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Five-year extended longitudinal graduation and dropout data are provided for the class of 2012 by race/ethnicity, gender, economic status, program participation (bilingual or English as a second language, career and technical education, gifted and talented, special education, and Title I), and other student characteristics (at-risk, English language learner, immigrant, and migrant). In addition, campus and district data are shown with and without students excluded for state accountability purposes (see Texas Education Code §39.053(g-1) and §39.055). Some data are masked to comply with federal regulations concerning student privacy, the Family Educational Rights and Privacy Act (FERPA).
A five-year extended longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by the fall one year after their anticipated graduation date, that is, within five years of beginning ninth grade. A five-year extended longitudinal dropout rate is the percentage of students from the same class who, by the fall one year after their anticipated graduation date, drop out before completing their high school education. Dropouts are counted according to the definitions in place the years they drop out. The definition changed in 2005-06. Longitudinal rates for 2009 and later classes are comparable to one another. Rates for classes in which the national dropout definition was phased in (i.e., classes of 2006, 2007, and 2008) are not comparable from one class to another, nor are they comparable to rates for prior or later classes.
The cohort for a five-year extended longitudinal rate is established when four-year rates are calculated and consists of the same students. Although no students are added to the statewide five-year cohort, a student's status or district may change based on fifth year attendance or performance. The total number of students with final statuses at a campus, district, region, or the state may change between fall 2012 and fall 2013 because: (a) some students who continued high school in fall 2012 left Texas public schools by fall 2013 for reasons other than graduating, receiving General Educational Development (GED) certificates, or dropping out; and (b) some students who left Texas public schools by fall 2012 without graduating returned to Texas public schools and graduated, received GED certificates, continued high school, or dropped out by fall 2013. In addition, students with changes in year of final status were added to, or removed from, relevant student groups.
The reports show the results for the class of 2012 as of the fall after the class was expected to graduate (Fall 2012). After the cohort was followed for an additional school year in which students graduated, received GEDs, or dropped out, rates were again calculated. These rates are shown on the next line (Fall 2013).
As an example, the five-year extended longitudinal rate for graduates is calculated by dividing the number of students who graduated by the fall one year after their anticipated graduation date by the number of students in the class:
The percentages of students graduating within diploma programs are provided. For a description of how high school graduation and dropout rates are calculated, please see Secondary School Completion and Dropouts in Texas Public Schools, 2012-13.
Select from the following to view or download a statewide report or a report for a single campus, district, or education service center (ESC) region:
To download a comma-delimited (.csv) file containing data for all campuses or all districts in the state, please choose from one of the following options. Please note that downloads may take a few minutes.
Campus-level data (.csv) [0.8 MB] and Campus-level record layout
District-level data (.csv) [0.6 MB] and District-level record layout
For questions or comments, please e-mail the Division of Research and Analysis, Accountability Research Unit, or contact the unit by phone at 512-475-3523.
This page last updated August 2014
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