Proportion of students aged 15 to 29 who were also working, by age and type of institution attended, Canada. This table is included in Section E: Transitions and outcomes: Transitions to the labour market 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 2012 Beginning Postsecondary Students Longitudinal Study, 2012 Base Year (BPS:12) is part of the Beginning Postsecondary Students Longitudinal Study (BPS) program. BPS:12 is the base year of a longitudinal study that followed a cohort of students who enrolled in postsecondary education for the first time during the 2011-12 academic year, irrespective of date of high school completion. The 2012-13 National Postsecondary Student Aid Study (NPSAS:12) data provided the base-year sample for BPS:12. BPS:12 data are representative of all first-time beginning (FTB) students enrolled in postsecondary institutions in the 50 United States and the District of Columbia that were eligible to participate in the federal financial aid programs in Title IV of the Higher Education Act. The cohort includes a subset of students initially sampled for participation in NPSAS:12 and classified by their NPSAS institution as FTBs. Key statistics produced from BPS:12 are data on student persistence in, and completion of, postsecondary education programs; their transition to employment; demographic characteristics; and changes over time in their goals, marital status, income, and debt, among other measures.

Analysis of ‘International Educational Attainment by Year & Age’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/yamqwe/international-comp-attainmente on 13 February 2022.

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

About this dataset

The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

• Table 603.10. Percentage of the population 25 to 64 years old who completed high school, by age group and country: Selected years, 2001 through 2012
• Table 603.20. Percentage of the population 25 to 64 years old who attained selected levels of postsecondary education, by age group and country: 2001 and 2012
• Table 603.30. Percentage of the population 25 to 64 years old who attained a bachelor's or higher degree, by age group and country: Selected years, 1999 through 2012
• Table 603.40 Percentage of the population 25 to 64 years old who attained a postsecondary vocational degree, by age group and country: Selected years, 1999 through 2012
• Table 603.50 Number of bachelor's degree recipients per 100 persons at the typical minimum age of graduation, by sex and country: Selected years, 2005 through 2012
• Table 603.60. Percentage of postsecondary degrees awarded to women, by field of study and country: 2013
• Table 603.70. Percentage of bachelor's or equivalent degrees awarded in mathematics, science, and engineering, by field of study and country: 2013
• Table 603.80. Percentage of master's or equivalent degrees and of doctoral or equivalent degrees awarded in mathematics, science, and engineering, by field of study and country: 2013
• Table 603.90. Employment to population ratios of -25 to 64-year-olds, by sex, highest level of educational attainment, and country: 2014

Source: https://nces.ed.gov/programs/digest/current_tables.asp

This dataset was created by National Center for Education Statistics and contains around 100 samples along with Unnamed: 20, Unnamed: 24, technical information and other features such as: - Unnamed: 11 - Unnamed: 16 - and more.

How to use this dataset

• Analyze Unnamed: 15 in relation to Unnamed: 6
• Study the influence of Unnamed: 1 on Unnamed: 10
• More datasets

Acknowledgements

If you use this dataset in your research, please credit National Center for Education Statistics

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

This data layer references data from a high-resolution tree canopy change-detection layer for Seattle, Washington. Tree canopy change was mapped by using remotely sensed data from two time periods (2016 and 2021). Tree canopy was assigned to three classes: 1) no change, 2) gain, and 3) loss. No change represents tree canopy that remained the same from one time period to the next. Gain represents tree canopy that increased or was newly added, from one time period to the next. Loss represents the tree canopy that was removed from one time period to the next. Mapping was carried out using an approach that integrated automated feature extraction with manual edits. Care was taken to ensure that changes to the tree canopy were due to actual change in the land cover as opposed to differences in the remotely sensed data stemming from lighting conditions or image parallax. Direct comparison was possible because land-cover maps from both time periods were created using object-based image analysis (OBIA) and included similar source datasets (LiDAR-derived surface models, multispectral imagery, and thematic GIS inputs). OBIA systems work by grouping pixels into meaningful objects based on their spectral and spatial properties, while taking into account boundaries imposed by existing vector datasets. Within the OBIA environment a rule-based expert system was designed to effectively mimic the process of manual image analysis by incorporating the elements of image interpretation (color/tone, texture, pattern, _location, size, and shape) into the classification process. A series of morphological procedures were employed to ensure that the end product is both accurate and cartographically pleasing. No accuracy assessment was conducted, but the dataset was subjected to manual review and correction.University of Vermont Spatial Analysis LaboratoryThis dataset consists of City of Seattle Public Schools areas which cover the following tree canopy categories:Existing tree canopy percentPossible tree canopy - vegetation percentRelative percent changeAbsolute percent changeFor more information, please see the 2021 Tree Canopy Assessment.

School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations and program planning and implementation.

Data on school enrollment and grade or level attending were derived from answers to Question 10 in the 2015 American Community Survey (ACS). People were classified as enrolled in school if they were attending a public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to “include only nursery or preschool, kindergarten, elementary school, home school, and schooling which leads to a high school diploma, or a college degree.” Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.

School enrollment is only recorded if the schooling advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained from a public or private school or college. People enrolled in “vocational, technical, or business school” such as post secondary vocational, trade, hospital school, and on job training were not reported as enrolled in school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire includes instructions for how to classify home schoolers.

Enrolled in Public and Private School – Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for “public school, public college,” or “private school, private college, home school.” The instruction guide defines a public school as “any school or college controlled and supported primarily by a local, county, state, or federal government.” Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Home schools are defined as “parental-guided education outside of public or private school for grades 1-12.” Respondents who marked both the “public” and “private” boxes are edited to the first entry, “public.”

Grade in Which Enrolled – From 1999-2007, in the ACS, people reported to be enrolled in “public school, public college” or “private school, private college” were classified by grade or level according to responses to Question 10b, “What grade or level was this person attending?” Seven levels were identified: “nursery school, preschool;” “kindergarten;” elementary “grade 1 to grade 4” or “grade 5 to grade 8;” high school “grade 9 to grade 12;” “college undergraduate years (freshman to senior);” and “graduate or professional school (for example: medical, dental, or law school).”

In 2008, the school enrollment questions had several changes. “Home school” was explicitly included in the “private school, private college” category. For question 10b the categories changed to the following “Nursery school, preschool,” “Kindergarten,” “Grade 1 through grade 12,” “College undergraduate years (freshman to senior),” “Graduate or professional school beyond a bachelor’s degree (for example: MA or PhD program, or medical or law school).” The survey question allowed a write-in for the grades enrolled from 1-12.

Question/Concept History – Since 1999, the ACS enrollment status question (Question 10a) refers to “regular school or college,” while the 1996-1998 ACS did not restrict reporting to “regular” school, and contained an additional category for the “vocational, technical or business school.” The 1996-1998 ACS used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 ACS questionnaire.

Limitation of the Data – Beginning in 2006, the population universe in the ACS includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.

The Labour Force Survey (LFS) is a household survey carried out monthly by Statistics Canada. Since its inception in 1945, the objectives of the LFS have been to divide the working-age population into three mutually exclusive classifications - employed, unemployed, and not in the labour force - and to provide descriptive and explanatory data on each of these categories. Data from the survey provide information on major labour market trends such as shifts in employment across industrial sectors, hours worked, labour force participation and unemployment rates, employment including the self-employed, full and part-time employment, and unemployment. It publishes monthly standard labour market indicators such as the unemployment rate, the employment rate and the participation rate. The LFS is a major source of information on the personal characteristics of the working-age population, including age, sex, marital status, educational attainment, and family characteristics. Employment estimates include detailed breakdowns by demographic characteristics, industry and occupation, job tenure, and usual and actual hours worked. This dataset is designed to provide the user with historical information from the Labour Force Survey. The tables included are monthly and annual, with some dating back to 1976. Most tables are available by province as well as nationally. Demographic, industry, occupation and other indicators are presented in tables derived from the LFS data. The information generated by the survey has expanded considerably over the years with a major redesign of the survey content in 1976 and again in 1997, and provides a rich and detailed picture of the Canadian labour market. Some changes to the Labour Force Survey (LFS) were introduced which affect data back to 1987. There are three reasons for this revision: The revision enables the use of improved population benchmarks in the LFS estimation process. These improved benchmarks provide better information on the number of non-permanent residents. There are changes to the data for the public and private sectors from 1987 to 1999. In the past, the data on the public and private sectors for this period were based on an old definition of the public sector. The revised data better reflects the current public sector definition, and therefore result in a longer time series for analysis. The geographic coding of several small Census Agglomerations (CA) has been updated historically from 1996 urban centre boundaries to 2001 CA boundaries. This affects data from January 1987 to December 2004. It is important to note that the changes to almost all estimates are very minor, with the exception of the public sector series and some associated industries from 1987 to 1999. Rates of unemployment, employment and participation are essentially unchanged, as are all key labour market trends. The article titled Improvements in 2006 to the LFS (also under the LFS Documentation button) provides an overview of the effect of these changes on the estimates. The seasonally-adjusted tables have been revised back three years (beginning with January 2004) based on the latest seasonal output.

Since the beginning of the 1960s, Statistics Sweden, in collaboration with various research institutions, has carried out follow-up surveys in the school system. These surveys have taken place within the framework of the IS project (Individual Statistics Project) at the University of Gothenburg and the UGU project (Evaluation through follow-up of students) at the University of Teacher Education in Stockholm, which since 1990 have been merged into a research project called 'Evaluation through Follow-up'. The follow-up surveys are part of the central evaluation of the school and are based on large nationally representative samples from different cohorts of students.

Evaluation through follow-up (UGU) is one of the country's largest research databases in the field of education. UGU is part of the central evaluation of the school and is based on large nationally representative samples from different cohorts of students. The longitudinal database contains information on nationally representative samples of school pupils from ten cohorts, born between 1948 and 2004. The sampling process was based on the student's birthday for the first two and on the school class for the other cohorts.

For each cohort, data of mainly two types are collected. School administrative data is collected annually by Statistics Sweden during the time that pupils are in the general school system (primary and secondary school), for most cohorts starting in compulsory school year 3. This information is provided by the school offices and, among other things, includes characteristics of school, class, special support, study choices and grades. Information obtained has varied somewhat, e.g. due to changes in curricula. A more detailed description of this data collection can be found in reports published by Statistics Sweden and linked to datasets for each cohort.

Survey data from the pupils is collected for the first time in compulsory school year 6 (for most cohorts). Questionnaire in survey in year 6 includes questions related to self-perception and interest in learning, attitudes to school, hobbies, school motivation and future plans. For some cohorts, questionnaire data are also collected in year 3 and year 9 in compulsory school and in upper secondary school.

Furthermore, results from various intelligence tests and standartized knowledge tests are included in the data collection year 6. The intelligence tests have been identical for all cohorts (except cohort born in 1987 from which questionnaire data were first collected in year 9). The intelligence test consists of a verbal, a spatial and an inductive test, each containing 40 tasks and specially designed for the UGU project. The verbal test is a vocabulary test of the opposite type. The spatial test is a so-called ‘sheet metal folding test’ and the inductive test are made up of series of numbers. The reliability of the test, intercorrelations and connection with school grades are reported by Svensson (1971).

For the first three cohorts (1948, 1953 and 1967), the standartized knowledge tests in year 6 consist of the standard tests in Swedish, mathematics and English that up to and including the beginning of the 1980s were offered to all pupils in compulsory school year 6. For the cohort 1972, specially prepared tests in reading and mathematics were used. The test in reading consists of 27 tasks and aimed to identify students with reading difficulties. The mathematics test, which was also offered for the fifth cohort, (1977) includes 19 assignments. After a changed version of the test, caused by the previously used test being judged to be somewhat too simple, has been used for the cohort born in 1982. Results on the mathematics test are not available for the 1987 cohort. The mathematics test was not offered to the students in the cohort in 1992, as the test did not seem to fully correspond with current curriculum intentions in mathematics. For further information, see the description of the dataset for each cohort.

For several of the samples, questionnaires were also collected from the students 'parents and teachers in year 6. The teacher questionnaire contains questions about the teacher, class size and composition, the teacher's assessments of the class' knowledge level, etc., school resources, working methods and parental involvement and questions about the existence of evaluations. The questionnaire for the guardians includes questions about the child's upbringing conditions, ambitions and wishes regarding the child's education, views on the school's objectives and the parents' own educational and professional situation.

The students are followed up even after they have left primary school. Among other things, data collection is done during the time they are in high school. Then school administrative data such as e.g. choice of upper secondary school line / program and grades after completing studies. For some of the cohorts, in addition to school administrative data, questionnaire data were also collected from the students.

New sample design compared to previous cohorts. The selection was carried out in two steps. In the first, municipalities were chosen and in the second, school classes with pupils in year 6. A stratified sample was selected from 29 municipalities, after which the school classes were chosen with the help of the class registers in the municipalities in question. In the small municipalities all classes were included, while a random sample was made from the larger ones. The final sample consisted of approximately 9601 students divided into 437 classes in year 6 spring term 1980, and mainly born in 1967. This was at the end 9114 due to the refusal in various forms.

The information obtained in 1980 for rides was:

1. School administrative data (school form, class type, year and grades). This information was collected by Statistics Sweden for all in the sample. Tasks 2-5 were collected by the Department of Education at the Stockholm University of Education.

2. Information about the parents' profession and education, housing, guardians, values ​​of school and education, etc. This information was collected mainly through a questionnaire to guardians, which was new compared to the two previous cohorts. Information is available for about 70%.

3. Answers to questions that shed light on students' school attitudes, self-assessments and values, leisure activities and study and vocational plans, including motives for choosing alternative courses.

4. Results on three aptitude tests, one verbal, one spatial and one inductive.

The aptitude tests were completely identical, while the questionnaires were partially reworked compared to the two previous cohorts. This information is available to just over 90 percent of the students.

1. Standard test results in reading, writing, mathematics and English, in the cases where they occurred in the municipality in question at the time of the examination. Standard test results are available for fewer individuals (approx. 5,600) mainly due to the fact that grading and the use of standard tests only occurred in approximately half of the municipalities included in the sample.

Number of persons aged 15 and over in private households with or without a high school diploma or equivalency certificate, and high school completion rate (measured using the variable Secondary (high) school diploma or equivalency certificate) by sex, age group and selected demographic characteristics, Canada, provinces and territories.

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.