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Maine
Statistics on children, youth and families in Maine from the Annie E. Casey Foundation and the Maine Children's Alliance
High School graduation rates by county unweighted 2009—2013 in Maine
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Why This Indicator Matters
Students who graduate from high school have higher wages, lower unemployment and are less likely to need public assistance than those who do not graduate.Their long-term physical and mental health is also better if they graduate from high school.
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Definition and Source
PROVIDER
Definition
For the Class of 2009, the number of students who entered ninth grade for the first time in the fall of 2005 and received a “regular” diploma in 2009. Similar data for cohorts of ninth grades with graduations up to June 2013.
For this calculation the denominator contains the cohort of all first time ninth graders from four years earlier plus all transfers into this cohort minus all transfers out (e.g. death, moving to another Maine school). The numerator contained only “regular” diploma recipients from the four year cohort. “Regular” diplomas include diplomas received by SWD students granted five/six years by their IEP, and Limited English Proficient (LEP) students granted five/six years as part of their documented Personal Learning Plans. In both of these cases the students met the requirements of the Maine Learning Results. These five/six year “regular” diploma recipients are tabulated separately allowing them to be extracted in order to produce a four-year cohort graduation rate. This approach satisfies both the NGA and NCLB graduation requirements while aligning with Maine’s practice of allowing SWD and LEP students more than four years to meet Maine’s “regular” diploma standards. The data represent public school graduates only and does NOT include graduates from 60% publicly funded private schools.
For this calculation the denominator contains the cohort of all first time ninth graders from four years earlier plus all transfers into this cohort minus all transfers out (e.g. death, moving to another Maine school). The numerator contained only “regular” diploma recipients from the four year cohort. “Regular” diplomas include diplomas received by SWD students granted five/six years by their IEP, and Limited English Proficient (LEP) students granted five/six years as part of their documented Personal Learning Plans. In both of these cases the students met the requirements of the Maine Learning Results. These five/six year “regular” diploma recipients are tabulated separately allowing them to be extracted in order to produce a four-year cohort graduation rate. This approach satisfies both the NGA and NCLB graduation requirements while aligning with Maine’s practice of allowing SWD and LEP students more than four years to meet Maine’s “regular” diploma standards. The data represent public school graduates only and does NOT include graduates from 60% publicly funded private schools.
Data Source
Notes
The data for the series 2009 -2013 is unweighted. This means it averages all the individual school graduation rates in a county, rather than taking all the ninth graders in the county and how many of that cohort graduated 4 years later. For example, a county with one large high school with a graduation rate of 70% and two very small schools with graduation rates of 95% will be averaged- (70% +95% +95%)/3 = 86.6%. 86.6% would be the unweighted average.
In the series beginning with 2014, the calculation is at the student level rather than the school level. In this example, the data might be (300 students at the large school + 20+20 at the two smaller schools)= 340 students and of these (300x70%)= 210 plus 19 + 19 graduated, so the "true" average would be 248/340 = 72.9%.
Updated July 2014.
In the series beginning with 2014, the calculation is at the student level rather than the school level. In this example, the data might be (300 students at the large school + 20+20 at the two smaller schools)= 340 students and of these (300x70%)= 210 plus 19 + 19 graduated, so the "true" average would be 248/340 = 72.9%.
Updated July 2014.
Last Updated
April 2018