This dataset tracks annual distribution of students across grade levels in Check Elementary School

This dataset tracks annual total students amount from 1987 to 2023 for Check Elementary School

Historical Dataset of Check Elementary School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1988-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1988-2023),Hispanic Student Percentage Comparison Over Years (1998-2023),Black Student Percentage Comparison Over Years (1995-2023),White Student Percentage Comparison Over Years (1993-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (1996-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2002-2022),Reading and Language Arts Proficiency Comparison Over Years (2010-2021),Math Proficiency Comparison Over Years (2010-2023),Overall School Rank Trends Over Years (2012-2023)

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 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.

This dataset shows the school drinking water lead sampling and results information reported by each NYS public school and Boards of Cooperative Educational Services (BOCES) for Compliance Year 2016. Public Health Law (Section 110) and New York State (NYS) Department of Health regulation (10 NYCRR 67-4) mandate that NYS public school districts and (BOCES) test drinking water for lead contamination and report the results to parents, the NYS Department of Health, NY State Education Department, and local health departments. The regulation required school districts and BOCES complete their sampling by the Fall of 2016, and test again in 2020 and at least every five years thereafter or at an earlier time as determined by the Commissioner of Health.

More information is available at the NYS Department of Health’s website at http://www.health.ny.gov/environmental/water/drinking/lead/lead_testing_of_school_drinking_water.htm.

Data from a school-level randomized controlled trial (RCT) of the Double Check professional development model, focused on improving teachers' cultural responsivity and student engagement. Data were developed to evaluate the multi-component whole-school Double Check model, testing the combined impacts of school-wide data-based decision-making, along with staff professional development on culturally responsive practices, and classroom coaching using the Double Check version of the Classroom Check-up. Detailed descriptions of this model and intervention activities can be found in Bradshaw et al (2018; a description of the model from a prior trial) and Pas et al (2022; analysis of intervention activities from the present trial). A total of 41 middle school from two states in the mid-Atlantic region of the United States participated. Schools were recruited to participate in four cohorts. The first school-years of participation for these cohorts were 2015-2016, 2016-2017, 2017-2018, and 2018-2019, respectively. Teacher recruitment sessions were generally held in the weeks leading up to beginning of the school year (during faculty professional development days). A total of 352 teachers consented to participate in the RCT. Following Fall baseline data collection for each of the four cohorts, schools were randomly assigned to receive the Double Check model (n = 19) or to the comparison group (n = 22; i.e., business as usual). Recruited schools were assigned into paired matches within their cohort based on their school-level demographic characteristics and baseline data; one school in each pair was randomly assigned to each group to ensure balance across conditions. Intervention activities took place during the first year of each school's participation in the trial. During year 2, intervention schools also received two professional development “booster” sessions. These sessions reviewed the Double Check model and components of culturally responsive teaching, and facilitated action planning for the second academic year for teachers’ implementation of culturally responsive strategies. Data collection occurred at baseline (pre-test; Fall of year 1), post-test (Spring of year 1), and follow-up (Spring of year 2). Data from all cohorts and time points are included in this submission. Follow-up data are missing for the fourth cohort of schools, as their follow-up time point coincided with Spring of 2020, when the COVID-19 pandemic interfered with data collection within schools. At the completion of the two years of participation (one intervention year, one follow up year for data collection), comparison schools received all Double Check PD materials and individual staff members received training in the coaching model.

This feature class (shapefile) consists of point locations of public, private, and charter schools including pre-schools, day care facilities, adult and vocational schools in New Jersey, with minimal attributes. Most of the public schools were initially located in 2003 by the New Jersey Department of Environmental Protection, and were checked in 2007-2016 by the NJ Office of Geographic Information Systems (OGIS), other organizations and volunteers. Charter schools were located in 2011 and checked through 2016 by OGIS against the 2016 NJ Department of Education table of public schools that also lists charter schools.Private schools were located initially in 2010, and updated later in 2014 only for Somerset County using the spatial data provided by Somerset County GIS team. The present data set is the result of checking and updating the previous locations by processing the tabular data that were acquired from NJDOE in August, 2016.

© Most of the public school records were derived from 2003 data sets created by the New Jersey Department of Environmental Protection. Special acknowledgements are to people of the following organizations who made a significant contribution to school location verification process: Seth Hackman (NJDEP), Salem county GIS; Morris County GIS; Atlantic County GIS; Cape May County GIS; DVRPC; Hunterdon County GIS; Somerset County GIS; Warren County Prosecutor's Office; Westfield Engineering; WFS (for Mercer, Middlesex, Burlington and Camden Co.) ; Monmouth GIS; voluneers and state employees who made site visits on their own time: Charles Colvard, Dominic Juliano, Matt Lawson, Richard Rabinowitz, Amy J. Ferdinand, Rebecca French-Mesch.

This layer is a component of Sites and Facilities.

A list of all independent schools and special post-16 institutions for children with special educational needs or disabilities (SEND) approved under section 41 of the Children and Families Act 2014 in England and Wales.

You can filter the list by local authority or by type of setting.

Our guide for independent special schools and special post-16 institutions explains how to apply for approval under section 41.

Voluntary removal

Contact hns.sos@education.gov.uk to request removal from the approved list, stating your reason. We will remove your institution in the next update and notify local authorities. The published list includes all removed institutions.

Once removed, you cannot re-apply for one full academic year.

Other special schools

Details of all special schools in England are available on the https://www.get-information-schools.service.gov.uk/Search" class="govuk-link">Department for Education’s Get Information about Schools system. This includes:

• maintained schools
• academies
• independent schools
• non-maintained schools

The SEND guide for parents and carers explains how parents can ask for one of these schools or special post-16 institutions to be named in their child’s education, health and care plan.

The Talent Search program aims to improve the college enrollment rates for middle and high school students from disadvantaged backgrounds. Target schools are the focus of Talent Search program services that grantees deliver.

This map uses the locale code framework developed by the National Center for Education Statistics. These geographic indictors describe the type of community where a school is located. The City, Suburban, Town and Rural categories are based on population size and proximity to urban areas.

Comprehensive data on school funding disparities across California districts, showing $13,372 per-student funding gap

Updated yearly using enrollment data, employment data, information from websites, phone calls, and any other resources as available. At time of update fields were added to include employment data, enrollment data, building code, school code, TAZ08, and school website. Please verify information before use as it will be updated on an ongoing basis. Please contact COMPASS with any questions or any knowledge of updates, alterations or modifications that need to be made. FIELDS:UpdateBy: Name or initials of last person to update the recordUpdateOn: Date the record was last updated onSchoolName: Name of the school at the pointSchoolDist: School district the point physically is withinType: Describes the nature of the building and grade/age range of students enrolledValues:PRE K: Preschool &/or Nursery school & Day CareELEMENTARY: Traditional Kindergarten through 6thgradeK-8: Kindergarten through 8th gradeK-12: Kindergarten through 12th grade MIDDLE: 6thgrade through 8thgradeJUNIOR HS: 7thgrade through 9th gradeSENIOR HS: 9th through 12thgradePOST SR: College, University, Technical or Professional SchoolsOTHER: Irregular range of grades or ages ADMIN: Administrative Building/ServicesRETAIL-EDU: Retailor or seller of educational materials or suppliesSiteAddres: Physical address of the school or buildingSiteCity: City the school or building is located inSiteState: State the school or building is located inSiteZip: Zip code the school or building is located inSiteCounty: County the school or building is located inBuilding_Code: Building Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_Code:School Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_JoinID: Concatonated field of Building Code + School Code as a 7 digit code assigned by the 2012 Enrollment data sheet. If the School Code is only a three digit code an additional ‘0’ is added before the code to achieve the full seven digits necessary for the field. Where the number is not available or this does not apply the value used is ‘N/A’Notes: Any pertinent information that was not suited for another fieldEmploy13:Number of employees according to the 2013 employment final point fileTAZ08: TAZ08 in which the point liesType_II:Describes the nature of the school – public vs private runValues:PUBLIC: Owned, operated, funded, governed and sanctioned by the Idaho Department of EducationPRIVATE: Owned, operated & funded by private donors, foundation, trust or other source. May or may not meet State or Federal curriculum requirements/standardsOPT_ENROLL: Y/N field indicating if there is an open enrollment boundary for the schoolType_III:Any further information or description about the school. Values:AG PRODUCTION & RESEARCH: U of I extension campuses with specific research focus and use intentionALTERNATIVE: Any alternative learning environment, field may contain a ‘-_’ for a further description about what the alternative style is; teen parents, night school, at risk, ect…CHARTER: Any public school classified as a charter by the State Board of EducationCOLLEGE, UNIVERSITY, TRADE SCHOOL: Any post-secondary education institution, includes graduate programs, law schools and vocational training programs.COMMUNITY EDUCATION – ENVIRONMENTAL: Nontraditional classroom facilities which offer courses for the community (child and adult) to promote higher learning and understanding of the environment, care of the environment and environmental issues.CULTURAL: Any school which offers cultural enrichment or a multi-cultural learning environment. Field may also contain ‘-_’ to describe what the specific culture the school educates in.DURRING INCARCERATION: Schools are run through the Juvenile Detention Centers. These schools are acknowledged by the State Department of Education, and are recognized by the State. Available to students during the time of their incarceration. FAITH BASED: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum.FAITH BASED BOARDING: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum. These school also offer a live in facility option to students.HEADSTART: Formal pre-kindergarten education programsINTERNATIONAL BACCALAUREATE: School which offers programs for International Baccalaureate credit for studentsLANGUAGE AND CULTURE: Private (non-charter) language and culture focused schools. Field may also contain ‘-_’ to describe what the specific culture the school educates in.MAGNET: Any school with a particular subject area focus intended to draw students with natural aptitudes or specific interests, these schools have open enrollment boundaries with an application process, as long as the student resides within the school district to which the school is a part of. MONTESSORI: Private schools with a focus on experiential learning rather than traditional learning methods. MUSIC: Schools with an additional focus on musical aptitude and methodsONLINE OR HOME SCHOOL: Virtual or online classroom optionsSPECIAL NEEDS: Schools with facilities and resources for students with special needs or additional assistance and attention. Access: Indicates whether the point is the actual building location itself or an access point. Building locations are coded as "Loc" and access points are coded as "PV" for pedestrian/vehicle access.Main_Acc: Identifies if an access point is the main entrance/exit location for each school.Source: Where the numbers for the employment data and/or student enrollment were gathered from.Enrollment: # of students enrolled according to the 2012 enrollment data, or based on best information we were otherwise able to obtain (if not on the 2012 enrollment data).Website:Most recent URL if able to locate, if unable to locate indicated in field with “UTL”Status: Used to describe if the school is currently active, closed, or planned (used to query out inactive schools for performance monitoring purposes)UniqueID: Made by combining District number and building number in from DDDBBBB. _Updated Fall 2013 From School District WebsitesUpdated 9/11/11 From School District WebsitesJuly 2010 . Canyon County has since requested a new data structure to match their address points. The new schools file has the new structure. The point location of this file is identical to the new schools point file May 2010 - Edited the Ada County schools to align with school sites on NAIP imagery and confirmed schools against respective school district websites Jan - March 2010 - Worked with Jay Young over a several month period and several renditions to reconcile the Canyon County side of this file. December 2009 - Merged with Jay Young's Canyon point file in order to build a new data structure that meets Emergency Service data standards. Went through point by point to ensure alignement with buildings on NAIP imagery and attribute values.

This dataset tracks annual total classroom teachers amount from 1988 to 2023 for Check Elementary School

The Farm to School Census measures USDA's progress toward improving access to local foods in schools. The web-based interface allows users to run customized searches using data from the Farm to School Census. From a total of 18,104 public, private, and charter school districts in the target list frame, 12,585 schools and school districts completed usable responses for a response rate of 70%. Visualizations display national and state level data, and explanatory notes for each portion of the survey questionnaire are provided. Users can focus their search by location/state/school district/zip code, participation level, local food purchased category (fruit, vegetables, fluid milk, other dairy, meat/poultry, eggs, seafood, plant-based protein, grains/flour, baked goods, herbs), and sources (purchased directly or through intermediary). Resources in this dataset:Resource Title: Census Data Explorer | USDA-FNS Farm to School Census. File Name: Web Page, url: https://farmtoschoolcensus.fns.usda.gov/census-results/census-data-explorer This searchable database allows users to run customized searches using data from the Farm to School Census.

This web map displays the California Department of Education's (CDE) core set of geographic data layers. This content represents the authoritative source for all statewide public school site locations and school district service areas boundaries for the 2018-19 academic year. The map also includes school and district layers enriched with student demographic and performance 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.

The file set is a freely downloadable aggregation of information about Australian schools. The individual files represent a series of tables which, when considered together, form a relational database. The records cover the years 2008-2014 and include information on approximately 9500 primary and secondary school main-campuses and around 500 subcampuses. The records all relate to school-level data; no data about individuals is included. All the information has previously been published and is publicly available but it has not previously been released as a documented, useful aggregation. The information includes: (a) the names of schools (b) staffing levels, including full-time and part-time teaching and non-teaching staff (c) student enrolments, including the number of boys and girls (d) school financial information, including Commonwealth government, state government, and private funding (e) test data, potentially for school years 3, 5, 7 and 9, relating to an Australian national testing programme know by the trademark 'NAPLAN'

Documentation of this Edition 2016.1 is incomplete but the organization of the data should be readily understandable to most people. If you are a researcher, the simplest way to study the data is to make use of the SQLite3 database called 'school-data-2016-1.db'. If you are unsure how to use an SQLite database, ask a guru.

The database was constructed directly from the other included files by running the following command at a command-line prompt: sqlite3 school-data-2016-1.db < school-data-2016-1.sql Note that a few, non-consequential, errors will be reported if you run this command yourself. The reason for the errors is that the SQLite database is created by importing a series of '.csv' files. Each of the .csv files contains a header line with the names of the variable relevant to each column. The information is useful for many statistical packages but it is not what SQLite expects, so it complains about the header. Despite the complaint, the database will be created correctly.

Briefly, the data are organized as follows. (a) The .csv files ('comma separated values') do not actually use a comma as the field delimiter. Instead, the vertical bar character '|' (ASCII Octal 174 Decimal 124 Hex 7C) is used. If you read the .csv files using Microsoft Excel, Open Office, or Libre Office, you will need to set the field-separator to be '|'. Check your software documentation to understand how to do this. (b) Each school-related record is indexed by an identifer called 'ageid'. The ageid uniquely identifies each school and consequently serves as the appropriate variable for JOIN-ing records in different data files. For example, the first school-related record after the header line in file 'students-headed-bar.csv' shows the ageid of the school as 40000. The relevant school name can be found by looking in the file 'ageidtoname-headed-bar.csv' to discover that the the ageid of 40000 corresponds to a school called 'Corpus Christi Catholic School'. (3) In addition to the variable 'ageid' each record is also identified by one or two 'year' variables. The most important purpose of a year identifier will be to indicate the year that is relevant to the record. For example, if one turn again to file 'students-headed-bar.csv', one sees that the first seven school-related records after the header line all relate to the school Corpus Christi Catholic School with ageid of 40000. The variable that identifies the important differences between these seven records is the variable 'studentyear'. 'studentyear' shows the year to which the student data refer. One can see, for example, that in 2008, there were a total of 410 students enrolled, of whom 185 were girls and 225 were boys (look at the variable names in the header line). (4) The variables relating to years are given different names in each of the different files ('studentsyear' in the file 'students-headed-bar.csv', 'financesummaryyear' in the file 'financesummary-headed-bar.csv'). Despite the different names, the year variables provide the second-level means for joining information acrosss files. For example, if you wanted to relate the enrolments at a school in each year to its financial state, you might wish to JOIN records using 'ageid' in the two files and, secondarily, matching 'studentsyear' with 'financialsummaryyear'. (5) The manipulation of the data is most readily done using the SQL language with the SQLite database but it can also be done in a variety of statistical packages. (6) It is our intention for Edition 2016-2 to create large 'flat' files suitable for use by non-researchers who want to view the data with spreadsheet software. The disadvantage of such 'flat' files is that they contain vast amounts of redundant information and might not display the data in the form that the user most wants it. (7) Geocoding of the schools is not available in this edition. (8) Some files, such as 'sector-headed-bar.csv' are not used in the creation of the database but are provided as a convenience for researchers who might wish to recode some of the data to remove redundancy. (9) A detailed example of a suitable SQLite query can be found in the file 'school-data-sqlite-example.sql'. The same query, used in the context of analyses done with the excellent, freely available R statistical package (http://www.r-project.org) can be seen in the file 'school-data-with-sqlite.R'.

This application is a tool to find School Districts in Nebraska by County or Education Service Unit (ESU). Information for each School District includes: Address, District Name and Number, ESU Number, and Student Population. Search results may be filtered by School District Name and ESU. School District and ESU information are derived from Tax Unit Group (TUG) parcel data. The parcels used herein reflect County assessor data at the end of the 2018 calendar year.

1. Provide the financial status results and follow-up situation of the public universities and colleges audited by this department.2. The data source is the same as the "Financial 1-6. Audit of the financial status results and follow-up situation of national schools - statistics by 'school'" on the Public Information Platform for University Affairs Information.

Abstract (en): This dataset contains records for each public elementary and secondary school in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States for 1996-1997. Records in this file provide the National Center for Education Statistics and state identification numbers, name and ID number of the agency operating the school, name, address, and phone number of the school, school type (regular, special education, vocational education, alternative), locale code (seven categories from urban to rural), number of students by grade and ungraded, number of students eligible for free lunch, and number of students by five race/ethnic categories. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. All public elementary and secondary schools in the 50 states, the District of Columbia, United States territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands), and Department of Defense schools outside the United States during 1996-1997. (1) The data contain high ASCII, accented Spanish characters. (2) Users are encouraged to check the NCES homepage (http://www.ed.gov/NCES/ccd/) for additional information on this collection. (3) The codebook and instruction manual are provided as Portable Document Format (PDF) files. The PDF file format was developed by Adobe Systems Incorporated and can be accessed using PDF reader software, such as the Adobe Acrobat Reader. Information on how to obtain a copy of the Acrobat Reader is provided through the ICPSR Website on the Internet.