ERIC Number: ED559991
Record Type: Non-Journal
Publication Date: 2015-Jul
Pages: 31
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2013-14. First Look. NCES 2015-151
Glander, Mark
National Center for Education Statistics
This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2013-14. Specifically, this report includes statistics that describe: (1) the numbers and types of public elementary and secondary schools and local education agencies (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2013-14 or have closed since the prior school year; (3) student membership counts; (4) teacher counts and; (5) pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The following are appended: (1) Methodology and Technical Notes; and (2) Glossary.
Descriptors: Public Schools, Elementary Schools, Secondary Schools, School Districts, School Closing, Elementary School Students, Secondary School Students, Elementary School Teachers, Secondary School Teachers, Teacher Student Ratio, Charter Schools, Magnet Schools, Suburban Schools, Urban Schools, Rural Schools, Special Education, Vocational Education, Nontraditional Education
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
Identifiers - Location: United States
IES Funded: Yes
Grant or Contract Numbers: N/A
IES Publication: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2015151
Author Affiliations: N/A