|
|
|
|
||||
|
|
|
| Accountability Research home » Completion, Graduation, and Dropouts » Data Search: Year » Level » State report | |
| View by: All students | Program participation and student characteristic | |
| Annual Dropout Rates, by Race/Ethnicity, Economic Status, Gender, and Grade Span, |
| Texas Public Schools, 2019-20 |
| Group | Grade span | Dropouts | Students | Rate (%) |
|---|---|---|---|---|
| African American | Grades 7-8 | 904 | 108,474 | 0.8 |
| Grades 9-12 | 5,131 | 205,603 | 2.5 | |
| Grades 7-12 | 6,035 | 314,077 | 1.9 | |
| American Indian | Grades 7-8 | 18 | 3,045 | 0.6 |
| Grades 9-12 | 130 | 5,655 | 2.3 | |
| Grades 7-12 | 148 | 8,700 | 1.7 | |
| Asian | Grades 7-8 | 75 | 37,419 | 0.2 |
| Grades 9-12 | 240 | 74,488 | 0.3 | |
| Grades 7-12 | 315 | 111,907 | 0.3 | |
| Hispanic | Grades 7-8 | 2,445 | 448,385 | 0.5 |
| Grades 9-12 | 16,538 | 851,268 | 1.9 | |
| Grades 7-12 | 18,983 | 1,299,653 | 1.5 | |
| Pacific Islander | Grades 7-8 | 19 | 1,323 | 1.4 |
| Grades 9-12 | 37 | 2,516 | 1.5 | |
| Grades 7-12 | 56 | 3,839 | 1.5 | |
| White | Grades 7-8 | 741 | 230,672 | 0.3 |
| Grades 9-12 | 4,033 | 456,653 | 0.9 | |
| Grades 7-12 | 4,774 | 687,325 | 0.7 | |
| Multiracial | Grades 7-8 | 93 | 20,655 | 0.5 |
| Grades 9-12 | 517 | 35,593 | 1.5 | |
| Grades 7-12 | 610 | 56,248 | 1.1 | |
| Economically disadvantaged | Grades 7-8 | 3,193 | 512,483 | 0.6 |
| Grades 9-12 | 19,118 | 907,848 | 2.1 | |
| Grades 7-12 | 22,311 | 1,420,331 | 1.6 | |
| Not Economically disadvantaged | Grades 7-8 | 1,102 | 337,490 | 0.3 |
| Grades 9-12 | 7,508 | 723,928 | 1.0 | |
| Grades 7-12 | 8,610 | 1,061,418 | 0.8 | |
| Female | Grades 7-8 | 1,827 | 413,934 | 0.4 |
| Grades 9-12 | 9,466 | 796,323 | 1.2 | |
| Grades 7-12 | 11,293 | 1,210,257 | 0.9 | |
| Male | Grades 7-8 | 2,468 | 436,039 | 0.6 |
| Grades 9-12 | 17,160 | 835,453 | 2.1 | |
| Grades 7-12 | 19,628 | 1,271,492 | 1.5 | |
| Note. A dot (.) indicates there were no students in the group or, in rare cases, that a reporting anomaly prevented calculation of the rate. |