The NCES Education Demographic and Geographic Estimates (EDGE) program designs and develops information resources to help understand the social and spatial context of education in the U.S. It uses data from the U.S. Census Bureau’s American Community Survey to create custom indicators of social, economic, and housing conditions for school-age children and their parents. It also uses spatial data collected by NCES and the Census Bureau to create geographic locale indicators, school point locations, school district boundaries, and other types of data to support spatial analysis.
School District Geographic Relationship Files
Most school districts in the U.S. are independent local governments that have authority to determine their geographic boundaries. These boundaries may or may not be consistent with boundaries for other types of legal and statistical areas like counties, Congressional Districts, or Census tracts. As a result, school districts may have multiple spatial associations with other types of geographic areas e.g., a school district boundary may include territory in two different counties, or intersect three different Congressional Districts. The NCES EDGE school and agency location files and the NCES Common Core of Data (CCD) provides a limited set of geographic associations based on the location of the district administrative office. This information is useful, but not exhaustive.
The School District Geographic Relationship Files (GRF) were designed to provide a complete set of geographic associations between school districts and other types of geographic areas including counties, Core Based Statistical Areas (CBSA), Consolidated Statistical Areas (CSA), New England City and Town Areas (NECTA), Zip Code Tabulation Areas (ZCTA), Urban Areas, Congressional Districts (CD), places, Census tracts, and Census block groups. The GRFs are based on the Census Bureau’s TIGER/Line database, and the tables provide a separate record for each part of a district that is uniquely associated with one of the other geographic areas. The files are designed to help answer spatially-oriented questions like: How many Congressional Districts are represented in a school district? How many school districts in the U.S. serve more than one county? Which ZIP codes or Census tracts are included in a school district? And what portion of a school district is contained within a Metropolitan Area?
Geographic Relationship Files Documentation (511 KB)
Geographic Relationship Files (43.4 MB)
- Geographic codes come from TIGER 2020.
- The school districts in TIGER 2020 represent the 2019-2020 school year.
- The congressional districts in TIGER 2020 represent the 116th Congress.
- TIGER 2020 uses the U.S. Office of Management and Budget (OMB) updates to metropolitan and micropolitan delineations as of March 2020.
- The Census Bureau updated most legal and statistical geographies as part of 2020 Census operations, but the 2020 urban area boundaries depend on final population counts for delineation. Similarly, 2020 ZCTA boundaries are informed by ZIP Code areas maintained by the U.S. Postal Service and were not available at the time of EDGE’s 2020 GRF production. We anticipate these layers will be updated and included in future GRF collections.
Geographic Relationship Files (48.8 MB)
- Geographic codes come from TIGER 2019.
- The school districts in TIGER 2019 represent the 2018-2019 school year.
- The congressional districts in TIGER 2019 represent the 116th Congress.
- TIGER 2019 uses the U.S. Office of Management and Budget (OMB) updates to metropolitan and micropolitan delineations as of September 2018.
Geographic Relationship Files (49.6 MB)
- Geographic codes come from TIGER 2018
- The school districts in TIGER 2018 represent the 2017-2018 school year
- The congressional districts in TIGER 2018 represent the 116th Congress
- TIGER 2018 uses the U.S. Office of Management and Budget (OMB) updates to metropolitan and micropolitan delineations as of July 15, 2015