Definition This indicator uses the “status” high school dropout rate,[7] which measures the percentage of young adults ages 16 through 24 in the civilian, non-institutionalized population who were not enrolled in a high school program and had not received a high school diploma or obtained an equivalency certificate.[8] Note that this measure does not include youth in prison or in the military. While this indicator uses the status dropout rate, other indicators (such as on-time high school completion or high school graduation rates) are also used to measure educational attainment with regard to high school. For more information, see National Institute of Statistical Sciences/Education Statistics Services Institute Task Force on Graduation, Completion, and Dropout Indicators’ Final Report, available at http://nces.ed.gov/pubs2005/2005105.pdf. Endnotes [1] Note that this measure—sometimes referred to as the “status” dropout rate—represents only one of several ways for calculating the high school dropout rate. The “event” dropout rate reports the percentage of young people ages 15 through 24 who dropped out of grades 10 through 12 in the past year. The “cohort” dropout rate measures the percentage of an entering ninth-grade class that drops out before the end of the twelfth-grade year. The “status” dropout rate is the only measure for which there are reliable national data over a number of years. National data on cohort graduation rates show that 84.1 percent of the public high school class of 2015-16 graduated four years after entering ninth grade. See U.S. Department of Education, National Center for Education Statistics. (2017). Common Core of Data: America’s public schools [Table 1]. Washington, DC: Author. Retrieved from https://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2015-16.asp. [2] Western, B. & Pettit, B. (2002). Beyond crime and punishment: Prisons and inequality. Contexts, 1(37), 37–43. [3] Heckman, J. J. & LaFontaine, P. A. (2010). The American high school graduation rate: Trends and levels. Review of Economics and Statistics, 92(2), 244–262. [4] Western, B. & Wildeman, C. (2009). The black family and mass incarceration. The Annals of the American Academy of Political and Social Science, 621, 221–242. [5] Hispanics may be of any race. Totals of whites in this report do not include Hispanics. [6] Fry, R. (2003). Hispanic youth dropping out of U.S. schools: Measuring the challenge. Washington, DC: Pew Hispanic Center. Retrieved from http://pewhispanic.org/reports/report.php?ReportID=19. [7] Status dropout rate differs from event dropout rate, the latter being measured as the percentage of young people who dropped out of grades 10 through 12 in the past year. [8] Chapman, C., Laird, J., Ifill, N., & KewalRamani, A. (2011). Trends in high school dropout and completion rates in the United States: 1972-2009 (NCES 2012-006). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2012/2012006.pdf. Suggested Citation:Child Trends Databank. (2018). High school dropout rates. Available at: https://www.childtrends.org/?indicators=high-school-dropout-rates
 Question: Response: The status dropout rate 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 this Fast Fact, 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 as well as individuals living in noninstitutionalized group quarters (such as college or military housing) and institutionalized group quarters (such as correctional or health care facilities).1 In 2019, there were 2.0 million status dropouts between the ages of 16 and 24, and the overall status dropout rate was 5.1 percent. The status dropout rate varied by race/ethnicity in 2019. The status dropout rate for Asian 16- to 24-year-olds (1.8 percent) was lower than those who were White (4.1 percent), and both were lower than the rates for those who were of Two or more races (5.1 percent), Black (5.6 percent), Hispanic (7.7 percent), Pacific Islander (8.0 percent), and American Indian/Alaska Native (9.6 percent). The status dropout rate for those who were American Indian/Alaska Native was higher than that of most racial/ethnic groups but was not measurably different from the rates for those who were Pacific Islander. The overall status dropout rate decreased from 8.3 percent in 2010 to 5.1 percent in 2019. During this time, the status dropout rate declined for 16- to 24-year-olds who were Hispanic (from 16.7 to 7.7 percent), American Indian/Alaska Native (from 15.4 to 9.6 percent), Black (from 10.3 to 5.6 percent), White (from 5.3 to 4.1 percent), Asian (from 2.8 to 1.8 percent), and of Two or more races (from 6.1 to 5.1 percent). In contrast, there was no measurable difference between the status dropout rate in 2010 and 2019 for those who were Pacific Islander. In 2019, the status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds overall (6.0 vs. 4.2 percent). Status dropout rates were higher for males than for females among those who were Hispanic (9.3 vs. 6.0 percent), Black (6.8 vs. 4.3 percent), of Two or more races (6.2 vs. 4.1 percent), and White (4.7 vs. 3.5 percent). However, there were no measurable differences in status dropout rates between males and females for those who were Asian, Pacific Islander or American Indian/Alaska Native. Status dropout rates of 16- to 24-year-olds, by race/ethnicity: 2010 through 2019 1 Includes respondents who wrote in some other race that was not included as an option on the questionnaire. NOTE: The status dropout rate is 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). Data are based on sample surveys of the entire population residing within the United States, 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. 1 More specifically, institutionalized group quarters include adult and juvenile correctional facilities, nursing facilities, and other health care facilities. Noninstitutionalized group quarters include college and university housing, military quarters, facilities for workers and religious groups, and temporary shelters for the homeless. SOURCE: U.S. Department of Education, National Center for Education Statistics. (2021). The Condition of Education 2021 (NCES 2021-144), Status Dropout Rates. Related Tables and Figures: (Listed by Release Date)
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