AndreaBozzo/ceres-open-data-index huggingface dataset:
2011-2012 School Progress Report - All Schools

Schools Progress Report which focus on learning environment, student performance and progress. Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary, K-8, Early Childhood - peer index is a value from 0-100. A composite demographic statistic based on % ELL, % Students with Disabilities, % Title I free lunch, and % Black/Hispanic is used. Higher values indicate student populations with higher need. 2) Middle - peer index is a value from 1.00-4.50. For middle schools, the average 4th grade proficiency ratings in ELA and Math and the % Students with Disabilities is used. Lower values indicate student populations with higher need. 3) High School - peer index is a value from 1.00-4.50. For high schools, the average 8th grade proficiency, the % Students with Disabilities, the % Self-contained, and the % overage is used. Lower values indicate student populations with higher need.
2010 Public Use Microdata Areas (PUMAs)

The 2010 NYC Public Use Microdata Areas (PUMAs) are statistical geographic areas defined for the dissemination of Public Use Microdata Sample (PUMS) data. PUMAs have a minimum population of 100,000 and were aggregated from 2010 census tracts. These boundary files are derived from the US Census Bureau's TIGER project and have been geographically modified to fit the New York City basemap. All previously released versions of this data are available on the [DCP Website: BYTES of the BIG APPLE]. Current version: 26b
2010 Gen Ed Survey Data

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. 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.
2010 Census Blocks

Census Blocks from the 2010 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
2010 - 2016 School Safety Report

Since 1998, the New York City Police Department (NYPD) has been tasked with the collection and maintenance of crime data for incidents that occur in New York City public schools. The NYPD has provided this data to the New York City Department of Education (DOE). The DOE has compiled this data by schools and locations for the information of our parents and students, our teachers and staff, and the general public. In some instances, several Department of Education learning communities co-exist within a single building. In other instances, a single school has locations in several different buildings. In either of these instances, the data presented here is aggregated by building location rather than by school, since safety is always a building-wide issue. We use “consolidated locations” throughout the presentation of the data to indicate the numbers of incidents in buildings that include more than one learning community.
2010 - 2011 School Progress Reports - All Schools

2010/11 Progress Report results for all schools (As of 9/23/2011) Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary, K-8, Early Childhood - peer index is a value from 0-100. A composite demographic statistic based on % ELL, % Students with Disabilities, % Title I free lunch, and % Black/Hispanic is used. Higher values indicate student populations with higher need. 2) Middle - peer index is a value from 1.00-4.50. For middle schools, the average 4th grade proficiency ratings in ELA and Math and the % Students with Disabilities is used. Lower values indicate student populations with higher need. 3) High School - peer index is a value from 1.00-4.50. For high schools, the average 8th grade proficiency, the % Students with Disabilities, the % Self-contained, and the % overage is used. Lower values indicate student populations with higher need.
2010 Census Tracts

Census Tracts from the 2010 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
2009 GenEd Survey Data

2009 NYC School Survey data for all schools To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. 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.
2009 District 75 Survey Data

2009 NYC School Survey data for all schools To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. 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.
2009 - 2010 School Progress Reports - All Schools

2009/10 Progress Report results for all schools (data as of 2/2/2011) Peer indexes are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary, K-8, K-3, K-2 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math and the % SpEd. Lower values indicate student populations with higher need. 3) High School - peer index is a value from 1.00-4.50. For high schools, we use the average 8th grade proficiency, the % SpEd, the % Self-contained, and the % overage. Lower values indicate student populations with higher need.
2009 - 2010 Graduation Outcomes - Regents-based Math- ELA APM - School Level

Graduation Outcomes - Class of 2010 - Math/ELA Aspirational Performance Measure (APM) ¶•The New York State Education Department adopted Aspirational Performance Measures (APM) in addition to high school graduation rates for the Cohort of 2006 (Class of 2010). In addition to the numbers of students earning Advanced Regents Designation on their diplomas, another metric was developed based on performance on Math and ELA Regents exams. The Math/ELA APM represents the percentage of students in the cohort who graduated with any regular diploma (Regents Diploma with Advanced Designation, Regents Diploma, or Local Diploma) and who scored 80 or greater on their highest mathematics Regents and 75 or greater on the English Regents. Since this metric is new for the Class of 2010, only one year of results is reported, separately for June and August graduation cohorts. The total number of students in the cohort is the same in June and August. ¶•Records with cohorts of 20 students or less are suppressed. ¶•August outcomes include all June and August graduates. ¶•In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals. ¶•School level results are not presented for District 79 schools, but their outcomes are included in citywide totals. ¶•Schools that had previously obtained a waiver to use alternative assessments (rather than Regents examinations) were omitted from the Math/ELA APM calculations.
2009 - 2010 Class Size - School-level Detail

This file shows average class sizes, pupil-teacher ratio, and size of largest and smallest classes for each school, broken out by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.) Based on January 27, 2010 data. * Grade 9 Official Class data is included for 0K-09 schools. Core Course information for these sections is not reported.
2008 Public Data File Gen Ed

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. 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.
2008 - 2009 School Progress Reports - All Schools

2008/09 Progress Report results for all schools (data as of 3/23/2010) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High, Transfer) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need.
2007 - 2008 School Progress Reports - All Schools

2007/08 Progress Report results for all schools (data as of 1/13/09) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need. 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores, % SpEd, and % Overage. Lower values indicate student populations with higher need. 3) Schools for Transfer Students - peer index is a value from 1.00-4.50. We use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores and the % Overage/Under credited. Lower values indicate student populations with higher need. Unlike Elementary, Middle, and High School Progress Reports, the Environment Category is only composed of Survey Results.
2007-08 Class Size - School-level Detail

This file shows average class sizes and the size of the smallest and largest class for each school, by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.). Data as of January 23, 2008 *Where ninth grade data is not reported by grade
2006_ortho_tile_index

This 2006 Orthoimagery Tile Index file can be used to geo-reference the individual image tiles across the City. This tile index is used in conjunction with the 2006 Orthoimagery by individual Borough download. Full metadata on the Aerial & Orthoimagery can be found at: https://github.com/CityOfNewYork/nyc-geo-metadata/blob/master/Metadata/Metadata_AerialImagery.md
2008-09 Class Size - School-level Detail

This file shows average class sizes and size of smallest and largest class for each school, broken out by grade and program type (General Education, Self-Contained Special Education, Collaborative Team Teaching (CTT)) for grades K-9 (where grade 9 is not reported by subject area), and for grades 5-9 (where available) and 9-12, aggregated by program type (General Education, CTT, and Self-Contained Special Education) and core course (e.g. English 9, Math A, US History, etc.). Official class size data for grades K-9* is based on October 31, 2008 Audited Registers; Core course class size data for MS CORE and grades 9-12 is based on January 23, 2009 active registers. *Where ninth grade data is not reported by core course - For middle schools using MSPA (ATS) or HSST to program, average class size is reported by core course, as well as by official class. - For high schools, sections with matching day, period, room and core subject, and combined enrollment less than 34 are assumed to be co-teaching situations. In the report, duplicated sections are subtracted as "MATCHED SECTIONS" and paired sections are added back as "ASSUMED TEAM TEACHING".
2006-07 School Progress Reports - All Schools

2006/07 Progress Report results for all schools (data as of 1/14/09) Peer indices are calculated differently depending on School Level. Schools are only compared to other schools in the same School Level (e.g., Elementary, K-8, Middle, High) 1) Elementary & K-8 - peer index is a value from 0-100. We use a composite demographic statistic based on % ELL, % SpEd, % Title I free lunch, and % Black/Hispanic. Higher values indicate student populations with higher need 2) Middle & High - peer index is a value from 1.00-4.50. For middle schools, we use the average 4th grade proficiency ratings in ELA and Math for all their students that have 4th grade test scores. For high schools, we use the average 8th grade proficiency ratings in ELA and Math for all their students that have 8th grade test scores. Lower values indicate student populations with higher need 3) D84 / Charter Schools - the overall score does not include the results of the learning environment survey. 4) Schools for Transfer Students - consists of schools with large populations of high school students transferring from NYC High Schools or from out of state/country. No peer index value is assigned because this set of schools is its own peer group. The reports contain 3 categories with one additional credit section. Unlike the HS Progress Report, the Environment Category is only composed of Survey Results. Performance measures 6-year graduation rate and Progress captures student level improvements in attendance, credit accumulation and Regents passed. The additional credit section rewards schools demonstrating exceptional achievement (11 credits or more earned per year) among overage/under-credit populations.