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The Texas Education Agency is the state agency that oversees primary and secondary public education in the state of Texas. It helps deliver education to more than 5 million students.
Located in Austin, Texas at 1701 N. Congress Ave., TEA, under the leadership of the commissioner of education, carries out the following functions:
Administers the distribution of state and federal funding to public schools.
Administers the statewide assessment program and accountability system.
Provides support to the State Board of Education (SBOE) in the development of the statewide curriculum.
Assists the SBOE in the instructional materials adoption process and managing the instructional materials distribution process.
Administers a data collection system on public school information.
Performs the administrative functions and services of the State Board for Educator Certification.
Supports agency operations, including carrying out duties related to the Permanent School Fund.
Monitors for compliance with certain federal and state guidelines.
Numbers of graduates and graduating examinees are masked in such a manner as to provide a general idea of the size of the group
while maintaining student anonymity. In addition, blank cells indicate: (a) average scores were not available because no graduates took the
ACT, or are not reported to maintain student anonymity; or (b) percentages are undefined, or not reported to prevent imputation.
A five-year extended longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by the fall one year after their anticipated graduation date, that is, within five years of beginning ninth grade. A five-year extended longitudinal dropout rate is the percentage of students from the same class who, by the fall one year after their anticipated graduation date, drop out before completing their high school education. Dropouts are counted according to the definitions in place the years they drop out. The definition changed in 2005-06. Longitudinal rates for 2009 and later classes are comparable to one another. Rates for classes in which the national dropout definition was phased in (classes of 2006, 2007, and 2008) are not comparable from one class to another, nor are they comparable to rates for prior or later classes.
A four-year longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by their anticipated graduation date, or within four years of beginning ninth grade. A four-year longitudinal dropout rate is the percentage of students from the same class who drop out before completing their high school education. Students who enter the Texas public school system over the years are added to the class, and students who leave the system for reasons other than graduating, receiving a Texas Certificate of High School Equivalency (TxCHSE), or dropping out, or who could not be tracked from year to year, are subtracted. Dropouts are counted according to the definitions in place the years they drop out. The definition changed in 2005-06. Longitudinal rates for the class of 2009 and later classes are comparable to one another. Rates for classes in which the national dropout definition was phased in (classes of 2006, 2007, and 2008) are not comparable from one class to another, nor are they comparable to rates for prior or later classes.
The Texas Education Agency (TEA) prepares data and reports related to college admissions testing, including SAT and ACT, in Texas public schools.
Note: Data collected using average of all district & regions.
2014-2015 Statewide School Districts for Texas. This information was collected from all 253 county central appraisal districts and from the Texas Education Agency. GIS staff of the Texas Legislative Council created the school district boundaries using the 2010 TIGER/Line Shapefile as base geography and made further corrections to match the school district boundary updates and name changes for the 2014-2015 School Year. These changes include lines that are not census geography. Changes to school district boundaries may include one or all of the following types: school district annexations or de-annexations; school district consolidations, deletions or additions; boundary corrections to the Texas Legislative Council database; boundary adjustments due to more spatially accurate data involving land parcels and survey data received from a county central appraisal district.
Note: The 2014-2015 School Year school districts in the council's geographic file are not the same as the districts in the Census Bureau's 2010 TIGER/Line Shapefile. The population data for the council's 2014-2015 school districts does not correspond with the population data reported for the school districts reported by the Census Bureau. Modified by TEA to reflect the merger of La Marque ISD into Texas City ISD effective 01-JUL-2016. Maintenance of this data will normally consist of just uploading a new copy that you obtained from TLC. However, should it ever be necessary to make changes to the data yourself, I *strongly* suggest you download it, modify the downloaded copy, then use the "Overwrite" button to the right to upload your changes and over-write the entire dataset. While it is possible to edit the data using ArcGIS for desktop directly from this feature service, the process is clumsy since you cannot see all of the features at once. Even worse--once you do that, the data cannot be subsequently over-written. The data ends up being enabled for disconnected editing, which AGOL does to prevent you from stepping on someone else's potential offline edits. You then have to drop and re-publish the feature service, which means you have to then correct the URLs in the public open data site, and make sure the SDL map application can still find the data. So, in practice it turns out to be way more trouble than it is worth to directly edit via the desktop.
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