This dataset includes the attendance rate for public school students PK-12 by district during the 2022-2023 school year. Attendance rates are provided for each district for the overall student population and for the high needs student population. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

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

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.

Analysis of ‘Strategic Measure_Percentage of Students Graduating From High School (including public, charter, private, and home schools and students earning high school equivalent if data is available)’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/ae95f677-16c5-4a98-a1d1-026950fd3c81 on 26 January 2022.

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

This data set shows the number and percentage of children graduating from high school in Travis County, including public, private, charter, home schools, and other high school equivalents. The data is from the Texas Education Agency (TEA) state agency that oversees primary and secondary public education in the state of Texas.

View more details and insights related to this data set on the story page: https://data.austintexas.gov/stories/s/n78t-2him

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

This dataset tracks annual hispanic student percentage from 2003 to 2023 for Hattiesburg Public School District vs. Mississippi

Educational Youth Indicators

School Enrollment, Attendance, Achievement, and Engagement

By City of Baltimore [source]

About this dataset

This dataset from the Baltimore Neighborhood Indicators Alliance-Jacob France Institute (BNIA-JFI) gathers information about education and youth across Baltimore. Through tracking 27 indicators grouped into seven categories - student enrollment and demographics, dropout rate and high school completion, student attendance, suspensions and expulsions, elementary and middle school student achievement, high school performance, youth labor force participation, and youth civic engagement - BNIA-JFI paints a comprehensive picture of education trends within the city limits. Data sourced from the Baltimore City Public School System (BCPSS), American Community Survey (ACS), as well as Maryland Department of Education allows for cross program comparison to better map connections between educational outcomes affected by neighborhood context. The 2009-2010 school year was used based on readily available data with an approximated 3.4% of address unable to be matched or geocoded and therefore not included in these calculations. Leveraging this data provides perspective to help guide decisions made at local government level that could impact thousands of lives in years ahead

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How to use the dataset

This dataset contains valuable information about the educational performance and youth engagement in Baltimore City. It provides data on 27 indicators, grouped into seven categories: student enrollment and demographics; dropout rate and high school completion; student attendance, suspensions and expulsions; elementary and middle school student achievement; high school performance; youth labor force participation; and youth civic engagement. This dataset can be used to answer important questions about education in Baltimore, such as examining the relationship between community conditions and educational outcomes.

Before using this dataset, it’s important to understand the source of data for each indicator (e.g., Baltimore City Public School System, American Community Survey) so you can understand potential limitations inherent in each data set. Additionally, keep in mind that this dataset does not include students whose home address cannot be geocoded or matched between datasets due to inconsistency of information or other issues - this means that comparisons between some of these indicators may not be as accurate as is achievable with other datasets available from sources such as the Maryland Department of Education or the Baltimore City Public Schools System.

Once you are familiar with where the data comes from you can use it to answer these questions by exploring different trends within Baltimore city over time:

• How have student enrollment numbers changed over time?
• What has been the overall trend in dropout rates across elementary schools?
• Are there any differences in student attendance based on school type?
• What correlations exist between neighborhood community characteristics (such as crime rates or poverty levels), and academic achievement scores?
• How have rates of labor force participation among adolescents shifted year-over-year?

And more! By looking at trends by geography within this diverse city we can gain valuable insight into what factors may play a role influencing educational outcomes for children growing up in different areas around Baltimore City - an essential step for developing methodologies for successful policy interventions targeting our most vulnerable populations!

Research Ideas

• Analyzing the correlation between student achievement and socio-economic status of the neighborhoods in which students live.
• Creating targeted policies that are tailored to address specific educational issues showcased in each Baltimore neighborhood demographic.
• Using data visualizations to demonstrate to residents and community leaders how their area is performing compared to other communities in terms of education, dropout rates, suspension rates, and more

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: CC0 1.0 Universal (CC0 1.0) - Public Domain Dedication No Copyright - You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. [See Other Information](https://creativecommons.org/public...

This dataset tracks annual hispanic student percentage from 1991 to 2023 for Chicago Public Schools Dist 299 School District vs. Illinois

This dataset tracks annual black student percentage from 1993 to 2023 for Hattiesburg Public School District vs. Mississippi

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2022-2023 school year.

Student groups include:

Students experiencing homelessness Students with disabilities Students who qualify for free/reduced lunch English learners All high needs students Non-high needs students Students by race/ethnicity (Hispanic/Latino of any race, Black or African American, White, All other races)

Attendance rates are provided for each student group by district and for the state. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch.

When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

The number of students in regular programs for youth, general programs for adults, and vocational programs for youth and adults in public and private/independent schools, and home-schooling at the elementary-secondary level, by school type and program type.

This dataset tracks annual asian student percentage from 1991 to 2023 for Chicago Public Schools Dist 299 School District vs. Illinois

Historical Dataset of Omaha Public Schools Homebased is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2002-2023),Total Classroom Teachers Trends Over Years (1995-2023),Student-Teacher Ratio Comparison Over Years (2001-2023),American Indian Student Percentage Comparison Over Years (2001-2011),Asian Student Percentage Comparison Over Years (2001-2021),Hispanic Student Percentage Comparison Over Years (2002-2023),Black Student Percentage Comparison Over Years (2002-2023),White Student Percentage Comparison Over Years (2002-2023),Diversity Score Comparison Over Years (2002-2023),Free Lunch Eligibility Comparison Over Years (2002-2023)

This dataset provides the 4-Year graduation rates in Iowa by cohort (represented by graduating class) and public school district starting with the Class of 2009. A cohort in the graduation rate calculation starts with a group of students entering ninth grade for the first time. The cohort is adjusted to add students that transfer in and subtract students that transfer out during a four year time period for calculating a graduation rate.

This dataset tracks annual white student percentage from 1992 to 2023 for Newark Public School District vs. New Jersey

This dataset tracks annual black student percentage from 2003 to 2023 for Yes Prep Public Schools Inc School District vs. Texas

This dataset tracks annual white student percentage from 2009 to 2023 for Harmony Public Schools - North Texas School District vs. Texas

This dataset tracks annual hispanic student percentage from 1991 to 2023 for Lake Shore Public Schools (Macomb) School District vs. Michigan

This dataset tracks annual hispanic student percentage from 1999 to 2023 for New Frontiers Public Schools Inc School District vs. Texas

This dataset tracks annual hispanic student percentage from 2022 to 2023 for Dearborn Public Schools Virtual K12 vs. Michigan and Dearborn City School District

This dataset tracks annual hispanic student percentage from 1993 to 2023 for Livonia Public Schools School District vs. Michigan