Two of the most important indicators of the educational system's
success are the number of young people who complete high school
and the number who drop out of school each year. The National Center
for Education Statistics' Common Core of Data (CCD) survey system
annually collects information about dropouts and completers. This
report presents the number and percentage of students dropping out
of public schools (among states that reported dropouts) for school
years 199192 through 199798, and the number and percentage
of students completing school for school years 199596 through
199798.
The CCD consists of six surveys that are completed each year by
state education agencies. Three of these surveys provide basic statistical
information about public elementary/secondary institutions, students,
and staff. Although all information is reported directly from state
education agencies (SEAs), the surveys include data about individual
states, local education agencies, and schools. The numbers of students
who complete high school with a regular diploma or some alternative
credential have been reported at the state and local education agency
levels since the 198788 CCD collection. A dropout statistic
was added to the Local Education Agency (School District) Universe
in the 199293 collection (reporting 199192 dropouts).
The CCD is a good source of national data about public high school dropouts and completers. First, the survey uses standard definitions that allow equitable comparisons among states and districts. Second, the CCD includes the full universe of local education agencies and schools. And, finally, the data are reported annually.
Developing a dropout statistic. NCES surveyed SEAs in 1987 and found wide disparities in dropout statistics-both which students were considered to be dropouts and how dropout rates were calculated. Because the dropout rate was an important topic in education policy discussions, the absence of comparable data was considered a serious problem. In 1989, the agency began work with state CCD survey coordinators to develop a standard dropout statistic that was incorporated in the 199293 school year CCD collection. (Dropout statistics are reported the year after students have left school; hence this first collection produced information about 199192 school year dropouts.)
Collecting the dropout statistic through the CCD survey system determined in part how the statistic was defined. The CCD data are derived from the administrative records that states maintain for the daily operation of public schools. The surveys are collected once each year. Almost all statistics reflect conditions at the beginning of the school year, giving a "snapshot" picture that accounts for every student in public schools in each state. In order to be comparable with the CCD membership count, dropouts for a school year are reported at the beginning of the next school year. The CCD dropout count reports the number of students dropping out in a single year, and defines a dropout basically as a student who had been enrolled in the previous school year but who was not enrolled (and was not a graduate) at the beginning of the current school year. The dropout rate is calculated by comparing the number of students reported as dropouts for a given school year with the number enrolled at the beginning of that school year. In 2000, NCES determined that states following a July-through-June reporting calendar rather than the October-through-September calendar did not have an appreciable effect upon the numbers of dropouts reported for a school year and began accepting them.1
The dropout rate is the number of dropouts divided by the number of students
enrolled. For example, to compute the 912th grade
dropout rate the calculation is:
Number of 912th grade dropouts
October 1st 912th grade enrollment
count
The dropout rate was a high-stakes statistic for local education agencies and states. This led NCES to publish data from only those states that complied exactly with the standard definition. For the 199192 school year, NCES published data for 12 of the 45 states that reported dropouts; by 199798, this had increased to 37.2
Developing a high school completion rate. Although the
CCD collected statistics on the numbers of high school completers
each year, these data did not produce a completion rate. The survey's
annual "snapshot" format did not indicate which students took more
than 4 years to complete high school, nor which school districts
experienced net growth or decline in enrollment over 4 years because
of population changes.
In 1997, CCD staff proposed a high school four-year completion rate developed
in collaboration with state CCD Coordinators that was based on the
numbers of students leaving school. The states and NCES tested multiple
rates and decided on a rate that tried to incorporate 4 years worth
of data (see the methodology section for more details). Put simply,
this rate asks, "of those students who have left school, what proportion
have done so as completers?" It is calculated by dividing the number
of high school completers by the sum of dropouts for grades 9 through
12, respectively, in consecutive years, plus the number of completers.
If a hypothetical graduating class began as 9th graders
in Year 1, this four-year completion rate would look like:
High School Completers Year 4
Dropouts (Grade 9 Year 1 + Grade 10 Year 2 + Grade
11 Year 3 + Grade 12 Year 4)
+ High School Completers Year 4
This report is the first publication of a high school four-year completion rate based upon CCD dropout and completion data. Because it requires several years of dropout data, the high school completion rate is given for 199596 and subsequent years while dropout rates are presented beginning with 199192. (See the methodology section for more details on the rates.)
Determining dropout status. The CCD definition determines whether an individual is a dropout by his or her enrollment status at the beginning of the school year (the same day reflected in the enrollment count). In 1990, NCES defined a dropout as an individual who:
- Was enrolled in school at some time during the previous school year (i.e., 199596);
- Was not enrolled at the beginning of the current school year (i.e., 199697);
- Has not graduated from high school or completed a state- or district-approved
educational program; and
- Does not meet any of the following exclusionary conditions:
- transfer to another public school district, private school, or state- or district-approved
educational program (including correctional or health facility programs);
- temporary absence due to suspension or school-excused illness; or
- death.
Individuals who complete 1 year of school but fail to enroll at the beginning
of the subsequent year ("summer dropouts") are counted as dropouts from the
school year and grade in which they fail to enroll. Those who leave secondary
education but are enrolled in an adult education program at the beginning of
the school year are considered dropouts. However, note that dropout status is
determined by a student's status on October 1. Students who receive their general
education development (GED) test certificate by October 1 are not counted as
dropouts if the state or district recognizes this as an approved program. Although
a student whose whereabouts is unknown is considered a dropout, states are not
required to count students who leave the United States as dropouts even if there
is no information about such students' subsequent enrollment status. A student
can be counted as a dropout only once for a single school year but can, if he
or she repeatedly drops out and re-enrolls, appear as a dropout for more than
1 year.
The CCD dropout statistic is reported at the local education agency level
for grades 7 through 12. Data are aggregated for male and female dropouts
within each of five racial/ethnic categories for every grade.3
High school completion categories. The CCD collects three
types of high school completion credentials: regular diplomas, equivalency
diplomas, and other completion credentials such as certificates of attendance.
Only regular diploma recipients and other high school completers are included
in this report, for reasons that are discussed below.
Diploma recipients are individuals who are awarded a
high school diploma or a diploma that recognizes some higher level
of academic achievement. They can be thought of as students who
meet or exceed the coursework and performance standards for high
school completion established by the state or other relevant authorities.
Other high school completers receive a certificate of
attendance or some other credential in lieu of a diploma. Students
awarded this credential typically meet requirements that differ
from those for a high school diploma. Some states do not issue
an "other high school completion" type of certificate, but award
all students who complete school a diploma regardless of what
academic requirements the students have met. In order to make
data as comparable as possible across states, this report includes
both regular and other diploma recipients in its high school four-year
completion rate.
Exclusion of high school equivalency recipients. High
school equivalencies are awarded a credential certifying that
they have met state or district requirements for high school completion
by passing an examination or completing some other performance
requirement. The equivalency certificate is usually awarded on
the basis of the GED test. The CCD asks states to report high
school equivalency recipients who are in roughly the same cohort
as the regular graduating class, that is, 19 years of age or younger.
Although students who receive their GED by October 1 are considered
in the dropout rate calculation, there are two reasons that GED
counts are not included in the count of high school completers
in the four-year completion rate. First, the count of high school
equivalencies is only reported on the CCD's state collection and
the other data collected and used in the four-year completion
rate are at the school district level. Second, not all states
report the total number of GED recipients.
The high school four-year completion rate presented here differs in its
calculation from other published rates, and readers should be alert to this
when making comparisons with other studies. The inclusion of regular and other
high school completions, and the exclusion of GED recipients, may also lead
to differences with other reports.
It should be noted that the number of states reporting dropouts almost tripled
over the 7 years included in this report. Because of this, comparisons over
time should be made cautiously. Finally, the effects of state and local policies
and data collection administration may have profound effects on the number
of dropouts and completers in a state. Dropout and completion data collected
by the CCD are reported from the administrative records of state education
agencies. Some states collect their data through student-level records systems
while others collect aggregate data from schools and districts. Although state
CCD Coordinators verify each year that they have followed the CCD dropout
definition, states vary in their ability to track students who move from one
district to another and it is probable that some students have been misclassified.
NCES has reported CCD-based dropout rates since 1992 and is introducing,
with this publication, a high school four-year completion rate that incorporates
both dropout and completion data. In future years, these rates will be reported
annually with other CCD statistics.
The next section of the report discusses in detail the numbers of high school
dropouts and completers in the 199798 school year. It is followed by
an analysis of dropout rates and then high school four-year completion rates
over time among students from different racial/ethnic backgrounds and from
school districts serving different community types (example, rural, suburban,
urban). A closing methodology section provides more information about the
dropout and completion statistics and the CCD collection and editing practices.
1 Winglee, M., Marker,
D., Henderson, A., Young, B., and Hoffman, L. 2000. A
Recommended Approach to Providing High School Dropout and Completion
Rates at the State Level. NCES 2000?305.
2 CCD respondents include the 50 states, the District of Columbia, the Department of Defense Dependents Schools, the
Bureau of Indian Affairs, and the outlying areas (American Samoa, Commonwealth of the Northern Mariana Islands,
Guam, Puerto Rico, and the U.S. Virgin Islands). Totals in this report are limited to the 50 states and the District of
Columbia, referred to collectively as "the states."
3 The categories
are American Indian/Alaska Native; Asian; Black, not Hispanic;
Hispanic; and White, not Hispanic.