Five-Year Extended Graduation and Dropout Data, Class of 2016
This page provides five-year extended longitudinal graduation and dropout data for the class of 2016 by race/ethnicity, gender, economic status, program participation (bilingual or English as a second language, career and technical education, gifted and talented, special education, and Title I), and other student characteristics (at-risk, English language learner, homeless, immigrant, and migrant). For campuses and districts, two sets of rates are provided: rates calculated for federal accountability purposes and rates calculated with statutory exclusions applied for state accountability. Please see the glossary for the reasons students may be excluded from campus and district rates. The Division of Research and Analysis masks some data to comply with federal regulations concerning student privacy, the Family Educational Rights and Privacy Act (FERPA).
A five-year extended longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by the fall one year after their anticipated graduation date, that is, within five years of beginning ninth grade. A five-year extended longitudinal dropout rate is the percentage of students from the same class who, by the fall one year after their anticipated graduation date, drop out before completing their high school education. Dropouts are counted according to the definitions in place the years they drop out. The definition changed in 2005-06. Longitudinal rates for 2009 and later classes are comparable to one another. Rates for classes in which the national dropout definition was phased in (classes of 2006, 2007, and 2008) are not comparable from one class to another, nor are they comparable to rates for prior or later classes.
The cohort for a five-year extended longitudinal rate is established when four-year rates are calculated and consists of the same students. Although no students are added to the statewide five-year cohort, a student's status or district may change based on fifth year attendance or performance. The total number of students with final statuses at a campus, district, region, or the state may change between fall 2016 and fall 2017 because: (a) some students who continued high school in fall 2016 left Texas public schools by fall 2017 for reasons other than graduating, receiving a Texas Certificate of High School Equivalency (TxCHSE), or dropping out; and (b) some students who left Texas public schools by fall 2016 without graduating returned to Texas public schools and graduated, received a TxCHSE, continued high school, or dropped out by fall 2017. In addition, students with changes in year of final status were added to, or removed from, relevant student groups.
The reports show the results for the class of 2016 as of the fall after the class was expected to graduate (As of Fall 2016). After the cohort was followed for an additional school year in which students graduated, received a TxCHSE, or dropped out, rates were again calculated. The reports show these rates on the next line (As of Fall 2017).
The Division of Research and Analysis calculates the five-year extended longitudinal rate for graduates by dividing the number of students who graduated by the fall one year after their anticipated graduation date by the number of students in the class. The graduation rates presented include students that graduated by means of an individual graduation committee (IGC).
For a description of how high school graduation and dropout rates are calculated, please see Secondary School Completion and Dropouts in Texas Public Schools, 2016-17.
Select from the following to view or download a statewide report or a report for a single campus, district, or education service center (ESC) region:
The Excel (.xlsx) files below include five-year graduation and dropout data by race/ethnicity, gender, economic status, and other student groups (e.g., at-risk and English language learners) for all campuses or districts in the state. Each file includes three worksheets that can be accessed using the tabs at the bottom of the workbook. In addition to the dataset, each workbook also provides an overview of the data as well as a data dictionary that defines the variable names in the dataset. To download an Excel file, please click one of the following links:
For questions or comments, please email the Division of Research and Analysis, or contact the division by phone at 512-475-3523.
This page last updated October 2018