Numerator : Number of students who graduate from high school in four years with a regular high school diploma

Denominator: Number of students who form the adjusted cohort for the graduating class

Note: The methodology used to calculate the four-year Adjusted Cohort Graduation Rate (ACGR) for the graduating classes of 2010–2016 is not consistent with published non-regulatory guidance from the U.S. Department of Education. The CDE has since modified the four-year ACGR calculation methodology to fully align with currently published non-regulatory guidance effective for the graduating class of 2017 forward. As a result, the CDE strongly recommends against comparing the four-year ACGR for 2017 onward with the four-year ACGR for 2010–2016.

Guidelines up to 2015-2016 school year: 
https://dq.cde.ca.gov/dataquest/cohortrates/CohortOutcomeDefinitions2016_8_22.pdf

Cohort graduation rates do not include all of the students that graduated in a given year. By federal regulation, cohort rates only include graduates that earned their diplomas within a specific four-year period of time. Cohort rates do not include students who, for a variety of reasons, took longer than four years to graduate. Therefore, these rates are likely to be significantly lower for schools that emphasize reengaging former dropouts. Caution must be used when analyzing or comparing graduation rates for dropout recovery high schools and other alternative education schools serving former dropouts. On DataQuest, select "Graduates by Ethnic Group" for a report that includes a count of all graduates in a given school year, including those who took longer than four years to earn their diplomas.

Guidelines from 2016-2017 school year forward:

Note: To protect student privacy, data are suppressed (*) on the Cohort Reports if the cell size within a selected student population (cohort students) is 10 or less. Additionally, on the Ethnicity reports, “Not Reported” is suppressed, regardless of actual cell size, if the student population for one or more other ethnicity groups is suppressed. 

Due to the changes in the methodology for calculating the 2016–17 ACGR and subsequent years, the CDE strongly discourages against comparing the 2016–17 ACGR with the cohort outcome data from prior years.

* Charter school data are removed by default from all district-level DataQuest four-year adjusted cohort graduation rate (ACGR) and cohort outcome reports. To include charter school data in district-level reports, select the “Reset Filters” button on district-level reports to show data for “All Schools” OR select the desired School Type filter from within the expandable Report Filters menu on the desired DataQuest report.

In California, high school graduation rates remained largely steady overall in 2019–20—and some of the state’s highest-need students saw increases—during a school year in which the majority of California’s schools abruptly shifted to distance learning midway through their spring semesters due to the COVID-19 public health crisis.

Among all students statewide who started high school in 2016, 84.3 percent graduated with their peers, compared to the 84.5 percent from the year before. Rates for many student groups remained level year-to-year, though some experienced decreases (Asian, Filipino, White) while others, including some of the state’s highest-need students, saw increases (American Indian or Alaska Native, English Learners, Foster Youth, Students with Disabilities). (CDE Data)

Internal:

All CHHS Departments

California Department of Education

External:

Califronia school districts

Teachers

Local health jurisidications

Non-profit organizarions

After school programs

COMMUNITY

Pinpointing attribution/causation is an ongoing challenge. Because some children from families at highest risk of poor outcomes do indeed succeed over time, efforts need to provide a range of support and/or reduce barriers in getting to the supports.

Below is a list of strategies that can help turn the curve on high school graduation. 

• Early Childhood Education
• Early Literacy Development
• Active Learning
• After-School Opportunities
• Alternative Schooling
• Career and Technology Education (CTE)
• Educational Technology
• Family Engagement
• Individualized Instruction
• Mentoring/Tutoring
• Professional Development
• Safe Learning Environments
• School-Community Collaboration
• Service-Learning

The Children and Youth Behavioral Health Initiative was announced in July 2021 with a $4.4B investment to enhance, expand and redesign the systems that support behavioral health for children and youth.

The goal of the Children and Youth Behavioral Health Initiative is to reimagine mental health and emotional well-being for ALL children, youth, and families in California by delivering equitable, appropriate, timely and accessible behavioral health services and supports with the following aspirations

• Advance Equity: ALL children, youth and their families have access to linguistically, culturally, and developmentally appropriate services and supports
• Designed for Youth by Youth: Children and youth are engaged in the design and implementation of services and supports; ensuring that programs center on their needs
• Start Early, Start Smart: The systems that support children, youth and their families act early by promoting positive mental health and reducing risk for more significant mental health needs and challenges
• Center around Children and Youth: Across all levels of government, child- and youth-serving agencies form coordinated systems of care to deliver high-quality behavioral health programs responsive to the needs of youth and their families
• Empower Families and Communities: People who teach, work with or care for children and youth are equipped to recognize signs of poor mental health or substance use and know how to access supports
• Right Time, Right Place: Youth and children can access high-quality care and information when they need it — including early mornings, evenings, and weekends and where they need it — including where they live, learn, and play
• Free of Stigma: Children, youth and their families can talk about their mental health and well-being and seek help without feeling ashamed or fearing discrimination

The Children and Youth Behavioral Health Initiative will be designed and implemented in partnership with CalHHS departments, education stakeholders from early childhood, K-12 and higher education, other State agencies, subject matter experts, community partners and stakeholders on the ground and in the field, and children, youth, and their families.