlin.de

German Children and Youth Foundation (DKJS):

• Anna-Margarete Davis (Co-head of the subproject DKJS): anna-margarete.davis@dkjs.de
• Nicola Andresen (Co-Lead of the subproject DKJS and school counselling): nicola.andresen@dkjs.de

University of Hamburg (UHH):

• Prof. Dr. Dr. h.c. mult. Ingrid Gogolin (head of the subproject UHH): gogolin@uni-hamburg.de
• Luise Krejcik (Researcher): luise.krejcik@uni-hamburg.de

To achieve the objectives, the project was divided into the following phases:

Phase I: Expert interviews with researchers from the German and international research context on their perception of quality features and conditions for the successful design of all-day schools.

Phase II: The experts were interviewed again to evaluate and further specify the results with regard to the target group. For this, they were provided with a summary of the statements made by researchers from the German and international research context in Phase I.

Phase III: Focus group interviews with various practice-oriented actors from the German all-day school context, based on the results of expert interviews, to gain information and assessments related to the implementation of measures that might improve all-day schooling in Germany.

Phase IV: Based on the insights gained in the first three parts of the project, materials and concepts should be developed together with practice partner DKJS and transfer partners.

Project website: https://www.ewi-psy.fu-berlin.de/en/v/geleganz/index.html

Data set in UHH

The present data set comprises 30 expert interviews with 15 researchers from the German education research community, which were collected as part of the GeLeGanz project in phase I and II.

Experts: 15 researchers were interviewed twice (1x in phase I and 1x in phase II of the project). All were experts with relevant research experience, but different perspectives on the project’s guiding questions: all-day schools, informal and nonformal education, cultural and language diversity, social inequality and school development. The interview partners were identified via a review of empirical research on conditions of educational success of socially disadvantaged children with a migrant background and the potential advantages of all-day schools.

Interview procedure & topics: A sequential approach was chosen for conducting the interviews: In Phase I, interviewees were asked for

1. research-based assessments of features of high-quality all-day schools, especially for the support of socially disadvantaged children with a migration history,
2. factors that promote or hinder participation in all-day schools’ offers,
3. assessments of the current all-day school landscape in Germany.

In Phase II, the experts were interviewed again. They were provided with a summary of the statements made by the German and international experts in interviews of phase I. Experts were invited to prioritize the mentioned quality features and the potential for adaptation and implementation in the German context.

A semi-structured, problem-centred approach was used to conduct the interviews (Witzel, 2000). The guidelines included narrative-generating impulse questions, follow-up questions to promote understanding and narrative generation, and ad hoc questions on the topics discussed. The interviews were conducted in German by two trained interviewers (online or analogous). All interviews were recorded based on informed consent.

Period of the survey: The interviews were conducted from March to December 2022.

Transcription & anonymization: The transcripts were initially computer-generated, then completely revised manually according to established transcription and anonymization rules (Rädiker and Kuckartz, 2019, p. 44f).

Contents of the data set UHH:

• Collected storage of the 30 interview transcripts in a single MAXQDA project (version 2022, MX22-file)
• Individual file of the 30 interview transcripts in Excel format (xls) and html format
• Anonymization and transcription rules, data naming scheme (pdf)

Note: The dataset is stored in the ZFMD repository of the University of Hamburg in both an open-access (DOI 10.25592/uhhfdm.14815) and a restricted-access version (DOI 10.25592/uhhfdm.14771). Both datasets are available from January 1, 2026. In the open access dataset, research-related data such as research projects and studies of the respondents are anonymized in addition to personal and school-related data. In the restricted access dataset, only the respondents' personal and school-related data are anonymized.

References:

Rädiker, S., & Kuckartz, U. (2019). Analyse qualitativer Daten mit MAXQDA: Text, Audio und Video. Springer Fachmedien.

Witzel, A. (2000). Das problemzentrierte Interview [25 Absätze]. Forum: Qualitative Social Research, 1(1), Article 22. http://nbnresolving.de/urn:nbn:de:0114-fqs0001228

In the 2017-2018 academic year, the number of students in the school education stage in Qatar amounted to about 259.99 thousand students. In the 2016-2017 academic year, the total number of schools in Qatar amounted to 570 thousand schools.

The Educational Services sector comprises 13 subsectors of the US economy, ranging from public schools to testing and educational support services. Primary, secondary and postsecondary schools alone generate 92.0% of the sector's revenue. Most of these institutions rely entirely on government funding, and nearly three-quarters of the educational services revenue comes from public schools and public universities. Accordingly, strong federal, state and local support for all levels of education has driven revenue upward over the past five years. Expanding discretionary budgets made private schools and higher education more affordable for students and parents, but the Trump administration's changing policies have brought new complications. Still, substantial funding and skyrocketing investment returns for private nonprofit universities have elevated revenue. Revenue has climbed at a CAGR of 4.6% to an estimated $2.7 trillion through the end of 2025, when revenue will rise by 1.1%. Solid state and local government funding for education has helped support the sector's success despite fluctuating enrollment. Faltering birth rates are leading to lower headcounts in K-12 schools, and ballooning student debt has made many would-be college students skeptical of the return on investment of an expensive degree. While student loan forgiveness efforts slowed a decline in the number of college students, the new presidential administration's end to these efforts has begun to exacerbate price-based and quality-based competition among higher education institutions. President Trump's scrutiny of course curricula has made public funds harder to acquire for schools, and the administration's efforts to close the Department of Education have begun to deter would-be students from attending college. Trends in the domestic economy are set to move in the Educational Services sector's favor over the next five years as prospective students become better able to pay for rising tuition rates and premium education options. Government funding for primary, secondary and postsecondary institutions will continue to escalate through the next period, though lackluster enrollment will temper revenue growth. Public schools, which account for over half the sector's revenue, will continue to post losses and drag down the average profit for educational services. New school choice initiatives, including Texas's new, largest-ever voucher program, will make private schools more affordable for parents. However, heightened oversight and continued efforts to close the Department of Education will remain a significant pain point for many educational services. Overall, revenue is set to climb at a CAGR of 0.8% to $2.8 trillion through the end of 2030.

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. 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 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

Finland Education Expenditure: Per Student: Comprehensive School Education data was reported at 8,700.000 EUR in 2016. This records an increase from the previous number of 8,600.000 EUR for 2015. Finland Education Expenditure: Per Student: Comprehensive School Education data is updated yearly, averaging 6,050.000 EUR from Dec 1995 (Median) to 2016, with 22 observations. The data reached an all-time high of 8,700.000 EUR in 2016 and a record low of 4,000.000 EUR in 1995. Finland Education Expenditure: Per Student: Comprehensive School Education data remains active status in CEIC and is reported by Statistics Finland. The data is categorized under Global Database’s Finland – Table FI.G005: Education Statistics.

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North America School Market Size 2024-2028

The North America school market size is forecast to increase by USD 49.21 billion, at a CAGR of 12.55% between 2023 and 2028.

In the North American school market, digital transformation is gaining significant traction in both public and private educational institutions. Schools are increasingly investing in formative learning tools to enhance student engagement and improve educational outcomes. However, the implementation of blended learning approaches poses challenges, with concerns surrounding the credibility of sources and the quality of content. As schools navigate this digital shift, they must ensure that the resources they adopt are reliable and effective in supporting student learning. To capitalize on this trend, companies offering digital educational solutions must prioritize the development of high-quality, trustworthy content and tools to meet the evolving needs of the North American school market.
Effective collaboration between schools, technology providers, and educational experts will be essential to address the challenges of credibility and content quality in the blended learning environment, ultimately driving innovation and growth in the sector.

What will be the size of the North America School Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2018-2022 and forecasts 2024-2028 - in the full report.
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School transportation in North America is a dynamic market, prioritizing sustainability and security. School buses are being upgraded with recycling programs, alternative fuel infrastructure, and green building practices. Security screening and anti-terrorism measures, including biometric authentication and facial recognition, are increasingly integrated into transportation systems. Real-time tracking, route planning, and dispatch management ensure efficient operations. Safety technology, such as automatic emergency braking, lane departure warning, and blind spot detection, is standard in modern bus designs. Special needs transportation caters to diverse student populations.
School bus manufacturing incorporates innovation in transportation, focusing on passenger comfort, driver fatigue monitoring, and noise reduction. Vibration damping and chassis types are considered in bus design for optimal performance. Fuel management and engine options cater to sustainability concerns. Safety is a top priority, with a focus on safety technology and maintenance schedules.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.

Type

  Public
  Private


Product

  Elementary
  Senior high
  Middle and junior high


Geography

  North America

    US
    Canada
    Mexico

By Type Insights

The public segment is estimated to witness significant growth during the forecast period.

Public schools in North America are integral to the education system, funded and operated by local, state, or provincial governments. With a focus on accessibility and affordability, these institutions serve the community by providing free education to students. The market for public schools is driven by government initiatives to modernize technology infrastructure, enabling various learning modes like online education. Sustainability is also a growing priority, with initiatives to reduce carbon footprints through the adoption of renewable energy sources and electric school buses. Cost optimization is a key concern, leading to the implementation of fuel-efficient HVAC systems, telematics for fleet management, and route optimization.

Student safety remains a top priority, with regulations mandating safety inspections, emergency response plans, and the use of two-way radios for communication. Compliance with industry standards for seat comfort, ADA accessibility, and emergency evacuation procedures is essential. Technology integration, including wi-fi connectivity, digital signage, and data analytics, enhances the learning experience and streamlines operations. School bus procurement involves considering factors like passenger capacity, bus safety features, and financing options. Partnerships with school districts and labor unions contribute to operational efficiency, while bus driver training and communication systems ensure effective student transportation.

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The Public segment was valued at USD 25.52 billion in 2018 and showed a gradual increase during the forecast period.

Market Dynamics

Our researchers analyzed the data with 2023 as the base year, along with the key drivers, trends, and challenges. A holistic analysis of drivers will help companies refine their marketing strat

Forecast: Number of Schools of Pre-school Education in China 2023 - 2027 Discover more data with ReportLinker!

US: School Enrollment: Preprimary: % Gross data was reported at 69.492 % in 2015. This records a decrease from the previous number of 69.917 % for 2014. US: School Enrollment: Preprimary: % Gross data is updated yearly, averaging 60.389 % from Dec 1971 (Median) to 2015, with 27 observations. The data reached an all-time high of 70.965 % in 1996 and a record low of 37.734 % in 1972. US: School Enrollment: Preprimary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The Elementary-Secondary Education Statistics Project (ESESP) is a national pilot survey that enables Statistics Canada to provide information on enrolments, graduates, educators and finance of Canadian elementary-secondary public educational institutions. This information is used mainly to meet policy and planning needs in the field of elementary-secondary education. ESESP annually collects aggregate data from each jurisdiction. Specifically, the information on enrolments pertains to the following four programs: regular, minority and second languages, Aboriginal language and special needs education. The information on regular programs is collected by type of programs (regular, upgrading and professional), education sector (youth or adult), grade and sex. The one on minority and second language programs is collected by type program (immersion, as language of instruction, as a subject taught) and by grade. Information on Aboriginal language programs is requested by type of Aboriginal language (immersion, as language of instruction, as a subject taught) and by grade. Finally, data on special needs education are collected by type of disability (sensory, physical and intellectual disabilities -- low incidence disabilities, learning disabilities and behavioural disabilities -- high incidence disabilities, to compensate for the socio-economic status (SES) or other disadvantages), type of class (regular, special) and by sex. The survey also collects data on secondary school graduates by type of program (regular, upgrading and professional), sector (youth and adult), age and sex. Graduation counts rates can be produced from this data. Information pertaining to full-time and part-time educators by age group and sex is also collected. Finally, ESESP also gathers expenditures data pertaining to level of government (school board and other government) and type of expenditures. This data is collected to determine how much is spent in relative detail by school boards and by provincial/territorial total. It also collects expenditures on special needs education programs. The information on elementary-secondary education statistics is used by provincial and territorial departments or ministries of education, national and provincial teachers' and students' associations, school boards, journalists and researchers, as well as international bodies such as OECD and UNESCO. ESESP was first introduced by Statistics Canada in 2003. The goal of this pilot project is to replace the following surveys as the official collection tools for elementary-secondary enrolments, graduates, educators and finance data: Elementary-Secondary School Enrolment Survey (ESSE -- Survey #3128), Minority and Second Language Education -- Elementary and Secondary Levels Survey (Survey #3129), Secondary School Graduates Survey (SSGS -- Survey #5082), Elementary-Secondary Education Staff Survey (ESESS -- Survey #3127) The ESESP has been replaced by the Elementary-Secondary Education Survey (ESES).

US: School Enrollment: Preprimary: Female: % Gross data was reported at 68.891 % in 2015. This records a decrease from the previous number of 70.205 % for 2014. US: School Enrollment: Preprimary: Female: % Gross data is updated yearly, averaging 63.943 % from Dec 1981 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.447 % in 1996 and a record low of 51.131 % in 1981. US: School Enrollment: Preprimary: Female: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This dataset tracks annual distribution of students across grade levels in Special Educational School

United States US: School Enrollment: Secondary: Female: % Net data was reported at 92.215 % in 2015. This records an increase from the previous number of 90.026 % for 2014. United States US: School Enrollment: Secondary: Female: % Net data is updated yearly, averaging 89.309 % from Dec 1987 (Median) to 2015, with 21 observations. The data reached an all-time high of 92.215 % in 2015 and a record low of 85.694 % in 2002. United States US: School Enrollment: Secondary: Female: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This package contains replication data for: "Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not." It contains analysis data from two interventions conducted in schools in Pakistan between 2016 and 2017. The first intervention, referred to in this package as “elearn,” contains testing and survey data from 59 schools collected between August 2016 (baseline) and January 2017 (endline). The second intervention, referred to in this package as “elearn_tablets,” contains testing and survey data from 75 schools collected between November 2016 (baseline) and February 2017 (endline). The scripts, produced in Stata, contain code to replicate the tables and figures in the paper and its appendix. For further details on the data or how to run the code, please see the readme file. The abstract of the associated paper is as follows: Using two RCTs in middle schools in Pakistan, we show brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness – student test scores in math and science increased by 0.3 standard deviations, 60% more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the government high-stakes exams. In contrast, similar content when provided to students on personal tablets decreased student scores by 0.4SD. The contrast between the two effects shows the importance of engaging existing teachers and the potential for technology to do so.

This dataset tracks annual distribution of students across grade levels in Pathways In Education High School

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

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 school enrolment totals have been rounded to the nearest 5 in order to better protect and maintain student privacy. 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.

For the last several years, NIEPA has been actively involved in strengthening the Educational Management Information System (EMIS) in the country to promote evidence based policy planning and management of school education. The State Report Cards: 2015-16 is based on data received from as many as 1.47 million primary and upper primary schools /sections spread over 701 districts across 36 States and UTs. The publication presents not only state-specific indicators but also brings in many new dimensions of elementary education into focus. It incorporates key indicators on key aspects of universalisation of elementary education in case of all States and UTs. Users can explore the references of use of DISE data.Disclaimer from data provider:Raw data presented in the document or used for calculating indicators are essentially based on data provided by the States and UTs through annual data collection under U-DISE. NIEPA is committed to provide professional and software support to all States and UTs as well as for dissemination and analysis of data as it is provided by the individual States and UTs.In no way, NIEPA is involved in data collection as such and therefore the accuracy and truthfulness of the data rest with the States/UTs. The State Project Directors have certified that data is free from errors and inconsistencies and hence may be merged into the national database maintained at NIEPA, New Delhi.Note: AGOL only supports https. In case of any url not working for you, please try with http.This map layer is offered by Esri India, for ArcGIS Online subscribers without any manipulation in the source data. If you have any questions or comments, please let us know via content@esri.in.

United States US: Primary Education: Pupils: % Female data was reported at 48.937 % in 2015. This records an increase from the previous number of 48.838 % for 2014. United States US: Primary Education: Pupils: % Female data is updated yearly, averaging 48.719 % from Dec 1981 (Median) to 2015, with 31 observations. The data reached an all-time high of 49.474 % in 1999 and a record low of 48.294 % in 1983. United States US: Primary Education: Pupils: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Education Statistics. Female pupils as a percentage of total pupils at primary level include enrollments in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).