SCHOOL ATTENDANCE BOUNDARIES IN FLORIDA 2013 - 2014

Metadata:

• Identification_Information
• Data_Quality_Information
• Spatial_Data_Organization_Information
• Spatial_Reference_Information
• Entity_and_Attribute_Information
• Distribution_Information
• Metadata_Reference_Information

Identification_Information:

Citation:

Citation_Information:

Originator: National Center for Education Statistics (NCES)

Publication_Date: 20150701

Title: SCHOOL ATTENDANCE BOUNDARIES IN FLORIDA 2013 - 2014

Edition: SABS_1314.shp (NCES 2015-118)

Geospatial_Data_Presentation_Form: vector digital data

Publication_Information:

Publication_Place: Washington DC

Publisher: The National Center for Education Statistics

Other_Citation_Details: State of Florida

Online_Linkage: <http://nces.ed.gov/programs/sabs/>

Description:

Abstract:

This layer contains school attendance boundaries in Florida for the 2013-14 school year from the School Attendance Boundaries Survey (SABS). SABS is a voluntary survey conducted biennially by the U.S. Department of Education's (ED) National Center for Education Statistics (NCES). These data were collected and processed as part of the School Attendance Boundary Survey (SABS) project which was funded by NCES to create geography delineating school attendance boundaries. Original source information that was used to create these boundary files were collected over a web-based self-reporting system, through e-mail, and mailed paper maps. The web application provided instructions and assistance to users via a user guide, a frequently asked questions document, and instructional videos. Boundaries supplied outside of the online reporting system typically fell into one of six categories: a digital geographic file, such as a shapefile or KML file; digital image files, such as jpegs and pdfs; narrative descriptions; an interactive web map; Excel or pdf address lists; and paper maps. 2013 TIGER/line features (that consist of streets, hydrography, railways, etc.) were used to digitize school attendance boundaries and was the primary source of information used to digitize analog information. This practice works well as most school attendance boundaries align with streets, railways, water bodies and similar line features included in the 2013 TIGER/line "edges" files. In those few cases in which a portion of a school attendance boundary serves both sides of a street, contractor staff used Esri’s Imagery base map to estimate the property lines of parcels. The data digitized from analog maps and verbal descriptions do not conform to cadastral data (and many of the original GIS files created by school districts do not conform with cadastral or parcel data). The following Florida school districts did not participate in the 2013-2014 School Attendance Boundary Survey, and therefore are not represented in this dataset: Bradford, Calhoun, Clay, Dixie, Gadsden, Gilchrist, Gulf, Hendry, Jackson, Monroe, Nassau, Putnam, Suwannee. For further information, visit: <http://nces.ed.gov/programs/sabs/>.

Purpose:

The School Attendance Boundary Survey (SABS) Geodatabase is designed to improve the quality and accessibility of educational geography and tabular data to school personnel, researchers, and policy makers. A primary goal is to integrate diverse spatial information delineating school attendance boundaries into a single, uniform, digital GIS database that will result in an original, geographically rich data set. Every school catchment area has a uniform data structure and a unique identification number that associates it with the appropriate school. This tandardized identifying information will allow users to analyze thousands of geographic features collected and distributed by NCES-saving individual researchers the necessity of collecting and organizing these data in a piece-meal fashion. By providing the public with a mapping system that contains detailed boundary information on all public schools across the nation, it will become possible for school personnel, researchers, and policy makers to examine relationships between schools in the same district or across the nation. Using this information can raise awareness of the number of students in areas hit by natural disasters and could aid relief and planning efforts by the Department of Homeland Security.

Supplemental_Information:

Suggested Citation: Phan, T., (2015). Documentation for the School Attendance Boundary Survey: School Year 2013-2014 (NCES 2015-118) U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from <http://nces.ed.gov/pubsearch>.

Time_Period_of_Content:

Time_Period_Information:

Range_of_Dates/Times:

Beginning_Date: 20130801

Ending_Date: 20140630

Currentness_Reference: publication date

Status:

Progress: Complete

Maintenance_and_Update_Frequency: As needed

Spatial_Domain:

Bounding_Coordinates:

West_Bounding_Coordinate: -87.429040

East_Bounding_Coordinate: -79.872251

North_Bounding_Coordinate: 30.983191

South_Bounding_Coordinate: 24.492815

Keywords:

Theme:

Theme_Keyword_Thesaurus: NONE

Theme_Keyword:

SABS, School Attendance Boundary Survey, School boundaries, School Attendance Zones

Theme_Keyword: Florida

Theme:

Theme_Keyword_Thesaurus: NONE

Theme_Keyword: boundaries

Theme_Keyword: society

Place:

Place_Keyword_Thesaurus: None

Place_Keyword: Florida

Temporal:

Temporal_Keyword_Thesaurus: None

Temporal_Keyword: 2013-2014 School Year

Access_Constraints: None

Use_Constraints:

The SABS dataset is intended for research purposes only and reflects a single snapshot in time. School boundaries frequently change from year to year. To verify legal descriptions of boundaries, users must contact the school district directly.

Point_of_Contact:

Contact_Information:

Contact_Organization_Primary:

Contact_Organization: The National Center for Education Statistics

Contact_Address:

Address_Type: mailing address

Address: 1990 K St NW

City: Washington

State_or_Province: DC

Postal_Code: 20006

Contact_Voice_Telephone: 202-502-7431

Contact_Electronic_Mail_Address: tai.phan@ed.gov

Data_Set_Credit:

National Center for Education Statistics (NCES), the U.S. Census Bureau, Sanametrix, and Blue Raster.

Native_Data_Set_Environment: Version 6.2 (Build 9200) ; Esri ArcGIS 10.3.1.4959

Cross_Reference:

Citation_Information:

Other_Citation_Details:

The National Center for Education Statistics (NCES): <http://nces.ed.gov/>
School Attendance Boundary Survey (SABS): <http://nces.ed.gov/programs/sabs/>
Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014: <http://nces.ed.gov/programs/sabs/content/sabs/2015118.pdf>

Data_Quality_Information:

Attribute_Accuracy:

Attribute_Accuracy_Report:

GeoPlan relied on the integrity of the attribute information within the original data.

Logical_Consistency_Report:

A union was performed to align boundaries between school levels, but in some cases the distance between boundaries was too large to move without confirmation from the district. School feeder 'slivers' remain in these areas.
This data is provided 'as is'. GeoPlan relied on the integrity of the original data layer's topology

Completeness_Report:

The map only includes information provided by the district. Every effort was made to ensure that all populated areas were covered by school boundaries, but in some instances 'Unassigned' polygons cover populated Census blocks.
This data is provided 'as is' by GeoPlan and is complete to our knowledge.
The following Florida school districts did not participate in the 2013-2014 School Attendance Boundary Survey, and therefore are not represented in this dataset: Bradford, Calhoun, Clay, Dixie, Gadsden, Gilchrist, Gulf, Hendry, Jackson, Monroe, Nassau, Putnam, Suwannee. See the SABS documentation for more details: <http://nces.ed.gov/programs/sabs/content/sabs/2015118.pdf>

Positional_Accuracy:

Horizontal_Positional_Accuracy:

Horizontal_Positional_Accuracy_Report:

This data is provided 'as is' and its horizontal positional accuracy has not been verified by GeoPlan

Vertical_Positional_Accuracy:

Vertical_Positional_Accuracy_Report:

This data is provided 'as is' and its vertical positional accuracy has not been verified by GeoPlan

Lineage:

Source_Information:

Source_Citation:

Citation_Information:

Source_Scale_Denominator: Varies

Type_of_Source_Media:

Source_Citation_Abbreviation: NCES

Source_Contribution: Spatial and Attribute Information

Process_Step:

Process_Description: Project into processing geodatabase.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150105

Process_Step:

Process_Description:

Merge School Level Feature Classes: Merged all applicable school level feature classes, such as primary, middle, and high, into a new single feature class.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150112

Process_Step:

Process_Description:

Fuzzy Join by Level: Uses fuzzy string comparison to append a field from the Join Feature Class to the Target Feature Class. Candidates for the match are limited by a where class.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150119

Process_Step:

Process_Description:

Verify School Completeness by District: This tool uses the NCESSCH attribute to check for duplicate IDs, valid IDs, and it checks for missing schools.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150126

Process_Step:

Process_Description:

Assign, Dissolve, Append, and Join: Brings together the feature class that contains the school attribute details and updates them with their most current boundaries. The Dissolve operation is used to extract each level of school boundaries and transforms them into a multipart polygon. Next, the extracted features are merged through the Append operation. Since the Dissolve operation will remove the attributes of the data, a Join operation is performed as the last step to restore these attributes by joining the merged features with the original multipart school feature class.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150202

Process_Step:

Process_Description:

Union, Clip, Union, and Multipart to Singlepart: Unions all levels of school boundaries together, then clips them to their district boundary. The final step unions the clipped boundaries to the district boundary.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150209

Process_Step:

Process_Description:

Add Required Fields: Automatically copied attributes from fields provided by the school district into SABS schema. This tool also added and populated SrcLvel and LEAID.Unnecessary fields were deleted during this step.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150216

Process_Step:

Process_Description:

Add Boundary IDs: Calculates the BdyID field to ncessch +01, then +02 for the second boundary of the same school, +03 for the third boundary, etc. Tool will also populate: contactID- 999999 updateDate- now() stAbbrev- two character limit boundary_complete- Y/N

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150223

Process_Step:

Process_Description:

Geometry Tolerance Check: Compares dissolved school boundaries with the Census School District Boundary and identifies non-identical areas greater than the default minimum tolerance of 0.001 meters.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150223

Process_Step:

Process_Description:

Spatial Check for Missing Grades: This tool uses the CCD and a single district feature class to find geographic areas that are not covered by a specific grade range.

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150302

Process_Step:

Process_Description:

The following NCES process steps come from the Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014: <http://nces.ed.gov/programs/sabs/content/sabs/2015118.pdf> Processing the School Boundaries: Image files (paper maps or digital) Paper maps were scanned and saved as jpg files. Digital image files, such as pdfs, were converted to jpg files using Adobe Acrobat Pro. The digital images were georeferenced using the 2013 TIGER/Line files (https://www.census.gov/geo/maps-data/data/tiger-line.html). The boundaries were then digitized using the georeferenced image. Each school was drawn as a unique feature. While most school boundaries followed the geographies captured in the TIGER/Line file, such as roads and railways, this was not always the case. In instances where the boundaries differed from TIGER/Lines, ESRI’s Imagery base map was used to identify and ensure that housing units were not intersected. ESRI’s World Imagery provides 0.3 meter resolution imagery in the continental United States.
Geographic Information System files GIS files were projected into USA Contiguous Albers Equal Area Conic USGS and imported into a geodatabase. All processing steps were performed on the school boundaries while stored in a feature class.
Boundaries drawn using online tool The online boundary collection tool, known as the School Mapper, allowed school district personnel to draw school boundaries electronically. The application was populated with the CCD school data including: the names and locations of the schools in the district, high and low grade, and school level. The School Mapper was also pre-populated with boundaries from the SY 2009-10 or SY 2010-11 collections, where applicable. In these instances, the users were asked to review each boundary and make necessary updates. Once all boundaries were drawn, the School Mapper allowed users to save, download or revise their school boundary file. The school boundary files were saved in a geodatabase.
Attribute Association School boundaries submitted as shapefiles and other GIS formats were delivered with a wide variety of attributes and field names. A custom GIS tool was used to incorporate the attributes provided by the district into the SABS table schema (see Appendix A). These boundaries were then associated with attributes from the CCD using another custom GIS tool. Boundaries drawn in the School Mapper did not require the two steps described above because the school names in the application were pulled directly from the CCD.
Quality Assurance Procedures for all File Types After the initial steps listed above, all of the school boundary data were processed using the following quality assurance steps.
Verify School Completeness by District The purpose of this step was to identify duplicate, missing, and extra schools within the school boundary feature class as it compared to the survey universe.
* Identify Duplicate Schools - Each school must be represented by a single feature in the database. Duplicate features for a single school were merged into one, thus, saving the largest extent of the duplicated records. In rare instances, a single school might maintain multiple boundaries based on grade. For example, a K-8 school might maintain one small boundary for K-6th and a second, larger boundary for 7-8. If the duplicate was a result of multiple boundaries served by the same school then the MultiBdy attribute was updated to a value of ‘1.’ The shapefile provided is the largest extent of the duplicate boundaries. The unique boundaries are available in a supplemental file upon request.
* Identify Missing Schools - Each school listed in the collection universe must have a feature in the database or be determined to be out of scope for the collection universe. Analysts performed research, which included visiting the district web page and/or calling the district contact, to determine why each missing school was not included in he geodatabase. Many missing schools were open enrollment, thus the district did not deliver an attendance boundary. Valid open enrollment schools were added to the database with an attendance boundary coincident to the district boundary. The open enrollment status of each attendance boundary was recorded in the open enrollment attribute in the feature class. In instances where the missing school was an error, the correct boundary was collected from the district and incorporated into the dataset.
* Identify Extra Schools - Schools that were not in the collection universe, but were reported with a boundary were saved in the database. Some magnet, charter, and other non-regular schools maintain address-based attendance boundaries. If provided by the district, these boundaries were saved in the database even though they were not required. In other cases, the file provided by the district included boundaries for closed schools. NCES confirmed the status of the school and corrected the boundaries.
Spatial Check for Missing Grades This step used the CCD and a single district feature class to ensure every geographic area was covered by every grade. First, it identified geographic areas that were not covered by a specific grade. Then, analysts examined and rectified coverage in the feature class.
Geometry Review and Editing School attendance boundaries were clipped to the extent of the corresponding school district boundary in order to match the SY 2013-14 SDRP collection. Respondents were encouraged to contact their SDRP representative if they determined there was an error in the district boundary. Valid unassigned areas within responding districts were covered by a feature called ‘Unassigned.’ In some instances, the districts provided coverage for one school level, but not the other. In these cases, the ‘schnam’ field should be combined with the ‘sLevel’ field to determine which grades are missing coverage.
The geometry cleanup process below not only ensured compliance with SDRP boundaries, but it also eliminated gaps and accidental overlaps. The reduction of these two errors provided cleaner data to users for geospatial analysis.
* Clip to District Boundary - The school boundaries were clipped to the district boundaries to ensure that the school boundaries did not extend beyond district lines.
* Union Process _ Once clipped, all school level feature classes were combined into a single feature class. The new feature class consisted of a new set of polygons that were created from the geometric union of the input features. This process automatically eliminated the gaps and overlaps in the features and ensured that the lines between school level, such as elementary and middle, coincided as they were intended. A tolerance setting of 30 feet or less was used as a parameter, which moved vertices of adjacent polygons within the tolerance to meet at a mid-point. A threshold of 30 feet was used because it is the width of a typical small street. Digitized districts and districts that delivered their data in a union were an exception to this rule. They were always processed with a tolerance setting of 0 feet.
* Eliminate Slivers - The union of multiple school levels often created slivers. Slivers are geographic areas that should be coincident across grade levels, but are not. Slivers were frequently seen along freeways and rivers. For example, an elementary school boundary may follow the western edge of a river, but the overlapping middle school may follow the center of the river. It is clear that these two boundaries were intended to follow the same line so the sliver created between the central and western lines is merged with the larger boundary. SABS defined slivers as features less than 10,000 square feet. Census blocks and imagery were used to identify the appropriate steps for dealing with a sliver. Areas with residences were left as is. Slivers without residential areas, such as rivers as described in the example above, were merged with neighboring boundaries as appropriate. In some cases, features larger than 10,000 square feet were identified as slivers and merged with nearby features. This type of sliver frequently appeared as long, narrow, unassigned areas adjacent with the district boundary.
*Unassigned Areas - All areas that were not covered by a school attendance area were labeled "unassigned." Airports, parks, and water bodies typically fell into this category

Source_Used_Citation_Abbreviation: NCES

Process_Date: 20150701

Process_Step:

Process_Description:

.....................................................................................................
GeoPlan downloaded this dataset from the National Center for Education Statistics School Attendance Boundary Survey website (<http://nces.ed.gov/programs/sabs/>) on May 5th, 2016. The data was downloaded in shapefile format and was in the following projection:
Projected Coordinate System: USA_Contiguous_Albers_Equal_Area_Conic_USGS_version Geographic Coordinate System: GCS_North_American_1983
Next the data was reprojected to Albers NAD83 Harn and the following tasks were undertaken: - Uppercased all records in the table. - A DESCRIPT field was added based on SRCNAME - A FGDLAQDATE field was added based on date downloaded from source. - Renamed file from SABS_1314 to NCES_SABS_2014

Source_Used_Citation_Abbreviation: GeoPlan

Process_Date: 20160505

Spatial_Data_Organization_Information:

Direct_Spatial_Reference_Method: Vector

Point_and_Vector_Object_Information:

SDTS_Terms_Description:

SDTS_Point_and_Vector_Object_Type: GT-polygon composed of chains

Point_and_Vector_Object_Count: 2775

Spatial_Reference_Information:

Horizontal_Coordinate_System_Definition:

Planar:

Map_Projection:

Map_Projection_Name: Albers Conical Equal Area

Albers_Conical_Equal_Area:

Standard_Parallel: 24.000000

Standard_Parallel: 31.500000

Longitude_of_Central_Meridian: -84.000000

Latitude_of_Projection_Origin: 24.000000

False_Easting: 400000.000000

False_Northing: 0.000000

Planar_Coordinate_Information:

Planar_Coordinate_Encoding_Method: coordinate pair

Coordinate_Representation:

Abscissa_Resolution: 0.002048

Ordinate_Resolution: 0.002048

Planar_Distance_Units: meters

Geodetic_Model:

Horizontal_Datum_Name: D North American 1983

Ellipsoid_Name: GRS 1980

Semi-major_Axis: 6378137.0

Denominator_of_Flattening_Ratio: 298.257222101

Vertical_Coordinate_System_Definition:

Altitude_System_Definition:

Altitude_Resolution: 1.000000

Altitude_Encoding_Method:

Explicit elevation coordinate included with horizontal coordinates

Entity_and_Attribute_Information:

Detailed_Description:

Entity_Type:

Entity_Type_Label: NCES_SABS_2014

Entity_Type_Definition: NCES_SABS_2014.DBF

Entity_Type_Definition_Source: The National Center for Education Statistics

Attribute:

Attribute_Label: OBJECTID

Attribute_Definition: Internal feature number.

Attribute_Definition_Source: ESRI

Attribute_Domain_Values:

Unrepresentable_Domain:

Sequential unique whole numbers that are automatically generated.

Attribute:

Attribute_Label: SRCNAME

Attribute_Definition: School name.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Unrepresentable_Domain:

Each record in the table has a unique value in this column within a single district. There are duplicates across districts.

Attribute:

Attribute_Label: NCESSCH

Attribute_Definition: 12 character unique national ID.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Unrepresentable_Domain: Each record in the table has a unique value in this column.

Attribute:

Attribute_Label: SCHNAM

Attribute_Definition: School name from the CCD.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Unrepresentable_Domain:

Each record in the table has a unique value in this column within a single district. There are duplicates across districts.

Attribute:

Attribute_Label: LEAID

Attribute_Definition: Unique district national ID.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Codeset_Domain:

Codeset_Name: National LEA ID.

Codeset_Source: NCES SABS

Attribute:

Attribute_Label: UPDATEDATE

Attribute_Definition: Most recent update date.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Unrepresentable_Domain: Date

Attribute:

Attribute_Label: GSLO

Attribute_Definition: Low grade; PK through 12

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Codeset_Domain:

Codeset_Name: CCD Grade Range

Codeset_Source: NCES SABS

Attribute:

Attribute_Label: GSHI

Attribute_Definition: High grade; KG through 12

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Codeset_Domain:

Codeset_Name: CCD Grade Range

Codeset_Source: NCES SABS

Attribute:

Attribute_Label: DEFACTO

Attribute_Definition: District de facto status.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Enumerated_Domain:

Enumerated_Domain_Value: Yes

Enumerated_Domain_Value_Definition: Yes

Enumerated_Domain_Value_Definition_Source: NCES SABS

Enumerated_Domain:

Enumerated_Domain_Value: No

Enumerated_Domain_Value_Definition: No

Enumerated_Domain_Value_Definition_Source: NCES SABS

Attribute:

Attribute_Label: STABBREV

Attribute_Definition: State abbreviation

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Codeset_Domain:

Codeset_Name: State abbreviations

Codeset_Source: NCES SABS

Attribute:

Attribute_Label: SLEVEL

Attribute_Definition: School level

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Enumerated_Domain:

Enumerated_Domain_Value: 1

Enumerated_Domain_Value_Definition: Low grade: PK through 03; High grade: PK through 08

Enumerated_Domain_Value_Definition_Source: NCES SABS

Enumerated_Domain:

Enumerated_Domain_Value: 2

Enumerated_Domain_Value_Definition: Low grade: 04 through 07; High grade: 04 through 11

Enumerated_Domain_Value_Definition_Source: NCES SABS

Enumerated_Domain:

Enumerated_Domain_Value: 3

Enumerated_Domain_Value_Definition: Low grade: 08 through 12; High grade: 12 only

Enumerated_Domain_Value_Definition_Source: NCES SABS

Enumerated_Domain:

Enumerated_Domain_Value: 4

Enumerated_Domain_Value_Definition: A configuration not falling within the other three categories

Enumerated_Domain_Value_Definition_Source: NCES SABS

Attribute:

Attribute_Label: OPENENROLL

Attribute_Definition: School open enrollment status.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Enumerated_Domain:

Enumerated_Domain_Value: 0

Enumerated_Domain_Value_Definition: No

Enumerated_Domain_Value_Definition_Source: NCES SABS

Enumerated_Domain:

Enumerated_Domain_Value: 1

Enumerated_Domain_Value_Definition: Yes

Enumerated_Domain_Value_Definition_Source: NCES SABS

Attribute:

Attribute_Label: SHAPE

Attribute_Definition: Feature geometry.

Attribute_Definition_Source: Esri

Attribute_Domain_Values:

Unrepresentable_Domain: Coordinates defining the features.

Attribute:

Attribute_Label: MULTIBDY

Attribute_Definition: Identifies schools with boundaries that differ by grade.

Attribute_Definition_Source: NCES SABS

Attribute_Domain_Values:

Enumerated_Domain:

Enumerated_Domain_Value: 0

Enumerated_Domain_Value_Definition: No

Enumerated_Domain_Value_Definition_Source: NCES SABS

Enumerated_Domain:

Enumerated_Domain_Value: 1

Enumerated_Domain_Value_Definition: Yes

Enumerated_Domain_Value_Definition_Source: NCES SABS

Attribute:

Attribute_Label: DESCRIPT

Attribute_Definition: Based on SCHNAM.

Attribute_Definition_Source: GeoPlan

Attribute:

Attribute_Label: FGDLAQDATE

Attribute_Definition: The date which FGDL acquired the data from the source.

Attribute_Definition_Source: GeoPlan

Attribute:

Attribute_Label: AUTOID

Attribute_Definition: Unique ID added by GeoPlan

Attribute_Definition_Source: GeoPlan

Attribute:

Attribute_Label: SHAPE.AREA

Attribute_Definition: Area in meters

Attribute_Definition_Source: GeoPlan

Attribute:

Attribute_Label: SHAPE.LEN

Attribute_Definition: Perimeter in meters

Attribute_Definition_Source: GeoPlan

Distribution_Information:

Distributor:

Contact_Information:

Contact_Organization_Primary:

Contact_Organization: Florida Geographic Data Library (FGDL)

Contact_Person:

Contact_Position:

Contact_Address:

Address_Type: mailing address

Address: 431 Architecture PO Box 115706

City: Gainesville

State_or_Province: Florida

Postal_Code: 32611-5706

Country: United States

Contact_Voice_Telephone:

Contact_TDD/TTY_Telephone:

Contact_Facsimile_Telephone:

Contact_Electronic_Mail_Address: Web site: <http://www.fgdl.org>

Contact_Electronic_Mail_Address: Technical Support: <http://www.fgdl.org/fgdlfeed.html>

Contact_Electronic_Mail_Address: For FGDL Software: <http://www.fgdl.org/software.html>

Contact_Electronic_Mail_Address:

FGDL Frequently Asked Questions: <http://www.fgdl.org/fgdlfaq.html>

Contact_Electronic_Mail_Address: Mailing list for FGDL: <http://www.fgdl.org/fgdl-l.html>

Hours_of_Service:

Contact_Instructions:

Resource_Description: DOWNLOADABLE DATA

Distribution_Liability:

The Florida Geographic Data Library is a collection of Geospatial Data compiled by the University of Florida GeoPlan Center with support from the Florida Department of Transportation. GIS data available in FGDL is collected from various state, federal, and other agencies (data sources) who are data stewards, producers, or publishers. The data available in FGDL may not be the most current version of the data offered by the data source. University of Florida GeoPlan Center makes no guarantees about the currentness of the data and suggests that data users check with the data source to see if more recent versions of the data exist.
Furthermore, the GIS data available in the FGDL are provided 'as is'. The University of Florida GeoPlan Center makes no warranties, guaranties or representations as to the truth, accuracy or completeness of the data provided by the data sources. The University of Florida GeoPlan Center makes no representations or warranties about the quality or suitability of the materials, either expressly or implied, including but not limited to any implied warranties of merchantability, fitness for a particular purpose, or non-infringement. The University of Florida GeoPlan Center shall not be liable for any damages suffered as a result of using, modifying, contributing or distributing the materials.
A note about data scale:
Scale is an important factor in data usage. Certain scale datasets are not suitable for some project, analysis, or modeling purposes. Please be sure you are using the best available data.
1:24000 scale datasets are recommended for projects that are at the county level. 1:24000 data should NOT be used for high accuracy base mapping such as property parcel boundaries. 1:100000 scale datasets are recommended for projects that are at the multi-county or regional level. 1:125000 scale datasets are recommended for projects that are at the regional or state level or larger.
Vector datasets with no defined scale or accuracy should be considered suspect. Make sure you are familiar with your data before using it for projects or analysis. Every effort has been made to supply the user with data documentation. For additional information, see the References section and the Data Source Contact section of this documentation. For more information regarding scale and accuracy, see our webpage at: <http://geoplan.ufl.edu/education.html>

Standard_Order_Process:

Digital_Form:

Digital_Transfer_Information:

Transfer_Size: 51.314

Technical_Prerequisites:

This data is intended for use with a Geographic Information Systems or Remote Sensing software package.

Metadata_Reference_Information:

Metadata_Date: 20160613

Metadata_Future_Review_Date: 20151102

Metadata_Contact:

Contact_Information:

Contact_Organization_Primary:

Contact_Organization: National Center for Education Statistics

Contact_Person: Tai Phan

Contact_Address:

Address_Type: mailing address

Address: 1990 K St NW

City: Washington

State_or_Province: DC

Postal_Code: 20006

Contact_Voice_Telephone: 202-502-7431

Contact_Electronic_Mail_Address: tai.phan@ed.gov

Metadata_Standard_Name: FGDC Content Standard for Digital Geospatial Metadata

Metadata_Standard_Version: FGDC-STD-001-1998

Metadata_Time_Convention: local time

Metadata_Use_Constraints:

The SABS dataset is intended for research purposes only and reflects a single snapshot in time. School boundaries frequently change from year to year. To verify legal descriptions of boundaries, users must contact the school district directly.

Metadata_Extensions:

Online_Linkage: <http://www.esri.com/metadata/esriprof80.html>

Profile_Name: ESRI Metadata Profile