The data here is from the report entitled Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges: Results from P20WIN for the High School Graduating Classes of 2010 through 2016.

The report answers three questions: 1. Enrollment: What percentage of the graduating class enrolled in a Connecticut public university or community college (UCONN, the four Connecticut State Universities, and 12 Connecticut community colleges) within 16 months of graduation? 2. Credit Attainment: What percentage of those who enrolled in a Connecticut public university or community college within 16 months of graduation earned at least one year’s worth of credits (24 or more) within two years of enrollment? 3. Remediation: What percentage of those who enrolled in one of the four Connecticut State Universities or one of the 12 community colleges within 16 months of graduation took a remedial course within two years of enrollment?

Notes on the data: School Credit: % Earning 24 Credits is a subset of the % Enrolled in 16 Months. School Remediation: % Enrolled in Remediation is a subset of the % Enrolled in 16 Months.

This dataset contains yearly certified enrollment for all public school districts (with physical boundaries) in Wisconsin for the 2023-2024 school year. This data is also available in the WISEdash Public Portal. This dataset is derived from publicly available files on the WISEdash Download Page. Enrollment Count is the number of students enrolled on specific dates as determined by school enrollment/exit dates that cover those dates. Percent Enrollment by Student Group is a percent of the enrollment count for all student groups combined. Reporting Disability is indicated in the pupil’s individualized education program (IEP) or individualized service plan (ISP). A person's race or ethnicity is the racial and/or ethnic group to which the person belongs or with which he or she most identifies. Ethnicity is self-reported as either Hispanic/Not Hispanic. Race is self-reported as any of the following 5 categories: Asian, American Indian or Alaskan Native, Black or African American, Native Hawaiian or other Pacific Islander, or White. The data displayed reflects the race/ethnicity that is reported by school districts to DPI.An economically disadvantaged student is one who is identified by Direct Certification (only if participating in the National School Lunch Program) OR a member of a household that meets the income eligibility guidelines for free or reduced-price meals (less than or equal to 185 percent of Federal Poverty Guidelines) under the National School Lunch Program (NSLP) OR identified by an alternate mechanism, such as the alternate household income form.English Learner status is any student whose first language, or whose parents' or guardians' first language, is not English and whose level of English proficiency requires specially designed instruction, either in English or in the first language or both, in order for the student to fully benefit from classroom instruction and to be successful in attaining the state's high academic standards expected of all students at their grade level.A child is eligible for the Migrant Education Program (MEP) (and thereby eligible to receive MEP services) if the child: meets the definition of “migratory child” in section 1309(3) of the ESEA,[1] and is an “eligible child” as the term is used in section 1115(c)(1)(A) of the ESEA and 34 C.F.R. § 200.103; and has the basis for the State’s determination that the child is a “migratory child” properly recorded on the national Certificate of Eligibility (COE). Eligibility determination is made by a Wisconsin state migrant recruiter during a face-to-face family interview.

Dual Enrollment Programs and Courses for High School Students, 2002-03 (PEQIS 14), is a study that is part of the Postsecondary Education Quick Information System (PEQIS) program; program data is available since 1997 at . PEQIS 14 (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009045) is a cross-sectional survey that collected information on the topic of dual enrollment of high school students at postsecondary institutions. 1,600 Title IV degree-granting postsecondary institutions in the 50 United States and the District of Columbia were sampled. The study was conducted using online or paper surveys. The overall response rates were 92 percent weighted and 91 percent unweighted. Key statistics produced from PEQIS 14 were information on the prevalence of college course-taking by high school students at their institutions during the 2002-03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding.

The master dataset contains comprehensive information for all government schools in NSW. Data items include school locations, latitude and longitude coordinates, school type, student enrolment numbers, electorate information, contact details and more.

This dataset is publicly available through the Data NSW website, and is used to support the School Finder tool.

Data Notes:

• Data relating to healthy canteen is no longer up to date as it is no longer updated by the Department, this data can be sourced through NSW health.

• Student enrolment numbers are based on the census of government school students undertaken on the first Friday of August; and LBOTE numbers are based on data collected in March.

• School information, such as addresses and contact details, are updated regularly as required, and are the most current source of information.

• Data is suppressed for indigenous and LBOTE percentages where student numbers are equal to, or less than five indicated by "np".

• NSSC out of scope schools will not have an enrolment figure.

• NSSC and LBOTE figures are updated annually in December.

• ICSEA values are updated every February with the previous year's ICSEA values. Small schools, SSPs and Senior Secondary schools do not have their ICSEA values published by ACARA.

• Family Occupation and Educational Index (FOEI) is a school-level index of educational disadvantage. Data is extracted in May and values are updated annually in December.

• Following the introduction of part-time study in secondary schools in 1993, student enrolments are generally reported in full-time equivalent units (FTE). The FTE for students studying less than 10 units, the minimum workload, is determined by the formula: 0.1 x the number of units studied and represented as a proportion of the full-time enrolment of 1.0 FTE.

Data Source:

• Education Statistics and Measurement. Centre for Education Statistics and Evaluation.

The Distance Education Courses for Public Elementary and Secondary School Students, 2004-05 (FRSS 89), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 89 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates for technology-based distance education courses in public elementary and secondary schools. The study was mailed to public school district superintendents, who were sampled for the survey. The study's response rate was 96 percent. Key statistics produced from the study were the percent of districts and the percent of schools (by instructional level) with students enrolled in technology-based distance education courses. The number of enrollments in distance education courses (by instructional level) was also collected. The survey contained questions on the completion status of the enrollments in distance education. Districts were asked to report the technologies used to deliver distance education courses and where students accessed online distance education courses (e.g., at school or at home). The survey included questions on whether technology-based distance education was used to offer Advanced Placement (AP) and college-level courses to students. Districts with students enrolled in technology-based distance education courses were asked whether they planned to expand their distance education courses.

Local Law 174 enacted in 2016 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning Career and Technical Education programs in New York city schools.

This report provides information about Career and Technical Education (CTE) programs and students in CTE programs and CTE-designated high schools, as defined in Local Law 174 as reported through the 2018-2019 STARS database. CTE Designated High Schools are those in which all students are engaged in NYC DOE-approved CTE sequences of instruction that integrate rigorous academic study with workforce skills in specific career pathways. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified CTE instructors.

This report consists of seven tabs:

1. CTE Program Characteristics and Enrollment, including number of staff that attended a CTE PD
2. Number and percentage of students at each high school in a CTE program
3. Number and percentage of students in each Community School District in a CTE program
4. CTE application and admission - CTE designated schools only
5. Graduation rates - CTE designated schools only
6. Graduation rates - CTE designated schools only (by Community School District)

7. CTE Full-Time and Part-Time Teachers

8. CTE Program Characteristics and Enrollment

"This tab includes the following information for each high school-level CTE program: - high school name - CTE designation - name of the program - the industry for which the program prepares students - the number of industry partners associated with the program - CTE program approval status through the New York state department of education’s CTE approval process - grade levels served by such program - number of students enrolled in such program - number of school staff attending professional development events held by CTE"

1. Number and percentage of students at each high school in a CTE program

This tab includes the number and percentage of students at each high school with a CTE program, disaggregated by: student race and ethnicity; student gender; student special education status; student English Language Learner status; student economic need status (poverty); and communicty school district. Data on students with disabilities and English language learners are as of the end of the 2018-19 school year.

The percentage of high school students who have successfully passed the H.S.A. exams out of all high school students that took the exam in the school year (considering only the highest score per subject area). In Maryland, all students who entered 9th grade in or after 2005 are required to take and pass the High School Assessments (H.S.A.) in order to graduate, including students in special education, English language learners (ELLs), and students with 504 plans. There are currently three H.S.A. exams: English, Algebra/Data Analysis; and Biology (a H.S.A. in Government has since been discontinued). Students can retake the HSAs as many times as necessary to pass. Source: Baltimore City Public Schools Years Available: 2009-2010, 2010-2011, 2012-2013, 2013-2014

This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.

The New York State calculation method consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with fewer than 5 students are suppressed, and replaced with an "s" and for "Transfer School" tab rows with cohorts of 10 or fewer students are suppressed. As of January 1, 2014, the GED test is no longer offered in New York State. The GED has been replaced by the TASC (Test Assessing Secondary Completion) exam which will continue to lead students to a High School Equivalency (HSE) Diploma.

Local Law 14 (2016) requires that NYCDOE provide citywide Health Education data, disaggregated by community school district, city council district and each individual school. This provides information about the number and percent of students scheduled for at least one semester of health education as reported through the STARS database. NYSED mandates HIV/AIDS instruction with a set number of lessons for every student, every year. There are five required lessons per year for grade levels of K-6 and six required lessons for grade level 7-8; teachers must use the NYCDOE HIV\AIDS curriculum.

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; ;

The comparing of three years of data of students graduating,

This is a source dataset for a Let's Get Healthy California indicator at https://letsgethealthy.ca.gov/. The California Tobacco Control Program coordinates statewide tobacco control efforts and funds the California Student Tobacco Survey (CSTS). The data table shows the current smoking prevalence from 2001-2002 to 2015-2016 for California high school youth by selected demographics. Current cigarette smoking was defined as having smoked on one or more days during the past 30 days prior to the survey. In statistics, a confidence interval is a measure of the reliability of an estimate. It is a type of interval estimate of a population parameter. The CSTS is a large-scale biennial survey, in-school student survey administered to middle (grades 8) and high school (grades 10 and 12) students. Topics of the survey include awareness of and use of different tobacco products; history and patterns of tobacco use; tobacco purchasing patterns; knowledge and participation in school tobacco prevention or cessation programs; perceptions of tobacco use (i.e. social norms); awareness of advertising; and susceptibility to future tobacco use.

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.

"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

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 ‘2005-2019 Graduation Rates - All’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/2efde326-ec05-408d-99d4-6ba33c498c09 on 28 January 2022.

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

The New York State calculation method consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with fewer than 5 students are suppressed, and replaced with an "s" and for "Transfer School" tab rows with cohorts of 10 or fewer students are suppressed. As of January 1, 2014, the GED test is no longer offered in New York State. The GED has been replaced by the TASC (Test Assessing Secondary Completion) exam which will continue to lead students to a High School Equivalency (HSE) Diploma.

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

A dataset of schools apparent retention rates or ARR, all school sector in Victoria, from census year 2012 to 2023.\r This dataset is prepared and based on data collected from schools as part of the February School Census conducted on the last school day of February each year. It presents information for all government and non-government schools and student enrolments in Victoria, in particular secondary school years. The majority of the statistical data in this publication is drawn from school administration systems. The dataset includes analysis by school sector and sex, Koorie status, as well as on government schools by region.\r Apparent retention rates (ARR) are calculated based on aggregate enrolment data and provide an indicative measurement of student engagement in secondary education. The Department of Education and Training (DET) computes and publishes ARR data at a state-wide and DET region level only.\r \r The term "apparent" retention rate reflects that retention rates are influenced by factors not taken into account by this measure such as: Student repeating year levels, Interstate and overseas migration, Transfer of students between education sectors or schools, Student who have left school previously, returning to continue their school education.\r The ARR for year 7 to 12 (ARR 7-12) refers to the Year 12 enrolment expressed as a proportion of the Year 7 enrolment five years earlier. The ARR for year 10 to 12 (ARR 10-12) refers to the Year 12 enrolment expressed as a proportion of the Year 10 enrolment two years earlier.\r \r Please note that the ABS calculates apparent retention using the number of full-time school students only whereas at the DET we use the number of full-time equivalent school enrolments. Data reported in the ABS Schools, Australia collection is based on enrolment data collected in August by all jurisdictions.\r \r The Department has found that computing ARR at geographical areas smaller than DET regions (e.g. LGA, Postcode) can produce erratic and misleading results that are difficult to interpret or make use of. In small populations, relatively small changes in student numbers can create large movements in apparent retention rates. These populations might include smaller jurisdictions, Aboriginal and Torres Strait Islander students, and subcategories of the non-government affiliation. There are a number of reasons why apparent rates may generate results that differ from actual rates. \r Apparent retention rates provide an indicative measure of the number of full-time school students who have stayed in school, as at a designated year and grade of education. It is expressed as a percentage of the respective cohort group that those students would be expected to have come from, assuming an expected rate of progression of one grade per year.\r \r Provided ARR is a result of calculation of the whole census and is NOT to be re-calculated by average or sum.

The dataset shows the percentage of pupils, resident in the Municipality of Milan, enrolled in the secondary school of I degree who attend a school located in a different NIL than that of residence. The NILs taken as a reference have more than 15,000 residents. Please note that where the value is empty it means that it is not available. School period: From 2009 to 2022. The path to use to find the original dataset is: sisi.comune.milano.it - Indicators - TERRITORY AND SERVICES

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.