AndreaBozzo/ceres-open-data-index huggingface dataset:
Special Education Circuit Breaker Reimbursements

This dataset includes reimbursement amounts provided to Massachusetts public school districts through the Commonwealth's Special Education Circuit Breaker program ("circuit breaker") starting with fiscal year 2006. It also includes expenditure amounts reported to the Department of Elementary and Secondary Education (DESE) on annual circuit breaker claims. Circuit breaker program reimburses districts for qualified high-cost special education expenditures in two categories: instruction/tuition and transportation. Instruction/tuition has been reimbursed since the program’s inception. Transportation reimbursement was added with the Student Opportunity Act (beginning fiscal year 2022). Districts report costs annually through a claiming process. Expenses over the annual per-student claim threshold are reimbursed quarterly, in the following fiscal year, and at a consistent percentage statewide dependent on available budget. Per statute (M.G.L. [Chapter 71B Section 5A]), reimbursements are calculated first in the instruction/tuition category. Then, any money left in the state circuit breaker budget line is calculated for transportation reimbursement. Additionally, each year the per-student claim threshold increases based on inflation according to a defined formula. Circuit breaker reimburses through multiple program components: * Quarterly payments are provided four times per year and are reimbursements for expenses incurred in the prior fiscal year. Expenses in the instruction and tuition category have been reimbursed since the program's inception. Beginning with the implementation of the Student Opportunity Act (FY22 payments), expenses for out-of-district transportation are also reimbursed. * Extraordinary Relief payments are provided once a year to districts showing a significant (greater than 25%) increase in instruction and tuition expenses over the prior year. This reimbursement is provided to qualified districts in the same fiscal year expenses were incurred. * Additional/Supplemental payments are provided in atypical scenarios, such as in years when the legislature enacts additional circuit breaker reimbursement mechanisms or authorizes supplemental funding for distribution. More information regarding the circuit breaker program can be found on the [DESE circuit breaker website], including historic information of [ claim thresholds and percentage reimbursement rates]. In addition to the standard reimbursement percentages indicated in the chart, students claimed with special indicators (homeless, state ward or abandoned) are reimbursed at 100% over the claim threshold.
Special Education Indicators

This dataset contains special education indicators since 2017. It is a long file that contains multiple rows for each district, with rows for different years, comparing students with disabilities, students without disabilities, and all students on a wide range of indicators. Not all indicators are available for all years. For definitions of each indicator, please visit the [RADAR Special Education Dashboard]. Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets. This dataset is one of five containing the same data that is also published in the [RADAR Special Education Dashboard]: [Special Education Program Characteristics and Student Demographics] [Special Education Placement Trajectory] [Students Moving In and Out of Special Education Services] [Special Education Indicators] [Special Education Student Progression from High School through Postsecondary Education] Below is a list of indicators that are included within the dataset. Note: "Student progression from high school through second year of postsecondary education" and "Student progression from high school through postsecondary degree completion" are available for download in [this companion dataset]. These two indicators are separate from the main Special Education Indicators download since the data are in a different format. List of Indicators Context * Stability rate (enrolled all year) * Student Enrollment Student Outcomes * 4-year cohort graduation rate * 5-year cohort graduation rate * 9th to 10th grade promotion rate (first-time 9th graders only) * Annual dropout rate * Chronically absent rate (% of students absent 10% or more each year) * Student attendance rate * Students absent 10 or more days each year * Students suspended in school at least once * Students suspended out-of-school at least once Assessments (Next Gen MCAS) * Average student growth percentiles (SGP) in ELA (Grades 3-8) * Average student growth percentiles (SGP) in ELA (Grade 10) * Average student growth percentiles (SGP) in math (Grades 3-8) * Average student growth percentiles (
Special Education Placement Trajectory

This dataset contains special education placement trajectory since 2018. It is a long file that contains multiple rows for each district, with rows for different years, gradespans, and placement types. “Placement trajectory” refers to the placement of a student at the end of the period compared to their original placement; students may either no longer have an IEP, have the same placement, or have a different placement. For details on how trajectory is determined, please visit the [RADAR Special Education Dashboard]. Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets. This dataset is one of five containing the same data that is also published in the [RADAR Special Education Dashboard]: [Special Education Program Characteristics and Student Demographics] [Special Education Placement Trajectory] [Students Moving In and Out of Special Education Services] [Special Education Indicators] [Special Education Student Progression from High School through Postsecondary Education]
Where Residents Go to School (Sending)

This dataset shows the number of residents in a town who attend school in each district since 2014. It includes the reason for enrollment, such as being a resident of the district, school choice, paying tuition, or selecting a charter school. This dataset is one of two containing the same data that is also published in the [RADAR Student Sending and Receiving Report] (dashboard only displays current year of data): [Where Residents Go to School (Sending)] [Reasons for Student Enrollment by Town (Receiving)]
Special Education Program Characteristics and Student Demographics

This dataset contains special education program characteristics and student demographics since 2019. It is a long file that contains multiple rows for each district, with rows for different years and indicators. For definitions of each indicator, please visit the [RADAR Special Education Dashboard]. Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets. This dataset is one of five containing the same data that is also published in the [RADAR Special Education Dashboard]: [Special Education Program Characteristics and Student Demographics] [Special Education Placement Trajectory] [Students Moving In and Out of Special Education Services] [Special Education Indicators] [Special Education Student Progression from High School through Postsecondary Education] List of Indicators * Enrollment * Gradespan * Race/Ethnicity * Gender * EL and Low Income/Economically Disadvantaged * In District/Out of District * Placement * Disability Type * Special Education FTEs per 100 SWDs
Special Education Student Progression from High School Through Postsecondary Education

This is a companion dataset to the main Special Education Indicators dataset. The waterfall data shows a cohort of high school students and their progression through high school graduation, college enrollment and persistence in higher education to a second year or college completion. It contains two indicators published separately from the main dataset since the data are in a different format: "Student progression from high school through second year of postsecondary education" and "Student progression from high school through postsecondary degree completion". For all other special education indicators, please visit the main [Special Education Indicators] dataset. Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets. This dataset is one of five containing the same data that is also published in the [RADAR Special Education Dashboard]: [Special Education Program Characteristics and Student Demographics] [Special Education Placement Trajectory] [Students Moving In and Out of Special Education Services] [Special Education Indicators] [Special Education Student Progression from High School through Postsecondary Education]
Student Attendance

This dataset includes indicators that reflect attendance data for students in Massachusetts public schools since 2018. Because the information collected has changed over time, not all indicators are available across all years. Attendance indicators are calculated for students enrolled in grades PK-12 with at least 20 days in membership. For more information, please view the [Profiles Help - About the Data] page. Massachusetts defines chronically absent as missing at least 10 percent of days enrolled (for instance, 18 days absent if enrolled for a typical school year of 180 days), regardless of the reason for the absence. Being chronically absent can have a significant impact on a student's academic progress and their ability to access the variety of academic and non-academic supports that schools provide. Chronic absenteeism grew during the COVID-19 pandemic and, as of the 2022-23 school year, had not returned to pre-pandemic rates. For more information about chronic absence, visit the [Chronic Absence and Student Attendance] page. Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the [DESE Researcher's Guide] for more information. This dataset contains the same data that is also published on our DESE Profiles site: [Student Attendance Report]
Student Attrition

This dataset provides the percentage of attrition by grade from the end of one school year to the beginning of the next for students in Massachusetts public schools since 2010. The information is as of October 1 of the given school year. A value of zero indicates that there was no attrition in that grade for the year and student group selected. A blank value indicates that either: * The school or district is new in the year selected * The school or district has no students enrolled in that grade level in the year selected * The school or district has no grade in the given year for students from the previous year to advance * The data is suppressed because the enrollment total is less than 6 Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the [DESE Researcher's Guide] for more information. This dataset contains the same data that is also published on our DESE Profiles site: [Attrition]
Student Discipline

This dataset provides the disciplines that public school students in Massachusetts received for the offenses committed from 2013 onward, as reported by school districts in the School Safety Discipline Report (SSDR). For more detailed information on the SSDR collection, see the [SSDR Data Handbook]. In 2018, the offense codes in this dataset changed to use the codes supported by the National Center for Education Statistics (NCES). Years prior to 2018 in this dataset still reference the Massachusetts codes used in those years. For more information, please view the [Profiles Help - About the Data] page. Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the [DESE Researcher's Guide] for more information. This dataset contains the same data that is also published on our DESE Profiles site: [Student Discipline] List of Offenses * All Offenses * Bullying * Destruction of school property due to arson * Felony conviction or complaint * Homicide (murder or manslaughter) * Illegal substances * Kidnapping (abduction) * Non-drug, non-violent or non-criminal-related offense * Other violence or substance-related offense * Physical attack (battery) * Physical fight * Robbery using force * Sexual assault * Sexual harassment * Theft (school, staff or student property) * Threat of physical attack * Threat of robbery * Vandalism/destruction of property * Weapon on school premises
Student Discipline Days Missed

This dataset provides data on days missed by public school students in Massachusetts due to disciplines that the students received for offenses committed from 2015 onwards, as reported by school districts in the School Safety Discipline Report (SSDR). For more detailed information on the SSDR collection, see the [SSDR Data Handbook]. In 2018, the offense codes in this dataset changed to use the codes supported by the National Center for Education Statistics (NCES). Years prior to 2018 in this dataset still reference the Massachusetts codes used in those years. For more information, please view the [Profiles Help - About the Data] page. Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the [DESE Researcher's Guide] for more information. This dataset contains the same data that is also published on our DESE Profiles site: [Student Discipline Days Missed Report] List of Offenses * All Offenses * Bullying * Destruction of school property due to arson * Felony conviction or complaint * Homicide (murder or manslaughter) * Illegal substances * Kidnapping (abduction) * Non-drug, non-violent or non-criminal-related offense * Other violence or substance-related offense * Physical attack (battery) * Physical fight * Robbery using force * Sexual assault * Sexual harassment * Theft (school, staff or student property) * Threat of physical attack * Threat of robbery * Vandalism/destruction of property * Weapon on school premises
Student Mobility Rate

This dataset contains provides data on student mobility since 2008. Mobility is defined as those students transferring into or out of public schools, districts, or the state. Mobility rates are not reported for enrollments of fewer than 6. Intake rate measures the number of students that enroll in the state, a district, or school after the beginning of the school year. Churn rate measures the number students transferring into or out of a public school or district throughout the course of a school year. Stability rate measures how many students remain in a district or school throughout the school year. For further details and explanations see Information Service's [Mobility Rates page]. Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the [DESE Researcher's Guide] for more information. This dataset contains the same data that is also published on our DESE Profiles site: [Mobility Rate Report]
Student Progression from High School through Postsecondary Education

The District Analysis and Review Tools (DARTs) offer snapshots of district and school performance, allowing users to easily track select data elements over time, and make sound, meaningful comparisons to the state or to "comparable" organizations. The waterfall data shows a cohort of high school students and their progression through high school graduation, college enrollment and persistence in higher education to a second year or college completion. This is a companion dataset to the main [DART: Success After High School dataset]. It contains two indicators published separately from the main dataset since the data are in a different format: "Student progression from high school through second year of postsecondary education" and "Student progression from high school through postsecondary degree completion". For all other DART: Success After High School indicators, please visit the main [DART: Success After High School dataset]. This dataset contains the same data that is also published on our DART Detail: [Success After High School Online Dashboard]
Student Restraints

This dataset contains instances in which students in Massachusetts public schools, public school collaboratives, and approved day and residential special education schools were [restrained] by staff during school hours, as reported by each school from 2017 onward. Enrollment data is collected for public schools and approved private schools, but not for collaboratives or approved private programs. Collaboratives or approved private programs are indicated by blank cells in their enrollment column. The categories of schools in this dataset serve different student populations, and some may have a significantly longer school year, which may account for differences in the data reported. Other factors that can lead to variation in restraint rates are the age range and the health and safety needs of the students served. Because of these differences, the data reported do not support comparisons between schools. Blank cells indicate data suppression. Data is suppressed when there are fewer than 6 students restrained, or when the number of injuries to staff or students is between 1 and 5. This dataset contains the same data that is also published on our DESE Profiles site: [Student Restraints]
Student Retention Report

This dataset contains the number and percentage of Massachusetts public school students who were retained in each grade since 2018. Student retention is defined as repeating the grade in which a student was enrolled during the previous school year. Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the [DESE Researcher's Guide] for more information. This dataset contains the same data that is also published on our DESE Profiles site: [Student Retention Report]
Students Moving In and Out of Special Education Services

This dataset contains data about students identified for special education services or no longer receiving special education services by grade since 2018. It contains multiple rows for each district, with rows for different years and grades, and columns indicating the number and percentage of students moving in and out of services. For details on how students are identified as receiving services or moving off of services, please visit the [RADAR Special Education Dashboard]. Resource Allocation and District Action Reports (RADAR) enable district leaders to compare their staffing, class size, special education services, school performance, and per-pupil spending data with similar districts. They are intended to support districts in making effective strategic decisions as they develop district plans and budgets. This dataset is one of five containing the same data that is also published in the [RADAR Special Education Dashboard]: [Special Education Program Characteristics and Student Demographics] [Special Education Placement Trajectory] [Students Moving In and Out of Special Education Services] [Special Education Indicators] [Special Education Student Progression from High School through Postsecondary Education]
Total Educators, Retention, and New Hires by Race/Ethnicity

This dataset displays state and district level educator data by race and ethnicity for each district, with rows for different years, different educator job groups, and a wide range of indicators. It was created as part of a dashboard supporting the Massachusetts Department of Elementary and Secondary Education's commitment to provide all students with a racially diverse and culturally responsive educator workforce. Total Educators: This displays the annual number and percent of distinct educators who self-reported/identified as the selected Race/Ethnicity as of the first weekday in October of each school year. Data are further disaggregated by job classification group. Educator Retention: This displays the number and percent of educators who were working in the same position from one school year to the next (via consecutive October EPIMS collections). New Hires: This displays the annual number and percent of new hires in the selected Race/Ethnicities. It counts teachers who were reported as "working" in the annual October EPIMS collection who were hired on or after June 1 of the prior school year. This dataset contains the same data that is also published in the Total Educators, Educator Retention, and New Hires tables on our [Educator Dashboard].
VOCAL Index Scaled Scores and Favorability

This dataset contains state-level index scores and their favorability distributions from the Views of Climate and Learning (VOCAL) survey since 2018. These scores are composite measures that summarize student responses across several content-related items. The VOCAL survey is designed to provide information on student perceptions of school climate. There are two reports with different types of data: responses to individual items and aggregate index scaled scores that combine item responses. For more information about the VOCAL survey, please visit the [VOCAL home page]. Favorability data and average topic scores are reported at the state level, and are not disaggregated by student group. This dataset is one of two containing the same data that is also published in the [VOCAL state dashboard]: [VOCAL Index Scaled Scores and Favorability] [VOCAL Item Response Scores] List of Indices * Overall School Climate * Engagement Dimension * Participation Topic (state-level) * Safety Dimension * Bullying Topic (state-level) * Environment Dimension * Instructional Environment Topic (state-level)