Table 219.47.

Public high school 4-year adjusted cohort graduation rate (ACGR), by selected student characteristics and locale: 2019-20

Locale	Total	Race/ethnicity						Students with disabil- ities1	English learner2	Economi- cally disadvan- taged3
		White	Black	Hispanic	Asian/ Pacific Islander4	American Indian/ Alaska Native
1	2	3	4	5	6	7		8	9	10
Total5	87	90	81	83	93	75	6	71	71	81
City	82	86	78	78	92	64		65	68	77
Large	79	84	76	77	92	61		63	67	76
Midsize	81	85	79	77	92	64		65	67	77
Small	86	89	82	82	93	72		69	73	80
Suburban	89	92	84	83	95	79		74	72	83
Large	89	92	84	83	95	81		74	72	82
Midsize	89	91	85	86	94	80		74	77	84
Small	88	90	83	85	95	68		70	76	82
Town	87	89	84	83	91	77		72	75	83
Fringe	88	90	85	85	91	79		73	75	83
Distant	88	89	85	84	92	82		71	74	83
Remote	85	88	82	81	90	74		71	76	81
Rural	90	92	88	87	94	78		76	78	85
Fringe	91	92	88	87	95	80		75	78	85
Distant	90	91	88	86	89	85		76	79	86
Remote	88	91	84	84	87	73		79	76	85

1Students identified as children with disabilities under the Individuals with Disabilities Education Act (IDEA).

2Students who met the definition of English learner as outlined in the EDFacts workbook. For more information, see http://www2.ed.gov/about/inits/ed/edfacts/eden-workbook.html.

3Students who met the state criteria for classification as economically disadvantaged.

4States have the option of reporting data either for a combined "Asian/Pacific Islander" group or for the "Asian" and "Pacific Islander" groups separately. This table aggregates the "Asian/Pacific Islander" data and the separate "Asian" and "Pacific Islander" data to compute the "Asian/Pacific Islander" adjusted cohort graduation rate.

5National totals are based on data reported at the state level. Graduation rates by locale are calculated using data reported at the school level. The 2019-20 national totals include imputed data for Illinois and Texas.

6Estimated assuming a count of zero American Indian/Alaska Native students for Hawaii.

NOTE: The adjusted cohort graduation rate (ACGR) is the percentage of public high school freshmen who graduate with a regular diploma or a state-defined alternate high school diploma for students with the most significant cognitive disabilities within 4 years of starting 9th grade. Students who are entering 9th grade for the first time form a cohort for the graduating class. This cohort is "adjusted" by adding any students who subsequently transfer into the cohort and subtracting any students who subsequently transfer out, emigrate to another country, or die. ACGRs by locale are calculated from data reported at the school level. ACGRs by locale exclude Illinois, Texas, and Washington because either reliable school-level data were not available or data were not reported; however, these states are included in the national totals. 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. 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, National Center for Education Statistics, EDFacts file 151, Data Group 696, extracted from the EDFacts Data Warehouse (internal U.S. Department of Education source) and current as of May 19, 2021, and Education Demographic and Geographic Estimates (EDGE), "Public School File," 2019-20. (This table was prepared June 2022.)