A new report from the Alliance for Excellent Education (AEE) show that only a few states that have received ESEA waivers from the U.S. Dept. of Education are fully implementing the 2008 graduation rate regulations for accountability purposes.

Among the important elements of the 2008 regulations that are being lost is accountability for graduation rates of student subgroups – including students with disabilities. According to the AEE report, eleven states have weak or no subgroup graduation rate accountability. Details for each of these states are below and also found in Appendix B of the AEE report. The state’s 4-year adjusted cohort rate for graduation with a regular diploma for students with disabilities appears in RED (all states available here).

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No Subgroup Graduation Rate Accountability

1. In Arizona, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Additionally, subgroup graduation rates are not included in the state’s accountability index (Arizona Department of Education, “ESEA Flexibility Request,” 43, 50–51). 67%

2. In Kentucky, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Additionally, subgroup graduation rates are not included in the state’s accountability index (Kentucky Department of Education, “ESEA Flexibility Request,” 42, 76–77). (Not available)

3. In New Jersey, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Subgroup graduation rates are included in School Performance Reports; however, these reports do not trigger improvement requirements (New Jersey Department of Education, “ESEA Flexibility Request,” 34–36, 38, 52). 73%

4. In New Mexico, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Additionally, subgroup graduation rates are not included in the state’s accountability index (New Mexico Public Education Department, “ESEA Flexibility Request,” 42, 45). 47%

5. In North Carolina, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification (North Carolina Department of Public Instruction email message to Alliance for Excellent Education, November 19, 2012). 57%

6. In Rhode Island, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Additionally, subgroup graduation rates are not included in the state’s accountability index (Rhode Island Department of Elementary and Secondary Education, “ESEA Flexibility Request,” 49). 58%

Weak Subgroup Graduation Rate Accountability

7. In Michigan, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Although subgroup graduation rates are included within the accountability system, the graduation rate for a single subgroup does not carry sufficient weight to trigger improvement interventions (Michigan Department of Education, “ESEA Flexibility Request,” 57–58, 60–61, 130–33). 52%

8. In Minnesota, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Although subgroup graduation rates are included within the accountability index, the graduation rate for a single subgroup does not carry sufficient weight to trigger improvement interventions (Minnesota Department of Education, “ESEA Flexibility Request,” 89, 120–21). 56%

9. Nevada limits subgroup accountability to (1) students with an Individualized Education Plan, (2) students with limited English proficiency, and (3) students who qualify for free and reduced-price lunch; Nevada’s approved waiver application does not include subgroups based on race or ethnicity (Nevada Department of Education, “ESEA Flexibility Request,” 63, 118). 23%

10. In Oklahoma, focus school identification is limited to two subgroups and subgroup graduation rate accountability is not included in the state’s accountability index (Oklahoma State Department of Education, “ESEA Flexibility Request,” 34, 80). (Not available)

11. In South Carolina, a low subgroup graduation rate, or gap, does not trigger priority or focus school identification. Although subgroup graduation rates are included within the accountability index, the graduation rate for a single subgroup does not carry sufficient weight to trigger improvement interventions (South Carolina Department of Education, “ESEA Flexibility Request,” 57–58, 119). 39%

Note: Page numbers refer to the location within the approved waiver application that would likely include information on subgroup graduation rate accountability if the state were to include subgroup graduation rates in the accountability system.

Get the full AEE report, The Effect of ESEA Waiver Plans on High School Graduation Rate Accountability (PDF).