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 most current CCD collection available. 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 NIndicates that the data are not applicable.-9Indicates that the data do not meet NCES data quality standards.Collections are available for the following years:2022-232021-222020-212019-202018-192017-18All 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.

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.

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 2020-2021 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 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.

Daily Attendance figures are accurate as of 4:00pm, but are not final as schools continue to submit data after we generate this preliminary report.

US: Adjusted Net Enrollment Rate: Primary: Female: % of Primary School Age Children data was reported at 94.162 % in 2015. This records an increase from the previous number of 93.723 % for 2014. US: Adjusted Net Enrollment Rate: Primary: Female: % of Primary School Age Children data is updated yearly, averaging 95.576 % from Dec 1986 (Median) to 2015, with 25 observations. The data reached an all-time high of 98.967 % in 1990 and a record low of 92.941 % in 2013. US: Adjusted Net Enrollment Rate: Primary: Female: % of Primary School Age Children 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. Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.; ; 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).

SCHOOL PROFICIENCY INDEXSummaryThe school proficiency index uses school-level data on the performance of 4th grade students on state exams to describe which neighborhoods have high-performing elementary schools nearby and which are near lower performing elementary schools. The school proficiency index is a function of the percent of 4th grade students proficient in reading (r) and math (m) on state test scores for up to three schools (i=1,2,3) within 1.5 miles of the block-group centroid. S denotes 4th grade school enrollment:Elementary schools are linked with block-groups based on a geographic mapping of attendance area zones from School Attendance Boundary Information System (SABINS), where available, or within-district proximity matches of up to the three-closest schools within 1.5 miles. In cases with multiple school matches, an enrollment-weighted score is calculated following the equation above. Please note that in this version of the data (AFFHT0004), there is no school proficiency data for jurisdictions in Kansas, West Virginia, and Puerto Rico because no data was reported for jurisdictions in these states in the Great Schools 2013-14 dataset. InterpretationValues are percentile ranked and range from 0 to 100. The higher the score, the higher the school system quality is in a neighborhood. Data Source: Great Schools (proficiency data, 2015-16); Common Core of Data (4th grade school addresses and enrollment, 2015-16); Maponics (attendance boundaries, 2016).Related AFFH-T Local Government, PHA and State Tables/Maps: Table 12; Map 7.

To learn more about the School Proficiency Index visit: https://www.hud.gov/program_offices/fair_housing_equal_opp/affh ; https://www.hud.gov/sites/dfiles/FHEO/documents/AFFH-T-Data-Documentation-AFFHT0006-July-2020.pdf, for questions about the spatial attribution of this dataset, please reach out to us at GISHelpdesk@hud.gov. Date of Coverage: 07/2020

FR: School Enrollment: Primary: Private: % of Total Primary data was reported at 14.644 % in 2015. This records a decrease from the previous number of 14.652 % for 2014. FR: School Enrollment: Primary: Private: % of Total Primary data is updated yearly, averaging 14.657 % from Dec 1971 (Median) to 2015, with 40 observations. The data reached an all-time high of 15.079 % in 1985 and a record low of 13.890 % in 1971. FR: School Enrollment: Primary: Private: % of Total Primary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s France – Table FR.World Bank.WDI: Education Statistics. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; 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 table contains figures on schools and educational institutions by type of education, ideological basis and school size. It concerns schools and educational institutions financed by the government. Figures for the adult education are left out of this table, because the number of institutions is not available.

Data available from: School-/academic year 1990/91

Status of the figures: The figures up to and including school-/academic year 2023/24 are final and the figures of school-/academic year 2024/25 are provisional.

Changes on 14 April 2025: The final figures of school-/academic year 2023/24 and the provisional figures of school-/academic year 2024/25 have been added.

When will new figures be published? In the second quarter of 2026 the provisional figures of school-/academic year 2024/25 will be replaced by final figures and the provisional figures of school-/academic year 2025/26 will be added in this publication.

AW: Gender Parity Index (GPI): Secondary School Enrollment: Gross data was reported at 1.018 Ratio in 2012. This records a decrease from the previous number of 1.056 Ratio for 2011. AW: Gender Parity Index (GPI): Secondary School Enrollment: Gross data is updated yearly, averaging 1.047 Ratio from Dec 1999 (Median) to 2012, with 14 observations. The data reached an all-time high of 1.071 Ratio in 2008 and a record low of 0.988 Ratio in 2006. AW: Gender Parity Index (GPI): Secondary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Aruba – Table AW.World Bank.WDI: Social: Education Statistics. Gender parity index for gross enrollment ratio in secondary education is the ratio of girls to boys enrolled at secondary level in public and private schools.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.;Weighted average;

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 University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.

89.4 percent of children in primary school age were enrolled in primary schools worldwide in 2018. That was an increase of about five percent when compared to the figures from 2000. The highest primary school net enrollment rate was measured in 2016 when 89.42 percent of children worldwide were enrolled in primary education. In 2018, the net enrollment rate in secondary school worldwide was 66.27 percent.

In 2021, about 1.5 million students were enrolled in private high schools or similar institutions in the United States. There were significantly more students enrolled in public high schools across the United States, at 15.4 million students.

This report shares information about school performance, sets expectations for schools, and promotes school improvement. School Quality Report Educator Guides can be found here.

TH: School Enrollment: Primary: % Gross data was reported at 100.586 % in 2015. This records a decrease from the previous number of 102.031 % for 2014. TH: School Enrollment: Primary: % Gross data is updated yearly, averaging 97.009 % from Dec 1971 (Median) to 2015, with 44 observations. The data reached an all-time high of 102.031 % in 2014 and a record low of 82.380 % in 1978. TH: School Enrollment: Primary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Thailand – Table TH.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).

In the 2023-24 school year, sites and resources were the most accessed educational technology (EdTech) solution for K-12 students and teachers in the United States, at 15 percent, followed by supplemental platforms. Supplemental platforms, generally used for individual learning, may be used to access online activities, creation, research, and games to aid learning.

In 2022, around 20.3 percent of teenagers between ages 16 and 19 were employees while enrolled at school in the United States. This is an increase from the previous year, when 19.4 percent of teenagers were working while in school.

Success.ai’s Education Industry Data with B2B Contact Data for Education Professionals Worldwide enables businesses to connect with educators, administrators, and decision-makers in educational institutions across the globe. With access to over 170 million verified professional profiles, this dataset includes crucial contact details for key education professionals, including school principals, department heads, and education directors.

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Leverage Success.ai’s B2B Contact Data for Education Professionals Worldwide to connect with educators, administrators, and decision-makers in the education sector. With veri...

In the 2021-2022 school year, 35.8 percent of surveyed public schools recorded an incident of vandalism in the United States. In comparison, 20.2 percent recorded a theft and 4.2 percent recorded a robbery, with or without a weapon.

High School and Beyond (HS&B) is a study that is part of the Longitudinal Studies Branch (LSB) program; program data is available since 1980 at https://nces.ed.gov/pubsearch/getpubcats.asp?sid=022. HS&B (https://nces.ed.gov/surveys/hsb/) is a longitudinal survey. HS&B survey included two cohorts: the 1980 senior class, and the 1980 sophomore class. Both cohorts were surveyed every two years through 1986, and the 1980 sophomore class was also surveyed again in 1992.