ɬÀï·¬

Four-Year Documentation, Class of 2022Ìý(June 2023), PDF (315 KB)

Four-Year Documentation, Class of 2021Ìý(July 2022), PDF (298 KB)

Four-Year Documentation, Class of 2020Ìý(June 2021), PDF (385 KB)

Four-Year Documentation, Class of 2019Ìý(June 2020), PDF (123 KB)

Four-Year Documentation, Class of 2018Ìý(June 2019), PDF (126 KB)

Four-Year Documentation, Class of 2017Ìý(June 2018; Update September 2018), PDF (119 KB)

Four-Year Documentation, Class of 2016Ìý(June 2017), PDF (125 KB)

Four-Year Documentation, Class of 2015Ìý(November 2016), PDF (117 KB)Ìý

Four-Year Documentation, Class of 2014Ìý(June 2015), PDF (284 KB)

Four-Year Documentation, Class of 2013Ìý(June 2014), PDF (153 KB)

Four-Year Documentation, Class of 2012Ìý(August 2013), PDF (240 KB)

Four-Year Documentation, Class of 2011Ìý(November 2012), PDF (156 KB)

Four-Year Documentation, Class of 2010Ìý(June 2011), PDF (142 KB)

Four-Year Documentation, Class of 2009Ìý(June 2010), PDF (121 KB)

Four-Year Documentation, Class of 2008Ìý(August 2008), PDF (190 KB)

Five-Year Documentation, Class of 2021Ìý(June 2023), PDF (327 KB)

Five-Year Documentation, Class of 2020Ìý(July 2022), PDF (306 KB)

Five-Year Documentation, Class of 2019Ìý(June 2021), PDF (384 KB)

Five-Year Documentation, Class of 2018Ìý(June 2020), PDF (133 KB)

Five-Year Documentation, Class of 2017Ìý(June 2019), PDF (135 KB)

Five-Year Documentation, Class of 2016Ìý(June 2018; Update September 2018), PDF (129 KB)

Five-Year Documentation, Class of 2015Ìý(June 2017), PDF (139 KB)

Five-Year Documentation, Class of 2014Ìý(November 2016), PDF (129 KB)

Five-Year Documentation, Class of 2013Ìý(June 2015), PDF (313 KB)

Five-Year Documentation, Class of 2012Ìý(June 2014), PDF (163 KB)

Five-Year Documentation, Class of 2011Ìý(August 2013), PDF (252 KB)

Five-Year Documentation, Class of 2010Ìý(November 2012), PDF (152 KB)

Five-Year Documentation, Class of 2009Ìý(June 2011), PDF (143 KB)

Five-Year Documentation, Class of 2008Ìý(June 2010), PDF (124 KB)

Six-Year Documentation, Class of 2020Ìý(June 2023), PDF (346 KB)

Six-Year Documentation, Class of 2019Ìý(July 2022), PDF (345 KB)

Six-Year Documentation, Class of 2018Ìý(June 2021), PDF (470 KB)

Six-Year Documentation, Class of 2017Ìý(June 2020), PDF (148 KB)

Six-Year Documentation, Class of 2016Ìý(June 2019), PDF (145 KB)

Six-Year Documentation, Class of 2015Ìý(June 2018; Update September 2018), PDF (140 KB)

Six-Year Documentation, Class of 2014Ìý(June 2017), PDF (145 KB)

Six-Year Documentation, Class of 2013Ìý(November 2016), PDF (139 KB)

Six-Year Documentation, Class of 2012Ìý(June 2015), PDF (309 KB)

Six-Year Documentation, Class of 2011Ìý(June 2014), PDF (167 KB)

Six-Year Documentation, Class of 2010Ìý(August 2013), PDF (239 KB)

The National Governors Association Compact Rate: A Comprehensive Approach to Improved Accuracy and Consistency in High School Graduation Rates, Class of 2010 UpdateÌý(February 2012), PDF (172 KB)

The National Governors Association Compact Rate: A Comprehensive Approach to Improved Accuracy and Consistency in High School Graduation Rates, Class of 2009 UpdateÌý(January 2011), PDF (248 KB)

The National Governors Association Compact Rate: A Comprehensive Approach to Improved Accuracy and Consistency in High School Graduation RatesÌý(January 2010), PDF (185 KB)

Using the National Center for Education Statistics Dropout Definition for ɬÀï·¬ Leaver ReportingÌý(Updated May 2006), PDF (39 KB)

Working Paper No. 7. Profiles of Starting Cohort Members and Transfer Students in a ɬÀï·¬ Public High School CohortÌý(January 2002), PDF (240 KB)

• The quantitative measure for each indicator in the ɬÀï·¬ accountability system is a product of extensive development by ɬÀï·¬ Education Agency staff, guided by educators, legislators, and business leaders, and grounded in the accountability system principles. One principle is accountability for all students, but because the indicators differ, the counts and groups of students included in the measures differ somewhat. For example, the indicators related to passing the ɬÀï·¬ Assessment of Academic Skills (TAAS) include all students enrolled on the last Friday in October, whereas the annual dropout rates are based on all students in attendance during the year. In the course of developing the longitudinal student status rates as measures of the high school completion rate indicator, agency staff analyzed the counts and characteristics of students included in the measures. In this paper, comparisons of starting cohort members and transfer students are reported.

Working Paper No. 6. Three-Year Follow-up of a ɬÀï·¬ Public High School CohortÌý(January 2002), PDF (290 KB)

• Since 2000, the ɬÀï·¬ Education Agency has reported three groups of students-graduates, General Educational Development (GED) certificate recipients, and continuing students-in the longitudinal completion/student status rate for the district and state Academic Excellence Indicator System (AEIS) reports. Beginning in 2004, a longitudinal completion rate will be an indicator used to rate ɬÀï·¬ public school and district performance. This report is intended to provide information about students who are still continuing high school after their expected graduation year and to inform the decision whether to include this student group in the definition of "high school completion" for ɬÀï·¬ public school accountability purposes.

Working Paper No. 2. 1997-98 and 1998-99 Returning and Non-Returning Students in Grades 7-12 (June 2000)

• Prior to the 1997-98 school year, districts were required to report which students in Grades 7-12 had graduated, dropped out, or returned to school. Beginning with the Public Education Information Management System (PEIMS) Submission 1 in fall 1998, districts were required to report on all students enrolled in the district at any time during the previous school year in Grades 7-12. This report details the returning statuses of students for school years 1997-98 to 1998-99.
• This report is not available in PDF. For additional information pleaseÌýe-mail the ɬÀï·¬ Education Agency Office of PublicationsÌýor contact the office by phone at 512-463-9744.