Six-Year Extended Graduation and Dropout Data, Class of 2019
This page provides six-year extended longitudinal graduation and dropout data for the class of 2019 by race/ethnicity, gender, economic status, program participation (bilingual or English as a second language, gifted and talented, special education, and Title I), and other student characteristics (at-risk, dyslexia, emergent bilingual student/English learner, foster care, homeless, immigrant, migrant, and military-connected). For campuses and districts, two sets of rates are provided: rates calculated for federal reporting 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 six-year extended longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by the fall two years after their anticipated graduation date, that is, within six years of beginning ninth grade. A six-year extended longitudinal dropout rate is the percentage of students from the same class who, by the fall two years 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 six-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 six-year cohort, a student's status or district may change based on fifth or sixth year attendance or performance. The total number of students with final statuses at a campus, district, region, or the state may change between fall 2019 and fall 2021 because: (a) some students who continued high school in fall 2019 left Texas public schools by fall 2021 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 2019 without graduating returned to Texas public schools and graduated, received a TxCHSE, continued high school, or dropped out by fall 2021. 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 2019 as of the fall after the class was expected to graduate (As of fall 2019). After the cohort was followed for an additional one and two school years in which students graduated, received a TxCHSE, or dropped out, rates were again calculated. These rates are shown on the next two lines (As of fall 2020 and As of fall 2021).
The Division of Research and Analysis calculates the six-year extended longitudinal rate for graduates by dividing the number of students who graduated by the fall two years 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 reports on secondary school completion and dropouts in Texas public schools, published by the Texas Education Agency (TEA).
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 six-year graduation and dropout data by race/ethnicity, gender, economic status, and other student groups (e.g., at-risk and emergent bilingual students/English 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:
This page last updated August 2022