The National Public Education Financial Survey, 2010-11 (NPEFS 2010-11), is a study that is part of the Common Core of Data's National Public Education Financial Survey program; program data is available since 1987 at . CCD-NPEFS 2010-11 (https://nces.ed.gov/ccd/stfis.asp) is a cross-sectional survey that collected information about revenues and expenditures for public elementary and secondary education. The information is drawn from the state education agencies' administrative records systems; no additional data are collected from schools or districts. NPEFS data are used in calculating states' Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate has not been calculated as of May 2013. Key statistics produced from CCD-NPEFS 2010-11 are on revenues by source and expenditures by function and object. Average daily attendance is also collected on the NPEFS.

This dataset shows the attendance rates for all NSW government schools in Semester One by alphabetical order.

Data Notes:

• 2021 data is not comparable to previous years due to the continued effects of the COVID-19 pandemic, changes to calculation rules to align with ACARA’s national standards (version 3) and changes to the way attendance data is transferred into the department’s centralised data warehouse. Please refer to 2021 Semester 1 student attendance factsheet for more information.

• 2020 data is not provided because students were encouraged to learn from home for several weeks in Semester 1. Please refer to the factsheet on The effects of COVID-19 on attendance during Semester 1 2020 for more information.

• In 2018 NSW government schools implemented the national standards for student attendance data reporting. This resulted in a fall in attendance rates for most schools due to the inclusion of part day absences and accounting for student mobility in the calculation. Data from 2018 onwards is not comparable with earlier years.

• Schools for Specific Purposes (SSPs) are only included from 2021. Prior to this SSP attendance data was not collected centrally.

• The attendance rate is defined as the number of actual full-time equivalent student days attended by full-time students in Years 1–10 as a percentage of the total number of possible student-days attended in Semester 1. Figures are aligned with the National Report on Schooling and the My School website.

• Data is suppressed "sp" for schools where student numbers are below the reporting threshold.

• Data is not available "na" for senior secondary schools or other schools where no students were enrolled in Years 1-10.

• Blank cells indicate no students were enrolled at the school that census year or the school was out of scope for attendance reporting.

Data Source:

• Education Statistics & Measurement, Centre for Education Statistics and Evaluation

The National Public Education Financial Survey, 2009-10 (NPEFS 2009-10), is a study that is part of the Common Core of Data's National Public Education Financial Survey program. Data available since 1987 at . CCD-NPEFS 2009-10 (https://nces.ed.gov/ccd/stfis.asp) is a cross-sectional survey that collected information about revenues and expenditures for public elementary and secondary education. The information is drawn from the state education agencies' administrative records systems; no additional data are collected from schools or districts. NPEFS data are used in calculating states' Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate has not been calculated as of May 2013. Key statistics produced from CCD-NPEFS 2009-10 are on revenues by source and expenditures by function and object. Average daily attendance is also collected on the NPEFS.

The National Public Education Financial Survey, 2008-09 (NPEFS 2008-09), is a study that is part of the Common Core of Data's National Public Education Financial Survey program; program data is available since 1987 at . CCD-NPEFS 2008-09 (https://nces.ed.gov/ccd/stfis.asp) is a cross-sectional survey that collected information about revenues and expenditures for public elementary and secondary education. The information is drawn from the state education agencies' administrative records systems; no additional data are collected from schools or districts. NPEFS data are used in calculating states' Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate was 100 percent. Key statistics produced from the CCD-NPEFS 2008-09 are on revenues by source and expenditures by function and object. Average daily attendance is also collected on the NPEFS.

The National Public Education Financial Survey, 2007-08 (NPEFS 2007-08), is a study that is part of the Common Core of Data's National Public Education Financial Survey program; program data is available since 1987 at . CCD-NPEFS 2007-08 (https://nces.ed.gov/ccd/stfis.asp) is a cross-sectional survey that collected information about revenues and expenditures for public elementary and secondary education. The information is drawn from the state education agencies' administrative records systems; no additional data are collected from schools or districts. NPEFS data are used in calculating states' Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate was 100 percent. Key statistics produced from CCD-NPEFS 2007-08 are on revenues by source and expenditures by function and object. Average daily attendance is also collected on the NPEFS.

The National Public Education Financial Survey, 2011-12 (NPEFS 2011-12), is a study that is part of the Common Core of Data's National Public Education Financial Survey program; program data is available since 1987 at https://nces.ed.gov/ccd/stfis.asp. CCD-NPEFS 2011-12 [https://nces.ed.gov/ccd/stfis.asp] is a cross-sectional survey that gathers data on the financing of education. NPEFS data are used in calculating states� Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate has not been calculated as of May 2013. Key statistics produced from CCD-NPEFS 2011-12 will collect data on attendance, revenue, and expenditure data from which NCES determines a State�s 'average per-pupil expenditure' (SPPE) for elementary and secondary education.

Number and percent of visible minority groups attending school (high school, trades/college or university), for census divisions and municipalities.

The National Public Education Financial Survey, 2006-07 (NPEFS 2006-07), is a study that is part of the Common Core of Data's National Public Education Financial Survey program; program data is available since 1987 at . CCD-NPEF 2006-07 (https://nces.ed.gov/ccd/stfis.asp) is a cross-sectional survey that collected information about revenues and expenditures for public elementary and secondary education. The information is drawn from the state education agencies' administrative records systems; no additional data are collected from schools or districts. NPEFS data are used in calculating states' Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate was 100 percent. Key statistics produced from CCD-NPEFS: 2006-07 are on revenues by source and expenditures by function and object. Average daily attendance is also collected on the NPEFS.

EDFacts School Improvement Grant, 2011-12 (EDFacts SIG:2011-12), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at . EDFacts SIG:2011-12 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data about students, teachers, principals, and schools from states to monitor and report performance on the School Improvement Grant (SIG) program at the school levels. EDFacts SIG:2011-12 data were collected using the EDFacts Submission System (ESS), a centralized portal and their submission by states is mandatory and required for benefits. Not submitting the required reports by a state constitutes a failure to comply with law and may have consequences for federal funding to the state. Key statistics produced from EDFacts SIG:2011-12 are from 14 data groups with information on Advanced Coursework, Dual Enrollment, Advanced Coursework/Dual Enrollment, Average Scale Scores, Increased Learning Time, Intervention Used, School Year Minutes, Student Attendance Rate, Teacher Attendance Rate, Persistently Lowest-Achieving Schools, Principal Evaluations, Principal Performance Level Names, Teacher Evaluations, and Teacher Performance Level Names. For the purposes of this system, data groups are referred to as 'variables', as a result of the structure and format of EDFacts' data.

Included in the data set are data elements that will help the public learn about the agencies currently contracting with New York State to provide Advantage After School Program services. The data elements are as follows:Contract Start Date, Contract End Date, Round Number, Contract Number, Contract Amount, School Levels Served (Elementary, Middle School, High School), Average Daily Attendance (MADA), Agency, Site Name, Street Address, Primary City, Zip Code.Also, the asterisks (*) indicate that the contract agency operates the program at two sites.

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.

The Schooling Income and Health Risk (SIHR) project is a randomized evaluation of a conditional and unconditional cash transfer intervention targeting young women in Malawi that provided incentives (in the form of school fees and cash transfers) to current schoolgirls and recent dropouts to stay in or return to school. The program, known as the Zomba Cash Transfer Program (ZCTP), took place in Zomba, Malawi during 2008 and 2009. The incentives include average payment of US$10 a month conditional on satisfactory school attendance and direct payment of secondary school fees.

The SIHR project was specifically designed to answer a number of important questions about cash transfer programs for which there is little prior evidence. First, almost all information about the impacts of these programs come from Latin America, where income levels are much higher and institutional capacity is vastly superior compared with many poor countries in Sub-Saharan Africa. Second, the evidence base to effectively choose program design parameters (such as conditionality, transfer size, and the specific identity of the program beneficiary within households) is limited. Third, evidence on final outcomes, such as learning, labor market outcomes, and HIV risk is lacking. Finally, long term evaluations of cash transfer programs are rare - mainly because the control groups in these evaluations are treated after a short period of time.

The baseline data collection was administered from September 2007 to January 2008. The research targeted girls and young women, between the ages of 13 and 22, who were never married. Overall, 3,810 girls and young women were surveyed in the first round. Enumeration Areas (EAs) in the study district of Zomba were selected from the universe of EAs produced by the National Statistics Office of Malawi from the 1998 Census. 176 enumeration areas were randomly sampled out of a total of 550 EAs using three strata: urban areas, rural areas near Zomba Town, and rural areas far from Zomba Town. The follow-up survey (Round 2) was carried out from October 2008 to February 2009. The third round was conducted between March and September 2010, after Malawi Conditional Cash Transfer Program was completed. The fourth round took place in 2012-2013. The fifth round is planned for 2017.

The data collection effort includes household surveys, individual quantitative and qualitative interviews, academic assessments, Voluntary Counseling and Testing, school surveys, market surveys, community surveys, and health facility assessments.

The datasets from the second round of the impact evaluation are documented here.

In 2021, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college.

Demographics

Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult.

Earnings

White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.