United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data was reported at 70.828 % in 2015. This records an increase from the previous number of 69.494 % for 2014. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data is updated yearly, averaging 27.445 % from Dec 1999 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.828 % in 2015 and a record low of 24.869 % in 2007. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

United Kingdom UK: Secondary Education: Pupils: % Female data was reported at 49.596 % in 2015. This records a decrease from the previous number of 49.805 % for 2014. United Kingdom UK: Secondary Education: Pupils: % Female data is updated yearly, averaging 49.195 % from Dec 1971 (Median) to 2015, with 45 observations. The data reached an all-time high of 49.921 % in 2013 and a record low of 48.422 % in 1971. United Kingdom UK: Secondary Education: Pupils: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s UK – Table UK.World Bank: Education Statistics. Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This is the percentage of people studying in a local authority at the age of 16 (academic age 15) who attain a Level 2 qualification by the age of 19. Attainment of Level 2 equates to achievement of 5 or more GCSEs at grades A*-C or equivalent qualifications. The numerator is based on those young people studying at a school in the LA at academic age 15 (ie in year 11) who reach Level 2 at the age of 19, regardless of where they eventually gain the Level 2. The denominator is based on the Annual School Census figure for number attending all schools in the given LA at academic age 14 (including PRUs and independent schools). These denominators include the dual registered pupils in their main institution.Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This is the percentage of people studying in a local authority at the age of 16 (academic age 15) who attain a Level 3 qualification by the age of 19. Attainment of Level 3 equates to achievement of 2 or more A-levels or equivalent qualifications. The numerator is based on those young people studying at a school in the LA at academic age 15 (ie in year 11) who reach Level 3 at the age of 19, regardless of where they eventually gain the Level 3. The denominator is based on the Annual School Census figure for number attending all schools in the given LA at academic age 14 (including PRUs and independent schools). These denominators include the dual registered pupils in their main institution.Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This dataset tracks annual white student percentage from 2013 to 2023 for Elsa England Elementary School vs. Texas and Round Rock Independent School District

This is the percentage of pupils in state-funded primary schools meeting the expected standard in reading, writing, and mathematics (RWM) at key stage 2 (KS2). The expected standard in reading and mathematics is a scaled score of 100 or above. The expected standard in writing is a teacher assessment of 'working at the expected standard' (EXS) or 'working at greater depth within the expected standard' (GDS).

All children in state-funded primary schools, including most academies and free schools, are required to take part in KS2 national curriculum assessments before they move to secondary school. Tests and teacher assessments provide complementary information about pupils' attainment. The tests are designed to show what pupils have achieved in selected parts of a subject at the end of each key stage. Teacher assessment is the teachers' judgement of each pupil's performance in the whole subject over the whole academic year.

The description 'state-funded primary schools' refers to LA maintained schools, academies, and free schools. Excludes alternative provision and independent schools. The 'England state-funded schools' figures here may be slightly different from the 'England state-funded schools only' figures in the national tables. The figures presented here have been calculated on the same basis as the LA figures in this table (i.e., including pupils with missing results or pending maladministration).

Writing teacher assessment and reading, writing, and maths (combined) measures from 2018 onwards are not directly comparable to previous years due to changes in the writing teacher assessment frameworks. Data is not available for 2020 and 2021 as assessments were cancelled in these years due to the COVID-19 pandemic.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This dataset tracks annual black student percentage from 2013 to 2023 for Elsa England Elementary School vs. Texas and Round Rock Independent School District

The data contain information on 837 low-cost for-profit private schools (LCPS) from three districts in Punjab, Pakistan: Faisalabad, Gujranwala, and Sialkot. The past few decades have seen an exponential increase in the growth of these LCPS globally, and in countries like Pakistan and India, the private sector now commands a large and quickly increasing share of the market. Over forty percent of primary school enrolment in Pakistan is now in LCPS, and students in private schools in Pakistan far out-perform those in public schools. Yet, firm innovation and expansion is constrained for private schools, likely due to a range of supply-side and market level failures. The main research questions this study and the uploaded dataset seek to answer are: (1) To what extent are schools constrained by finance, and does the type of financing vehicle (loan vs equity) matter? (2) Is LCPS quality improvement constrained by a lack of access to appropriate quality-enhancing products and services, i.e. educational support services (ESS)? (3) Is there a positive interaction between access to finance and the provision of appropriate innovative investment opportunities? The dataset includes topics such as school administration, facilities, fees, enrolment, student population, finances, and financial expectations and literacy. Schools are uniquely identified using the variables mauza (administrative district) code and school code. While most of the variables are school-level, there are a few individual-level data pieces that were collected from the school owner. For each school we interviewed only one owner, therefore both schools and school owners are identified using the same mauza code and school code ID.

This is the proportion of children in the area at expected level in each of the Early Learning Goals (ELGs) within the Literacy area of the assessment. Literacy is one of the 4 specific areas of learning and covers the ELGs: Comprehension, Word reading, and Writing.

The early years foundation stage (EYFS) profile is a teacher assessment of children’s development at the end of the EYFS, specifically the end of the academic year in which a child turns 5. This is typically the summer term of reception year. The EYFSP was introduced in 2012/13.

As part of wider reforms to the EYFS, the EYFS profile was revised significantly in September 2021. Changes included revisions to all 17 ELGs across the 7 areas of learning, the removal of ‘exceeding’ assessment band, and the removal of statutory local authority moderation. It is therefore not possible to directly compare 2021/22 assessment outcomes with earlier years. The 2019/20 and 2020/21 collections were cancelled because of the COVID-19 pandemic.

Teacher assessments cover all schools and early years providers with children registered for government-funded early years provision at the end of the EYFS. These include all state-funded schools and maintained nursery schools, children in private, voluntary and independent (PVI) providers, including childminders. Excludes a child who has not been assessed due to long periods of absence, for instance a prolonged illness, or arrived too late in the summer term for teacher assessment to be carried out, or for an exemption.

Local authority district data are based on matching the postcode of the school or provider to the National Statistics Postcode Lookup (NSPL). Percentages may not sum to 100.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This dataset tracks annual hispanic student percentage from 2013 to 2023 for Elsa England Elementary School vs. Texas and Round Rock Independent School District

Hands Up Scotland Survey 2023: Overview An Official Statistics Publication for Scotland – May 2024The annual Hands Up Scotland Survey, now in its fifteenth year, is published by Sustrans. The survey is funded by Transport Scotland and is designed to provide reliable and up to date information on mode of travel to school in Scotland.The question posed to all school pupils and nursery children is, ‘How do you normally travel to school?’ with a choice of travel modes.The travel modes are categorised as follows:Active travel: walking, cycling and scootering or skatingPublic sustainable travel: busMulti-mode travel: park and stride (driven part of the way by car and walk the rest)Private motorised travel: driven (car) and taxi.Over three-quarters (78.9%) of all state schools in Scotland (excluding nurseries) took part in the 2023 survey. Responses were received from over 443,000 school pupils and over 39,000 nursery children. A full report detailing the national level findings and greater technical detail on the data collection is also available.Document LinkKey findingsActive travel to school has declined since 2022, but remains higher than the pre-pandemic levels of 2019.The key findings from the 2023 survey are:In 2023, the percentage of school pupils travelling actively to school, either by walking, cycling, scootering or skating, is at 49.3%. This represents a continued decrease since a 51.2% high in 2020, but is still higher than the pre-pandemic levels of 2019 (47.8%)Cycling is at its highest level of the past ten survey years at 4.7%, 0.8 percentage points (pp) higher than the previous yearWalking rates decreased for the third year in a row, decreasing by 1.3pp, but is still by far the most common way school pupils get to schoolThe percentage of pupils scootering or skating to school increased to 3.3%, its highest level of the past ten survey yearsBus use has increased for the third year in a row, increasing by 0.6pp to 16.4%. This is comparable to pre-pandemic levels and is the highest level since 2017The proportion of pupils being driven to school saw a 0.6pp drop since 2022, to 22.5%. This is the lowest level since 2016.

This is the percentage of reception year children who are living with obesity and includes children who are living with severe obesity.

The BMI classification of each child is derived by calculating the child's BMI centile and assigning the BMI classification. Obese is defined as a BMI centile greater than or equal to the 95th centile. Severely obese is defined as a BMI centile greater than or equal to 99.6 (This BMI classification is a subset of the "Obese" classification).

The results are derived from the postcode of the school. Measurement of children's heights and weights, without shoes and coats and in normal, light, indoor clothing, was overseen by healthcare professionals and undertaken in school by trained staff. Measurements could be taken at any time during the academic year. Some children could be over one year older than others in the same school year at the point of measurement. This does not impact upon a child's BMI classification since BMI centile results are adjusted for age.

The National Child Measurement Programme (NCMP) collects height and weight measurements of children in reception (aged 4-5 years) and year 6 (aged 10-11 years) primarily in mainstream state-maintained schools in England. Local authorities are mandated to collect data from mainstream state-maintained schools but collection of data from special schools (schools for pupils with special educational needs and pupil referral units) and independent schools is encouraged.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This is the percentage of year 6 children who are living with obesity and includes children who are living with severe obesity.

The BMI classification of each child is derived by calculating the child's BMI centile and assigning the BMI classification. Obese is defined as a BMI centile greater than or equal to the 95th centile. Severely obese is defined as a BMI centile greater than or equal to 99.6 (This BMI classification is a subset of the "Obese" classification).

The results are derived from the postcode of the school. Measurement of children's heights and weights, without shoes and coats and in normal, light, indoor clothing, was overseen by healthcare professionals and undertaken in school by trained staff. Measurements could be taken at any time during the academic year. Some children could be over one year older than others in the same school year at the point of measurement. This does not impact upon a child's BMI classification since BMI centile results are adjusted for age.

The National Child Measurement Programme (NCMP) collects height and weight measurements of children in reception (aged 4-5 years) and year 6 (aged 10-11 years) primarily in mainstream state-maintained schools in England. Local authorities are mandated to collect data from mainstream state-maintained schools but collection of data from special schools (schools for pupils with special educational needs and pupil referral units) and independent schools is encouraged.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This dataset tracks annual asian student percentage from 2013 to 2023 for Elsa England Elementary School vs. Texas and Round Rock Independent School District

This dataset tracks annual two or more races student percentage from 2013 to 2023 for Elsa England Elementary School vs. Texas and Round Rock Independent School District