|
Year
|
# in
|
% Grad.
|
% Still
|
% Non-
|
% HS
|
% Dropped
|
% Grad
|
|
Cohort
|
in 4 yrs.
|
in School
|
Complete*
|
Equiv.
|
Out
|
in 4 Yrs. Adj.**
|
|
|
2015
|
232
|
95.7
|
2.2
|
1.3
|
0
|
0.9
|
98.2
|
|
2014
|
233
|
96.1
|
1.3
|
0.4
|
1.3
|
0.9
|
97.7
|
|
2013
|
241
|
94.2
|
1.2
|
0.8
|
0.8
|
2.9
|
97.1
|
|
2012
|
273
|
94.1
|
2.6
|
0.4
|
0
|
2.9
|
97.0
|
|
2011
|
241
|
90.9
|
5.4
|
0.4
|
0
|
3.3
|
93.5
|
|
2010
|
236
|
93.6
|
4.2
|
0.8
|
0.4
|
0.8
|
96.1
|
|
2009
|
241
|
92.5
|
0.8
|
0.8
|
1.2
|
4.6
|
95.1
|
|
2008
|
238
|
89.9
|
2.5
|
2.5
|
0.8
|
4.2
|
93.5
|
|
2007
|
222
|
91.4
|
5.4
|
0
|
0.9
|
2.3
|
95.7
|
|
2006
|
255
|
93.3
|
3.1
|
2
|
0
|
1.6
|
95.6
|
|
*Students who attain in a different way or SPED students who reach the age of 22
|
|||||||
|
** Does not include transfers in
|
|||||||
As noted in last year's post on the same topic, "there is always more to do of course. Male students consistently rank below female students in graduation rates as does our high needs population. The work that Superintendent Taymore talks about being done to ensure that all students have equal access to curriculum, and providing a variety of supports when students struggle is encouraging. As a society and community, we need to be thoughtful about the social, emotional, and behavioral challenges that cause our students to suffer academically, and address what we can in the context of school authority and ability." Supt. Taymore will be discussing this information at the School Committee meeting of February 9th. | |||||||
