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1 Description: The total number of operational public elementary and secondary schools in the state.; Academic Year: 2013-14; Grade: N/A; Note: The state-reported total number of operational public elementary and secondary schools in the state, including charters.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

2 Description: The total number of operational school districts in the state. ; Academic Year: 2012-13; Grade: N/A; Note: The state-reported total number of operational public school districts. ; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

3 Description: The total number of operational charter schools in the state.; Academic Year: 2013-14; Grade: N/A; Note: The state-reported total number of operational charter schools.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

4 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, 2012, and 2013.; Academic Year: 2012-13; 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: 03/02/2015 

5 Description: Status of state application for an ESEA Flexibility Waivers.; Academic Year: 2012-13; 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 February 2015, http://www.ed.gov/esea/flexibility/requests; Data Uploaded On: 02/27/2015 

6 Description: Indication of whether the state had received a race to the top grant.; Academic Year: 2012-13; 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: 02/27/2015 

7 Description: The total number of operational charter schools in the state.; Academic Year: 2014-15; Grade: N/A; Note: The state-reported total number of operational charter schools.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

8 Description: The total number of operational public elementary and secondary schools in the state.; Academic Year: 2014-15; Grade: N/A; Note: The state-reported total number of operational public elementary and secondary schools in the state, including charters.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

9 Description: The total number of operational charter schools in the state. ; Academic Year: 2015-16; Grade: N/A; Note: The state-reported total number of operational charter schools. ; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: N/A 

10 Description: The total number of operational public elementary and secondary schools in the state. ; Academic Year: 2015-16; Grade: N/A; Note: The state-reported total number of operational public elementary and secondary schools in the state, including charters. ; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: N/A 

11 Description: The total number of students in the state who are enrolled in public schools. ; Academic Year: 2013-14; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

12 Description: The percentage of American Indian/Alaskan Native students enrolled in public schools in the state. ; Academic Year: 2013-14; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

13 Description: The percentage of black, non-Hispanic students enrolled in public schools in the state. ; Academic Year: 2013-14; 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 Elementary/Secondary Information System, 1/13/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

14 Description: The percentage of Hispanic students enrolled in public schools in the state. ; Academic Year: 2013-14; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

15 Description: The percentage of white, non-Hispanic students enrolled in public schools in the state. ; Academic Year: 2013-14; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

16 Description: The percentage of students identified as two or more races enrolled in public schools in the state.; Academic Year: 2013-14; Grade: N/A; Note: The percentage of students identified as two or more races 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

17 Description: The percentage of Asian or Asian/Pacific Islander students enrolled in public schools in the state. ; Academic Year: 2013-14; Grade: N/A; Note: The percentage of Asian 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

18 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: 2013-14; 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. A “‡” symbol is used for NCES and NAEP data to indicate that their reporting standards were not met.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 1/13/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

19 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: 2013-14; 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. A ‡ symbol is used for NCES and NAEP data to indicate that their reporting standards were not met.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

20 Description: The percentage of students who are eligible for the Free and Reduced-Price Lunch Program under the National School Lunch Act. ; Academic Year: 2013-14; 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. A “‡” symbol is used for NCES and NAEP data to indicate that their reporting standards were not met.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/13/2015 

21 Description: The total number of students in the state who are enrolled in public schools.; Academic Year: 2014-15; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

22 Description: The percentage of American Indian/Alaskan Native students enrolled in public schools in the state.; Academic Year: 2014-15; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

23 Description: The percentage of Asian or Asian/Pacific Islander students enrolled in public schools in the state.; Academic Year: 2014-15; Grade: N/A; Note: The percentage of Asian 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

24 Description: The percentage of black, non-Hispanic students enrolled in public schools in the state.; Academic Year: 2014-15; 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 Elementary/Secondary Information System, 1/13/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

25 Description: The percentage of Hispanic students enrolled in public schools in the state.; Academic Year: 2014-15; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

26 Description: The percentage of white, non-Hispanic students enrolled in public schools in the state.; Academic Year: 2014-15; 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 Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

27 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: 2014-15; 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. A “‡” symbol is used for NCES and NAEP data to indicate that their reporting standards were not met.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 1/13/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

28 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: 2014-15; 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. A ‡ symbol is used for NCES and NAEP data to indicate that their reporting standards were not met.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

29 Description: The percentage of students who are eligible for the Free and Reduced-Price Lunch Program under the National School Lunch Act.; Academic Year: 2014-15; 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. A “‡” symbol is used for NCES and NAEP data to indicate that their reporting standards were not met.; Source: Common Core of Data, Tabulated from Elementary/Secondary Information System, 11/10/2015: http://nces.ed.gov/ccd/elsi/; Data Uploaded On: 11/18/2016 

30 Description: The federal funding level for elementary and secondary education in the state in FY 2014.; Academic Year: 2013-14; Grade: N/A; Note: The federal funding level for elementary and secondary education in the state in FY 2012. 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: 02/27/2015 

31 Description: The total formula grant funding by state for College- and Career-Ready Students (Title I, Grants to LEAs) in FY 2014.; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State. ; Source: http://www2.ed.gov/about/overview/budget/statetables/14stbystate.pdf; Data Uploaded On: 02/27/2015 

32 Description: The total formula grant funding by state for Assessing Achievement (State Assessments) in FY 2014. ; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State. ; Source: http://www2.ed.gov/about/overview/budget/statetables/14stbystate.pdf; Data Uploaded On: 02/27/2015 

33 Description: The total formula grant funding by state for English Learner Education (English Language Acquisition) in FY 2014.; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 02/27/2015 

34 Description: The total formula grant funding by state for Homeless Children and Youth Education in FY 2014. ; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 02/27/2015 

35 Description: The total formula grant funding by state for Improving Teacher Quality State Grants in FY 2014. ; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 02/27/2015 

36 Description: The total formula grant funding by state for State Agency Program--Migrant Student Education in FY 2014. ; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 02/27/2015 

37 Description: The total formula grant funding by state for State Agency Program--Neglected and Delinquent Children and Youth Education in FY 2014.; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/14stbystate.pdf; Data Uploaded On: 02/27/2015 

38 Description: The total formula grant funding by state for School Turnaround Grants (School Improvement State Grants) in FY 2014.; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/14stbystate.pdf; Data Uploaded On: 02/27/2015 

39 Description: The total formula grant funding by state for Special Education--Grants to States in FY 2014. ; Academic Year: 2013-14; Grade: N/A; Note: Funds included in the tables below are from programs that allocate 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. These tables also include for each State financial support from selected student aid programs that provide funds to the postsecondary institution that a student attends. Also shown for each State is the dollar amount of new federally supported loans made to students attending postsecondary institutions located in the State.; Source: http://www2.ed.gov/about/overview/budget/statetables/13stbystate.pdf; Data Uploaded On: 02/27/2015 

40 Description: The percentage of students 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 assessment data across states.; Academic Year: 2014-15; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs.; Source: EDFacts/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

41 Description: The percentage of students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

42 Description: The percentage of American Indian and Alaskan Native students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

43 Description: The percentage of Asian students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

44 Description: The percentage of black students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

45 Description: The percentage of Hispanic students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

46 Description: The percentage of Native Hawaiian or other Pacific Islander students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

47 Description: The percentage of students of two or more races in Grade 8 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: The state-reported percentage of middle school students, by subgroup, who scored proficient or above on the state assessment in science. 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

48 Description: The percentage of white students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

49 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: 2013-14; Grade: 8; Note: The state-reported percentage of homeless students served by McKinney-Vento subgrants in eighth 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. Values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 06/12/2015 

50 Description: The percentage of children with disabilities 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

51 Description: The percentage of limited English proficient students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

52 Description: The percentage of low income students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

53 Description: The percentage of migrant students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

54 Description: The percentage of students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

55 Description: The percentage of American Indian and Alaskan Native students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: The state-reported percentage of fourth 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

56 Description: The percentage of Asian and Pacific Islander students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

57 Description: The percentage of black students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

58 Description: The percentage of Hispanic students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

59 Description: The percentage of Native Hawaiian or other Pacific Islander in Grade 8 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

60 Description: The percentage of students of two or more races in Grade 8 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: The state-reported percentage of middle school students, by subgroup, who scored proficient or above on the state assessment in science. 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

61 Description: The percentage of white students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

62 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: 2013-14; 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. Values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 06/12/2015 

63 Description: The percentage of children with disabilities 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

64 Description: The percentage of limited English proficient students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs.; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

65 Description: The percentage of low income students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

66 Description: The percentage of migrant students 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 assessment data across states. ; Academic Year: 2013-14; Grade: 8; Note: 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. 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. Over values that include a ">=" or "<=" have been top and bottom coded. Explanation of the methodology used for top and bottom coding can be found in the FAQs. ; Source: EDFacts/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/06/2015 

A IL: ED urges caution when using and interpreting the SY2013-14 state mathematics and reading/language arts assessment data for the states that implemented field testing of PARCC/Smarter Balanced during SY2013-14. The following states implemented field testing in either a sample of schools or all schools in SY2013-14: CA, CT, ID, IL, IA, MD, MA, MS, MT, NV, OR, SD, VT, and WA.

67 Description: The percentage of students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

68 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: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

69 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: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.The Asian/Pacific Islander value represents either the value reported by the state to the Department of Education for the major racial and ethnic group “Asian/Pacific Islander” or an aggregation of values reported by the state for the major racial and ethnic groups “Asian,” “Native Hawaiian/Other Pacific Islander or Pacific Islander,” and “Filipino.” Note that if the state only reported one of the three aforementioned major racial and ethnic groups, the calculated Asian/Pacific Islander value will equal the one reported value. 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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

70 Description: The percentage of Asian students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

71 Description: The percentage of black students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

72 Description: The percentage of Hispanic students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

73 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: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

74 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: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

75 Description: The percentage of white students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

76 Description: The percentage of children with disabilities from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated. This is particularly applicable to the population of children with disabilities.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

77 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: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated. This is particularly true for the population of children with limited English proficiency.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

78 Description: The percentage of low income students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2014-15; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2014-15: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 11/18/2016 

79 Description: The percentage of students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

80 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: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

81 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: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.The Asian/Pacific Islander value represents either the value reported by the state to the Department of Education for the major racial and ethnic group “Asian/Pacific Islander” or an aggregation of values reported by the state for the major racial and ethnic groups “Asian,” “Native Hawaiian/Other Pacific Islander or Pacific Islander,” and “Filipino.” Note that if the state only reported one of the three aforementioned major racial and ethnic groups, the calculated Asian/Pacific Islander value will equal the one reported value.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

82 Description: The percentage of Asian students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

83 Description: The percentage of black students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

84 Description: The percentage of Hispanic students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

85 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: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

86 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: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

87 Description: The percentage of white students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

88 Description: The percentage of children with disabilities from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated. This is particularly applicable to the population of children with disabilities.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

89 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: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated. This is particularly true for the population of children with limited English proficiency.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

90 Description: The percentage of low income students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2013-14; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2013-14: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 03/02/2016 

91 Description: The percentage of students from the original cohort who graduated in four years with a regular high school diploma.; Academic Year: 2012-13; 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 data prior to that year are not necessarily comparable to the regulatory rates. While the ACGR is more comparable across states than previous rates, there are still some differences in state implementation of the requirements, leading to the potential for differences across in how the rates are calculated.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/Consolidated State Performance Report, 2012-13: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/16/2015