Embed Size (px)
DESCRIPTION
Â
Citation preview
1
Building and strengthening Tacoma’s community-wide movement to help every student achieve success from cradle to college and career.
2015 APPENDIX
2
EARLY LEARNINGQuality Preschool ......................................................................3
ELEMENTARY SCHOOLReady for Kindergarten .............................................................4Third Grade Reading .................................................................5
MIDDLE SCHOOLSixth Grade Achievement ..........................................................6Eighth Grade Algebra ................................................................7
HIGH SCHOOLNinth Grade Achievement ..........................................................8College Entry Exams .................................................................9High School Graduation ..........................................................10
COLLEGE AND TECHNICAL SCHOOLCollege Enrollment ..................................................................12Degree or Certificate ...............................................................14
STUDENT INDICATORS COMMUNITY INDICATORSHigh Expectations ....................................................................15Out-of-School & Summer Learning .........................................16Attendance ..............................................................................17
3
QUALITY PRESCHOOLEARLY LEARNINGAIMING HIGHER: Increase the number of children attending Tacoma Public Schools or community child-care/ preschools that meet quality standards.
0
200
400
600
800
1000
1200
967
792
948 9
86 111
5
2010 2011 2012 2013 2014
Quality Preschool2010 – 2014 Enrolled in PreschoolImpacted by Poverty
370
306
3
00 423
296
967296
792423
948300
986306
1115370
0
300
600
900
1200
1500
1263
1215 1248 1292
1485
2010 2011 2012 2013 2014
Quality Preschool2010 – 2014 Enrolled in Preschool
0
100
200
300
400
500
ASIAN/PAC. ISLANDER
Quality Preschool2010 – 2014 Enrolled in PreschoolRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITE
356
34
9
305
2
58
228
108
98
8
7
91
1
39
2
9628
1
336
3
63
406
4
7 3
3
48
152
2
27
21 13 14 10 8
435
44
1
45
8 4
18
477
EARLY LEARNING2010–2014 ENROLLED IN TPS PRESCHOOL
RACE AND ETHNICITY*
EARLY LEARNING2010–2014 ENROLLED IN TPS PRESCHOOL
EARLY LEARNING2010–2014 ENROLLED IN TPS PRESCHOOL
IMPACTED BY POVERTY
DATA SOURCE: TACOMA PUBLIC SCHOOLS
n Povertyn Non Poverty
4
READY FOR KINDERGARTENAIMING HIGHER: Increase the percent of incoming kindergartners who demonstrate the skills typical of a child entering kindergarten in all six areas, as measured through the WaKIDS assessment.
0
20
40
60
80
100
Social
Ready for Kindergarten2012-14 Ready in each developmental area and in all 6 areas
Physical LanguageCognitive Literacy Math 6/6 areas
201220132014
76%
72%
7
9%
7
5%68
%
76%
74
%72
%
76%
7
9%
7
6%
80%
83%
83%
83%
6
4%61
%
64%
48%
45%
48%
0
20
40
60
80
100
Ready for KindergartenIn Each Developmental Areaby Poverty, 2014
Social Physical Language Cognitive Literacy Math 6/6 areas
75%
88%
73%
82
%
71%
98%
75%
9
0%
77%
95%
55%
81%
39%
67% 0
20
40
60
80
100
Ready for Kindergarten2010 – 2014 Enrolled in PreschoolRace and Ethnicity
ASIAN BLACK HISPANIC MULTI-RACIAL
PACIFIC ISLANDER
WHITE
SocialPhysicalLanguageCognitive
LiteracyMath6 of 6 areas
81%
8
1%
6
3%
77%
78%
62%
40%
75
%
73
%
7
8%
78%
8
4%
58
%41
%
7
9%
76%
70%
76%
75%
5
2%40
%
7
7%
78%
81%
8
3%
84%
64%
52%
6
2%
67%
5
1%
53
%
55%
4
1%24
%
8
2%
77
%
83%
8
5%
90%
7
4%58
%
ELEMENTARY SCHOOL
READY FOR KINDERGARTENIN EACH DEVELOPMENTAL AREA
RACE AND ETHNICITY, 2014
READY FOR KINDERGARTEN2010–2014 READY IN EACH DEVELOPMENTAL AREA
AND ALL 6 AREAS
READY FOR KINDERGARTENIN EACH DEVELOPMENTAL AREA
BY POVERTY, 2014
DATA SOURCES: OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION AND TACOMA PUBLIC SCHOOLS
n Povertyn Non Poverty
5
THIRD GRADE READINGAIMING HIGHER: Increase the percentage of third graders meeting the Washington State standardized test for third grade reading, currently the Measurement of Student Progress (MSP).
ELEMENTARY SCHOOL
0
10
20
30
40
50
60
70
80
2010
Third Grade ReadingAt or Above Grade Level2010 – 2014 TPS compared with Washington State
2011 2012 2013 2014
TPSWashington State
66%
72%
70%
7
3%
63%
69%
65%
73%
62%
7
2%
0
20
40
60
80
100
Third Grade ReadingAt or Above Grade LevelImpacted by Poverty
2010 2011 2012 2013 2014
58%
7
9%
62%
8
4%
57%
7
8%
57%
81%
56%
7
6%
THIRD GRADE READINGAT OR ABOVE GRADE LEVEL
2010–2014 TPS COMPARED WITH WASHINGTON STATE
THIRD GRADE READINGAT OR ABOVE GRADE LEVEL
IMPACTED BY POVERTY
DATA SOURCE: OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
0
10
20
30
40
50
60
70
80
ASIAN
3rd gradereadingRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
70%
72
%70
%
73%
74%
57%
6
0%
54
%
5
8%49
% 51%
58
%
52%
5
2%
5
4%
69
%62
%
64%
62%
56
%
61%
46
%43
%
4
9%
62%
5
8%38
%
54%
6
1%
75 %
7
9%
72%
72
%71
%
'10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14
THIRD GRADE READINGAT OR ABOVE GRADE LEVEL
RACE AND ETHNICITY
n Povertyn Non Poverty
6
MIDDLE SCHOOLSIXTH GRADE ACHIEVEMENTAIMING HIGHER: Increase the percentage of sixth graders who pass all, or all but one, of their classes.
0
20
40
60
80
100
2010
Sixth Grade AchievementPassing Classes
2011 2012 2013 2014
86%
86%
70% 83
% 88%
0
20
40
60
80
100
6th Grade AchievementPassing ClassesImpacted by Poverty
2010 2012 2013 2014
82%
96
%
71%
85
%
64%
84%
68%
89%
84%
97
%
2011
SIXTH GRADE ACHIEVEMENTPASSING CLASSES
SIXTH GRADE ACHIEVEMENTPASSING CLASSES
IMPACTED BY POVERTY
DATA SOURCE: TACOMA PUBLIC SCHOOLS
ASIAN
6th Grade PassingRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
93%
93%
96%
9
5%92
%
‘11 ’12 ‘13 ’140
20
40
60
80
100
‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14
92%
78%
9
3%
92%
8
2%58
%
78%
8
5%
80%
66%
75%
86%
7
6%31
%
70%
8
2%
7
5%53
%
81%
8
0%
88%
65%
68%
7
8%
91%
77%
87%
9
0%
SIXTH GRADE ACHIEVEMENTPASSING CLASSES
RACE AND ETHNICITY
n Povertyn Non Poverty
7
MIDDLE SCHOOLAIMING HIGHER: Increase the percentage of eighth graders who pass the state’s high school graduation requirement for algebra.
E IGHTH GRADE ALGEBRA
0
10
20
30
40
50
Eighth grade AlgebraPassing State HS Exam
2011 2012 2013 2014
38% 41
%
35%
43%
0
10
20
30
40
50
60
Eighth Grade AlgebraPassing State HS ExamImpacted by Poverty
2012 2013 2014
30%
47%
22%
4
3%
25%
53
%
EIGHTH GRADE ALGEBRAPASSING STATE HS EXAM
EIGHTH GRADE ALGEBRAPASSING STATE HS EXAMIMPACTED BY POVERTY
DATA SOURCE: OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
0
10
20
30
40
50
60
70
80
ASIAN
8th Grade AlgebraPassingRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
53%
5
6%
48%
6
2%
‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14 ‘11 ’12 ‘13 ’14
19%
27%
2
7%
28
%
2
3%
27
%
21%
25%
3
5%
42%
12
%
17%
15%
32%
32
%
2
3% 24%
26
%
24%
4
1%
40%
48
%
39%
5
2%
EIGHTH GRADE ALGEBRAPASSING STATE HS EXAM
RACE AND ETHNICITY
n Povertyn Non Poverty
8
HIGH SCHOOLNINTH GRADE ACHIEVEMENTAIMING HIGHER: Increase the percentage of ninth graders who pass all, or all but one of their classes.
0
10
20
30
40
50
60
70
80
Ninth Grade AchievementPassing Classes
2010 2012 2013 2014
56%
72%
71%
60%
58%
2011
0
20
40
60
80
100
Ninth Grade AchievementPassing ClassesImpacted by Poverty
2012 2013 2014
75%
70
%
65%
8
4%
5
2%
79
%
48%
7
9%
2011
NINTH GRADE ACHIEVEMENTPASSING CLASSES
RACE AND ETHNICITY*
NINTH GRADE ACHIEVEMENTPASSING CLASSES
NINTH GRADE ACHIEVEMENTPASSING CLASSES
IMPACTED BY POVERTY
DATA SOURCE: TACOMA PUBLIC SCHOOLS
0
10
20
30
40
50
60
70
80
ASIAN
9th Grade PassingRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
62%
7
9%
8
0%
72%
74%
5
6%
7
1%
67
%
5
3%45
% 47%
62%
6
1%
53
% 4
8%
42%
61%
56%
54%
47
%
62%
62%
7
2%
4
3%33
%
53
%
6
3%
65%
52%
58% 6
0%
77
%
7
5%
65
%
6
6%
'10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14 '10 ‘11 ’12 ‘13 ’14
n Povertyn Non Poverty
9
HIGH SCHOOLCOLLEGE ENTRANCE EXAMSAIMING HIGHER: Increase the percentage of twelfth graders who take the Scholastic Aptitude Test (SAT); Increase the average score on the SAT.
0
500
1000
1500
2000
College Entry Exams2010-14 ParticipationSAT & Related Tests
2012
2013
20142011
2010
Graduating Seniors Taking SAT
Juniors Taking SAT ReadiStep, 8th & 9th Graders
653
7
96
8
50
937
161
9
538
533
59
0
628
134
2
1590
1
715
0
500
1000
1500
2000
2010
College Entry Exams2010 – 14 SAT Scores
2011 2012 2013 2014
TPSWashington State
1462
15
64 1
509
Nation
1461
1560
1500
1423
155
2
1498
1399
152
6
1498
1306
1
519
149
7
COLLEGE ENTRANCE EXAMS2010 – 14 PARTICIPATIONSAT & RELATED TESTS
COLLEGE ENTRANCE EXAMS2010 – 14 SAT SCORES
DATA SOURCES: COLLEGE BOARD AND TACOMA PUBLIC SCHOOLS
10
HIGH SCHOOL 4 -YEAR ON-TIME GRADUATION RATEAIMING HIGHER: The Tacoma School Board adopted goal is to achieve a 4-year on-time graduation rate of 85% by 2020.
0
10
20
30
40
50
60
70
80
4-YEAR ON TIMEHS Graduation RateTPS Compared to Washington State
2010 2012 2013 2014
55%
2011
75%
62%
77%
77%
68%
70% 76
%
78%
77%
TPSWashington State
0
20
40
60
80
100
4 YEAR ON-TIMEHS GRADUATION RATEImpacted by Poverty
2012 2013 2014
5
9%
80%
6
1%
85
%
7
1%
90%
4-YEAR ON-TIME GRADUATION RATEHS GRADUATION RATE
TPS COMPARED TO WASHINGTON STATE
4-YEAR ON-TIME GRADUATION RATEHS GRADUATION RATE
IMPACTED BY POVERTY
DATA SOURCES: OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION AND TACOMA PUBLIC SCHOOLS
0
20
40
60
80
100
ASIAN
4 year on time graduationRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
’12 ‘13 ’14
72%
7
5%
86%
’12 ‘13 ’14 ’12 ‘13 ’14 ’12 ‘13 ’14 ’12 ‘13 ’14 ’12 ‘13 ’14 ’12 ‘13 ’14
59%
67%
74%
58%
57%
6
7%
6
3%35
%
61%
49%
5
8%
6
8%
52%
54
%
69% 74
%
76
%
82
%
4-YEAR ON-TIME GRADUATION RATEHS GRADUATION RATERACE AND ETHNICITY
n Povertyn Non Poverty
11
HIGH SCHOOL5-YEAR EXTENDED GRADUATION RATEAIMING HIGHER: Increase the 5-year extended high school graduation rate by 50%—to 87% by 2020.
DATA SOURCES: OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION AND TACOMA PUBLIC SCHOOLS
0
20
40
60
80
100
5 yr extended grad rate poverty
2011 2012 2013
61%
75%
62%
79%
70%
89%
0
10
20
30
40
50
60
70
80
5 yr extended HS grad rate2010 - 2013
2010 2011 2012 2013
58% 67
%
69% 77
%
5-YEAR EXTENDED GRADUATION RATEHS GRADUATION RATECLASS OF 2010 – 2013
5-YEAR EXTENDED GRADUATION RATEHS GRADUATION RATE
IMPACTED BY POVERTY
5-YEAR EXTENDED GRADUATION RATEHS GRADUATION RATERACE AND ETHNICITY
0
20
40
60
80
100
ASIAN
5 yr extended grad rateRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
’11 ‘12 ’13
74%
74%
8
4%
’11 ‘12 ’13 ’11 ‘12 ’13 ’11 ‘12 ’13 ’11 ‘12 ’13 ’11 ‘12 ’13 ’11 ‘12 ’13
63
%61
%
75%
62%
61%
68%
6
7%
73%
41
%
55%
56%
68%
50%
6
5%
63
%
70%
7
3 %
81%
n Povertyn Non Poverty
12
AIMING HIGHER: Increase the percentage of TPS graduates who gain college admission, documented by the TPS process for showing a verified letter of acceptance to their next institution. Increase the percentage of TPS graduates who enroll in two- or four- year colleges, apprenticeship programs, or technical certification courses within one year of graduation.
COLLEGE AND TECHNICAL SCHOOLSCOLLEGE ENROLLMENT
DATA SOURCES: EDUCATION RESEARCH AND DATA CENTER, OFFICE OF FINANCIAL MANAGEMENT
0
10
20
30
40
50
COLLEGE ENROLLMENT4YR 2YR TECHentire class
2-Year 4-Year Total
15%
17%
21%
18%
17%
2
0%
33%
34%
4
1%
’ 10 ‘11 ’12 ’10 ‘11 ’12 ’10 ‘11 ’120
10
20
30
40
50
60
70
80
COLLEGE ENROLLMENT4YR 2YR TECHPOVERTY
2010 2011 2012
53%
64
%
5
9%
44%
6
4%
55% 53
%
6
6%
6
0%
COLLEGE ENROLLMENT4-YEAR, 2-YEAR OR TECHNICAL
ENTIRE CLASS* BY TYPE OF ENROLLMENT
COLLEGE ENROLLMENT4-YEAR, 2-YEAR OR TECHNICAL
HIGH SCHOOL GRADUATES CLASSES OF 2010-2012IMPACTED BY POVERTY
*Percentage of entire class of students since 9th grade.2-Year enrollment includes many technical programs.
n Povertyn Non Povertyn Total
13
AIMING HIGHER: Increase the percentage of TPS graduates who gain college admission, documented by the TPS process for showing a verified letter of acceptance to their next institution. Increase the percentage of TPS graduates who enroll in two- or four- year colleges, apprenticeship programs, or technical certification courses within one year of graduation.
COLLEGE AND TECHNICAL SCHOOLSCOLLEGE ENROLLMENT
0
10
20
30
40
50
60
70
80
ASIAN
college enrollment hs gradsRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITE’10 ‘11 ’12
6
5%
56%
71%
’10 ‘11 ’12 ’10 ‘11 ’12 ’10 ‘11 ’12 ’10 ‘11 ’12 ’10 ‘11 ’12
60%
48%
54
%
5
4%
44%
49%
4
2%
40%
20%
6
4%
59
%
58%
6
0%
61%
0
10
20
30
40
50
60
2-Year
4-Year
College enrollment2yr 4yr techhs grads
2010 2011 2012
27%
32%
28%
28%
29%
31%
59% 56% 60%
COLLEGE ENROLLMENT4-YEAR, 2-YEAR OR TECHNICAL
HIGH SCHOOL GRADUATES • RACE AND ETHNICITY
COLLEGE ENROLLMENT4-YEAR, 2-YEAR OR TECHNICAL
HIGH SCHOOL GRADUATES BY ENROLLMENT TYPE*
*2-Year enrollment includes many technical programs.
14
Increase the percentage of TPS high school graduates who complete a 2- or 4-year college degree, technical certificate or apprenticeship within six years of high school graduation.
COLLEGE AND TECHNICAL SCHOOLSDEGREE OR CERTIFICATE
DATA SOURCES: EDUCATION RESEARCH AND DATA CENTER, OFFICE OF FINANCIAL MANAGEMENT
0
5
10
15
20
25
30
35
40
Technical Certificate
Associates Degree
College enrollmentdegree type
2005 2006 2007
18%
8%
5%
Bachelors Degree
Post Bachelors or Higher
19%
10%
7%
1%
23%
8%
4%
1%
24%
8%
5%
2008
31% 36% 37% 37%
0
10
20
30
40
50
College enrollmentdegree type Race
Asian/Pacific Islander
Black Hispanic
2%
35%
11%
1%White
49% 23% 22% 38%
.5%
15%
6%
2%
1%
15%
4%
2%
.5%
26%
9%
2%
■■■■ Post Bachelors or Higher
■■■■ Bachelors Degree
■■■■ Associates Degree
■■■■ Technical Certificate
COLLEGE COMPLETIONDEGREE OR CERTIFICATE
TYPE OF DEGREE
COLLEGE COMPLETIONCLASS OF 2008, TYPE OF DEGREE
RACE AND ETHNICITY
15
AIMING HIGHER: Increase the percentage of eleventh and twelfth graders taking at least one advanced class eligible for college credit.
COMMUNITYHIGH EXPECTATIONS
DATA SOURCE: TACOMA PUBLIC SCHOOLS
HIGH EXPECTATIONS2013-15 HIGH SCHOOL STUDENTSIN COLLEGE-ELIGIBLE CLASSES
HIGH EXPECTATIONS2013-15 HIGH SCHOOL STUDENTS
IN COLLEGE-ELIGIBLE CLASSES IMPACTED BY POVERTY
HIGH EXPECTATIONS2013-15 HIGH SCHOOL STUDENTS
IN COLLEGE-ELIGIBLE CLASSES • RACE AND ETHNICITY
0
10
20
30
40
50
60
HIGH EX 13-15
2013 2014
34%
46%
57%
2015
0
10
20
30
40
50
60
70
80
HIGH EX POVERTY
2013 2014 2015
3
3%
36%
42%
50%
51
%
6
2%
0
10
20
30
40
50
60
70
80
ASIAN
4 year on time graduationRace and Ethnicity
BLACK HISPANIC MULTI-RACIAL
NATIVEAMERICAN
WHITEPAC. ISLANDER
’13 ‘14 ’15
47%
6
1%
70%
’13 ‘14 ’15 ’13 ‘14 ’15 ’13 ‘14 ’15 ’13 ‘14 ’15 ’13 ‘14 ’15 ’13 ‘14 ’15
26%
4
0%
52%
30%
30%
52%
22%
35
%
47%
20%
4
2%
3
1%
26%
3
6%
4
8%
36%
48 %
6
0%
n Povertyn Non Poverty
16
AIMING HIGHER: Increase the number of students participating in out-of-school and summer learning opportunities. Increase the quality of community programs and strengthen academic content.
Out-Of-School and Summer Learning2014 Students Participating in Summer LearningChildren & Youth served by % of all persons 19 and under by ZIP Code*
86%
83%
*Some ZIP codes not included due to low numbers
0
3
6
9
12
15
9840
2
Downto
wn 9840
3
North E
nd9840
4
Eastsi
de 9840
5
Centra
l98
406
North E
nd 9840
7
West E
nd9840
8
South
End 9840
9
South
Taco
ma98
418
South
End9842
2
North E
ast
9846
5
West E
nd3%
13%
3%
8%
9%6%
3%5%
3%
5%
6%
OUT-OF-SCHOOL AND SUMMER LEARNING2014 STUDENTS PARTICIPATING IN COMMUNITY SUMMER LEARNING
CHILDREN & YOUTH SERVED BY % OF ALL PERSONS19 AND UNDER IN EACH ZIP CODE
DATA SOURCES: COMMUNITY PARTNERS, US CENSUS BUREAU – 2010 CENSUS
COLLABORATIVE ACTION NETWORKOUT-OF-SCHOOL & SUMMER LEARNING
OUT-OF-SCHOOL AND SUMMER LEARNING2014 STUDENTS PARTICIPATING IN COMMUNITY SUMMER LEARNING
BY AGE
0
100
200
300
400
500
SUMMER LEARNING AGE
2-4 5 6 7 8 9 10 11 12 13 14 15 16-18
220
220
380
461
426
371
332
297
282
206
152
116 13
3
36452014 UNDUPLICATED STUDENTS
PARTICIPATING IN COMMUNITY SUMMER LEARNING
17
COMMUNITYATTENDANCEAIMING HIGHER: Decrease the percentage of students who are chronically absent—missing 10% of the school year (18 days or more).
DATA SOURCE: TACOMA PUBLIC SCHOOLS
31%
ELEMENTARY
ATTENDANCE POVERTY
15% 31
%
31%
31%
31%
0
10
20
30
40
50
60
70
80
31%
15%
36%
21%
68%
56%
MIDDLE SCHOOL HIGH SCHOOL
0
10
20
30
40
50
Chronic Absence
Elementary Middle School
16%
27%
47%
High SchoolUnexcused
Excused
27%
73%
69%31%
63%37%
Absences by excuse/unexcused
Unexcused
Excused
27%
73%
69%31%
63%37%
Absences by excuse/unexcused
Unexcused
Excused
27%
73%
69%31%
63%37%
Absences by excuse/unexcused
Unexcused
Excused
27%
73%
69%31%
63%37%
Absences by excuse/unexcused
ATTENDANCECHRONIC ABSENCE: STUDENTS MISSING 18 OR MORE DAYS
EXCUSED AND UNEXCUSED
ATTENDANCECHRONIC ABSENCE: STUDENTS MISSING 18 OR MORE DAYS
IMPACTED BY POVERTY
n Povertyn Non Poverty
