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California Department of Education CA Dept of Education

College/Career Levels and Measures Report & Data - 2025

 

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 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 Totals497,81425,3042,39147,66012,155280,5562,202103,53919,92382,66356,453366,94368,7445,34940,217

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 Prepared51.7%35.7%35.3%77.9%74.6%45.1%40.2%58.6%58.6%24.3%24.9%44.8%18.7%17.7%26.5%
Percentage Approaching Prepared14.3%16.7%15.6%6.2%10.2%16.2%17.0%13.4%12.3%16.7%19.7%15.8%18.8%12.5%14.3%
Percentage Not Prepared33.9%47.6%49.1%15.8%15.2%38.7%42.7%27.9%29.1%59.0%55.4%39.4%62.5%69.7%59.2%
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%257,567
Black or African American3.5%9,038
American Indian or Alaska Native0.3%844
Asian14.4%37,133
Filipino3.5%9,067
Hispanic or Latino49.1%126,538
Two or More Races4.5%11,683
Native Hawaiian or Pacific Islander0.3%886
White23.6%60,698
English Learners7.8%20,070
Long-Term English Learners5.5%14,061
Socioeconomically Disadvantaged63.9%164,553
Students with Disabilities5.0%12,854
Foster Youth0.4%948
Homeless4.1%10,646
Asian (14.4%) Filipino (3.5%) White (23.6%) Native Hawaiian or Pacific Islander (0.3%) Black or African American (3.5%) Long-Term English Learners (5.5%) * Not Reported (-4.8%) Two or More Races (4.5%) American Indian or Alaska Native (0.3%) Hispanic or Latino (49.1%) Asian (14.4%) Filipino (3.5%) White (23.6%) Long-Term English Learners (5.5%) * Not Reported (-4.8%) Two or More Races (4.5%)
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

Completed at least one of the following criteria:
  • Scored 3 or higher on at least two Advanced Placement (AP) examinations
  • Completed at least two AP courses with a grade of C- or better
  • Achieved a combined total of two or more qualifying AP course completions and AP examination scores

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
26.5%
(68,288)

(L2)
20.5%
(1,849)

(L1)
31.0%
(262)

(L2)
26.0%
(9,663)

(L2)
27.4%
(2,485)

(L2)
27.0%
(34,225)

(L2)
23.9%
(212)

(L1)
27.0%
(16,363)

(L2)
24.0%
(2,800)

(L1)
20.3%
(4,068)

(L1)
22.2%
(3,126)

(L1)
27.2%
(44,698)

(L2)
23.9%
(3,077)

(L1)
21.9%
(208)

(L1)
25.8%
(2,749)

(L2)
Smarter Balanced Assessment
43.5%
(112,044)

(L2)
25.7%
(2,324)

(L2)
34.4%
(290)

(L2)
71.3%
(26,473)

(L3)
56.1%
(5,085)

(L3)
29.6%
(37,452)

(L2)
35.4%
(314)

(L2)
53.8%
(32,679)

(L3)
56.4%
(6,587)

(L3)
11.2%
(2,255)

(L1)
8.0%
(1,125)

(L1)
34.1%
(56,099)

(L2)
19.3%
(2,479)

(L1)
20.5%
(194)

(L1)
27.2%
(2,894)

(L2)
College Credit Course
23.3%
(59,977)

(L1)
26.6%
(2,406)

(L2)
34.2%
(289)

(L2)
17.7%
(6,591)

(L1)
22.4%
(2,030)

(L1)
24.9%
(31,483)

(L1)
24.8%
(220)

(L1)
23.0%
(13,990)

(L1)
21.6%
(2,524)

(L1)
25.0%
(5,019)

(L1)
27.4%
(3,859)

(L2)
25.1%
(41,299)

(L2)
27.1%
(3,479)

(L2)
30.6%
(290)

(L2)
25.4%
(2,708)

(L2)
Advanced Placement
55.3%
(142,431)

(L3)
43.4%
(3,927)

(L2)
39.5%
(333)

(L2)
80.1%
(29,725)

(L4)
64.7%
(5,868)

(L3)
46.7%
(59,058)

(L2)
47.6%
(422)

(L2)
57.7%
(35,003)

(L3)
61.2%
(7,149)

(L3)
35.3%
(7,091)

(L2)
30.2%
(4,241)

(L2)
48.5%
(79,837)

(L2)
27.0%
(3,465)

(L2)
33.1%
(314)

(L2)
40.5%
(4,313)

(L2)
International Baccalaureate
1.4%
(3,719)

(L1)
0.7%
(62)

(L1)
0.7%
(6)

(L1)
1.9%
(714)

(L1)
1.6%
(147)

(L1)
1.1%
(1,447)

(L1)
1.4%
(12)

(L1)
1.8%
(1,095)

(L1)
1.8%
(212)

(L1)
0.4%
(84)

(L1)
0.3%
(44)

(L1)
1.2%
(1,944)

(L1)
0.3%
(40)

(L1)
0.5%
(5)

(L1)
0.9%
(92)

(L1)
Met UC/CSU Requirements
82.3%
(211,983)

(L4)
83.3%
(7,531)

(L4)
69.0%
(582)

(L3)
90.4%
(33,553)

(L4)
87.8%
(7,964)

(L4)
79.3%
(100,341)

(L4)
79.3%
(703)

(L4)
82.3%
(49,979)

(L4)
85.0%
(9,925)

(L4)
72.8%
(14,620)

(L3)
71.6%
(10,066)

(L3)
79.3%
(130,480)

(L4)
67.4%
(8,665)

(L3)
65.6%
(622)

(L3)
72.2%
(7,685)

(L3)
State Seal of Biliteracy
23.9%
(61,639)

(L1)
6.5%
(590)

(L1)
16.0%
(135)

(L1)
28.8%
(10,680)

(L2)
15.3%
(1,385)

(L1)
29.0%
(36,673)

(L2)
9.5%
(84)

(L1)
16.2%
(9,804)

(L1)
16.8%
(1,965)

(L1)
17.0%
(3,405)

(L1)
15.1%
(2,118)

(L1)
24.6%
(40,459)

(L1)
7.9%
(1,012)

(L1)
11.9%
(113)

(L1)
21.4%
(2,280)

(L1)
Leadership/Military Science
0.7%
(1,769)

(L1)
0.6%
(53)

(L1)
0.8%
(7)

(L1)
1.0%
(355)

(L1)
1.2%
(111)

(L1)
0.6%
(800)

(L1)
0.6%
(5)

(L1)
0.6%
(343)

(L1)
0.7%
(85)

(L1)
0.4%
(87)

(L1)
0.4%
(53)

(L1)
0.8%
(1,250)

(L1)
0.7%
(90)

(L1)
1.5%
(14)

(L1)
0.8%
(81)

(L1)
Registered Pre-Apprenticeship
1.0%
(2,460)

(L1)
1.1%
(96)

(L1)
0.5%
(4)

(L1)
0.2%
(86)

(L1)
0.4%
(36)

(L1)
1.5%
(1,859)

(L1)
0.6%
(5)

(L1)
0.5%
(321)

(L1)
0.4%
(49)

(L1)
1.7%
(350)

(L1)
2.1%
(297)

(L1)
1.3%
(2,094)

(L1)
2.5%
(315)

(L1)
1.8%
(17)

(L1)
1.5%
(158)

(L1)
State or Federal Job Program (DASS)
0.1%
(302)

(L1)
0.4%
(34)

(L1)
0.4%
(3)

(L1)
0.0%
(1)

(L1)
0.0%
(0)

(L1)
0.2%
(222)

(L1)
0.2%
(2)

(L1)
0.0%
(25)

(L1)
0.1%
(14)

(L1)
0.3%
(56)

(L1)
0.4%
(51)

(L1)
0.2%
(294)

(L1)
0.6%
(72)

(L1)
1.1%
(10)

(L1)
0.6%
(59)

(L1)
Transition Classwork and Work-Based Learning Experiences
0.0%
(23)

(L1)
0.0%
(1)

(L1)
0.0%
(0)

(L1)
0.0%
(1)

(L1)
0.0%
(3)

(L1)
0.0%
(13)

(L1)
0.0%
(0)

(L1)
0.0%
(3)

(L1)
0.0%
(1)

(L1)
0.0%
(8)

(L1)
0.0%
(7)

(L1)
0.0%
(17)

(L1)
0.2%
(23)

(L1)
0.0%
(0)

(L1)
0.0%
(2)

(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%71,381
Black or African American5.9%4,214
American Indian or Alaska Native0.5%374
Asian4.2%2,978
Filipino1.7%1,236
Hispanic or Latino63.6%45,418
Two or More Races3.4%2,443
Native Hawaiian or Pacific Islander0.5%375
White19.5%13,909
English Learners19.4%13,846
Long-Term English Learners15.6%11,124
Socioeconomically Disadvantaged81.1%57,911
Students with Disabilities18.1%12,937
Foster Youth0.9%671
Homeless8.1%5,769
White (19.5%) Native Hawaiian or Pacific Islander (0.5%) Black or African American (5.9%) Filipino (1.7%) Asian (4.2%) Long-Term English Learners (15.6%) * Not Reported (-15%) Two or More Races (3.4%) American Indian or Alaska Native (0.5%) Hispanic or Latino (63.6%) White (19.5%) Native Hawaiian or Pacific Islander (0.5%) Black or African American (5.9%) Filipino (1.7%) Asian (4.2%) Long-Term English Learners (15.6%) * Not Reported (-15%) Hispanic or Latino (63.6%)
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
37.5%
(26,798)

(L2)
29.3%
(1,236)

(L2)
43.0%
(161)

(L2)
25.6%
(763)

(L2)
25.0%
(309)

(L1)
41.1%
(18,664)

(L2)
30.9%
(116)

(L2)
34.1%
(4,739)

(L2)
28.1%
(686)

(L2)
43.3%
(5,989)

(L2)
47.8%
(5,322)

(L2)
39.4%
(22,805)

(L2)
47.8%
(6,190)

(L2)
33.2%
(223)

(L2)
38.4%
(2,216)

(L2)
Smarter Balanced Assessment
26.2%
(18,711)

(L2)
18.5%
(780)

(L1)
28.3%
(106)

(L2)
36.2%
(1,079)

(L2)
36.5%
(451)

(L2)
23.0%
(10,459)

(L1)
26.7%
(100)

(L2)
34.4%
(4,788)

(L2)
34.0%
(830)

(L2)
14.5%
(2,013)

(L1)
13.4%
(1,487)

(L1)
24.7%
(14,323)

(L1)
13.8%
(1,782)

(L1)
22.5%
(151)

(L1)
24.3%
(1,404)

(L1)
College Credit Course
13.6%
(9,707)

(L1)
12.6%
(530)

(L1)
19.3%
(72)

(L1)
11.1%
(332)

(L1)
11.2%
(139)

(L1)
13.9%
(6,325)

(L1)
12.0%
(45)

(L1)
13.4%
(1,870)

(L1)
13.4%
(328)

(L1)
15.9%
(2,202)

(L1)
15.8%
(1,757)

(L1)
14.1%
(8,176)

(L1)
14.5%
(1,882)

(L1)
18.9%
(127)

(L1)
18.0%
(1,039)

(L1)
Met UC/CSU Requirements
30.9%
(22,039)

(L2)
44.0%
(1,856)

(L2)
17.4%
(65)

(L1)
38.0%
(1,132)

(L2)
37.4%
(462)

(L2)
29.6%
(13,461)

(L2)
38.1%
(143)

(L2)
28.4%
(3,953)

(L2)
33.0%
(806)

(L2)
32.0%
(4,427)

(L2)
29.3%
(3,257)

(L2)
29.4%
(17,053)

(L2)
28.3%
(3,663)

(L2)
27.9%
(187)

(L2)
25.1%
(1,450)

(L1)
Leadership/Military Science
2.3%
(1,642)

(L1)
2.5%
(107)

(L1)
2.9%
(11)

(L1)
1.4%
(41)

(L1)
2.4%
(30)

(L1)
2.7%
(1,223)

(L1)
3.7%
(14)

(L1)
1.2%
(171)

(L1)
1.6%
(40)

(L1)
3.3%
(457)

(L1)
3.1%
(345)

(L1)
2.6%
(1,498)

(L1)
4.0%
(513)

(L1)
4.2%
(28)

(L1)
3.4%
(195)

(L1)
State or Federal Job Program (DASS)
0.3%
(196)

(L1)
0.8%
(33)

(L1)
0.3%
(1)

(L1)
0.1%
(2)

(L1)
0.0%
(0)

(L1)
0.3%
(124)

(L1)
0.3%
(1)

(L1)
0.1%
(19)

(L1)
0.6%
(15)

(L1)
0.3%
(37)

(L1)
0.3%
(31)

(L1)
0.3%
(190)

(L1)
0.3%
(35)

(L1)
1.2%
(8)

(L1)
0.7%
(38)

(L1)
Transition Classwork or Work-Based Learning Experiences
0.1%
(59)

(L1)
0.2%
(8)

(L1)
0.0%
(0)

(L1)
0.1%
(2)

(L1)
0.1%
(1)

(L1)
0.1%
(39)

(L1)
0.0%
(0)

(L1)
0.1%
(8)

(L1)
0.0%
(1)

(L1)
0.1%
(19)

(L1)
0.2%
(19)

(L1)
0.1%
(50)

(L1)
0.5%
(59)

(L1)
0.3%
(2)

(L1)
0.0%
(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%168,866
Black or African American7.1%12,052
American Indian or Alaska Native0.7%1,173
Asian4.5%7,549
Filipino1.1%1,852
Hispanic or Latino64.3%108,600
Two or More Races3.4%5,797
Native Hawaiian or Pacific Islander0.6%941
White17.1%28,932
English Learners28.9%48,747
Long-Term English Learners18.5%31,268
Socioeconomically Disadvantaged85.6%144,479
Students with Disabilities25.4%42,953
Foster Youth2.2%3,730
Homeless14.1%23,802
Asian (4.5%) Filipino (1.1%) White (17.1%) Native Hawaiian or Pacific Islander (0.6%) Black or African American (7.1%) Long-Term English Learners (18.5%) * Not Reported (-17.3%) Two or More Races (3.4%) American Indian or Alaska Native (0.7%) Hispanic or Latino (64.3%) Asian (4.5%) Filipino (1.1%) White (17.1%) Native Hawaiian or Pacific Islander (0.6%) Black or African American (7.1%) Long-Term English Learners (18.5%) * Not Reported (-17.3%) Hispanic or Latino (64.3%)
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.