Nevada high school graduation rate jumps above 85 percent for class of 2025 – Carson Now

Report on Nevada’s 2025 High School Graduation Rate and Alignment with Sustainable Development Goals

Executive Summary

The Nevada Department of Education has reported a significant increase in the high school graduation rate for the Class of 2025. This advancement represents substantial progress towards achieving the United Nations’ Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. The data indicates a statewide graduation rate of 85.4 percent, an increase of nearly four percentage points from the previous year, reflecting a positive trend in educational attainment and workforce preparedness.

Statewide Performance and Contribution to SDG 4 (Quality Education)

The overall increase in graduation rates is a key indicator of progress towards SDG Target 4.1, which calls for the completion of free, equitable, and quality secondary education. The state’s performance demonstrates a commitment to enhancing educational outcomes.

• Overall Graduation Rate: 85.4% for the Class of 2025.
• Previous Year’s Rate: 81.6% for the Class of 2024.
• Total Graduates: 34,175 students.

State Superintendent Victor Wakefield noted that these gains are a “testament to the hard work of our students and educators,” underscoring the human element behind achieving quality education benchmarks.

Vocational Education and Skills for Decent Work (SDG 4 & SDG 8)

The report highlights exceptional performance in Career and Technical Education (CTE), directly aligning with SDG Target 4.4 (relevant skills for employment) and SDG 8 (Decent Work and Economic Growth). By equipping students with practical skills, Nevada is fostering a capable future workforce.

1. Career and Technical Education (CTE) Graduation Rate: An exceptional 98.8%, demonstrating the effectiveness of hands-on learning opportunities.
2. College and Career Ready Diplomas: 24.3% of students earned this distinction, an increase from 21.4% in 2024.
3. Advanced Diplomas: 11.6% of students earned an advanced diploma, up from 11.5% in 2024.

These figures indicate a growing emphasis on providing students with advanced and specialized education pathways that lead to high-demand careers.

District-Level Analysis and Equity (SDG 10)

Analysis at the district level shows widespread improvement, which is crucial for SDG 10 (Reduced Inequalities). Ensuring that educational gains are distributed across different regions is key to equitable development.

• Districts Exceeding State Average: 12 of the 17 school districts recorded graduation rates higher than the 85.4% state average.
• Districts with Rates Above 90%: Eight districts achieved graduation rates exceeding 90 percent, including Pershing, Lander, Storey, Mineral, Eureka, White Pine, Lincoln, and Humboldt.
• Districts Showing Improvement: Nine districts, including the Clark County School District, demonstrated an increase in their graduation rates compared to the previous year.

Investment and Partnerships for the Goals (SDG 17)

The success has been attributed in part to strategic investments and collaborations, a core principle of SDG 17 (Partnerships for the Goals). Superintendent Jhone Ebert highlighted the impact of the state’s historic investment in K-12 education, which has supported teacher retention and the acquisition of high-quality instructional materials. This demonstrates how financial commitment and multi-stakeholder partnerships are essential drivers for achieving educational targets.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary SDG addressed in the article. The entire text focuses on educational achievement, specifically the increase in high school graduation rates in Nevada. It discusses the overall statewide rate, rates for specific student groups like those in Career and Technical Education (CTE), and rates for individual school districts. The article celebrates the “strong gains in the graduation rate” as a key success for students and educators.

• SDG 8: Decent Work and Economic Growth

  This goal is connected through the article’s emphasis on Career and Technical Education (CTE) and preparing students for the workforce. The state superintendent is quoted highlighting the importance of “providing students with access to hands-on learning opportunities to gain valuable skills and experience that can lead to high-demand careers.” This directly links educational outcomes to future employment and economic productivity.

• SDG 17: Partnerships for the Goals

  This SDG is relevant due to the article’s mention of the collaborative efforts and investments required to achieve educational success. Superintendent Jhone Ebert’s statement that “Education is a team sport… It takes everyone. It takes partnerships. It takes investment” explicitly points to the need for partnerships. The article also attributes the success to the “historic investment that the state made in K-12 education,” which is a form of public partnership and resource mobilization.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.

   The article is centered on the completion of secondary education. It reports that “Statewide, 85.4 percent of students graduated,” marking a significant increase and progress toward the goal of universal completion of high school.

2. Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education.

   The article highlights the success of vocational training programs, stating that “Career and technical education (CTE) students saw the highest graduation rate at 98.8 percent.” It also notes an increase in students earning a “college and career ready diploma,” which aligns with the goal of ensuring access to quality technical and tertiary-level preparatory education.

3. Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment.

   This target is directly addressed by the focus on CTE. The superintendent’s comment that CTE provides “valuable skills and experience that can lead to high-demand careers” shows a clear intention to equip students with relevant skills for employment, directly contributing to this target.

4. Target 8.6: Substantially reduce the proportion of youth not in employment, education or training (NEET).

   By increasing the high school graduation rate, the state is actively reducing the number of young people who might fall into the NEET category. A higher graduation rate means more youth are successfully completing their education, which is a critical step to prevent them from becoming NEET.

5. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

   The article supports this target by attributing the increased graduation rates to a “historic investment that the state made in K-12 education” and quoting the superintendent who emphasizes that success requires “partnerships” and “investment.” This demonstrates the application of effective public partnerships to achieve educational goals.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for Target 4.1: Completion rate (upper secondary education).

  The article provides precise data for this indicator. It states the statewide graduation rate for the class of 2025 is “85.4 percent,” up from “81.6 percent” for the class of 2024. It also provides disaggregated data, noting that “12 of 17” districts had rates above the state average and “8 school districts… had graduation rates higher than 90 percent.”

• Indicator for Target 4.3: Participation rate in vocational education.

  While the article doesn’t give the overall participation rate, it provides a key performance indicator for vocational programs: the “graduation rate for Career and Technical Education students is particularly notable” at “98.8 percent.” This high success rate serves as a powerful indicator of the quality and effectiveness of these programs.

• Indicator for Target 4.4: Proportion of youth with relevant skills for employment.

  The percentage of students successfully completing programs designed to impart job-relevant skills is a direct measure. The article indicates this through the “98.8 percent” graduation rate for CTE students and the increase in students earning a “college and career ready diploma” to “24.3 percent.”

• Indicator for Target 8.6: Proportion of youth not in education, employment or training.

  The article provides an inverse indicator. The high school graduation rate of “85.4 percent” directly measures the proportion of youth who are successfully completing their education, thereby implying a reduction in the potential pool of youth who could become NEET.

• Indicator for Target 17.17: Amount of financial resources committed to partnerships.

  The article implies a financial indicator by mentioning the “historic investment that the state made in K-12 education” and the specific action of boosting “per-pupil funding by more than 25 percent.” This quantifies the state’s financial commitment to the public education system.

SDGs, Targets, and Indicators Summary

Source: carsonnow.org