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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 Quality Notes
Displaying 10 - 12 of 257 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2019-2020 NEBRASKA 150 695 Performance Prior Year Rate Comparison (SEA): The SY 2019-20 Four-Year graduation rate is higher/lower by 3 percentage points or more than the SY 2018-19 Four-Year graduation rate for the following subgroups with total cohort counts of 500 students or more: CWD, LEP, MB. Discrepancies by subgroup: - CWD: -3.46%, - LEP: 3.27%, - MB: -3.52%
2019-2020 LOUISIANA 150 695 Performance Prior Year Rate Comparison (SEA): The SY 2019-20 Four-Year graduation rate is higher/lower by 3 percentage points or more than the SY 2018-19 Four-Year graduation rate for the following subgroups with total cohort counts of 500 students or more: CWD, ECODIS, LEP, MA, MB, MHL. Discrepancies by subgroup: - CWD: 3.87%, - ECODIS: 4.04%, - LEP: 9.02%, - MA: 4.29%, - MB: 3.31%, - MHL: 5.62% While this may be correct, it is a larger change than we would typically expect to see. Louisiana resubmitted the data after the final due date to reflect changes from its data certification process.
2019-2020 INDIANA 150 695 Performance Prior Year Rate Comparison (LEA): The SY 2019-20 Four-Year grand total graduation rate is higher/lower by 3 percentage points or more than the SY 2018-19 Four-Year graduation rate in 6 LEAs containing 500 students or more. While this may be correct, it is a larger change than we would typically expect to see. Due to COVID flexibility, Indiana suspended the graduation exam requirement requiring passing ELA and Math ISTEP assessment scores. Due to this, and COVID in general, current year rates may not align with past year rates well.
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

Data Dictionary

Displaying 10 - 12 of 39


Relevant Graph Type of information Reference Term Description Program
Dataset Description Data Variables (columns) in EDE For this data group, this file includes the following columns (variables): --Value: Of the districts that funded PD for teachers (or principals), the percent that used the funds to focus on the particular funding topic --Characteristics: Whether the PD topic refers to teachers or principals (permitted values are Teachers or Principals) --Program Type: The topic of the professional development (the permitted values are instructional practices; content knowledge; school management, climate, improvement; parent and community engagement, and other--note that principals did not have content knowledge as an option) Title II
Title II Allocation of Funds Variable/Category Definition Professional development As defined in the ESEA, professional development is “sustained (not stand-alone, 1 day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom focused. Title II
Title II PD Types Variable/Category Definition Professional development As defined in the ESEA, professional development is “sustained (not stand-alone, 1 day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom focused. Title II