According to a survey conducted in 2020, 95 percent of high school juniors and seniors in the U.S. looked for information on majors and academic programs when looking at college websites. A further 93 percent of respondents looked for information on the cost of attendance when researching college choice via college websites.

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.

This collection comprises unaltered data files downloaded from https://eddataexpress.ed.gov/download/data-library on February 6, 2025. The original access page consisted of a table with category filters, which provided links to data ZIP files containing the specified data fields. This table has been saved into tabular data formats here in the Index folder, with the original web links replaced with the matching ZIP filename only, which essentially replicates the functionality of the original web page in a downloadable format.In the website's underlying file structure, the original ZIP files were nested within folders named according to the format EID_####, apparently to avoid conflicts between files with the same name. These seeming duplications might have been due to updates or revisions that had to be made to a data file. To preserve this original order, the ZIP files were renamed by appending the EID number to their original file name. The files were not otherwise unzipped or altered in any way from their original state.At the time of download, the page at https://eddataexpress.ed.gov/download/data-library displayed the following two notices in red:"The COVID-19 pandemic disrupted the collection and reporting of data on EDE, beginning in SY 2019-20. The Department urges abundant caution when using the data and recommends reviewing the relevant data notes prior to use or interpretation. This includes data on state assessments, graduation rates, and chronic absenteeism.""WARNING: The data library functionality has stopped working temporarily for many SY2122 school files. Please go to the download tool page to download your data of interest. We apologize for the inconvenience."--------------------The "About Us" page from the ED Data Express website had this to say about its resources:Purpose of ED Data ExpressED Data Express is a website designed to improve the public's ability to access and explore high-value state- and district-level education data collected by the U.S. Department of Education. The site is designed to be interactive and to present the data in a clear, easy-to-use manner, with options to download information into Excel or to explore the data within the site's grant program dashboards. The site currently includes data from EDFacts, Consolidated State Performance Reports (CSPR), and the Department's Budget Service office. For more information about these topics, please visit the following web pages:https://www2.ed.gov/about/inits/ed/edfacts/index.html [see below for the text of the linked page]https://www2.ed.gov/about/offices/list/om/fs_po/ofo/budget-service.html [this URL was dead at the time of download]Using the SiteED Data Express includes two sections that allow users to access and view the data: (1) grant program data dashboards and (2) download functionality. The grant program data dashboards provide a snapshot of information on the funding, participation and performance of some of the grant programs administered by the U.S. Department of Education's Office of Elementary and Secondary Education. The dashboards are interactive and update depending on the program, state and school year selected. Additional information is provided through data notes as well as through the small "i" icon. The download functionality allows users to build customized tables of data and contain more data than what is available via the dashboards. The download functionality also allows users to download data notes which provide important caveats and contextual information to consider when using the data. Data Included and Frequency of UpdatesThe site currently includes funding, participation and performance data from school years 2010-11 to 2016-17 on formula grant programs administered in the Office of Elementary and Secondary Education. Additional data and data notes will be added to the site over time. Quality Control and Personally Identifiable InformationAll CSPR and EDFacts data are self-reported by each state. The U.S. Department of Education conducts a review of the data and provides feedback to states, but it is ultimately states’ responsibility to verify and certify that their data are correct. Please note that during the reporting years represented on this site, the Office of Elementary and Secondary Education in collaboration with EDFacts and SEAs have wor

Seeking a comprehensive database that encompasses high school students, college attendees, young professionals, or individuals interested in continuing education opportunities?

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We understand the challenges marketers face when reaching prospective students. Our solutions provide a data-driven, results-oriented roadmap to enrollment success. Accurate, demographics-rich student marketing data is critical to your school’s successful marketing plan, especially in today’s competitive environment. Our data alliances enable us to bring to market the most robust portfolio of data lists, including students and their parents, young adults, and working professionals for continuing education programs.

Why Buy Leads From Us? With McGRAW’s student leads, you can build a robust pipeline, drive enrollment growth, and achieve your institution's educational and financial objectives. Our education leads offer:

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Book publishers Colleges Universities Religious Organizations Education Supply Companies Office Supply Companies Fundraising Product Companies

Characteristics of statewide school and district closures during the coronavirus disease 2019 pandemic—United States, March 12–June 30, 2020.

This web map provides and in-depth look at school districts within the United States. Clicking on a school district in the map will reveal different statistics about each district in the pop-up. The statistics presented in this map are approximations based on summarizing American Community Survey(ACS) data using tract centroids. They may differ from published statistics by school districts found on data.census.gov. A few things you will learn from this map:How many public and private schools fall within a district?Socioeconomic factors about the Census Tracts which fall within the district:School enrollment for grades Kindergarten through 12thDisconnected children in the districtChildren living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of population under the age of 19 in the districtFor more information about the data sources:This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of the ArcGIS Living Atlas, and are updated every year when the American Community Survey releases estimates, so values in the map always reflect the newest data available.Current School Districts Layer: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 single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Public Schools Layer: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.Private Schools Layer:This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. 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 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.Web Map originally owned by Summers Cleary

DATA LINKED FROM PIERCE COUNTY OPEN DATA PORTAL - filtered by Puyallup GIS.See the metadata and original layer hereAbstract:This theme shows the centroid of the school grounds in Pierce County. Public schools were verified using the Office of Superintendent of Public Instruction school district website: https://www.k12.wa.us/about-ospi/about-school-districts/websites-and-contact-info/ , which has a link to the district website. This data does not contain preschools which are available in Child Care Centers. Internet based schools that don't have a physical location are not included in this data.Colleges, Universities,Technical and private schools were verified using the schools website.Purpose:The school theme was created by the Pierce County GIS Department to identify the locations of Primary, Elementary, Intermediate, Middle, Alternative, Junior and Senior High Schools in Pierce County. These included both Public and Private Schools. This dataset also includes; Universities, Colleges, and Technical Colleges. This theme is intended to be used for various purposes, including: Public Safety, Emergency Response and Planning. All data was compiled from the corresponding school website.

Information about funding to upgrade certain Early Learn centers as part of the Administration for Children's Services transfer of a number of sites into the Department of Education's portfolio.

Data on distance learning and supplemental feeding programs were collected from a stratified sample of 600 school districts. School districts were divided into quartiles based on the percentage of students eligible for free/reduced-price lunch, an indicator of family economic status, as reported by the National Center for Education Statistics (https://nces.ed.gov/ccd/). A simple random sample was taken in each stratum, and sample size per stratum was calculated using 95% confidence interval of 50% ± 10%. Data on the availability and method of delivery of both distance learning and supplemental feeding programs were collected from publicly available announcements on school district websites and their official social media pages (Facebook, Twitter). Google searches were performed for news resources when information was not available from online district sources.

This layer serves as the authoritative geographic data source for all school district area boundaries in California. School districts are single purpose governmental units that operate schools and provide public educational services to residents within geographically defined areas. Agencies considered school districts that do not use geographically defined service areas to determine enrollment are excluded from this data set. In order to view districts represented as point locations, please see the "California School District Offices" layer. The school districts in this layer are enriched with additional district-level attribute information from the California Department of Education's data collections. These data elements add meaningful statistical and descriptive information that can be visualized and analyzed on a map and used to advance education research or inform decision making.School districts are categorized as either elementary (primary), high (secondary) or unified based on the general grade range of the schools operated by the district. Elementary school districts provide education to the lower grade/age levels and the high school districts provide education to the upper grade/age levels while unified school districts provide education to all grade/age levels in their service areas. Boundaries for the elementary, high and unified school district layers are combined into a single file. The resulting composite layer includes areas of overlapping boundaries since elementary and high school districts each serve a different grade range of students within the same territory. The 'DistrictType' field can be used to filter and display districts separately by type.Boundary lines are maintained by the California Department of Education (CDE) and are effective in the 2023-24 academic year . The CDE works collaboratively with the US Census Bureau to update and maintain boundary information as part of the federal School District Review Program (SDRP). The Census Bureau uses these school district boundaries to develop annual estimates of children in poverty to help the U.S. Department of Education determine the annual allocation of Title I funding to states and school districts. The National Center for Education Statistics (NCES) also uses the school district boundaries to develop a broad collection of district-level demographic estimates from the Census Bureau’s American Community Survey (ACS).The school district enrollment and demographic information are based on student enrollment counts collected on Fall Census Day (first Wednesday in October) in the 2023-24 academic year. These data elements are collected by the CDE through the California Longitudinal Achievement System (CALPADS) and can be accessed as publicly downloadable files from the Data & Statistics web page on the CDE website https://www.cde.ca.gov/ds.

The National Center for Education Statistics (NCES) provides extensive downloadable data about U.S. public schools, including basic location and contact information. The web addresses (URLs) NCES provides for these schools, however, are often in fact the URLs of the school districts of which the school is a part. In order to study the web communication practices of individual schools more precisely, then, it was necessary for us to find school-specific web sites.

To that end, we enlisted an algorithmic approach that first conducted automated web searches for each school's name and address, then sifted through the results to find the most likely candidate URL for the school's own web site. Starting from NCES data for the 2019-2020 school year, the attached dataset (n=101,517) contains the output of this procedure: rows for all U.S. public schools, with columns including basic school information from NCES, along with one additional column labeled "Website" listing the school's most likely URL as determined by our own created algorithm. School URLs have not been comprehensively verified – please use at your own discretion.

The code used to derive this data is available at the link provided in the "Related" section of this entry.

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 ** 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.

Analysis of ‘Efforts to sustain education and subsidized meal programs during COVID-19-related school closures, United States, March-June 2020’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/34fe5cf2-4f37-4d78-9a50-4a3e70237820 on 11 February 2022.

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

Data on distance learning and supplemental feeding programs were collected from a stratified sample of 600 school districts. School districts were divided into quartiles based on the percentage of students eligible for free/reduced-price lunch, an indicator of family economic status, as reported by the National Center for Education Statistics (https://nces.ed.gov/ccd/). A simple random sample was taken in each stratum, and sample size per stratum was calculated using 95% confidence interval of 50% ± 10%. Data on the availability and method of delivery of both distance learning and supplemental feeding programs were collected from publicly available announcements on school district websites and their official social media pages (Facebook, Twitter). Google searches were performed for news resources when information was not available from online district sources.

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

This statistic shows the distribution of first time visits to an education brand website, by the time to conversion. The data for this statistic was collected in the third quarter of 2011. 16 percent of first visits to a website resulted in conversion on the very same day.

This dataset represents an inventory of research data services at 120 US colleges and universities. The data was collected using a systematic web content analysis process in late 2019. This dataset underlies the following report: Jane Radecki and Rebecca Springer, "Research Data Services in US Higher Education: A Web-Based Inventory," Ithaka S+R, Nov. 2020, https://doi.org/10.18665/sr.314397.

We defined research data services as any concrete, programmatic offering intended to support researchers (including faculty, postdoctoral researchers, and graduate students) in working with data, and identified services within the following campus units: library, IT department/research computing, independent research centers and facilities, academic departments, medical school, business school, and other professional schools. We also recorded whether the institution offered local high performance computing facilities. For detailed definitions, exclusions, and data collection procedures, please see the report referenced above.

Contact information for Oklahoma State Department of Education (SDE) accredited, public education sites in Oklahoma, including: website address, contact information and administrators, among other categories.

This repository contains a dataset resulting from a cybersecurity investigation conducted on the websites of Higher Education Institutions (HEI) in the United States [1]. The purpose of this research is to assess the state of web security across educational institutions. The data is being shared to contribute to open science and public knowledge [2]. The data collection took place on March 1, 2023.

The repository includes:

• Raw Data – The unprocessed results obtained from scanning HEI websites (The files are available in the raw folder in this repository).
• Aggregated Data – Analyzed results, providing insights into security implementations based on the type of institution (public or private), and regional analysis by state. These files are available in the root directory of this repository.

1. Data Source: The list of higher education institutions was sourced from an external dataset [3].
2. Security Scanning: A web security scanner [4] was used to evaluate key parameters such as:

• DNSSEC (Domain Name System Security Extensions);
• HTTPS implementation;
• Security headers;

1. Data Aggregation: The raw results were processed through an analyzer [5], consolidating the data to provide insights by state and institution type.
2. Resulting Files: The aggregated analysis files are available in the root directory of this repository.

This data is available under the Creative Commons Zero (CC0) license and can be used for any purpose, including academic research purposes. We encourage the sharing of knowledge and the advancement of research in this field by adhering to open science principles [2].

If you use this data in your research, please cite the source and include a link to this repository. To properly attribute this data, please use the following DOI:

If you have any updates or corrections to the data, please feel free to open a pull request or contact us directly. Let's work together to keep this data accurate and up-to-date.

We would like to acknowledge the support of the Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), within the project "Cybers SeC IP" (NORTE-01-0145-FEDER-000044). This study was also developed as part of the Master in Cybersecurity Program at the Instituto Politécnico de Viana do Castelo, Portugal.

1. Pending.
2. S. Bezjak, A. Clyburne-Sherin, P. Conzett, P. Fernandes, E. Görögh, K. Helbig, B. Kramer, I. Labastida, K. Niemeyer, F. Psomopoulos, T. Ross-Hellauer, R. Schneider, J. Tennant, E. Verbakel, H. Brinken, and L. Heller, Open Science Training Handbook. Zenodo, Apr. 2018. [Online]. Available: https://doi.org/10.5281/zenodo.1212496
3. Higher-Education-Institutions-in-the-United-States-of-America-Dataset. Available: https://doi.org/10.5281/zenodo.7614862
4. WebSecureScout. Available: https://doi.org/10.5281/zenodo.8341875
5. WebSecureScout-Analyzer. Available: https://doi.org/10.5281/zenodo.7670956

These points represent schools and school district buildings; bus barn, administrative buildings, alternative educational sites. Updated by kah February 8, 2017

The parent-teacher communication software market is experiencing robust growth, driven by the increasing need for seamless communication between schools, teachers, and parents. The market's expansion is fueled by several key factors. Firstly, the rising adoption of technology in education creates a demand for efficient and user-friendly platforms. Secondly, the increasing awareness among parents regarding their children's academic progress necessitates regular updates and communication channels. Thirdly, the shift towards personalized learning necessitates more frequent communication, highlighting the value of these software solutions in fostering individualized attention. We estimate the current market size (2025) to be around $2 billion, projecting a Compound Annual Growth Rate (CAGR) of 15% over the forecast period (2025-2033). This growth is anticipated across all segments, including cloud-based and web-based solutions, with the cloud-based segment holding a larger market share due to its scalability and accessibility. The primary school segment is expected to dominate application-based usage, reflecting the strong need for consistent communication during formative years. Geographical distribution indicates strong growth in North America and Europe, driven by higher tech adoption and greater parental involvement. However, growth potential exists in emerging markets like Asia-Pacific and the Middle East & Africa, where increasing internet penetration and smartphone usage will drive future adoption. Competitive pressures exist, with established players and emerging startups vying for market share. Factors restraining growth include data privacy concerns, the digital divide amongst certain populations, and the need for schools to invest in training and infrastructure to fully utilize these systems. However, the overall market outlook remains positive, as continuous technological advancements and a growing focus on enhancing parental engagement will continue to fuel demand for parent-teacher communication software. This will likely lead to further market consolidation and innovation within the sector. The market is expected to reach approximately $7.5 billion by 2033, representing significant opportunities for both established players and new entrants.

This polygon files contains 2015-2016 school-year data delineating school attendance boundaries. These data were collected and processed as part of the School Attendance Boundary Survey (SABS) project which was funded by NCES to create geography delineating school attendance boundaries. Original source information that was used to create these boundary files were collected were collected over a web-based self-reporting system, through e-mail, and mailed paper maps. The web application provided instructions and assistance to users via a user guide, a frequently asked questions document, and instructional videos. Boundaries supplied outside of the online reporting system typically fell into one of six categories: a digital geographic file, such as a shapefile or KML file; digital image files, such as jpegs and pdfs; narrative descriptions; an interactive web map; Excel or pdf address lists; and paper maps. 2015 TIGER/line features (that consist of streets, hydrography, railways, etc.) were used to digitize school attendance boundaries and was the primary source of information used to digitize analog information. This practice works well as most school attendance boundaries align with streets, railways, water bodies and similar line features included in the 2015 TIGER/line "edges" files. In those few cases in which a portion of a school attendance boundary serves both sides of a street contractor staff used Esri’s Imagery base map to estimate the property lines of parcels. The data digitized from analog maps and verbal descriptions do not conform to cadastral data (and many of the original GIS files created by school districts do not conform with cadastral or parcel data).The SABS 2015-2016 file uses the WGS 1984 Web Mercator Auxiliary Sphere coordinate system.Additional information about SABS can be found on the EDGE website.The SABS dataset is intended for research purposes only and reflects a single snapshot in time. School boundaries frequently change from year to year. To verify legal descriptions of boundaries, users must contact the school district directly.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.