"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22. * Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education." Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes. Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022. 3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report. All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab. Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals. Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22). NYC DOE "Poverty" 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. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years. "The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows: * The student’s Economic Need Value is 1.0 if: o The student is eligible for public assistance from the NYC Human Resources Administration (HRA); o The student lived in temporary housing in the past four years; or o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years. * Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100. Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports. In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the g

CL: Children Out of School: % of Primary School Age data was reported at 1.293 % in 2022. This records a decrease from the previous number of 2.167 % for 2021. CL: Children Out of School: % of Primary School Age data is updated yearly, averaging 2.841 % from Dec 2007 (Median) to 2022, with 16 observations. The data reached an all-time high of 4.814 % in 2009 and a record low of 1.293 % in 2022. CL: Children Out of School: % of Primary School Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 24, 2024. https://apiportal.uis.unesco.org/bdds.;Weighted average;

This indicator provides information about the percentage of children ages 3-4 years enrolled in preschool based on caregiver report.Access to early childhood education (i.e., education before the age of 5 years) is associated with numerous health benefits later in life. For instance, young children who are enrolled in high quality preschool programs are more likely to graduate from high school, have higher paying jobs, own homes, and have improved cognitive function than children who are not enrolled. All these additional advantages can increase average life expectancy.For more information about the Community Health Profiles Data Initiative, please see the initiative homepage.

Percentage of Teachers in Secondary Schools by Gender and Age Group (2021). Data as of 31st January 2021

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.

CO: Children Out of School: % of Primary School Age data was reported at 7.325 % in 2022. This records an increase from the previous number of 6.987 % for 2021. CO: Children Out of School: % of Primary School Age data is updated yearly, averaging 4.975 % from Dec 1982 (Median) to 2022, with 35 observations. The data reached an all-time high of 29.608 % in 1989 and a record low of 0.000 % in 2002. CO: Children Out of School: % of Primary School Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Colombia – Table CO.World Bank.WDI: Social: Education Statistics. Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 24, 2024. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Number and proportion of persons aged 15 and over in private households with a high school diploma or equivalency certificate, by sex, age group and selected demographic characteristics for Canada, provinces and territories. High school completion rate is measured using the variable "Secondary (high) school diploma or equivalency certificate". Selected demographic characteristics include, immigrant status, visible minority and Aboriginal identity.

Secondary education: out-of-school rates, including breakdown

Definition:
Number of children of primary school age who are not enrolled in primary or secondary school, expressed as a percentage of the population of primary school age. Children enrolled in pre-primary education are excluded and considered out of school. Calculation follows the International Standard Classification of Education (ISCED).

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 ---

UA: Over-Age Students: Primary: Female: % of Female Enrollment data was reported at 7.058 % in 2016. This records an increase from the previous number of 7.028 % for 2015. UA: Over-Age Students: Primary: Female: % of Female Enrollment data is updated yearly, averaging 8.766 % from Dec 2002 (Median) to 2016, with 15 observations. The data reached an all-time high of 15.713 % in 2005 and a record low of 7.028 % in 2015. UA: Over-Age Students: Primary: Female: % of Female Enrollment data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Ukraine – Table UA.World Bank.WDI: Education Statistics. Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.; ; UNESCO Institute for Statistics; ;

Abstract copyright UK Data Service and data collection copyright owner.This group of six surveys assesses children's attainments in a sample of English and Welsh primary and secondary schools. The children in each age group were given a battery of tests and the results related to detailed information on the schools attended and to background, biographical and personal information on each child. In the case of Welsh children, linguistic information was also included. Main Topics: This survey covers children aged 14 years or over in English secondary schools. Information consists of test scores on a variety of tests (specific test content is confidential and not deposited with the Data Archive, but summary descriptions follow): Mathematics: an 85 item test (divided into 2 sections, the first consisting of 22 mathematical problems to be answered within 30 minute time limit, and the second consisting of 63 items covering mensuration - 20 minutes allowed). Mathematical Insight: 77 items designed to measure understanding of basic mathematical concepts (4 sections each separately timed - overall time limit 45 minutes). Mechanical Arithmetic: this is the same test as used for the 10+ group (see SN:60007 for description). English: 80 item test, covering vocabulary, comprehension, grammar usage and written expression (2 sections, first of 20 minutes duration and second of 30 minutes). English reading: description as for 10+ group (see SN:60007). Background information on child includes: sex; date of birth; school class; parental encouragement assessed on a three-point scale; rating of parental occupation (i.e. professional - managerial - unskilled etc.); subjects taken at school; number of these to be taken at GCE. Also included are mathematics and English attitude scales. Information on school includes: type, size, denomination of school, character of school locality, age of school buildings, amenities provided, sex of mathematics teacher and of English teacher and percentage of pupils leaving school at fifteen. One-stage stratified or systematic random sample schools as the sampling unit. The schools were those on the Ministry of Education list of maintained and assisted schools in England effective in January 1959. For each school chosen, all children fourteen years of age or older were assessed. The strata were defined by type and sex of school; within each stratum the schools were selected by the use of the relevant sampling interval for that stratum Educational measurements

This layer shows computer ownership and internet access by education. This is shown by tract, county, and state boundaries. This service is updated annually to contain the most currently released American Community Survey (ACS) 5-year data, and contains estimates and margins of error. There are also additional calculated attributes related to this topic, which can be mapped or used within analysis. This layer is symbolized to show the percent of the population age 25+ who are high school graduates (includes equivalency) and have some college or associate's degree in households that have no computer. To see the full list of attributes available in this service, go to the "Data" tab, and choose "Fields" at the top right. Current Vintage: 2019-2023ACS Table(s): B28006 Data downloaded from: Census Bureau's API for American Community Survey Date of API call: December 12, 2024National Figures: data.census.govThe United States Census Bureau's American Community Survey (ACS):About the SurveyGeography & ACSTechnical DocumentationNews & UpdatesThis ready-to-use layer can be used within ArcGIS Pro, ArcGIS Online, its configurable apps, dashboards, Story Maps, custom apps, and mobile apps. Data can also be exported for offline workflows. For more information about ACS layers, visit the FAQ. Please cite the Census and ACS when using this data.Data Note from the Census:Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.Data Processing Notes:This layer is updated automatically when the most current vintage of ACS data is released each year, usually in December. The layer always contains the latest available ACS 5-year estimates. It is updated annually within days of the Census Bureau's release schedule. Click here to learn more about ACS data releases.Boundaries come from the US Census TIGER geodatabases, specifically, the National Sub-State Geography Database (named tlgdb_(year)_a_us_substategeo.gdb). Boundaries are updated at the same time as the data updates (annually), and the boundary vintage appropriately matches the data vintage as specified by the Census. These are Census boundaries with water and/or coastlines erased for cartographic and mapping purposes. For census tracts, the water cutouts are derived from a subset of the 2020 Areal Hydrography boundaries offered by TIGER. Water bodies and rivers which are 50 million square meters or larger (mid to large sized water bodies) are erased from the tract level boundaries, as well as additional important features. For state and county boundaries, the water and coastlines are derived from the coastlines of the 2023 500k TIGER Cartographic Boundary Shapefiles. These are erased to more accurately portray the coastlines and Great Lakes. The original AWATER and ALAND fields are still available as attributes within the data table (units are square meters).The States layer contains 52 records - all US states, Washington D.C., and Puerto RicoCensus tracts with no population that occur in areas of water, such as oceans, are removed from this data service (Census Tracts beginning with 99).Percentages and derived counts, and associated margins of error, are calculated values (that can be identified by the "_calc_" stub in the field name), and abide by the specifications defined by the American Community Survey.Field alias names were created based on the Table Shells file available from the American Community Survey Summary File Documentation page.Negative values (e.g., -4444...) have been set to null, with the exception of -5555... which has been set to zero. These negative values exist in the raw API data to indicate the following situations:The margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate.Either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution.The median falls in the lowest interval of an open-ended distribution, or in the upper interval of an open-ended distribution. A statistical test is not appropriate.The estimate is controlled. A statistical test for sampling variability is not appropriate.The data for this geographic area cannot be displayed because the number of sample cases is too small.

The high school added value indicators are a set of indicators that aim to assess the specific action of each high school to ensure the success of the students it welcomes, in terms of success in the baccalaureate and support throughout its schooling in high school. IVALs allow a diagnosis that goes beyond that which can be made solely on the basis of the ‘raw’ success rates at the examination. To give a picture of the contribution of each high school, the statistical calculation tries to eliminate the impact of factors of academic success outside the high school, to try to preserve what is due to its own action. In order to judge the effectiveness of a high school, the success of each of its pupils must therefore be compared with that of comparable pupils enrolled in comparable high schools. Indicators in "value added" thus accompany the "gross" indicators. For each high school, the added value corresponds to the difference between the results obtained and the results expected, taking into account the educational and socio-demographic characteristics of the pupils received. The analysis combines individual factors of pupils (age and gender, level of schooling at entrance to high school, social profile) and factors related to the structure of the school (percentage of girls, share of pupils late in school, social profile of pupils and average score obtained at the national diploma of the certificate). Added value is a relative, not an absolute, approach. If the added value is positive, there is every reason to believe that the school has made its pupils more successful than expected given the profile of the pupils it welcomed. If negative, this means that the institution’s results are below the average of similar institutions’ results. IVALs are broadcast only for public and private high schools under contract. Access rates and their added value are calculated only for high schools that offer a full cycle, i.e. that receive pupils from 2nd, 1st and Tale. Finally, results in terms of added value and the number of successful candidates per mention are not disseminated where there are fewer than 20 candidates in the GT series or fewer than 10 candidates in the PRO series. The results sheets for secondary schools can be consulted from the IVAL distribution page on the Ministry’s website: https://www.education.gouv.fr/les-indicators-de-results-des-colleges-et-des-lycees-377729 Bibliography: Evain F., 2020, Indicators of added value of high schools From internal management to general public dissemination. Insee, Courier des statistiques n°5.

School Districts are administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels annually from state education officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children aged 5 through 17 in families in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districtsThe Census Bureau tabulates data for four types of school districts: elementary, secondary, unified, and administrative. Each school district is assigned a five-digit code that is unique within state. School district codes are the local education agency number assigned by the Department of Education and are not necessarily in alphabetical order by school district name.Unified school districts provide education to children of all school ages. In general, if there is a unified school district, no elementary or secondary school district exists. If there is an elementary school district, the secondary school district may or may not exist. Administrative school districts were added in 2022 and provide administrative, planning, and educational services for all grade ranges. Currently, the Census Bureau maintains administrative school districts only in Vermont, and they represent supervisory unions and supervisory districts.The Census Bureau categorizes school districts based on the grade ranges for which the school district is financially responsible. These may or may not be the same as the grade ranges that a school district operates. A typical example would be a school district that operates schools for children in grades Kindergarten (KG)-8 and pays a neighboring school district to educate children in grades 9-12. The first school district is operationally responsible for grades KG-8, but financially responsible for grades KG-12. Therefore, the Census Bureau would define the grade range for that school district as KG-12. If an elementary school district is financially responsible for grades KG-12 or Pre-Kindergarten (PK)-12, there will be no secondary school district represented for that area. In cases, where an elementary school district is financially responsible for only lower grades, there is generally a secondary school district that is financially responsible for providing educational services for the upper grades.Download: https://www2.census.gov/geo/tiger/TGRGDB24/tlgdb_2024_a_us_school.gdb.zip Layer: School_District_SecondaryMetadata: https://meta.geo.census.gov/data/existing/decennial/GEO/GPMB/TIGERline/Current_19115/series_tl_2023_scsd.shp.iso.xml

Public school enrolments in regular programs for youth in elementary and secondary schools, by Indigenous identity, age and sex. Counts represent the number of students enrolled in off-reserve public schools and self-identified as belonging to one of three Indigenous groups recognized by the Canadian Constitution: First Nations (North American Indian), Métis and Inuit (Inuk).

AU: School Enrollment: Secondary: Male: % Gross data was reported at 135.833 % in 2022. This records a decrease from the previous number of 137.575 % for 2021. AU: School Enrollment: Secondary: Male: % Gross data is updated yearly, averaging 144.063 % from Dec 1993 (Median) to 2022, with 13 observations. The data reached an all-time high of 170.072 % in 2015 and a record low of 133.068 % in 1994. AU: School Enrollment: Secondary: Male: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Australia – Table AU.World Bank.WDI: Social: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 24, 2024. https://apiportal.uis.unesco.org/bdds.;Weighted average;