EDCOM II classroom data: the 2023 shortage and 2026 classrooms

Each table comes from a different year: school coordinates from SY 2022-23, the shortage and facilities from 2023, enrollment and class shifts from SY 2024-25, and the SBP masterlist from 2026. Learners per classroom on this page divide SY 2024-25 learners by 2023 rooms.

The cleaned school table has one row for each of 48,131 public schools, in 104 columns. 48,003 schools (99.7%) take their PSGC barangay from validated school-to-barangay links; the other 128 are matched to a municipality by name.

Sulu’s 460 schools are in Region IX in every table: the Schools Division Office of Sulu moved from MBHTE-BARMM to DepEd Region IX on 20 October 2026. School IDs are the current ones; 360 schools received a new ID after 2023.

Mark Anthony Llego extracted, cleaned and analyzed the data and drew the charts for NASH Reviewer (https://nash.com.ph/). The report was published on 28 October 2026. The cleaning and every figure can be re-run from the raw extract.

The shortage is concentrated. The tenth of schools with the largest shortages hold 66.0% of it, the top 1% (477 schools) hold 22.6%, and 2,254 schools (4.7%) hold half. The Gini coefficient across all schools is 0.80.

Among schools with a shortage, the median is 3.0 classrooms and the 90th percentile 13.0. The largest, 319 classrooms, is at Batasan Hills National HS (Quezon City, NCR).

Kindergarten to Grade 10 accounts for 89.3% of the shortage, and senior high school for 17,783 classrooms.

Against SY 2024-25 enrollment, the shortage is 7.4 classrooms per 1,000 learners: 8.4 in urban schools and 6.1 in rural ones.

By count, the three regions with the largest shortages (Region IV-A, NCR, Region III) hold 41.7% of it. BARMM has the highest rate but a smaller count, because it has fewer learners.

Among divisions with at least 20,000 learners, Tawi-Tawi (BARMM) has the highest rate: 24.2 classrooms short per 1,000 learners.

A region’s rate averages very different divisions and schools, so it says little about any one school. The next section shows how little.

Most of the unevenness lies between schools that share a division, not between regions or divisions. Regional and division totals hide where the need is: in particular schools.

For a school head asking for classrooms, the school’s own figure and its neighbors’ say more than the regional average.

The split describes where the differences are, not what causes them.

PSIP III lines are the largest, a median of ten classrooms a line; no other modality’s median is above four.

The median budget per classroom is PHP 3.25 million for DPWH lines, PHP 3.00 million for LGU lines and PHP 5.57 million for DepEd’s Last Mile School buildings. The groups differ more than chance would produce (Kruskal–Wallis H = 384.5, p < 0.001, eta-squared 0.11).

103 PSIP III lines, carrying 1,554 classrooms, are exact copies of an earlier line. They are kept, as the dashboard counts them; without them the masterlist has 30,865 classrooms.

Set against the 2023 shortage, the 2026 classrooms equal 19.6% of it, and the GAA-funded classrooms alone 9.7%.

Coverage, the 2026 classrooms as a share of the 2023 shortage, ranges from 101.2% in Region I to 1.8% in BARMM, against 19.6% nationally.

BARMM’s 197 classrooms are few beside its shortage. EDCOM II has reported that some national programs pulled back from BARMM after the Bangsamoro Organic Law because of unclear interpretation, although the law says national programs such as the School Building Program continue to be funded by the National Government.

Coverage compares totals. A region can reach high coverage while some of its schools with the largest shortages receive nothing, which the next section checks school by school.

The 2026 classrooms lean toward schools with larger shortages, but much less than the shortage itself. Their concentration index is 0.43 (95% interval 0.36 to 0.49), against 0.80 for the shortage. PSIP III lines follow the shortage most closely (0.61) and DepEd’s own lines least (0.09).

The share of schools with any 2026 classroom rises from 7.8% of schools with no shortage to 29.2% of those short by more than 20. Against schools with the same enrollment, setting, shifts, Last Mile status and region, those short by more than 20 have 2.87 times the odds of an allocation (95% interval 2.24 to 3.68).

Only 13.3% of schools with a shortage receive any 2026 classroom.

The dashboard reports 133,024 classrooms remaining, the whole shortage less every 2026 classroom. Counted school by school, 148,276 remain unmet, because classrooms beyond a school’s own shortage meet no other school’s need.

Without the 103 duplicate PSIP III lines, 53.4% of the classrooms fall within the receiving school’s shortage and the concentration index is 0.41, so the result does not rest on them.

Of the 332 cities and municipalities with the largest shortages, 147 (44.3%) are among the 332 with the most 2026 classrooms. EDCOM II reported 45.2% on DepEd’s list as of 20 August 2026.

273 cities and municipalities receive no 2026 classroom, with 13,613 classrooms of shortage between them.

Maragondon, Cavite, receives 272 classrooms against a shortage of 64, one of the cases EDCOM II cited; the cleaned data reproduce its figures.

The 28 fifth-class municipalities with none share a 2023 shortage of 356 classrooms, the figure EDCOM II reports for the 30 of 66 it counted.

Poorer municipalities are smaller. With enrollment, the shortage per 1,000 learners and the region held equal in 1,377 municipalities, no income class differs clearly from first class: the fifth-class odds ratio is 2.13 (95% interval 0.72 to 6.33, p = 0.172). Each doubling of enrollment multiplies the odds by 2.87 (2.05 to 4.02).

Only 21 of 97 BARMM municipalities (21.6%) receive any, but without BARMM the gap remains: 93.0% of first-class against 60.7% of fifth-class municipalities. None of the 8 Special Geographic Area municipalities, with a shortage of 502, receives any.

Who builds differs by class. PSIP III makes up 54.5% of first-class classrooms and 2.5% of fifth-class ones, where LGU-implemented lines make up 63.7%.

The three regions with the most schools on shifts (NCR, Region IV-A, Region III) hold 68.3% of them.

The median school has 24.9 learners per classroom in elementary, 32.1 in junior high and 30.6 in senior high. 5,177 schools have more than 50, with 26.2% of the learners counted; bringing each down to 50 would take at least 36,387 classrooms.

Schools on shifts have a median of 55.0 learners per classroom against 25.5 in single-session schools, a large difference (rank-biserial correlation 0.76). Of those in the shortage data, 93.0% have a shortage.

Schools on shifts are 2.59 times as likely as others to receive 2026 classrooms (95% interval 2.40 to 2.80): 26.2% do, against 10.1%. Still, 1,491 receive none, with 38,384 classrooms of shortage.

61.5% of Last Mile Schools have a 2023 shortage, against 52.5% of other schools (risk ratio 1.17, 95% interval 1.15 to 1.19), and 35.8% use makeshift rooms, against 27.5%.

9.9% receive a 2026 classroom, against 11.0% of other schools (risk ratio 0.90, 0.84 to 0.96). Against schools with the same shortage, enrollment, setting and region they are slightly more likely to receive one (odds ratio 1.24, 1.04 to 1.47): as a group they receive less because they are small schools with small shortages.

4,793 Last Mile Schools with a shortage, 13,152 classrooms in all, receive no 2026 classroom. DepEd’s Last Mile School modality has 170 lines with 502 classrooms and PHP 2.98 billion; 70.6% of its lines are at schools flagged as Last Mile Schools.

1,171 of CAR’s schools (63.5%) are Last Mile Schools, the highest share of any region. The three regions with the most Last Mile Schools (CAR, Region VIII, NIR) hold 35.3% of them.

Most entries are tidying: 13,139 address placeholders such as “-” and “n/a” emptied, and repeated spaces removed. The changes that move figures are 4,589 region labels standardized, 1,353 Sulu records moved to Region IX and 882 rows mapped to a school’s current ID.

38 school-to-barangay links were corrected on 28 October 2026, 20 of them to a barangay in another town.

46,456 schools have valid coordinates; 1,147 are missing and 445 are absent from the 2022 table. Coordinates outside the Philippines were emptied in 67 records, and 1,416 schools more than 10 km from the center of their barangay are flagged.

The dashboard places schools through its 2022 coordinate table, so 938 SBP classrooms at schools missing from that table land in no region there. The cleaned tables place them.