High school Completion rates are not the same for all racial ethnic groups in Fact as of 2022

Source: Ohio Department of Education, Advanced Reports (SY 2020-21). Note: Public school enrollment statistics include traditional district and charter/STEM school students, but do not include students attending joint-vocational districts and educational service centers, pupils attending non- public schools, or home schooled students. More information about those enrollments are found in the “School Options” section.

Source: Ohio Department of Education, Advanced Reports (SY 2020-21).

Source: Ohio Department of Education, Advanced Reports (SY 2005-06 to 2020-21). Note: The percentages refer to the percent change from 2006 to 2021. The chart displays the second half of the school year, a convention often used in this guide.

Source: Ohio Department of Education, Advanced Reports (SY 2005-06 to 2020-21). Note: The percentages refer to the percent changes from 2006 to 2021.

Source: Ohio Department of Education, Advanced Reports (SY 2005-06 to 2020-21). Note: The percentages refer to the percent changes from 2006 to 2021.

Sources: Economically disadvantaged (ED) data are from Ohio Department of Education, Advanced Reports (SY 2005-06 to 2020-21); childhood poverty data are from the Annie E. Casey Foundation, Kids Count Data Center and based on U.S. Census poverty estimates (data are not yet available for 2020 and 2021). Notes: Students are identified as ED via federal meal programs, open to pupils from households with incomes at or below 185% of federal poverty. However, in 2010, Congress passed the Community Eligibility Provision, which allows certain schools to deem all students as ED (even higher-income children) for the purposes of meals eligibility. In contrast, children in poverty are from households at or below 100% federal poverty.

Source: Ohio Department of Education, School District Typology. Note: This map displays the border of each district and its corresponding typology.

Source: Author calculations based on Ohio Department of Education (ODE) SY 2020-21 downloadable files titled “District Overview” for school district data and “Building Overview” for charter and STEM schools. Note: Public charter and STEM schools are assigned to the typology of the district in which the school is located, as reported in ODE’s community school directory. Online charters—also known as e-schools—are not included in a typology, since they can enroll students statewide.

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Disaggregated” for school district data and “Building Disaggregated” for charter and STEM schools. Note: This table combines districts and charters in both of the urban typologies (i.e., urban: very high poverty and urban: high poverty).

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Disaggregated” for school district data and “Building Disaggregated” for charter and STEM schools. Note: This table combines districts and charters in both of the suburban typologies (i.e., suburban: very low poverty and suburban: low poverty).

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Disaggregated” for school district data and “Building Disaggregated” for charter and STEM schools. Note: This table combines districts and charters in both of the small town typologies (i.e., small town: high poverty and small town: low poverty).

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Disaggregated” for school district data and “Building Disaggregated” for charter and STEM schools. Note: This table combines districts and charters in both of the rural typologies (i.e., rural: average poverty and rural: high poverty).

Note: Ohio Virtual Academy, a statewide e-school, is considered equivalent to a school district. This table does not include charter or STEM students as part of the district’s student population. Enrollment changes of less than +/- 1 percent are considered to have had no substantive change (marked as “--“).

Sources: Ohio Department of Education (ODE) SY 2020-21 downloadable file titled “Building Overview” was used to calculate enrollments while the community school directory was used to identify the type of charter school. Historical enrollment data were pulled from ODE, Community School Annual Report: 2019-20. Note: Dropout recovery charters are specially designated schools serving students at-risk of dropping out.

Source: Ohio Department of Education, Advanced Reports (SY 2020-21). Note: All statistics in this table, except for the district typology data, include statewide e-schools. Online charters draw students from all areas of the state, so they are not assigned to district typologies.

Source: Two sources were used for this chart, based on the availability of data. For SY 2002-03 to 2011-12, data from the Ohio Auditor of State, Weighing the Costs and Benefits of Open Enrollment. were used, which cites data from the Ohio Department of Education (ODE). For SY 2012-13 to 2020-21, enrollments were calculated using school districts’ funding reports; see ODE, Traditional Public Schools Funding. For a listing of districts that allow open enrollment, see ODE’s webpage, Open Enrollment.

Source: Data are from American Federation for Children, School Choice Yearbook (2021). Note: The chart displays the total number of students in the various scholarship programs. For more information on each scholarship program, see the Ohio Department of Education’s webpage, Scholarships.

Source: Ohio Department of Education, Homeschool Student Data. Note: Students attending online charter schools are not considered homeschool students.

Source: National Assessment of Educational Progress: Data Explorer. Note: The National Assessment of Educational Progress (NAEP), considered the “Nation’s Report Card,” is administered to a representative sample of students in each state every two years. The exams are given in fourth and eighth grade, reading and math. NAEP allows for cross-state comparisons which are not usually possible with state-administered exams.

Source: 2019 National Assessment of Educational Progress: Data Explorer. Note: The table displays Ohio’s rank on NAEP scores among all 50 states, the District of Columbia, and the Department of Defense schools (52 jurisdictions in all).

Source: 2019 National Assessment of Educational Progress: Data Explorer.

Source: 2019 National Assessment of Educational Progress: Data Explorer.

Source: National Assessment of Educational Progress: Data Explorer. Note: The NAEP trend charts display scaled scores. Scores are reported on a scale of 0 and 500, with the score needed to reach proficient displayed for reference.

Source: National Assessment of Educational Progress: Data Explorer. Note: The NAEP trend charts display scaled scores. Scores are reported on a scale of 0 and 500, with the score needed to reach proficient displayed for reference.

Source: 2019 National Assessment of Educational Progress: Data Explorer. Note: NAEP scores are reported on a scale of 0 and 500, with the score needed to reach proficient displayed for reference. Smaller race/ethnic subgroups are omitted for display purposes.

Source: 2019 National Assessment of Educational Progress: Data Explorer. Note: NAEP scores are reported on a scale of 0 and 500, with the score needed to reach proficient displayed for reference. Smaller race/ethnic subgroups are omitted for display purposes.

Source: Ohio Department of Education, Advanced Reports (SY 2020-21). Note: Percentages may not add due to rounding. The percentages, including the proficiency rates, reflect the fraction of tested students scoring in each achievement level. In ELA, 5 percent of fourth graders were untested in 2020-21; in math, 6 percent were untested.

Source: Ohio Department of Education, Advanced Reports (SY 2020-21). Note: Percentages may not add due to rounding. Approximately four in five eighth graders take the grade-level math assessment, while others take high school end-of-course math exams that better align with coursework. In ELA, 7 percent of eighth graders were untested in 2020-21; in math, 9 percent were untested.

Source: Ohio Department of Education, Advanced Reports (SY 2020-21). Note: Other race/ethnic subgroups are not shown for display purposes. Asian/Pacific Islander students achieve, on average, at higher levels than white students; multiracial students achieve at levels between white and Hispanic students.

Source: Ohio Department of Education, Advanced Reports (SY 2020-21). Note: Other race/ethnic subgroups are omitted for display purposes. Asian/Pacific Islander students achieve, on average, at higher levels than white students; multi-racial students achieve at levels between white and Hispanic students.

Source: Ohio Department of Education, Advanced Reports (SY 2015-16 to 2020-21). Note: This table displays the percentage point difference in proficiency rates between, e.g., Black and white students. “Low-high income” gap refers to the difference in proficiency rates between economically disadvantaged students and those who are not so identified. No data are available for 2019-20 due to test cancellations that year.

Source: Author calculations based on Ohio Department of Education (ODE) SY 2020-21 downloadable files titled “District Achievement” for school district data and “Building Achievement” for charter and STEM schools. Note: These charts combine data across similar typologies (e.g., urban: very high poverty and urban: high poverty). The typology averages are weighted by the number of students tested in each district, charter, or STEM school, as reported in ODE’s downloadable file “District Spring 2021 Assessments.”

Source: Author calculations based on Ohio Department of Education (ODE) SY 2020-21 downloadable files titled “District Achievement” for school district data and “Building Achievement” for charter and STEM schools. Note: These charts combine data across similar typologies (e.g., urban: very high poverty and urban: high poverty). The typology averages are weighted by the number of students tested in each district, charter, or STEM school, as reported in ODE’s downloadable “District Spring 2021 Assessments.”

Source: Ohio Department of Education, Advanced Reports. Note: No data are available for 2019-20 due to test cancellations that year.

Source: Ohio Department of Education, Advanced Reports. Note: These proficiency rates do not include exam retakes. A large majority of students take Algebra I and Geometry exams, with about one in ten taking the state’s Integrated Math I and II exams instead. No data are available for 2019-20 due to test cancellations that year.

Source: Ohio Department of Education, Advanced Reports. Note: EOC proficiency rates do not include the results of students retaking an exam. A large majority of students take Algebra I and Geometry EOCs, while less than one in ten take the state’s Integrated Math I and II exams instead (those results are not shown). No data are available for 2019-20 due to test cancellations that year.

Source: ACT, U.S. High School Graduating Class Trends; for historical data, see, e.g., ACT, Graduation Class of 2014—Ohio. Note: This chart displays the average ACT composite score across the four tested subjects (English, math, reading, and science) for the graduating classes of 2005 to 2021. Practically all Ohio students in the classes of 2018-20 took the ACT exams, while about three in four had done so in previous years. Participation was somewhat down for the class of 2021 (roughly 85 percent). Composite scores are reported on a scale of 0 to 36.

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Prepared for Success” for school district data and “Building Prepared for Success” for charter and STEM schools. Note: The rates indicate the percentage of students earning 12 or more points in Ohio’s industry credentialing system. Data are from the classes of 2019 and 2020, including non-graduates. The typology averages are weighted by the number of students in these cohorts in each district, charter, or STEM school.

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Prepared for Success” for school district data and “Building Prepared for Success” for charter and STEM schools. Note: The rates indicate the percentage of students earning a score of at least 3 out of 5 possible points on one or more AP exams. Students who did not take an AP exam are included in the denominator. Data are from the classes of 2019 and 2020, including non- graduates. The typology averages are weighted by the number of students in these cohorts in each district, charter, or STEM school.

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Prepared for Success” for school district data and “Building Prepared for Success” for charter and STEM schools. Note: The rates indicate the percentage of students earning 3 or more college credits through a dual high school/college enrollment program. Data are from the classes of 2019 and 2020, including non-graduates. The typology averages are weighted by the number of students in these cohorts in each district, charter, or STEM school.

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Graduation Rates” for school district data and “Building Graduation Rates” for charter and STEM schools. Note: The graduation rates indicate the percentage of students in the class of 2020 who earned a high school diploma within four years of entering ninth grade. The typology averages are weighted by the number of students in the class of 2020 in each district, charter, or STEM school.

Source: Ohio Department of Education, Download Data, files titled “State Prepared for Success.”

Source: Ohio Department of Education, Download Data, files titled “State Prepared for Success.”

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Prepared for Success” for school district data and “Building Prepared for Success” for charter and STEM schools. Note: The chart displays the percent of the high school graduating class of 2018 (including non-graduates) that enrolled in a two- or four-year college within two years of high school. Post-secondary enrollment data are from the National Student Clearinghouse and include non-Ohio colleges. The typology averages are weighted by the number of students in the class of 2018 in each district, charter, or STEM school.

Source: Author calculations based on Ohio Department of Education SY 2020-21 downloadable files titled “District Prepared for Success” for school district data and “Building Prepared for Success” for charter and STEM schools. Note: Data display the percent of the high school class of 2014 (including non-graduates) who earned at least an associate degree within six years of high school. Post- secondary completion data are from the National Student Clearinghouse and include non-Ohio colleges. The typology averages are weighted by the number of students in the class of 2014 in each district, charter, or STEM school.

Source: Ohio Department of Education, Downloadable Data, files titled “State Prepared for Success.”

Source: DataOhio, Education Employee Positions and Demographics—Public. Note: Starting in 2015, the state appears to have changed its method for counting staff who work as student advisors, coaches, or in extracurriculars (large increases are observed across those positions). The number of students per non-teaching staff is calculated based on student enrollment counts reported in the Student Enrollment section.

Source: DataOhio, Education Employee Positions and Demographics—Public (SY 2019-20). Note: The high percentage in the “other certificate or degree not-applicable” category is likely explained by positions that do not have specific degree requirements and thus no degree was recorded.

Source: Author calculations based on Ohio Department of Education, District Profile Reports (FY 2020). Note: The typology averages are weighted by district enrollment in SY 2019-20; charter school data are not included in this figure because they are not included in the District Profile Reports. Salary data exclude healthcare and retirement benefits.

Source: Author calculations based on Ohio Department of Education, District Profile Reports (FY 2020). Note: The typology averages are weighted by district enrollment in SY 2019-20; charter school data are not included in this figure because they are not included in the District Profile Reports. Salary data exclude healthcare and retirement benefits. The administrative positions included in this figure are described on the District Profile Reports webpage.

Source: Ohio Department of Education (ODE), District Profile Reports (FY 2006 to 2020). Note: Prior to FY 2013, ODE did not report any revenue as “other non-tax,” a category that includes sales of assets, fees, and investment income. Previously, most of those types of revenues were reported as local funds, though some other non-tax revenues were not previously reported.

Source: Ohio Legislative Service Commission, Historical Revenues and Expenditures, Table 2. Note: This chart shows K–12 education spending as a percentage of the state’s general revenue fund, lottery profits education fund, and local government fund. It excludes federal dollars that are included in the overall state budget (including federal funds for K–12 education).

Source: Author calculations based on data from the Ohio Department of Education, District Profile Reports (FY 2020). Note: The typology average per-pupil expenditures are weighted by district enrollment in SY 2019-20. Charter schools are not included in these data because they are not included in the District Profile Reports. The expenditure data used for this chart exclude capital outlay (e.g., construction or interest on debt).

Source: U.S. Department of Education (USED), Revenues and Expenditures for Public Elementary and Secondary Education: FY 19, Table 4. Note: The chart displays operational expenditures per pupil (excluding capital expenses such as construction and interest on debt). The data are from 2018-19, the most recently published national statistics. Likely due to reporting differences, USED and ODE funding data (as displayed in other figures) may not exactly match.