This measure presents the high school 4-Year graduation rate for African American Students in Iowa for the most current graduating class available.

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

College Completion Dataset

Graduation Rates, Race, Efficiency Measures and More

By Jonathan Ortiz [source]

About this dataset

This College Completion dataset provides an invaluable insight into the success and progress of college students in the United States. It contains graduation rates, race and other data to offer a comprehensive view of college completion in America. The data is sourced from two primary sources – the National Center for Education Statistics (NCES)’ Integrated Postsecondary Education System (IPEDS) and Voluntary System of Accountability’s Student Success and Progress rate.

At four-year institutions, the graduation figures come from IPEDS for first-time, full-time degree seeking students at the undergraduate level, who entered college six years earlier at four-year institutions or three years earlier at two-year institutions. Furthermore, colleges report how many students completed their program within 100 percent and 150 percent of normal time which corresponds with graduation within four years or six year respectively. Students reported as being of two or more races are included in totals but not shown separately

When analyzing race and ethnicity data NCES have classified student demographics since 2009 into seven categories; White non-Hispanic; Black non Hispanic; American Indian/ Alaskan native ; Asian/ Pacific Islander ; Unknown race or ethnicity ; Non resident with two new categorize Native Hawaiian or Other Pacific Islander combined with Asian plus students belonging to several races. Also worth noting is that different classifications for graduate data stemming from 2008 could be due to variations in time frame examined & groupings used by particular colleges – those who can’t be identified from National Student Clearinghouse records won’t be subjected to penalty by these locations .

When it comes down to efficiency measures parameters like “Awards per 100 Full Time Undergraduate Students which includes all undergraduate completions reported by a particular institution including associate degrees & certificates less than 4 year programme will assist us here while we also take into consideration measures like expenditure categories , Pell grant percentage , endowment values , average student aid amounts & full time faculty members contributing outstandingly towards instructional research / public service initiatives .

When trying to quantify outcomes back up Median Estimated SAT score metric helps us when it is derived either on 25th percentile basis / 75th percentile basis with all these factors further qualified by identifying required criteria meeting 90% threshold when incoming students are considered for relevance . Last but not least , Average Student Aid equalizes amount granted by institution dividing same over total sum received against what was allotted that particular year .

All this analysis gives an opportunity get a holistic overview about performance , potential deficits &

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How to use the dataset

This dataset contains data on student success, graduation rates, race and gender demographics, an efficiency measure to compare colleges across states and more. It is a great source of information to help you better understand college completion and student success in the United States.

In this guide we’ll explain how to use the data so that you can find out the best colleges for students with certain characteristics or focus on your target completion rate. We’ll also provide some useful tips for getting the most out of this dataset when seeking guidance on which institutions offer the highest graduation rates or have a good reputation for success in terms of completing programs within normal timeframes.

Before getting into specifics about interpreting this dataset, it is important that you understand that each row represents information about a particular institution – such as its state affiliation, level (two-year vs four-year), control (public vs private), name and website. Each column contains various demographic information such as rate of awarding degrees compared to other institutions in its sector; race/ethnicity Makeup; full-time faculty percentage; median SAT score among first-time students; awards/grants comparison versus national average/state average - all applicable depending on institution location — and more!

When using this dataset, our suggestion is that you begin by forming a hypothesis or research question concerning student completion at a given school based upon observable characteristics like financ...

This map shows high school graduations within the US by graduation rate and number of students expected to graduate. This is shown by US counties from the 2018 County Health Rankings. The national average of students who graduate high school for the 2018-2019 academic year was 88%, according to U.S. News and World Report.The popup shows the graduation rate of each county in comparison to the national rate. For example, my home county of Logan, Colorado has a graduation rate of 75% as compared to the national average of 88%.The data comes from the County Health Rankings 2018 layer. The report is from a collaboration between the Robert Wood Johnson Foundation and the University of Wisconsin Population Health Institute.

In the 2019-20 school year, West Virginia had the highest graduation rate for Hispanic students in the United States, at 93 percent. Florida closely followed, with a graduation rate of 89.7 percent for Hispanic students.

This statistic shows the higher education graduation rate in the United States from the 2000/01 academic year to 2016/17. The graduation rate includes all those who completed their higher education certificate or degree within 150% of normal completion time. The graduation rate has remained relatively constant over time and most recently in 2017/18 the graduation rate stood at 50 percent.

Latest available data and trends in graduation and dropout outcomes by school.

Metric scores are not reported for n-sizes under 10. Per OSSE's policy, secondary suppression is applied to all student groups when a complementary group has an n-size under 10 or is top/bottom suppressed to prevent the calculation of suppressed data.

Data Source: DC Office of the State Superintendent of Education

Why This Matters

Graduating from high school is a critical step in advancing along educational and professional paths. Many careers and almost all colleges require a high school diploma or GED.

Educational attainment is strongly linked with socioeconomic and health outcomes. Americans who graduate high school tend to have higher incomes than those who do not. High school graduates also tend to live longer, healthier, and happier lives.

Black, Hispanic, and Native American students in the U.S. have lower graduation rates, on average, than white students. Segregation and historical disinvestment in communities of color play a significant role in these disparities. Poverty and limited educational resources act as barriers to graduation.

The District Response

The Office of the State Superintendent of Education (OSSE)’s Reimagining High School Graduation Requirements initiative aims to identify and implement new high school graduation requirements that incorporate outcome measures and support innovative approaches to preparing young people for life after graduation.

The District of Columbia Public Schools offers a number of supports to both proactively aid students in graduating and assist those at risk of not graduating.

Since 2014, those who pass the GED receive a State High School Diploma instead of a GED credential. This more accurately represents the dedication, hard work, and demonstration of skill it takes for residents to successfully complete this alternative path to a high school diploma.

This dataset tracks annual graduation rate from 2013 to 2023 for American High School vs. California and Fremont Unified School District

This dataset tracks annual graduation rate from 2013 to 2023 for Academy Of American Studies vs. New York and New York City Geographic District #30

The New York State calculation method was first adopted for the Cohort of 2001 (Class 2005). The cohort consists of al students who first entered 9th grade in a given school year (e.g., the cohort of 2006 entered 9th grade in 2006-2007 school year). Graduates are defined as those students earning either a local or regents diploma and exclude those earning either a special education (IEP) diploma for GED. In order to comply with FERPA regulations on public reporting of education outcomes, rows with a cohort of 20 or fewer students are suppressed. Due to small number of students identified as Native American or Multi-Racial these ethnicities are not reported on the Ethnicity tab, however these students are included in the counts on all other tabs.

This dataset tracks annual graduation rate from 2020 to 2023 for American Academy Of Innovation vs. Utah and American Academy Of Innovation School District

This dataset tracks annual graduation rate from 2013 to 2023 for American History High School vs. New Jersey and Newark Public School District

This dataset tracks annual graduation rate from 2014 to 2023 for American Falls High School vs. Idaho and American Falls Joint School District

This dataset shows the percentage of students who graduated from Massachusetts public schools with a regular high school diploma within 4 or 5 years. It is a long file that contains multiple rows for each school and district, with rows for different years and different student groups.

Note: Data is currently available at the school level only, as well as the state overall. For district-level graduation rates, please see the High School Graduation Rates dataset, or the High School Graduation Rates report on our DESE Profiles site.

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information. 

For more data about student experiences and outcomes in high school and beyond, please see the main DART: Success After High School dataset and dashboard.

Graduation Outcomes - Cohorts of 2001 through 2006 (Classes of 2005 through 2010) ¶¶•The New York State calculation method was first adopted for the Cohort of 2001 (Class of 2005). The cohort consists of all students who first entered 9th grade in a given school year (e.g., the Cohort of 2006 entered 9th grade in the 2006-2007 school year). Graduates are defined as those students earning either a Local or Regents diploma and exclude those earning either a special education (IEP) diploma or GED. For the most recent cohort, graduation rates as of both June and August (including summer graduates) are reported. ¶¶•Records with cohorts of 20 students or less are suppressed. August outcomes are only reported for the most recent cohort. ¶¶•August outcomes include all June and August graduates. In school-level reporting, students who were in a school for less than 5 months are not included in the school’s cohort, but are included in citywide totals. ¶¶•School level results are not presented for District 79 schools, but their outcomes are included in citywide totals. ¶¶•Schools are listed by their current DBN's.

Excel version of report to City Council required per LL 147

This dataset provides the 4-Year graduation rates in Iowa by cohort (represented by graduating class) for both state-wide and by subgroups starting with the Class of 2013. A cohort in the graduation rate calculation starts with a group of students entering ninth grade for the first time. The cohort is adjusted to add students that transfer in and subtract students that transfer out during a four year time period for calculating a graduation rate. Subgroups in this dataset include: Individualized Education Program, Free or Reduced Lunch, English Language Learners, African American, Hispanic, American Indian, Asian, Hawaiian/Pacific Islander, White, Two or More Races, Migrant, Female, and Male.

Splitgraph serves as an HTTP API that lets you run SQL queries directly on this data to power Web applications. For example:

See the Splitgraph documentation for more information.

Business problem

Most American institutions (that are not necessarily the top 10-20) that provide undergraduate education face a challenge i.e. what kind of students they will make an offer for admission so that they can maintain a good performance in terms of number of students completing their courses in time. They also need to predict how the current batch of intake will perform. The universities cannot relax the entry criteria too much as that way the quality of education that they provide gets diluted. At the other hand, they have to make offers to the candidates who are not only having appropriate profile but are also most likely to accept the offers.
On the other side, the students have a challenge deciding which colleges they should apply i.e. the colleges that provide best performance at a minimal cost given their own profiles. The student profile is determined by not only the performance in examination such as SAT and ACT, but also other data points such as their ethnicity, immigration status, gender etc.
We will be interested in answering three main questions for an institute i.e.

(a) What will be a likely enrollment rate?
(b) What will be a likely graduation rate? (c) Which are the most lucrative colleges for students in terms of pass rate and cost?

Content

What's inside is more than just rows and columns. Make it easy for others to get started by describing how you acquired the data and what time period it represents, too.

Acknowledgements

We wouldn't be here without the help of others. If you owe any attributions or thanks, include them here along with any citations of past research.

Both (a) and (b) are regression problems as we are trying to predict values of continuous variables.

The dataset

Use the dataset provided at https://public.tableau.com/en-us/s/resources It is called “American University Data”. This is a smaller version of dataset available at https://nces.ed.gov/ipeds/Home/UseTheData. If you need explanation about the dataset, refer to this parent site.

USA College Dataset

Here is the 777 Observations with 18 variables

Content

A complete csv file with columns like private , graduation rates , Student Faculty ratio,etc of more than 500 colleges/universities.

• Private A factor with levels No and Yes indicating private or public university
• Apps Number of applications received
• Accept Number of applications accepted
• Enroll Number of new students enrolled
• Top10perc Pct. new students from top 10% of H.S. class
• Top25perc Pct. new students from top 25% of H.S. class
• F.Undergrad Number of fulltime undergraduates
• P.Undergrad Number of parttime undergraduates
• Outstate Out-of-state tuition
• Room.Board Room and board costs
• Books Estimated book costs
• Personal Estimated personal spending
• PhD Pct. of faculty with Ph.D.’s
• Terminal Pct. of faculty with terminal degree
• S.F.Ratio Student/faculty ratio
• perc.alumni Pct. alumni who donate
• Expend Instructional expenditure per student
• Grad.Rate Graduation rate