2025 graduation rates widely improve

Five schools in Wayne County and nearby communities — Hagerstown, Seton Catholic, Tri, Union (Modoc) and Randolph Southern — earned perfect graduation rates for their Class of 2025.

And, according to Indiana Department of Education data released Jan. 5, six Wayne County high schools achieved graduation rates between 92 and 100%. Nearly all local schools improved, as 2024 rates ranged from 88.52% to one earning 100%.

In 2025, Hagerstown led the county’s public school corporations with all 94 graduates earning diplomas within four years. All 21 of Seton Catholic’s seniors turned their tassels at the private school.

State data showed Northeastern was next highest at 97.03%, followed by Centerville (96.4%), Lincoln (92.42%) and Richmond (92.17%).

Federal graduation rates are calculated differently and were slightly higher for Centerville (97.3%) and Richmond (94.35%).

State rates were lowered for Centerville and Richmond with fewer alternate diplomas counting.

IDOE restricts how many alternate diplomas and waivers count toward a school’s graduation rate.

Schools may award alternate diplomas to Applied Skills students (Life Skills students with disabilities), but only 1% count. Classes of fewer than 100 seniors can count one alternate diploma.

Two Centerville Bulldogs graduated with an alternate diploma, so only one counted.

Richmond High School’s adjusted rate was 96.63%, although 266 of 267 seniors earned diplomas. When including Richmond Community Schools’ alternative Community Youth Services program, which showed one of 14 students (7.14%) counting toward the rate, RCS’ combined district-wide percentage was 92.17%.

Richmond awarded 10 alternative diplomas. Two alternate diplomas were eligible, and the other eight seniors counted against its grad rate.

In addition, students who haven’t completed graduation pathways can qualify for waivers, but IDOE won’t count them in a school’s grad rate. 

In 2024, RHS had 54 seniors receive pathway waivers. In 2025, that number decreased to nine, which boosted the district’s grad rate.

RHS Principal Rae Ferriell-Woolpy said counselors, teachers, staff and administrators worked together tirelessly to make sure students completed their pathways, and they were very pleased with their higher rate.

Results for all Indiana schools are posted at in.gov/doe/it/data-center-and-reports/ under “Graduation & College /Career Readiness.”

School reactions

Western Wayne News reached out to the county’s five public school districts for comments about their graduation rates.

Centerville

Principal Brian Bellew said Centerville will continue striving toward a 100% grad rate, but leaders are happy about its highest rate since 2018.

In addition to issuing two alternate diplomas, a few students decided to transfer late in the year who ended up not enrolling in another school, or had disciplinary issues, Bellew said.

Bellew said CSHS is working to prioritize individual students’ needs, and said it’s important to flag at-risk students early in high school and provide interventions so that each has opportunities to achieve.

“Providing complete and meaningful data about all students to parents, teachers, counselors, etc. is important so that informed decisions can be made to maximize student success,” Bellew said.

As schools transition to offer Indiana’s new diploma, Bellew hopes that students have more opportunities to pursue their own paths in preparation for career goals, and thus are more likely to stay motivated to graduate. 

Hagerstown

Nettle Creek Superintendent Emily Schaeffer said a great team at HHS works very hard each year to see that all students graduate.

Teachers, counselors and administration are dedicated to collaborating, communicating and supporting students when they are struggling or encountering unexpected challenges, she said. When those students are identified, they then offer support in all aspects, such as academics, social-emotional, and the importance of future career opportunities.

Schaeffer said HHS also prioritizes relationships between home and school.

“Parents often think ‘no news is good news,’” Schaeffer said. “However, when we have concerns, we ensure that parents are informed. Our graduation success this year is a direct reflection of the commitment our teachers, counselors and administration have to seeing that every student succeeds.”

Northeastern

Principal John Markward said the Knights were thrilled with their results. He credits all elementary, middle and high school employees for their parts in helping students belong, grow, contribute and ultimately graduate.

“We monitor students at every turn in their journey and intervene when they need it, while still empowering them to be independent,” he said. “We try to offer students multiple opportunities to find their niche and provide them with resources to be successful. The biggest component is the relationships that staff build with students.”

He said students often have challenging obstacles to overcome that can create barriers to graduation, but employees do their best to support them.

Markward said NHS hasn’t changed its successful model for the Class of 2026, but it’s expanding opportunities by offering multiple pathways in and out of the building. Teachers consider new and innovative ways to bring more experiences to classrooms and encourage students to job shadow, intern and learn from community members.

Richmond

Ferriell-Woolpy attributed RHS’ increased rate to counselors and administrators identifying seniors not on track with credits in August. They met weekly to discuss those students and what they needed to do for them.

Teachers assisted seniors who needed portfolios to complete their grad pathway.

Through its “adopt a senior” program, staff mentor and motivate at-risk seniors. Parents and seniors met with employees throughout the year to make a plan and stay on track.

RHS staff are already meeting with parents of at-risk sophomores and juniors.

In a high-poverty school, Ferriell-Woolpy said many RHS students must balance work and school as well as often helping with family obligations (caring for siblings or family members).

RHS’ professional development through National Institute for Excellence in Teaching has helped teachers find new research-based methods and strategies to increase student engagement and achievement. 

Community support

Markward said community members can play a part in motivating students to graduate, such as volunteering as mentors from the earliest grades and offering students volunteer, job shadow, internships and workforce experiences.

Administrators also say in their interactions with teens, adults can encourage daily attendance and emphasize the role of school in helping students reach life goals.

Donations of supplies, food, personal care products and clothes is another avenue. Several schools have their own food pantries and clothes closets, while some rely on Communities in Schools of Wayne County to connect students with resources.

Local students aren’t immune to nationwide school issues, Ferriell-Woolpy said. One example she gave is persistent school absenteeism and detachment that began during the pandemic, increasing students’ risk for falling off track.

Learning gaps created by the pandemic, especially in math and literacy, make coursework harder and can increase remediation needed in order for diploma completion, she said.

Mental health challenges also can affect graduation rates, as feelings of persistent sadness, hopelessness and mental health struggles have increased among high school students.

Ferriell-Woolpy commended Wayne County Area Chamber of Commerce for its proactive initiative to partner with all Wayne County schools to address Indiana’s new work-based learning requirements for new diplomas. She praised chamber leaders’ commitment for a plan and a connection to all schools.

“This is exactly the kind of partnership to build the future for Wayne County,” she said.