NewburyportNews.com, Newburyport, MA

Local News

January 30, 2013

Triton's graduation rate improves; dropout rate declines

BYFIELD — The four-year graduation rate for 2012 was up at Triton Regional High School, and for the first time has reached over 90 percent, according to data published last week by the Department of Secondary and Elementary Education.

Triton Superintendent Christopher Farmer said that this achievement was one of the goals of the District Improvement Plan. “While much credit goes to our high school faculty, it is important to remember that graduation is the culmination of 13 years of public school,” said Farmer in a district-wide email to parents.

“Our elementary and middle school teachers lay the foundation upon which the high school can build. Everyone in the district has reason to feel great satisfaction, while at the same time recognizing that we still have more to do.”

The data released by the DESE showed a state-wide improvement in the high school four-year graduation rate to 84.7 percent. This is the sixth consecutive year that improvements have been made, and this year, gains made by African American, Hispanic and high needs students outpaced other student groups.

At Triton, the graduation rate in 2012 increased to 90.2 percent from 86.4 percent, up 3.9 percent as compared with the previous five-year average of 86.3 percent. At Triton, there was particularly strong improvement among students from low-income families (up from 63.9 percent to 70.7 percent) and students with disabilities (up from 70.8 percent to 87 percent).

The graduation rates for Triton Regional High School for the past seven years are: 2012, 90.2 percent; 2011, 86.4 percent; 2010, 89.7 percent; 2009, 86.8 percent; 2008, 83.7 percent; 2007, 84.7 percent; 2006, 84.8 percent.

In addressing this 2012 achievement, Farmer noted that there’s rarely one single explanation for improvements and that some graduating classes are simply better equipped to succeed than others. He did point to several initiatives within the district that are certainly contributors to greater success among its student population, such as:

district and school leadership setting higher expectations;

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