AndreaBozzo/ceres-open-data-index huggingface dataset:
2020 Neighborhood Tabulation Areas (NTAs)

2020 Neighborhood Tabulation Areas (NTAs) are medium-sized statistical geographies for reporting Decennial Census and American Community Survey (ACS). 2020 NTAs are created by aggregating 2020 census tracts and nest within Community District Tabulation Areas (CDTA). NTAs were delineated with the need for both geographic specificity and statistical reliability in mind. Consequently, each NTA contains enough population to mitigate sampling error associated with the ACS yet offers a unit of analysis that is smaller than a Community District. Though NTA boundaries and their associated names roughly correspond with many neighborhoods commonly recognized by New Yorkers, NTAs are not intended to definitively represent neighborhoods, nor are they intended to be exhaustive of all possible names and understandings of neighborhoods throughout New York City. Additionally, non-residential areas including large parks, airports, cemeteries, and other special areas are represented separately within this dataset and are assigned codes according to their type (See NTAType field). All previously released versions of this data are available on the [DCP Website: BYTES of the BIG APPLE]. Current version: 26b
2020 High Volume FHV Trip Records

These records are generated from the trip record submissions made by High Volume For-Hire Vehicle (FHV) bases. On August 14, 2018, Mayor de Blasio signed Local Law 149 of 2018, creating a new license category for TLC-licensed FHV businesses that currently dispatch or plan to dispatch more than 10,000 FHV trips in New York City per day under a single brand, trade, or operating name, referred to as High-Volume For-Hire Services (HVFHS). This law went into effect on Feb 1, 2019. Each row represents a single trip in a FHV dispatched by a high volume base. The trip records include fields capturing the high volume license number, the pickup and drop-off date, time, and taxi zone location ID, which correspond with the NYC Taxi Zones open dataset.
2020 Community District Tabulation Areas (CDTAs)

The Department of City Planning (DCP) created Community District Tabulation Areas (CDTAs) to closely approximate the 59 Community Districts of New York City for the purpose of reporting American Community Survey (ACS) data. CDTAs are built by aggregating whole 2020 census tracts. All previously released versions of this data are available on the [DCP Website: BYTES of the BIG APPLE]. Current version: 26b
2020 Census Tracts to 2020 NTAs and CDTAs Equivalency

This file shows the relationship between New York City’s 2020 census tracts, 2020 Neighborhood Tabulation Areas (NTAs), and Community District Tabulation Areas (CDTAs). 2020 census tracts nest within 2020 NTAs, and 2020 NTAs nest within CDTAs, so each census tract is listed only once. Note that CDTAs sometimes cross borough boundaries, and therefore will not add up to borough totals for the Bronx, Queens, and Manhattan. As they are nested within CDTAs, NTAs will likewise not add up to borough totals. Also note that census tracts in New York City’s water areas are excluded from this file.
2020 Census Tracts

Census Tracts from the 2020 US Census for New York City clipped to the shoreline. These boundary files are derived from the US Census Bureau's TIGER project and have been geographically modified to fit the New York City base map. Because some census tracts are under water not all census tracts are contained in this file, only census tracts that are partially or totally located on land have been mapped in this file. All previously released versions of this data are available on the [DCP Website: BYTES of the BIG APPLE]. Current version: 26b
2020 Census Blocks

Census Blocks from the 2020 US Census for New York City clipped to the shoreline. These boundary files are derived from the US Census Bureau's TIGER project and have been geographically modified to fit the New York City base map. Because some census blocks are under water not all census blocks are contained in this file, only census blocks that are partially or totally located on land have been mapped in this file. All previously released versions of this data are available on the [DCP Website: BYTES of the BIG APPLE]. Current version: 26b
2020 - 2021 Remote Learning Legislation Device Request

For fall 2020, when buildings reopened and students were able to return on-site, schools were advised to review any requests from families submitted via the remote learning device form and conduct an assessment of all of their devices (including recent purchases) in order to assign available devices to families in need . For any families where the school could not meet the need, schools confirmed that a device was needed by requesting that a device be prepared for that student after the City ordered the additional 100K ipads. Once receiving this confirmation, the central office prepared and shipped the device.
2020-2021 Local Law 231 Training Data

The workshop provides an overview of the DOE policies related to New York State’s Dignity for All Students Act, with a focus on Chancellor’s Regulations A-832-Student to Student Discrimination, Harassment, Intimidation, and/or Bullying and A-831-Student to Student Sexual Harassment as well as the Staff to Student Discrimination and Sexual Harassment components of Chancellor’s Regulation A-830. Participants will also learn about the protected classifications for students and staff, their reporting responsibilities and under what circumstances off-school premises behavior is covered under Chancellor’s Regulations.
2020-2021 Local Law 102 Physical Education

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about the provision of physical education instruction, including the number and percentage of students who received or were scheduled to receive the required amount of PE instruction, average PE class size, PE instruction received by students who have an IEP with an adaptive physical education recommendation, the ratio of licensed physical education instructors, and the number of licensed instructors who have received physical education professional development in the preceding two school years. In prior years, this report provided information about physical education instructional spaces, PE substitutions granted to students, and the average frequency and average total minutes per week of physical education students received as defined in Local Law 102. Because of the shift to blended and remote learning during the 2020-21 school year as a result of the COVID-19 Pandemic: This report consists of eleven tabs: 1. PE Instruction Borough-Level 2. PE Instruction School-Level 3. PE Instruction District-Level 4 PE Instruction Citywide-Level 5. Adapted Physical Education – School Level 6. Adapted Physical Education – District Level 7. Adapted Physical Education – Borough Level 8. Licensed PE Teachers 9. Professional Development 10. Supplemental Programs 11. PE Scope and Sequence
2020 - 2021 LL Settlement Data

Ten-Day notice that was filed about the 2020-2021 school year or a Due Process Complaint filed during the 2020-2021 school year (July 1, 2020 to June 30, 2021) that resulted in a completed settlement agreement on or before October 22, 2021. This data does not include settlement agreements completed during the 2020-2021 school year
2020-2021 Demographic Snapshot School

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 enrollment is not audited for charter schools or Pre-K Early Education Centers(NYCEECs). Charter schools are required to submit enrollment as of BEDS Day the first Wednesday in October to the New York State Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.
2020-2021 Demographic Snapshot District

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 enrollment is not audited for charter schools or Pre-K Early Education Centers(NYCEECs). Charter schools are required to submit enrollment as of BEDS Day the first Wednesday in October to the New York State Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.
2020-2021 Demographic Snapshot Citywide

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 enrollment is not audited for charter schools or Pre-K Early Education Centers(NYCEECs). Charter schools are required to submit enrollment as of BEDS Day the first Wednesday in October to the New York State Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.
2020-2021 Demographic Snapshot Borough

To provide a snapshot of citywide student enrollment and demographic information across multiple years. Data is collected using multiple data sources, including DOE's Audited Register, biographic data from Automate The Schools (ATS) system and the Location Code Generation and Management System (LCGMS). Data can be used to view citywide demographic and enrollment trends over time. Enrollment counts are based on the October 31 Audited Register for each school year. Please note that October 31 enrollment is not audited for charter schools or Pre-K Early Education Centers(NYCEECs). Charter schools are required to submit enrollment as of BEDS Day the first Wednesday in October to the New York State Education Department of Education. Enrollment counts will exceed operational enrollment counts due the fact that long term absence (LTA) students are excluded for funding purposes.
2020-2021 Co-Location Report

On July 1, 2014, the New York City Council enacted a Local Law to amend the administrative code of the City of New York, in relation to requiring the Department of Education to report academic and demographic information on co-located schools. This report only includes co-located schools. All data is aggregated to the school-level rather than site-level. Enrollment and demographic come from the NYC DOE's public Demographic Snapshot, which is based on the November 12, 2020 Audited Register data. ELA & Math test outcomes are based on the results of the 2018-19 test administration. Due to COVID-19, ELA & Math exams were not administered in 2019-20. Graduation outcomes are based on the 4-year August and 6-year cohorts graduating in spring 2020.
2019 Public Data File - Teachers

To collect feedback on their learning environment from families, students and teachers. Aids in facilitating the understanding of families perceptions, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Each year all parents, teachers and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.
2019 Public Data File - Students

To collect feedback on their learning environment from families, students and teachers. Aids in facilitating the understanding of families perceptions, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Each year all parents, teachers and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.
2019 NYC School Survey - Teachers

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally. Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependant on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement. The NYC School Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.
2019 NYC School Survey - Student

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally. Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependant on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement. The NYC School Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.
2019 NYC School Survey - Parents

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally. Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependant on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement. The NYC School Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.
2019 - 2020 School Year Local Law 226 Report for the Demographics of School Staff - Gender

This report is prepared pursuant to Local Law 226 of 2019 regarding the demographics of school staff in New York City public schools. The law specifies the reporting of demographics (gender and race or ethnicity) for schools staff in three categories: teaching staff, leadership staff, and other professional and paraprofessional staff. Consistent with the law, the data is further disaggregated to show length of experience in the school and length of experience in the title. The data is shown for each school and aggregated for each community school district, by borough, and citywide. The following additional notes apply:
2019 - 2020 School Year Local Law 226 Report for the Demographics of School Staff - Ethnicity

This report is prepared pursuant to Local Law 226 of 2019 regarding the demographics of school staff in New York City public schools. The law specifies the reporting of demographics (gender and race or ethnicity) for schools staff in three categories: teaching staff, leadership staff, and other professional and paraprofessional staff. Consistent with the law, the data is further disaggregated to show length of experience in the school and length of experience in the title. The data is shown for each school and aggregated for each community school district, by borough, and citywide. The following additional notes apply:
2019-2020 PSAL Report - (December 2020)

After School Athletic Funding - Local Law 120 Public Schools Athletic League (PSAL) participation includes all students who appeared on a roster during the 2019-20 school year were enrolled at a NYC DOE school as of October 31, 2019. Enrollment includes all schools in districts 1-32 & 75. Report excludes students from schools in district 79, 84 (Charter Schools), 88, and home and hospital schools. Report also includes only students in grades 9-12.
2019-2020 Local Law 231

The workshop provides an overview of the DOE policies related to New York State’s Dignity for All Students Act, with a focus on Chancellor’s Regulations A-832-Student to Student Discrimination, Harassment, Intimidation, and/or Bullying and A-831-Student to Student Sexual Harassment as well as the Staff to Student Discrimination and Sexual Harassment components of Chancellor’s Regulation A-830. Participants will also learn about the protected classifications for students and staff, their reporting responsibilities and under what circumstances off-school premises behavior is covered under Chancellor’s Regulations.
2019 -2020 Local Law 174 CTE Report

This report provides information about Career and Technical Education (CTE) programs and students in CTE programs and CTE-designated high schools, as defined in Local Law 174 as reported through the 2019-2020 STARS database. CTE Designated High Schools are those in which all students are engaged in NYC DOE-approved CTE sequences of instruction that integrate rigorous academic study with workforce skills in specific career pathways. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified CTE instructors.
2019-2020 Local Law 102 Physical Education Report -Final

Local Law 102 enacted in 2015 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning physical education for the prior school year. This report provides information about the provision of physical education instruction, including the average PE class size, average frequency and average total minutes per week of physical education as defined in Local Law 102, adapted PE and the granting of PE substitutions, as reported through the STARS database for the 2019-20 school year. It is important to note that schools self-report their scheduling information in STARS. Furthermore, with the shift to remote learning in March 2020, NYSED waived instructional seat time requirements for the remainder of the 2019-20 school year. As a result, PE instruction data is reported for all grade levels as of the midyear of the 2019-20 school year.
2019-2020 Arts Survey Data

The Annual Arts Education survey collects information on student participation in and access to arts education at NYCDOE schools. Please note the following arts-related data are now collected from other sources: The number of certified art teachers and non-certified teachers teaching the arts is collected form the HR and BEDS survey The arts instructional hours provided to elementary students are collected from the Student Transcript and Academic Recording System (STARS) The middle and high school participation in the arts data and the NYSED requirement data are collected form STARS and the HS arts sequence data are also collected form STARS
2019-20 School Quality Guide High Schools

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. Due to size constraints only partial data is reflected, to view entire data open up the excel file that shown with data set name. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.
2019-20 School Quality Guide High School Transfer

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. Due to size constraints only partial data is reflected, to view entire data open up the excel file that shown with data set name. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which include six elements Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.
2019-20 School Quality Guide Elementary Middle School

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements—Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.
2019-20 School Quality Guide Early Childhood

The School Quality Reports share information about school performance, set expectations for schools, and promote school improvement. These reports include information from multiple sources, including Quality Reviews, the NYC School Survey, and student performance. The School Quality Reports are organized around the Framework for Great Schools, which includes six elements—Rigorous Instruction, Collaborative Teachers, Supportive Environment, Effective School Leadership, Strong FamilyCommunity Ties, and Trust—that drive student achievement and school improvement.