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

Third grade English Language Arts (ELA) and Math test results for the 2016-2017 school year by census tract for the state of Michigan. Data Driven Detroit obtained these datasets from MI School Data, for the State of the Detroit Child tool in July 2017. Test results were originally obtained on a school level and aggregated to census tract by Data Driven Detroit. Student data was suppressed when less than five students were tested per school.Click here for metadata (descriptions of the fields).

2006/07 Progress Report results for all schools (data as of 1/14/09)

Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High)

1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need

2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores. Lower values indicate student populations with higher need

3) D84 / Charter Schools - the overall score does not include the results of the learning environment survey.

4) Schools for Transfer Students - consists of schools with large populations of high school students transferring from NYC High Schools or from out of state/country. No peer index value is assigned because this set of schools is its own peer group. The reports contain 3 categories with one additional credit section. Unlike the HS Progress Report, the Environment Category is only composed of Survey Results. Performance measures 6-year graduation rate and Progress captures student level improvements in attendance, credit accumulation and Regents passed. The additional credit section rewards schools demonstrating exceptional achievement (11 credits or more earned per year) among overage/under-credit populations.

This dataset includes scores History & Geography Test Scores for students at an Algerian public high school || First, Second & Third Trio of school year (2022/2023) & (2021/2022) || includes:

'ID': of the student. 'DateOfBirth': Date Of Birth dd-mm-yy. 'Gender': F=Female or M=Male. 'SchoolYear': (2022/2023) & (2021/2022) 'Subject': History & Geography ''EducationalYear': Second or Third 'Department': literature&philosophy or Experimental-Sciences 'Class': of the student. 'Test01': First Semester 'Exam01': First Semester 'Test02': Second Semester 'Exam02': Second Semester 'Test03': Third Semester 'Exam03': Third Semester 'Average01': = (Test01+2*(Exam01))/3 'Average02': (Test02+2*(Exam02))/3 'Average03': (Test03+2*(Exam03))/3 'TotalAverage': (Average01+Average02+Average03)/3

File includes demographic, socioeconomic, and academic data on public schools in California with school closures listed by individual cause per academic year. Demographic, socioeconomic, and academic data come from the California Department of Education. Data on school closures come from CalMatters’ Disaster Days dataset.

Collection of data on standardized tests per school year and grade.

We estimate the impact of district-level schooling mode (in-person versus hybrid or virtual learning) in the 2020-21 school year on students' pass rates on standardized tests in Grades 3--8 across 11 states. Pass rates declined from 2019 to 2021: an average decline of 12.8 percentage points in math and 6.8 in English language arts (ELA). Focusing on within-state, within-commuting zone variation in schooling mode, we estimate districts with full in-person learning had significantly smaller declines in pass rates (13.4 p.p. in math, 8.3 p.p. in ELA). The value to in-person learning was larger for districts with larger populations of Black students.

2007/08 Progress Report results for all schools (data as of 1/13/09) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need. 3) Schools for Transfer Students - peer index is a value from 1.00-4.50. We use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores and the % Overage/Under credited. Lower values indicate student populations with higher need. Unlike Elementary, Middle, and High School Progress Reports, the Environment Category is only composed of Survey Results.

Unprecedented rates of urbanization are changing our understanding of the ways in which children build connections to the natural world, including the importance of educational settings in affecting this relationship. In addition to influencing human-nature connection, greenspace around school grounds has been associated with benefits to students’ cognitive function. Questions remain regarding the size of this benefit relative to other factors, and which features of greenspace are responsible for these effects. We conducted a large-scale correlative study subsampling elementary schools (n = 495) in ecologically, socially and economically diverse California. After controlling for common educational determinants (e.g., socio-economic status, race/ethnicity, student teacher ratio, and gender ratio) we found a significant, positive association between test scores and tree and shrub cover within 750 and 1000 m of urban schools. Tree and shrub cover was not associated with test scores in rural schools or five buffers closer to urban schools (10, 50, 100, 300, and 500 m). Two other greenspace variables (NDVI and agricultural area) were not associated with test performance at any of the analyzed buffer distances for rural or urban schools. Minority representation had the largest effect size on standardized test scores (8.1% difference in scores with 2SD difference in variable), followed by tree and shrub cover around urban schools, which had a large effect size (2.9–3.0% at 750 and 1000 m) with variance from minority representation and socioeconomic status (effect size 2.4%) included. Within our urban sample, average tree-cover schools performed 4.2% (3.9–4.4, and 95% CI) better in terms of standardized test scores than low tree-cover urban schools. Our findings support the conclusion that neighborhood-scale (750–1000 m) urban tree and shrub cover is associated with school performance, and indicate that this element of greenspace may be an important factor to consider when studying the cognitive impacts of the learning environment. These results support the design of experimental tests of tree planting interventions for educational benefits.

This dataset includes test scores for over 40,000 students in 175 Irish primary schools that were selected and randomly assigned to a variety of testing treatments as part of a four-year study. The goal of this research effort was to assess the effects of standardized tests and test results on teachers, students, and parents, as well as on school policy. Northern Ireland was chosen because of its developed educational system (in which the English language is used) and its prior lack of standardized testing. During the course of this study, three main testing treatments were implemented in all classrooms in each primary school: (1) no testing was done, (2) norm referenced ability and attainment testing was done in basic curricular areas (English, Irish, and mathematics), but pupil performance data were not returned to the teachers, and (3) norm referenced ability and attainment testing was done, and pupils' raw scores, percentiles, and standard scores were returned to teachers. This dataset contains the norm referenced test scores gathered over the course of the four-year study for each of eight primary age-group cohorts. Parts 1-6 contain scores from students who were in grades 1-6, respectively, during the first year of the study. Part 7 contains scores from students who were in grade 2 in the fourth (last) year of the study, and Part 8 contains the scores from students who were in grade 3 during the last year of the study. Background variables for each student (e.g., treatment group, school type, sex served by school, location of school, size of school, type of administration of school, school identification number, and student's sex) are also included.

The folder contains datasets of math and literature test scores of primary school grade 2 students in Vietnam in 2018.

2008/09 Progress Report results for all schools (data as of 3/23/2010) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need.

Context

The Programme for International Student Assessment (PISA) is a test given every three years to 15-year-old students from around the world to evaluate their performance in mathematics, reading, and science. This test provides a quantitative way to compare the performance of students from different parts of the world. In this homework assignment, we will predict the reading scores of students from the United States of America on the 2009 PISA exam.

The datasets pisa2009train.csv and pisa2009test.csv contain information about the demographics and schools for American students taking the exam, derived from 2009 PISA Public-Use Data Files distributed by the United States National Center for Education Statistics (NCES). While the datasets are not supposed to contain identifying information about students taking the test, by using the data you are bound by the NCES data use agreement, which prohibits any attempt to determine the identity of any student in the datasets.

Each row in the datasets pisa2009train.csv and pisa2009test.csv represents one student taking the exam. The datasets have the following variables:

Content

grade: The grade in school of the student (most 15-year-olds in America are in 10th grade)

male: Whether the student is male (1/0)

raceeth: The race/ethnicity composite of the student

preschool: Whether the student attended preschool (1/0)

expectBachelors: Whether the student expects to obtain a bachelor's degree (1/0)

motherHS: Whether the student's mother completed high school (1/0)

motherBachelors: Whether the student's mother obtained a bachelor's degree (1/0)

motherWork: Whether the student's mother has part-time or full-time work (1/0)

fatherHS: Whether the student's father completed high school (1/0)

fatherBachelors: Whether the student's father obtained a bachelor's degree (1/0)

fatherWork: Whether the student's father has part-time or full-time work (1/0)

selfBornUS: Whether the student was born in the United States of America (1/0)

motherBornUS: Whether the student's mother was born in the United States of America (1/0)

fatherBornUS: Whether the student's father was born in the United States of America (1/0)

englishAtHome: Whether the student speaks English at home (1/0)

computerForSchoolwork: Whether the student has access to a computer for schoolwork (1/0)

read30MinsADay: Whether the student reads for pleasure for 30 minutes/day (1/0)

minutesPerWeekEnglish: The number of minutes per week the student spend in English class

studentsInEnglish: The number of students in this student's English class at school

schoolHasLibrary: Whether this student's school has a library (1/0)

publicSchool: Whether this student attends a public school (1/0)

urban: Whether this student's school is in an urban area (1/0)

schoolSize: The number of students in this student's school

readingScore: The student's reading score, on a 1000-point scale

Acknowledgements

MITx ANALYTIX

Bronx Results on the New York State Mathematics Tests, Grades 3 - 8 Notes: As of 2006, the New York State Education Department expanded the ELA and mathematics testing programs to Grades 3-8. Previously, state tests were administered in Grades 4 and 8 and citywide tests were administered in Grades 3, 5, 6, and 7. In 2006, NYSED treated District 75 students as a distinct geographic district. For 2007-2011, District 75 students are represented in their home districts and boroughs. Spreadsheets for District and Borough do not include District 75 students in 2006. Starting in 2010, NYSED changed the scale score required to meet each of the proficiency levels, increasing the number of questions students needed to answer correctly to meet proficiency. Rows are suppressed (noted with ‘s’) if the number of tested students was 5 or fewer. Prior to 2011, the mean scale scores for ‘All Grades’ were not calculated.

In 2025, primary school students in Poland had the best results in exams in the ****** language. Regarding foreign languages, the best results were achieved by students taking the exam in ******.The eighth-grade exam (the primary school) covers the knowledge and skills specified in the general education core curriculum for selected subjects taught in grades I-VIII. The exam was held for the first time in the 2018/2019 school year.The eighth-grade exam is mandatory, meaning every student must take it to graduate from school. There is no specified minimum score that a student should obtain, so the eighth-grade exam cannot be failed.The eighth-grade examination is carried out in written form. Students take the exam in three compulsory subjects, i.e., Polish language, mathematics, and a foreign language of their choice (English, French, Spanish, German, Russian, Ukrainian, or Italian). A student may choose only the language taught at school as part of compulsory education classes.

This dashboard shows snapshots of individual districts and schools on a variety of indicators, including enrollment, demographics, staffing, MCAS scores, graduation rates and more.

Number of tests and mean test scores in reading (Danish) and mathematics tests according to grade, profile area, and year of testing.

This data contains the official 2016-2017 assessment performance results for the Partnership for Assessment of Readiness for College (PARCC) and Multi-State Alternate Assessment (MSAA) assessments in ELA and mathematics. This also includes historical performance information from the 2015-16 and 2014-15 PARCC and MSAA administrations. The dataset contains detailed information, showing multiple levels of results for specific groups of students, for all grades within a school, and for individual grades. For more information, visit https://osse.dc.gov/assessments.

New York City school level College Board SAT results for the graduating seniors of 2010. Records contain 2010 College-bound seniors mean SAT scores.

Records with 5 or fewer students are suppressed (marked ‘s’).

College-bound seniors are those students that complete the SAT Questionnaire when they register for the SAT and identify that they will graduate from high school in a specific year. For example, the 2010 college-bound seniors are those students that self-reported they would graduate in 2010. Students are not required to complete the SAT Questionnaire in order to register for the SAT. Students who do not indicate which year they will graduate from high school will not be included in any college-bound senior report.

Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school.

Data collected and processed by the College Board.

Grades 3-8 test scores for Math.