ED Data Express:
Data about elementary & secondary schools in the U.S.

Connecticut State Snapshot

Select Another State USAKALARAZCACOCTDCDEFLGAHIIAIDILINKSKYLAMAMDMEMIMNMOMSMTNCNDNENHNJNMNVNYOHOKORPAPRRISCSDTNTXUTVAVTWAWIWVWY

High Priority Programs	CT
Total Number of Schools with an AYP designation: 2010-11 1	964
Total Number of Title I Schools: 2009-10 2	516
Total Number of Schools with SIG Awards that Started Implementation in SY 2010-11 or 2011-12 3	19
Race to the Top Status 4	No
ESEA Flexibility Waivers Status 5	Approved

Section/Data Element/Dataset

Students

Total Number of Students: 2010-11 6

560,546

49,957,916

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Percent American Indian and Alaskan Native Students: 2010-11 7	CT	#
	US	1%
Percent Asian and Pacific Islander Students: 2010-11 8	CT	4%
Percent Asian and Pacific Islander Students: 2010-11 8	US	5%
Percent Black Students: 2010-11 9	CT	13%
Percent Black Students: 2010-11 9	US	16%
Percent Hispanic Students: 2010-11 10	CT	19%
Percent Hispanic Students: 2010-11 10	US	24%
Percent White Students: 2010-11 11	CT	62%
Percent White Students: 2010-11 11	US	52%

Percent of Students by Special Populations

Data Elements	State	Value
Percent Children with Disabilities: 2010-11 12	CT	12%
Percent Children with Disabilities: 2010-11 12	US	13%
Percent Limited English Proficient Students: 2010-11 13	CT	5%
Percent Limited English Proficient Students: 2010-11 13	US	13%
Percent Low Income Students: 2010-11 14	CT	34%
Percent Low Income Students: 2010-11 14	US	48%

Funding

Total Federal Funding for Elementary and Secondary Education Programs: FY 2011 15

$313,107,570

$35,284,810,647

Funding for Selected Elementary and Secondary Programs

Data Elements	State	Value
Funding for College- and Career-Ready Students (Title I, Grants to LEAs) - FY 2011 16	CT	$106,878,860
	US	$14,442,926,375
Funding for Assessing Achievement (State Assessments) - FY 2011 17	CT	$5,476,919
	US	$389,950,536
Funding for English Learner Education (English Language Acquisition) - FY 2011 18	CT	$5,760,399
	US	$733,530,000
Funding for Homeless Children and Youth Education - FY 2011 19	CT	$465,012
	US	$65,296,146
Funding for Improving Teacher Quality State Grants - FY 2011 20	CT	$22,649,245
	US	$2,415,640,179
Funding for Migrant Student Education (State Agency Program) - FY 2011 21	CT	$1,032,680
	US	$393,981,458
Funding for Neglected and Delinquent Children and Youth Education (State Agency Program) - FY 2011 22	CT	$2,006,069
	US	$50,326,146
Funding for School Turnaround Grants (School Improvement State Grants) - FY 2011 23	CT	$3,865,927
	US	$534,561,734
Funding for Special Education--Grants to States - FY 2011 24	CT	$131,612,076
	US	$11,465,960,975

Performance

Percent Proficient on the State Assessment in Math, Grade 8 - All Students: 2010-11 25

84%

†

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Percent Proficient on the State Assessment in Math, Grade 8 - American Indian and Alaskan Native: 2010-11 26	CT	84%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Asian: 2010-11 27	CT	-
	US	-
Percent Proficient on the State Assessment in Math, Grade 8 - Black: 2010-11 28	CT	65%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Hispanic: 2010-11 29	CT	64%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Native Hawaiian or Other Pacific Islander: 2010-11 30	CT	n<
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Two or More Races: 2010-11 31	CT	n<
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - White: 2010-11 32	CT	92%
	US	†

Percent of Students by Special Populations

Data Elements	State	Value
Percent Proficient on the State Assessment in Math, Grade 8 - Children with Disabilities: 2010-11 33	CT	50%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Limited English Proficient: 2010-11 34	CT	36%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Low Income: 2010-11 35	CT	66%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Migrant: 2010-11 36	CT	-
	US	†
Homeless Student Achievement in Math, Grade 8: 2010-11 37	CT	47%
Homeless Student Achievement in Math, Grade 8: 2010-11 37	US	†

Percent Proficient on the State Assessment in Reading, Grade 8 - All Students: 2010-11 38

82%

†

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Percent Proficient on the State Assessment in Reading, Grade 8 - American Indian and Alaskan Native: 2010-11 39	CT	n<
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Asian: 2010-11 40	CT	90%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Black: 2010-11 41	CT	65%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Hispanic: 2010-11 42	CT	63%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Native Hawaiian or Other Pacific Islander: 2010-11 43	CT	n<
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Two or More Races: 2010-11 44	CT	82%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - White: 2010-11 45	CT	90%
	US	†

Percent of Students by Special Populations

Data Elements	State	Value
Percent Proficient on the State Assessment in Reading, Grade 8 - Children with Disabilities: 2010-11 46	CT	54%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Limited English Proficient: 2010-11 47	CT	26%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Low Income: 2010-11 48	CT	64%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Migrant: 2010-11 49	CT	-
	US	†
Homeless Student Achievement in Reading, Grade 8: 2010-11 50	CT	47%
	US	†

Graduation

Regulatory Adjusted Cohort Graduation Rate, All Students: 2010-11 51

83%

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Regulatory Adjusted Cohort Graduation Rate, American Indian and Alaskan Native: 2010-11 52	CT	72%
	US	-
Regulatory Adjusted Cohort Graduation Rate, Asian and Pacific Islander: 2010-11 53	CT	92%
	US	-
Regulatory Adjusted Cohort Graduation Rate, Asian: 2010-11 54	CT	-
	US	-
Regulatory Adjusted Cohort Graduation Rate, Native Hawaiian or Other Pacific Islander: 2010-11 55	CT	-
	US	-
Regulatory Adjusted Cohort Graduation Rate, Black: 2010-11 56	CT	71%
	US	-
Regulatory Adjusted Cohort Graduation Rate, Hispanic: 2010-11 57	CT	64%
	US	-
Regulatory Adjusted Cohort Graduation Rate, Two or More Races: 2010-11 58	CT	-
	US	-
Regulatory Adjusted Cohort Graduation Rate, White: 2010-11 59	CT	89%
	US	-

Percent of Students by Special Populations

Data Elements	State	Value
Regulatory Adjusted Cohort Graduation Rate, Children with Disabilities: 2010-11 60	CT	61%
	US	-
Regulatory Adjusted Cohort Graduation Rate, Limited English Proficient: 2010-11 61	CT	59%
	US	-
Regulatory Adjusted Cohort Graduation Rate, Low Income: 2010-11 62	CT	62%
	US	-

Key
†	this symbol means not applicable.
-	this symbol means data value was not available.
n<	this symbol means that the data have been suppressed.
#	this symbol means data value rounds to zero.
‡	this symbol means reporting standards not met.
<3%	this symbol means data value was less than 3%.
>97%	this symbol means data value was greater than 97%.

1 Description: The total number of public elementary and secondary schools in the state with an AYP designation. ; Academic Year: 2010-11; Grade: N/A; Note: The state-reported total number of public elementary and secondary schools in the state with an AYP designation, including charters. ; Source: EDFacts/Consolidated State Performance Report, 2010-11: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 08/31/2012

2 Description: The total number of public schools with an AYP designation in the state receiving Title I funds. Title I funds are distributed to local education agencies (LEA) and schools in areas that have high concentrations of poverty. ; Academic Year: 2009-10; Grade: N/A; Note: The total number of public schools with an AYP designation in the state receiving Title I funds. Title I funds are distributed to local education agencies (LEA) and schools in areas that have high concentrations of poverty. If the funds allocated are not sufficient to serve all eligible areas, LEAs must allocate Title I, Part A funds to schools where more than 75 percent of the students are in poverty, in rank order of poverty, without regard to grade span.For schools with 75 percent poverty or less, an LEA has the discretion to serve schools in rank order by grade span and to determine which grade spans it serves [section 1113(a) of the Elementary and Secondary Education Act (ESEA) and section 200.78 of the Title I Regulations]. As a result, whether an eligible school receives Title I, Part A funds will depend on where the school stands in the ranking of low-income schools and, for a school at or below 75 percent poverty, whether the school is in a grade span to which the LEA allocates Title I, Part A funds. ; Source: EDFacts/Consolidated State Performance Report, 2009-10: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 09/19/2011

3 Description: The number of school in the bottom 5% of schools the state that were awarded funds under the school improvement grant (SIG) program in 2011 and 2012. ; Academic Year: N/A; Grade: N/A; Note: School Improvement Grants (SIG), authorized under section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (Title I or ESEA), are grants to State educational agencies (SEAs) that SEAs use to make competitive subgrants to local educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to raise substantially the achievement of students in their lowest-performing schools.; Source: http://www2.ed.gov/programs/sif/index.html; Data Uploaded On: 12/04/2012

4 Description: Indication of whether the state had received a race to the top grant. ; Academic Year: N/A; Grade: N/A; Note: Race to the Top funds are awarded to states that have demonstrated success in raising student achievement and have the best plans to accelerate their reforms in the future. These States will offer models for others to follow and will spread the best reform ideas across their States, and across the country.; Source: http://www2.ed.gov/programs/racetothetop/awards.html; Data Uploaded On: 11/27/2012

5 Description: Status of state application for an ESEA Flexibility Waivers. ; Academic Year: N/A; Grade: N/A; Note: States have been given the opportunity to request flexibility on behalf of their State, your LEAs, and your schools, in order to better focus on improving student learning and increasing the quality of instruction. The voluntary opportunity is intended provide educators and State and local leaders with flexibility regarding specific requirements of NCLB in exchange for rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction. This flexibility is intended to build on and support the significant State and local reform efforts already under way in critical areas such as transitioning to college- and career-ready standards and assessments; developing systems of differentiated recognition, accountability, and support; and evaluating and supporting teacher and principal effectiveness. ; Source: Office of Elementary and Secondary Education, as of November 2012, http://www.ed.gov/esea/flexibility/requests; Data Uploaded On: 11/27/2012

6 Description: The total number of students in the state who are enrolled in public schools. ; Academic Year: 2010-11; Grade: N/A; Note: The total number of students in the state who are enrolled in public elementary and secondary schools. These data are from the CCD State non-fiscal survey. The count is from the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

7 Description: The percentage of American Indian/Alaskan Native students enrolled in public schools in the state. ; Academic Year: 2010-11; Grade: N/A; Note: The percentage of American Indian/Alaskan Native students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero. ; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/03/2012

8 Description: The percentage of Asian and Pacific Islander students enrolled in public schools in the state. ; Academic Year: 2010-11; Grade: N/A; Note: The percentage of Asian and Pacific Islander students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/03/2012

9 Description: The percentage of black, non-Hispanic students enrolled in public schools in the state. ; Academic Year: 2010-11; Grade: N/A; Note: The percentage of black, non-Hispanic students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

10 Description: The percentage of Hispanic students enrolled in public schools in the state. ; Academic Year: 2010-11; Grade: N/A; Note: The percentage of Hispanic students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

11 Description: The percentage of white, non-Hispanic students enrolled in public schools in the state. ; Academic Year: 2010-11; Grade: N/A; Note: The percentage of white, non-Hispanic students enrolled in public schools in the state, based on the state level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

12 Description: The percentage of students participating in an Individualized Education Program (IEP) and designated as special education students under the Individuals with Disabilities Education Act. ; Academic Year: 2010-11; Grade: N/A; Note: An IEP includes (1) a statement of the child’s present levels of education performance, (2) a statement of annual goals, including short-term instructional objectives, (3) a statement of specific education services to be provided and the extent to which the child will be able to participate in regular education programs, (4) a projected date for initiation and anticipated duration of services, and (5) appropriate objectives, criteria, and evaluation procedures and schedules for determining, on at least an annual basis, whether instructional objectives are being achieved. The percentage is based on the district level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

13 Description: The percentage of students served in programs of language assistance, such as: English as a second language, high-intensity language training, and bilingual education. ; Academic Year: 2010-11; Grade: N/A; Note: A LEP student, or English language learners (ELL) is defined as an individual who was not born in the United States or whose native language is a language other than English; or who comes from an environment where a language other than English is dominant; or who is an American Indian or Alaska Native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency; and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or understanding the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society. The percentage is based on the district level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

14 Description: The percentage of students who are eligible for the Free and Reduced-Price Lunch Program under the National School Lunch Act. ; Academic Year: 2010-11; Grade: N/A; Note: The percentage of students who are eligible for the Free and Reduced-Price Lunch Program under the National School Lunch Act, which provides cash subsidies for free and reduced-price lunches to students based on family size and income. Many states use this statistic as an estimate of the portion of the student population that is economically disadvantaged. The percentage is based on the school level file in the CCD Build a Table tool. A dash (-) indicates that the data are not available. A # symbol indicates that data rounds to zero.; Source: Common Core of Data, Tabulated from Build a Table tool, 9/11/2012: http://www.nces.ed.gov/ccd/; Data Uploaded On: 10/04/2012

15 Description: The federal funding level for elementary and secondary education in the state in FY 2011. ; Academic Year: 2011-12; Grade: N/A; Note: The federal funding level for elementary and secondary education in the state in FY 2011. This total includes funding for programs under the Elementary and Secondary Education Act, homeless children and youth, special education, career and technical education, and tech-prep. The totals do not reflect all Department of Education funds that a State receives. States and other entities may also receive Department funds awarded on a competitive basis. ; Source: U.S. Department of Education, Budget Service (http://www2.ed.gov/about/overview/budget/tables.html?src=rt); Data Uploaded On: 10/23/2012

16 Description: The total formula grant funding by state for College- and Career-Ready Students (Title I, Grants to LEAs) in FY 2011. ; Academic Year: 2010-11; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

17 Description: The total formula grant funding by state for Assessing Achievement (State Assessments) in FY 2011. ; Academic Year: N/A; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

18 Description: The total formula grant funding by state for English Learner Education (English Language Acquisition) in FY 2011. ; Academic Year: 2010-11; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

19 Description: The total formula grant funding by state for Homeless Children and Youth Education in FY 2011. ; Academic Year: 2010-11; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

20 Description: The total formula grant funding by state for Improving Teacher Quality State Grants in FY 2011. ; Academic Year: 2010-11; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

21 Description: The total formula grant funding by state for State Agency Program--Migrant Student Education in FY 2011. ; Academic Year: N/A; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

22 Description: The total formula grant funding by state for State Agency Program--Neglected and Delinquent Children and Youth Education in FY 2011.; Academic Year: N/A; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

23 Description: The total formula grant funding by state for School Turnaround Grants (School Improvement State Grants) in FY 2011. ; Academic Year: 2010-11; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

24 Description: The total formula grant funding by state for Special Education--Grants to States in FY 2011. ; Academic Year: 2010-11; Grade: N/A; Note: These funds are for a programs that allocates funds to States using a statutory formula. The totals do not reflect all Department of Education funds that flow to a State. States and other entities may also receive funds from grants that are awarded on a competitive basis. ; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 11/06/2012

25 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

26 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/17/2012

27 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: N/A

28 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

29 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

30 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/31/2012

31 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/19/2012

32 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

33 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/17/2012

34 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/17/2012

35 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

36 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/17/2012

37 Description: The percentage of homeless students served by McKinney-Vento subgrants in eighth grade who scored proficient or above on the state assessment in math. Due to the variation between states in content, standards, and assessments, it is not possible to compare state and years. ; Academic Year: 2010-11; Grade: 8; Note: The state-reported percentage of homeless students served by McKinney-Vento subgrants in eighth grade who scored proficient or above on the state assessment in math. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics. The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. A dash (-) indicate that the data are missing or not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. ; Source: EDFacts/Consolidated State Performance Report, 2010-11: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/19/2012

38 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

39 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/25/2012

40 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/25/2012

41 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

42 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

43 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/31/2012

44 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/19/2012

45 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

46 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/25/2012

47 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/25/2012

48 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012

49 Description: The state-reported percentage of eighth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 8; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/25/2012

50 Description: The percentage of homeless students served by McKinney-Vento subgrants in eighth grade who scored proficient or above on the state assessment in reading. Due to the variation between states in content, standards, and assessments, it is not possible to compare state and years. ; Academic Year: 2010-11; Grade: 8; Note: The state-reported percentage of homeless students served by McKinney-Vento subgrants in eighth grade who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics. The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. A dash (-) indicate that the data are missing or not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively. ; Source: EDFacts/Consolidated State Performance Report, 2010-11: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/19/2012

51 Description: The percentage of students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/28/2012

52 Description: The percentage of American Indian and Alaskan Native students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

53 Description: The percentage of Asian and Pacific Islander students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

54 Description: The percentage of Asian students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

55 Description: The percentage of Native Hawaiian or other Pacific Islander students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

56 Description: The percentage of black students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

57 Description: The percentage of Hispanic students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

58 Description: The percentage of students of two or more races from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

59 Description: The percentage of white students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

60 Description: The percentage of children with disabilities from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

61 Description: The percentage of limited English proficient students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012

62 Description: The percentage of low income students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2010-11; Grade: N/A; Note: The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of 9th grade (or the earliest high school grade), students who are entering that grade for the first time form a cohort that 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.2010-11 was the first year that states were required to use the regulatory cohort rate, so prior year data are not necessarily comparable to the 2010-11 rates.A dash (-) indicates that the data are not available. Cell with a ">" or "<" next to the value indicate that the value has been blurred, and is greater than or less than the value listed. An "n<" means that the value has been suppressed. A "†" symbol means not applicable. ; Source: EDFacts: Tabulated from the reporting system as of September 2012; Data Uploaded On: 11/26/2012