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The COVID-19 pandemic disrupted the collection and reporting of data on EDE, beginning in SY 2019-20. The Department urges abundant caution when using the data and recommends reviewing the relevant data notes prior to use or interpretation. This includes data on state assessments, graduation rates, and chronic absenteeism.

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Program
Title I, Part A

Percentage of Students Who Graduated With a Regular High School Diploma

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Percentage

Source: EDFacts File Specifications 150 and 151

Map Data Notes
Displaying 85 - 87 of 234 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2020-2021 MAINE 150 695, 697 Performance Prior Year Rate Comparison (CWD): The SY 2020-21 5-Year graduation rate for CWD students is different from the SY 2019-20 4-Year grand total graduation rate by 5.46 percentage points. A decrease is not expected. While an increase in this data may be correct, it is a larger discrepancy than expected. 2021 5YR rate for CWD = .7926 2020 4YR rate for CWD = .7380 Difference of 5.46% Maine did raise it's maximum age from 20 to 21 years of age. This may not be the reason for the whole discrepancy but it probably contributed to the increase
2020-2021 MARYLAND 150, 151 695, 696 Performance Prior Year Count Comparison (LEA): Submitted data indicated that the ALL STUDENTS cohort count (grand total) changed by more than 10% and 50 students or more from SY 2019-20 to SY 2020-21 for 1 LEA that have a cohort count of 250 students or more. While this may be correct, this is a larger change than we would typically expect to see. There was an 11.6% increase on the grand total of Four-Year cohort graduates in 2021 than a year before. Likewise, this LEA had 7.2% more 12th graders receiving a HS diploma in 2021 than in 2020.
2020-2021 MARYLAND 150, 151 695, 696 Performance Prior Year Count Comparison (SEA): Submitted data indicated that the total cohort count (grand total) changed by more than 10% (and more than 250 students) from SY 2019-20 to SY 2020-21 for the following subgroups: HOM, LEP. Discrepancies by subgroup: -HOM: -313 students, or -28.02% -LEP: -1367 students, or -26.06% While this may be correct, this is a larger change than we would typically expect to see. Similarly to cohort count trends, among the LEP 12th graders, there were fewer (-15.3%) LEP students who completed HS in 2021 than in 2020. In particular 22% fewer LEP males gained a HS diploma in 2021 than a year before. The same patterns were noticed with homeless 12th graders with fewer (-31.6%) homeless students gaining a HS diploma in 2021 than in 2020.
United States
337

Funding

Program funding over time

Participation

Number of students in school wide and targeted assistance programs by race/ethnicity over time

Source:  EDFacts File Specification 037; Data Group 548

Performance

Proficiency gap between economically disadvantaged and non-economically disadvantaged students by [Subject]

 

Source:  EDFacts File Specification 175, 178 & 179; Data Group 583, 584 & 585

Funding, Participation, and Performance Data Notes
Displaying 85 - 87 of 87 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2020-2021 WISCONSIN 037, 134 548, 670 Participation Across File: In 3 LEA(s), the number of students participating and served by Title I, Part A schoolwide programs and targeted assistance programs reported in FS037/DG548 is not equal to the number of students participating in schoolwide programs and targeted assistance programs reported in FS134/DG670. The Wisconsin Department of Public Instruction acknowledges that we are treating the reporting of students with unknown attributes inconsistently between FS037 and FS134. We will be analyzing these file specifications before they are due in February 2023 for SY21-22 and will adjust the file programming to treat unknown attributes in the same way across these files.
2020-2021 WYOMING 037, 134 548, 670 Participation Across File: In 5 LEA(s), the number of students participating and served by Title I, Part A schoolwide programs and targeted assistance programs reported in FS037/DG548 is not equal to the number of students participating in schoolwide programs and targeted assistance programs reported in FS134/DG670.
2020-2021, 2019-2020 UNITED STATES 037, 150, 134 548, 670, 695 Participation Data aggregated up to the national (United States) level may be impacted by the quality of the data submitted by state education agencies. It is recommended that users download and review SEA data notes to determine which states may be missing from national data and whether data quality may impact these data. The state notes in all sections of ED Data Express reflect the views of the state only and do not necessarily reflect compliance with requirements or consistency with reporting instructions.
Displaying 85 - 87 of 201 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2020-2021 NEW JERSEY 175, 178, 185, 188 583, 584, 588, 589 Performance Across file comparison [MATHEMATICS and READING/LANGAUGE ARTS]: The FS175 SEA number of students in the CWD subgroup(s) who took a(n) ALTASSALTACH assessment and received a valid score for GRADE(S) 6, 7 does not equal the FS185 number of students who participated in the assessment. The discrepancies range from 52 to 65 students, or 5.48 to 7.03%. Similar GRADE 6 discrepancies exist for FS178/FS188.
2020-2021 NEW MEXICO 175, 178, 185 583, 584, 588 Performance Missing Data (FS175/FS178/FS185): Achievement and Participation data for students in the MIG subgroup(s) were not reported for the following combinations at the LEA and SCH level(s): - REGASSWACC (FS175, FS178, FS185): 7 - REGASSWOACC (FS178): 4, 8 For SCH and LEA: as per the file spec, "valid combinations for the state that are not included will be assumed to be zeros"
2020-2021 NEW MEXICO 175, 178, 185 583, 584, 588 Performance Missing Data (FS175/FS178/FS185): Achievement and Participation data for students in the MB subgroup(s) in GRADE(S) 3, 4, 8 for the ALTASSALTACH assessment type(s) were not reported at the LEA and SCH level(s). ED Note: State confirmed that Assessment data accurately represent reduced student assessment participation due to COVID-related disruptions.