|
|
|
|
|||||||||||||
|
|
|
| Accountability Research home » Completion, Graduation, and Dropouts » Data Search: Year » Level » State report | |
| View by: All students | Program participation and student characteristic | |
| View or save in: PDF | |
| Grade 9 Longitudinal Graduation and Dropout Rates, |
| by Race/Ethnicity, Economic Status, and Gender, |
| Texas Public Schools, Class of 2012 |
| Graduated, | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Graduated or | continued, or | ||||||||||||
| Graduated | Continued | Received GED | Dropped out | received GED | received GED | ||||||||
| Group | Class | Number | Rate (%) | Number | Rate (%) | Number | Rate (%) | Number | Rate (%) | Number | Rate (%) | Number | Rate (%) |
| African American | 43,141 | 36,036 | 83.5 | 2,393 | 5.5 | 360 | 0.8 | 4,352 | 10.1 | 36,396 | 84.4 | 38,789 | 89.9 |
| American Indian | 1,569 | 1,360 | 86.7 | 66 | 4.2 | 32 | 2.0 | 111 | 7.1 | 1,392 | 88.7 | 1,458 | 92.9 |
| Asian | 11,232 | 10,607 | 94.4 | 370 | 3.3 | 24 | 0.2 | 231 | 2.1 | 10,631 | 94.6 | 11,001 | 97.9 |
| Hispanic | 145,230 | 122,378 | 84.3 | 9,782 | 6.7 | 1,486 | 1.0 | 11,584 | 8.0 | 123,864 | 85.3 | 133,646 | 92.0 |
| Pacific Islander | <450 | - | 89.0 | - | 6.5 | - | 0.5 | - | 4.1 | - | 89.4 | - | 95.9 |
| White | 110,034 | 102,338 | 93.0 | 2,967 | 2.7 | 1,241 | 1.1 | 3,488 | 3.2 | 103,579 | 94.1 | 106,546 | 96.8 |
| Multiracial | 5,074 | 4,687 | 92.4 | 145 | 2.9 | 52 | 1.0 | 190 | 3.7 | 4,739 | 93.4 | 4,884 | 96.3 |
| Economically disadvantaged | 152,731 | 129,965 | 85.1 | 9,250 | 6.1 | 1,548 | 1.0 | 11,968 | 7.8 | 131,513 | 86.1 | 140,763 | 92.2 |
| Female | 155,183 | 139,751 | 90.1 | 6,205 | 4.0 | 1,080 | 0.7 | 8,147 | 5.2 | 140,831 | 90.8 | 147,036 | 94.8 |
| Male | 161,575 | 138,027 | 85.4 | 9,545 | 5.9 | 2,118 | 1.3 | 11,885 | 7.4 | 140,145 | 86.7 | 149,690 | 92.6 |
| Note. A dash (-) indicates data are not reported to protect student anonymity. When the number of students represented by a final status is not reported, the corresponding class size may be presented in such a manner as to provide a general idea of the number of students in the class while maintaining student anonymity. Numbers in class for race/ethnicity may not sum to the total because some student records did not correspond to any single racial/ethnic category. |