Arizona

Post Secondary Education of United States, 2015

The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.

The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.

The American Community Survey (ACS) is an ongoing survey that provides data every year -- giving communities the current information they need to plan investments and services. Information from the survey generates data that help determine how more than $400 billion in federal and state funds are distributed each year. Social Characteristics – ancestry, disability, educational attainment, fertility, grandparents, household, language spoken, marital status, place of birth, region of birth, relationships, residence, school enrollment, US citizenship status, veteran status, and year of entry

The American Dream Prosperity Index provides a comprehensive picture of prosperity in 50 states and Washington D.C.The Index, comprising over 200 indicators gathered from more than 80 separate data sources are divided into 3 main domains namely Inclusive Societies, Open Economies, and the Empowered People, under these 11 pillars and 48 sub-components. It is a transformational tool designed to help policymakers, investors, philanthropists, and community leaders strengthen the pathways from poverty to prosperity across the nation, enabling all Americans to achieve their dream. It also provides journalists, researchers, and citizens access to meaningful data to better understand the impact of decisions being made that affect their communities.  

Chance for Success Index Indicators, United States

2019-20 year consider as 2020 and 2018-19 year consider as 2019

Common Core of Data: State Dropout and Completion Data The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates).  

Program Overview:The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four US Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the US Virgin Islands), the Department of Defense Education Activity (DoDEA), and the Bureau of Indian Education (BIE). In order to provide data comparable across states, NCES and representatives of SEAs have worked since the 1950s to develop and accept common data items and definitions. SEAs report school-, agency-, and state-level education data for the CCD through the US Department of Education's EDFacts collection system. CCD survey staff edits the data to produce the final data file, which NCES uses to construct general-purpose publications and specialized reports. The principal users of CCD nonfiscal data are the federal government; the education research community; state and local government officials, including school boards and LEA administrators; and the general public.   Guidelines for Missing, Not Applicable, and Suppression Code Values: For Numeric Data: -1 denotes missing, not available, or not reported data items. -2 denotes "not applicable" data items. -9 indicates suppressed data because it failed the multi-year edit.        

Early-Childhood Education of United States

Education Accountability of United States, 2012

Education Achievement United States

Education Demographics Indicators United States. The data for each year is a cumulative sum of the values from the past five years. For example, the data for 2021 includes the sum of the values from 2017 to 2021.

United States : Finance Statistics

This report marks the thirteenth school year for which the U.S. Department of Education (ED) has collected annual performance data from all states for the Education for Homeless Children and Youth (EHCY) program. The EDFacts Submission System allows for the collection of un-duplicated data on students who experienced homelessness and were reported as enrolled in public schools, even if they attend more than one local educational agency (LEA) during the school year. This report draws from that data to provide the only publicly available compilation of un-duplicated data for the EHCY program. The number of homeless students enrolled in public school districts and reported by state educational agencies (SEAs) during School Year (SY) 2016-17 was 1,355,821. This total is not intended to indicate the prevalence of children and youth experiencing homelessness, as it only includes those students who are enrolled in public school districts or LEAs. It does not capture school-aged children and youth who experience homelessness during the summer only, those who dropped out of school, or young children who are not enrolled in preschool programs administered by LEAs.

Education Technology United States, 2007

English-language learners (ELL) United States

The State Preschool Yearbook is an annual publication which has tracked the funding, access, and policies of state-funded preschool programs since the 2001-2002 school year. The Yearbook seeks to improve the public’s knowledge and understanding of state efforts to expand the availability of high-quality education to young children in the 21st century. We hope that this report will serve as a resource for policymakers, advocates, and researchers to make more informed decisions as state-funded preschool education moves forward to further decades of progress.

The Higher Education Research and Development Survey, successor to the Survey of Research and Development Expenditures at Universities and Colleges, is the primary source of information on R&D expenditures at U.S. colleges and universities. The survey collects information on R&D expenditures by field of research and source of funds and also gathers information on types of research and expenses and headcounts of R&D personnel. The survey is an annual census of institutions that expended at least $150,000 in separately budgeted R&D in the fiscal year.   Courtesy: National Science Foundation

Graduation Indicators of United States, 2013

This dataset contains the number of students enrolled in the fall, by distance education status and level of student. Institutions with traditional academic year calendar systems (semester, quarter, trimester or 4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution. Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and level of student (EFDELEV). Each record will contain the total students enrolled, students enrolled exclusively in distance education courses, students enrolled in some education distance education courses and students not enrolled in any distance education courses. The number of students enrolled in exclusively distance education courses are also reported by the following location categories: located in the same state/jurisdiction as the institution; in a different state/jurisdiction than the institution; in the U.S. but the state/jurisdiction is unknown; and residing outside the U.S..  

This dataset contains the number of first-time freshmen by the state of residence, along with data on the number who graduated from high school the previous year. Institutions with traditional academic year calendar systems (semester, quarter, trimester or 4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution. Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31. 

This dataset contains data on the total entering class, first-year retention rates and the student-to-faculty ratio. The total entering class is the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body. This dataset contains data on the total entering class, first-year retention rates and the student-to-faculty ratio. The total entering class is the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body. The first-year retention rate data measure the percentage of first-year students who had persisted in or completed their educational program a year later (began in fall 2016 and persisted or completed in fall 2017). Institutions can exclude the number of students from the first-time cohort who left the institution for any of the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps); or to serve on official church missions. Beginning with the fall 2016 data, instititions can include first-time bachelor’s-seeking (or equivalent) study abroad students who were excluded from the first-time cohort  but who have re-enrolled at the institution their second year. Student-to-faculty ratio is defined as  total FTE students (not in graduate or professional programs) divided by total FTE instructional staff (not teaching in graduate or professional programs). All data on this file is applicable only to institutions with undergraduate students. Institutions with traditional academic year calendar systems (semester, quarter, trimester or  4-1-4) report their enrolment as of October 15 or the official fall reporting date of the institution (academic year). Institutions with calendar systems that differ by program or allow continuous enrolment report students that are enrolled at any time between August 1 and October 31 (program year).  Only academic year institutions report entering class data. Institutions with short programs (less-than-one-year) will not have data on retention.

This dataset contains institutional finance data for institutions that use accounting standards established by the Financial Accounting Standards Board (FASB) . All private not-for-profit institutions are included in this file. There are some public institutions that use the FASB model and are also included. Finance data includes institutional revenues by source, expenditures by functional categories, expenditures by natural classification categories, endowments, and assets and liabilities. This information provides context for understanding the cost and resources of providing postsecondary education. It is used to calculate the contribution of postsecondary education to the gross national product. Beginning with fiscal year 2016 detailed expenditures by function and the natural classifications of fringe benefits, operations and maintenance of plant, depreciation and interest are no longer available.

This data file contains institutional finance data for private for-profit institutions that use accounting standards established by the Financial Accounting Standards Board (FASB). Finance data includes institutional revenues by source, expenditures by functional categories, expenditures by natural classification categories, and assets and liabilities. This information provides context for understanding the cost and resources of providing post secondary education. It is used to calculate the contribution of post secondary education to the gross national product. Beginning with fiscal year 2016 detailed expenditures by function and the natural classifications of fringe benefits, operations and maintenance of plant, depreciation and interest are no longer available.

This dataset contains the graduation rate status as of 2021 for the cohort of full-time, first-time degree / certificate-seeking undergraduates in both four year and two year institutions. Data for four year institutions include the number of bachelor degree-seeking students who were enrolled in 2011, the number of bachelor degree seeking students who completed any degree / certificate within 150 percent of normal time, the number who completed a bachelor's degree within 100, 125 or 150 percent of normal time, and the number of bachelor's degree-seeking students who transferred out. Data for students seeking a degree / certificate other than a bachelor's degree are also included for four year institutions. Data for two year institutions include the number of full-time, first-time students who were enrolled in 2014, the number of students who completed any degree / certificate within 100 or 150 percent of normal time and the number of students who transferred out. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and the cohort and graduation status within the cohort (GRTYPE). Each record will contain the above data by gender and race / ethnicity. Note: The number of students who completed a degree / certificate within 100 percent of normal time is not available by race / ethnicity and gender. "This file contains the graduation rate status as of August 31, 2017 for the cohort of full-time, first-time degree / certificate-seeking undergraduates in both four year and two year institutions. Data for four year institutions include the number of bachelor degree-seeking students who were enrolled in 2011, the number of bachelor's degree seeking students who completed any degree / certificate within 150 percent of normal time, the number who completed a bachelor's degree within 100, 125 or 150 percent of normal time, and the number of bachelor's degree-seeking students who transferred out . Data for students seeking a degree / certificate other than a bachelor's degree are also included for four year institutions. Data for two year institutions include the number of full-time, first-time students who were enrolled in 2014, the number of students who completed any degree / certificate within 100 or 150 percent of normal time and the number of students who transferred out. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and the cohort and graduation status within the cohort (GRTYPE). Each record will contain the above data by gender and race / ethnicity. Note: The number of students who completed a degree / certificate within 100 percent of normal time is not available by race / ethnicity and gender.

This dataset contains the number of staff, total salary outlays and average salaries of full-time, nonmedical, instructional staff by academic rank, number of months worked, and gender. The categories for number of months worked are 9-, 10-, 11- and 12-months. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. "This dataset contains the number of staff, total salary outlays and average salaries of full-time, nonmedical, instructional staff by academic rank, number of months worked, and gender. The categories for number of months worked are 9-, 10-, 11- and 12-months. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Between 2012 and 2015 salary information were not available by number of months worked. Equated 9-month average salaries were available, but because of the lack of detailed salary data by the number of months worked, it is not consistent with equated 9-month salary data generated in 2016.  Prior to 2012, number of staff and salary information were available for 9/10 months worked and 11/12 months worked. Equated 9-month average salaries and equated 9-month salary outlays were available and is more consistent with the 2016 equated salaries. Prior to 2016 the number of months worked were referred to as contract lengths. In 2016, the salary survey collection screens used the "" number of months worked "" terminology.    This dataset also contains the number and salary outlays for full-time, nonmedical, non-instructional staff by occupational category

Unduplicated head count: Unduplicated head count of students enrolled over a 12-month period for both undergraduate and graduate levels. These enrollment data are particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional activity: Instructional activity measured in total credit and/or contact hours delivered by institutions during a 12-month period.  The credit hour and contact hour activity data are used to derive 12-month full-time equivalent (FTE) enrollments for both undergraduate and graduate levels. The graduate level does not include credit hours for doctoral professional practice students.

"Difference from national public (NP)" measures the spread between national and respective state or area scores. If a score is higher than the national level, then the difference is positive; and if it is lower than the national level, it is negative.

National Center for Education Statistics Four-Year Adjusted Cohort Graduation Rates (%), by Race/Ethnicity and State

This dataset presents the six-year college completion rates nationally and by state, by tracking the enrollment and completion outcomes for the fall 2015 cohort of beginning college students through June 2021. It accounts for all students who enter postsecondary education for the first time each fall, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. It includes those who complete after transfer, not just completions at the starting institution. Thus, the results more fully capture diverse pathways to success, which increasingly involve mobility across institutions and across state lines, re-entry after stop-out, and changes in enrollment intensities.

Number of schools, students, and teachers in regular schools with membership for the 100 largest metropolitan statistical areas in the United States Note: Membership is the count of students enrolled on October 1 of the reported school year. Analysis includes only regular schools with membership greater than zero. Data include all 50 states and the District of Columbia. Operating schools include all those providing services during the reported school year. New schools are schools opened for the first time within the school year reported. Continuing operations schools include schools that provided services in the prior school year. Counts of students and teachers for closed schools are for the prior school year. For example, counts of students for schools closed in school year 2002–03 are based on enrollments for these schools in school year 2001–02. Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 1999–2000, Version 1b; 2000–01, Version 1a; 2001–02, Version 1a; 2002–03, Version 1a; 2003–04, Version 1a; 2004–05, Version 1b; 2005–06, Version 1a; 2006–07, Version 1c; 2007–08, Version 1b; 2008–09, Version 1b; 2009–10, Version Provisional 2a; and 2010–11, Version Provisional 2a.

Number of schools, students, and teachers in regular schools with membership for the 100 largest cities in the United States Note: Cities listed by 2010-11 student membership size, descending. City name is based on specific location of school and United States Post Office assigned city designations. Membership is the count of students enrolled on October 1 of the reported school year. Analysis includes only regular schools with membership greater than zero. Data include all 50 states and the District of Columbia. Operating schools include all those providing services during the reported school year. New schools are schools opened for the first time within the school year reported. Continuing operations schools include schools that provided services in the prior school year. Counts of students and teachers for closed schools are for the prior school year. For example, counts of students for schools closed in school year 2000–01 are based on enrollments for these schools in school year 1999–2000. Membership is the count of students enrolled on October 1 of the reported school year. Analysis includes only regular schools with membership greater than zero. Data include all 50 states and the District of Columbia. Worcester, MA, New Haven–Milford, CT, and Springfield, MA Metro Areas became metropolitan statistical areas in 2006–07. North Port–Bradenton–Sarasota, FL Metro Area became a metropolitan statistical area in 2010–11. Data for prior years are not available. Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 2001–02, Version 1a; 2002–03, Version 1a; 2003–04, Version 1a; 2004–05, Version 1b; 2005–06, Version 1a; 2006–07, Version 1c; 2007–08, Version 1b; 2008–09, Version 1b; 2009–10, Version Provisional 2a; and 2010–11, Version Provisional 2a.

This dataset presents the measure of participation and performance that shows success on the Advanced Placement(AP) Exam. It represents only U.S. public school students. Source: https://www.fldoe.org/core/fileparse.php/5673/urlt/21FLAPCohortDataReport.pdf

The grade is based on six factors: state academic standards, charter schools, home school regulation burden, private school choice, teacher quality, and digital learning. Because the Education and Workforce Task Force at ALEC focuses the most on private school choice and charter schools, those factors were given double weight in the calculation over overall rank and grade. The weighted grades were converted into a GPA average and an individual rank. We calculated states' education policy grades in the following manner. First, we converted all rankings into letter grades where possible. For example, we converted homeschooling regulation burden levels as such: none = A, low = B, moderate = C and high = D. Next, we converted all letter grades to a numerical score based on a GPA scale (A=4, B =3, C=2, D=1, F=0). Those scores were tallied and divided by the number of categories in which a score was present. In some categories, grades were awarded with pluses and minuses, and numerical conversions were altered appropriately. A grade of B-, for example, was converted to a numeric score of 2.667, while a C+ was converted to 2.333.)   Grade Value Grade Low Score High Score 1 HAS 3.834 4.166 2 HAS- 3.5 3.833 3 B+ 3.167 3.499 4 B 2.834 3.166 5 B- 2.5 2.833 6 C+ 2.167 2.499 7 VS 1.834 2.166 8 VS- 1.5 1.833 9 D+ 1.167 1.499 10 D 0.834 1.166 11 D- 0.5 0.833 12 F 0 0.499

Economy and workforce of United States

School Climate Indicator United States, 2010

Note: ACS 1-Year Estimates. United States: School Enrollment 

The Office for Civil Rights (OCR) , US Department of Education-collects a variety of information including student enrollment and educational programs and services, most of which is disaggregated by race/ethnicity, sex, limited English proficiency, and disability

Educational attainment in a science, engineering, or technology (SET) field gives people greater opportunities to work in higher-paying technical jobs than are generally available to those in other fields of study. Earning an associate's degree in an SET field also prepares an individual for more advanced technical education. This indicator represents the extent to which a state provides associate's level training in SET fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an associate's degree. The National Center for Education Statistics counts the number of associate's degrees awarded in SET fields; these data include degrees in science and engineering technology fields that are not included with other similar indicators where only S&E fields are included. Associate's degrees are awarded at both 2-year and 4-year institutions in the United States, and there may be regional variations in the degree awards, based on the relationship of these institutions to each other in each state. Estimates of the population aged 18–24 years old are provided by the U.S. Census Bureau. Small differences in the indicator value between states or across time generally are not meaningful. Because students may move across state lines after receiving their associate's degrees, this indicator does not necessarily predict the qualifications of a state's future technical workforce.

Note: The year in dataset is FY The Survey of Science and Engineering Research Facilities is a congressional mandated, biennial survey that collects data on the amount, construction, repair, renovation, and funding of research facilities, as well as the computing and networking capacities at U.S. colleges and universities. The survey is an establishment-based survey completed by institutional coordinators at academic institutions and is a census of all research-performing colleges and universities in the United States that expended at least $1 million in research and development funds in the prior fiscal year.   Courtesy: National Science Foundation

This dataset has indicators related to Graduate students and Postdoctoral appointees in US Science, Engineering and Health institutions. The Graduate Students and Post doctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master’s degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Science Foundation and the National Institutes of Health, collects the total number of graduate students, postdoctoral appointees, and doctorate-level non faculty researchers by demographic and other characteristic such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support.   Courtesy: National Science Foundation

Special Education Indicator United States, 2004

First-Year Persistence and Retention by State: The Persistence and Retention report series examines first-year persistence and retention rates for beginning postsecondary students. Persistence rate is measured by the percentage of students who return to college at any institution for their second year, while retention rate represents the percentage of students who return to the same institution. Students attaining a credential in their first year are accounted for in persistence and retention rates.

This Data set provide information about Federal Student Loan Portfolio by Borrower Location and Debt SizeThe office of Federal Student Aid is responsible for directly managing or overseeing an outstanding federal student loan portfolio comprised of billions of dollars in Title IV loans and representing millions of borrowers. This federal student loan portfolio includes Direct Loans, Federal Family Education Loans (FFEL), and Perkins Loans with outstanding balances.Includes outstanding principal and interest balances.

This dataset presents internationally comparable data on (full-time) salaries of teachers and school heads in public institutions at pre-primary, primary and general (lower and upper) secondary education. Actual salaries are displayed by level of education, and data on actual salaries of teachers are also available by age and gender. Data also include other statistics related to salaries of teachers.

This dataset presents internationally comparable data on (full-time) salaries of teachers and school heads in public institutions at pre-primary, primary and general (lower and upper) secondary education. Statutory salaries are displayed by level of education, Data also include other statistics related to salaries of teachers.

The Texas Education Agency (TEA) prepares data and reports related to college admissions testing, including SAT and ACT, in Texas public schools. Note: Data collected using average of all district & regions. https://rptsvr1.tea.texas.gov/acctres/satact/2015/sat_act_glossary_class_2015.html  

A medical career starts with finding the program that best fits your needs. With the U.S. News rankings of the top medical schools for research, narrow your search by location, tuition, school size and test scores.

The National Science Foundation Act of 1950, as amended, requires that the National Science Foundation initiate and maintain a program for the determination of the total amount of money for scientific and engineering research, including money allocated for the construction of the facilities wherein such research is conducted, received by each educational institution and appropriate nonprofit organization in the United States, by grant, contract, or other arrangement from agencies of the Federal Government, and to report annually thereon to the President and the Congress. To fulfill this requirement, NSF’s National Center for Science and Engineering Statistics has used the data collection system originally designed by the Committee on Academic Science and Engineering of the Federal Council for Science and Technology. Through its Survey of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions, NCSES annually collects statistical data from the 19 federal agencies that account for virtually all support for science and engineering (S&E) research and development at educational institutions. Data are also collected on these agencies' obligations to nonprofit institutions. Since its inception, this survey system has been the sole source of data on federal funding to individual institutions for S&E activities and, therefore, attracts a wide audience. These data provide information that enables users to examine patterns of support for individual institutions over time and to compare such patterns with those of other institutions.   Courtesy: National Science Foundation

Childhood Well-being Indicators United States

Methodology to calculate attainment has been explained in Frank (2009) "Frank, Mark. W. 2009 "Inequality and Growth in the United States: Evidence from a New State-Level Panel of Income Inequality Measure" Economic Inquiry, Volume 47, Issue 1, Pages 55-68.