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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.

Title I, Part A

Percentage of Students Who Graduated With a Regular High School Diploma

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Source: EDFacts File Specifications 150 and 151

Map Data Notes
Displaying 187 - 188 of 188 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 WISCONSIN 150, 151 695, 696 Performance Prior Year Rate Comparison (LEA): The current SY Four-Year grand total graduation rate is higher/lower by 3 percentage points or more than the prior SY Four-Year graduation rate in 5 LEAs containing 500 students or more. While this may be correct, it is a larger change than we would typically expect to see. While these fluctuations in Four-Year grand total graduation rate are larger than typical year-over-year change, these LEAs remain fairly consistent with historical rate trends. Additionally, increased data quality efforts made by WI DPI have been largely embraced by LEAs, leading to more accurate data.
2021-2022 TENNESSEE 150, 151 696, 696 Performance Four-Year Cohort Count to IDEA Exiting Comparison: The number of CWD Four-Year Cohort graduates with a state-defined alternate high school diploma reported (COHALTDPL) in FS151 does not match the number of students reported as having graduated with an alternate high school diploma (GRADALTDPL) in FS009. CWD graduates with a state-defined alternate high school diploma (COHALTDPL) in FS151 included students awarded an alternate diploma in SY 2021-22 regardless of whether or not they continued to receive services. The CWD students reported in the exit data in FS009 as having graduated with an alternate high school diploma (GRADALTDPL) included only students exiting the program in SY 2021-22.
United States


Program funding over time


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

Source:  EDFacts File Specification 037; Data Group 548


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 136 - 136 of 136 data notes
No data notes found
Displaying 187 - 189 of 270 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 NEW YORK 178, 179, 185, 188, 189 584, 585, 588, 589, 590 Performance A year to year proficiency rate change of more than 15% and a year to year participation rate change of more than 4% was identified for at least one subgroup, assessment type, or grade. Due to COVID-19, grades 3-8 assessments were not administered to all students in SY 2020-21. Students receiving entirely remote instruction were not required to be tested. This created a large increase in counts and participation rates between last year and this year. HS Assessments are based on a cohort group and participation decreased due to exemptions over last 3 years.
2021-2022 NORTH DAKOTA 178 584 Performance 0% Year-to-Year Change (FS178): The same proficiency rate and number of valid test taker reported for: - GRADE 7/REGASSWACC/MAN were reported for the current year and the prior year. While this may be accurate, some variation is expected.
2021-2022 OHIO 178 584 Performance Achievement SEA to SCH comparison - [READING/LANGUAGE ARTS]: The number of students in MILCNCTD subgroup(s) who took an assessment and received a valid score for grade(s) ALL, 3, 5 and assessment type(s) ALL (FS178) is different from the sum of the SCH level counts of students who took an assessment and received a valid score (FS178). The discrepancy is 288 to 728 students, or -23.36 to -10.36%. Similar to students in foster care and homeless students, military-affiliated students may be more mobile than other groups of students. In such scenarios, a student may not spend the majority of his/her time in one particular school, or even school district. Rather than assigning students to "Accountable" schools and LEAs for participation and proficiency purposes, they are more accurately reported with "Participation" schools and LEAs. The Participation IRN follows the same logic as the Accountable IRN, in that students who are not reported with a "Participation SCH" or "Participation LEA" are rolled up to the SEA level for participation and proficiency calculations, and are reported as such. This policy of "rolling up" students who do not meet Full Academic Year criteria in a single LEA is not based on any demographic attribute, so the higher state-level totals occur across all grade levels, racial/ethnic statuses, assessment types, etc. The Ohio Department of Education follows all published file specifications for reporting of data, including Full Academic Year considerations, so students are indeed reported at the LEA and SCH levels regardless of Full Academic Year considerations. Relevant programmatic and data specialists were consulted, and found no intrinsic explanation for the POSITIVE DISCREPANCIES. ED will note that the actual number of students impacted is significantly less than the differences typically observed in this scenario with Math and RLA. ED will also note that this scenario occurs in Ohio on a yearly basis, lending credibility to the fact that it is a normal and expected data observation.