Washington sixth grade immunization rates by school for 2015-2016

Immunization status of Washington State sixth graders for school year 2014-15

Data set related to an experiment on the use of history of mathematics (ancient Chinese numeration) carried out with 108 sixth grade students. The experiment consists of three parts: ordinary mathematical exercises (items Mxx), an activity (in class, without data), and an evaluation (items Hxx).

The experiment was carried out in October 2021.

2016-17 school year 6th grade immunizations

The Student Enrolment Series of the Statistics of Non-University Teachings aims to show the evolution of its basic variables and statistical indicators. The data offered may imply slight differences for some variables with respect to the data that appear in the Detailed Results of the corresponding course, in case they respond to subsequent revisions to improve the temporal comparability of the information.

The number of children who have registered for and attend 6th through 8th grade at a Baltimore City Public School as of September 30th. This count only includes students enrolled in public schools. Source: Baltimore City Public School System Years Available: 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2018-2019, 2019-2020, 2020-2021

The purpose of the study: to provide impartial information for the school, its students, and their parents (caregivers, foster parents) about the achievements to make decisions on the further improvements of teaching and studying on student, teacher, class, school, municipality, and national level. The objectives of National Survey of Student Achievement (NASA): to collect the information for monitoring the national students’ achievements, planning the novelties, and implementing the novelties for monitoring the success; to evaluate the educational content, and substantiating students’ achievement criteria based on collected data; to prepare the necessary tools (i.e., standardized tests, etc.) for students and teachers for the impartial evaluation of their work results; to prepare the necessary tools (i.e., standardized tests, etc.) for the municipality’s education subdivisions and school principals for collecting the required data of work result assessments and planning of activities. National Survey of Student Achievement, first implemented in 2002, became the responsibility of the Education Supply Centre. Due to economic reasons, the assessments were not provided from 2009 to 2011. In 2012, the renewed assessment implementation was consigned to the National Examination Centre. Since the 2nd of September, 2019, the National Agency of Education took over the activities of the National Examination Centre and continues to carry them on to this day. During the 2016 National Assessments of Student Achievements, grade 6 students received notebooks with 6 types of tests. To pinpoint the personal peculiarities as well as home, class, and school context, etc., the student questionnaires were used for the research of educational context. One student got to fill out only one notebook which consisted of tests from two different subjects and a student questionnaire. The questionnaires provided in different types of notebooks consisted of general questions and a questionnaire from one or two objective fields. Dataset "NSSA 2016: 6th Grade Students Study, 2016" metadata and data were prepared implementing project "Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT).

Tianjin: Land Price: Central District: 6th Grade: Commercial data was reported at 3,875.000 RMB/sq m in Mar 2008. This records an increase from the previous number of 3,808.000 RMB/sq m for Dec 2007. Tianjin: Land Price: Central District: 6th Grade: Commercial data is updated quarterly, averaging 3,530.000 RMB/sq m from Dec 2005 (Median) to Mar 2008, with 10 observations. The data reached an all-time high of 3,875.000 RMB/sq m in Mar 2008 and a record low of 3,382.000 RMB/sq m in Mar 2006. Tianjin: Land Price: Central District: 6th Grade: Commercial data remains active status in CEIC and is reported by Tianjin Municipal Bureau of Land Resources & Housing Management. The data is categorized under China Premium Database’s Real Estate Sector – Table CN.RK: Tianjin Property.

Tianjin: Land Price: Central District: 6th Grade: Industrial data was reported at 823.000 RMB/sq m in Mar 2008. This records an increase from the previous number of 817.000 RMB/sq m for Dec 2007. Tianjin: Land Price: Central District: 6th Grade: Industrial data is updated quarterly, averaging 754.000 RMB/sq m from Dec 2005 (Median) to Mar 2008, with 10 observations. The data reached an all-time high of 823.000 RMB/sq m in Mar 2008 and a record low of 738.000 RMB/sq m in Dec 2005. Tianjin: Land Price: Central District: 6th Grade: Industrial data remains active status in CEIC and is reported by Tianjin Municipal Bureau of Land Resources & Housing Management. The data is categorized under China Premium Database’s Real Estate Sector – Table CN.RK: Tianjin Property.

% distribution of students who passed the sixth grade of primary education of Chiriqui climb by 2.86% from 11.75 % in 2010 to 12.09 % in 2011. Since the 4.43% decrease in 2009, % distribution of students who passed the sixth grade of primary education increased by 4.45% in 2011.

This statistic shows the mobile phone ownership among primary school students in 4th, 5th and 6th grades in South Korea as of July 2017, by device type. During the survey period, 82.6 percent of the respondents were mobile phone owners.

In 2024, the number of students attending public elementary schools amounted to around 5.93 million, which was the highest among students in primary and secondary schools. Children in Japan aged six to 12 years normally learn until the sixth grade at elementary schools.

For the 2020-2021 school year, only students who were enrolled in blended learning were assigned to bus routes. Therefore, students who are routed are assumed to be enrolled in blended learning. Students are reported as those who were planned and routed, but may or may not have used the service provided. Routes were determined by those routed with a vendor and student(s) assigned Vehicles are identified by school bus company reported data. This data is subject to data entry error and is dependent on the school bus companies to maintain. All transportation sites were included, and reported by type. A transportation site was defined by a unique location identified by a street address. Please note: multiple students or schools can be located in the same address and would therefore represent a stop for multiple students at the same site. MetroCard passes are assigned at the school. For public and charter schools, OPT reports students assigned to MetroCard, which includes those assigned a MetroCard by serial number or "T'd" for MetroCard, meaning the school indicated the student as eligible for a MetroCard but did not yet assign a serial number. For Non-Public schools, OPT reports on students who are eligible for MetoCards if they are not assigned to yellow bus service Some special education schools do not classify students by grade level. Students attending such schools are identified as “NG.” Service type is representative only of the type of busing a student is assigned to and is not reflective of the educational classification of a student. Students who are classified as special education but do not have an IEP mandate for specific transportation accommodations may be assigned to general education busing. General education students under certain circumstances including, but not limited to temporary housing status, orders of protection and medical conditions may be assigned to special education busing. OPT assigns students to busing but cannot confirm student ridership. This reporting would have to be captured at the school level. Students in temporary housing (STH) situations other than those reported to be living in a DHS shelter* were excluded from the report due to data quality issues. While the DOE student data system (ATS) has a housing indicator flag, it is often inaccurate and unreliable. Therefore, OPT cannot reliably report on the temporary housing status of students other than those residing in DHS shelters, where a daily report indicating shelter status is provided. *Transportation data for students in Foster Care is also provided. Please see section 21-993 B7 for reporting. Stop to school bus service is typically not provided to students after the 6th grade. Those assigned to this service are students who are granted individual or school-wide exceptions. In addition to students who applied for transportation because of foster care placement, also reported were students known to be in foster care who received busing or A MetroCard to provide a more complete report of students in foster care who received service. Students in foster care were identified by a monthly data feed from ACS to OPT via DIIT. Source is subject to error due to data matching to identify OSIS based on name and data of birth.

This dataset provides the grade point distribution in the best six subjects related to admission to local undergraduate degree programmes for day school candidates - Core subjects at 3322 or better, with two elective subjects at level 3+. Male and female statistics are also provided. Please refer to the Examination Statistics for more information

The percentage of 6th-8th grade students that were recognized as being absent from public school 20 or more days out of all students. Source: Baltimore City Public School System Years Available: 2009-2010, 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2018-2019, 2020-2021, 2021-2022

As of 2021, grade six learners achieved a mean score of 384, which was 96 points higher than the average score obtained by grade four learners. However, both grades scored well below the PIRLS 2021 international average, indicating that the vast majority of learners in grade four and grade six cannot read for meaning.

Dataset provides statistics about the students with disabilities in grades 6th through 8th who were discharged, transferred or graduated during the fiscal year by high school, middle school, district, cohort year.

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.

Dataset provides statistics about the students in grades 6th through 8th grades who were discharged, transferred or graduated during the fiscal year by high school, middle school, district, cohort year.