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‡Reporting standards not met.
1 Includes imputed data for Illinois and Texas.
NOTE: The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma. The U.S. average ACGR is for the 50 states and the District of Columbia. In 2019–20, some states may have changed their requirements for a regular high school diploma to account for the impact of the coronavirus pandemic. These changes are at the discretion of each state but may have resulted in less comparability in the ACGRs between 2019–20 and prior school years. In 2019–20, reporting standards were not met for Illinois, and Texas data were unavailable. The graduation rates displayed above have been rounded to whole numbers. Categorizations are based on unrounded percentages. Interpret Alabama data with caution. The Alabama State Department of Education has indicated that their ACGR data for some years were misstated. For more information, please see https://www.oversight.gov/report/ed/calculating-and-reporting-graduation-rates-alabama.
SOURCE: U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2019–20; and National Center for Education Statistics, EDFacts file 150, Data Group 695, and EDFacts file 151, Data Group 696, 2019–20. See Digest of Education Statistics 2021, table 219.46.
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1 Includes imputed data for Illinois and Texas.
2 Estimated assuming a count of zero American Indian/Alaska Native students for Hawaii.
3 Reporting practices for data on Asian and Pacific Islander students vary by state. Asian/Pacific Islander data in this indicator represent either the value reported by the state for the “Asian/Pacific Islander” group or an aggregation of separate values reported by the state for “Asian” and “Pacific Islander.” “Asian/Pacific Islander” includes the “Filipino” group, which only California and Hawaii report separately.
4 Due to nonreporting in several states, data for students of Two or more races are not available at the national level.
NOTE: The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma. The U.S. average ACGR is for the 50 states and the District of Columbia. In 2019–20, some states may have changed their requirements for a regular high school diploma to account for the impact of the coronavirus pandemic. These changes are at the discretion of each state but may have resulted in less comparability in the ACGRs between 2019–20 and prior school years. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2019–20; and National Center for Education Statistics, EDFacts file 150, Data Group 695, and EDFacts file 151, Data Group 696, 2019–20. See Digest of Education Statistics 2021, table 219.46.
1 Includes imputed data for Illinois and Texas.
2 Although only whole percentages are displayed in this figure, the ACGR gaps are calculated using the most precise graduation rates available for public use, which include some rates rounded to one decimal place and some rates rounded to whole numbers to protect student privacy. Gaps presented in this figure may vary slightly from those that would be calculated using rates with more precision.
NOTE: The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma. The U.S. average ACGR is for the 50 states and the District of Columbia. In 2019–20, some states may have changed their requirements for a regular high school diploma to account for the impact of the coronavirus pandemic. These changes are at the discretion of each state but may have resulted in less comparability in the ACGRs between 2019–20 and prior school years. In 2019–20, reporting standards were not met for Illinois, and Texas data were unavailable. Interpret Alabama data with caution. The Alabama State Department of Education has indicated that their ACGR data for some years were misstated. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals due to rounding.
SOURCE: U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2019–20; and National Center for Education Statistics, EDFacts file 150, Data Group 695, and EDFacts file 151, Data Group 696, 2019–20. See Digest of Education Statistics 2021, table 219.46.
1 Includes imputed data for Illinois and Texas.
2 Although only whole percentages are displayed in this figure, the ACGR gaps are calculated using the most precise graduation rates available for public use, which include some rates rounded to one decimal place and some rates rounded to whole numbers to protect student privacy. Gaps presented in this figure may vary slightly from those that would be calculated using rates with more precision.
NOTE: The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma. The U.S. average ACGR is for the 50 states and the District of Columbia. In 2019–20, some states may have changed their requirements for a regular high school diploma to account for the impact of the coronavirus pandemic. These changes are at the discretion of each state but may have resulted in less comparability in the ACGRs between 2019–20 and prior school years. In 2019–20, reporting standards were not met for Illinois, and Texas data were unavailable. Interpret Alabama data with caution. The Alabama State Department of Education has indicated that their ACGR data for some years were misstated. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals due to rounding.
SOURCE: U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2019–20; and National Center for Education Statistics, EDFacts file 150, Data Group 695, and EDFacts file 151, Data Group 696, 2019–20. See Digest of Education Statistics 2021, table 219.46.
1 Includes imputed data for Illinois and Texas.
2 Students identified as children with disabilities under the Individuals with Disabilities Education Act (IDEA).
3 Students who met the definition of English learner as outlined in the EDFacts workbook. For more information, see https://www2.ed.gov/about/inits/ed/edfacts/eden-workbook.html.
4 Students who met the state criteria for classification as economically disadvantaged.
NOTE: The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma. The U.S. average ACGR is for the 50 states and the District of Columbia. In 2019–20, some states may have changed their requirements for a regular high school diploma to account for the impact of the coronavirus pandemic. These changes are at the discretion of each state but may have resulted in less comparability in the ACGRs between 2019–20 and prior school years. The time when students are identified as having certain characteristics varies by state. Depending on the state, a student may be included in a category if the relevant characteristic is reported in 9th-grade data, if the characteristic is reported in 12th-grade data, or if it is reported at any point during the student’s high school years. Although rounded numbers are displayed, the figures are based on unrounded data.
SOURCE: U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2019–20; and National Center for Education Statistics, EDFacts file 150, Data Group 695, and EDFacts file 151, Data Group 696, 2019–20. See Digest of Education Statistics 2021, table 219.46.
1 Includes students in public schools in the 50 states and the District of Columbia.
2 Before 2017–18, the definition of ACGR included regular high school diplomas only.
3 The ACGR is considered the most accurate measure available for reporting on-time graduation rates. For more information, see Seastrom, M., Chapman, C., Stillwell, R., McGrath, D., Peltola, P., Dinkes, R., and Xu, Z. (2006). User’s Guide to Computing High School Graduation Rates, Volume 2: Technical Evaluation of Proxy Graduation Indicators (NCES 2006-605). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved March 18, 2021, from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006605.
4 In 2019–20, reporting standards were not met for Illinois, and Texas data were unavailable. Therefore, neither state is discussed in this indicator. However, the U.S. average ACGR for 2019–20 includes imputed data for both states.
5 Throughout this indicator, counts of states are based on unrounded graduation rates.
6 Estimated assuming a count of zero American Indian/Alaska Native students for Hawaii.
7 Reporting practices for data on Asian and Pacific Islander students vary by state. Asian/Pacific Islander data in this indicator represent either the value reported by the state for the “Asian/Pacific Islander” group or an aggregation of separate values reported by the state for “Asian” and “Pacific Islander.” “Asian/Pacific Islander” includes the “Filipino” group, which only California and Hawaii report separately.
8 The ACGR for American Indian/Alaska Native students was 50 percent or higher in the District of Columbia and Vermont. This value has been “blurred” to protect student privacy.
9 Throughout this indicator, interpret Alabama data with caution. The Alabama State Department of Education has indicated that their ACGR data for some years were misstated. For more information, please see https://www.oversight.gov/report/ed/calculating-and-reporting-graduation-rates-alabama.
10 The ACGR for American Indian/Alaska Native students was 80 percent or higher in West Virginia. This value has been “blurred” to protect student privacy. Therefore, it is not possible to determine whether the ACGR in West Virginia is higher than the U.S. average and it has been excluded from this count of 10 states.
11 Because data from Hawaii were unavailable, discussion of ACGRs for American Indian/Alaska Native students excludes Hawaii.
12 The ACGR for Asian/Pacific Islander students was 95 percent or higher in West Virginia. This value has been “blurred” to protect student privacy.
13 The ACGR for students of Two or more races was 90 percent or higher in the District of Columbia. This value has been “blurred” to protect student privacy.
14 Data were not available for students of Two or more races in North Dakota, South Dakota, and Tennessee. Reporting standards were not met for New Mexico for students of Two or more races.
15 This includes students identified as students with disabilities under the Individuals with Disabilities Education Act (IDEA).
16 This includes students who met the definition of English learner as outlined in the EDFacts workbook. For more information, see https://www2.ed.gov/about/inits/ed/edfacts/eden-workbook.html.
17 Refers to students who met the state criteria for classification as economically disadvantaged.