AndreaBozzo/ceres-open-data-index huggingface dataset:
Guidance Documents Related to Sexual Harassment, Sexual Assault, and Retaliation in Schools

These guidance documents were issued by the U.S. Department of Education Office for Civil Rights. This 2001 Sexual Harassment Guidance reaffirms the compliance standards that OCR applies in investigations and administrative enforcement of Title IX of the Education Amendments of 1972 regarding sexual harassment. The guidance provides the principles that a school should use to recognize and effectively respond to sexual harassment of students in its program as a condition of receiving Federal financial assistance. This 2011 Dear Colleague Letter on Sexual Violence explains that the requirements of Title IX of the Education Amendments of 1972 cover sexual violence and reminds schools of their responsibilities to take immediate and effective steps to respond to sexual violence in accordance with the requirements of Title IX. This 2013 Dear Colleague Letter on Retaliation reminds school districts, postsecondary institutions, and other recipients that retaliation is also a violation of Federal law. The letter seeks to clarify the basic principles of retaliation law and to describe OCR's methods of enforcement.

Tags: 519e6cdf-3011-4b75-9e12-34a45cb17fd8, civil-rights, elementary-education, postsecondary-education, retaliation, secondary-education, sexual-assault, sexual-harassment, sexual-violence
Organization: Department of Education
Federal School Code List for Free Application for Federal Student Aid (FAFSA)

The Federal School Code List contains the unique codes assigned by the Department of Education for schools participating in the Title IV federal student aid programs. Students can enter these codes on the Free Application for Federal Student Aid (FAFSA) to indicate which postsecondary schools they want to receive their financial application results. The Federal School Code List is a searchable document in Excel format. The list will be updated on the first of February, May, August, and November of each calendar year.

Tags: 5474ef49-ba39-40d2-8f39-47bf2a766902, college, fafsa, student-loans, university
Organization: Department of Education
Schools and Staffing Survey, 1990-91

The Schools and Staffing Survey, 1990-91 (SASS 90-91), is a study that is part of the Schools and Staffing Survey (SASS) program; program data is available since 1987-88 at <https://nces.ed.gov/surveys/sass/dataproducts.asp>. SASS 90-91 (https://nces.ed.gov/surveys/sass) is a cross-sectional survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 90-91 are average teacher salaries and the percentage of teachers by teaching field.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, elementary, principal-experience, principal-qualifications, principals, private-schools, public-school-districts, public-schools, secondary, teacher-experience, teacher-qualifications, teachers
Organization: Department of Education
Civil Rights Data Collection, 2013-14

The Civil Rights Data Collection, 2013-14 (CRDC 2013-14) is part of the Civil Rights Data Collection (CRDC) program; program data are available beginning with the 2000 collection at <http://ocrdata.ed.gov/>. CRDC 2013-14 is a cross-sectional survey that collects data on key education and civil rights issues in the nation's public schools, which include student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency, and disability. LEAs submit administrative records about schools in the district. CRDC 2013-14 is a universe survey. Key statistics produced from CRDC 2013-14 can provide information about critical civil rights issues as well as contextual information on the state of civil rights in the nation, including enrollment demographics, advanced placement, school discipline, and special education services.

Tags: 519e6cdf-3011-4b75-9e12-34a45cb17fd8, advanced-placement, civil-rights, course-taking, discrimination, education-of-students-with-disabilities, elementary-and-secondary-education, enrollment-demographics, gifted-and-talented-programs, graduation-testing, juvenile-justice-facilities, mental-retardation, minority-groups, sat-or-act-test-participation, school-counselors, school-expenditures, school-staff, schools, sex-discrimination, special-education-services, student-chronic-absenteeism, student-discipline, student-pregnancy, student-retention, students, sworn-law-enforcement-officers, teacher-absenteeism, teacher-certification, teacher-experience
Organization: Department of Education
College Affordability and Transparency List Explanation Form, 2011-12

College Affordability and Transparency List Explanation Form 2011-12 (CATEF 2011-12) is a cross-sectional data collection that collects information on the major areas of institutions' budgets with the greatest cost increases, the explanations for these increases, and the steps institutions have been or will be taking towards reducing these costs. The data collection is conducted on the subset of institutions that appear on the tuition and fees and/or net price increase lists for being in the five percent of institutions in their institutional sector that have the highest increases, expressed as a percentage change, over the three-year time period. This data collection is mandatory and expects a 100% response rate. Key statistics produced from CATEF 2011-12 are a description of the major areas in the institution's budget with the greatest cost increases; an explanation of the cost increases; a description of the steps the institution will take toward the goal of reducing costs in the areas described; an explanation of the extent to which the institution participates in determining such cost increase; the identification of the agency or instrumentality of State government responsible for determining such cost increase; and any other information the institution considers relevant to the report.

Tags: c1e7a143-9bfc-4eeb-8df8-720605a12e1a, college-affordability, cost-of-attendance, net-prices, postsecondary-institutions, transparency-of-information, tuition-and-fees
Organization: Department of Education
College Affordability and Transparency List Explanation Form, 2012-13

College Affordability and Transparency List Explanation Form 2012-13 (CATEF 2012-13) is a cross-sectional data collection that collects information on the major areas of institutions' budgets with the greatest cost increases, the explanations for these increases, and the steps institutions have been or will be taking towards reducing these costs. The data collection is conducted on the subset of institutions that appear on the tuition and fees and/or net price increase lists for being in the five percent of institutions in their institutional sector that have the highest increases, expressed as a percentage change, over the three-year time period. This data collection is mandatory and expects a 100% response rate. Key statistics produced from CATEF 2012-13 are a description of the major areas in the institution's budget with the greatest cost increases; an explanation of the cost increases; a description of the steps the institution will take toward the goal of reducing costs in the areas described; an explanation of the extent to which the institution participates in determining such cost increase; the identification of the agency or instrumentality of State government responsible for determining such cost increase; and any other information the institution considers relevant to the report.

Tags: c1e7a143-9bfc-4eeb-8df8-720605a12e1a, college-affordability, cost-of-attendance, net-prices, postsecondary-institutions, transparency-of-information, tuition-and-fees
Organization: Department of Education
Schools and Staffing Survey, 1999-2000

The 1999-2000 Schools and Staffing Survey is a study that is part of the Schools and Staffing Survey (SASS) program; program data is available since 1987-88 at <https://nces.ed.gov/surveys/sass/dataproducts.asp>. SASS 99-00 (https://nces.ed.gov/surveys/sass) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 99-00 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, charter-school, class-sizes, district, education, hiring, principal, private-school, retention, teacher, teacher-salaries, violence
Organization: Department of Education
Campus Safety and Security Survey, 2010

The Campus Safety and Security Survey, 2010 (CSSS 2010), is a data collection that is part of the Campus Safety and Security Survey (CSSS) program; program data is available since 2005 at <https://ope.ed.gov/security/GetDownloadFile.aspx>. CSSS 2010 (https://ope.ed.gov/security/) was a cross-sectional survey that collected information required for benefits about crime, criminal activity, and fire safety at postsecondary institutions in the United States. The collection was conducted through a web-based data entry system utilized by postsecondary institutions. All postsecondary institutions participating in Title IV funding were sampled. The collection's response rate was 100 percent. Key statistics produced from CSSS 2010 were on the number and types of crimes committed at responding postsecondary institutions and the number of fires on institution property.

Tags: c1e7a143-9bfc-4eeb-8df8-720605a12e1a, campus-safety, clery-act, crime, financial-aid, fire-safety, funding, higher-education-act-of-1965, higher-education-opportunity-act-of-2008, number-of-fires, office-of-postsecondary-education, postsecondary-institutions, title-iv
Organization: Department of Education
Campus Safety and Security Survey, 2009

The Campus Safety and Security Survey, 2009 (CSSS 2009), is a data collection that is part of the Campus Safety and Security Survey (CSSS) program; program data is available since 2005 at <https://ope.ed.gov/security/GetDownloadFile.aspx>. CSSS 2009 (https://ope.ed.gov/security/) was a cross-sectional survey that collected information required for benefits about crime, criminal activity, and fire safety at postsecondary institutions in the United States. The collection was conducted through a web-based data entry system utilized by postsecondary institutions. All postsecondary institutions participating in Title IV funding were sampled. The collection's response rate was 100 percent. Key statistics produced from CSSS 2009 were on the number and types of crimes committed at responding postsecondary institutions and the number of fires on institution property.

Tags: c1e7a143-9bfc-4eeb-8df8-720605a12e1a, campus-safety, clery-act, crime, financial-aid, fire-safety, funding, higher-education-act-of-1965, higher-education-opportunity-act-of-2008, number-of-fires, office-of-postsecondary-education, postsecondary-institutions, title-iv
Organization: Department of Education
ED Grants: Promise Neighborhoods Fund

The Promise Neighborhoods Fund website depicts open grantmaking information on the applicants received, grantees awarded and project locations. The purpose of Promise Neighborhoods is to improve significantly the educational and developmental outcomes of children in our most distressed communities, and to transform those communities by-- (1) Supporting efforts to improve child outcomes and ensure that data on those outcomes are communicated and analyzed on an ongoing basis by leaders and members of the community; (2) Identifying and increasing the capacity of eligible entities that are focused on achieving results and building a college-going culture in the neighborhood; (3) Building a complete continuum of cradle-through-college-to-career solutions (continuum of solutions), which has both academic programs and family and community supports, with a strong school or schools at the center. Academic programs must include (a) High-quality early learning programs designed to improve outcomes in multiple domains of early learning; (b) programs, policies, and personnel for children in kindergarten through the 12th grade that are linked to improved academic outcomes; and (c) programs that prepare students for college and career success. Family and community supports must include programs to improve student health, safety, community stability, family and community engagement, and student access to 21st century learning tools. The continuum of solutions also must be linked and integrated seamlessly so there are common outcomes, a focus on similar milestones, support during transitional time periods, and no time or resource gaps that create obstacles for students in making academic progress. The continuum also must be based on the best available evidence including, where available, strong or moderate evidence, and include programs, policies, practices, services, systems, and supports that result in improving educational and developmental outcomes for children from cradle through college to career; (4) Integrating programs and breaking down agency "silos" so that solutions are implemented effectively and efficiently across agencies; (5) Supporting the efforts of eligible entities, working with local governments, to build the infrastructure of policies, practices, systems, and resources needed to sustain and "scale up" proven, effective solutions across the broader region beyond the initial neighborhood; and (6) Learning about the overall impact of Promise Neighborhoods and about the relationship between particular strategies in Promise Neighborhoods and student outcomes, including a rigorous evaluation of the program.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, academic-improvement, cfda-84-215p, cfda-84215p, community-involvement, cooperative-agreements, development-grants, discretionary-grants, education, innovation, neighborhoods, nonprofit-organizations, scale-up-grants, student-achievement, validation-grants
Organization: Department of Education
ED Grants: Investing in Innovation (i3) Fund 2010

The Investing in Innovation (i3) Fund website depicts and allows downloading of general information on the i3 applicants received, grantees awarded and project locations. The Investing in Innovation Fund, established under section 14007 of the American Recovery and Reinvestment Act of 2009 (ARRA), provides funding to support (1) local educational agencies (LEAs), and (2) nonprofit organizations in partnership with (a) one or more LEAs or (b) a consortium of schools. The purpose of the i3 program is to provide competitive grants to applicants with a record of improving student achievement and attainment in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement or student growth, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, or increasing college enrollment and completion rates. These grants will (1) allow eligible entities to expand and develop innovative practices that can serve as models of best practices, (2) allow eligible entities to work in partnership with the private sector and the philanthropic community, and (3) identify and document best practices that can be shared and taken to scale based on demonstrated success.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, arra, cooperative-agreements, development-grants, discretionary-grants, education, innovation, scale-up-grants, student-achievement, validation-grants
Organization: Department of Education
ED Grants: Investing in Innovation (i3) Fund 2011

The Investing in Innovation (i3) Fund website depicts and allows downloading of general information on the i3 applicants received, grantees awarded and project locations. The Investing in Innovation Fund, established under section 14007 of the American Recovery and Reinvestment Act of 2009 (ARRA), provides funding to support (1) local educational agencies (LEAs), and (2) nonprofit organizations in partnership with (a) one or more LEAs or (b) a consortium of schools. The purpose of the i3 program is to provide competitive grants to applicants with a record of improving student achievement and attainment in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement or student growth, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, or increasing college enrollment and completion rates. These grants will (1) allow eligible entities to expand and develop innovative practices that can serve as models of best practices, (2) allow eligible entities to work in partnership with the private sector and the philanthropic community, and (3) identify and document best practices that can be shared and taken to scale based on demonstrated success.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, arra, cooperative-agreements, development-grants, discretionary-grants, education, innovation, scale-up-grants, student-achievement, validation-grants
Organization: Department of Education
National Household Education Surveys Program, 2012 Parent and Family Involvement in Education Survey

The National Household Education Survey Program, 2012 Parent and Family Involvement in Education Survey (PFI-NHES:2012), is a study that is part of the National Household Education Survey (NHES) program. PFI-NHES:2012 (https://nces.ed.gov/nhes/) is a cross-sectional survey that collects data directly from households on educational issues. This study was conducted using address based sample, self-administered questionnaires of households. Households in 2012 were sampled. Key statistics produced from PFI-NHES:2012 are early childhood care and education, children's readiness for school, parent perceptions of school safety and discipline, before- and after-school activities of school-age children, participation in adult and continuing education, parent involvement in education, school choice, homeschooling, and civic involvement.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, education, homeschooling, households, national-household-education-survey-nhes, parent-family-involvement-pfi, parental-involvement-in-education, public-schools
Organization: Department of Education
ED Grants: Ready-To-Learn Television

Ready-to-Learn Television supports the development of educational television and digital media targeted at preschool and early elementary school children and their families.  This data-focused toolset site contains data visualizations and downloads. Ready-to-Learn TV's general goal is to promote early learning and school readiness, with a particular interest in reaching low-income children. In addition to creating television and other media products, the program supports activities intended to promote national distribution of the programming, effective educational uses of the programming, community-based outreach, and research on educational effectiveness. CFDA Number: 84.295

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, cfda-84-295, cfda-84295, cooperative-agreements, education, grant-program, internet, mobile, mobility, preschool-and-early-elementary-school-children, project-grant, television, tv
Organization: Department of Education
Federal Student Loan Program Data

Provides recipient and disbursement information each quarter for the Direct Loan and Federal Family Education Loan Programs by postsecondary school.

Tags: 5474ef49-ba39-40d2-8f39-47bf2a766902, college, direct-loan-program, dl, federal-family-education-loan-program, ffel, financial-aid, student-financial-assistance, student-loans, title-iv-programs, university
Organization: Department of Education
FAFSA Application Volume

These reports provide information on the number of Free Applications for Federal Student Aid (FAFSAs) processed.  One report provides the number of applications by the applicant's state of legal residence and the other report provides the number of applications by postsecondary institution, as listed on the applicant's FAFSA.  In both reports, numbers are reported in two categories: dependent students and independent students

Tags: 5474ef49-ba39-40d2-8f39-47bf2a766902, fafsa, financial-aid, free-application-for-federal-student-aid, title-iv-programs
Organization: Department of Education
Grant Program Data for Federal Student Aid

Provides recipient and disbursement information each quarter for the Federal Pell, TEACH, and Iraq and Afghanistan Service Grant Programs by postsecondary school.

Tags: 5474ef49-ba39-40d2-8f39-47bf2a766902, academic-competitiveness-grant, college, federal-pell-grant, financial-aid, national-science-and-mathematics-access-to-retain-talent-smart-grant, postsecondary-education, teach-grant, title-iv-programs, university
Organization: Department of Education
Campus-Based Program Data for Federal Student Aid

Provides annual recipient, disbursement and federal award information for the Campus-Based Programs (Perkins Loan Program, Federal Supplemental Education Opportunity Grant and Federal Work-Study Program) by postsecondary school.

Tags: 5474ef49-ba39-40d2-8f39-47bf2a766902, campus-based-programs, college, federal-student-aid, federal-supplemental-education-opportunity-grants, federal-work-study-program, financial-aid, financial-assistance, fseog, fws-program, perkins-loan-program, postsecondary-education, student-financial-aid, title-iv-programs, university
Organization: Department of Education
Common Core of Data Nonfiscal Survey, 1987-88

The Common Core of Data Nonfiscal Survey, 1987-88 (CCD 1987-88) is a data collection that is part of the Common Core of Data (CCD) program; program data is available since 1986-1987 at <https://nces.ed.gov/ccd/ccddata.asp>. CCD-Nonfiscal 1987-88 (https://nces.ed.gov/ccd/index.asp) is a cross-sectional survey that collected non-fiscal data about all public schools, public school districts, and state education agencies in the 50 United States, the District of Columbia, and other outlying jurisdictions. The data were supplied by state education agency officials and included basic information and descriptive statistics on public elementary and secondary schools and schooling in general. Key information produced from CCD-Nonfiscal 1987-88 include information that described schools and school districts, including name, address, and phone number; student counts by race/ethnicity, grade and sex and full-time equivalent (FTE) staff counts by labor category.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, common-core-of-data-ccd, public-school-districts, public-school-students, public-school-teachers, public-schools
Organization: Department of Education