Student subgroups are categories into which students are organized for purposes of data analysis, accountability, and ensuring equitable outcomes. Federal education policy, particularly the Every Student Succeeds Act (ESSA), requires schools to report performance for specific subgroups to ensure no group is systematically underserved.

Federally defined subgroups include students by race/ethnicity (African American, Hispanic/Latino, Asian, White, Native American, Pacific Islander, multiracial), economically disadvantaged students (free/reduced lunch eligible), students with disabilities (receiving special education services), English learners, and sometimes additional categories like homeless students, foster youth, or migrant students.

The purpose of subgroup analysis is accountability and equity. When schools report only aggregate data, they can mask disparities: overall proficiency might be 75%, but disaggregated data might show 90% proficiency for white students and 50% for Black students. Subgroup requirements force visibility of these gaps and theoretically drive interventions.

For charter and private schools analyzing retention, subgroup analysis reveals whether attrition affects all students equally or concentrates in specific populations. If students with learning differences leave at higher rates, it signals inadequate support services. If families of color report lower satisfaction in pulse surveys, it indicates climate or inclusion issues requiring attention. Schools genuinely committed to serving diverse populations use subgroup analysis to identify and address equity gaps proactively rather than waiting for families to leave.