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.

Daily Attendance figures are accurate as of 4:00pm, but are not final as schools continue to submit data after we generate this preliminary report.

Cuba CU: School Enrollment: Preprimary: % Gross data was reported at 99.621 % in 2021. This records an increase from the previous number of 97.224 % for 2020. Cuba CU: School Enrollment: Preprimary: % Gross data is updated yearly, averaging 92.865 % from Dec 1971 (Median) to 2021, with 50 observations. The data reached an all-time high of 109.985 % in 2008 and a record low of 46.806 % in 1973. Cuba CU: School Enrollment: Preprimary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Cuba – Table CU.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.;Weighted average;

The 2020-2021 School Neighborhood Poverty Estimates are based on school locations from the 2020-2021 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2017-2021 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.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.

The Civil Rights Data Collection (CRDC) is a biennial (i.e., every other school year) survey required by the U.S. Department of Education’s (Department) Office for Civil Rights (OCR) since 1968. The CRDC collects a variety of information including student enrollment and educational programs and services, most of which is disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The CRDC is a longstanding and important aspect of the ED Office for Civil Rights (OCR) overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Data was reported directly from the school districts to the Office of Civil Rights. This data process is not managed by OSPI and therefore the data is not validated or reviewed by OSPI before being reported to OCR. For this reason data presented in this file will not mirror OSPI reports on similar student and school measures. In some cases data was unavailable or suppressed by OCR to protect student privacy, for more information on this please visit the CRDC webpage. In addition, directory information for some schools is incomplete, as the names of the organizations provided in the CRDC data files did not match the names of organizations on record with OSPI. For additional information or questions about this data please visit the CRDC webpage at https://ocrdata.ed.gov/.

The number of students in regular programs for youth, general programs for adults, and vocational programs for youth and adults in public and private/independent schools, and home-schooling at the elementary-secondary level, by school type and program type.

This table contains figures on schools and educational institutions by type of education, ideological basis and school size. It concerns schools and educational institutions financed by the government. Figures for the adult education are left out of this table, because the number of institutions is not available.

Data available from: School-/academic year 1990/91

Status of the figures: The figures up to and including school-/academic year 2023/24 are final and the figures of school-/academic year 2024/25 are provisional.

Changes on 14 April 2025: The final figures of school-/academic year 2023/24 and the provisional figures of school-/academic year 2024/25 have been added.

When will new figures be published? In the second quarter of 2026 the provisional figures of school-/academic year 2024/25 will be replaced by final figures and the provisional figures of school-/academic year 2025/26 will be added in this publication.

This paper aims to grasp the ways of manufacturing the school records at one elementary school and the public administration of state government. The analysis was built following the trajectory of modes of production these data from school documentation until their publication in the official records: reports and the journal School Life. Records of official publications between 1907-1917 were based in the recurring categories such as registration, attendance, course approvals and conclusion of courses. Data related to the Paula Rocha Elementary School, Sabará/MG, present details that reveal the institution's richness and its problems, such as school dropout and repetition. Conversely, official data reconstruct these records producing an image of the school as a bottom up process, after the 1906 Reform.

TR: School Enrollment: Preprimary: Male: % Gross data was reported at 30.058 % in 2015. This records an increase from the previous number of 27.756 % for 2014. TR: School Enrollment: Preprimary: Male: % Gross data is updated yearly, averaging 5.788 % from Dec 1971 (Median) to 2015, with 41 observations. The data reached an all-time high of 30.762 % in 2012 and a record low of 0.210 % in 1981. TR: School Enrollment: Preprimary: Male: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Turkey – Table TR.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This report shares information about school performance, sets expectations for schools, and promotes school improvement. School Quality Report Educator Guides can be found here.

AM: School Enrollment: Primary: Male: % Net data was reported at 90.878 % in 2018. This records a decrease from the previous number of 91.973 % for 2017. AM: School Enrollment: Primary: Male: % Net data is updated yearly, averaging 91.973 % from Dec 2002 (Median) to 2018, with 13 observations. The data reached an all-time high of 96.006 % in 2012 and a record low of 80.021 % in 2005. AM: School Enrollment: Primary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Armenia – Table AM.World Bank.WDI: Social: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.;UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of February 2020.;Weighted average;

The World Bank EdStats All Indicator Query holds over 4,000 internationally comparable indicators that describe education access, progression, completion, literacy, teachers, population, and expenditures. The indicators cover the education cycle from pre-primary to vocational and tertiary education. The query also holds learning outcome data from international and regional learning assessments (e.g. PISA, TIMSS, PIRLS), equity data from household surveys, and projection/attainment data to 2050. For further information, please visit the EdStats website.

For further details, please refer to https://datatopics.worldbank.org/education/wRsc/about

This file includes Report Card enrollment data from 2023-24 school year. Data is disaggregated by school, district, and the state level and includes counts of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes below for more information.

Statistical breakdown of ages for students attending the elementary school supplementary education program in Taichung City

The School Survey on Crime and Safety (SSOCS) is managed by the National Center for Education Statistics (NCES) on behalf of the United States Department of Education (ED). SSOCS collects extensive crime and safety data from principals and school administrators of public schools in America. Data from this collection can be used to correlate school characteristics with violent and serious violent crimes in American schools. Furthermore, data from SSOCS can be used to assess what school programs, practices, and policies are used by schools in their efforts to prevent crime. SSOCS has been conducted three times, in school years 1999-2000, 2003-2004, and 2005-2006. The 2003-2004 School Survey on Crime and Safety (SSOCS:2004) was developed by the National Center for Education Statistics (NCES) and conducted by Abt Associates Inc. Questionnaire packets were mailed to 3,743 public primary, middle, high, and combined schools. A total of 2,772 public schools submitted usable questionnaires for a weighted response rate of 77.2 percent. Data were collected from March 1, 2004, to June 4, 2004.

DOE attendance and enrollment statistics broken down by school district

Student enrolment data by school and grade as reported by school boards in the Ontario School Information System (OnSIS), October submission for the specified academic year.

The data includes:

• board number and name
• school number, name, type, level and language
• Enrolment by grade

The following elementary and secondary school types are included:

• public
• Catholic

The data excludes, private, publicly funded hospital and provincial schools, care and/or treatment, Education and Community Partnership Program (ECPP) facilities, summer schools, night schools and adult continuing education day schools.

Includes Temporary Remote Learning Schools (TRLS).

To protect privacy, numbers are suppressed in categories with less than 10 students. Numbers that represent 10 or more students are rounded to the nearest count of five.