There were approximately 40,000 foreign students from the European Union in the Spanish universities during the 2023/2024 academic year. Students originally from the United States and Canada amounted to 1,405.

The number of foreign students enrolled in Spanish educational institutions other than universities for the academic year 2023/2024, broken down by origin, shows that South America was the most common region of origin. In that academic year, the number of students from EU countries was *******.

During the academic year 2021/2022, the number of students from France enrolled in higher education at Spanish universities amounted to almost 18,000, making this nationality the most common among foreigners in Spain. Italy was the second country with 15,846.

Dataset for manuscript "A comprehensive framework for explainable cluster analysis".

This dataset contains student data collected for the OECD’s Programme for International Student Assessment (PISA). Specifically, we use a sample of 5,000 students randomly selected from the 35,943 Spanish students who took the PISA 2018 survey [1]. A total of 80 variables are selected.

The dataset contains two files: - A CSV file containing the student data to which an additional column, stu_original_order has been added as unique identifier. - An Excel file containing a description of all variables.

References [1] OECD, PISA 2018 Technical Report, 2020. URL https://www.oecd.org/pisa/data/pisa2018technicalreport/

The historical dataset of International Spanish Language Academy is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2008-2024),Total Classroom Teachers Trends Over Years (2008-2024),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2008-2024),Asian Student Percentage Comparison Over Years (2010-2024),Hispanic Student Percentage Comparison Over Years (2008-2024),Black Student Percentage Comparison Over Years (2008-2024),White Student Percentage Comparison Over Years (2008-2024),Two or More Races Student Percentage Comparison Over Years (2012-2024),Diversity Score Comparison Over Years (2008-2024),Free Lunch Eligibility Comparison Over Years (2008-2024),Reduced-Price Lunch Eligibility Comparison Over Years (2008-2024),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023)

Overview

This dataset provides synthetic data on international student migration from 2015 to 2024. It captures flows between 10 origin countries and 20 destination countries, along with demographic details such as gender and age group. The dataset is designed for educational, research, and visualization purposes.

Dataset Details

Rows: 10,000

Years covered: 2015–2024

Origins: India, China, Nigeria, Brazil, Vietnam, Pakistan, Bangladesh, Turkey, Nepal, Kenya

Destinations: Russia, Germany, Canada, UK, South Africa, India, USA, UAE, Ireland, Finland, France, Netherlands, Japan, South Korea, Australia, Italy, Spain, Sweden, Norway, Singapore

Columns

Country of Origin – source country of students

Destination Country – destination country (spelling preserved intentionally)

Destination City – major host city within the destination

Year – enrollment year (2015–2024)

Count – synthetic number of migrating students

Gender – Male, Female, Non-binary

Age Group – 18–22, 23–26, 27+

Notes

All data is synthetic (not real) but generated to reflect plausible trends.

The dataset is licensed under – free to use without restrictions.

Useful for academic coursework, hackathons, dashboards, and machine learning practice.

There were approximately ****** foreign students from the European Union in Spanish universities in the 2022/2023 academic year, ** percent of them enrolled in public institutions. With the exception of the United States and Canada, most foreign students were enrolled in public universities.

This dataset tracks annual white student percentage from 2008 to 2024 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

This dataset tracks annual hispanic student percentage from 2008 to 2024 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

The use of AI tools among Chinese international students in Spain.

India Foreign Tourist Arrivals: Student Visa: Western Europe: Spain data was reported at 133.000 Unit in 2014. India Foreign Tourist Arrivals: Student Visa: Western Europe: Spain data is updated yearly, averaging 133.000 Unit from Dec 2014 (Median) to 2014, with 1 observations. India Foreign Tourist Arrivals: Student Visa: Western Europe: Spain data remains active status in CEIC and is reported by Ministry of Tourism. The data is categorized under India Premium Database’s Tourism Sector – Table IN.QB030: Foreign Tourist Arrivals: by Visa Type: Student Visa.

The historical dataset of public schools in International Spanish Language Academy School District is provided by PublicSchoolReview and contain statistics on metrics:Comparison of Diversity Score Trends,Total Revenues Trends,Total Expenditure Trends,Average Revenue Per Student Trends,Average Expenditure Per Student Trends,Reading and Language Arts Proficiency Trends,Math Proficiency Trends,Science Proficiency Trends,Overall School District Rank Trends,Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Comparison of Students By Grade Trends

Comprehensive list containing 1 verified Foreign exchange students organization businesses in Cádiz, Spain with lastest contact information, ratings, reviews, and location data.

This statistic presents the number of foreign students graduating from higher education courses at Spanish universities during the academic year 2017/2018, broken down by country of origin. That year, the number of students from Italian origin that graduated in Spain amounted to over seven thousand, making this nationality the most common among foreign university graduates.

Comprehensive list containing 19 verified Foreign exchange students organization businesses in Madrid, Spain with lastest contact information, ratings, reviews, and location data.

This dataset tracks annual black student percentage from 2008 to 2024 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

There were approximately one million foreign students enrolled in Spanish institutions other than universities during the 2023/2024 school year. Overall, the number of foreign students enrolled in education institutions grew during the period under consideration.

JUNAEB administrative data and data collected by the authors with JUNAEB permission: Data produced by Junta Nacional de Auxilio Escolar y Becas (JUNAEB) contains the six first-grade scores from the Teacher Observation of Classroom Adaptation (TOCA, see (Kellam et al., 1977), and (Werthamer-Larsson et al., 1990)), that determine students' eligibility to Skills for Life (SFL), as well as the teachers' ratings of students' disruptiveness and academic ability in the TOCA questionnaire. JUANEB data also contains the pediatric symptom checklist (PSC, see (Jellinek et al., 1988)), which is filled by students' parents. This dataset also contains JUNAEB's data on treatment implementation.

This data is also paired with data collected by the authors in March 2015, before the treatment started in the treatment group classes, and endline data collected in August 2015, after the treatment ended in the treatment group classes and before it started in the control group classes. In both at baseline and endline, two enumerators visited each of the 172 classes included in the experiment during a half day.

Below, it is described the baseline and endline data collected by enumerators during their visits. The enumerators first administered a non-cognitive questionnaire to the students. That questionnaire aimed at measuring: · Students' happiness in school, using a question from the student SIMCE questionnaire. · Students' self-control, using items of the child self-control psychometric scale (see (see (Rorhbeck et al., 1991)) that we translated into Spanish. · Students' self-esteem, using items of the self-perception for children psychometric scale (see (Harter, 1985)) translated and validated into Spanish (see (Molina et al., 2011)).

Second, the enumerators administered a Spanish and mathematics test to the students. Third, the enumerators interviewed individually each student and asked her to name up to three students that she likes to play with during breaks. Fourth, the enumerators observed a one-hour lecture. During that one-hour lecture, the enumerators also recorded the decibel levels in the class using a smartphone app, and wrote down the time at which the lecture was supposed to start and the time when it effectively started. Fifth, the enumerators filled a short questionnaire aimed at assessing the overall disruptiveness in the class, using questions taken from the PISA (Program for International Student Assessment) questionnaire, asking them their agreement with statements such as: There is noise and disorder in this class,'' orThe teacher has to wait for a long time before students calm down and he/she can start teaching''.

The enumerators also administered a questionnaire to the teachers. That questionnaire aimed at collecting: teachers' socio-demographic characteristics; teachers' ratings of the overall disruptiveness of the class, using similar questions as those asked to enumerators; teachers' rating of the prevalence of bullying in the class; teachers' motivation, taste for their job, and mental health levels. The questionnaire was for the most part composed of questions from the SIMCE teacher questionnaire. Teachers also rated the overall disruptiveness of each of their student by answering the summary question from the TOCA questionnaire.

Ministry of education data: The administrative data from the Ministry of Education contains the following outcomes: whether the student was promoted to the next grade; student's attendance and dropout; student's Spanish score in the 2nd and 4th grade Chilean national tests; student's math score in the 4th grade Chilean national test.

This dataset tracks annual two or more races student percentage from 2012 to 2024 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

This dataset tracks annual asian student percentage from 2010 to 2024 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District