This dataset shows all school level performance data used to create CPS School Report Cards for the 2011-2012 school year. Metrics are described as follows (also available for download at http://bit.ly/uhbzah): NDA indicates "No Data Available." SAFETY ICON: Student Perception/Safety category from 5 Essentials survey // SAFETY SCORE: Student Perception/Safety score from 5 Essentials survey // FAMILY INVOLVEMENT ICON: Involved Families category from 5 Essentials survey // FAMILY INVOLVEMENT SCORE: Involved Families score from 5 Essentials survey // ENVIRONMENT ICON: Supportive Environment category from 5 Essentials survey // ENVIRONMENT SCORE: Supportive Environment score from 5 Essentials survey // INSTRUCTION ICON: Ambitious Instruction category from 5 Essentials survey // INSTRUCTION SCORE: Ambitious Instruction score from 5 Essentials survey // LEADERS ICON: Effective Leaders category from 5 Essentials survey // LEADERS SCORE: Effective Leaders score from 5 Essentials survey // TEACHERS ICON: Collaborative Teachers category from 5 Essentials survey // TEACHERS SCORE: Collaborative Teachers score from 5 Essentials survey // PARENT ENGAGEMENT ICON: Parent Perception/Engagement category from parent survey // PARENT ENGAGEMENT SCORE: Parent Perception/Engagement score from parent survey // AVERAGE STUDENT ATTENDANCE: Average daily student attendance // RATE OF MISCONDUCTS (PER 100 STUDENTS): # of misconducts per 100 students//AVERAGE TEACHER ATTENDANCE: Average daily teacher attendance // INDIVIDUALIZED EDUCATION PROGRAM COMPLIANCE RATE: % of IEPs and 504 plans completed by due date // PK-2 LITERACY: % of students at benchmark on DIBELS or IDEL // PK-2 MATH: % of students at benchmark on mClass // GR3-5 GRADE LEVEL MATH: % of students at grade level, math, grades 3-5 // GR3-5 GRADE LEVEL READ: % of students at grade level, reading, grades 3-5 // GR3-5 KEEP PACE READ: % of students meeting growth targets, reading, grades 3-5 // GR3-5 KEEP PACE MATH: % of students meeting growth targets, math, grades 3-5 // GR6-8 GRADE LEVEL MATH: % of students at grade level, math, grades 6-8 // GR6-8 GRADE LEVEL READ: % of students at grade level, reading, grades 6-8 // GR6-8 KEEP PACE MATH: % of students meeting growth targets, math, grades 6-8 // GR6-8 KEEP PACE READ: % of students meeting growth targets, reading, grades 6-8 // GR-8 EXPLORE MATH: % of students at college readiness benchmark, math // GR-8 EXPLORE READ: % of students at college readiness benchmark, reading // ISAT EXCEEDING MATH: % of students exceeding on ISAT, math // ISAT EXCEEDING READ: % of students exceeding on ISAT, reading // ISAT VALUE ADD MATH: ISAT value-add value, math // ISAT VALUE ADD READ: ISAT value-add value, reading // ISAT VALUE ADD COLOR MATH: ISAT value-add color, math // ISAT VALUE ADD COLOR READ: ISAT value-add color, reading // STUDENTS TAKING ALGEBRA: % of students taking algebra // STUDENTS PASSING ALGEBRA: % of students passing algebra // 9TH GRADE EXPLORE (2009): Average EXPLORE score, 9th graders who tested in fall 2009 // 9TH GRADE EXPLORE (2010): Average EXPLORE score, 9th graders who tested in fall 2010 // 10TH GRADE PLAN (2009): Average PLAN score, 10th graders who tested in fall 2009 // 10TH GRADE PLAN (2010): Average PLAN score, 10th graders who tested in fall 2010 // NET CHANGE EXPLORE AND PLAN: Difference between Grade 9 Explore (2009) and Grade 10 Plan (2010) // 11TH GRADE AVERAGE ACT (2011): Average ACT score, 11th graders who tested in fall 2011 // NET CHANGE PLAN AND ACT: Difference between Grade 10 Plan (2009) and Grade 11 ACT (2011) // COLLEGE ELIGIBILITY: % of graduates eligible for a selective four-year college // GRADUATION RATE: % of students who have graduated within five years // COLLEGE/ ENROLLMENT RATE: % of students enrolled in college // COLLEGE ENROLLMENT (NUMBER OF STUDENTS): Total school enrollment // FRESHMAN ON TRACK RATE: Freshmen On-Track rate // RCDTS: Region County District Type Schools Code

The CSU is a leader in high-quality, accessible, student-focused higher education. With 23 campuses, 460,000 students, and 47,000 faculty and staff, we are the largest, the most diverse, and one of the most affordable university systems in the country. More information: http://www.calstate.edu/

Student enrollment data disaggregated by students from low-income families, students from each racial and ethnic group, gender, English learners, children with disabilities, children experiencing homelessness, children in foster care, and migratory students for each mode of instruction.

Commonwealth and state/territory governments recognise that student exchange programs provide cultural and educational benefits to the students and school communities. Exchange programs provide a broad educational experience for students and increase international and cultural understanding among young people.

*This dataset is no longer being updated. Please contact the Open Data Team for more information.

The Unified District Information System for Education (UDISE) is an initiative by the Government of India to collate and manage data related to the education sector at the school level. Launched under the aegis of the Ministry of Education, UDISE serves as a comprehensive database, capturing detailed information about school infrastructure, teacher qualifications, student enrollment, and other crucial educational parameters. The data is collected annually from pre-primary to higher secondary school levels across all Indian states and union territories. UDISE plays a pivotal role in assisting policymakers, educators, and researchers in understanding the state of education in India, enabling informed decision-making and the formulation of targeted interventions. The platform's insights and analytics contribute significantly to enhancing the quality and accessibility of education in the country.

Abstract

DataQuest provides access to a wide variety of reports, including school performance, test results, school staffing, graduation and dropout, and more in California.

Documentation

The California Department of Education (CDE) collects student-level data through the California Longitudinal Pupil Achievement Data System (CALPADS) for state and federal reporting purposes. These data, in addition to assessment data, are available at the aggregate level to the public through the CDE's data reporting portal, DataQuestCDE Downloadable Data Files Web page. PHS has ingested the public and private school listings as well as *the most recent *

• Academic Performance Indicator (API)
• California English Language Development Test (CELDT)
• California High School Exit Exam (CAHSEE)
• Physical Fitness Test (PFT)
• Standardized Testing and Reporting (STAR)
• California Assessment of Student Performance and Progress (CAASPP)

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Visit the DataQuest website for archived performance data.

Unit of analysis

The data include information on the school, district, county, and state levels. Whether a row of data concerns school, district, county, or state data is identified by a record type variable.

Links

• CDE's DataQuest
• Understanding API's
• California Assessment of Student Performance and Progress (CAASPP)

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Data in this digital opportunity dashboard comes from students' and families' answers to the Internet Access at Home Survey, which school districts use to gather data on home internet and learning device access for students in their districts. While this is an optional data collection, DPI encouraged districts to collect this information and push it to WISEdata to help drive statewide initiatives to improve digital learning opportunity in Wisconsin. Data is given in percentages to protect student privacy. View statewide digital opportunity data on the WISEdash Public Portal.The digital opportunity questions are the result of a coordinated effort with the Council of Chief State School Officers (CCSSO), Education SuperHighway, and the Ed-Fi Alliance (affiliated with the Dell Foundation). In May 2021, the US Department of Education added these questions as data elements to the Common Educational Data Standard (CEDS). CEDS is the federal government’s framework for all education data, adding significant validation to the questions and items. See the questions DPI provided to districts to use in their surveys here.

Information on the location students live by Statistical Area Level 1 (SA1) which uses the ABS geographical encoding. Data is aggregated to a minimum 5 cell count per SA1.

The Code of Virginia requires school divisions statewide to submit data annually to the Virginia Department of Education (VDOE) on events of student behavior and the administrative responses to the behavior. These events shall include those that occurred on school property, on a school bus, or at a school-sponsored activity. Unlike the Discipline, Crime and Violence collection (DCV) that was retired after the 2020-2021 school year, SBAR captures all the behaviors of each student in each event. Additionally, the administrative response to each student can include one or more behavioral interventions, institutional supports or disciplinary sanctions.

The Michigan Center for Educational Performance and Information (CEPI), working with the Michigan Center for Shared Solutions (CSS) provided Data Driven Detroit (D3) with census block codes approximating student residence locations from the October 2013 student count for all students attending a public school in Detroit (DPS, Charter, EAA). With this data, D3 calculated the street-grid distance traveled from home (approximate location) to school for each student that attended a school in Detroit. We then calculated an average distance traveled by students of each school. Ann Arbor Magnet school (and possibly others) is not included in these data due to omission from the original data submission to D3. Average distances were calculated after first removing outlier student locations in counties outside of Wayne, Oakland, Macomb and Washtenaw. Distances were calculated using shortest distance routes from schools to the center of the Census Tract of residence.

Analysis of ‘Learning Model by School District’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/4b261ce4-e39e-45fe-b035-b9bffb392cce on 28 January 2022.

--- Dataset description provided by original source is as follows ---

This dataset includes the learning models (in-person, hybrid, and remote) by grade level by public school district during a given week of the school year.

When an asterisk is displayed, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

Additional notes: Starting in the reporting period for 11/16-11/20, the columns "Percentage of students who are fully remote" and "Total number of students in the district" will no longer be updated due to changes in the data being collected from schools. More detailed data on student enrollment and attendance data is available at the school-level (https://data.ct.gov/Education/School-Attendance-by-School-2020-2021/jahr-cskc) and district level (https://data.ct.gov/Education/School-Attendance-by-District-2020-2021/a4ya-h6eq) on the Open Data Portal and on the EdSight page here: http://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html.

--- Original source retains full ownership of the source dataset ---

Performance venues are an important and fundamental part of today’s traveling youth and students. Be sure your venue is represented by updating your listing on our website!

This dataset includes the learning models (in-person, hybrid, and remote) by grade level by public school district during a given week of the 2020-2021 school year.

When an asterisk is displayed, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

Additional notes: Starting in the reporting period for 11/16-11/20, the columns "Percentage of students who are fully remote" and "Total number of students in the district" will no longer be updated due to changes in the data being collected from schools. More detailed data on student enrollment and attendance data is available at the school-level (https://data.ct.gov/Education/School-Attendance-by-School-2020-2021/jahr-cskc) and district level (https://data.ct.gov/Education/School-Attendance-by-District-2020-2021/a4ya-h6eq) on the Open Data Portal and on the EdSight page here: http://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html.

The Code of Virginia requires school divisions statewide to submit data annually to the Virginia Department of Education (VDOE) on events of student behavior and the administrative responses to the behavior. These events shall include those that occurred on school property, on a school bus, or at a school-sponsored activity. Unlike the Discipline, Crime and Violence collection (DCV) that was retired after the 2020-2021 school year, SBAR captures all the behaviors of each student in each event. Additionally, the administrative response to each student can include one or more behavioral interventions, institutional supports or disciplinary sanctions.

Printable student instruction sheet to be used during lesson that investigates the connections between ecosystems and human health using the interactive Eco-Health Relationship Browser on www.epa.gov/enviroatlas

The global market for one-stop student service platforms is experiencing robust growth, driven by the increasing need for streamlined administrative processes in educational institutions and the rising adoption of cloud-based solutions. The market, currently valued at approximately $2 billion in 2025, is projected to witness a Compound Annual Growth Rate (CAGR) of 15% from 2025 to 2033, reaching an estimated $6 billion by 2033. This expansion is fueled by several key factors: the escalating demand for enhanced student engagement and experience, the need for improved data management and analytics within educational institutions, and the growing preference for integrated platforms that eliminate the need for disparate systems. Furthermore, the increasing focus on improving operational efficiency and reducing administrative burdens for schools and colleges is significantly contributing to market growth. The cloud-based segment is expected to dominate the market due to its scalability, accessibility, and cost-effectiveness. Key players such as Ellucian, PowerSchool, and Alma are leading the market, constantly innovating and expanding their product offerings to cater to the evolving needs of educational institutions. The North American market currently holds a significant share, driven by early adoption and high technological infrastructure, but the Asia-Pacific region is projected to exhibit substantial growth in the coming years, fueled by rising internet penetration and government initiatives promoting digital education. The competitive landscape is characterized by a mix of established players and emerging startups. Established players benefit from brand recognition and extensive client networks, while startups offer innovative features and competitive pricing. The market is expected to see further consolidation through mergers and acquisitions, as companies strive to enhance their product portfolios and expand their market reach. Challenges for market participants include ensuring data security and privacy, integrating legacy systems, and overcoming resistance to change among some educational institutions. However, the long-term growth prospects for the one-stop student service platform market remain positive, driven by the ongoing digital transformation within the education sector and the increasing emphasis on student-centric approaches to learning. Specific application segments like colleges and universities are anticipated to display stronger growth compared to primary and secondary schools due to the complexity of student services management in higher education.

List of student's achievement in the learning area of English by their year level and country of birth.

*This dataset is no longer being updated. For more information about Learning Outcomes go to https://qed.qld.gov.au/publications/reports/statistics/schooling/learning-outcomes

The Student Nutrition Program helps provide healthy breakfasts, snacks and lunches to school-age kids across Ontario. This dataset contains a list of Student Nutrition Program sites at schools and community locations. The dataset contains: * school name * Ministry of Education school ID * school board * school address * program type (breakfast/morning meal, lunch, or snack) Where an address is not provided, the school or community location does not have a Ministry of Education school ID number. Some entries may appear to be duplicates but represent two separate programs in one school or community location. *[ID]: identification

SOL test results for 2020-2021 reflect reduced student participation in state assessments due to COVID-19 and other pandemic-related factors. Variations in participation rates and learning conditions should be considered when reviewing 2020-2021 assessment data.

In compliance with Standard 10 of the Central Digital and Data Office (CCDO), this dataset provides the performance data for the Immigration Health Surcharge - 'Students’ Service. This dataset comprises information on Completion Rate and Digital Take-Up which relates specifically to the digital application process which customers use to submit their applications. The dataset also includes the Customer Satisfaction Survey data which is relates to the full end-to-end service journey for IHS reimbursement scheme Students. To see the IHS performance data for 'Health & Care', please go to the Immigration Health Surcharge (IHS) ‘Health and Care’ reimbursement scheme performance data. Total Transactions – The total number of submitted applications. Digital Take-Up – Number of ‘digital’ transactions divided by Total Transactions from all channels. Customer Satisfaction – Based on responses from Customer Satisfaction Surveys with responses from 1-10. Responses between 7-10 are considered satisfied. Completion Rate – Calculated Percentage of Digital Applications ‘Completed’ over Digital Applications ‘Started’. Cost Per Transaction – N/A. Service Overview