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California Department of Education CA Dept of Education

College/Career Levels and Measures Report & Data - 2024

 

Kern High (Kern County, CA)

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Overview:

The College/Career Indicator (CCI) is based on students in the combined four- and five-year graduation rate (i.e., current four-year graduation cohort plus fifth year graduates from prior cohort). It includes both college and career measures to evaluate how well districts and schools are preparing students for success after high school.

This report displays the number and percent of graduates who met each of the measures in the CCI Prepared and Approaching Prepared Levels. Students can meet more than one measure in each CCI level. As a result, the tables contain duplicative student counts.

More information on the CCI is provided on the CCI web page.

More information on the CCI measures is provided in the Dashboard Technical Guide located on the California School Dashboard and System of Support Web page.

The following symbols are used throughout this report:

  • A double dash (--) is used when a student group is not represented in the graduation cohort (i.e., the denominator of the student group is zero).
  • A zero (0) is used when there are no students in the numerator of the calculated percentage.
  • An asterisk (*) indicates that the student group consists of 1-10 students which is below the minimum size for any reporting.

Students in the Combined Cohort by Student Group

CohortAll StudentsBlack or African AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoNative Hawaiian or Pacific IslanderWhiteTwo or More RacesEnglish LearnersLong-Term English LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
Cohort Totals10,764511423041167,720361,8261081,6981,3109,0401,294133416

Percentage of Students by CCI Level for each Student Group

CCI LevelAll StudentsBlack or African AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoNative Hawaiian or Pacific IslanderWhiteTwo or More RacesEnglish LearnersLong-Term English LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
Percentage Prepared41.3%24.7%38.1%62.8%69.0%39.7%63.9%47.1%42.6%15.9%16.7%37.2%12.0%12.0%12.7%
Percentage Approaching Prepared18.7%19.4%11.9%15.1%15.5%19.2%13.9%17.3%19.4%17.7%20.4%19.5%25.2%11.3%13.9%
Percentage Not Prepared40.0%56.0%50.0%22.0%15.5%41.1%22.2%35.6%38.0%66.4%62.9%43.3%62.8%76.7%73.3%
The combined cohort is used as the denominator to calculate the percentages.

Number and Percent of Prepared Students In the Cohort by Race/Ethnicity and Program Participation

Student Group - PreparedPercent Prepared# Students Prepared
All Prepared Students100.0%4,447
Black or African American2.8%126
American Indian or Alaska Native0.4%16
Asian4.3%191
Filipino1.8%80
Hispanic or Latino68.9%3,065
Two or More Races1.0%46
Native Hawaiian or Pacific Islander0.5%23
White19.3%860
English Learners6.1%270
Long-Term English Learners4.9%219
Socioeconomically Disadvantaged75.6%3,361
Students with Disabilities3.5%155
Foster Youth0.4%16
Homeless1.2%53
White (19.3%) Native Hawaiian or Pacific Islander (0.5%) Black or African American (2.8%) Filipino (1.8%) Asian (4.3%) Long-Term English Learners (4.9%) * Not Reported (-4%) Two or More Races (1%) American Indian or Alaska Native (0.4%) Hispanic or Latino (68.9%) White (19.3%) Native Hawaiian or Pacific Islander (0.5%) Black or African American (2.8%) Filipino (1.8%) Asian (4.3%) Long-Term English Learners (4.9%) * Not Reported (-4%) Two or More Races (1%) American Indian or Alaska Native (0.4%) Hispanic or Latino (68.9%) Hispanic or Latino (68.9%)
Pie Chart of Percent of Prepared English Learners Pie Chart of Percent of Prepared English Learners Pie Chart of Percent of Prepared Long-Term English Learners Pie Chart of Percent of Prepared Long-Term English Learners Pie Chart of Percent Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Prepared for Students with Disabilities Pie Chart of Percent Prepared for Students with Disabilities Pie Chart of Percent Prepared for Foster Youth Pie Chart of Percent Prepared for Foster Youth Pie Chart of Percent Prepared for Homeless Pie Chart of Percent Prepared for Homeless
The total number of prepared students is used as the denominator to calculate the percentages in the above table and graphs.

How Schools/LEAs Prepared Students


The table below displays the number and percent of students assigned to Prepared Levels for each CCI measure by student group. The four shades (or levels) represent four percentile ranges (as shown in the legend below) to help identify which measures have a high percentage (darker shade) or low percentage (lighter shade) of students meeting the criteria. Schools/LEAs can prepare students in more than one measure. As a result, the tables contain duplicative counts.

Calculation Formula Example:

For All Students: (Number of CTE Prepared Students) divided by (Total Number of Prepared Students)
For Student Groups: (Number of English learners who met CTE Prepared) divided by (Total Number of Prepared English learners)

Expand to view description of Prepared CCI Measures

Met via Career Technical Education Pathway Completion

Career Technical Education (CTE) pathway completion with a C- or better in the capstone course plus one of the following criteria:
  • Smarter Balanced Summative Assessments: At least a level 3 “Standard Met” on English language arts (ELA) or mathematics and at least a level 2 “Standard Nearly Met” on the other subject area.
  • One semester, two quarters, or two trimesters of college coursework with grade C- or better in academic/CTE subjects where college credit is awarded.
    • Note: If the CTE capstone course and CTE college credit course are completed in the SAME YEAR, they must be in DIFFERENT CTE Pathways for the CTE college credit course to count toward Prepared. If the CTE capstone course and the CTE college credit course are completed in DIFFERENT YEARS, they may be in the SAME CTE Pathways for the CTE college credit course to count toward Prepared.

Met via Smarter Balanced Assessment

At least a Level 3 "Standard Met" on the Smarter Balanced Summative Assessments for both ELA and Mathematics.

Met via College Credit Course

Completion of two semesters, three quarters, or three trimesters of college coursework with a grade of C- or better in academic/CTE subjects where college credit is awarded.

Met via Advanced Placement

A score of 3 or higher on two Advanced Placement (AP) Exams.

Met via International Baccalaureate

A score of 4 or higher on two International Baccalaureate (IB) Exams.

Met via University of California (UC) and California State University (CSU) Requirements

Completion of courses that meet the UC or CSU admissions requirements, plus one of the following criteria:
  • CTE pathway completion with a C- or better in the capstone course
  • Smarter Balanced Summative Assessments: At least a level 3 “Standard Met” on ELA or Mathematics and at least a level 2 “Standard Nearly Met” on the other subject area.
  • One semester, two quarters, or two trimesters of college coursework with a grade of C- or better in academic/CTE subjects where college credit is awarded.
  • A score of 3 or higher on one AP exam or a score of 4 or higher on one IB exam.

Met via State Seal of Biliteracy

Earned the State Seal of Biliteracy and scored level 3 "Standard Met" or higher on the ELA Smarter Balanced Summative Assessment.

Met via Leadership/Military Science

Completed at least two years of Leadership/Military Science and Scored level 3 “Standard Met” or higher on ELA or Mathematics and at least a level 2 “Standard Nearly Met” in the other subject area.

Met via Registered Pre-Apprenticeship

Completed a registered pre-apprenticeship.

Met via State or Federal Job Program (DASS only, not displayed for non-DASS schools)

Completed a state or federal job program and at least one semester, two quarters, or two trimesters of a CTE course with a C- or better. State or federal job programs include: Workforce Innovation and Opportunity Act (WIOA), Job Corp, YouthBuild, California Conservation Corps (CCC), and Regional Occupational Centers and Programs (ROCP).

Met via Transition Classwork and Work-Based Learning Experiences

Completed at least 100 hours of work-based learning AND the equivalent of four semester courses of college and career exploration/preparation designed to prepare a student for employment and independent living.
  • Note: This measure is only for students with an individualized education program (IEP) who receive a Special Education Certificate of Completion.
LEGEND for
Percent Prepared		 (0.1% - 25.0%)
(L1) 		(25.1% - 50.0%)
(L2)		 (50.1% - 75.0%)
(L3)		 (75.1% - 100%)
(L4)
MeasureAll StudentsBlack or African AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoNative Hawaiian or Pacific IslanderWhiteTwo or More RacesEnglish LearnersLong-Term English LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
CTE Pathway Completion
36.1%
(1,607)

(L2)
38.1%
(48)

(L2)
18.8%
(3)

(L1)
31.4%
(60)

(L2)
26.3%
(21)

(L2)
37.0%
(1,134)

(L2)
43.5%
(10)

(L2)
35.0%
(301)

(L2)
39.1%
(18)

(L2)
44.4%
(120)

(L2)
48.4%
(106)

(L2)
37.4%
(1,257)

(L2)
56.1%
(87)

(L3)
56.3%
(9)

(L3)
37.7%
(20)

(L2)
Smarter Balanced Assessment
35.9%
(1,598)

(L2)
27.8%
(35)

(L2)
31.3%
(5)

(L2)
66.0%
(126)

(L3)
67.5%
(54)

(L3)
29.6%
(907)

(L2)
47.8%
(11)

(L2)
48.0%
(413)

(L2)
52.2%
(24)

(L3)
8.9%
(24)

(L1)
5.0%
(11)

(L1)
29.8%
(1,001)

(L2)
13.5%
(21)

(L1)
25.0%
(4)

(L1)
20.8%
(11)

(L1)
College Credit Course
44.5%
(1,981)

(L2)
42.9%
(54)

(L2)
62.5%
(10)

(L3)
37.7%
(72)

(L2)
51.3%
(41)

(L3)
42.9%
(1,314)

(L2)
47.8%
(11)

(L2)
52.0%
(447)

(L3)
41.3%
(19)

(L2)
31.9%
(86)

(L2)
33.8%
(74)

(L2)
42.2%
(1,417)

(L2)
47.7%
(74)

(L2)
37.5%
(6)

(L2)
43.4%
(23)

(L2)
Advanced Placement
15.9%
(709)

(L1)
11.9%
(15)

(L1)
18.8%
(3)

(L1)
42.9%
(82)

(L2)
37.5%
(30)

(L2)
13.1%
(402)

(L1)
4.3%
(1)

(L1)
17.9%
(154)

(L1)
21.7%
(10)

(L1)
7.8%
(21)

(L1)
4.1%
(9)

(L1)
12.3%
(415)

(L1)
4.5%
(7)

(L1)
0.0%
(0)

(L1)
7.5%
(4)

(L1)
International Baccalaureate
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
Met UC/CSU Requirements
70.6%
(3,139)

(L3)
67.5%
(85)

(L3)
68.8%
(11)

(L3)
91.1%
(174)

(L4)
96.3%
(77)

(L4)
67.9%
(2,082)

(L3)
69.6%
(16)

(L3)
73.1%
(629)

(L3)
65.2%
(30)

(L3)
48.5%
(131)

(L2)
44.3%
(97)

(L2)
67.5%
(2,268)

(L3)
34.2%
(53)

(L2)
56.3%
(9)

(L3)
49.1%
(26)

(L2)
State Seal of Biliteracy
28.6%
(1,270)

(L2)
11.1%
(14)

(L1)
18.8%
(3)

(L1)
16.8%
(32)

(L1)
13.8%
(11)

(L1)
36.0%
(1,102)

(L2)
13.0%
(3)

(L1)
10.5%
(90)

(L1)
10.9%
(5)

(L1)
26.7%
(72)

(L2)
21.0%
(46)

(L1)
32.2%
(1,081)

(L2)
8.4%
(13)

(L1)
18.8%
(3)

(L1)
20.8%
(11)

(L1)
Leadership/Military Science
0.2%
(8)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.2%
(7)

(L1)
0.0%
(0)

(L1)
0.1%
(1)

(L1)
0.0%
(0)

(L1)
0.4%
(1)

(L1)
0.5%
(1)

(L1)
0.2%
(8)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
Registered Pre-Apprenticeship
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
State or Federal Job Program (DASS)
1.9%
(84)

(L1)
3.2%
(4)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
2.4%
(74)

(L1)
0.0%
(0)

(L1)
0.7%
(6)

(L1)
0.0%
(0)

(L1)
7.4%
(20)

(L1)
9.1%
(20)

(L1)
2.4%
(82)

(L1)
3.2%
(5)

(L1)
0.0%
(0)

(L1)
3.8%
(2)

(L1)
Transition Classwork and Work-Based Learning Experiences
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)

Number and Percent of Approaching Prepared Students in the Cohort by Race/Ethnicity and Program Participation


Student Group - Approaching PreparedPercent Approaching Prepared# Students Approaching Prepared
All Approaching Prepared Students100.0%2,008
Black or African American4.9%99
American Indian or Alaska Native0.2%5
Asian2.3%46
Filipino0.9%18
Hispanic or Latino73.9%1,483
Two or More Races1.0%21
Native Hawaiian or Pacific Islander0.2%5
White15.7%316
English Learners15.0%301
Long-Term English Learners13.3%267
Socioeconomically Disadvantaged87.7%1,762
Students with Disabilities16.2%326
Foster Youth0.7%15
Homeless2.9%58
White (15.7%) Native Hawaiian or Pacific Islander (0.2%) Black or African American (4.9%) Filipino (0.9%) Asian (2.3%) Long-Term English Learners (13.3%) * Not Reported (-12.5%) Two or More Races (1%) American Indian or Alaska Native (0.2%) Hispanic or Latino (73.9%) White (15.7%) Native Hawaiian or Pacific Islander (0.2%) Black or African American (4.9%) Filipino (0.9%) Asian (2.3%) Long-Term English Learners (13.3%) * Not Reported (-12.5%) Hispanic or Latino (73.9%)
Pie Chart of Percent of Approaching Prepared English Learners Pie Chart of Percent of Approaching Prepared English Learners Pie Chart of Percent of Approaching Prepared Long-Term English Learners Pie Chart of Percent of Approaching Prepared Long-Term English Learners Pie Chart of Percent Approaching Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Approaching Prepared for Socio-economically Disadvantaged Students Pie Chart of Percent Approaching Prepared for Students with Disabilities Pie Chart of Percent Approaching Prepared for Students with Disabilities Pie Chart of Percent Approaching Prepared for Foster Youth Pie Chart of Percent Approaching Prepared for Foster Youth Pie Chart of Percent Approaching Prepared for Homeless Pie Chart of Percent Approaching Prepared for Homeless
The total number of approaching prepared students is used as the denominator to calculate the percentages in the above table and graphs.

How Students Met Approaching Prepared

The table below displays the number and percent of students assigned to Approaching Prepared Levels for each CCI measure by student group. The four shades (or levels) represent four percentile ranges (as shown in the legend below) to help identify which measures have a high percentage (darker shade) or low percentage (lighter shade) of students meeting the criteria. Students can meet more than one measure. As a result, the tables contain duplicative counts.

Calculation Formula Example:

For All Students: (Number of CTE Approaching Prepared Students) divided by (Total Number of Approaching Prepared Students)
For Student Groups: (Number of English learners who met CTE Approaching Prepared) divided by (Total Number of Approaching Prepared English learners)

Expand to view description of Approaching Prepared CCI Measures

Met via Career Technical Education Pathway Completion

Career Technical Education (CTE) pathway completion with a C- or better in the capstone course.

Met via Smarter Balanced Assessment

Scored at least level 2 "Standard Nearly Met" on both the English language arts (ELA) and Mathematics Smarter Balanced Summative Assessments.

Met via College Credit Course

Completion of one semester, two quarters, or two trimesters of college coursework with a grade of C- or better in academic/CTE subjects where college credit is awarded.

Met via University of California (UC) and California State University (CSU) Requirements

Completion of courses that meet the University of California (UC) or California State University (CSU) a-g criteria with a C or better.

Met via Leadership/Military Science

Completion of at least two years of Leadership/Military Science.

Met via State or Federal Job Program (DASS only, not displayed for non-DASS schools)

Completed a state or federal job program. State or federal job programs include: Workforce Innovation and Opportunity Act (WIOA), Job Corp, YouthBuild, California Conservation Corps (CCC), and Regional Occupational Centers and Programs (ROCP).

Met via Transition Classwork or Work-Based Learning Experiences

Completed at least 100 hours of work-based learning OR the equivalent of four semester courses of college and career exploration/preparation designed to prepare a student for employment and independent living.
  • Note: This measure is only for students with an individualized education program (IEP) who receive a Special Education Certificate of Completion.
LEGEND for
Percent Approaching Prepared		 (L1)
(0.1% - 25.0%)		 (L2)
(25.1% - 50.0%)		 (L3)
(50.1% - 75.0%)		 (L4)
(75.1% - 100%)
MeasureAll StudentsBlack or African AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoNative Hawaiian or Pacific IslanderWhiteTwo or More RacesEnglish LearnersLong-Term English LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
CTE Pathway Completion
33.6%
(675)

(L2)
22.2%
(22)

(L1)
20.0%
(1)

(L1)
23.9%
(11)

(L1)
16.7%
(3)

(L1)
34.8%
(516)

(L2)
0.0%
(0)

(L1)
36.1%
(114)

(L2)
19.0%
(4)

(L1)
44.9%
(135)

(L2)
46.8%
(125)

(L2)
34.3%
(605)

(L2)
30.4%
(99)

(L2)
33.3%
(5)

(L2)
31.0%
(18)

(L2)
Smarter Balanced Assessment
25.6%
(514)

(L2)
19.2%
(19)

(L1)
40.0%
(2)

(L2)
32.6%
(15)

(L2)
44.4%
(8)

(L2)
24.8%
(368)

(L1)
60.0%
(3)

(L3)
27.5%
(87)

(L2)
33.3%
(7)

(L2)
11.3%
(34)

(L1)
9.4%
(25)

(L1)
25.2%
(444)

(L1)
7.7%
(25)

(L1)
20.0%
(3)

(L1)
32.8%
(19)

(L2)
College Credit Course
18.5%
(371)

(L1)
17.2%
(17)

(L1)
20.0%
(1)

(L1)
4.3%
(2)

(L1)
0.0%
(0)

(L1)
19.4%
(288)

(L1)
0.0%
(0)

(L1)
18.4%
(58)

(L1)
23.8%
(5)

(L1)
19.6%
(59)

(L1)
18.0%
(48)

(L1)
19.0%
(335)

(L1)
14.7%
(48)

(L1)
13.3%
(2)

(L1)
31.0%
(18)

(L2)
Met UC/CSU Requirements
22.7%
(456)

(L1)
30.3%
(30)

(L2)
0.0%
(0)

(L1)
41.3%
(19)

(L2)
33.3%
(6)

(L2)
22.1%
(328)

(L1)
60.0%
(3)

(L3)
17.7%
(56)

(L1)
33.3%
(7)

(L2)
18.3%
(55)

(L1)
17.6%
(47)

(L1)
21.1%
(372)

(L1)
8.9%
(29)

(L1)
6.7%
(1)

(L1)
10.3%
(6)

(L1)
Leadership/Military Science
1.0%
(21)

(L1)
1.0%
(1)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
1.1%
(17)

(L1)
0.0%
(0)

(L1)
0.9%
(3)

(L1)
0.0%
(0)

(L1)
2.0%
(6)

(L1)
2.2%
(6)

(L1)
1.1%
(20)

(L1)
2.1%
(7)

(L1)
6.7%
(1)

(L1)
0.0%
(0)

(L1)
State or Federal Job Program (DASS)
0.8%
(17)

(L1)
1.0%
(1)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.9%
(14)

(L1)
0.0%
(0)

(L1)
0.6%
(2)

(L1)
0.0%
(0)

(L1)
0.7%
(2)

(L1)
0.7%
(2)

(L1)
1.0%
(17)

(L1)
0.6%
(2)

(L1)
0.0%
(0)

(L1)
5.2%
(3)

(L1)
Transition Classwork or Work-Based Learning Experiences
6.7%
(134)

(L1)
12.1%
(12)

(L1)
40.0%
(2)

(L2)
6.5%
(3)

(L1)
22.2%
(4)

(L1)
5.9%
(88)

(L1)
0.0%
(0)

(L1)
7.6%
(24)

(L1)
0.0%
(0)

(L1)
12.0%
(36)

(L1)
12.4%
(33)

(L1)
7.0%
(124)

(L1)
41.1%
(134)

(L2)
26.7%
(4)

(L2)
3.4%
(2)

(L1)

Number and Percent of Not Prepared Students In the Cohort by Race/Ethnicity and Program Participation


Student Group - Not PreparedPercent Not Prepared# Students Not Prepared
All Not Prepared Students100.0%4,309
Black or African American6.6%286
American Indian or Alaska Native0.5%21
Asian1.6%67
Filipino0.4%18
Hispanic or Latino73.6%3,172
Two or More Races1.0%41
Native Hawaiian or Pacific Islander0.2%8
White15.1%650
English Learners26.2%1,127
Long-Term English Learners19.1%824
Socioeconomically Disadvantaged90.9%3,917
Students with Disabilities18.9%813
Foster Youth2.4%102
Homeless7.1%305
White (15.1%) Native Hawaiian or Pacific Islander (0.2%) Black or African American (6.6%) Filipino (0.4%) Asian (1.6%) Long-Term English Learners (19.1%) * Not Reported (-18.1%) Two or More Races (1%) American Indian or Alaska Native (0.5%) Hispanic or Latino (73.6%) White (15.1%) Native Hawaiian or Pacific Islander (0.2%) Black or African American (6.6%) Filipino (0.4%) Asian (1.6%) Long-Term English Learners (19.1%) * Not Reported (-18.1%) Hispanic or Latino (73.6%)
Pie Chart of Percent of English Learners - Not Prepared Pie Chart of Percent of English Learners - Not Prepared Pie Chart of Percent of Long-Term English Learners - Not Prepared Pie Chart of Percent of Long-Term English Learners - Not Prepared Pie Chart of Socio-economically Disadvantaged Students - Not Prepared Pie Chart of Socio-economically Disadvantaged Students - Not Prepared Pie Chart of Students with Disabilities - Not Prepared Pie Chart of Students with Disabilities - Not Prepared Pie Chart of Foster Youth - Not Prepared Pie Chart of Foster Youth - Not Prepared Pie Chart of Foster Youth - Not Prepared Pie Chart of Homeless Students - No Prepared Pie Chart of Homeless Students - No Prepared
The total number of not prepared students is used as the denominator to calculate the percentages in the above table and graphs.