These descriptive interactives, along with the companion policy brief, are the first in a series of forthcoming resources that examine available state data on the lifespan of Oregon-born students from birth to graduation age in 2020, including equity components and connections across multiple publicly funded programs
Together they set the foundation for building a deeper understanding of the class of 2020 and sparking additional areas of potential inquiry.
Related Products
Oregon’s High School Class of 2020: Foundational Analyses
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.
Learn About the Student Cohorts
- The “class of 2020” is the focus of this analysis—it is the first time OCID has information from birth through 4-year high school graduation.
- The class of 2020 is defined here as public high school students born in Oregon who did or did not graduate within 4 years.
- The “multiclass 9th-grade cohort” combines 4 classes of 9th grader to increase the sample size and allow for more detailed analysis.
- The multiclass 9th-grade cohort is defined here as 4 classes (2016-2017 through 2019-2020) of public school 9th graders born in Oregon.
- The Oregon Department of Education (ODE) metric of being “on-track to graduate” is used as a proxy for graduation for the multiclass 9th-grade cohort.
- Being on-track to graduate at the end of 9th grade is defined here as attaining at least 25% of the credits needed for graduation.
- ODE research has shown that the on-track to graduate metric is strongly predictive of graduation outcomes.
Tip: Hover over underlined text for definitions.
Trends in Student Characteristics Over Time
Explore the interactive to learn:
- A selection of challenges that groups of children faced throughout their childhood, including:
- Income insecurity
- Family or housing instability
- Whether there were disparities for children with certain equity considerations.
- The timing for when these challenges occurred and/or when children had contact with the primary public programs intended to address income security and family stability concerns.
How to Use
- To learn about challenges children face, select a student/family characteristic.
- Choose the cohort to look at the information for the class of 2020 or the multiclass 9th-grade cohort.
- To discover potential disparities, filter by equity characteristics.
- To learn about the timing of challenges, select the view to show either enrollment/contact over time or timing of first enrollment/contact.
- Hover over the chart for details.
Example data exploration
- Midyear school district transitions are an indicator of family/housing instability that can impact educational outcomes, as found by the Oregon Department of Education.
- One-quarter of students in the class of 2020, about 8,270 students, ever changed school districts midyear.
- Filtering by the equity consideration of disability, 35% students with disabilities in the class of 2020 ever had a midyear district transition;
- Only 24% of students without a disability ever had a midyear district transition.
- Looking at when transitions occur, the number of transitions had a small peak for students with disabilities in 1st grade and increased through high school with a high peak in 12th grade (16%), which coincided with the beginning of the COVID-19 public health emergency.
- Students without disabilities had less variation in the number of transitions across their school career but did have a slight peak during high school.
Gender
Geography
Geography
Race/Ethnicity
Disability (IEP status)
Parents' education at birth
Parents' education at birth
Foster Care Contact
- Defined here as any involvement with the foster care system, regardless of placement type.
- Foster care is a temporary living situation, overseen by the Oregon Department of Human Services, for children who cannot be safely cared for by their parents or guardians. More information is available from the DHS website.
- OCID considers this data point as an indicator of potential exposure to student or family instability.
Outcome Rates by Student Characteristics
Explore the interactive to learn:
- The graduation rates, or 9th grade on-track to graduate rates, for groups of students who faced certain challenges throughout their childhood, including indicators of:
- Income insecurity, and
- Family or housing instability.
- Whether there are disparities for children with certain equity considerations.
How to Use
- To learn about challenges that students face, select a characteristic group.
- Choose the cohort to look at graduation rates for the class of 2020 or 9th-grade on-track rates for the multiclass 9th-grade cohort.
- To discover potential disparities, filter by equity characteristics.
- Hover over the bars for more details.
Example data exploration
- Involvement with the juvenile justice system may indicate family/housing instability, which can impact youth’s educational outcomes.
- Among students in the class of 2020, the 4-year graduation rate was 51% for students who ever had contact with the juvenile justice system.
- This rate is substantially lower than the average graduation rate of 81% for the entire class of 2020.
- Filtering by the equity consideration of disability status, the 4-year graduation rate was 43% for students with a disability who also had involvement with juvenile justice.
- In comparison, the 4-year graduation rate was 13 points higher (56%) for students who had juvenile justice contact and did not have a documented disability.
Gender
Geography
Geography
Race/Ethnicity
Disability (IEP status)
Parents' education at birth
Parents' education at birth
Outcome Rate
Outcome Rates by Layered Student Characteristics
Explore the interactive to learn:
- The graduation rates, or 9th grade on-track to graduate rates, for groups of students who faced certain combination of challenges throughout their childhood.
- How educational outcome compare for groups of students who did not face the same challenges.
- Whether there are disparities for children with certain equity considerations.
How to Use
- To learn about educational outcomes for children facing multiple challenges, select 2 different student/family characteristics.
- The characteristics indicate if they ever occurred during a child’s life but does not show when they occurred.
- Choose the cohort to look at information for the class of 2020 or the multiclass 9th-grade cohort.
- To discover potential disparities, filter by equity characteristics.
- Hover over the dots in the chart for more details.
Example data exploration
- Midyear school district transitions and involvement with the juvenile justice system may indicate family/housing instability, which can impact youth’s educational outcomes.
- Among students in the class of 2020;
- There was a 90% 4-year graduation rate for the 20,610 students who never had juvenile justice contact or a midyear district transition.
- In comparison, there was a 38% 4-year graduation rate for the 1,880 students who ever changed districts midyear and who ever had juvenile justice contact.
- Filtering by the equity consideration of parents’ education, overall graduation rates increase for all groups born to parents with 4+ years of college education.
- In contrast, overall graduation rates decrease for all students born to parents with less than 4 years of high school.
Select cohort:
Gender
Geography
Geography
Race/Ethnicity
Disability (IEP status)
Parents' education at birth
Parents' education at birth
Characteristic A
Midyear district transition
Defined here as ever changing school districts at least once during a school year. For more information, visit the analysis methods summary or the Oregon Department Education website.
Characteristic B
Juvenile justice contact
Defined here as having any contact with the juvenile justice system, excluding dependency cases. For more information, visit the analysis methods summary or the Oregon Youth Authority website.