ERIC Number: ED602216
Record Type: Non-Journal
Publication Date: 2020-Jan
Pages: 82
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Trends in High School Dropout and Completion Rates in the United States: 2019. Compendium Report. NCES 2020-117
McFarland, Joel; Cui, Jiashan; Holmes, Juliet; Wang, Xiaolei
National Center for Education Statistics
The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates). This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. [For the 2018 report, see ED590552.]
Descriptors: Educational Trends, Dropout Rate, Graduation Rate, High School Students, High School Graduates, Academic Achievement, Educational Indicators, Student Characteristics, Racial Differences, Gender Differences, Family Income, Students with Disabilities, Geographic Regions, White Students, African American Students, Hispanic American Students, Asian American Students, Pacific Islanders, American Indian Students, Multiracial Persons, Credentials, High School Equivalency Programs
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: High Schools; Secondary Education; Adult Education; High School Equivalency Programs
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED); American Institutes for Research (AIR)
IES Funded: Yes
Grant or Contract Numbers: EDIES12D0002
IES Publication: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020117