This is a hybrid gridded dataset of demographic data for the world, given as 5-year population bands at a 0.5 degree grid resolution.

This dataset combines the NASA SEDAC Gridded Population of the World version 4 (GPWv4) with the ISIMIP Histsoc gridded population data and the United Nations World Population Program (WPP) demographic modelling data.

Demographic fractions are given for the time period covered by the UN WPP model (1950-2050) while demographic totals are given for the time period covered by the combination of GPWv4 and Histsoc (1950-2020)

Method - demographic fractions

Demographic breakdown of country population by grid cell is calculated by combining the GPWv4 demographic data given for 2010 with the yearly country breakdowns from the UN WPP. This combines the spatial distribution of demographics from GPWv4 with the temporal trends from the UN WPP. This makes it possible to calculate exposure trends from 1980 to the present day.

To combine the UN WPP demographics with the GPWv4 demographics, we calculate for each country the proportional change in fraction of demographic in each age band relative to 2010 as:

\(\delta_{year,\ country,age}^{\text{wpp}} = f_{year,\ country,age}^{\text{wpp}}/f_{2010,country,age}^{\text{wpp}}\)

Where:

- \(\delta_{year,\ country,age}^{\text{wpp}}\) is the ratio of change in demographic for a given age and and country from the UN WPP dataset.

- \(f_{year,\ country,age}^{\text{wpp}}\) is the fraction of population in the UN WPP dataset for a given age band, country, and year.

- \(f_{2010,country,age}^{\text{wpp}}\) is the fraction of population in the UN WPP dataset for a given age band, country for the year 2020.

The gridded demographic fraction is then calculated relative to the 2010 demographic data given by GPWv4.

For each subset of cells corresponding to a given country c, the fraction of population in a given age band is calculated as:

\(f_{year,c,age}^{\text{gpw}} = \delta_{year,\ country,age}^{\text{wpp}}*f_{2010,c,\text{age}}^{\text{gpw}}\)

Where:

- \(f_{year,c,age}^{\text{gpw}}\) is the fraction of the population in a given age band for given year, for the grid cell c.

- \(f_{2010,c,age}^{\text{gpw}}\) is the fraction of the population in a given age band for 2010, for the grid cell c.

The matching between grid cells and country codes is performed using the GPWv4 gridded country code lookup data and country name lookup table. The final dataset is assembled by combining the cells from all countries into a single gridded time series. This time series covers the whole period from 1950-2050, corresponding to the data available in the UN WPP model.

Method - demographic totals

Total population data from 1950 to 1999 is drawn from ISIMIP Histsoc, while data from 2000-2020 is drawn from GPWv4. These two gridded time series are simply joined at the cut-over date to give a single dataset covering 1950-2020.

The total population per age band per cell is calculated by multiplying the population fractions by the population totals per grid cell.

Note that as the total population data only covers until 2020, the time span covered by the demographic population totals data is 1950-2020 (not 1950-2050).

Disclaimer

This dataset is a hybrid of different datasets with independent methodologies. No guarantees are made about the spatial or temporal consistency across dataset boundaries. The dataset may contain outlier points (e.g single cells with demographic fractions >1). This dataset is produced on a 'best effort' basis and has been found to be broadly consistent with other approaches, but may contain inconsistencies which not been identified.

This is a hybrid gridded dataset of demographic data for China from 1979 to 2100, given as 21 five-year age groups of population divided by gender every year at a 0.5-degree grid resolution.

The historical period (1979-2020) part of this dataset combines the NASA SEDAC Gridded Population of the World version 4 (GPWv4, UN WPP-Adjusted Population Count) with gridded population from the Inter-Sectoral Impact Model Intercomparison Project (ISIMIP, Histsoc gridded population data).

The projection (2010-2100) part of this dataset is resampled directly from Chen et al.’s data published in Scientific Data.

This dataset includes 31 provincial administrative districts of China, including 22 provinces, 5 autonomous regions, and 4 municipalities directly under the control of the central government (Taiwan, Hong Kong, and Macao were excluded due to missing data).

Method - demographic fractions by age and gender in 1979-2020

Age- and gender-specific demographic data by grid cell for each province in China are derived by combining historical demographic data in 1979-2020 with the national population census data provided by the National Statistics Bureau of China.

To combine the national population census data with the historical demographics, we constructed the provincial fractions of demographic in each age groups and each gender according to the fourth, fifth and sixth national population census, which cover the year of 1979-1990, 1991-2000 and 2001-2020, respectively. The provincial fractions can be computed as:

\(\begin{align*} \begin{split} f_{year,province,age,gender}= \left \{ \begin{array}{lr} POP_{1990,province,age,gender}^{4^{th}census}/POP_{1990,province}^{4^{th}census} & 1979\le\mathrm{year}\le1990\\ POP_{2000,province,age,gender}^{5^{th}census}/POP_{2000,province}^{5^{th}census} & 1991\le\mathrm{year}\le2000\\ POP_{2010,province,age,gender}^{6^{th}census}/POP_{2010,province}^{6^{th}census}, & 2001\le\mathrm{year}\le2020 \end{array} \right. \end{split} \end{align*}\)

Where:

- \( f_{\mathrm{year,province,age,gender}}\)is the fraction of population for a given age, a given gender in each province from the national census from 1979-2020.

- \(\mathrm{PO}\mathrm{P}_{\mathrm{year,province,age,gender}}^{X^{\mathrm{th}}\mathrm{census} }\) is the total population for a given age, a given gender in each province from the X^th national census.

- \(\mathrm{PO}\mathrm{P}_{\mathrm{year,province}}^{X^{\mathrm{th}}\mathrm{census} }\) is the total population for all ages and both genders in each province from the X^th national census.

Method - demographic totals by age and gender in 1979-2020

The yearly grid population for 1979-1999 are from ISIMIP Histsoc gridded population data, and for 2000-2020 are from the GPWv4 demographic data adjusted by the UN WPP (UN WPP-Adjusted Population Count, v4.11, https://beta.sedac.ciesin.columbia.edu/data/set/gpw-v4-population-count-adjusted-to-2015-unwpp-country-totals-rev11), which combines the spatial distribution of demographics from GPWv4 with the temporal trends from the UN WPP to improve accuracy. These two gridded time series are simply joined at the cut-over date to give a single dataset - historical demographic data covering 1979-2020.

Next, historical demographic data are mapped onto the grid scale to obtain provincial data by using gridded provincial code lookup data and name lookup table. The age- and gender-specific fraction were multiplied by the historical demographic data at the provincial level to obtain the total population by age and gender for per grid cell for china in 1979-2020.

Method - demographic totals and fractions by age and gender in 2010-2100

The grid population count data in 2010-2100 under different shared socioeconomic pathway (SSP) scenarios are drawn from Chen et al. published in Scientific Data with a resolution of 1km (~ 0.008333 degree). We resampled the data to 0.5 degree by aggregating the population count together to obtain the future population data per cell.

This previously published dataset also provided age- and gender-specific population of each provinces, so we calculated the fraction of each age and gender group at provincial level. Then, we multiply the fractions with grid population count to get the total population per age group per cell for each gender.

Note that the projected population data from Chen’s dataset covers 2010-2020, while the historical population in our dataset also covers 2010-2020. The two datasets of that same period may vary because the original population data come from different sources and are calculated based on different methods.

Disclaimer

This dataset is a hybrid of different datasets with independent methodologies. Spatial or temporal consistency across dataset boundaries cannot be guaranteed.

Utilizing survey research, 186 university students completed measures of math anxiety, math self-efficacy, statistics anxiety, and statistics self-efficacy.

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.

This dataset provides annual population projections for the 50 states and the District of Columbia by age, sex, and race for the years 1986 through 2010. The projections were made using a mathematical projection model called the cohort-component method. This method allows separate assumptions to be made for each of the components of population change: births, deaths, internal migration, and international migration. The projections are consistent with the July 1, 1986 population estimates for states. In general, the projections assume a slight increase in the national levels of fertility, an increasing level of life expectancy, and a decreasing level of net international migration. Internal migration assumptions are based on the annual state-to-state migration data for the years 1975-1986.

Wastewater-based epidemiology is a promising public health tool that can yield a more representative view of the population than case reporting. However, only about 80% of the U.S. population is connected to public sewers, and the characteristics of populations missed by wastewater-based epidemiology are unclear. To address this gap, we used publicly available datasets to assess sewer connectivity in the U.S. by location, demographic groups, and economic groups. Data from the U.S. Census’ American Housing Survey revealed that sewer connectivity was lower than average when the head of household was American Indian and Alaskan Native, White, non-Hispanic, older, and for larger households and those with higher income, but smaller geographic scales revealed local variations from this national connectivity pattern. For example, data from the U.S. Environmental Protection Agency showed that sewer connectivity was positively correlated with income in Minnesota, Florida, and California. Data from the U.S. Census’ American Community Survey and Environmental Protection Agency also revealed geographic areas with low sewer connectivity, such as Alaska, the Navajo Nation, Minnesota, Michigan, and Florida. However, with the exception of the U.S. Census data, there were inconsistencies across datasets. Using mathematical modeling to assess the impact of wastewater sampling inequities on inferences about epidemic trajectory at a local scale, we found that in some situations, even weak connections between communities may allow wastewater monitoring in one community to serve as a reliable proxy for an interacting community with no wastewater monitoring, when cases are widespread. A systematic, rigorous assessment of sewer connectivity will be important for ensuring an equitable and informed implementation of wastewater-based epidemiology as a public health monitoring system.

This dataset contains student achievement data for two Portuguese high schools. The data was collected using school reports and questionnaires, and includes student grades, demographics, social, parent, and school-related features.

Two datasets are provided regarding performance in two distinct subjects: Mathematics and Portuguese language. I have cleaned the original datasets so that they are easier to read and use.

Attributes for both student_math_cleaned.csv (Math course) and student_portuguese_cleaned.csv (Portuguese language course) datasets:

1. school - student's school (binary: "GP" - Gabriel Pereira or "MS" - Mousinho da Silveira)
2. sex - student's sex (binary: "F" - female or "M" - male)
3. age - student's age (numeric: from 15 to 22)
4. address_type - student's home address type (binary: "Urban" or "Rural")
5. family_size - family size (binary: "Less or equal to 3" or "Greater than 3")
6. parent_status - parent's cohabitation status (binary: "Living together" or "Apart")
7. mother_education - mother's education (ordinal: "none", "primary education (4th grade)", "5th to 9th grade", "secondary education" or "higher education")
8. father_education - father's education (ordinal: "none", "primary education (4th grade)", "5th to 9th grade", "secondary education" or "higher education")
9. mother_job - mother's job (nominal: "teacher", "health" care related, civil "services" (e.g. administrative or police), "at_home" or "other")
10. father_job - father's job (nominal: "teacher", "health" care related, civil "services" (e.g. administrative or police), "at_home" or "other")
11. reason - reason to choose this school (nominal: close to "home", school "reputation", "course" preference or "other")
12. guardian - student's guardian (nominal: "mother", "father" or "other")
13. travel_time - home to school travel time (ordinal: "<15 min.", "15 to 30 min.", "30 min. to 1 hour", or 4 - ">1 hour")
14. study_time - weekly study time (ordinal: 1 - "<2 hours", "2 to 5 hours", "5 to 10 hours", or ">10 hours")
15. class_failures - number of past class failures (numeric: n if 1<=n<3, else 4)
16. school_support - extra educational support (binary: yes or no)
17. family_support - family educational support (binary: yes or no)
18. extra_paid_classes - extra paid classes within the course subject (Math or Portuguese) (binary: yes or no)
19. activities - extra-curricular activities (binary: yes or no)
20. nursery - attended nursery school (binary: yes or no)
21. higher_ed - wants to take higher education (binary: yes or no)
22. internet - Internet access at home (binary: yes or no)
23. romantic_relationship - with a romantic relationship (binary: yes or no)
24. family_relationship - quality of family relationships (numeric: from 1 - very bad to 5 - excellent)
25. free_time - free time after school (numeric: from 1 - very low to 5 - very high)
26. social - going out with friends (numeric: from 1 - very low to 5 - very high)
27. weekday_alcohol - workday alcohol consumption (numeric: from 1 - very low to 5 - very high)
28. weekend_alcohol - weekend alcohol consumption (numeric: from 1 - very low to 5 - very high)
29. health - current health status (numeric: from 1 - very bad to 5 - very good)
30. absences - number of school absences (numeric: from 0 to 93)

These grades are related with the course subject, Math or Portuguese:

1. grade_1 - first period grade (numeric: from 0 to 20)
2. grade_2 - second period grade (numeric: from 0 to 20)
3. final_grade - final grade (numeric: from 0 to 20, output target)

Important note: the target attribute final_grade has a strong correlation with attributes grade_2 and grade_1. This occurs because final_grade is the final year grade (issued at the 3rd period), while grade_1 and grade_2 correspond to the 1st and 2nd period grades. It is more difficult to predict final_grade without grade_2 and grade_1, but these predictions will be much more useful.

Additional note: there are 382 students that belong to both datasets, though the ID's do not match. These students can be identified by searching for identical attributes that characterize each student.

Please include this citation if you plan to use this database: P. Cortez and A. Silva. Using Data Mining to Predict Secondary School Student Performance. In A. Brito and J. Teixeira Eds., Proceedings of 5th FUture BUsiness TEChnology Conference (FUBUTEC 2008) pp. 5-12, Porto, Portugal, April, 2008, EUROSIS, ISBN 978-9077381-39-7.

This dataset contains the following ".PDF", ".R", and ".RData" files: (1) A PDF file "Description of the SimuBP function.PDF"; (2) R scripts for Algorithm 1 (SimuBP), Algorithm 2, and Algorithm 3; (3) R scripts for Simulations S1a, S1b, S1c, S2a, S2b, S2c, and S3a; (4) An R script "pLD.R" used in Simulation S1c. (5) Results generated in Simulations S1a, S1b, S1c, S2a, S2b, and S3a.

This data set consists the analysis data set for the paper titled "Causal Inference for Interfering Units With Cluster and Population Level Treatment Allocation Programs". It includes key power plant covariates, area level characteristics and ambient ozone concentrations with 100 km of the power plant.

A simple susceptible–infectious–removed epidemic model for smallpox, with birth and death rates based on historical data, produces oscillatory dynamics with remarkably accurate periodicity. Stochastic population data cause oscillations to be sustained rather than damped, and data analysis regarding the oscillations provides insights into the same set of population data. Notably, oscillations arise naturally from the model, instead of from a periodic forcing term or other exogenous mechanism that guarantees oscillation: the model has no such mechanism. These emergent natural oscillations display appropriate periodicity for smallpox, even when the model is applied to different locations and populations. The model and datasets, in turn, offer new observations about disease dynamics and solution trajectories. These results call for renewed attention to relatively simple models, in combination with datasets from real outbreaks.

This domain covers statistics and indicators on key aspects of the education systems across Europe. The data show entrants and enrolments in education levels, education personnel and the cost and type of resources dedicated to education.

For a general technical description of the UOE Data Collection see UNESCO OECD Eurostat (UOE) joint data collection – methodology - Statistics Explained (europa.eu).

The standards on international statistics on education and training systems are set by the three international organisations jointly administering the annual UOE data collection:

• The United Nations Educational, Scientific, and Cultural Organisation Institute for Statistics (UNESCO-UIS),
• The Organisation for Economic Co-operation and Development (OECD) and,
• The Statistical Office of the European Union (EUROSTAT).

The following topics are covered:

• Pupils and students – Enrolments and Entrants,
• Learning mobility,
• Education personnel,
• Education finance,
• Graduates,
• Language learning.

Data on enrolments in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

• ISCED level of education,
• Sex,
• Age or age group,
• NUTS1 and NUTS2 regions,
• Type of educational institution (public or private) – referred to as the ‘sector’ in Eurobase,
• Intensity of participation (full-time, part-time, full-time equivalent) – referred to as ‘working time’ in Eurobase,
• Programme orientation (general/academic or vocational/professional),
• Type of vocational programme (school-based only or combined school and work-based),
• Level of attainment that can be achieved upon programme completion (e.g. insufficient for level completion or partial level completion, sufficient for partial level completion without direct access to tertiary education),
• Field of education (ISCED-F13).

Additionally, the following types of indicators on enrolments are calculated (all indicators using population data use Eurostat’s population database (demo_pjan)):

• Participation rates by age or by age groups as % of corresponding age population.
• Participation rates by age as % of total population.
• Pupils from age 0, 3, 4 and 5 to the starting age of compulsory education at primary level, as % of the population of the corresponding age. In some countries, the start of primary education is not compulsory and in some countries compulsory education starts at pre-primary level. This indicator calculates the participation rates of pupils up until (but not including) the starting age of formal education that is both compulsory and at the primary level. This age varies from 5 years to 7 years across countries and the national starting ages for compulsory primary education used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
• Pupils under the age of 3 as % of corresponding age population. This indicator does not include 3 year olds (includes ages 0, 1 and 2).
• Out-of-school rates at different ages. This indicator is calculated as 100 – (students of a particular age who are enrolled in education at any ISCED level / Total population of that age *100).
  • Out-of-school rates in population of lower secondary school age and in population of upper secondary school age. This indicator is calculated as 100 – (students who are of the official age range for ISCED X who are enrolled in education at any ISCED level / Total population in the official age range for ISCED X *100). The official age range for each ISCED level varies across countries, and national age ranges for lower and upper secondary used in the calculation of this indicator are listed in the file Ages_educ_indicators which is available to download in the Annexes section of this page.
  • Students in education of post-compulsory school age - as % of the total population of post-compulsory school age. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
  • Students participation at the end of compulsory education - as % of the corresponding age population. Indicator is calculated for age (X-1), (X), (X+1), (X+2) where X = the final age at which formal education is compulsory in national education systems. The final age at which formal education is considered as compulsory in national education systems in the calculation of this indicator are listed in the file Ages_educ_indicators.
  • Students in education aged 30 and over - per 1000 of corresponding age population
    • Expected school years of pupils and students at different levels of education
    • Distribution of pupils and students enrolled in general and vocational programmes by education level and NUTS2 regions
    • Distribution of students in different fields of education
    • Ratio of the proportion of the population who are tertiary students in NUTS1 regions to the proportion of the population who are tertiary students in NUTS2 regions

Data on entrants in education are disseminated in absolute numbers, with breakdowns available for the following dimensions:

• ISCED level of education,
• Programme orientation (general/academic or vocational/professional),
• Sex,
• Age or age group,
• Field of education (ISCED-F13).

Additionally the following indicator on entrants is calculated:

• Distribution of new entrants in different fields of education.

Data on learning mobility is available for degree mobile students, degree mobile graduates and credit mobile graduates. Degree mobility means that students/graduates are/were enrolled as regular students in any semester/term of a programme taught in the country of destination with the intention of graduating from it in the country of destination. Credit mobility is defined as temporary tertiary education or/and study-related traineeship abroad within the framework of enrolment in a tertiary education programme at a "home institution" (usually) for the purpose of gaining academic credit (i.e. credit that will be recognised in that home institution). Further definitions are in Section 2.8 of the UOE manual.

Degree mobile students are referred to as just ‘mobile students’ in UOE learning mobility tables. Data is disseminated for degree mobile students and degree mobile graduates in absolute numbers with breakdowns available for the following dimensions:

• ISCED level of education,
• Sex,
• Field of education (ISCED-F13),
• Country of origin (defined as the country of education prior to entering tertiary although there may be national deviations. These are listed in the Helpsheet of the latest footnotes report available to download in the Annexes section of this page) – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

Additionally the following types of indicators on degree mobile students and degree mobile graduates are calculated ((all indicators using population data use Eurostat’s population database (demo_pjan)):

• Share of all students/graduates who are mobile students/degree mobile graduates from abroad,
• Distribution of mobile students/degree mobile graduates from abroad in different fields of education.

For credit mobile graduates, data are disseminated in absolute numbers, with breakdowns available for the following dimensions:

• ISCED level of education,
• Sex,
• Type of mobility scheme (e.g. Credit mobility under EU programmes i.e. ERASMUS, Credit mobility in other international/national programmes),
• Type of mobility (study period only or study period combined with work placement),
• Country of destination – referred to as ‘Geopolitical entity (partner)’ in Eurobase.

Data on personnel in education are available for classroom teachers/academic staff, teacher aides and school-management personnel. Teachers are employed in a professional capacity to guide and direct the learning experiences of students, irrespective of their training, qualifications or delivery mechanism. Teacher aides support teachers in providing instruction to students. Academic staff are personnel employed at the tertiary level of education whose primary assignment is instruction and/or research. School management personnel covers professional personnel who are responsible for school management/administration (ISCED 0-4) or whose primary or major responsibility is the management of the institution, or a recognised department or subdivision of the institution (tertiary levels). Full definitions of these statistical units are in Section 3.5 of the UOE manual.

Data are disseminated on teachers and academic staff in absolute numbers, with breakdowns available for the following dimensions:

• ISCED

The mathematical modeling of populations utilizing field-collected demographic data is an important component of lab curricula in a variety of undergraduate biology lab courses. During the global pandemic brought about by the SARS-CoV-2 virus in 2020, we successfully converted an in-person lab on demographic population modeling to a lab that could be run remotely. We used a Google Earth Web Project to simulate a population study of the Northern Spotted Owl. In the simulation, students collected both demographic and mark-recapture data, based on surveying images of Northern Spotted Owls as they navigated four different wildlife transects. After conducting the survey, students used the data to determine population size using the mark-recapture method, derived a life table, calculated the net reproductive rate, and used the information to assess the current management plan for the population studied. Here we outline the lesson and provide materials required to duplicate the lab or to use Google Earth to create a similar simulation centered around a different species in any location around the globe.

Primary Image: Population Ecology with Google Earth. This population ecology lesson utilizes the Google Earth Project to provide students a simulated mark-recapture study. This lesson framework can be applied to any species or location; we chose to focus our lesson on the Northern Spotted Owl.

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

IDEA Section 618 Data Products: Static Tables Part B Assessment Number and percent of students grades 3 through 8 and high school, served under IDEA, Part B, who participated in reading and math assessments, by assessment type and state. Number and percent of students grades 3 through 8 and high school served under IDEA, Part B, who received a valid and proficient score on assessments for math, by assessment type, grade level, and state. Number and percent of students grades 3 through 8 and high school served under IDEA, Part B, who received a valid and proficient score on assessments for reading, by assessment type, grade level, and state. Part B Child Count and Educational Environments Number of children and students served under IDEA, Part B, by age group and state. Number of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by disability and state. Number of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by disability and state. Number and percent of children ages 3 through 5 (not in kindergarten) and students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by EL status and state. Number and percent of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by race/ethnicity and state. Number and percent of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by race/ethnicity and state. Children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, as a percentage of population, by disability category and state. Students ages 5 (in kindergarten) through 21 served under IDEA, Part B, as a percentage of population, by disability category and state. Children and students ages 3 through 21 served under IDEA, Part B, as a percentage of population, by age and state. Number and percent of children in race/ethnicity category ages 3 through 5 (not in kindergarten) with disabilities served under IDEA, Part B, by disability category and state. Number and percent of children in race/ethnicity category ages 5 (in kindergarten) through 21 with disabilities served under IDEA, Part B, by disability category and state. Number and percent of children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by educational environment and state. Number and percent of students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state. Number and percent of female/male children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by educational environment and state. Number and percent of female/male students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children ages 3 through 5 (not in kindergarten) served under IDEA, Part B, by educational environment and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) students ages 5 (in kindergarten) through 21 served under IDEA, Part B, by educational environment and state. Number and percent of children in race/ethnicity category ages 3 through 5 (not in kindergarten) with disabilities served under IDEA, Part B, by educational environment and state. Number and percent of students in race/ethnicity category ages 5 (in kindergarten) through 21 with disabilities served under IDEA, Part B, by educational environment and state. Number of children and students served under IDEA, Part B, in the US, Outlying Areas, and Freely Associated States by age and disability category. Part B Discipline Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state by disability. Number of children and students ages 3 through 21 served under IDEA, Part B, suspended/expelled by total number of days removed and state by disability. Number of children and students ages 3 through 21 served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year and state by type of disability. Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state by race/ethnicity. Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed and state by race/ethnicity. Number of children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year, and state by race/ethnicity. Number and percent of female and male children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state. Number and percent of female and male children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed and state. Number and percent of female and male children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of removed and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year and state. Number of children and students, ages 3 through 21, subject to expulsion, by disability status, receipt of educational services and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal, disability, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed, disability, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year, disability, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, removed to an Interim Alternative Educational Setting by type of removal, race/ethnicity, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, suspended/expelled by total number of days removed, race/ethnicity, and state. Percent of children and students ages 3 through 21 with disabilities served under IDEA, Part B, subject to disciplinary removal by total cumulative number of days removed during school year, race/ ethnicity, and state. Part B Dispute Resolution Number and percent of written, signed complaints initiated through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Number and percent of mediations held through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Number and percent of hearings (fully adjudicated) through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Number of expedited hearing requests (related to disciplinary decision) filed through dispute resolution procedures for children ages 3 through 21 served under IDEA, Part B, by case status and state. Part B Exiting Number of students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state. Number of students ages 14 through 21 with disabilities served under IDEA, Part B, in the U.S., Outlying Areas, and Freely Associated States who exited special education, by exit reason and age. Number and percent of students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason, race/ethnicity, and state. Number and percent of female and male students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state. Number and percent of non-English Learner (non-EL) and English Learner (EL) students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state. Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services Number and percent of LEAs reported under each determination level that controls whether the LEA may be able to reduce MOE Amount reduced under the IDEA MOE provision in IDEA §613(a)(2)(C) Number and percent of LEAs that met requirements and had an increase in 611 allocations and took the MOE reduction Number and percent of LEAs required to use 15% of funds for CEIS due to significant disproportionality or voluntarily reserved funds for CEIS Number of children who received CEIS anytime in the past two years and who received special education and related services Number and percent of LEAs/ESAs that were determined to meet the MOE compliance standard in SY 2016-17 Part B Personnel Teachers employed (FTE) to work with children, ages 3 through 5, who are receiving special education under IDEA, Part B, by qualification status and state. Teachers employed

This dataset tracks annual math proficiency from 2011 to 2023 for La Canada High School vs. California and La Canada Unified School District

Description: These are research indicators of doctorate holders in Europe that were compiled from the criteria and factors of the Eurostat. This dataset consists of data in five categories (i.e. Career Development of Doctorate Holders; Labour Market - Job Vacancy Statistics; Skill-related Statistics; European and International Co-patenting in EPO Applications and Ownership of Inventors in EPO Applications). The Eurostat Research Indicators consist of (1) Doctorate holders who have studied, worked or carried out research in another EU country (%); (2) Doctorate holders by activity status (%); (3) Doctorate holders by sex and age group; (4) Employed doctorate holders working as researchers by length of stay with the same employer (%); (5) Employed doctorate holders working as researchers by job mobility and sectors of performance over the last 10 years (%); (6) Employed doctorate holders by length of stay with the same employer and sectors of performance (%); (7) Employed doctorate holders by occupation (ISCO_88, %); (8) Employed doctorate holders by occupation (ISCO_08, %); (9) Employed doctorate holders in non-managerial and non-professional occupations by fields of science (%); (10) Level of dissatisfaction of employed doctorate holders by reason and sex (%); (11) National doctorate holders having lived or stayed abroad in the past 10 years by previous region of stay (%); (12) National doctorate holders having lived or stayed abroad in the past 10 years by reason for returning into the country (%); (13) Non-EU doctorate holders in total doctorate holders (%); (14) Unemployment rate of doctorate holders by fields of science; (15) Employment in Foreign Affiliates of Domestic Enterprises; (16) Employment in Foreign Controlled Enterprises; (17) Employment rate of non-EU nationals, age group 20-64; (18) Intra-mural Business Enterprise R&D Expenditures in Foreign Controlled Enterprises; (19) Job vacancy rate by NACE Rev. 2 activity - annual data (from 2001 onwards); (20) Job vacancy statistics by NACE Rev. 2 activity, occupation and NUTS 2 regions - quarterly data; (21) Job vacancy statistics by NACE Rev. 2 activity - quarterly data (from 2001 onwards); (22) Value Added in Foreign Controlled Enterprises; (23) Graduates at doctoral level by sex and age groups - per 1000 of population aged 25-34; (24) Graduates at doctoral level, in science, math., computing, engineering, manufacturing, construction, by sex - per 1000 of population aged 25-34; (25) Level of the best-known foreign language (self-reported) by degree of urbanisation; (26) Level of the best-known foreign language (self-reported) by educational attainment level; (27) Level of the best-known foreign language (self-reported) by labour status; (28) Level of the best-known foreign language (self-reported) by occupation; (29) Number of foreign languages known (self-reported) by educational attainment level; (30) Number of foreign languages known (self-reported) by degree of urbanisation; (31) Number of foreign languages known (self-reported) by labour status; (32) Number of foreign languages known (self-reported) by occupation; (33) Population by educational attainment level, sex, age and country of birth (%); (34) Co-patenting at the EPO according to applicants’/inventors’ country of residence - % in the total of each EU Member State patents; (35) Co-patenting at the EPO: crossing inventors and applicants; (36) Co-patenting at the EPO according to applicants’/inventors’ country of residence - number; (37) EU co-patenting at the EPO according to applicants’/ inventors’ country of residence by international patent classification (IPC) sections - number; (38) EU co-patenting at the EPO according to applicants’/inventors’ country of residence by international patent classification (IPC) sections - % in the total of all EU patents; (39) Domestic ownership of foreign inventions in patent applications to the EPO by priority year; (40) Foreign ownership of domestic inventions in patent applications to the EPO by priority year; and (41) Patent applications to the EPO with foreign co-inventors, by priority year.

A significant challenge in the field of biomedicine is the development of methods to integrate the multitude of dispersed data sets into comprehensive frameworks to be used to generate optimal clinical decisions. Recent technological advances in single cell analysis allow for high-dimensional molecular characterization of cells and populations, but to date, few mathematical models have attempted to integrate measurements from the single cell scale with other data types. Here, we present a framework that actionizes static outputs from a machine learning model and leverages these as measurements of state variables in a dynamic mechanistic model of treatment response. We apply this framework to breast cancer cells to integrate single cell transcriptomic data with longitudinal population-size data. We demonstrate that the explicit inclusion of the transcriptomic information in the parameter estimation is critical for identification of the model parameters and enables accurate prediction of new treatment regimens. Inclusion of the transcriptomic data improves predictive accuracy in new treatment response dynamics with a concordance correlation coefficient (CCC) of 0.89 compared to a prediction accuracy of CCC = 0.79 without integration of the single cell RNA sequencing (scRNA-seq) data directly into the model calibration. To the best our knowledge, this is the first work that explicitly integrates single cell clonally-resolved transcriptome datasets with longitudinal treatment response data into a mechanistic mathematical model of drug resistance dynamics. We anticipate this approach to be a first step that demonstrates the feasibility of incorporating multimodal data sets into identifiable mathematical models to develop optimized treatment regimens from data. Single cell RNA-seq of MDA-MB-231 cell line with chemotherapy treatment

The dataset includes: Roll Number: Represent the roll number of the student.

Gender: Useful for analyzing performance differences between male and female students.

Race/Ethnicity: Allows analysis of academic performance trends across different racial or ethnic groups.

Parental Level of Education: Indicates the educational background of the student's family.

Lunch: Shows whether students receive a free or reduced lunch, which is often a socioeconomic indicator.

Test Preparation Course: This tells whether students completed a test prep course, which could impact their performance.

Math Score: Provides a measure of each student’s performance in math, used to calculate averages or trends across various demographics. Science Score: Evaluates students' Science knowledge, which can be analyzed to assess overall scentific knowledge of the student.

Reading Score: Measures performance in reading, allowing for insights into literacy and comprehension levels among students.

Writing Score: Evaluates students' writing skills, which can be analyzed to assess overall literacy and expression.

Total Score: Shows the total number achieved by the student out of 400.

Grade: Gade achieved by the student. "A" grade if Total marks >= 320, "B" grade if Total marks >= 250, "C" grade if Total marks >= 200, "D" grade if Total marks >= 150 and Fail if <150.

This is a cleaned and merged version of the OECD's Programme for the International Assessment of Adult Competencies. The data contains individual person-measures of several basic skills including literacy, numeracy and critical thinking, along with extensive biographical details about each subject. PIAAC is essentially a standardized test taken by a representative sample of all OECD countries (approximately 200K individuals in total). We have found this data useful in studies of predictive algorithms and human capital, in part because of its high quality, size, number and quality of biographical features per subject and representativeness of the population at large.

This dataset tracks annual math proficiency from 2012 to 2023 for North Charleston High School vs. South Carolina and Charleston 01 School District