This datas real-world trends in children's screen time usage. It includes data on educational, recreational, and total screen time for children aged 5 to 15 years, with breakdowns by gender (Male, Female, Other/Prefer not to say) and day type (Weekday, Weekend). The dataset follows expected behavioral patterns:

Screen time increases with age (~1.5 hours/day at age 5 to 6+ hours/day at age 15).

Recreational screen time dominates, making up 65–80% of total screen time.

Weekend screen time is 20–30% higher than weekdays, with a larger increase for teenagers.

Slight gender-based variations in recreational screen time.

The dataset contains natural variability, ensuring realism, and the sample size decreases slightly with age (e.g., 500 respondents at age 5, 300 at age 15).

This dataset is ideal for data analysis, visualization, and machine learning experiments related to children's digital habits. 🚀

The dataset is related to student data, from an educational research study focusing on student demographics, academic performance, and related factors. Here’s a general description of what each column likely represents:

Sex: The gender of the student (e.g., Male, Female). Age: The age of the student. Name: The name of the student. State: The state where the student resides or where the educational institution is located. Address: Indicates whether the student lives in an urban or rural area. Famsize: Family size category (e.g., LE3 for families with less than or equal to 3 members, GT3 for more than 3). Pstatus: Parental cohabitation status (e.g., 'T' for living together, 'A' for living apart). Medu: Mother's education level (e.g., Graduate, College). Fedu: Father's education level (similar categories to Medu). Mjob: Mother's job type. Fjob: Father's job type. Guardian: The primary guardian of the student. Math_Score: Score obtained by the student in Mathematics. Reading_Score: Score obtained by the student in Reading. Writing_Score: Score obtained by the student in Writing. Attendance_Rate: The percentage rate of the student’s attendance. Suspensions: Number of times the student has been suspended. Expulsions: Number of times the student has been expelled. Teacher_Support: Level of support the student receives from teachers (e.g., Low, Medium, High). Counseling: Indicates whether the student receives counseling services (Yes or No). Social_Worker_Visits: Number of times a social worker has visited the student. Parental_Involvement: The level of parental involvement in the student's academic life (e.g., Low, Medium, High). GPA: The student’s Grade Point Average, a standard measure of academic achievement in schools.

This dataset provides a comprehensive look at various factors that might influence a student's educational outcomes, including demographic factors, academic performance metrics, and support structures both at home and within the educational system. It can be used for statistical analysis to understand and improve student success rates, or for targeted interventions based on specific identified needs.

BackgroundThe accurate measurement of educational attainment is of great importance for population research. Past studies measuring average years of schooling rely on strong assumptions to incorporate binned data. These assumptions, which we refer to as the standard duration method, have not been previously evaluated for bias or accuracy.MethodsWe assembled a database of 1,680 survey and census datasets, representing both binned and single-year education data. We developed two models that split bins of education into single year values. We evaluate our models, and compare them to the standard duration method, using out-of-sample predictive validity.ResultsOur results indicate that typical methods used to split bins of educational attainment introduce substantial error and bias into estimates of average years of schooling, as compared to new approaches. Globally, the standard duration method underestimates average years of schooling, with a median error of -0.47 years. This effect is especially pronounced in datasets with a smaller number of bins or higher true average attainment, leading to irregular error patterns between geographies and time periods. Both models we developed resulted in unbiased predictions of average years of schooling, with smaller average error than previous methods. We find that one approach using a metric of distance in space and time to identify training data, had the best performance, with a root mean squared error of mean attainment of 0.26 years, compared to 0.92 years for the standard duration algorithm.ConclusionsEducation is a key social indicator and its accurate estimation should be a population research priority. The use of a space-time distance bin-splitting model drastically improved the estimation of average years of schooling from binned education data. We provide a detailed description of how to use the method and recommend that future studies estimating educational attainment across time or geographies use a similar approach.

Background, Methodology: Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about average frequency and average total minutes per week of physical education as defined in Local Law 102 as reported through the 2015-2016 STARS database. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified physical education instructors and designated physical education instructional space. This report consists of six tabs: PE Instruction Borough-Level PE Instruction District-Level PE Instruction School-Level Certified PE Teachers PE Space Supplemental Programs PE Instruction Borough-Level This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. PE Instruction District-Level This tab includes the average frequency and average total minutes per week of physical education by district, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. PE Instruction School-Level This tab includes the average frequency and average total minutes per week of physical education by school, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016. Certified PE Teachers This tab provides the number of designated full-time and part-time physical education certified instructors. Does not include elementary, early childhood and K-8 physical education teachers that provide physical education instruction under a common branches license. Also includes ratio of full time instructors teaching in a physical education license to students by school. Data reported is for the 2015-2016 school year as of 10/31/2015. PE Space This tab provides information on all designated indoor, outdoor and off-site spaces used by the school for physical education as reported through the Principal Annual Space Survey and the Outdoor Yard Report. It is important to note that information on each room category is self-reported by principals, and principals determine how each room is classified. Data captures if the PE space is co-located, used by another school or used for another purpose. Includes gyms, athletic fields, auxiliary exercise spaces, dance rooms, field houses, multipurpose spaces, outdoor yards, off-site locations, playrooms, swimming pools and weight rooms as designated PE Space. Supplemental Programs This tab provides information on the department's supplemental physical education

CN: Average Number of Years of Education: New Labor Force data was reported at 14.000 Year in 2023. This stayed constant from the previous number of 14.000 Year for 2022. CN: Average Number of Years of Education: New Labor Force data is updated yearly, averaging 14.000 Year from Dec 2021 (Median) to 2023, with 3 observations. The data reached an all-time high of 14.000 Year in 2023 and a record low of 13.800 Year in 2021. CN: Average Number of Years of Education: New Labor Force data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GD: Average Number of Years of Education.

This file includes Report Card average class size data for the 2017-18 through 2023-24 school years. Data is disaggregated by school, LEA, Educational Service District, and the state level. Please review the notes below for more information.

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.

Source:

Krisztian Buza Budapest University of Technology and Economics buza '@' cs.bme.hu http://www.cs.bme.hu/~buza

You can download a zip file from https://archive.ics.uci.edu/ml/datasets/BlogFeedback

Data Set Information:

This data originates from blog posts. The raw HTML-documents of the blog posts were crawled and processed.

The prediction task associated with the data is the prediction of the number of comments in the upcoming 24 hours.

In order to simulate this situation, we choose a basetime (in the past) and select the blog posts that were published at most 72 hours before the selected base date/time. Then, we calculate all the features of the selected blog posts from the information that was available at the basetime, therefore each instance corresponds to a blog post. The target is the number of comments that the blog post received in the next 24 hours relative to the base time.

In the train data, the base times were in the years 2010 and 2011. In the test data the base times were in February and March 2012.

This simulates the real-world situation in which training data from the past is available to predict events in the future.

The train data was generated from different base times that may temporally overlap.

Therefore, if you simply split the train into disjoint partitions, the underlying time intervals may overlap.

Therefore, you should use the provided, temporally disjoint train and test splits in order to ensure that the evaluation is fair.

** Attribute Information:**

1...50: Average, standard deviation, min, max and median of the Attributes 51...60 for the source of the current blog post. With source we mean the blog on which the post appeared. For example, myblog.blog.org would be the source of the post myblog.blog.org/post_2010_09_10

51: Total number of comments before basetime 52: Number of comments in the last 24 hours before the base time 53: Let T1 denote the datetime 48 hours before basetime, Let T2 denote the datetime 24 hours before basetime. This attribute is the number of comments in the time period between T1 and T2 54: Number of comments in the first 24 hours after the publication of the blog post, but before basetime 55: The difference of Attribute 52 and Attribute 53 56...60: The same features as the attributes 51...55, but features 56...60 refer to the number of links (trackbacks), while features 51...55 refer to the number of comments. 61: The length of time between the publication of the blog post and base time 62: The length of the blog post 63...262: The 200 bag of words features for 200 frequent words of the text of the blog post 263...269: binary indicator features (0 or 1) for the weekday (Monday...Sunday) of the basetime 270...276: binary indicator features (0 or 1) for the weekday (Monday...Sunday) of the date of publication of the blog post 277: Number of parent pages: we consider a blog post P as a parent of blog post B, if B is a reply (trackback) to blog post P. 278...280: Minimum, maximum, average number of comments that the parents received 281: The target: the number of comments in the next 24 hours (relative to base time)

** Relevant Papers:**

Buza, K. (2014). Feedback Prediction for Blogs. In Data Analysis, Machine Learning and Knowledge Discovery (pp. 145-152). Springer International Publishing (http://cs.bme.hu/~buza/pdfs/gfkl2012_blogs.pdf).

This dataset is designed to support research and development of AI-driven education management systems in higher education. It contains anonymized student records that combine academic performance, behavioral engagement metrics from learning management systems (LMS), and risk labels for early intervention planning.

By modeling these features, institutions can build predictive systems for student profiling, academic advising, and personalized learning support.

⭐ Key Features Student Demographics

student_id: Unique identifier for each student.

age, gender, major: Basic demographic attributes.

Academic Records

GPA: Cumulative grade point average.

course_load: Number of enrolled courses.

avg_course_grade: Average numeric grade across courses.

attendance_rate: Proportion of attended classes.

enrollment_status: Current status (Active, Leave, Graduated).

Behavioral and Engagement Metrics

lms_logins_past_month: Number of LMS logins.

avg_session_duration_minutes: Average session time in LMS.

assignment_submission_rate: % of assignments submitted on time.

forum_participation_count: Student forum activity count.

video_completion_rate: % of instructional videos watched.

Risk Label

risk_level: Target label for predictive modeling (Low, Medium, High).

The Ministry of Educations' - 2014 Basic Education Statistical Booklet captures national statistics for the Education Sector in totality in that year. This Dataset reveals average school sizes, enrolment numbers, and facility counts at Early Childhood Development Education centers, for both public and private facilities.

Source: The Ministry of Educations' - 2014 Basic Education Statistical Booklet, Table 16: ECDE Centers and Average School Size by County.

China Average Number of Years of Education: Age 15 and Above data was reported at 9.910 Year in 2020. This records an increase from the previous number of 9.080 Year for 2010. China Average Number of Years of Education: Age 15 and Above data is updated yearly, averaging 9.080 Year from Dec 1982 (Median) to 2020, with 3 observations. The data reached an all-time high of 9.910 Year in 2020 and a record low of 5.300 Year in 1982. China Average Number of Years of Education: Age 15 and Above data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GD: Average Number of Years of Education.

Data Notes Class size audits are conducted by CESE (Centre for Education Statistics and Evaluation) in March each year. Audits were not conducted in 1998, 1999, 2000 and 2001. Data for 2020 should be treated with caution. The collection took place in March when schools were impacted by COVID-19, so fewer data checks were carried out. Students attending schools for specific purposes (SSPs), students in support classes in regular schools and distance education students are excluded from average class size calculations. The average class size for each grade is calculated by taking the number of students in all classes that a student from that grade is in (including composite/multi age classes) divided by the total number of classes that includes a student from that grade. This can result in a lower Kindergarten to Year 6 average class size than any individual year level. From 2017, school size is based on primary enrolment rather than school classification. Schools change size, so data in Table 2 is not necessarily comparable to previous iterations in earlier fact sheets. Data Source Education Statistics and Measurement, Centre for Education Statistics and Evaluation. Data quality statement The Class Size Audit Data Quality Statement addresses the quality of the Class Size Audit dataset using the dimensions outlined in the NSW Department of Education's data quality management framework: institutional environment, relevance, timeliness, accuracy, coherence, interpretability and accessibility. It provides an overview of the dataset's quality and highlights any known data quality issues.

NOTE: This dataset pertains only to the 2020-2021 school year and is no longer being updated. For additional data on COVID-19, visit data.ct.gov/coronavirus.

This dataset includes the leading and secondary metrics identified by the Connecticut Department of Health (DPH) and the Department of Education (CSDE) to support local district decision-making on the level of in-person, hybrid (blended), and remote learning model for Pre K-12 education.

Data represent daily averages for two-week periods by date of specimen collection (cases and positivity), date of hospital admission, or date of ED visit. Hospitalization data come from the Connecticut Hospital Association and are based on hospital location, not county of patient residence. COVID-19-like illness includes fever and cough or shortness of breath or difficulty breathing or the presence of coronavirus diagnosis code and excludes patients with influenza-like illness. All data are preliminary.

These data are updated weekly and reflect the previous two full Sunday-Saturday (MMWR) weeks (https://wwwn.cdc.gov/nndss/document/MMWR_week_overview.pdf).

These metrics were adapted from recommendations by the Harvard Global Institute and supplemented by existing DPH measures.

For national data on COVID-19, see COVID View, the national weekly surveillance summary of U.S. COVID-19 activity, at https://www.cdc.gov/coronavirus/2019-ncov/covid-data/covidview/index.html

DPH note about change from 7-day to 14-day metrics: Prior to 10/15/2020, these metrics were calculated using a 7-day average rather than a 14-day average. The 7-day metrics are no longer being updated as of 10/15/2020 but the archived dataset can be accessed here: https://data.ct.gov/Health-and-Human-Services/CT-School-Learning-Model-Indicators-by-County/rpph-4ysy

As you know, we are learning more about COVID-19 all the time, including the best ways to measure COVID-19 activity in our communities. CT DPH has decided to shift to 14-day rates because these are more stable, particularly at the town level, as compared to 7-day rates. In addition, since the school indicators were initially published by DPH last summer, CDC has recommended 14-day rates and other states (e.g., Massachusetts) have started to implement 14-day metrics for monitoring COVID transmission as well.

With respect to geography, we also have learned that many people are looking at the town-level data to inform decision making, despite emphasis on the county-level metrics in the published addenda. This is understandable as there has been variation within counties in COVID-19 activity (for example, rates that are higher in one town than in most other towns in the county).

Historical Dataset of Northwest Education Services 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,Graduation Rate Trends,Overall School District Rank Trends,American Indian Student Percentage Comparison Over Years (2005-2023),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2005-2023),Black Student Percentage Comparison Over Years (2007-2023),White Student Percentage Comparison Over Years (2005-2023),Two or More Races Student Percentage Comparison Over Years (2013-2022),Comparison of Students By Grade Trends

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior year. This tab includes the average frequency and average total minutes per week of physical education by borough, disaggregated by grade, race and ethnicity, gender, special education status and English language learner status. This report only includes students who were enrolled in the same school across all academic terms in the 2015-16 school year. Data on students with disabilities and English language learners are as of the end of the 2015-16 school year. Data on adaptive PE is based on individualized education programs (IEP) finalized on or before 05/31/2016.

Historical Dataset of Freshwater Education 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,Graduation Rate Trends,Overall School District Rank Trends,American Indian Student Percentage Comparison Over Years (1997-2023),Asian Student Percentage Comparison Over Years (1994-2015),Hispanic Student Percentage Comparison Over Years (1999-2023),Black Student Percentage Comparison Over Years (2000-2023),White Student Percentage Comparison Over Years (1996-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Comparison of Students By Grade Trends

Estimated average scores of 15-year-old students, reading, mathematics and science, Programme for International Student Assessment (PISA), Canada, provinces and participating countries, Council of Ministers of Education Canada (CMEC). This table is included in Section C: Elementary-secondary education: Student achievement of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, education finance and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

DPH note about change from 7-day to 14-day metrics: As of 10/15/2020, this dataset is no longer being updated. Starting on 10/15/2020, the school learning model indicator metrics will be calculated using a 14-day average rather than a 7-day average. The new school learning model indicators dataset using 14-day averages can be accessed here: https://data.ct.gov/Health-and-Human-Services/CT-School-Learning-Model-Indicators-by-County-14-d/e4bh-ax24 As you know, we are learning more about COVID-19 all the time, including the best ways to measure COVID-19 activity in our communities. CT DPH has decided to shift to 14-day rates because these are more stable, particularly at the town level, as compared to 7-day rates. In addition, since the school indicators were initially published by DPH last summer, CDC has recommended 14-day rates and other states (e.g., Massachusetts) have started to implement 14-day metrics for monitoring COVID transmission as well. With respect to geography, we also have learned that many people are looking at the town-level data to inform decision making, despite emphasis on the county-level metrics in the published addenda. This is understandable as there has been variation within counties in COVID-19 activity (for example, rates that are higher in one town than in most other towns in the county). This dataset includes the leading and secondary metrics identified by the Connecticut Department of Health (DPH) and the Department of Education (CSDE) to support local district decision-making on the level of in-person, hybrid (blended), and remote learning model for Pre K-12 education. Data represent daily averages for each week by date of specimen collection (cases and positivity), date of hospital admission, or date of ED visit. Hospitalization data come from the Connecticut Hospital Association and are based on hospital _location, not county of patient residence. COVID-19-like illness includes fever and cough or shortness of breath or difficulty breathing or the presence of coronavirus diagnosis code and excludes patients with influenza-like illness. All data are preliminary. These data are updated weekly; the previous week period for each dataset is the previous Sunday-Saturday, known as an MMWR week (https://wwwn.cdc.gov/nndss/document/MMWR_week_overview.pdf). The date listed is the date the dataset was last updated and corresponds to a reporting period of the previous MMWR week. For instance, the data for 8/20/2020 corresponds to a reporting period of 8/9/2020-8/15/2020. These metrics were adapted from recommendations by the Harvard Global Institute and supplemented by existing DPH measures. For national data on COVID-19, see COVID View, the national weekly surveillance summary of U.S. COVID-19 activity, at https://www.cdc.gov/coronavirus/2019-ncov/covid-data/covidview/index.html Notes: 9/25/2020: Data for Mansfield and Middletown for the week of Sept 13-19 were unavailable at the time of reporting due to delays in lab reporting.

The age groups available in the dataset are: 15+, 25+, 25-34, 25-54 and 25-64.

Type of work includes full-time and part-time.

The educational levels include: 0-8 yrs., some high school, high school graduate, some post-secondary, post-secondary certificate diploma and university degree.

Wages include average weekly wage rate.

The immigration statuses include: total landed immigrants (very recent immigrants, recent immigrants, established immigrants), non-landed immigrants and born in Canada.

Participation rate in education, population aged 18 to 34, by age group and type of institution attended, Canada, provinces and territories. This table is included in Section E: Transitions and outcomes: Transitions to postsecondary education of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.