Class of 2020: Trends in Student Characteristics Over Time

As part of OCID’s High School Class of 2020 analysis series, we looked at when Oregon-born students had certain experiences from birth to graduation age in 2020. Use the following interactive chart to explore a variety of experiences from available state data.

Tip: Hover over underlined text for definitions.

How to Use the Chart

  • Select a student/family characteristic from the list.
  • Choose the cohort to look at the information for the Class of 2020 or the multiclass 9th-grade cohort.
  • To look at a narrower population, apply a filter. Note that not all filters are available depending on the selected student/family characteristic.
  • To see nuances in the timing of challenges, select view to show either enrollment/contact over time or timing of first enrollment/contact.
  • Hover over the chart for details.

Example data exploration

OCID analysis found that midyear school transitions are one of the top barriers to 4-year high school graduation.

  • Select Midyear school transition as the student/family characteristic to explore the timing of this experience.
    • Over one-third of students in the Class of 2020, about 11,010 students, ever changed schools midyear.
  • Filter by the equity consideration of Ever had an IEP to find that 47% students with disabilities in the Class of 2020 ever had a midyear school transition;
    • Only 33% of students without a disability ever had a midyear district transition.
  • The number of transitions for students with disabilities peaked in 10th grade. Roll over the chart to see that 10.6% of students with disabilities changed schools midyear in 10th grade.
    • The fewest transitions occurred in 12th grade (5.4%), which coincided with the beginning of the COVID-19 public health emergency.

More Class of 2020 Interactive Displays

Student Contact / Enrollment by Characteristic

Graduation Rates by Student Characteristics

Graduation Rates by Layered Characteristics

Find more information on cohort and variable definitions in the methods summary (pdf).

Select student/family characteristic: How does OCID define disability (IEP)?
Select cohort
Equity Characteristics



Disability (IEP status)

Other Demographics
Income levels

Parents’ education at birth

Prenatal tobacco exposure

Birth weight

Program Contact / Enrollment

Foster care placement

Substantiated maltreatment
after 2004

Juvenile justice contact

Medicaid-funded birth

Medicaid enrollment

SNAP enrollment

TANF enrollment

ERDC enrollment

HS/OPK enrollment

Education Contacts

Chronic absenteeism

Severe chronic absenteeism

Student houselessness
starting in 2012-2013

School discipline

Midyear school transition

Midyear district transition

Select view:  

Disability (IEP)

  • Defined here as ever having an Individualized Education Program (IEP).
  • An IEP, authorized by federal law, is a school system designation of having a disability that requires accommodations. Please visit the Oregon Department of Education IEP website for additional information.
  • OCID considers having an IEP as a proxy for having a disability, an equity consideration.
Important Things to Know
  • Measures of educational success can take different forms such as career and technical education, apprenticeship pathways, generalized equivalency diploma (GED), and 4-year or extended high school graduation. Of these outcomes, OCID currently only has access to 4-year high school graduation data for the 2020 class.
  • Personal characteristics such as race and ethnicity or geography are intended to act as a proxy for experiences or exposures that cannot be measured accurately and completely with available data, such as systemic racism, toxic stress, or lack of access to resources. These data do not fully describe an individual’s identity or experience.
  • Causal relationships between characteristics and outcomes or explanations for patterns cannot be drawn from this analysis. OCID’s subsequent in-depth analyses will use advanced statistical methods to better understand patterns and relationships.
  • Currently, OCID only includes children born in Oregon from 2001 onwards. We estimate that 25% of children who are current Oregon residents were not born in the state and, thus, are not included in OCID. Please visit the Explore OCID page for more information.
  • In order to protect the identities of individuals in the OCID population, and in adherence to data use agreements covering release of the data, results are suppressed if they do not meet minimum reporting thresholds. Please visit the Dataset Overview page for details.

Related OCID Resources

Class of 2020: Foundational Analyses

Screen shot of chart in report

This set of foundational analyses examines available state data on the lifespan of students from birth to graduation age in 2020, including equity components and connections across multiple publicly funded programs.

Data Development and Considerations

Screen shot of 2 data development documents

Read more about considerations for using administrative data and OCID’s methodology to consistently report race and ethnicity information across data sources.

9th Grade On-track Dashboard

Screen shot of 9th grade on-track to graduate dashboard

Explore our 9th grade on-track to graduate indicator to investigate potential trends or disparities among groups of children.