The four - year
adjusted cohort graduation rate reported by the state for the 2014 - 15 school year was 79 percent for Black students, but 90 percent for White students.
While the current six - year
cohort graduation rate for low - income students is just 9 percent, recent data show that students from many high - quality charter networks complete college at three to five times the national average.
60 percent of all students and subgroups proficient in English / language arts, and 48 percent proficient in math by 2024 - 25; in addition, the state wants a four - year
cohort graduation rate of 94 percent for all students and subgroups.
An original analysis by the EPE Research Center shows that most states are keeping pace with federal requirements to phase in
new cohort graduation rates.
The four - year adjusted
cohort graduation rate reported by Pennsylvania for the 2014 - 15 school year was 72 percent for Black students and 89 percent for White students.
California intends to approve a different, but equally robust system, which will include indicators that are more appropriate for alternative schools (e.g., replacing four - year
cohort graduation rate with an extended year).
* This article was updated with the graduation rate for Latinos at Santee Education Complex, which was 82 percent for 2016, and to clarify that graduation rate for the three schools mentioned are based on the 2015 — 16 four - year
cohort graduation rate released by the California School Dashboard in the Fall 2017.
High school graduation rates for peer cities are from the U.S. Department of Education's EDFacts Regulatory Four - year Adjusted -
Cohort Graduation Rate files.
New Tech's internal evaluation data indicates promising evidence that its model has replicated successfully, with an average four - year
cohort graduation rate of 86 percent, an average dropout rate of less than 3 percent, and a college enrollment rate of 67 percent immediately following high school graduation (New Tech Network Outcomes, April 2012; New Tech data 2012).
To compare, North Carolina's
statewide cohort graduation rate is 77.9 percent, dropping to 71.5 percent for black students and 68.8 for Hispanic children — all levels that has been decried as unacceptable by state leaders of all political stripes.
Before her confirmation vote in the Senate, DeVos was widely panned for circulating inordinately high (read: incorrect) four - year
cohort graduation rates for cyber schools affiliated with K12, in her written responses to senators» questions.
She then pointed to seven virtual academies with four -
year cohort graduation rates of 90 % or above: Idaho Virtual Academy (90 %); Nevada Virtual Academy (100 %); Ohio Virtual Academy (92 %); Oklahoma Virtual Charter Academy (91 %); Texas Virtual Academy (96 %); Utah Virtual Academy (96 %); and Wisconsin Virtual Academy (96 %).
Achievement; growth; social studies in certain grades; growth of students; on - track high school graduation for 9th graders; progress in English - language proficiency; four -, five -, and six - year cohort graduation rates
Vermont also wants a 90 percent four - year
cohort graduation rate for all students and subgroups by 2025.
Academic achievement, academic growth using student - growth percentiles; graduation rate; English - language proficiency; four - year adjusted cohort graduation rate
Source: Graduation rates are calculated by states using the Adjusted
Cohort Graduation Rate (ACGR) method, as reported by the U.S. Department of Education.
Beginning with the class of 2011, federal regulations required each state to calculate graduation rates using a method known as the Adjusted
Cohort Graduation Rate (ACGR).
Academic achievement, academic growth, English - language proficiency, four - and five - year adjusted
cohort graduation rates.
Academic achievement, growth, progress in English - language proficiency; for high school, four -, five -, and six - year
cohort graduation rates would also be included.
By 2030, decrease percent nonproficient by 50 percent, and decrease nongraduates by 50 percent, based on the four - year
cohort graduation rate.
Academic achievement, closing achievement gaps, four - year adjusted
cohort graduation rates, «speed to proficiency» of English - language learners
Virginia also wants an 84 percent four - year
cohort graduation rate by 2024 - 25.
Achievement; growth; growth of lowest quartile of students; growth in four -, five -, and six - year cohort graduation rates
100 - point achievement index; 100 - point progress index; four -, five -, and six - year
cohort graduation rates; 100 - point English - learner progress index; various school - quality indicators depending on grade level
Academic achievement, academic growth, closing achievement gaps, four - and five - year adjusted
cohort graduation rates, English - language proficiency
States could also create entirely separate accountability systems for alternative schools, weighting existing measures differently (e.g. placing less emphasis on proficiency and placing more emphasis on academic growth) and using different indicators, such as high school completion rates instead of
cohort graduation rates.
This year, for the first time, Diplomas Count uses the U.S. Department of Education's Adjusted
Cohort Graduation Rate (ACGR), as the primary source of data on high school completion.
The U.S. Department of Education reports that 81 percent of the class of 2013 graduated within four years, as tabulated by the Adjusted
Cohort Graduation Rate (ACGR).
In recent years, NCES has released two widely - used annual measures of high school completion: the Adjusted
Cohort Graduation Rate (ACGR) and the Averaged Freshman Graduation Rate (AFGR).
Rates are Adjusted
Cohort Graduation Rates (ACGR) for the 2010 - 11 to 2013 - 14 school years.
On the NCES website you can access the most recently available data for each measure, including 2015 - 16 adjusted
cohort graduation rates and 2012 - 13 averaged freshman graduation rates.
Universally applying a four - year
cohort graduation rate would result in the identification for comprehensive support of a significant number of alternative schools due to their program characteristics and without any regard to the achievements their students make during the time they are enrolled in such schools.