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Preprimary, Elementary, and Secondary Education

Status Dropout Rates

Last Updated: May 2024
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The overall status dropout rate for 16- to 24-year-olds decreased from 7.0 percent in 2012 to 5.3 percent in 2022. During this time, the status dropout rate declined for those who were American Indian/Alaska Native (from 12.8 to 9.9 percent), Hispanic (from 12.8 to 7.9 percent), Black (from 9.0 to 5.7 percent), White (from 4.7 to 4.3 percent), and Asian (from 2.6 to 1.9 percent).
The status dropout rate1 represents the percentage of 16- to 24-year-olds who are not enrolled in school and have not earned a high school credential (either a diploma or an equivalency credential such as a GED certificate). In 2022, there were 2.1 million status dropouts between the ages of 16 and 24.2 The overall status dropout rate decreased from 7.0 percent in 2012 to 5.3 percent in 2022.3

Select a subgroup characteristic from the drop-down menu below to view relevant text and figures.

All available findings Disability Institutionalization status Nativity/Immigrant/Nonresident Other individual characteristic Race/ethnicity Sex or gender Time series
Status Dropout Rate by Race/Ethnicity and Sex
Figure 1. Status dropout rates of 16- to 24-year-olds, by race/ethnicity: Selected years, 2012 through 2022
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A confidence interval is a range of values that describes the uncertainty surrounding an estimate. Throughout the Condition of Education, confidence intervals are calculated as the estimate +/- the margin of error, based on a 95 percent level of confidence. This means that there is 95 percent certainty that the range includes the true or actual value of the statistic.
Confidence Interval
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1 Consists of respondents who wrote in some other race that was not included as an option on the questionnaire.

NOTE: To estimate the margin of error, the standard error is scaled based on the desired level of confidence in the estimate. Throughout the Condition of Education, margins of error are produced based on a 95 percent level of confidence. Margin of error is calculated as 1.96*standard error. Status dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school and whether they ever attended school in the United States. People who have received equivalency credentials, such as the GED, are counted as high school completers. Data are based on sample surveys of the entire population residing within the United States, which includes the 50 states and the District of Columbia, including both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities). Race categories exclude persons of Hispanic ethnicity. Data for 2020 are not presented due to collection issues associated with the coronavirus pandemic. Figures are plotted based on unrounded data.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 1-Year Public Use Microdata Sample (PUMS) data, 2012 through 2022. See Digest of Education Statistics 2023, table 219.80.

The status dropout rate generally varied by race/ethnicity in 2022. The status dropout rate for 16- to 24-year-olds was
  • highest for those who were American Indian/Alaska Native (9.9 percent), Pacific Islander (9.1 percent), and Hispanic (7.9 percent); and
  • lowest for those who were Asian (1.9 percent).
[Race/ethnicity ]
From 2012 to 2022, the status dropout rate declined for 16- to 24-year-olds who were
  • American Indian/Alaska Native (from 12.8 to 9.9 percent);
  • Hispanic (from 12.8 to 7.9 percent);
  • Black (from 9.0 to 5.7 percent);
  • White (from 4.7 to 4.3 percent); and
  • Asian (from 2.6 to 1.9 percent).
The status dropout rate for those of Two or more races was also lower in 2022 (4.5 percent) than in 2012 (5.6 percent), although there was no measurable trend for the period. In contrast, the status dropout rates for those who were Pacific Islander and those of Some other race4 did not differ measurably in 2022 compared with 2012. Further, there were no measurable differences between the status dropout rates in 2019—the year before the coronavirus pandemic—and 2022 for any racial/ethnic group except for those who were White, whose dropout rate was greater in 2022 (4.3 percent) than in 2019 (4.1 percent). [Time series ] [Race/ethnicity ]
In each year from 2012 through 2022, the status dropout rate for Asian 16- to 24-year-olds was lower than the rate for those who were White, and the rates for both groups were lower than the rates for those who were Black, Hispanic, and American Indian/Alaska Native.5 However, gaps between these groups were generally smaller in 2022 than in 2012, due to the larger percentage point declines among the racial/ethnic group with the higher dropout rate in each set of groups for which there was a gap. For example, between 2012 and 2022, the Asian-Hispanic and White-Hispanic gaps in status dropout rates dropped 4 and 5 percentage points, respectively. This narrowing of the gap was due to the percentage point decrease in the dropout rate among Hispanic 16- to 24-year-olds over the period. [Time series ] [Race/ethnicity ]
Figure 2. Status dropout rates of 16- to 24-year-olds, by race/ethnicity and sex: 2022
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A confidence interval is a range of values that describes the uncertainty surrounding an estimate. Throughout the Condition of Education, confidence intervals are calculated as the estimate +/- the margin of error, based on a 95 percent level of confidence. This means that there is 95 percent certainty that the range includes the true or actual value of the statistic.
Confidence Interval
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1 Consists of respondents who wrote in some other race that was not included as an option on the questionnaire.

NOTE: To estimate the margin of error, the standard error is scaled based on the desired level of confidence in the estimate. Throughout the Condition of Education, margins of error are produced based on a 95 percent level of confidence. Margin of error is calculated as 1.96*standard error. Status dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school and whether they ever attended school in the United States. People who have received equivalency credentials, such as the GED, are counted as high school completers. Data are based on sample surveys of the entire population residing within the United States, which includes the 50 states and the District of Columbia, including both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities). Race categories exclude persons of Hispanic ethnicity. Figures are plotted based on unrounded data.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 1-Year Public Use Microdata Sample (PUMS) data, 2022. See Digest of Education Statistics 2023, table 219.80.

In 2022, the status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds overall (6.3 vs. 4.3 percent). Status dropout rates were higher for males than for females among those who were
  • American Indian/Alaska Native (12.6 vs. 7.0 percent);
  • Hispanic (9.6 vs. 6.1 percent);
  • Black (7.0 vs. 4.4 percent);
  • of Two or more races (5.3 vs. 3.7 percent); and
  • White (4.9 vs. 3.7 percent).
There were no measurable differences in status dropout rates between males and females who were Asian, Pacific Islander, or of Some other race. [Race/ethnicity ] [Sex or gender]
Status Dropout Rates by Other Demographic Characteristics
Figure 3. Status dropout rates of U.S.- and foreign-born 16- to 24-year-olds, by race/ethnicity: 2022
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A confidence interval is a range of values that describes the uncertainty surrounding an estimate. Throughout the Condition of Education, confidence intervals are calculated as the estimate +/- the margin of error, based on a 95 percent level of confidence. This means that there is 95 percent certainty that the range includes the true or actual value of the statistic.
Confidence Interval
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†Not applicable.

‡Reporting standards not met. Either there are too few cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater.

1 Consists of respondents who wrote in some other race that was not included as an option on the questionnaire.

2 Includes those born in the 50 states, the District of Columbia, Puerto Rico, American Samoa, Guam, the U.S. Virgin Islands, and the Northern Marianas, as well as those born abroad to U.S.-citizen parents.

NOTE: To estimate the margin of error, the standard error is scaled based on the desired level of confidence in the estimate. Throughout the Condition of Education, margins of error are produced based on a 95 percent level of confidence. Margin of error is calculated as 1.96*standard error. Status dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school and whether they ever attended school in the United States. People who have received equivalency credentials, such as the GED, are counted as high school completers. Data are based on sample surveys of the entire population residing within the United States, which includes the 50 states and the District of Columbia, including both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities). Race categories exclude persons of Hispanic ethnicity. Figures are plotted based on unrounded data.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 1-Year Public Use Microdata Sample (PUMS) data, 2022. See Digest of Education Statistics 2023, table 219.80.

Overall, U.S.-born 16- to 24-year-olds6 had a lower status dropout rate in 2022 than their foreign-born peers (4.8 vs. 11.6 percent). There were some differences in status dropout rates between U.S.- and foreign-born individuals by race/ethnicity.7 Compared with the status dropout rate for 16- to 24-year-olds born in the United States, the status dropout rate for their peers born outside of the United States was
  • higher for those who were Pacific Islander (22.7 vs. 6.8 percent);
  • higher for those who were Hispanic (20.2 vs. 5.6 percent);
  • higher for those who were Asian (2.8 vs. 1.4 percent); and
  • lower for those who were White (3.5 vs. 4.3 percent).
The status dropout rates for U.S.-born 16- to 24-year-olds who were Black, of Some other race, or of Two or more races were not measurably different from the rates for their foreign-born peers. [Race/ethnicity ] [Nativity/Immigrant/Nonresident]
In addition, in 2022, the status dropout rate was higher for 16- to 24-year-olds who spoke a language other than English at home and spoke English less than very well (19.2 percent) than for those who spoke English at home or spoke English very well (4.6 percent). [Other individual characteristic]
Figure 4. Status dropout rates of 16- to 24-year-olds, by institutionalized status and disability status: 2022
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Users can select any combination of available years and categories in any figure format (i.e., bar or table). The initial selection of years and categories may not be optimal in different views.
Bar | Table
A confidence interval is a range of values that describes the uncertainty surrounding an estimate. Throughout the Condition of Education, confidence intervals are calculated as the estimate +/- the margin of error, based on a 95 percent level of confidence. This means that there is 95 percent certainty that the range includes the true or actual value of the statistic.
Confidence Interval
Bar | Table
Users can select years at irregular intervals. However, as a result, the distance between the data points will not be proportional to the number of years between them.
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1 Includes persons living in households as well as persons living in noninstitutionalized group quarters. Noninstitutionalized group quarters include college and university housing, military quarters, facilities for workers and religious groups, and temporary shelters for the homeless.

2 Includes persons living in institutionalized group quarters, including adult and juvenile correctional facilities, nursing facilities, and other health care facilities.

3 Disability status identifies individuals who have serious difficulty with one or more of four basic areas of functioning (hearing, vision, cognition, and ambulation) or with self-care or independent living.

NOTE: To estimate the margin of error, the standard error is scaled based on the desired level of confidence in the estimate. Throughout the Condition of Education, margins of error are produced based on a 95 percent level of confidence. Margin of error is calculated as 1.96*standard error. Status dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school and whether they ever attended school in the United States. People who have received equivalency credentials, such as the GED, are counted as high school completers. Data are based on sample surveys of the entire population residing within the United States, which includes the 50 states and the District of Columbia, including both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities). Figures are plotted based on unrounded data.

SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 1-Year Public Use Microdata Sample (PUMS) data, 2022. See Digest of Education Statistics 2023, table 219.80.

In 2022, the status dropout rate was lower for 16- to 24-year-olds living in households and noninstitutionalized group quarters such as college or military housing (5.1 percent) than for those living in institutionalized group quarters such as correctional or health care facilities (32.9 percent). This pattern holds for all racial/ethnic groups.8 [Institutionalization status]
The status dropout rate also differed by disability status9 in 2022. The status dropout rate was 4.9 percent for 16- to 24-year-olds without a disability and 9.7 percent for 16- to 24-year-olds with a disability. [Disability]

1 In this indicator, status dropout rates are based on data from the American Community Survey (ACS). The ACS is an annual survey that covers a broad population, including individuals living in households, individuals living in noninstitutionalized group quarters, and individuals living in institutionalized group quarters. Noninstitutionalized group quarters include college and university housing, military quarters, facilities for workers and religious groups, and temporary shelters for the homeless. Institutionalized group quarters include adult and juvenile correctional facilities, nursing facilities, and other health care facilities. Data are based on sample surveys of the entire population residing within the United States, including the 50 states and the District of Columbia.

2 For general technical notes related to data analysis, data interpretation, rounding, and other considerations, please refer to the Reader’s Guide.

3 Data for 2020 are not presented due to collection issues associated with the coronavirus pandemic.

4 Consists of respondents who wrote in some other race that was not included as an option on the questionnaire.

5 The status dropout rate for Asian 16- to 24-year-olds was also lower than the rate for those who were of Some other race and for those who were Two or more races in each year from 2012 to 2022.

6 U.S.-born 16- to 24-year-olds include those born in the 50 states, the District of Columbia, Puerto Rico, American Samoa, Guam, the U.S. Virgin Islands, and the Northern Marianas, as well as those born abroad to U.S.-citizen parents.

7 American Indian/Alaska Native 16- to 24-year-olds are excluded from this analysis because reporting standards were not met for foreign-born 16- to 24-year-olds; either there are too few cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater.

8 Pacific Islander 16- to 24-year-olds and those of Some other race are excluded from this analysis because reporting standards were not met for institutionalized 16- to 24-year-olds; either there are too few cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater.

9 In this indicator, disability status identifies individuals who have serious difficulty with one or more of four basic areas of functioning (hearing, vision, cognition, and ambulation) or with self-care or independent living.

Supplemental Information

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Table 219.80 (Digest 2023): Total number of 16- to 24-year-old high school dropouts (status dropouts) and percentage of dropouts among persons 16 to 24 years old (status dropout rate), by selected characteristics: Selected years, 2012 through 2022
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Gap High school diploma Household Racial/ethnic group Status dropout rate (American Community Survey)
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Status Dropout Rates – May 2023
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Status Dropout Rates – May 2022
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Status Dropout Rates – May 2021
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Status Dropout Rates – May 2020
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Status Dropout Rates – May 2019
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Status Dropout Rates – May 2018
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Status Dropout Rates – May 2017
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Status Dropout Rates – May 2016
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Status Dropout Rates – May 2015
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Status Dropout Rates – January 2014
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Status Dropout Rates – January 2013
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Suggested Citation

National Center for Education Statistics. (2024). Status Dropout Rates. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [date], from https://nces.ed.gov/programs/coe/indicator/coj.
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