Correction (July 21, 2026): The original article incorrectly called the 2024 Farrington-state gap the widest in the series and said the 2025 gap exceeded every pre-2020 gap. The current package shows a slightly wider gap at the start of the series. The original also attributed subgroup and school differences to neighborhood conditions, academy effects and grading policy that the aggregate graduation file cannot test. This version corrects those claims and rebuilds all five charts and the claim ledger from fresh state-package output.

Farrington High reported a 72.5% four-year graduation rate in 2025. It ranked sixth from the bottom among 57 Hawaii schools with a reported rate and finished 13.3 percentage points below the statewide rate of 85.8%.

The Full-Series Gap Was Widest at the Start

Farrington's rate rose from 65.2% in 2010 to 72.5% in 2025, a 7.3-point gain. Hawaii moved from 80.2% to 85.8%, a 5.6-point gain. Neither series increased every year.

The Farrington-state gap was 15.0 points in 2010, narrowed to 2.8 points in 2011 and reached 13.0 points in 2020. It was 14.9 points in 2024 and 13.3 points in 2025. The original article's claim that 2024 was the widest gap was therefore incorrect.

Farrington's annual changes were more volatile than the statewide series. Seven of the 15 transitions moved by more than 3 points in either direction. Farrington's largest move was 11.6 points, while the largest statewide move was 1.8 points.

Race Rates at Farrington

Pacific Islander students had a 48.4% graduation rate in 2025. That was 37.4 points below the statewide all-student rate and 39.2 points below the 87.6% rate for Filipino students at Farrington.

The school's other reported race rates included 81.8% for white students, 66.6% for Asian students and 51.8% for Native Hawaiian students. The Native Hawaiian rate fell from 71.6% in 2024 to 51.8% in 2025, a 19.8-point decline. The package does not provide a school subgroup cohort count that could establish how much sampling variation contributed to that move.

These categories describe aggregate cohort rates. They do not establish that race itself caused the difference or identify which school, family or community conditions produced it.

Service-Population Gaps

Economically disadvantaged students at Farrington had a 69.6% rate, compared with 80.9% statewide, an 11.3-point gap. English learners were at 55.8% at Farrington and 71.3% statewide, a 15.5-point gap. Students receiving special education services were at 50.0% at Farrington and 68.1% statewide, an 18.1-point gap.

Those populations overlap with one another and with the race categories. Their rates cannot be added or treated as a decomposition of the school's overall result.

The Gender Gap Narrowed, Then Reopened

In 2010, female students had a 73.3% rate and male students had a 57.8% rate, a 15.5-point gap. The gap narrowed to 2.1 points in 2020, when the rates were 73.2% and 71.1%, and to 1.3 points in 2021, when they were 77.6% and 76.3%.

By 2025, the female rate was 76.8% and the male rate was 68.0%, an 8.8-point gap. The rate file shows the timing of those changes but does not identify whether grading rules, student composition or other mechanisms caused them.

School and Complex-Area Comparisons

Farrington ranked lowest in the selected 16-school Oahu panel used in the chart. McKinley High was next at 75.6%. The selection is a comparison set, not a statewide ranking; Farrington's statewide position is sixth from the bottom among 57 reported schools.

The Farrington-Kaiser-Kalani complex area's all-student rate was 83.7%, seventh from the bottom among 16 complex areas. Within that grouping, Kaiser High reported 94.5% and Kalani High reported 95.2%, putting Kalani 22.7 points above Farrington.

For Pacific Islander students, the complex-area rate was 51.9% in 2025, the lowest among the 16 complex areas and just below Kailua-Kalaheo's 52.3%. Across the nine reported years from 2017 through 2025, the complex-area rate never exceeded 54.5%; it was 45.7% in 2024.

Detailed code that reproduces the analysis and figures in this article is available exclusively to EdTribune subscribers.