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

New Mexico State Snapshot

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High Priority Programs	NM
Total Number of Schools: 2013-14 1	881
Total Number of School Districts: 2013-14 2	151
Total Number of Charter Schools: 2013-14 3	95
Total Number of Schools with SIG Awards that Started Implementation in SY 2010-11 - SY 2012-13 4	15
ESEA Flexibility Waivers Status: 2012-13 5	Approved
Race to the Top Status 6	No
Total Number of Charter Schools: 2014-15 7	97
Total Number of Schools: 2014-15 8	-
Total Number of Charter Schools: 2015-16 9	94
Total Number of Schools: 2015-16 10	0

Section/Data Element/Dataset

Students

Total Number of Students: 2013-14 11

339,244

50,468,456

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Percent American Indian and Alaskan Native Students: 2013-14 12	NM	10.1%
	US	1.0%
Percent Black Students: 2013-14 13	NM	1.9%
Percent Black Students: 2013-14 13	US	15.5%
Percent Hispanic Students: 2013-14 14	NM	60.7%
Percent Hispanic Students: 2013-14 14	US	25.4%
Percent White Students: 2013-14 15	NM	24.6%
Percent White Students: 2013-14 15	US	49.8%
Percent of students Two or More Races: : 2013-14 16	NM	1.4%
Percent of students Two or More Races: : 2013-14 16	US	3.0%
Percent Asian or Pacific Islander Students: 2013-14 17	NM	1.2%
Percent Asian or Pacific Islander Students: 2013-14 17	US	4.8%

Percent of Students by Special Populations

Data Elements	State	Value
Percent Children with Disabilities: 2013-14 18	NM	13.9%
Percent Children with Disabilities: 2013-14 18	US	13.0%
Percent Limited English Proficient Students: 2013-14 19	NM	15.1%
Percent Limited English Proficient Students: 2013-14 19	US	8.8%
Percent Low Income Students: 2013-14 20	NM	67.0%
Percent Low Income Students: 2013-14 20	US	50.3%

Total Number of Students: 2014-15 21

340365

†

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Percent American Indian and Alaskan Native Students: 2014-15 22	NM	10%
	US	†
Percent Asian or Pacific Islander Students: 2014-15 23	NM	-
Percent Asian or Pacific Islander Students: 2014-15 23	US	†
Percent Black Students: 2014-15 24	NM	2%
Percent Black Students: 2014-15 24	US	†
Percent Hispanic Students: 2014-15 25	NM	61%
Percent Hispanic Students: 2014-15 25	US	†
Percent White Students: 2014-15 26	NM	24%
Percent White Students: 2014-15 26	US	†

Percent of Students by Special Populations

Data Elements	State	Value
Percent Children with Disabilities: 2014-15 27	NM	14%
Percent Children with Disabilities: 2014-15 27	US	†
Percent Limited English Proficient Students: 2014-15 28	NM	14%
Percent Limited English Proficient Students: 2014-15 28	US	†
Percent Low Income Students: 2014-15 29	NM	63%
Percent Low Income Students: 2014-15 29	US	†

Total Number of Students: 2015-16 30

335694

†

Funding

Total Federal Funding for Elementary and Secondary Education Programs: FY 2014 31

$239,755,159

$21,070,279,284

Funding for Selected Elementary and Secondary Programs

Data Elements	State	Value
Funding for College-and Career-Ready Students (Title I, Grants to LEAs) - Total FY 2014 32	NM	$110,510,722
	US	$14,237,009,820
Funding for Assessing Achievement (State Assessments) - FY 2014 33	NM	$4,421,169
	US	$365,360,966
Funding for English Learner Education (English Language Acquisition) - FY 2014 34	NM	$4,306,048
	US	$667,762,000
Funding for Homeless Children and Youth Education - FY 2014 35	NM	$482,888
	US	$63,282,957
Funding for Improving Teacher Quality State Grants - FY 2014 36	NM	$18,098,014
	US	$2,267,703,442
Funding for Migrant Student Education (State Agency Program) - FY 2014 37	NM	$909,942
	US	$364,751,000
Funding for Neglected and Delinquent Children and Youth Education (State Agency Program) - FY 2014 38	NM	$335,970
	US	$46,423,650
Funding for School Turnaround Grants (School Improvement State Grants) - FY 2014 39	NM	$3,573,221
	US	$475,957,959
Funding for Special Education--Grants to States - FY 2014 40	NM	$89,948,164
	US	$11,323,218,024

Performance

Percent Proficient on the State Assessment in Math, Grade 8 - All Students: 2014-15 41

17.2%

†

Percent Proficient on the State Assessment in Math, Grade 8 - All Students: 2013-14 42

40.0%

†

Percent of Students by Race/Ethnicity - Math

Data Elements	State	Value
Percent Proficient on the State Assessment in Math, Grade 8 - American Indian and Alaskan Native: 2013-14 43	NM	27%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Asian: 2013-14 44	NM	-
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Black: 2013-14 45	NM	34%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Hispanic: 2013-14 46	NM	35.0%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Native Hawaiian or Other Pacific Islander: 2013-14 47	NM	-
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Two or More Races: 2013-14 48	NM	-
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - White: 2013-14 49	NM	56.0%
	US	†

Percent of Students by Special Populations - Math

Data Elements	State	Value
Homeless Student Achievement in Math - LEAs with Subgrants, Grade 8: 2013-14 50	NM	23%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Children with Disabilities: 2013-14 51	NM	12.6%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Limited English Proficient: 2013-14 52	NM	11.1%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Low Income: 2013-14 53	NM	32.6%
	US	†
Percent Proficient on the State Assessment in Math, Grade 8 - Migrant: 2013-14 54	NM	19%
	US	†

Percent Proficient on the State Assessment in Reading, Grade 8 - All Students: 2013-14 55

58.7%

†

Percent of Students by Race/Ethnicity - Reading

Data Elements	State	Value
Percent Proficient on the State Assessment in Reading, Grade 8 - American Indian and Alaskan Native: 2013-14 56	NM	42%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Asian: 2013-14 57	NM	-
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Black: 2013-14 58	NM	57%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Hispanic: 2013-14 59	NM	54.7%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Native Hawaiian or Other Pacific Islander: 2013-14 60	NM	-
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Two or More Races: 2013-14 61	NM	-
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - White: 2013-14 62	NM	74.0%
	US	†

Percent of Students by Special Populations - Reading

Data Elements	State	Value
Homeless Student Achievement in Reading - LEAs with Subgrants, Grade 8: 2013-14 63	NM	40%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Children with Disabilities: 2013-14 64	NM	23%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Limited English Proficient: 2013-14 65	NM	23.0%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Low Income: 2013-14 66	NM	51.7%
	US	†
Percent Proficient on the State Assessment in Reading, Grade 8 - Migrant: 2013-14 67	NM	31%
	US	†

Percent Proficient on the State Assessment in Math, Grade 8 - All Students: 2015-16 68

11.8%

†

Graduation

Regulatory Adjusted Cohort Graduation Rate, All Students: 2014-15 69

68.6%

83.2%

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Regulatory Adjusted Cohort Graduation Rate, American Indian and Alaskan Native: 2014-15 70	NM	63%
	US	71.6%
Regulatory Adjusted Cohort Graduation Rate, Asian and Pacific Islander: 2014-15 71	NM	79%
	US	90.2%
Regulatory Adjusted Cohort Graduation Rate, Asian: 2014-15 72	NM	-
	US	†
Regulatory Adjusted Cohort Graduation Rate, Black: 2014-15 73	NM	61%
	US	74.6%
Regulatory Adjusted Cohort Graduation Rate, Hispanic: 2014-15 74	NM	67.2%
	US	77.8%
Regulatory Adjusted Cohort Graduation Rate, Native Hawaiian or Other Pacific Islander: 2014-15 75	NM	-
	US	†
Regulatory Adjusted Cohort Graduation Rate, Two or More Races: 2014-15 76	NM	-
	US	†
Regulatory Adjusted Cohort Graduation Rate, White: 2014-15 77	NM	73.6%
	US	87.6%

Percent of Students by Special Populations

Data Elements	State	Value
Regulatory Adjusted Cohort Graduation Rate, Children with Disabilities: 2014-15 78	NM	59.3%
	US	64.6%
Regulatory Adjusted Cohort Graduation Rate, Limited English Proficient: 2014-15 79	NM	64.0%
	US	65.1%
Regulatory Adjusted Cohort Graduation Rate, Low Income: 2014-15 80	NM	63.5%
	US	76.1%

Regulatory Adjusted Cohort Graduation Rate, All Students: 2013-14 81

68.5%

82.3%

Percent of Students by Race/Ethnicity

Data Elements	State	Value
Regulatory Adjusted Cohort Graduation Rate, American Indian and Alaskan Native: 2013-14 82	NM	61%
	US	69.6%
Regulatory Adjusted Cohort Graduation Rate, Asian and Pacific Islander: 2013-14 83	NM	84%
	US	89.4%
Regulatory Adjusted Cohort Graduation Rate, Asian: 2013-14 84	NM	†
	US	†
Regulatory Adjusted Cohort Graduation Rate, Black: 2013-14 85	NM	62%
	US	72.5%
Regulatory Adjusted Cohort Graduation Rate, Hispanic: 2013-14 86	NM	66.9%
	US	76.3%
Regulatory Adjusted Cohort Graduation Rate, Native Hawaiian or Other Pacific Islander: 2013-14 87	NM	†
	US	†
Regulatory Adjusted Cohort Graduation Rate, Two or More Races: 2013-14 88	NM	-
	US	†
Regulatory Adjusted Cohort Graduation Rate, White: 2013-14 89	NM	74.7%
	US	87.2%

Percent of Students by Special Populations

Data Elements	State	Value
Regulatory Adjusted Cohort Graduation Rate, Children with Disabilities: 2013-14 90	NM	56.5%
	US	63.1%
Regulatory Adjusted Cohort Graduation Rate, Limited English Proficient: 2013-14 91	NM	63.9%
	US	62.6%
Regulatory Adjusted Cohort Graduation Rate, Low Income: 2013-14 92	NM	62.3%
	US	74.6%

Regulatory Adjusted Cohort Graduation Rate, All Students: 2012-13 93

70.3%

81.4%

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

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: 07/20/2017

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: 07/20/2017

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 total number of students in the state who are enrolled in public schools. ; Academic Year: 2015-16; 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: 07/20/2017

31 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

32 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

33 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

34 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

35 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

36 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

37 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

38 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

39 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

40 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

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: 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

42 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

43 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

44 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

45 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

46 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

47 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

48 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

49 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

50 Description: The percentage of homeless students served by McKinney-Vento subgrants in eighth grade who scored proficient or above on the state assessment in 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

51 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

52 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

53 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

54 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

55 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

56 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

57 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

58 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

59 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

60 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

61 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

62 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

63 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

64 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

65 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

66 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

67 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

68 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: 2015-16; 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, 2015-16: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 07/20/2017

69 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

70 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

71 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

72 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

73 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

74 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

75 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

76 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

77 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

78 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

79 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

80 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

81 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

82 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

83 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

84 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

85 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

86 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

87 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

88 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

89 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

90 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

91 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

92 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

93 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