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California Department of Education CA Dept of Education

College/Career Levels and Measures Report & Data - 2023

 

State of California

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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 StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
Cohort Totals495,97225,9522,42646,24313,265277,7112,287106,61518,07072,599354,26165,0855,57633,893

Percentage of Students by CCI Level for each Student Group

CCI LevelAll StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
Percentage Prepared43.9%25.1%26.5%75.8%65.2%35.5%33.1%53.2%52.9%15.3%35.4%12.3%11.6%20.4%
Percentage Approaching Prepared18.6%21.3%18.5%9.9%16.5%20.4%21.3%17.8%16.9%18.3%19.9%20.6%12.6%16.2%
Percentage Not Prepared37.5%53.6%55.0%14.4%18.3%44.1%45.5%29.0%30.3%66.4%44.7%67.1%75.9%63.3%
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%217,824
African American3.0%6,511
American Indian or Alaska Native0.3%642
Asian16.1%35,045
Filipino4.0%8,653
Hispanic45.3%98,696
Two or More Races4.4%9,554
Native Hawaiian or Pacific Islander0.3%758
White26.0%56,695
English Learners5.1%11,128
Socioeconomically Disadvantaged57.6%125,441
Students with Disabilities3.7%8,024
Foster Youth0.3%645
Homeless3.2%6,930
Filipino (4%) White (26%) Native Hawaiian or Pacific Islander (0.3%) African American (3%) Asian (16.1%) * Not Reported (0.6%) Two or More Races (4.4%) American Indian or Alaska Native (0.3%) Hispanic (45.3%) Filipino (4%) White (26%) Asian (16.1%) * Not Reported (0.6%) Two or More Races (4.4%) American Indian or Alaska Native (0.3%) Hispanic (45.3%)
Pie Chart of Percent of Prepared English Learners Pie Chart of Percent of Prepared 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 Students Met Prepared


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. Students can meet 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 outside of the completed CTE Pathway with grade C- or better in academic/CTE subjects where college credit is awarded.

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.

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

Met all a-g requirements for admission to a UC or CSU school and meet one of the additional criteria below:
  • 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 Non-Registered Pre-Apprenticeship

Completed a non-registered pre-apprenticeship and at least one CTE pathway with a C- or better in the capstone course.

Met via Non-Registered Pre-Apprenticeship (DASS only, not displayed for non-DASS schools)

Completed a non-registered pre-apprenticeship plus one of the following criteria:
  • At least one CTE pathway with a C- or better in the capstone course
  • One semester, two quarters, or two trimesters of a CTE course with a C- or better

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 StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
CTE Pathway Completion
23.1%
(50,356)

(L1)
20.4%
(1,327)

(L1)
26.3%
(169)

(L2)
22.5%
(7,889)

(L1)
23.7%
(2,048)

(L1)
23.8%
(23,459)

(L1)
22.3%
(169)

(L1)
22.9%
(12,988)

(L1)
21.3%
(2,035)

(L1)
18.2%
(2,025)

(L1)
24.1%
(30,239)

(L1)
20.7%
(1,660)

(L1)
19.4%
(125)

(L1)
24.3%
(1,682)

(L1)
Smarter Balanced Assessment
48.5%
(105,671)

(L2)
30.9%
(2,013)

(L2)
38.6%
(248)

(L2)
73.8%
(25,868)

(L3)
60.4%
(5,228)

(L3)
33.5%
(33,081)

(L2)
41.8%
(317)

(L2)
57.2%
(32,444)

(L3)
60.4%
(5,768)

(L3)
16.6%
(1,848)

(L1)
38.0%
(47,665)

(L2)
23.1%
(1,857)

(L1)
25.7%
(166)

(L2)
31.8%
(2,202)

(L2)
College Credit Course
18.1%
(39,325)

(L1)
21.6%
(1,407)

(L1)
26.6%
(171)

(L2)
12.9%
(4,508)

(L1)
17.2%
(1,486)

(L1)
19.8%
(19,520)

(L1)
19.4%
(147)

(L1)
18.1%
(10,249)

(L1)
17.0%
(1,621)

(L1)
22.1%
(2,460)

(L1)
20.0%
(25,038)

(L1)
23.1%
(1,852)

(L1)
23.7%
(153)

(L1)
21.9%
(1,518)

(L1)
Advanced Placement
33.3%
(72,606)

(L2)
16.9%
(1,101)

(L1)
19.2%
(123)

(L1)
62.5%
(21,897)

(L3)
37.2%
(3,218)

(L2)
20.0%
(19,718)

(L1)
23.1%
(175)

(L1)
38.5%
(21,824)

(L2)
42.1%
(4,027)

(L2)
14.9%
(1,659)

(L1)
22.6%
(28,338)

(L1)
9.8%
(787)

(L1)
11.3%
(73)

(L1)
16.6%
(1,151)

(L1)
International Baccalaureate
1.5%
(3,376)

(L1)
1.2%
(75)

(L1)
1.6%
(10)

(L1)
2.0%
(701)

(L1)
1.8%
(158)

(L1)
1.2%
(1,160)

(L1)
1.3%
(10)

(L1)
1.8%
(1,044)

(L1)
2.1%
(201)

(L1)
0.6%
(64)

(L1)
1.2%
(1,556)

(L1)
0.5%
(37)

(L1)
0.8%
(5)

(L1)
1.3%
(90)

(L1)
Met UC/CSU Requirements
83.8%
(182,606)

(L4)
84.1%
(5,473)

(L4)
75.1%
(482)

(L3)
91.5%
(32,080)

(L4)
90.1%
(7,799)

(L4)
80.5%
(79,451)

(L4)
81.1%
(615)

(L4)
83.7%
(47,447)

(L4)
86.1%
(8,228)

(L4)
75.0%
(8,341)

(L3)
80.3%
(100,744)

(L4)
63.6%
(5,101)

(L3)
66.5%
(429)

(L3)
74.1%
(5,132)

(L3)
State Seal of Biliteracy
23.3%
(50,721)

(L1)
7.5%
(488)

(L1)
10.0%
(64)

(L1)
25.9%
(9,074)

(L2)
13.9%
(1,201)

(L1)
29.8%
(29,382)

(L2)
9.4%
(71)

(L1)
15.3%
(8,675)

(L1)
16.1%
(1,538)

(L1)
17.3%
(1,930)

(L1)
25.0%
(31,319)

(L1)
7.9%
(634)

(L1)
13.2%
(85)

(L1)
21.9%
(1,517)

(L1)
Leadership/Military Science
0.7%
(1,619)

(L1)
0.6%
(40)

(L1)
0.8%
(5)

(L1)
0.8%
(291)

(L1)
1.4%
(123)

(L1)
0.7%
(671)

(L1)
0.8%
(6)

(L1)
0.7%
(371)

(L1)
0.9%
(89)

(L1)
0.5%
(57)

(L1)
0.8%
(1,054)

(L1)
0.7%
(57)

(L1)
1.6%
(10)

(L1)
1.1%
(73)

(L1)
Registered Pre-Apprenticeship
0.4%
(890)

(L1)
0.5%
(33)

(L1)
0.5%
(3)

(L1)
0.1%
(36)

(L1)
0.2%
(19)

(L1)
0.6%
(629)

(L1)
0.0%
(0)

(L1)
0.3%
(150)

(L1)
0.2%
(17)

(L1)
1.0%
(115)

(L1)
0.6%
(758)

(L1)
1.1%
(87)

(L1)
0.9%
(6)

(L1)
0.6%
(43)

(L1)
Non-Registered Pre-Apprenticeship
0.2%
(527)

(L1)
0.2%
(15)

(L1)
0.2%
(1)

(L1)
0.3%
(88)

(L1)
0.1%
(10)

(L1)
0.4%
(349)

(L1)
0.3%
(2)

(L1)
0.1%
(54)

(L1)
0.1%
(5)

(L1)
0.3%
(37)

(L1)
0.3%
(407)

(L1)
0.6%
(47)

(L1)
0.9%
(6)

(L1)
0.2%
(17)

(L1)
Non-Registered Pre-Apprenticeship (DASS)
0.0%
(6)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(0)

(L1)
0.0%
(1)

(L1)
0.0%
(4)

(L1)
0.0%
(0)

(L1)
0.0%
(1)

(L1)
0.0%
(0)

(L1)
0.0%
(1)

(L1)
0.0%
(6)

(L1)
0.0%
(1)

(L1)
0.0%
(0)

(L1)
0.0%
(2)

(L1)
State or Federal Job Program (DASS)
0.1%
(129)

(L1)
0.2%
(14)

(L1)
0.0%
(0)

(L1)
0.0%
(3)

(L1)
0.0%
(0)

(L1)
0.1%
(92)

(L1)
0.0%
(0)

(L1)
0.0%
(12)

(L1)
0.1%
(6)

(L1)
0.2%
(24)

(L1)
0.1%
(125)

(L1)
0.2%
(19)

(L1)
1.6%
(10)

(L1)
0.3%
(22)

(L1)
Transition Classwork and Work-Based Learning Experiences
0.2%
(544)

(L1)
0.6%
(36)

(L1)
0.5%
(3)

(L1)
0.1%
(45)

(L1)
0.2%
(13)

(L1)
0.3%
(284)

(L1)
0.4%
(3)

(L1)
0.2%
(132)

(L1)
0.3%
(24)

(L1)
1.0%
(115)

(L1)
0.3%
(411)

(L1)
6.8%
(544)

(L1)
1.6%
(10)

(L1)
0.5%
(33)

(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%92,346
African American6.0%5,538
American Indian or Alaska Native0.5%450
Asian4.9%4,560
Filipino2.4%2,189
Hispanic61.2%56,523
Two or More Races3.3%3,046
Native Hawaiian or Pacific Islander0.5%488
White20.6%18,993
English Learners14.4%13,269
Socioeconomically Disadvantaged76.4%70,583
Students with Disabilities14.5%13,419
Foster Youth0.8%700
Homeless6.0%5,500
White (20.6%) Native Hawaiian or Pacific Islander (0.5%) African American (6%) Filipino (2.4%) Asian (4.9%) * Not Reported (0.6%) Two or More Races (3.3%) American Indian or Alaska Native (0.5%) Hispanic (61.2%) White (20.6%) Native Hawaiian or Pacific Islander (0.5%) African American (6%) Filipino (2.4%) Asian (4.9%) * Not Reported (0.6%) Two or More Races (3.3%) American Indian or Alaska Native (0.5%) Hispanic (61.2%) Hispanic (61.2%)
Pie Chart of Percent of Approaching Prepared English Learners Pie Chart of Percent of Approaching Prepared 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.

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

Met all a-g requirements for admission to a UC or CSU school.

Met via Leadership/Military Science

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

Met via Non-Registered Pre-Apprenticeship

Completed a non-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. 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 StudentsAfrican AmericanAmerican IndianAsianFilipinoHispanicPacific IslanderWhiteTwo or More RacesEnglish LearnersSocioeconomically DisadvantagedStudents with DisabilitiesFoster StudentsHomeless Students
CTE Pathway Completion
26.7%
(24,652)

(L2)
20.2%
(1,119)

(L1)
34.9%
(157)

(L2)
16.8%
(766)

(L1)
16.2%
(355)

(L1)
29.7%
(16,793)

(L2)
24.8%
(121)

(L1)
24.5%
(4,650)

(L1)
18.3%
(558)

(L1)
33.6%
(4,454)

(L2)
28.8%
(20,354)

(L2)
36.8%
(4,943)

(L2)
26.6%
(186)

(L2)
31.2%
(1,716)

(L2)
Smarter Balanced Assessment
27.4%
(25,331)

(L2)
18.5%
(1,023)

(L1)
30.7%
(138)

(L2)
34.3%
(1,564)

(L2)
32.6%
(714)

(L2)
25.1%
(14,201)

(L1)
27.9%
(136)

(L2)
33.7%
(6,399)

(L2)
32.8%
(998)

(L2)
15.1%
(2,000)

(L1)
26.2%
(18,483)

(L2)
13.4%
(1,801)

(L1)
25.4%
(178)

(L1)
27.1%
(1,493)

(L2)
College Credit Course
9.9%
(9,175)

(L1)
8.4%
(465)

(L1)
10.9%
(49)

(L1)
6.8%
(311)

(L1)
6.3%
(139)

(L1)
10.5%
(5,963)

(L1)
10.7%
(52)

(L1)
10.0%
(1,895)

(L1)
8.8%
(267)

(L1)
12.4%
(1,641)

(L1)
10.6%
(7,491)

(L1)
11.1%
(1,487)

(L1)
13.3%
(93)

(L1)
14.1%
(776)

(L1)
Met UC/CSU Requirements
43.1%
(39,815)

(L2)
56.3%
(3,120)

(L3)
29.8%
(134)

(L2)
52.9%
(2,411)

(L3)
54.2%
(1,186)

(L3)
41.0%
(23,196)

(L2)
43.6%
(213)

(L2)
41.3%
(7,839)

(L2)
48.1%
(1,464)

(L2)
42.0%
(5,578)

(L2)
40.7%
(28,731)

(L2)
35.2%
(4,717)

(L2)
34.3%
(240)

(L2)
32.0%
(1,759)

(L2)
Leadership/Military Science
2.2%
(2,051)

(L1)
2.6%
(146)

(L1)
1.6%
(7)

(L1)
1.6%
(72)

(L1)
2.9%
(63)

(L1)
2.5%
(1,389)

(L1)
1.6%
(8)

(L1)
1.5%
(292)

(L1)
2.1%
(65)

(L1)
3.3%
(439)

(L1)
2.6%
(1,805)

(L1)
4.0%
(543)

(L1)
6.6%
(46)

(L1)
3.3%
(181)

(L1)
Non-Registered Pre-Apprenticeship
0.1%
(103)

(L1)
0.2%
(13)

(L1)
0.2%
(1)

(L1)
0.2%
(10)

(L1)
0.1%
(3)

(L1)
0.1%
(56)

(L1)
0.2%
(1)

(L1)
0.1%
(15)

(L1)
0.1%
(4)

(L1)
0.2%
(21)

(L1)
0.1%
(79)

(L1)
0.1%
(19)

(L1)
0.4%
(3)

(L1)
0.1%
(5)

(L1)
State or Federal Job Program (DASS)
0.1%
(67)

(L1)
0.1%
(7)

(L1)
0.2%
(1)

(L1)
0.0%
(1)

(L1)
0.1%
(2)

(L1)
0.1%
(46)

(L1)
0.0%
(0)

(L1)
0.0%
(8)

(L1)
0.0%
(0)

(L1)
0.1%
(12)

(L1)
0.1%
(63)

(L1)
0.1%
(8)

(L1)
0.6%
(4)

(L1)
0.2%
(11)

(L1)
Transition Classwork or Work-Based Learning Experiences
1.0%
(966)

(L1)
1.3%
(74)

(L1)
1.8%
(8)

(L1)
1.1%
(52)

(L1)
1.1%
(23)

(L1)
1.1%
(622)

(L1)
1.6%
(8)

(L1)
0.8%
(144)

(L1)
1.0%
(30)

(L1)
1.9%
(255)

(L1)
1.2%
(815)

(L1)
7.2%
(966)

(L1)
2.3%
(16)

(L1)
0.9%
(50)

(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%185,802
African American7.5%13,903
American Indian or Alaska Native0.7%1,334
Asian3.6%6,638
Filipino1.3%2,423
Hispanic65.9%122,492
Two or More Races2.9%5,470
Native Hawaiian or Pacific Islander0.6%1,041
White16.6%30,927
English Learners25.9%48,202
Socioeconomically Disadvantaged85.2%158,237
Students with Disabilities23.5%43,642
Foster Youth2.3%4,231
Homeless11.6%21,463
White (16.6%) Native Hawaiian or Pacific Islander (0.6%) African American (7.5%) Filipino (1.3%) Asian (3.6%) * Not Reported (0.8%) Two or More Races (2.9%) American Indian or Alaska Native (0.7%) Hispanic (65.9%) White (16.6%) Native Hawaiian or Pacific Islander (0.6%) African American (7.5%) Filipino (1.3%) Asian (3.6%) * Not Reported (0.8%) Two or More Races (2.9%) American Indian or Alaska Native (0.7%) Hispanic (65.9%) Hispanic (65.9%)
Pie Chart of Percent of English Learners - Not Prepared Pie Chart of Percent of 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 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.