Carson City School District graduation rate lingers at 83% – Nevada Appeal

Analysis of Carson City School District’s 2024-25 Graduation Rate in the Context of Sustainable Development Goal 4 (Quality Education)

Executive Summary of Graduation Rate Performance

The Carson City School District (CCSD) reported an overall graduation rate of 83.3% for the 2024-25 academic year, representing a marginal increase of 0.2% from the previous year. This rate reflects the district’s ongoing efforts toward achieving Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. However, the data reveals complexities in measuring progress toward SDG Target 4.1: ensuring all students complete free, equitable, and quality secondary education.

• Overall District Graduation Rate: 83.3%
• Carson High School Graduation Rate: 88.4%
• Total Graduates in Cohort: 464
• Non-Graduates in Cohort: 93
• Students Earning Adult Diplomas: 59

Key Factors Impacting Educational Outcomes and SDG Alignment

Several factors influence the reported graduation rate, highlighting challenges and opportunities in achieving specific SDG 4 targets. These include administrative changes and the provision of alternative educational pathways.

1. Role of Adult Education Diplomas: The district awarded 59 adult education diplomas. While these diplomas provide a vital alternative pathway for students to achieve a standard secondary education credential, aligning with SDG Target 4.6 (achieve literacy and numeracy), they complicate graduation rate calculations. For reporting purposes, these students are classified as “transfer outs,” which statistically lowers the cohort graduation rate and obscures a complete picture of educational attainment under SDG 4.1.
2. Preparedness for Tertiary Education and Vocational Skills (SDG 4.3 & 4.4): The report indicated a decrease in the number of students earning college and career ready diplomas and advanced diplomas. This trend presents a significant concern regarding SDG Target 4.3 (equal access to technical, vocational, and tertiary education) and SDG Target 4.4 (increase the number of youth and adults with relevant skills for employment). A reduction in these advanced credentials may signal a gap in preparing students for higher education and the workforce.
3. Administrative and Demographic Shifts: The consolidation of the former Pioneer Academy campus into Carson High School has streamlined data reporting. Additionally, a decline in overall enrollment resulted in a smaller student cohort for the 2025 graduating class.

Strategic Implications for Advancing Quality Education

The school board’s discussion highlighted strategic considerations for improving educational outcomes in alignment with SDG 4.

• Strengthening Mainstream Secondary Education: A stated goal of the district is to reduce the number of students requiring an adult diploma. This objective directly supports SDG 4.1 by focusing on providing the necessary support within the traditional high school structure to ensure students can graduate with their cohort.
• Evaluating Alternative Pathways: The adult education program serves as an important mechanism for inclusivity, ensuring students who face challenges have an opportunity to complete their secondary education. This aligns with the overarching principle of leaving no one behind embedded in the SDGs.
• Focus on Equity and Access (SDG 4.5): While not detailed in the report, a comprehensive strategy to advance SDG 4 would necessitate disaggregating graduation data to identify and address disparities among vulnerable student populations, ensuring equitable access and outcomes for all, as mandated by SDG Target 4.5.

Identified Sustainable Development Goals (SDGs)

SDG 4: Quality Education

• The article is entirely focused on educational outcomes within the Carson City School District. It discusses graduation rates, different types of diplomas (standard, advanced, adult education), and the rigor of the curriculum, all of which are central components of SDG 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The central theme is the measurement and quality of secondary education completion.

Specific SDG Targets

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   This target is directly addressed by the article’s primary focus on the high school graduation rate. The reported “overall 83.3% rate” for the 2024-25 class is a direct measurement of secondary education completion in the Carson City School District. The discussion about the quality of diplomas, such as the decrease in “college and career ready diplomas and advanced diplomas,” relates to the goal of achieving “relevant and effective learning outcomes.”

2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   The article’s mention of “college and career ready diplomas” connects directly to this target. These specialized diplomas are designed to provide students with the necessary skills and qualifications for post-secondary success, whether in higher education or the workforce. The report that “Fewer college and career ready diplomas and advanced diplomas were issued” highlights a challenge related to achieving this target.

3. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

   This target is relevant through the discussion of “adult education diplomas.” The article explains this option is for students who are “missing a few credits during their senior year” and that it is a “standard diploma according to state law.” This program serves as a pathway for youth and young adults to achieve a certified level of educational attainment, which is a proxy for functional literacy and numeracy, thus aligning with the goal of this target.

Indicators for Measuring Progress

1. Indicator for Target 4.1: Graduation Rate

   The article explicitly provides data that serves as a local version of SDG indicator 4.1.2 (Completion rate for upper secondary education). The key metrics mentioned are the “overall 83.3% rate” for the district and the “88.4%” rate for Carson High School. These figures are used to measure the proportion of students successfully completing their secondary education.

2. Indicator for Target 4.4: Number of students earning advanced or career-focused diplomas

   The article implies a specific indicator by stating that “Fewer college and career ready diplomas and advanced diplomas were issued.” The number of students who receive these more rigorous diplomas can be used as a direct measure of progress toward providing youth with relevant skills for employment and higher education. This serves as a quantifiable indicator of the quality and relevance of the education provided.

3. Indicator for Target 4.6: Number of adult diplomas awarded

   The article provides a specific number for an indicator related to adult learning pathways. It states that “59 earned adult diplomas.” This figure can be used to track the number of individuals utilizing alternative programs to achieve a standard high school education, thereby measuring progress in ensuring that all youth and adults achieve a baseline level of certified educational attainment.

Summary Table: SDGs, Targets, and Indicators

Source: nevadaappeal.com