DOCSLIB.ORG

School District Geographic Reference Files, 2016

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School District Geographic Reference Files, 2016 Education Demographic and Geographic Estimates (EDGE) Program School District Geographic Reference Files, 2016 AUGUST 2017 Doug Geverdt National Center for Education Statistics NCES 2017-036 U.S. Department of Education U.S. Department of Education Betsy DeVos Secretary Institute of Education Sciences Thomas Brock Commissioner for Education Research Delegated Duties of the Director National Center for Education Statistics Peggy G. Carr Acting Commissioner Administrative Data Division Ross Santy Associate Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, Congress, states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to NCES, IES, U.S. Department of Education 550 12th Street SW Washington, DC 20202 August 2017 The NCES Home Page address is http://nces.ed.gov and the Publications and Products address is http://nces.ed.gov/pubsearch. This publication is only available online. To download, view, and print the report as a PDF file, go to the NCES Publications and Products address shown above. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. Suggested Citation Geverdt, D. (2017). Education Demographic and Geographic Estimates Program (EDGE): School District Geographic Reference Files, 2016 (NCES 2017-036). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch. Content Contact Doug Geverdt (202) 245-8230 [email protected] ii Acknowledgements NCES gratefully acknowledges the insight and assistance of Laura Nixon and Diane Snediker of the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics Branch in developing this data product. iii Contents 1.0 Abstract ................................................................................................................................................... 1 2.0 Census Bureau TIGER\Line Shapefiles .................................................................................................... 1 2.1 Content, Vintage, and Scope ............................................................................................ 1 2.2 Boundary Changes ........................................................................................................... 1 2.3 Spatial Accuracy .............................................................................................................. 1 2.4 Sources of Geographic Data ............................................................................................. 1 3.0 Structure and Format .............................................................................................................................. 2 4.0 Record Layouts ........................................................................................................................................ 2 5.0 Geographic Areas Overview ................................................................................................................... 5 5.1 School Districts ................................................................................................................ 5 5.2 Universe.......................................................................................................................... 5 5.3 Structure ......................................................................................................................... 5 5.4 Grade Range and Fiscal Responsibility ............................................................................... 6 5.5 Spatial Data Format ......................................................................................................... 6 5.6 Pseudo Districts ............................................................................................................... 6 5.7 American Indian, Alaska Native, Native Hawaiian Areas (AIANNH) ...................................... 7 5.7.1 American Indian Reservations-Federal (federal AIRs). .......................................... 7 5.7.2 American Indian Reservations-State (state AIRs) ................................................. 7 5.7.3 Hawaiian Home Lands (HHLs). ............................................................................ 7 5.7.4 Joint-Use Areas. ................................................................................................ 7 5.7.5 American Indian Trust Lands. ............................................................................. 8 5.7.6 Alaska Native Village Statistical Areas (ANVSAs). ................................................. 8 5.7.7 Oklahoma Tribal Statistical Areas (OTSAs). .......................................................... 8 5.7.8 Oklahoma Tribal Statistical Area (OTSA) Joint-Use Areas. ..................................... 8 5.7.9 State Designated Tribal Statistical Areas (SDTSAs). .............................................. 8 5.7.10 Tribal Designated Statistical Areas (TDSAs). ......................................................... 9 5.7.11 AIANNH Types and Codes .................................................................................. 9 5.8 Block Groups ................................................................................................................... 9 5.9 Core Based Statistical Areas (CBSA) ................................................................................. 10 5.10 Congressional Districts (CD) ............................................................................................ 10 5.11 Counties (and Equivalent Entities) ................................................................................... 11 5.12 County Subdivisions ....................................................................................................... 11 5.12.1 Minor Civil Divisions (MCDs). ........................................................................... 12 5.12.2 Census County Divisions (CCDs) ........................................................................ 12 iv 5.12.3 Census Subareas. ............................................................................................ 12 5.12.4 Unorganized Territories (UTs). ......................................................................... 13 5.12.5 Undefined County Subdivisions. ....................................................................... 13 5.13 Combined Statistical Areas (CSA) .................................................................................... 13 5.14 New England City and Town Areas (NECTA) ..................................................................... 13 5.15 Places……………………………….………………………………………………... 13 5.15.1 Incorporated Places ......................................................................................... 13 5.15.2 Census Designated Places (CDP). ...................................................................... 14 5.16 Census Tracts ................................................................................................................ 14 5.17 Urban Areas .................................................................................................................. 15 5.17.1 Urbanized Areas (UA). ..................................................................................... 15 5.17.2 Urban Clusters (UC). ........................................................................................ 16 5.17.3 Urban Area Titles and Codes ............................................................................ 16 5.18 Zip Code Tabulation Areas (ZCTA) ................................................................................... 16 6.0 Appendix A – Pseudo School Districts ....................................................................................................... 17 v This page intentionally left blank. vi 1.0 Geographic Reference Files The NCES School District Geographic Reference Files (GRFs) are tables that identify complete spatial associations between geographically defined school districts and other types of geographic areas. The GRFs were constructed from the Census Bureau’s Topologically Integrated Geographic Encoding and Referencing (TIGER) database and include associations between school districts and American Indian, Alaska Native,
Load more

Recommended publications
  • 2019 TIGER/Line Shapefiles Technical Documentation
    TIGER/Line® Shapefiles 2019 Technical Documentation ™ Issued September 2019220192018 SUGGESTED CITATION FILES: 2019 TIGER/Line Shapefiles (machine- readable data files) / prepared by the U.S. Census Bureau, 2019 U.S. Department of Commerce Economic and Statistics Administration Wilbur Ross, Secretary TECHNICAL DOCUMENTATION: Karen Dunn Kelley, 2019 TIGER/Line Shapefiles Technical Under Secretary for Economic Affairs Documentation / prepared by the U.S. Census Bureau, 2019 U.S. Census Bureau Dr. Steven Dillingham, Albert Fontenot, Director Associate Director for Decennial Census Programs Dr. Ron Jarmin, Deputy Director and Chief Operating Officer GEOGRAPHY DIVISION Deirdre Dalpiaz Bishop, Chief Andrea G. Johnson, Michael R. Ratcliffe, Assistant Division Chief for Assistant Division Chief for Address and Spatial Data Updates Geographic Standards, Criteria, Research, and Quality Monique Eleby, Assistant Division Chief for Gregory F. Hanks, Jr., Geographic Program Management Deputy Division Chief and External Engagement Laura Waggoner, Assistant Division Chief for Geographic Data Collection and Products 1-0 Table of Contents 1. Introduction ...................................................................................................................... 1-1 1. Introduction 1.1 What is a Shapefile? A shapefile is a geospatial data format for use in geographic information system (GIS) software. Shapefiles spatially describe vector data such as points, lines, and polygons, representing, for instance, landmarks, roads, and lakes. The Environmental Systems Research Institute (Esri) created the format for use in their software, but the shapefile format works in additional Geographic Information System (GIS) software as well. 1.2 What are TIGER/Line Shapefiles? The TIGER/Line Shapefiles are the fully supported, core geographic product from the U.S. Census Bureau. They are extracts of selected geographic and cartographic information from the U.S.
    [Show full text]
  • Next Steps: a School District's Guide to the Essential Elements of Service-Learning Maryland Student Service Alliance
    University of Nebraska Omaha DigitalCommons@UNO School K-12 Service Learning 3-2004 Next Steps: A School District's Guide to the Essential Elements of Service-Learning Maryland Student Service Alliance Maryland State Department of Education Follow this and additional works at: http://digitalcommons.unomaha.edu/slcek12 Part of the Service Learning Commons Recommended Citation Maryland Student Service Alliance and Maryland State Department of Education, "Next Steps: A School District's Guide to the Essential Elements of Service-Learning" (2004). School K-12. Paper 22. http://digitalcommons.unomaha.edu/slcek12/22 This Report is brought to you for free and open access by the Service Learning at DigitalCommons@UNO. It has been accepted for inclusion in School K-12 by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. Next Steps: A School District's Guide to the Essential Elements of Service-Learning Maryland Student Service Alliance Maryland State Department of Education Revised 2004 CONTENTS Letter from the State Superintendent • 2 Acknowledgments • 3 Introduction • 5 Next Steps at a Glance • 9 INFRASTRUCTURE • 11 Instructional Design .12 Communication .14 Funding & In-Kind Resources .16 School-Level Support .18 Data Collection .20 INSTRUCTION .23 Organizational Roles & Responsibilities .24 Connections with Education Initiatives .26 Curriculum .28 Professional Development & Training .30 Evaluation .32 Research .34 INVESTMENT Student Leadership Community Partnerships Public Support & Involvement Recognition Feedback Form Resources Nancy S. Grasmick Achievement Matters Most State Superintendent of Schools 200 West Baltimore March 2004 Dear Champion of Service: We are pleased to share a new tool for service-learning. Next Steps: A School District's Guide to the Essential Elements ofService-Learning is an excellent guide for state level or school district administrators as they create or improve their service-learning program, regardless of their previous experience in service-learning.
    [Show full text]
  • Pacific School System Becomes a Leader in Implementing Instructional
    SYSTEM IMPROVEMENT | SUCCESS STORY Pacific school system becomes a leader in implementing instructional leadership success strategies Services McREL provided to the CNMI: Results: ACT Aspire Writing Academic standards Third-grade reading measures Literacy in ELL classrooms on the ACT Aspire Technology evaluation Writing Test increased from School improvement 29% to 41% Principal leadership at Kolberville Elementary Leadership program implementation from 2014–15 to 2015–16. Third-grade Reading Measures Literacy coach training at Kolberville Elementary Results: Leadership and Student Success “We don’t just talk about McREL’s Balanced Leadership, we are • At Kolberville Elementary, in the 2015–16 living it. We have made principals school year, students increased average accountable to the learning of their Lexile® scores by +90L students and the performance • Principal pipeline serving 19 schools on 15 of their teachers, and the district islands accountable to the principals and • Newfound focus on accountability impacting the support they need. entire system ” — Rita Sablan, former commissioner of education, Commonwealth of the Northern Mariana Islands Customized consulting improves education leadership capacity in the Commonwealth of the Northern Mariana Islands The Challenge Results When your school district is located thousands of miles from Many CNMI educators call their experience with Balanced pretty much everywhere on Earth, recruiting principals from Leadership Implementation Support life-changing, said Mel the district next door is not an option. That’s why the public Sussman, a McREL consultant who works closely with the school system of the Commonwealth of the Northern Mariana islands. Islands (CNMI) recently expanded its longstanding relationship “It’s been amazing to watch their confidence and competence with McREL, from addressing student outcomes to creating a skyrocket,” Sussman said.
    [Show full text]
  • Development of Traffic Safety Zones and Integrating Macroscopic and Microscopic Safety Data Analytics for Novel Hot Zone Identification
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2014 Development of Traffic Safety Zones and Integrating Macroscopic and Microscopic Safety Data Analytics for Novel Hot Zone Identification JaeYoung Lee University of Central Florida Part of the Civil Engineering Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Lee, JaeYoung, "Development of Traffic Safety Zones and Integrating Macroscopic and Microscopic Safety Data Analytics for Novel Hot Zone Identification" (2014). Electronic Theses and Dissertations, 2004-2019. 4619. https://stars.library.ucf.edu/etd/4619 DEVELOPMENT OF TRAFFIC SAFETY ZONES AND INTEGRATING MACROSCOPIC AND MICROSCOPIC SAFETY DATA ANALYTICS FOR NOVEL HOT ZONE IDENTIFICATION by JAEYOUNG LEE B. Eng. Ajou University, Korea, 2007 M.S. Ajou University, Korea, 2009 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Civil, Environmental and Construction Engineering in the College of Engineering and Computer Science at the University of Central Florida Orlando, Florida Spring Term 2014 Major Professor: Mohamed Abdel-Aty © 2014 JAEYOUNG LEE ii ABSTRACT Traffic safety has been considered one of the most important issues in the transportation field. With consistent efforts of transportation engineers, Federal, State and local government officials, both fatalities and fatality rates from road traffic crashes in the United States have steadily declined from 2006 to 2011.Nevertheless, fatalities from traffic crashes slightly increased in 2012 (NHTSA, 2013).
    [Show full text]
  • Zipcoder: Data & Functions for Working with US ZIP Codes
    Package ‘zipcodeR’ September 22, 2021 Title Data & Functions for Working with US ZIP Codes Version 0.3.3 Description Make working with ZIP codes in R painless with an inte- grated dataset of U.S. ZIP codes and functions for working with them. Search ZIP codes by multiple geographies, includ- ing state, county, city & across time zones. Also included are functions for relating ZIP codes to Census data, geocoding & distance calculations. License GPL-3 URL https://github.com/gavinrozzi/zipcodeR/, https://www.gavinrozzi.com/project/zipcoder/ BugReports https://github.com/gavinrozzi/zipcodeR/issues/ Encoding UTF-8 LazyData true RoxygenNote 7.1.2 Imports rlang, stringr, raster, tidycensus, tidyr, dplyr, jsonlite, httr, curl, RSQLite, DBI Depends R (>= 3.5.0) Suggests knitr, rmarkdown, markdown, readr, testthat (>= 3.0.0), covr VignetteBuilder knitr, rmarkdown Config/testthat/edition 3 NeedsCompilation no Author Gavin Rozzi [aut, cre] (<https://orcid.org/0000-0002-9969-8175>) Maintainer Gavin Rozzi <[email protected]> Repository CRAN Date/Publication 2021-09-22 04:30:02 UTC 1 2 download_zip_data R topics documented: download_zip_data . .2 geocode_zip . .3 get_cd . .3 get_tracts . .4 is_zcta . .4 normalize_zip . .5 reverse_zipcode . .5 search_cd . .6 search_city . .6 search_county . .7 search_fips . .8 search_radius . .8 search_state . .9 search_tz . 10 zcta_crosswalk . 10 zip_code_db . 11 zip_distance . 12 zip_to_cd . 12 Index 14 download_zip_data Download updated data files needed for library functionality to the package’s data directory. To be
    [Show full text]
  • C2KBASIC.QXD (Page 1)
    Census 2000 Basics Issued September 2002 MSO/02-C2KB U.S. Department of Commerce U S C E N S U S B U R E A U Economics and Statistics Administration U.S. CENSUS BUREAU Helping You Make Informed Decisions 1902-2002 ACKNOWLEDGMENTS This report was prepared by Andrea Sevetson under the general direction of John Kavaliunas, Chief, Marketing Services Office and Joanne Dickinson, Chief, Marketing Branch. Kim D. Ottenstein, Bernadette J. Gayle, and Laurene V. Qualls of the Administrative and Customer Services Division, Walter C. Odom, Chief, pro- vided publications and printing manage- ment, graphics design and composition, and editorial review for print and elec- tronic media. General direction and production management were provided by Gary J. Lauffer, Chief, Publications Services Branch. Census 2000 Basics Issued September 2002 MSO/02-C2KB U.S. Department of Commerce Donald L. Evans, Secretary Samuel W. Bodman, Deputy Secretary Economics and Statistics Administration Kathleen B. Cooper, Under Secretary for Economic Affairs U.S. CENSUS BUREAU Charles Louis Kincannon, Director SUGGESTED CITATION U.S. CENSUS BUREAU Census 2000 Basics U.S. Government Printing Office, Washington DC, 2002 ECONOMICS AND STATISTICS ADMINISTRATION Economics and Statistics Administration Kathleen B. Cooper, Under Secretary for Economic Affairs U.S. CENSUS BUREAU Charles Louis Kincannon, Director William G. Barron, Jr., Deputy Director and Chief Operating Officer Cynthia Z.F. Clark, Acting Principal Associate Director for Programs Preston Jay Waite, Associate Director for Decennial Census Gloria Gutierrez, Assistant Director for Marketing and Customer Liaison CONTENTS I. Importance of the Census: What it is used for and why .......................... 1 II.
    [Show full text]
  • Layout Summary of Geocode File
    Page 1 of 6 Layout Summary of Geocode File Variable Name Variable Description Length ADDR_TYPE USPS Record, Type of Record Matched 1 This data comes from HUD file. APT_NO Apartment Number (Address Line 2) 8 Contains the Apartment number (secondary address) portion of the street address. This data comes from HUD file. APT_TYPE Apartment Type 4 Contains the secondary address type abbreviation (Apt = Apartment, Ste = Suite, # = Apartment, RM = Room, FL = Floor, etc..). This data comes from HUD file. BG2K Census 2000 Block Group 1 It is the first character of the block ID (BLOCK2K) in the HUD file. BLK_FLG Block ID flag 1 This flag value identifies if HUD and NHIS block ID disagree. BLOCK2K is the block ID from the HUD file and COMBBLK is the block ID from the NHIS UCF file. BLKG_FLG Block group flag 1 This flag value identifies if HUD and NHIS block group disagree. BG2K is the block group from the HUD file and BLKGRP is the block group from the NHIS UCF file. BLKGRP Block Group 1 It is the first character of the block ID (COMBBLK) in the NHIS UCF file. BLOCK2K Census 2000 Block ID 4 First character is the census block group, it comes from the HUD geocoded file. C1PARC Apartment Return Code 1 Postal matcher apartment return codes. This data comes from HUD file. C1PDRC Directional Return Code 1 Postal matcher directional return codes. This data comes from HUD file. C1PGRC General Return Code 1 Postal matcher general return codes. This data comes from HUD file. C1PPRB Address Match Probability 1 Postal matcher address match probability return codes.
    [Show full text]
  • MONROE COUNTY Schools of Choice ENROLLMENT PERIOD APRIL 1, 2021 - JUNE 25, 2021 ONLY
    MONROE COUNTY Schools of Choice ENROLLMENT PERIOD APRIL 1, 2021 - JUNE 25, 2021 ONLY 2021-2022 Guidelines and Application What Parents Graduation/ and Guardians Step-By-Step Promotion Transportation and Timeline of the Important Dates Need to Know: Requirements and Information for The Schools Athletic Policies Application and Curriculum Process Parents of Choice Issues Application Process Deadlines TO REMEMBER To provide a quality education for all students in Monroe County, the Monroe County Schools of Choice STEP 1: Due June 25, 2021 Program is offered by the Monroe County Intermediate Application must be returned to the School District in cooperation with its constituent administration building of the resident districts. This program allows parents and students the district. choice to attend any public school in Monroe County, as STEP 2: July 9, 2021 determined by space available. Applicants are notified to inform them whether they have been accepted into Remember, a student must be released by his/her the Schools of Choice Program. resident district and be accepted by the choice district before he/she can enroll at the choice district. The STEP 3: August 6, 2021 Parents/guardians must formally accept student will not be able to start school unless ALL or reject acceptance into the Schools of paperwork is completed BEFORE THE START OF Choice Program. SCHOOL. The student must be formally registered at the choice district by Friday, August 13, 2021. STEP 4: August 13, 2021 Student must be formally registered at the choice school. The Schools of Choice Application Process WHAT PARENTS AND GUARDIANS NEED TO KNOW The application process for the • Students participating in this program • An application form must be completed Monroe County Schools of Choice who wish to return to their resident for each student wishing to participate school for the following year, must notify Program has been designed to the resident school district as soon in the choice program.
    [Show full text]
  • Guide to State and Local Census Geography
    Guide to State and Local Census Geography District of Columbia BASIC INFORMATION 2010 Census Population: 601,723 Land Area: 61.1 square miles Density: 9,856.5 persons per square mile Bordering States: Maryland, Virginia Abbreviation: DC ANSI/FIPS Code: 11 HISTORY The area of the District of Columbia was part of the original territory of the United States. The District of Columbia was formed from territory ceded by Maryland and Virginia in 1788, and was established in accordance with Acts of Congress passed in 1790 and 1791. Its boundary, a square ten miles on a side with vertices at the cardinal points to resemble a diamond, was established on March 30, 1791, and included all of the territory within present-day Arlington County, Virginia, and part of Alexandria city, Virginia. The portion south of the Potomac River was retroceded to Virginia in 1846. Census data for the District of Columbia are available beginning with the 1800 census. The population shown for the District of Columbia from 1800 to 1840 does not include the portion of Virginia legally included in the district at the time of those censuses. The population of the District of Columbia as legally existent in those censuses is: 43,712 in 1840; 39,834 in 1830; 33,039 in 1820; 24,023 in 1810; and 14,093 in 1800. Congress abolished the original county (Washington County) and incorporated places (Georgetown and Washington cities) in the District of Columbia in 1871, but later reestablished the city of Washington. The Census Bureau continued to recognize the boundaries of the previously existing areas for the 1880 and 1890 censuses.
    [Show full text]
  • Data Book 2019 Table Number Table Name
    Table Number Table Name (Click on the table number to go to corresponding table) (To return to this "Titles" worksheet, you must select this worksheet again) Narrative 01.01 Population of Counties: 1831 to 2010 01.02 Characteristics of the Population: 1831 to 2010 01.03 Resident Population, by Military Status: 2010 to 2019 01.04 Resident and De Facto Population, by Residence Status: 2000 to 2019 01.05 Resident Population of Islands: 1970 to 2014-2018 01.06 Resident Population, by County: 2000 to 2019 01.07 Percentage Change in Resident Population, by County: 2000 to 2019 01.08 County Population as a Share of the State Total: 2000 to 2019 01.09 De Facto Population, by County: 2000 to 2019 01.10 Population, Land Area and Population Density, by County and Island: 2010 01.11 Resident Population of Counties and Judicial Districts: 1990 to 2014-2018 01.12 Resident Population and Number of Households, by Island and Census Designated Place: 2014-2018 01.13 Population and Percentage Change Rankings: 2010 and 2019 01.14 Resident Population for Oahu Neighborhoods: 2010 and 2014-2018 01.15 Population Characteristics of Oahu Neighborhoods: 2014-2018 01.16 Resident Population and Households, by Island and Census Tract: 2014-2018 01.17 Resident Population of Hawaiian Home Lands, by Island: 2014-2018 01.18 Resident Population, by Island and Zip Code Tabulation Area: 2014-2018 01.19 Resident and De Facto Population and Employed Persons, for Waikiki: 1970 to 2010 01.20 Urban and Rural Areas, by County: 2010 01.21 Centers of Population, by County: 1990 to
    [Show full text]
  • Partnership Memorandum of Agreement Kentucky Christian
    Partnership Memorandum of Agreement Kentucky Christian University and ________________ School District Development and Implementation of Teacher Leader Master’s At Kentucky Christian University. Summary of Teacher Leader Master’s Programs Kentucky Christian University (KCU) has developed a Teacher Leader Master’s in accordance with the guidelines set out by the Kentucky Education Professional Standards Board (EPSB) leading to Kentucky certification rank change. Through this program, KCU is striving to close the gap between teacher preparation and teaching practice that directly impacts student learning. To achieve this goal, KCU is committed to a collaborative role that includes all stakeholders in the educational organizations and to providing experiences related to emerging models of teams or communities of practice. Given this goal, and in accordance with the Education Professional Standards Board (EPSB) Teacher Leader Master’s Program guidelines (2008), the framework for the Teacher Leader Master’s Programs has been developed collaboratively with administrators and teachers from five surrounding counties and Keeran School of Education. Meetings were held at county facilities with teachers, district- and school-based administrators, and KCU faculty from educator preparation. During these meetings, the goal of partnerships was presented and small focus groups led by university instructors were conducted to solicit the needs of all stakeholders with regard to teacher preparation, continuing education, and job- embedded professional development. Along, with focus group meetings, surveys were sent out to all faculty at various schools concerning assessment issues, interpretation of standards, new course development, and professional development needs. The dean of the School of Education along with other KCU personnel, met with numerous school superintendents and instructional supervisors to solicit support in a university-district partnership.
    [Show full text]
  • 1. GEOGRAPHIC AREAS COVERED in the ACS for Reporting Purposes, the U.S
    1. GEOGRAPHIC AREAS COVERED IN THE ACS For reporting purposes, the U.S. Census Bureau divides Geographic areas are organized in a hierarchy (see the nation into two main types of geographic areas, Figure 1.1). Larger units, such as states, include smaller legal and statistical. Legal areas are defined specifi- units such as counties and census tracts. This structure cally by law, and include state, local, and tribal govern- is derived from the legal, administrative, or areal rela- ment units, and some specially defined administrative tionships of the entities. In the American Community areas like congressional districts. Many, but not all of Survey (ACS), block groups are the lowest (smallest) these areas, are represented by elected officials. An level of geography published. Block group data are example of a legal area is New York State. only available in the ACS 5-year data products. The ACS does not produce data at the block level. Statistical areas are defined directly by the Census Bureau and state, regional, or local authorities for the In Figure 1.1, the geographic types connected by lines purpose of presenting data. Examples of statistical are nested within each other. For example, a line areas include census designated places, census tracts, extends from counties to census tracts because a urban areas, and metropolitan statistical areas (such as county is completely comprised of census tracts, and a the Boston-Cambridge-Newton, MA-NH Metropolitan single census tract cannot cross a county boundary. Statistical Area). Figure 1.1. Hierarchy of Select Geographic Entities in the ACS NATION American Indian Areas/ Alaska Native Areas/ Hawaiian Home Lands ZIP Code Tabulation Areas REGIONS (ZCTA)** Urban Areas DIVISIONS Metropolitan and Micropolitan Areas School Districts STATES Places Congressional Districts Counties Public Use Microdata Areas Alaska Native Regional Areas County Subdivisions State Legislative Districts* Census Tracts* Block Groups* * Five-year estimates only.
    [Show full text]