Dropout Rates, 1999 - Event Dropout Rates, Race/Ethnicity


Executive Summary Introduction Event and Status Dropout Rates Type of Dropout Rates Event Dropout Rates Status Dropout Rates High School Completion Rates High School Completion Rates Method of High School Completion Conclusions Text Tables and Figures Full Report (PDF)	Event Dropout Rates Home \| Income \| Race/Ethnicity Age and Sex \| Region and State *Race/Ethnicity* The 1999 CPS data confirm some findings in earlier NCES reports about the strong association between race/ethnicity and the likelihood of dropping out of school. In particular, cohort studies of national longitudinal data for American high school students, such as the High School and Beyond study sponsored by NCES, show that Hispanics and blacks are at greater risk of dropping out than whites¹¹. More recently, analyses of data from the NCES National Education Longitudinal Study and analyses reported by the President's Advisory Commission on Educational Excellence for Hispanic Americans also confirm these patterns¹². Data from the October 1999 CPS verify this pattern for Hispanics, showing an event dropout rate of 7.8 percent, compared with 4.0 percent for white students (table 1). However, the event dropout rate for white, black (6.5 percent), and Asian (5.0) students was not statistically significant¹³. ¹¹ See R. Ekstron, M. Goertz, J. Pollack, and D. Rock, "Who Drops Out of High School and Why? Findings from a National Study," in School Dropouts: Patterns and Policies (1987), 52-69. For dropout data using the National Education Longitudinal Study, see tables B9 and B10 in U.S. Department of Education, National Center for Education Statistics, Dropout Rates in the United States: 1994, NCES 96-863, by M. McMillen and P. Kaufman (Washington, DC: U.S. Government Printing Office, 1996). ¹² U.S. Department of Education, National Center for Education Statistics, Dropout Rates in the United States: 1996, NCES 98-250, by M. McMillen and P. Kaufman (Washington, DC: U.S. Government Printing Office, 1997); and President's Advisory Commission on Educational Excellence for Hispanic Americans, Our Nation on the Fault Line: Hispanic American Education (Washington, DC: U.S. Government Printing Office, 1996). ¹³ While these differences appear to be relatively large, there are not statistically significant at the 0.05 level due to relatively large standard errors.

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