The college graduation rate of Alaska was 27.50% in 2013.

Graduation Rates

Above charts are based on data from the U.S. Census American Community Survey | ODN Dataset | API - Notes:

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Education and Graduation Rates Datasets Involving Alaska

  • API

    Chronic Absenteeism by District: 2012-13

    data.ct.gov | Last Updated 2014-09-03T15:58:43.000Z

    Chronic absenteeism is defined as missing 10 percent or more of the days enrolled in a school year for any reason. Commonly reported aggregate attendance measures such as average daily attendance in many instances do not adequately highlight the extent of student absenteeism. This dataset contains aggregate chronic absenteeism rates at the overall district level and by selected student subgroups. Percentages are presented where the cell statistic is representative of 20 students or more; where the cell statistic is representative of fewer than 20 total students the cell is suppressed and an asterisk is displayed. National research1 as well as Connecticut education data2 highlight the association of chronic absenteeism to student academic achievement and high school graduation. Chronic absenteeism is also a key metric in the Department of Education’s school turnaround initiatives (i.e., Alliance Districts and Commissioner’s Network schools). 1 Balfanz, R., & Byrnes, V. (2012). Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore: Johns Hopkins University Center for Social Organizations of Schools. 2 http://www.sde.ct.gov/sde/lib/sde/pdf/deps/chronicabsenteeism/learningfromthedata.statepresentation.pdf

  • API

    Chronic Absenteeism by District: 2011-12

    data.ct.gov | Last Updated 2014-09-03T15:58:22.000Z

    Chronic absenteeism is defined as missing 10 percent or more of the days enrolled in a school year for any reason. Commonly reported aggregate attendance measures such as average daily attendance in many instances do not adequately highlight the extent of student absenteeism. This dataset contains aggregate chronic absenteeism rates at the overall district level and by selected student subgroups. Percentages are presented where the cell statistic is representative of 20 students or more; where the cell statistic is representative of fewer than 20 total students the cell is suppressed and an asterisk is displayed. National research1 as well as Connecticut education data2 highlight the association of chronic absenteeism to student academic achievement and high school graduation. Chronic absenteeism is also a key metric in the Department of Education’s school turnaround initiatives (i.e., Alliance Districts and Commissioner’s Network schools). 1 Balfanz, R., & Byrnes, V. (2012). Chronic Absenteeism: Summarizing What We Know From Nationally Available Data. Baltimore: Johns Hopkins University Center for Social Organizations of Schools. 2 http://www.sde.ct.gov/sde/lib/sde/pdf/deps/chronicabsenteeism/learningfromthedata.statepresentation.pdf

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    High School Graduation

    opendata.lasvegasnevada.gov | Last Updated 2016-11-29T18:17:59.000Z

    Click "About" for an attachment with field info. Graduation Rates for high schools in the State of Nevada. From: Nevadareportcard.com Cohort Graduation Rates (Reported for prior school year)

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    Number Of People Aged 25 Older With High School Diploma Or Equivalent All States

    opendata.utah.gov | Last Updated 2014-10-31T18:32:26.000Z

    Number Of People Aged 25 Older With High School Diploma Or Equivalent All States

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    District Student Mobility/Stability Statistics for 2011-2012 by Gender & Race/Ethnicity

    data.colorado.gov | Last Updated 2014-12-19T21:36:25.000Z

    The 2011-12 school year marked the sixth year in which the Colorado Department of Education calculated and reported student mobility rates. In addition, this year the state began reporting stability rates. The stability rate represents the number and percent of students who remained at a school/district without interruption throughout the school year.

  • API

    Restraint and Seclusion: 2012-13

    data.ct.gov | Last Updated 2014-09-03T15:49:31.000Z

    This dataset contains data on the use of physical restraint and seclusion in Connecticut for the 2012-13 school year. The total number of restraint and seclusion incidents as well as an unduplicated count of students restrained and/or secluded is provided for each district/organization. Data for districts/organizations reporting incidents for fewer than 6 students have been suppressed. For districts/organizations reporting incidents for 6 or more students, disaggregation by the available subgroups is provided. *Please note that if a student had an incident in more than one district/organization, he/she is only counted once in the statewide student count and statewide subgroup counts. The full text of the Annual Report on the Use of Physical Restraint and Seclusion in Connecticut can be found at: http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/restraint_and_seclusion_annual_report_2012_13.pdf

  • API

    Civil Rights Data Collection School Districts Utah 2004

    opendata.utah.gov | Last Updated 2015-04-24T15:06:37.000Z

    The U.S. Department of Education (ED) conducts the Civil Rights Data Collection (CRDC), formerly the Elementary and Secondary School Survey (E&S Survey), to collect data on key education and civil rights issues in our nation's public schools. CRDC collects a variety of information including, student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability. CRDC is a longstanding and important aspect of the ED Office for Civil Rights overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Information collected by CRDC is also used by other ED offices as well as policymakers and researchers outside of ED.

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    Third Grade Reading Proficiency Rate

    midashboard.michigan.gov | Last Updated 2015-01-06T15:26:10.000Z

    Open Michigan (OpenMichigan@michigan.gov) is the official State of Michigan account. Any items created by other user accounts are not endorsed by the State of Michigan.

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    Civil Rights Data Collection School Districts Utah 2000

    opendata.utah.gov | Last Updated 2015-04-23T21:11:18.000Z

    The U.S. Department of Education (ED) conducts the Civil Rights Data Collection (CRDC), formerly the Elementary and Secondary School Survey (E&S Survey), to collect data on key education and civil rights issues in our nation's public schools. CRDC collects a variety of information including, student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability. CRDC is a longstanding and important aspect of the ED Office for Civil Rights overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Information collected by CRDC is also used by other ED offices as well as policymakers and researchers outside of ED.

  • API

    Educational Attainment, 2000-2010

    chhs.data.ca.gov | Last Updated 2016-11-18T20:04:31.000Z

    This table contains data on the percent of residents aged 25 years and older educational attainment (percent completing high school, associates degree, college or more advanced degree) for California, its regions, counties, cities/towns, and census tracts. Data is from the U.S. Census Bureau, Decennial Census and American Community Survey. The table is part of a series of indicators in the Healthy Communities Data and Indicators Project of the Office of Health Equity (http://www.cdph.ca.gov/programs/Pages/HealthyCommunityIndicators.aspx). Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information about the data table and a data dictionary can be found in the About/Attachments section.