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).

This dataset includes all identifiable DCPS public elementary schools, middle schools, education campuses, high schools, and special education schools, as well as learning centers. This dataset does not include private or charter schools. School locations were identified from a database from the District of Columbia Public Schools, Office of Facilities Management.

Georgia GE: (DC)School Enrollment: Primary: Male: % Net data was reported at 98.178 % in 2012. This records an increase from the previous number of 95.674 % for 2011. Georgia GE: (DC)School Enrollment: Primary: Male: % Net data is updated yearly, averaging 87.174 % from Dec 1995 (Median) to 2012, with 11 observations. The data reached an all-time high of 98.178 % in 2012 and a record low of 81.633 % in 1996. Georgia GE: (DC)School Enrollment: Primary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Georgia – Table GE.World Bank.WDI: 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. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; 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).

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).

The dataset contains locations and attributes of Independent Schools, which includes private schools in the District of Columbia. OSSE is responsible for overseeing them in compliance with DC Code § 38–205, by collecting enrollment data for all students of compulsory age. The dataset also contains all of the schools which received a Certificate of Approval from OSSE for placement of students with disabilities. Under the Placement of Students with Disabilities in Nonpublic Special Education Schools Act (D.C. Law 16-269; D.C. Official Code §38-2561.01 et seq.), OSSE is responsible for issuing COAs to nonpublic special education schools and programs and to maintain oversight of these programs.

Hong Kong HK: (DC)School Enrollment: Primary: % Gross data was reported at 107.186 % in 2016. This records a decrease from the previous number of 109.220 % for 2015. Hong Kong HK: (DC)School Enrollment: Primary: % Gross data is updated yearly, averaging 107.293 % from Dec 1971 (Median) to 2016, with 32 observations. The data reached an all-time high of 121.146 % in 1976 and a record low of 96.978 % in 1998. Hong Kong HK: (DC)School Enrollment: Primary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Hong Kong – Table HK.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. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; 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).

Hong Kong HK: (DC)School Enrollment: Primary: Female: % Net data was reported at 96.521 % in 2016. This records an increase from the previous number of 92.726 % for 2015. Hong Kong HK: (DC)School Enrollment: Primary: Female: % Net data is updated yearly, averaging 93.820 % from Dec 1971 (Median) to 2016, with 22 observations. The data reached an all-time high of 98.179 % in 1980 and a record low of 86.559 % in 1971. Hong Kong HK: (DC)School Enrollment: Primary: Female: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Hong Kong SAR – Table HK.World Bank.WDI: 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. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; 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).

2018 DC School Report Card. STAR Framework student group scores by school and school framework. The STAR Framework measures performance for 10 different student groups with a minimum n size of 10 or more students at the school. The student groups are All Students, Students with Disabilities, Student who are At Risk, English Learners, and students who identify as the following ESSA-defined racial/ethnic groups: American Indian or Alaskan Native, Asian, Black or African American, Hispanic/Latino of any race, Native Hawaiian or Other Pacific Islander, White, and Two or more races. The Alternative School Framework includes an eleventh student group, At-Risk Students with Disabilities.Some students are included in the school- and LEA-level aggregations that will display on the DC School Report Card but are not included in calculations for the STAR Framework. These students are included in the “All Report Card Students” student group to distinguish from the “All Students” group used for the STAR Framework.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).

The Rise of Home Schooling

Data from The Post's analysis of home-schooling enrollment across the US

This repository shares data hand-collected by The Washington Post from individual school districts and states as a whole regarding home-school enrollment from 2017-18 through 2022-23. The data is what is behind this story published on Oct. 31, 2023 by Peter Jamison, Laura Meckler, Prayag Gordy, Clara Ence Morse and Chris Alcantara.

There are two separate data files, both of which cover the same time period: - home_school_district.csv - home_school_state.csv

There is also a data dictionary explaining each file.

Methodology

To measure the growth of home schooling during the pandemic, The Washington Post collected home-school student counts from 6,738 school districts. Together with students from The Washington Post Investigative Reporting Workshop practicum at American University, reporters trawled state websites, contacted education officials in all 50 states and the District of Columbia and submitted multiple public records requests for an annual count of home-schoolers from the 2017-18 school year through 2022-23. The Post ultimately collected data for all public school districts in 29 states and D.C. In all, The Post gathered data from states representing 61% of the American school-age population.

Three states — Pennsylvania, Rhode Island and Tennessee — have not published the number of home-schoolers in 2022-23, and Maine only shared district-level data starting with the 2020-21 school year. In seven states, The Post was unable to obtain usable home-school enrollment figures: In Arizona, Nevada and Oregon, only new home-school registrations are tracked annually at the district level; in North Carolina, home-school registration rolls are not regularly purged as students age out of the system; and in West Virginia, Utah and Alabama, annual enrollment data is unavailable. Eleven additional states do not require any notice when families decide to home-school their children, so enrollment figures in those states are also unavailable. Finally, Montana, Vermont and Nebraska collect data at a county level, not a district level, so there is no district data available - only statewide figures.

The Post made every effort to capture all legal ways to home-school, which vary by state. However, data on home schools established by certain methods, such as registering one’s home-school as a private school, are tracked by some states but not others. That means The Post’s tally is almost certainly an undercount, even in the states from which it gathered data. For instance, Wisconsin and Georgia only provided The Post with tallies of home-schoolers who had submitted required forms electronically. In Kentucky, some districts incorrectly reported zero or one home-schooled students in certain years, which a state education official attributed to an unclear form. The Post excluded those enrollment figures from its analysis. In California, which does not explicitly permit home schooling, many parents operate home-based private schools. The California Department of Education characterizes private schools with five or fewer students as home schools. In Louisiana, many home schools operate as nonpublic schools not seeking accreditation; The Post counted such schools with five or fewer students as home schools as well.

The statewide numbers are not always equivalent to the sum of all district totals in a state. Some states suppress district-level counts of home schoolers below a certain threshold. In Maine, the threshold is 5; in New Mexico, 6; in Mississippi, Ohio and Tennessee, 10; in Wisconsin before 2020-21, 5; and in Wisconsin from 2021-22 on, 20. The Post marked such suppressions as NA within its data. In addition, New Hampshire collects separate data on students who enter home schooling from schools run by the state department of education or from private schools; these additional students are reflected in state data but not district data.

The Post used a variety of methods to match each school district name to an NCES district id. However, this was not always possible. In Georgia, families self-report their school district on home-schooling forms; some report programs which are not school districts, and therefore have no corresponding NCES id. In California, families were only required to report county and school district beginning in 2020-21; in addition, district mergers and name changes mean that some districts could not be matched wi...

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).

Pursuant to D.C. Official Code § 38-2803, the Mayor of the District of Columbia is required to prepare a 10-year Master Facilities Plan for public education facilities and additional annual supplements. As part of this, the Office of the Deputy Mayor for Education collects and updates information about public school facilities in active use and the public schools that occupy them. This dataset contains historic data on public school facilities from SY13-14 to SY25-26 and serves as a record of change of the public school ecosystem over this period. For each year contained in the dataset, users can explore the number of Local Education Agencies (LEA) and Schools as well as their locations and, for District of Columbia Public Schools (DCPS), where they were located during modernization projects.

Metric scores are not reported for n-sizes under 10. Per OSSE's policy, secondary suppression is applied to all student groups when a complementary group has an n-size under 10 or is top/bottom suppressed to prevent the calculation of suppressed data.

Data Source: DC Office of the State Superintendent of Education

Why This Matters

A growing number of jobs require college degrees and people with college degrees tend to have higher incomes.

Although bachelor’s degree attainment has increased across all racial and ethnic groups, inequities persist and factors such as family income, parental education level, and neighborhood segregation continue to act as barriers to college enrollment.

Racial disparities in educational attainment perpetuate other racial inequities including in employment opportunities, wages earned, occupations held, and overall well-being.

The District Response

The Office of the State Superintendent of Education (OSSE)’s Division of Postsecondary and Career Education (PCE) helps residents transition into postsecondary programs. They offer career guidance, help students find and apply to grants, and assist residents in obtaining adult literacy proficiency and GED credentials.

The Office of College and Career Readiness (CCR) promotes college access for public school students by offering academically rigorous programs, providing funding for SAT and ACT college entrance exams, and promoting FAFSA and college application completion.

The Tuition Assistance Program Initiative for TANF (TAPIT) provides financial assistance for TANF customers to pursue postsecondary degrees of college certificate programs. This can lower the financial barrier low-income residents face in pursuing higher education.

All DC Public School students eligible for grades K-12 have a guaranteed right to enroll in their in-boundary school. EdBoundary Widget finds schools assigned to a particular address based on the approved DCPS attendance boundaries. You may have an additional assigned school for the next grade level based on the school you currently attend. You can visit myschooldc.org for more information.

The District of Columbia Public Schools (DCPS) Comprehensive Staffing Model (CSM) provides schools staff positions based on the school’s expected enrollment and the staffing model for that school type (e.g. elementary school). Some positions are required while others are not required. Funding for non-required positions is provided as flexible money. Visit the DC Council Office of the Budget Director website for further documentation.On the left-hand side, this dashboard visualizes the CSM and its changes from year-to-year by position. On the right-hand side, it includes positions funded under school-based budgets as of October 1 for each fiscal year. This means that the data does not include any positions funded under the School Support and Central Office divisions that may serve students in schools. You will notice that one of the school options is listed as “Schoolwide.” This is a budget line that includes positions for various locations— see the second tab, “Schoolwide Positions” to see which positions are funded at various locations.

The Council’s District of Columbia Public School’s (DCPS) Dashboard is an interactive data visualization tool, built in Tableau, that allows users to analyze the agency’s operating budget, expenditure, human resources (HR), and programmatic data. This tool is intended to assist the public in better understanding one of the District’s most complex budgets from fiscal year (FY) 2015 -2018. Please click here for a quick guide on how to use this dashboard. Visit the DC Council Office of the Budget Director website for further documentation.This dashboard blends various data from the District’s official financial and human resources systems. Other data sources for PARCC, enrollment, and star ratings were obtained from the Office of the State Superintendent of Education (OSSE). The human resources data is a snapshot as of October 1 of each fiscal year from the District’s official human resources system.

Graph and download economic data for Bachelor's Degree or Higher for District of Columbia (GCT1502DC) from 2006 to 2024 about DC, educational attainment, 25 years +, tertiary schooling, education, and USA.

Graph and download economic data for All Employees: Education and Health Services: Private Colleges, Universities, and Professional Schools in District of Columbia (SMU11000006561130001) from Jan 1990 to Aug 2025 about schools, DC, professional, tertiary schooling, education, employment, and USA.

Graph and download economic data for All Employees: Educational Services: Colleges, Universities, and Professional Schools in Washington-Arlington-Alexandria, DC-VA-MD-WV (MD) (DISCONTINUED) (SMU11478946561130001A) from 1990 to 2023 about schools, professional, tertiary schooling, education, employment, and USA.

Graph and download economic data for All Employees: Education and Health Services in Washington-Arlington-Alexandria, DC-VA-MD-WV (MSA) (SMU11479006500000001A) from 1990 to 2024 about DC, Washington, WV, MD, health, VA, education, services, employment, and USA.

The Higher Education General Information Survey (HEGIS) was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. The HEGIS Fall Enrollment Component for 1985 sought enrollment data from 3,388 institutions of higher education in 50 states, Washington, DC, and outlying territories and gave counts of total enrollments by class level, number of full-time and part-time male and female students enrolled at various levels (graduate, undergraduate, etc.), sex, race, calendar system, type of accreditation, attendance status (full-time versus part-time), and enrollments of first-time students. All of these data are acquired in terms of head counts and full-time equivalents, by state. These data are required by agencies of the legislative and executive branches of state and federal governments, as well as by accrediting agencies, professional organizations, and a number of individual institutions interested in conducting comparative studies. (Source: ICPSR, retrieved 07/19/2011)