ABSTRACT
In the fall semester of 2001, 1,805 Chicana/o students began their freshman year in the Tucson Unifi ed School District (TUSD). Four years later, the graduating class of 2005 consisted of only 1,133 Chicanas/os. Over the course of four years, the district had lost 37.3% of these students. This decrease in Chicana/o students is not an aberration. Every graduating class-throughout the last several years-reveals this pattern of attrition.
