The Board of Regents approved regulations establishing multiple, comparably rigorous assessment pathways to graduation for all students. The recently approved regulations recognize the importance of engaging students’ interests in rigorous and relevant academic programs in the Arts; Languages other than English (LOTE)/Biliteracy; Career and Technical Education (CTE); Humanities; Science, Technology, Engineering and Mathematics (STEM); and Career Developmental Occupational Studies (CDOS). The revised regulation allows students to use a passing score on an approved pathway assessment or successful completion of program requirements for the CDOS credential toward meeting the assessment requirements for graduation.
Additional information on Graduation Pathways can be found on the Curriculum and Instruction site.
| Subgroup | Total | Humanities | Humanities Alternative | Arts | Career and Technical Education | Math | Science | Career Development and Occupational Studies | Languages Other Than English | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| # | % | # | % | # | % | # | % | # | % | # | % | # | % | # | % | ||
| All Students | 694 | 643 | 93% | 1 | 0% | 2 | 0% | 21 | 3% | 1 | 0% | 17 | 2% | 9 | 1% | 0 | 0% |
| Female | 329 | 305 | 93% | 1 | 0% | 1 | 0% | 10 | 3% | 1 | 0% | 8 | 2% | 3 | 1% | 0 | 0% |
| Male | 365 | 338 | 93% | 0 | 0% | 1 | 0% | 11 | 3% | 0 | 0% | 9 | 2% | 6 | 2% | 0 | 0% |
| Multiracial | 5 | 4 | 80% | 0 | 0% | 0 | 0% | 1 | 20% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| American Indian or Alaska Native | 1 | 1 | 100% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Asian or Native Hawaiian/Other Pacific Islander | 8 | 7 | 88% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 1 | 13% | 0 | 0% | 0 | 0% |
| White | 657 | 610 | 93% | 1 | 0% | 2 | 0% | 18 | 3% | 1 | 0% | 16 | 2% | 9 | 1% | 0 | 0% |
| Black or African American | 12 | 11 | 92% | 0 | 0% | 0 | 0% | 1 | 8% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Hispanic or Latino | 11 | 10 | 91% | 0 | 0% | 0 | 0% | 1 | 9% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| General-Education Students | 635 | 598 | 94% | 0 | 0% | 2 | 0% | 16 | 3% | 1 | 0% | 13 | 2% | 5 | 1% | 0 | 0% |
| Students with Disabilities | 59 | 45 | 76% | 1 | 2% | 0 | 0% | 5 | 8% | 0 | 0% | 4 | 7% | 4 | 7% | 0 | 0% |
| Non-English Language Learners | 692 | 641 | 93% | 1 | 0% | 2 | 0% | 21 | 3% | 1 | 0% | 17 | 2% | 9 | 1% | 0 | 0% |
| English Language Learners | 2 | 2 | 100% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |
| Not Economically Disadvantaged | 446 | 422 | 95% | 0 | 0% | 1 | 0% | 11 | 2% | 1 | 0% | 9 | 2% | 2 | 0% | 0 | 0% |
| Economically Disadvantaged | 248 | 221 | 89% | 1 | 0% | 1 | 0% | 10 | 4% | 0 | 0% | 8 | 3% | 7 | 3% | 0 | 0% |
| Not Migrant | 694 | 643 | 93% | 1 | 0% | 2 | 0% | 21 | 3% | 1 | 0% | 17 | 2% | 9 | 1% | 0 | 0% |
| Migrant | 0 | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% | 0 | 0% |