It is because we looked at the data in another way.
I'm going to have to do this in English because it's a little too complicated for me.
Essentially, what the department was measuring was concerning, if a student starts grade 12, does that student graduate from grade 12. What we said was that, to really understand the graduation rate, you need to look at students who start—I believe it's grade 9—to see whether they go all the way through to grade 12, in that four-year time period. Many students drop out in grades 9, 10 or 11, so it's not sufficient just to measure who starts grade 12 and whether they graduated grade 12 because that doesn't capture all of the students that have dropped out between grade 9 and grade 11. That is a very important component to understand.
In this case, when you only look at grade 12, one out of two students was completing. When you start at grade 9, it was only one out of four students who was completing. We don't have any complaint with the analysis the department did. We just felt it didn't provide a fulsome enough picture to really understand whether students were being successful, once they got into high school.