happen to be employed. Likewise, 'leavers' who are not enrolled in either part - or full-time higher education, but who are competitively employed, should only be reported under category 2, even if they happen to be enrolled in some other postsecondary education or training program.

States must compare the response rate for the reporting year to the response rate for the previous year (e.g., in the FFY 2020 SPP/APR, compare the FFY 2020 response rate to the FFY 2019 response rate), and describe strategies that will be implemented which are expected to increase the response rate year over year, particularly for those groups that are underrepresented. The State must also analyze the response rate to identify potential nonresponse bias and take steps to reduce any identified bias and promote response from a broad cross section of youth who are no longer in secondary school and had IEPs in effect at the time they left school.

########## III. Reporting on the Measures/Indicators

Targets must be established for measures A, B, and C. Measure A: For purposes of reporting on the measures/indicators, please note that any youth enrolled in an institution of higher education (that meets any definition of this term in the Higher Education Act (HEA)) within one year of leaving high school must be reported under measure A. This could include youth who also happen to be competitively employed, or in some other training program; however, the key outcome we are interested in here is enrollment in higher education. Measure B: All youth reported under measure A should also be reported under measure B, in addition to all youth that obtain competitive employment within one year of leaving high school. Measure C: All youth reported under measures A and B should also be reported under measure C, in addition to youth that are enrolled in some other postsecondary education or training program, or in some other employment. Include the State's analyses of the extent to which the response data are representative of the demographics of youth who are no longer in secondary school and had IEPs in effect at the time they left school. States should consider categories such as race/ethnicity, disability category, and geographic location in the State. If the analysis shows that the response data are not representative of the demographics of youth who are no longer in secondary school and had IEPs in effect at the time they left school, describe the strategies that the State will use to ensure that in the future the response data are representative of those demographics. In identifying such strategies, the State should consider factors such as how the State collected the data. Beginning with the FFY 2021 SPP/APR, due Feb. 1, 2023, with the FFY 2021 SPP/APR, due Feb. 1, 2023, when reporting the extent to which the demographics of respondents are representative of the demographics of youth who are no longer in secondary school and had IEPs in effect at the time they left school, States must include race/ethnicity in its analysis. In addition, the State's analysis must include at least one of the following demographics: disability catego ry, gender, geographic location, and/or another demographic category approved through the stakeholder input process.

### 14 - Indicator Data

########## Historical Data

Measure	Baseline	FFY	2015	2016	2017	2018	2019
A	2018	Target >=	26.00%	27.50%	28.25%	29.00%	29.75%
A	19.62%	Data	19.35%	20.74%	20.24%	19.62%	19.39%
B	2018	Target >=	72.67%	75.67%	78.67%	81.67%	85.07%
B	67.60%	Data	64.63%	66.82%	68.77%	67.60%	60.56%
C	2018	Target >=	87.83%	90.83%	93.83%	96.83%	99.83%
C	84.37%	Data	79.46%	82.63%	84.32%	84.37%	83.37%

########## FFY 2020 Targets

FFY	2020	2021	2022	2023	2024	2025
Target A >=	17.62%	17.62%	18.29%	18.97%	20.31%	23.00%
Target B >=	65.50%	65.50%	65.81%	66.13%	66.75%	68.00%
Target C >=	82.37%	82.37%	82.70%	83.03%	83.69%	85.00%

########## Targets: Description of Stakeholder Input

The USBE values stakeholder engagement and input and solicits ongoing feedback and review. Stakeholders consistently provide input through collaborative meetings, public comment, written communication, survey data, data analysis, and informal conversations. The USBE shared data and target information during a full day APR summit, through surveys, USBE meetings, in newsletters, emails, and on social media with stakeholder groups, including: •LEA Special Education Directors •Utah Special Education Advisory Panel (USEAP) •USBE Committees