Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States...: School Year 2016-17 (NCES 2018-153)

On January 24, the National Center for Education Statistics will release Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2016-17.  This table provides the Adjusted Cohort Graduation rate (ACGR) by race/ethnicity and selected demographics for the nation and State Education Agencies (SEAs) that reported a four-year ACGR in school year 2016-17.  The ACGR calculation identifies a “cohort” of first-time 9th graders in a particular school year and adjusts this number by adding any students who transfer into the cohort after 9th grade and subtracting any students who transfer out, move to another country, or pass away. To learn more about the ACGR and how it differs from another calculation—The Average Freshman Graduate Rate—read this blog post.

In SY 2015-16, NCES expanded the table to include a “Two or more races” category and the “Asian” and “Hawaiian Native/Pacific Islander” categories were added as subgroups of the “Asian/Pacific Islander” category.  Because not all states report data for the added subgroups, a National Rate was not calculated for the additional categories.

The national ACGR for all students was 84.6 percent, an increase of 0.5 percentage points from 2015–16.

The 2016–17 ACGR for all racial and ethnic subgroups increased from the previous year:

• 80.0 percent for Hispanic students (a 0.7 percentage point increase from 2015-16)
• 77.8 percent for Black students (a 1.4 percentage point increase)
• 88.6 percent for White students (a 0.3 percentage point increase)
• 91.2 percent for Asian students (a 0.4 percentage point increase)
• 72.4 percent of American Indian/Alaskan Native students (a 0.5 percentage point increase)

In other demographic subgroups, the 2016–17 ACGR was:

• 78.3 percent for economically disadvantaged students (a 0.7 percentage point increase from 2015–16)
• 66.4 percent for limited English proficiency students (a 0.4 percentage point decrease)
• 67.1 percent for students with disabilities (a 1.6 percentage point increase).

View the ACGR table, including state-level results here: https://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2016-17.asp