National level performance measures by establishment type and some pupil characteristics since 2018/19, includes an extended timeseries of headline performance measures since 2009/10.

School Database: Comprehensive Educational Data

Overview:

This dataset captures a comprehensive snapshot of an educational institution's ecosystem, encompassing students, teachers, subjects, and academic performance. Designed to enhance data management and facilitate efficient information retrieval, the dataset showcases the intricacies of a well-organized relational database for a school. Each table in the dataset plays a crucial role in capturing and connecting vital elements within the educational landscape.

Tables:

Students Includes student ID, name, date of birth, gender, and address. Provides a detailed profile of each student within the institution.

Teachers Encompasses teacher ID, names, contact details, and associated subjects. Establishes the connection between teachers and the subjects they instruct.

Subjects Consists of subject ID and subject names. Simplifies the representation of academic disciplines.

Marks Records academic performance, including marks obtained, exam dates, and associated student, teacher, and subject IDs. Facilitates a comprehensive analysis of student achievements across subjects.

Key Features:

Normalized Structure: The dataset follows a normalized structure to reduce redundancy and maintain data integrity.

Identity Columns: Identity columns ensure the uniqueness of primary key values, avoiding duplicate key violations.

Educational Insights: Offers opportunities for advanced data analysis, including trend analysis, predictive modelling, and decision support.

Scalability and Flexibility: Designed to accommodate future expansion and evolving data requirements, ensuring scalability and flexibility.

Security Measures: Identifies opportunities for enhancing data security, including role-based access control and protection of sensitive information.

Potential Use Cases:

Educational Research: Researchers can analyze trends in academic performance, student-teacher ratios, and subject popularity.

Institutional Decision-Making: School administrators can derive actionable insights for strategic decision-making and resource allocation.

Educational Technology Development: Developers can leverage the dataset to create applications that enhance the user experience in educational settings.

How to Use:

Exploratory Data Analysis (EDA):

Dive into the data with exploratory analysis to understand the distribution of students, subjects, and academic performance.

Pattern Recognition: Identify patterns in student achievements, subject preferences, and teacher-student dynamics.

Predictive Modeling: Explore predictive modelling to anticipate academic trends and identify potential areas for improvement.

Educational App Development: Develop educational applications using the dataset to enhance user interfaces and user experiences. This dataset is a valuable resource for anyone passionate about education, data science, and technology. It provides a holistic view of the educational ecosystem, offering rich insights for exploration and analysis.

Calderdale schools including status, type, principals / head teachers, address, website, number on roll as at May census, longitude and latitude, and eastings and northings. Routinely updated when notified of changes.

You can also search online for school details, maps, performance tables and ofsted reports - Search for Schools

Also see - School Clusters and Federations and Other schools data

School league tables are published annually in England to allow comparisons of school achievement across neighbourhoods and the country as a whole. They show which schools are under-performing by the government’s standards. General Certificate of Secondary Education (GCSE) exams are taken when pupils are age 16. Schools are expected to reach a minimum standard of 35% of pupils gaining five or more GCSEs at grades A* to C (including English and Maths). 171 of the 4365 schools were below the minimum threshold of 35% and 1608 below the national average of 58% in 2011 and the web map shows the geographical distribution of failing schools. Orange symbols illustrate schools below the national average and blue above the national average.The 2011 GCSE results illustrate a clear relationship with patterns of deprivation. In schools with a high proportion of pupils eligible for free school meals, they are half as likely to meet the minimum standards for GCSE grades. The average secondary school spends £5,712 per pupil per year but this rises to over £10,000 per pupil at 30 of the best performing schools. Clear patterns of relatively high attainment are visible around the affluent outer London area compared with the inner city which is a pattern repeated for major cities across the country. As you zoom in to explore individual schools it becomes clear that sharp geographical boundaries exist across relatively small spaces that mirror the socio-economic divides in Britain today.

3-year Average Academic Performance Indicator data based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

About the Digest of Education StatisticsThe 2022 edition of the Digest of Education Statistics is the 58th in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977–78, 1983–84, and 1985–86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. The Digest contains important information on federal education funding, though more detailed information on federal activities is available from federal education program offices.The Digest contains tables organized into seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. Each chapter is divided into a number of topical subsections.About this DatasetThis dataset represents the tables from the Most Current Digest Tables page: https://nces.ed.gov/programs/digest/current_tables.asp, as downloaded 2025-07-13.The folder system has three levels. Level 1 is the chapters of the data digest. Level 2 is the subsections of the chapters. Level 3 is a folder each for each table. Each table folder contains an excel file for the table.The top level folder contains a catalog csv with a cross walk between the folder name and the original table titles.There is also a folder for Machine Readable tables downloaded from this page in the top level folder: https://nces.ed.gov/programs/digest/mrt_tables.asp.

This data shows Education Attainment at Key Stage 4. Numbers and percentages of pupils attaining at Key Stage 4 are shown by gender. Points to be aware of: • In 2016-2017, children were assessed under new school accountability standards with a new grading system of grades 9 to 1 instead of A* to G. This means data for the academic year ending in 2017 is not comparable with previous years' data. Analysis and comparisons between groups of pupils, types of schools and pupil characteristics are more likely to provide more meaningful information than comparisons over time. • Two new headline standards are shown in this dataset: English and maths strong passes at grades 9-5, and the English Baccalaureate with strong passes at grades 9 to 5 in English and maths. In addition, we have also provided both statistics based on standard passes at grade 9 to 4, as these statistics should be comparable with historical A*-C measures. More information: see the Secondary Curriculum, key stage 3 and key stage 4 (GCSEs) website (link to this included as Resource accompanying these datasets). Data is included for Wards, Lower Super Output Areas (LSOA), Districts, and Lincolnshire. The data has been aggregated based on pupil postcode and only includes those pupils living and educated within Lincolnshire. If you want Lincolnshire and District aggregations based on those pupils that are educated within Lincolnshire, irrespective of where they live; then please see the Department for Education Statistics website and School Performance Tables (links to these included as Resources accompanying these datasets). Data is suppressed where appropriate 5 persons and below (this may be shown by missing data). That and any unmatched postcodes may mean numbers for small areas might not add up exactly to figures shown for larger areas. This data is updated annually. Data source: Lincolnshire County Council, Performance Services – Schools Performance. For any enquiries about this publication contact schoolperformancedata@lincolnshire.gov.uk Please note: National data for Key Stage 4 results are published via: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance – GOV.UK (explore-education-statistics.service.gov.uk) There have been methodological changes since 2019 to cater for the issues seen during the pandemic. The DfE offer the following commentary via the link above: “Last academic year saw the return of the summer exam series, after they had been cancelled in 2020 and 2021 due to the impact of the COVID-19 pandemic, where alternative processes were set up to award grades (centre assessment grades, known as CAGs, and teacher assessed grades, known as TAGs). As part of the transition back to the summer exam series adaptations were made to the exams (including advance information) and the approach to grading for 2022 exams broadly reflected a midpoint between results in 2019 and 2021. More information on these changes can be seen in the Guide to GCSE results for England, summer 2022. Given the unprecedented change in the way GCSE results were awarded in the summers of 2020 and 2021, as well as the changes to grade boundaries and methods of assessment for 2021/22, users need to exercise caution when considering comparisons over time, as they may not reflect changes in pupil performance alone.”

This data collection of the data handbook on the German history of education displays the basic and structural data of the males’ population higher education of the state Prussia and of the Prussian districts. The second part of this handbook on regional differentiation and system-formation on national level (“Regionale Differenzierung und gesamtstaatliche Systembildung“) continues the publication of the basic research results of the research group for the quantitative and structural development of the German education system in the 19th and 20th century at the University of Bochum and Göttingen. Data tables in HISTAT (Topic: Bildung und Wissenschaft) The tables provide selected statistical information on the development of the secondary schools in the state of Prussia and 14 Prussian districts. For each reference area 8 tables are compiled, which serve both the documentation of basic data (absolute figures) and the analysis of the transformation of secondary schools (percentages). The tables are about the following topics:(1) The schools’ system profile (2) The pupils’ system profile(3) Denomination and circumstances of home(4) Class frequencies of high schools(5) Relative school attendance(6) Success rate of pupils in the third year of a high school (called Quartaner)(7) Pupils’ system profile in the first year of a high school (called Sextanter) (8) Abitur students (students who passed the final exams of the high school): final exams, age, and denomination. A. State PrussiaB. Province PrussiaC. Province East PrussiaD. Province West PrussiaE. Province Brandenburg (incl. Berlin)F. BerlinG. Province PommeraniaH. Province PoznanI. Province SilesiaJ. Province SaxonyK. Province WestfaliaL. Rhine provinceM. Province Schleswig-HolsteinN. HannoverO. Province Hesse – Nassau

Abstract copyright UK Data Service and data collection copyright owner.

The ICOSS (Impact of Competition on Secondary Schools) study, based in the Open University's Centre for Educational Policy and Management, is investigating the impact of competitive pressures on secondary schools in England. The Survey on School Competition, 1992-1997 is part of the study.
Secondary school headteachers from six local education authority (LEA) areas were surveyed on their perceptions of the degree of competition facing their school and its impact on pupil recruitment and school budgets since 1992, when national league tables of examination results were first published. The schools contacted comprised all grant-maintained (GM) and LEA maintained secondary schools (excepting special schools) in the six LEA areas.
LEAs were selected in order to include in the database a wide range of school types so as to provide an adequate basis for generalisation of results. The LEAs include county and metropolitan authorities to give urban and rural schools and a diversity of socio-economic backgrounds and school systems (i.e. a selective system and a concentration of GM schools in some of the LEA areas).
The survey was intended to give headteachers the opportunity to comment on the effects of educational policies which have had the aim of creating a more competitive climate and to contribute to the broader aims of the ICOSS study.
Further information about the ICOSS study may be found on the website:
http://soe.open.ac.uk/CEPAM/research/ICOSS/index.htm .
Main Topics:

The topics covered included: perceptions of competitive pressures, basic information about school, staffing and organisation, setting practices and curriculum options. Closed-ended questions also covered changes in the emphasis given to examinations, setting/banding and GCSE option choices. A section for free comment was also included.