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Distance Education in Public Elementary and Secondary Schools: 2002-2003 (Statistical Abstract 2008 Table 0254)
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About
The Statistical Abstract of the United States is the standard summary of statistics on the social, political, and economic organization of the United States. It is also designed to serve as a guide to other statistical publications and sources. The latter function is served by the introductory text to each section, the source note appearing below each table, and Appendix I, which comprises the Guide to Sources of Statistics, the Guide to State Statistical Abstracts, and the Guide to Foreign Statistical Abstracts.
This volume includes a selection of data from many statistical sources, both government and private. Publications cited as sources usually contain additional statistical detail and more comprehensive discussions of definitions and concepts. Data not available in publications issued by the contributing agency but obtained from the Internet or unpublished records are identified in the source notes. More information on the subjects covered in the tables so noted may generally be obtained from the source.
Although emphasis in the Statistical Abstract is primarily given to national data, many tables present data for regions and individual states and a smaller number for metropolitan areas and cities. Appendix II, Metropolitan and Micropolitan Statistical Areas: Concepts, Components, and Population, presents explanatory text, a complete current listing and population data for metropolitan and micropolitan areas defined as of December 2005. Statistics for the Commonwealth of Puerto Rico and for island areas of the United States are included in many state tables and are supplemented by information in Section 29. Additional information for states, cities, counties, metropolitan areas, and other small units, as well as more historical data are available in various supplements to the Abstract.
Fields
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Credits
| US Census Bureau | source | http://www.census.gov/statab/www | ||
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U.S. Census Bureau, | ||||
| Philip (flip) Kromer | converted | http://infochimp.org/flip | ||
| U.S. National Center for Education Statistics, Distance Education | ||||
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U.S. National Center for Education Statistics, Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 NCES 2005-010, March 2005. referenced on dataset section Data (#1) | ||||
| U.S. National Center for Education Statistics, Distance Education | http://nces.ed.gov/surveys/frss/ | |||
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U.S. National Center for Education Statistics, Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 NCES 2005-010, March 2005. For more information http://nces.ed.gov/surveys/frss/ referenced on dataset section Notes (#2) | ||||
Usage Notes
[none]
Rights Info
All US Census Bureau materials, regardless of the media, are entirely in the public domain. There are no user fees, site licenses, or any special agreements etc for the public or private use, and or reuse of any census title. As tax funded product, it’s all in the public record.
Some of our products, however, are special cases. […] The Statistical Abstract has some data covered by copyright law. Check the table’s footnotes to determine if the data are covered by copyright law.
File structure
The Statistical Abstract files are distributed by the census department as excel files. These files have data mixed with notes and references, multiple tables per sheet, and worst of all the table headers aren’t easily matched to their rows and columns.
The excel files in this collection are unmolested copies of the census originals, with the following exceptions:
- A few files had extraneous characters in the title. These were
corrected to be consistent. A few files have a sheet of crufty
gibberish in the first slot. The sheet order was shuffled but no
data were changed.
- The first four files have been restructured to allow full
comprehension of the table. If you’d like to help clean up the data
follow along with what’s there.
The CSV files, and the payload portions of the yaml files, have not been processed beyond extracting an array (excel sheets) of 2-D arrays (each sheet’s cells).
Some metadata (title, footnotes, symbols, and sources) has been copied (without molesting the imported stream) into the appropriate slot in this schema. This metadata identification was purposefully done to be strict and simple, and the original files are somewhat irregular, so it’s possible that some metadata fields were missed
These files have been tagged by hand and received cursory inspection, but you’re advised to check against the originals before you go lauching any Mars rovers.
Footnotes
Notes (pg 2)
- Includes other curriculum not shown separately.
- Includes districts and enrollments where enrollment size and poverty concentration
were not known. - Composition of regions
NORTHEAST: Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut,
New York, New Jersey, and Pennsylvania.
MIDWEST: Ohio, Indiana, Illinois, Michigan, Wisconsin,
Minnesota, Iowa, Missouri, North Dakota, South Dakota, Nebraska, and
Kansas.
SOUTH: Delaware, Maryland, District of Columbia, Virginia, West Virginia,
North Carolina, South Carolina, Georgia, Florida,
Kentucky, Tennessee, Alabama, Mississippi,
Arkansas, Louisiana, Oklahoma, and Texas.
WEST: Montana, Idaho, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada,
Washington, Oregon, California, Alaska, and Hawaii] - Percentage of children in the district ages 5 to 17 in families
living below the poverty level.
Headnotes
[For the school year. Distance education courses are for-credit classes
offered to students enrolled in the district where the teacher and student
were in different locations. They could be delivered via audio, video, Internet or
other computer technologies. Reasons for districts providing these courses
include offering courses not otherwise available, offering Advanced Placement
courses, addressing growing populations and space limitations, reducing
scheduling conflicts for students, and permitting students who failed a course to take
the course again. Excludes such things as virtual field trips, online
homework, or a course delivered mainly by written correspondence. Based on
the Fast Response Survey System and subject to sampling error; see
source for details]
Shape
table: [30, 11]
Snippet
| District characteristic | Curriculum area | |||||||||
| With students | ||||||||||
| enrolled in | Social | |||||||||
| distance | English/ | studies/ | Natural/ | High | ||||||
| education | language | social | Computer | physical | Foreign | school | ||||
| Total | courses | Total 1 | arts | sciences | sciences | sciences | Math | language | level | |
| All public school districts 2 | 15040 | 5480 | 327670 | 61590 | 74570 | 11660 | 38920 | 49210 | 39090 | 222090 |
| District enrollment size: | ||||||||||
| Less than 2,500 | 11080 | 4060 | 117730 | 21480 | 25550 | 3060 | 12900 | 15060 | 22300 | 74160 |
| 11=. … snip … | ||||||||||
| Courses for Public Elementary and Secondary School Students: 2002-03 | ||||||||||
| NCES 2005-010, March 2005. |
Tablenum
0254
Year
2008
History
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