High school graduation is the culmination of a successful K-12 education and the gateway to college or employment. Students who do not graduate face the prospect of unemployment or low-paying jobs. There are persistent gaps in academic achievement among students of different races, ethnicities and incomes.

In 2022, 92% of the 2018 cohort graduated in MetroWest, a bit higher than the state rate (90%). This was an increase of 6 percentage points since 2006 for the region, compared to a gain of 10 points for the state. Twenty-five districts in the region had graduation rates of 95% or higher, with Concord-Carlisle, Wayland, and Westwood reporting 99%. Seven districts had graduation rates below 90%: Hudson (88%), Bellingham (87%), Framingham, Marlborough and Milford (all at 85%) and Boston and Waltham (81%).

Students in the region from low-income backgrounds graduated at a lower rate, 85%, in 2022. While 96% of Asian students and 94% of white students in the 2018 cohort graduated in 2022, rates were somewhat lower among African American and Hispanic students (89% and 83%, respectively). Massachusetts had similar disparities, but low-income, African American and Hispanic students graduated at higher rates in MetroWest than at the state level.

Since 2006 in the region, cohort graduation rates for Hispanic students increased the most (up 16 points), followed by low-income students (up 14 points). Rates for African American students also improved (up 11 points), while Asian (9 points) and white students (6 points) made smaller gains.

Studies point to a variety of factors believed to contribute to disparities in graduation rates and other measures of student achievement. School systems in the United States are highly segregated, and students of color disproportionately attend schools with high proportions of low-income students who may not have benefited from early learning opportunities at the same rate as other students. Schools also have different levels of resources ranging from qualified/experienced teachers to advanced courses to facilities and technology, and schools with large Black and Latino populations often have lower levels. In addition, teachers across all school systems tend to be disproportionately white, and teaching practices and curriculum may not be culturally relevant to students of color.

Students are included in the cohort based on the year they entered Grade 9. Students are transferred in or out of cohorts if they transfer schools. Students who earn a GED or Certificate of Attainment are not counted as graduates. Students are considered economically disadvantaged if their family participates in one or more of the following state-administered programs: the Supplemental Nutrition Assistance Program (SNAP); the Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; or MassHealth (Medicaid).