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-------- ACHIEVEMENT INDICATORS -------- International Achievement in Mathematics and Science Reading Achievement Mathematics Achievement -------- OTHER INDICATORS -------- Dropout Rates Public School Revenues and Expenditures School Crime and Safety High School Transcripts, 2005 Bachelor's Degree Recipients, 10 Years Later -------- PAST INDICATORS -------- Dropout Rates, 2005 International Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy Public School Revenues and Expenditures Mathematics Achievement Reading Achievement Dropout Rates Computer and Internet Use High School Career and Technical Education (CTE) Students Food and Exercise in Elementary Schools Trends in Adult Literacy First Generation Students in Postsecondary Education Mathematics Achievement Reading Achievement The High School Senior Class of 2004 Trends in Academic Progress Dropout Rates 2002 Dual Credit in U.S. Public High Schools Gender Differences in Postsecondary Education School Crime and Safety, 2002 International Comparisons in Science and Math Trends in Education Equity of Girls and Women Full-day and Half-day Kindergarten Reading Achievement Mathematics Achievement Dropout Rate 2001 Trends in Academic Progress International Comparisons in Reading Literacy Postsecondary Enrollment of Language Minorities Volunteer Service Civics Achievement Geography Achievement History Achievement Science Achievement Writing Achievement The High School Transcript Study Postsecondary Remedial Education Student Victimization Out-of-Field Teaching Postsecondary Attainment School Crime and Safety, 2001 Internet Access

Dropout Rates 2002

Dropouts from high school are more likely to be unemployed and earn less when they are employed than those who complete high school.¹ Among adults age 25 or older, those who did not complete high school report worse health than their peers who did complete high school, regardless of income. ²

The status dropout rate represents the percentage of an age group that is not enrolled in school and has not earned a high school credential (i.e., diploma or equivalent, such as a GED). According to this measure, 10 percent of 16- through 24-year-olds were out of school without a high school credential in 2002. Although the status dropout rate declined for this age group between 1972 and 2002, it remained fairly stable over the last decade (1992 through 2002).

Status dropout rates and changes in these rates over time differ by race/ethnicity. Each year between 1972 and 2002, the status dropout rate was lowest for Whites and highest for Hispanics (figure 1). The status dropout rates for Whites, Blacks, and Hispanics declined between 1972 and 2002. The gap between Blacks and Whites narrowed during the 1970s and into the mid-1980s, but there was no measurable change in the period between 1985 and 2002. From 1972 through 2002, there has been no measurable change in the gap between the status dropout rates for Hispanics and Whites.

In 2002, almost one-third of status dropouts (30 percent) ages 16-24 were Hispanics who were born outside of the United States ³ (table 1). Higher dropout rates among Hispanic immigrants partly account for the persistently high dropout rates for all Hispanics. Among Hispanic 16- through 24-year-olds who were born outside the United States, the status dropout rate of 41 percent in 2002 was more than double the rates for first- or later-generation Hispanics in this age group born in the United States (14 and 11 percent, respectively). Nevertheless, Hispanics born in the United States were more likely to be high school dropouts than their non-Hispanic counterparts.

Figure 1. Status dropout rates of 16- through 24-year-olds, by race/ethnicity: October 1972-2002

NOTE: The status dropout rate reported in this indicator is one of a number of rates reporting on high school dropout and completion behavior in the United States. See supplemental note 12 in the Condition of Education for more information about the rate reported here. Due to small sample sizes for most or all of the years shown in the figure, American Indians/Alaska Natives and Asians/Pacific Islanders are included in the total but are not shown separately. The erratic nature of the Hispanic status dropout rates reflects, in part, the historically small sample size of Hispanics. Black includes African American and Hispanic includes Latino. Race categories exclude Hispanic origin unless specified. Some estimates are revised from previous publications.

SOURCE: Status Dropouts chart from U.S. Department of Education, National Center for Education Statistics. (2005). The Condition of Education, NCES 2005-094, Washington, DC: U.S. Government Printing Office.

Table 1. Status dropout rates and number and percentage distribution of dropouts ages 16-24, by selected characteristics: October 2002

Characteristic	Status dropout rate (percent)	Number of status dropouts (thousands)	Population (thousands)	Percent of all dropouts	Percent of population
Total	10.5	3,721	35,495	100.0	100.0
Sex
Male	11.8	2,108	17,893	56.7	50.4
Female	9.2	1,612	17,602	43.3	49.6
Race/ethnicity1
Asian/Pacific Islander	3.9	65	1,652	1.7	4.7
Black	11.3	564	4,991	15.1	14.1
White	6.5	1,457	22,358	39.2	63.0
Hispanic	25.7	1,572	6,120	42.3	17.2
Age
16	3.1	125	4,072	3.4	11.5
17	5.4	221	4,056	5.9	11.4
18	10.3	417	4,031	11.2	11.4
19	12.1	467	3,876	12.6	10.9
20–24	12.8	2,491	19,461	66.9	54.8
Immigration status Born outside the 50 states and the District of Columbia
Hispanic	41.4	1,127	2,721	30.3	7.7
Non-Hispanic	5.3	113	2,107	3.0	5.9
First generation2
Hispanic	14.4	284	1,978	7.6	5.6
Non-Hispanic	3.5	69	1,997	1.9	5.6
Second generation or more3
Hispanic	11.3	160	1,421	4.3	4.0
Non-Hispanic	7.8	1,967	25,272	52.9	71.2
Region
Northeast	9.5	622	6,518	16.7	18.4
Midwest	9.0	758	8,460	20.4	23.8
South	12.2	1,458	11,997	39.2	33.8
West	10.4	882	8,520	23.7	24.0

¹ Due to small sample sizes, American Indians/Alaska Natives are included in the total but are not shown separately. Black includes African American and Hispanic includes Latino. Race categories exclude Hispanic origin unless specified.
² Individuals defined as "first generation" were born in the 50 states or the District of Columbia, and one or both of their parents were born outside the 50 states or the District of Columbia.
³ Individuals defined as "second generation or more" were born in the 50 states or the District of Columbia, as were both of their parents.

NOTE: The status dropout rate indicates the percentage of 16- through 24-year-olds who are not enrolled in high school and who lack a high school credential relative to all 16- through 24-year-olds. High school credential includes a high school diploma or equivalent credential such as a GED. Detail may not sum to totals because of rounding. See Supplemental Notes of Condition of Education 2005 (299KB) in the Condition of Education 2005 for more information on region. See Supplemental Notes of Condition of Education 2005 (299KB) in the Condition of Education 2005 for more information about the Current Population Survey.

SOURCE: Table 19-2 from U.S. Department of Education, National Center for Education Statistics. (2005). The Condition of Education 2005, NCES 2005-094, Washington, DC: U.S. Government Printing Office.

¹ Tables 215 and 608 from U.S. Department of Commerce, Bureau of the Census. (2004). Current Population Survey (CPS), October Supplement, 1972-2002.

² Indicator 12 from U.S. Department of Education, National Center for Education Statistics. (2004). The Condition of Education 2004, NCES 2004-075, Washington, DC: U.S. Government Printing Office.

³ The United States refers to the 50 states and the District of Columbia.

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