1 10 12 https://lis5472.cci.fsu.edu/sp19/group8/files/original/08d7f698d8bdb17027f044495038df00.pdf e7676528cf239ecfb6a18e3b1d62ea94 PDF Text Text Trends in High School Dropout and Completion Rates in the United States: 1972–2008 Compendium Report DECEMBER 2010 Chris Chapman National Center for Education Statistics Jennifer Laird MPR Associates, Inc. Angelina KewalRamani Education Statistics Services Institute American Institutes for Research NCES 2011-012 U.S. DEPARTMENT OF EDUCATION �U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Statistics Stuart Kerachsky Acting Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. 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Suggested Citation Chapman, C., Laird, J., and KewalRamani, A. (2010). Trends in High School Dropout and Completion Rates in the United States: 1972–2008 (NCES 2011-012). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved [date] from http://nces.ed.gov/pubsearch. Content Contact Chris Chapman (202) 502-7414 chris.chapman@ed.gov �Acknowledgments The authors would like to recognize the time and effort volunteered by household respondents to the Current Population Survey (CPS). The report also relies on voluntary reporting by local and state officials to compile the rates reported through the Common Core of Data on public schools. iii ��Contents Page Acknowledgments ...................................................................................................................... iii List of Tables .............................................................................................................................. vi List of Figures............................................................................................................................. ix Introduction ................................................................................................................................ 1 Findings....................................................................................................................................... National Event Dropout Rates ............................................................................................... State Event Dropout Rates for Public High School Students ................................................ National Status Dropout Rates ............................................................................................... National Status Completion Rates ......................................................................................... General Educational Development (GED) Credentials and National Status Completion Rates................................................................................................................ Averaged Freshman Graduation Rates for Public School Students....................................... 5 5 7 8 10 11 12 References ................................................................................................................................... 15 Figures......................................................................................................................................... 21 Tables .......................................................................................................................................... 29 Appendix A—Technical Notes..................................................................................................A-1 Appendix B—Glossary ..............................................................................................................B-1 Appendix C—Standard Error Tables......................................................................................C-1 v �List of Tables Table Page 1 Event dropout rates and number and distribution of 15- through 24-year-olds who dropped out of grades 10–12, by selected characteristics: October 2008 ........................ 30 2 Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, and number of dropouts and population of 15- through 24-year-olds who were enrolled: October 1972 through October 2008 ................................................................ 32 3 Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by sex and race/ethnicity: October 1972 through October 2008 ..................................... 34 4 Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by family income: October 1972 through October 2008 ................................................. 36 5 Event dropout rates for public school students in grades 9–12, by state: School years 1993–94 through 2007–08...................................................................................... 38 6 Status dropout rates and number and distribution of dropouts of 16- through 24-year-olds, by selected characteristics: October 2008.................................................. 40 7 Status dropout rates, number of status dropouts, and population of 16- through 24-year-olds: October 1972 through October 2008 ......................................................... 42 8 Status dropout rates of 16- through 24-year-olds, by sex and race/ethnicity: October 1972 through October 2008 ............................................................................................. 44 9 Status completion rates, and number and distribution of completers ages 18–24 not currently enrolled in high school or below, by selected characteristics: October 2008.................................................................................................................................. 46 10 Status completion rates, number of completers, and population of 18- through 24-year-olds: October 1972 through October 2008 ......................................................... 48 11 Status completion rates of 18- through 24-year-olds not currently enrolled in high school or below, by sex and race/ethnicity: October 1972 through October 2008 .......... 50 vi �List of Tables Table Page 12 Averaged freshman graduation rate of public high school students, by state: School year 2007–08........................................................................................................ 52 13 Averaged freshman graduation rates of public high school students and change in rates, by state: School years 2001–02 through 2007–08.................................................. 54 Appendix A A-1 Summary table of high school dropout, completion, and graduation rates .................. A-6 A-2 Percentage distribution of persons who passed the General Educational Development (GED) exam outside of federal and state contract facilities, by age group: 1998–2008..................................................................................................................... A-16 A-3 Percentage distribution of persons who passed the General Educational Development (GED) exam at federal or state contract facilities, by age group: 1998–2008 .............. A-17 Appendix C C-1 Standard errors for table 1: Event dropout rates and number and distribution of 15- through 24-year-olds who dropped out of grades 10–12, by selected characteristics: October 2008........................................................................................ C-2 C-2 Standard errors for table 2: Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, and number of dropouts and population of 15- through 24-year-olds who were enrolled: October 1972 through October 2008.......... C-3 C-3 Standard errors for table 3: Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by sex and race/ethnicity: October 1972 through October 2008................................................................................................................. C-5 C-4 Standard errors for table 4: Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by family income: October 1972 through October 2008............................................................................................................................... C-7 C-5 Standard errors for table 6: Status dropout rates and number and distribution of dropouts of 16- through 24-year-olds, by selected characteristics: October 2008 ....... C-9 C-6 Standard errors for table 7: Status dropout rates, number of status dropouts, and population of 16- through 24-year-olds: October 1972 through October 2008 ............ C-10 vii �List of Tables Table Page Appendix C C-7 Standard errors for table 8: Status dropout rates of 16- through 24-year-olds, by sex and race/ethnicity: October 1972 through October 2008 ....................................... C-12 C-8 Standard errors for table 9: Status completion rates, and number and distribution of completers ages 18–24 not currently enrolled in high school or below, by selected characteristics: October 2008.......................................................................... C-14 C-9 Standard errors for table 10: Status completion rates, number of completers, and population of 18- through 24-year-olds: October 1972 through October 2008 ............ C-15 C-10 Standard errors for table 11: Status completion rates of 18- through 24-year-olds not currently enrolled in high school or below, by sex and race/ethnicity: October 1972 through October 2008 .......................................................................................... C-17 C-11 Standard errors for figure 3: Status dropout rates of 16- through 24-year-olds, by race/ethnicity and sex: October 2008 ............................................................................ C-18 C-12 Standard errors for figure 5: Status completion rates of 18- through 24-year-olds not currently enrolled in high school or below, by race/ethnicity and sex: October 2008............................................................................................................................... C-18 viii �List of Figures Figure Page 1 Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by family income: October 1972 through October 2008 ................................................. 22 2 Status dropout rates of 16- through 24-year-olds, by race/ethnicity: October 1972 through October 2008 ...................................................................................................... 23 3 Status dropout rates of 16- through 24-year-olds, by race/ethnicity and sex: October 2008.................................................................................................................... 24 4 Status completion rates of 18- through 24-year-olds not currently enrolled in high school or below, by race/ethnicity: October 1972 through October 2008 ....................... 25 5 Status completion rates of 18- through 24-year-olds not currently enrolled in high school or below, by race/ethnicity and sex: October 2008 .............................................. 26 6 Averaged freshman graduation rates of public high school students, by state: School year 2007–08.................................................................................................................... 27 ix ��Introduction Dropping out of high school is related to a number of negative outcomes. For example, the median income of persons ages 18 through 67 who had not completed high school was roughly $23,000 in 2008.1 By comparison, the median income of persons ages 18 through 67 who completed their education with at least a high school credential, including a General Educational Development (GED) certificate, was approximately $42,000. Over a person’s lifetime, this translates into a loss of approximately $630,000 in income for a person who did not complete high school compared with a person with at least a high school credential (Rouse 2007).2 Among adults ages 25 and older, a lower percentage of dropouts are in the labor force compared with adults who earned a high school credential. Among adults in the labor force, a higher percentage of dropouts are unemployed compared with adults who earned a high school credential (U.S. Department of Labor 2010). Further, dropouts ages 25 or older reported being in worse health than adults who are not dropouts, regardless of income (Pleis, Lucas, and Ward 2009). Dropouts also make up disproportionately higher percentages of the nation’s prison and death row inmates.3 Comparing those who drop out of high school with those who complete high school, the average high school dropout is associated with costs to the economy of approximately $240,000 over his or her lifetime in terms of lower tax contributions, higher reliance on Medicaid and Medicare, higher rates of criminal activity, and higher reliance on welfare (Levin and Belfield 2007).4 This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2008, provides data about trends in dropout and completion rates over the last three and a half decades (1972–2008), 5 and examines the characteristics of high school dropouts and high school 1 U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), March 2009. These are not all high school dropouts: 1.0 percent of persons ages 18 through 67 were enrolled in high school in 2008 (U.S. Department of Commerce, Census Bureau, Current Population Survey [CPS], October 2008). 2 Rouse estimates a lifetime loss of $550,000 using 2004 March CPS data. The estimate here is adjusted for inflation between March 2004 and March 2008 using March-to-March consumer price index adjustments. 3 Estimates from the most recent data available indicate that approximately 34 percent of federal and state inmates (data from 2004) and 50 percent of persons on death row (data from 2008) lack a high school credential (U.S. Department of Justice 2004, 2009). Although not strictly comparable because of different age ranges considered, estimates for those 25 and older in the general population during the same years indicate that about 15 percent were dropouts (U.S. Department of Commerce, Census Bureau 2004, 2007). 4 Levin and Belfield estimate costs at $209,000 as of 2004. The estimate here is adjusted for inflation between 2004 and 2008 using March 2004 and March 2008 consumer price indexes. 5 Trend analyses have shown a pattern of decline in event dropout rates prior to 1990, a brief upward trend from 1991 through 1995, and then another decline through 2008. As a result, in this report, overall trends from 1972 to 2008 are reported, as well as separate trends from 1972 through 1990, 1990 through 1995, and 1995 through 2008, to increase the understanding of patterns over time in these rates. 1 �Introduction completers in 2008. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate each contributing unique information. • The event dropout rate estimates the percentage of high school students who left high school between the beginning of one school year and the beginning of the next without earning a high school diploma or an alternative credential (e.g., a GED). This report presents a national event dropout rate for students attending both public and private schools using the Current Population Survey (CPS), and state event dropout rates for public high school students using the Common Core of Data (CCD).6 Event dropout rates can be used to track annual changes in the dropout behavior of students in the U.S. school system. • The status dropout rate reports the percentage of individuals in a given age range who are not in school and have not earned a high school diploma or an alternative credential. The rate is calculated using CPS data. It focuses on an overall age group as opposed to individuals in the U.S. school system, so it can be used to study general population issues. • The status completion rate indicates the percentage of individuals in a given age range who are not in high school and who have earned a high school diploma or an alternative credential, irrespective of when the credential was earned.7 The rate is calculated using CPS data. It focuses on an overall age group as opposed to individuals in the U.S. school system, so it can be used to study general population issues.8 • The averaged freshman graduation rate estimates the proportion of public high school freshmen who graduate with a regular diploma 4 years after starting 9th grade. The rate is calculated using data from the CCD. It focuses on public high school students as opposed to all high school students or the general population and is designed to provide an estimate of on-time graduation from high school. Thus, it provides a measure of the extent to which public high schools are graduating students within the expected period of 4 years. Data presented in this report are drawn from the annual October Current Population Survey (CPS), the annual Common Core of Data (CCD) collections, and the annual General Education Development Testing Service (GEDTS) statistical reports. Data in the CPS files are collected through household interviews and are representative of the civilian, noninstitutionalized population in the United States, including students attending public and private schools. The CCD data are collected from state education agencies about all public schools and school systems in the United States, and contain aggregates of administrative record data kept by these agencies that are representative of all public school students in this country. The GEDTS data are also built from administrative record data kept by the testing service, and contain information 6 These datasets are described briefly in the main text and in more detail in appendix A. The status completion rate is not the inverse of the status dropout rate (i.e., status completion does not equal 100 minus the status dropout rate). The rates are based on different age ranges, and the completion rate excludes high school students from its denominator, whereas high school students are included in the denominator of the status dropout rate. 8 Seastrom et al. (2006a) refer to this rate as the “Current Population Survey High School Completion Indicator.” 7 2 �Introduction about all GED test takers (data presented in this report are only for individuals in the 50 states and the District of Columbia).9 As with all data collections, those used in this report are useful for calculating some types of estimates, but poorly suited for calculating other types. For example, CPS data are well suited for studying the civilian, noninstitutionalized population in the United States, including students attending public and private schools, but do not provide information about military personnel or individuals residing in group quarters, such as prison inmates or patients in long-term medical facilities. Data from the CCD are appropriate for studying public school students in a given year, but do not provide information on private school students. GEDTS data are helpful for identifying the number of people who take and pass the GED examination in a given year, but do not contain information about schools that GED test takers attended before taking the GED test. In addition, none of the datasets track individual students over time, limiting their usefulness for studying processes and precise time lines associated with completing high school or dropping out.10 All changes or differences noted in this report were tested using Student’s t statistic and are statistically significant at the p ≤ .05 level. When significance tests fail to meet the p ≤ .05 criterion and the comparison is of substantive interest, terminology such as “no measurable difference was found” is used in this report. Regression analysis was used to test for trends across age groups and over time. Analyses did not include any adjustments for multiple comparisons. Standard error tables are available in appendix C. 9 Appendix A of this report contains information about the three data collections and describes in detail how the rates reported here were computed. 10 Several states have student-level administrative record systems that follow student progress over time that can be used for this kind of analysis. NCES is supporting the development of similar systems across additional states (see http://nces.ed.gov/programs/slds/ for details), and periodically conducts national-level longitudinal studies of high school students that can be used for such analysis, as in the High School Longitudinal Study. 3 ��Findings National Event Dropout Rates The national event dropout rate presented here is based on data from the CPS and is an estimate of the percentage of both private and public high school students who left high school between the beginning of one school year and the beginning of the next without earning a high school diploma or an alternative credential (e.g., a GED). Specifically, the rate describes the percentage of youth ages 15 through 24 in the United States who dropped out of grades 10–12 from either public or private schools in the 12 months between one October and the next (e.g., October 2007 to October 2008).11 The measure provides information about the rate at which U.S. high school students are leaving school without a successful outcome. As such, it can be used to study student experiences in the U.S. secondary school system in a given year. It is not well suited for studying how many people in the country lack a high school credential irrespective of whether they attended U.S. high schools, nor does it provide a picture of the dropout problem more generally because it only measures how many students dropped out in a single year, and students may reenter the school system after that time. More detail about the definition and computation of the event dropout rate and other rates in this report can be found in appendix A. • Event dropout rates: On average, 3.5 percent of students who were enrolled in public or private high schools in October 2007 left school before October 2008 without completing a high school program (table 1). No measurable change was detected in the event dropout rate between 2007 and 2008 (3.5 percent in both years); however, since 1972, event dropout rates have trended downward, from 6.1 percent in 1972 to 3.5 percent in 2008 (figure 1 and table 2).12 Declines occurred primarily from 1972 through 1990, when the rate reached 4.0 percent. From 1990 through 1995, event rates increased, but then trended downward again from 1995 through 2008. These fluctuations during the 1990s and early to mid-2000s resulted in no measurable difference between the 1990 and 2008 event dropout rates. • Event dropout rates by sex: There was no measurable difference in the 2008 event dropout rates for males and females, a pattern generally found since 1972 (tables 1 and 3). Exceptions to this pattern occurred in 4 years—1974, 1976, 1978, and 2000—when males had measurably higher event dropout rates than females. 11 Data about 9th-grade dropouts are not available in the Current Population Survey (see appendix A for more information). The state event dropout rates for public high school students presented later in this report are based on the Common Core of Data, which includes 9th-graders. 12 Trend analyses were conducted using regressions. See appendix A for more details. 5 �Findings • Event dropout rates by race/ethnicity:13 Between October 2007 and October 2008, Black and Hispanic students in public and private high schools had higher event dropout rates than White students (table 1). The event dropout rate was 6.4 percent for Blacks and 5.3 percent for Hispanics, compared with 2.3 percent for Whites. The general downward trend in event dropout rates over the three and a half decade period from 1972 through 2008 observed in the overall population was also found among Whites, Blacks, and Hispanics (table 3).14 However, the decreases happened at different times over this 36-year period for these racial/ethnic groups. The pattern found among Whites mirrored the overall population: a decrease in event rates from 1972 through 1990, an increase from 1990 through 1995, and another decrease from 1995 through 2008. Blacks also experienced a decline from 1972 through 1990, and an increase from 1990 through 1995, but their event dropout rates fluctuated and no measurable trend was found between 1995 and 2008. Hispanics, on the other hand, experienced no measurable change in their event dropout rates from 1972 through 1990, and no measurable change from 1990 through 1995, but did experience a decline from 1995 through 2008. • Event dropout rates by family income: In 2008, the event dropout rate of students living in low-income families was about four and one-half times greater than the rate of their peers from high-income families (8.7 percent vs. 2.0 percent) (table 1).15 Students from low-, middle-, and high-income families experienced an overall decline in event dropout rates during the three-decade period of the mid-1970s through 2008 (figure 1 and table 4). All three groups of students experienced declines in event dropout rates from 1975 through 1990. Those from low-income families had rates that fell from 15.7 percent to 9.5 percent. Students from middle-income families had rates fall from 6.0 percent to 4.3 percent and those from high-income families had rates fall from 2.6 percent to 1.1 percent. From 1990 to 1995, students from low-income families experienced an upward trend in rates from 9.5 percent to 13.3 percent, while their peers from middle- and high-income families experienced no measurable change. In the last 13 years (1995–2008), the event rates for lowincome and middle-income families trended downward. While event dropout rates for students from high-income families fluctuated and no measurable trend was found during the 13 All of the 2008 tables report data for the following four racial/ethnic categories: White (non-Hispanic), Black (non-Hispanic), Asian/Pacific Islander (non-Hispanic), and Hispanic. The first three categories consist of individuals who identified as only one race, and who did not identify as Hispanic. A fourth category consists of Hispanics of all races and racial combinations. For 2008 status dropouts and status completion rates (tables 6 and 9), results for two additional race/ethnic groups are presented: American Indian/Alaska Native (non-Hispanic) and persons of two or more races (non-Hispanic). Because of small sample sizes, American Indians/Alaska Natives and persons of two or more races are included in the total but not shown separately for 2008 event dropout rates and event dropout, status dropout, and status completion results for prior years. For simplicity, the terms “Black,” “Hispanic,” “Asian/Pacific Islander,” “American Indian/Alaska Native,” and “two or more races” are used in the text of this report without the “(non-Hispanic)” label. 14 The trend analyses conducted to examine this three-and-a-half-decade period are based on annual rate estimates for each year from 1972 through 2008. Separate trend analyses were also conducted for each racial/ethnic group separately for trends across the three shorter time periods indicated in the bullet: 1972–1990, 1990–1995, and 1995–2008. Because of small sample sizes for many of the earlier years, reliable trend analyses could not be conducted for Asians/Pacific Islanders, American Indians/Alaska Natives, and persons of two or more races. 15 “Low income” is defined here as the lowest 20 percent of all family incomes, while “high income” refers to the top 20 percent of all family incomes. In 2008, low-income families included those with $18,985 or less in family income, while high-income families included those with $88,080 or more in family income. For respondents missing data for family income (17.4 percent of the weighted sample in table 1), cold-deck procedures were used to impute data. 6 �Findings same 13-year period, there was no measurable difference between their 1995 and 2008 rates (2.0 percent in both years). • Event dropout rates by age: Students who pursued a high school education past the typical high school age were at higher risk than others of becoming an event dropout (table 1). The 2008 event dropout rates for students in the typical age range for fall high school enrollment (ages 15 through 17) were lower than those for older students (ages 20 through 24). Specifically, 2.4 percent of 15- through 16-year-olds and 3.1 percent of 17-year-olds dropped out in the 1-year reference period, compared with 14.9 percent of 20- through 24-year-olds. • Event dropout rates by region: In 2008, the event dropout rates for high school students in the South (4.3 percent) were higher than for their peers in the Northeast (2.3 percent) and Midwest (2.7 percent), and event dropout rates for students in the West (4.1 percent) were higher than those for students in the Northeast (table 1). State Event Dropout Rates for Public High School Students State-level event dropout rates for public high school students are calculated using data from 1993 through 2008 from the CCD. The rates reported in this publication reflect the percentage of public school students who were enrolled in grades 9–12 at some point during the 2007–08 school year but were not enrolled in school in October 2008 and had not earned a high school diploma or completed a state- or district-approved education program.16 Some state or district education programs include special education programs and district- or state-sponsored GED programs. State event dropout rates are useful for evaluating the performance of public high school systems in reporting states. They do not include information about individuals outside the public school system. Rates are presented for the District of Columbia and 49 states that submitted data that could be reported for the 2007–08 school year; a “reporting states” rate was calculated based on data from the reporting states (table 5). Dropout counts from Vermont were suppressed due to a high frequency of missing data. • State event dropout rates for 9th- through 12th-grade public high school students: The 2007–08 CCD event dropout rates ranged from 1.7 percent in Indiana and New Jersey to 7.5 percent in Louisiana (table 5). In all, event dropout rates for public school students in grades 9–12 were lower than 3 percent in fifteen states: Indiana and New Jersey, 1.7 percent; Idaho, 2.0 percent; Alabama, 2.2 percent; South Dakota and Wisconsin, 2.3 percent; North Dakota, 2.4 percent; Kansas and Nebraska, 2.5 percent; Pennsylvania, 2.6 percent; Virginia, 2.7 percent; Connecticut, Kentucky, and Minnesota, 2.8 percent; and Iowa, 2.9 percent. Six states had event dropout rates of 6 percent or more: Delaware, 6.0 percent; Michigan, 6.2 percent; Colorado, 6.4 percent; Arizona, 6.7 percent; Alaska, 7.3 percent; and Louisiana, 7.5 percent. 16 Some states report using an alternative 1-year period from one July to the next. Rates for those states are presented because event dropout rates based on the July-to-July calendar are comparable to those calculated using an October-to-October calendar (Winglee et al. 2000). 7 �Findings • Combining data from the 49 reporting states and the District of Columbia, approximately 613,000 public school students dropped out of grade 9–12 during the 2007–08 school year (data not shown in tables). This translates into an event dropout rate of 4.1 percent.17 National Status Dropout Rates The status dropout rate measures the percentage of individuals who are not enrolled in high school and who do not have a high school credential. The status dropout rate is higher than the event rate in a given year because the status dropout rate includes all dropouts in a particular age range, regardless of when or where they last attended school, including individuals who may have never attended school in the United States. Based on the 16- through 24-year-old age range, the measure provides an indicator of the proportion of young people who lack a high school credential. While useful for measuring overall educational attainment among young adults in the United States, the status dropout rate is not useful as an indicator of the performance of schools because it includes those who never attended school in the United States. Using data from the CPS, the status dropout rate in this report shows the percentage of young people ages 16 through 24 who are out of school and who have not earned a high school diploma or equivalency credential (e.g., a GED). • Status dropout rates: In October 2008, approximately 3.0 million 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential (table 6). These status dropouts accounted for 8.0 percent of the 38 million noninstitutionalized, civilian 16- through 24-year-olds living in the United States. Among all individuals in this age group, status dropout rates trended downward between 1972 and 2008, from 14.6 percent to 8.0 percent (figure 2 and table 7). The status dropout rate of 2008 was lower than that of 1990, unlike the event dropout rate where no differences were detected between these 2 years. • Status dropout rates by sex: Males ages 16–24 had higher status dropout rates than females in 2008 (8.5 percent vs. 7.5 percent) (table 6). • Status dropout rates by race/ethnicity: The 2008 status dropout rates for persons of two or more races (4.2 percent), Asian/Pacific Islanders (4.4 percent), and Whites (4.8 percent) were the lowest among the racial/ethnic groups considered in this report. The Black status dropout rate was lower than the rate for Hispanics (9.9 percent and 18.3 percent, respectively) (table 6). 17 The number of event dropouts based on CCD data is significantly higher than the number of event dropouts based on CPS data, after restricting CCD counts to grades 10–12 to align with grade-ranges used in CPS estimates. This may be due in part to how the different sources of data account for alternative credentials like the GED. Students earning GEDs through public school systems are generally not counted as dropouts in the CCD, while students who leave the public school system are considered dropouts. Irrespective of how a GED is obtained, CPS data do not count them as dropouts. When this reporting difference is accounted for, estimates from both sources are not detectably different. 8 �Findings Since 1972 the difference between the status dropout rates of Whites and Blacks has narrowed (figure 2 and table 8). This narrowing of the gap occurred during the 1980s, with no measurable change during the 1970s or between 1990 and 2008. The percentage of Hispanics ages 16–24 who were dropouts was consistently higher than that of Blacks and Whites throughout the 36-year period of 1972–2008 (figure 2 and table 8). White and Black status dropout rates have fallen significantly since 1972; the rates for Whites fell from 12.3 to 4.8 percent and the rates for Blacks declined from 21.3 to 9.9 percent. Between 1972 and 1990, Hispanic status dropout rates were generally consistent, but since 1990 they have demonstrated a downward trend, falling from 32.4 percent to 18.3 percent. In 2008, some 32.8 percent of Hispanic 16- through 24-year-olds born outside the United States were status high school dropouts (table 6). Hispanics born in the United States had lower status dropout rates than immigrant Hispanics (10.5 percent and 10.8 percent for “first generation” and “second generation or higher,” respectively).18 In each “recency of immigration” category in table 6, Hispanic youth had higher status dropout rates than nonHispanic youth. • Status dropout rates by sex and race/ethnicity: Dropout rates for Whites and Hispanics varied by sex (figure 3). Among White students, 5.4 percent of males were status dropouts in 2008 compared with 4.2 percent of females. Hispanic males also had higher status dropout rates than their female counterparts (19.9 percent vs. 16.7 percent, respectively). No differences by sex were detected in status dropout rates for Blacks, Asian/Pacific Islanders, American Indian/Alaska Natives, or persons of two or more races. • Status dropout rates by age: Persons ages 16 and 17 had lower status dropout rates in 2008 (2.2 percent and 5.0 percent, respectively) than 18- through 24-year-olds (7.8 percent to 9.9 percent), at least in part because most 16- and 17-year-olds were still actively pursuing a high school diploma (table 6).19 • Status dropout rates by region: In 2008, the Northeast had the lowest status dropout rates (5.6 percent) and the South and the West had the highest (8.8 percent and 9.1 percent, respectively) (table 6). Dropouts were disproportionately concentrated in the South and the West. In 2008, some 35.9 percent of 16- through 24-year-olds lived in the South while 39.6 percent of all status dropouts lived there. Similarly, 23.8 percent of the 16- through 24-yearold population lived in the West but 27.0 percent of status dropouts lived there. In contrast, dropouts were underrepresented in the Northeast. Some 17.9 percent of 16- through 24-yearolds lived in the Northeast, but 12.5 percent of status dropouts lived there. 18 Individuals defined as “first generation” were born in the 50 states or the District of Columbia, and one or both of their parents were born outside the 50 states or the District of Columbia. Individuals defined as “second generation or higher” were born in the 50 states or the District of Columbia, as were both of their parents. 19 In 2008, data from the CPS show that high school enrollment rates by age group were 95.2 percent for 16-year-olds, 88.8 percent for 17-year-olds, 27.7 percent for 18-year-olds, 6.6 percent for 19-year-olds, and 0.9 percent for 20- through 24-year-olds (estimates not shown in tables). 9 �Findings National Status Completion Rates The status completion rate indicates the percentage of young people who have left high school and who hold a high school credential. The rate reported here is based on CPS data and represents the percentage of 18- through 24-year-olds who are not enrolled in high school and who have earned a high school diploma or an alternative credential, including a GED certificate. The status completion rate includes individuals who may have completed their education outside the United States, so the rate is not suited for measuring the performance of the education system in this country. The status completion rate is not the inverse of the status dropout rate (i.e., status completion does not equal 100 minus the status dropout rate). The rates are based on different age ranges, with the status dropout rate reported for 16- through 24-year-olds and the status completion rate reported for 18- through 24-year-olds. The completion rate excludes high school students from its denominator, whereas high school students are included in the denominator of the status dropout rate. • Status completion rates: In 2008, some 89.9 percent of 18- through 24-year-olds not enrolled in high school had received a high school diploma or equivalency credential (table 9).20 Overall, status completion rates have increased since 1972 (figure 4 and table 10), but during the 1970s they remained largely flat. Since 1980, the rate has shown an upward trend, starting at 83.9 percent in 1980 and rising to 89.9 percent in 2008. • Status completion rates by sex: Females ages 18–24 who were not enrolled in high school in 2008 had a higher status completion rate (90.5 percent) than their male counterparts (89.3 percent) (table 9). • Status completion rates by race/ethnicity: In 2008, among 18- through 24-year-olds not currently enrolled in high school, Asians/Pacific Islanders (95.5 percent), Whites (94.2 percent) and persons of two or more races (94.2 percent) had status completion rates of over 90 percent. All three had rates that were higher than those for Blacks (86.9 percent), American Indians/Alaska Natives (82.5 percent), and Hispanics (75.5 percent) (table 9). Status completion rates for Whites, Blacks, and Hispanics exhibited no general patterns of change during the 1970s, but rates trended upward for each group between 1980 and 2008 (figure 4 and table 11). In 2008, some 59.8 percent of foreign-born21 Hispanics ages 18–24 who were not currently enrolled in high school had completed high school (table 9). Compared to foreign-born Hispanics, status completion rates were higher for Hispanics born in the United States (85.1 percent for “first generation” and 85.8 percent for “second generation or higher”), although in each immigrant category Hispanics had higher status completion rates than non-Hispanics. 20 Considering all 18- through 24-year-olds, irrespective of enrollment status, 84.7 percent held a high school credential in October 2008 (estimates not shown in tables). 21 Foreign-born refers to people who were born outside of the 50 states and the District of Columbia. 10 �Findings • Status completion rates by sex and race/ethnicity: For Whites, Blacks, and Hispanics, status completion rates differed by sex (figure 5). In 2008, White and Hispanic females had higher status completion rates than their male counterparts. Specifically, 94.9 percent of White females and 77.9 percent of Hispanic females had completed high school in 2008, compared with 93.6 percent of White males and 73.2 percent of Hispanic males, respectively. Among Blacks, males had higher status completion rates (89.1 percent vs. 85.0 percent). No measurable differences by sex were detected between the status completion rates of American Indians/Alaska Natives, Asians/Pacific Islanders, and persons of two or more races. • Status completion rates by region: Consistent with status dropout data by region, 18through 24-year-olds in the West, South, and Midwest had lower status completion rates (88.7 percent, 89.1 percent, and 90.3 percent, respectively) than their contemporaries in the Northeast (92.7 percent). Additionally, the West had lower rates than the Midwest (table 9). General Educational Development (GED) Credentials and National Status Completion Rates General Educational Development (GED) programs allow individuals who would otherwise lack a high school credential because they did not complete a regular high school program of study, to obtain an alternative credential. Not completing a regular high school program can occur for several reasons including dropping out of high school and immigrating into the country without ever enrolling in U.S. high schools. The GED is accepted by most colleges and universities that require a high school diploma for admission, and most companies that have positions requiring a high school diploma accept the GED as an alternative credential (American Council on Education 2009). While GEDs provide an important opportunity for those who do not earn a regular high school diploma to obtain a high school credential, GED recipients tend to fare significantly worse than those holding regular diplomas across a range of measures. For example, while GED recipients and regular diploma recipients who complete postsecondary programs experience the same economic benefits from the programs, GED recipients attend and complete postsecondary programs at much lower rates than regular diploma holders. Also, while high school dropouts with relatively low cognitive skills experience improved incomes if they earn a GED, dropouts with relatively high cognitive skills do not experience increased earnings after earning a GED (see Boesel, Alsalam, and Smith 1998, and Tyler 2003 for overviews of GED research). To better understand how the rate of GED receipt relates to different rates presented in this report, data from the GED Testing Service are used to estimate the number of GED holders in 11 �Findings the civilian, noninstitutionalized population in 2008.22 Estimates are provided for 18- through 24year-olds to correspond to age ranges used for the status completion rates.23 • National estimates of 18- through 24-year-olds with a GED in 2008: There were approximately 1,500,000 persons ages 18 through 24 in 2008 who had passed the GED exam in 2008 or in prior years (data not shown in tables). This represents 5.5 percent of the civilian, noninstitutionalized population of 18- through 24-year-olds who were not in high school in 2008. Subtracting out those who passed the GED exam, the status completion rate in 2008 for regular high school diploma holders and those holding alternative credentials other than a GED was 84.4 percent (data not shown in tables).24 Focusing on the 18- through 24-year-old population without consideration of high school enrollment, approximately 84.7 percent held some form of high school credential in 2008 with 5.2 percent holding a GED and 79.5 percent holding a regular high school diploma or other alternative credential (data not shown in tables).25 Averaged Freshman Graduation Rates for Public School Students The averaged freshman graduation rate (AFGR) provides an estimate of the percentage of public high school students who graduate on time—that is, 4 years after starting 9th grade—with a regular diploma. The rate uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of diplomas awarded 4 years later. The incoming freshman class size is estimated by summing the enrollment in 8th grade for 1 year, 9th grade for the next year, and 10th grade for the year after and then dividing by 3. The averaging is intended to account for higher grade retention rates in the 9th grade. Although not as accurate as an on-time graduation rate computed from a cohort of students using individual student record data, this estimate of an on-time graduation rate can be computed with currently available data. The AFGR was selected from a number of alternative estimates that can be 22 The number of GED holders was based on counts of those who passed the GED exam. Counts of successful GED examinees each year are published by GEDTS. It is possible to pass the GED exam and not obtain a GED, so estimates here represent an upper bound of GED holders in the population. To determine how many people in a given age range have earned a GED requires summation of reported data over multiple years of GEDTS reports. For example, the number of 18- through 24-year-olds in 2008 who had passed the GED exam was estimated by taking the sum of those who passed the exam in 2008 at ages 18–24 plus those who passed the exam in 2007 at ages 17–23 plus those who passed the exam in 2006 at ages 16–22, and so on. See appendix A of this report for details of this calculation. 23 Civilians in the noninstitutionalized population are the focus of the status dropout and completion rates. To align the GED estimates with this population, data from the Survey of Inmates in State and Federal Correctional Facilities, 2004 prorated to 2008 and data provided by the Defense Manpower Data Center for active duty military personnel in 2008 were used. See appendix A of this report for details of how the GED estimates were aligned with the noninstitutionalized population. 24 The CPS data used for the status completion rate include those holding alternative credentials such as a GED in the count of completers. Other alternative credentials exist so removing GED counts from the counts of completers does not result in a count of regular high school diploma holders. 25 Similar estimates could be made in reference to the 16- through 24-year-old population, which is the focus of the status dropout rate. There were approximately 1,597,000 persons ages 16 through 24 in 2008 who had passed the GED exam in 2008 or prior years (data not shown in tables). This represents 4.3 percent of the civilian, noninstitutionalized population of 16- through 24-year-olds in 2008. 12 �Findings calculated using cross-sectional data based on a technical review and analysis of a set of alternative estimates (Seastrom et al. 2006a, 2006b). AFGR estimates are based on the CCD “State Nonfiscal Survey of Public Elementary/Secondary Education,” with ungraded26 enrollments distributed proportional to reported enrollments by grade. Rates are presented for the 49 states and the District of Columbia that submitted data necessary to estimate AFGR for the 2007–08 school year; a national-level rate was calculated for reporting states based on data from the 49 states and the District of Columbia. Diploma count data for 2007–08 are missing for South Carolina. • National averaged freshman graduation rate for public school students: The AFGR among public school students in the United States for the class of 2007–08 was 74.9 percent (table 12). • State averaged freshman graduation rates for public school students: For the class of 2007–08, the AFGR ranged from 51.3 percent in Nevada to 89.6 percent in Wisconsin (figure 6 and table 12). Seventeen states had rates of 80.0 percent or higher—Connecticut, Idaho, Illinois, Iowa, Maryland, Massachusetts, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, North Dakota, Pennsylvania, South Dakota, Vermont, and Wisconsin. Eight states had rates below 70.0 percent—Alabama, Alaska, Florida, Georgia, Louisiana, Mississippi, Nevada, and New Mexico—as did the District of Columbia. • Changes in rates from 2006–07 to 2007–08: The AFGR among public school students in the graduating class of 2007–08 was higher than the rate for the class of 2006–07 (74.9 percent versus 73.9 percent) (table 13).27 A comparison of data from 2007–08 to data from the prior school year, 2006–07, shows a percentage point or greater increase in the AFGR for 16 states and the District of Columbia. The AFGR decreased by a percentage point or more for six states during that same time period. 26 Ungraded students are those who are assigned to a class or program that does not have standard grade designations. 27 South Carolina did not report diploma information for 2007–08. Data were available to estimate the number of first-time freshmen in 2004–05 (the graduating class of 2007–08). If the AFGR for 2006–07 in South Carolina were applied to the estimate of first-time freshmen in 2004–05, and the freshmen count and resulting diploma count added to national totals, the AFGR for the United States would have been 74.7 percent in 2007–08. 13 ��References American Council on Education, GED Testing Service. (1991–2002). Who Took the GED? GED Annual Statistical Report. Washington, DC: Author. American Council on Education, GED Testing Service. (2003–06). Who Passed the GED Tests? Annual Statistical Report. Washington, DC: Author. American Council on Education, GED Testing Service. (2007). 2006 GED Testing Program Statistical Report. Washington, DC: Author. American Council on Education, GED Testing Service. (2008). 2007 GED Testing Program Statistical Report. Washington, DC: Author. American Council on Education, GED Testing Service. (2009). 2008 GED Testing Program Statistical Report. Washington, DC: Author. Boesel, D., Alsalam, N., and Smith, T.M. (1998). Educational and Labor Market Performance of GED Recipients. U.S. Department of Education. Washington, DC. Cahoon, L. (2005). Source and Accuracy Statement for the October 2004 CPS Microdata File on School Enrollment. Washington, DC: U.S. Department of Commerce, Census Bureau. Chapman, C., and Hoffman, L. (2007). Event Dropout Rates for Public School Students in Grades 9–12: 2002–03 and 2003–04 (NCES 2007-026). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Gujarati, D. (1998). Basic Econometrics (2nd ed.). New York: McGraw Hill, Inc. Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Laird, J., DeBell, M., Kienzl, G., and Chapman, C. (2007). Dropout Rates in the United States: 2005 (NCES 2007-059). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 15 �References Levin, H.M., and Belfield, C.R. (2007). Educational Interventions to Raise High School Graduation Rates. In C.R. Belfield and H.M. Levin (Eds.), The Price We Pay: Economic and Social Consequences of Inadequate Education (pp. 177–199). Washington, DC: Brookings Institution Press. Mishel, L., and Roy, J. (2006). Rethinking High School Graduation Rates and Trends. Washington, DC: Economic Policy Institute. No Child Left Behind Act of 2001, P.L. 107-110, 115 Stat. 1425 (2002). Pleis, J.R., Lucas, J.W., and Ward, B.W. (2009). Summary Health Statistics for U.S. Adults: National Health Interview Survey, 2008. Vital Health Stat, 10(242). National Center for Health Statistics. Rouse, C.E. (2007). Quantifying the Costs of Inadequate Education: Consequences of the Labor Market. In C.R. Belfield and H.M. Levin (Eds.), The Price We Pay: Economic and Social Consequences of Inadequate Education (pp. 99-124). Washington, DC: Brookings Institution Press. Sable, J., and Garofano, A. (2007). Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff From the Common Core of Data: School Year 2005–06 (NCES 2007-352). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Sable, J., and Naum, J. (2004a). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 1997–98 (NCES 2001-302R). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Sable, J., and Naum, J. (2004b). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 1998–99 (NCES 2002-310R). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Sable, J., and Naum, J. (2004c). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 1999–2000 (NCES 2002-384R). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 16 �References Sable, J., and Naum, J. (2004d). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 2000–01 (NCES 2002-315R). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Sable, J., Naum, J., and Thomas, J.M. (2004). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 2001–02 (NCES 2005-349). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Seastrom, M., Chapman, C., Stillwell, R., McGrath, D., Peltola, P., Dinkes, R., and Xu, Z. (2006a). User’s Guide to Computing High School Graduation Rates, Volume 1: Review of Current and Proposed Graduation Indicators (NCES 2006-604). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Seastrom, M., Chapman, C., Stillwell, R., McGrath, D., Peltola, P., Dinkes, R., and Xu, Z. (2006b). User’s Guide to Computing High School Graduation Rates, Volume 2: Technical Evaluation of Proxy Graduation Indicators (NCES 2006-605). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Seastrom, M., Hoffman, L., Chapman, C., and Stillwell, R. (2005). The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2001–02 and 2002–03 (NCES 2006-601). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Seastrom, M., Hoffman, L., Chapman, C., and Stillwell, R. (2007). The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2002–03 and 2003–04 (NCES 2006-606rev). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Stillwell, R., and Hoffman, L. (2009). Public School Graduates and Dropouts From the Common Core of Data: School Year 2005–06 (NCES 2008-353rev). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 17 �References Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data: School Year 2007–08 (NCES 2010-341). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Tyler, J. (2003). Economic Benefits of the GED: Lessons From Recent Research. Review of Educational Research, 73(3): 369–403. U.S. Department of Commerce, Census Bureau. (2004). Educational Attainment in the United States: 2004. Detailed Tables. Table 10. Washington, DC: Author. Retrieved April 20, 2009, from http://www.census.gov/population/www/socdemo/education/cps2004.html. U.S. Department of Commerce, Census Bureau. (2007). Educational Attainment in the United States: 2006. Detailed Tables. Table 10. Washington, DC: Author. Retrieved April 20, 2009, from http://www.census.gov/population/www/socdemo/education/cps2006.html. U.S. Department of Commerce, Census Bureau. (2009). Current Population Survey, October 2008: School Enrollment and Internet Use Supplement File (Technical Documentation CPS-09). Washington, DC: Author. U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2007. U.S. Department of Education, National Center for Education Statistics. (n.d.). Documentation to the NCES Common Core of Data Local Education Agency Universe Dropout and Completion Data File: School Years 1991–92 through 1996–97. Washington, DC. Retrieved August 6, 2007, from http://www.nces.ed.gov/ccd/drp7yrag.asp. U.S. Department of Justice, Bureau of Justice Statistics. (2004). Survey of Inmates in State and Federal Correctional Facilities, 2004. Unpublished estimates. ICPSR04572-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [producer and distributor], 2007-02-28. doi:10.3886/ICPSR04572. U.S. Department of Justice, Bureau of Justice Statistics. (2009). Capital Punishment, 2008—Statistical Tables (NCJ-228662). Washington, DC. Retrieved March 4, 2010, from http://bjs.ojp.usdoj.gov/index.cfm?ty=pbdetail&iid=1757. U.S. Department of Labor, Bureau of Labor Statistics. (2010). Tabulations retrieved March 4, 2010, from http://www.bls.gov/cps/cpsa2009.pdf. 18 �References Winglee, M., Marker, D., Henderson, A., Aronstamm Young, B., and Hoffman, L. (2000). A Recommended Approach to Providing High School Dropout and Completion Rates at the State Level (NCES 2000-305). National Center for Education Statistics, U.S. Department of Education. Washington, DC. 19 ��Figures 21 �Figures Figure 1.—Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by family Figure 1.—income: October 1972 through October 2008 Percent 20 20 18 18 16 16 14 Low income 14 12 12 10 10 8 Middle income 8 6 6 4 2 0 1972 Total 4 2 High income 1975 1978 1980 1981 0 1984 1985 1987 1990 1993 1995 1996 1999 2000 2002 2005 2008 Year NOTE: The event dropout rate indicates the percentage of youth ages 15 through 24 who dropped out of grades 10–12 between one October and the next (e.g., October 2007 to October 2008). Dropping out is defined as leaving school without a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Low income is defined as the bottom 20 percent of all family incomes for the year; middle income is between 20 and 80 percent of all family incomes; and high income is the top 20 percent of all family incomes. Data on family income are missing for 1974. Estimates beginning with 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning with 1992 reflect new wording of the educational attainment item. Estimates beginning with 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 22 �Figures Figure 2.—Status dropout rates of 16- through 24-year-olds, by race/ethnicity: October 1972 through Figure 2.—October 2008 Percent 40 40 35 35 Hispanic 30 25 30 25 Black, non-Hispanic 20 15 10 20 Total 15 10 White, non-Hispanic 5 0 1972 5 1975 1978 1980 1981 1984 1985 1987 1990 1993 1995 1996 1999 2000 2002 2005 0 2008 Year NOTE: The status dropout rate indicates the percentage of 16- through 24-year-olds who are not enrolled in high school and who lack a high school credential. High school credentials include high school diplomas and equivalent credentials, such as a General Educational Development (GED) certificate. Beginning in 2003, respondents were able to identify themselves as being two or more races. The 2003 through 2008 categories for White (non-Hispanic) and Black (non-Hispanic) contain only respondents who indicated just one race. The Hispanic category includes Hispanics of all races and racial combinations. Due to small sample sizes for some or all of the years shown in the figure, American Indians/Alaska Natives and Asians/Pacific Islanders who are not Hispanic are included in the totals but not shown separately. The Two or more races (non-Hispanic) category is also included in the total in 2003 through 2008 but not shown separately due to small sample sizes. The variability of Hispanic status rates reflects, in part, small Hispanic sample sizes in earlier years of the Current Population Survey (CPS). Beginning with 1987, estimates reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning with 1992 reflect new wording of the educational attainment item. Estimates beginning with 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the CPS over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 23 �Figures Figure 3.—Status dropout rates of 16- through 24-year-olds, by race/ethnicity and sex: October 2008 Percent 40 35 30 25 19.9 16.7 20 15 10 8.5 7.5 5 8.7 18.6 11.6 11.1 5.4 4.2 3.9 4.9 3.6 ! 4.8! 0 Total White, Black, non-Hispanic non-Hispanic Hispanic Asian/ Pacific Islander, non-Hispanic Race/ethnicity Male American Two or Indian/ more races, Alaska non-Hispanic Native, non-Hispanic Female ! Interpret data with caution. Due to relatively large standard errors, estimates are unstable. NOTE: The status dropout rate indicates the percentage of 16- through 24-year-olds who are not enrolled in high school and who lack a high school credential. High school credentials include high school diplomas and equivalent credentials, such as a General Educational Development (GED) certificate. Respondents were able to identify themselves as being two or more races. The White (non-Hispanic), Black (non-Hispanic), Asian/Pacific Islander (non-Hispanic), and American Indian/Alaska Native (non-Hispanic) categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. Non-Hispanics who identified themselves as multiracial are included in the Two or more races (non-Hispanic) category. The Hispanic category consists of Hispanics of all races and racial combinations. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. 24 �Figures Figure 4.—Status completion rates of 18- through 24-year-olds not currently enrolled in high school or Figure 4.—below, by race/ethnicity: October 1972 through October 2008 Percent 100 100 White, non-Hispanic 80 Total 80 Black, non-Hispanic 60 60 Hispanic 40 40 20 20 0 1972 1975 1978 1980 1981 1984 1985 1987 1990 1993 1995 1996 1999 2000 2002 2005 0 2008 Year NOTE: Status completion rates measure the percentage of 18- through 24-year-olds who are not enrolled in high school and who also hold a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Those still enrolled in high school are excluded from the analysis. Beginning in 2003, respondents were able to identify themselves as being two or more races. The 2003 through 2008 categories for White (non-Hispanic) and Black (non-Hispanic) contain only respondents who indicated just one race. The Hispanic category includes Hispanics of all races and racial combinations. Due to small sample sizes for some or all of the years shown in the figure, American Indians/Alaska Natives and Asians/Pacific Islanders who are not Hispanic are included in the totals but not shown separately. The Two or more races (non-Hispanic) category is also included in the total in 2003 through 2008 but not shown separately due to small sample sizes. The variability of Hispanic status rates reflects, in part, small sample size of Hispanics in earlier years of the Current Population Survey (CPS). Beginning with 1987, estimates reflect new editing procedures for cases missing school enrollment item data. Estimates beginning with 1992 reflect new wording of the educational attainment item. Estimates beginning with 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the CPS over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 25 �Figures Figure 5.—Status completion rates of 18- through 24-year-olds not currently enrolled in high school or Figure 5.—below, by race/ethnicity and sex: October 2008 Percent 100 89.3 90.5 93.6 94.9 89.1 95.1 95.8 85.0 80 73.2 77.9 88.2 95.2 93.1 74.7 60 40 20 0 Total White, Black, non-Hispanic non-Hispanic Hispanic Race/ethnicity Male Asian/ Pacific Islander, non-Hispanic American Two or Indian/ more races, Alaska non-Hispanic Native, non-Hispanic Female NOTE: Status completion rates measure the percentage of 18- through 24-year-olds who are not enrolled in high school and who also hold a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Those still enrolled in high school are excluded from the analysis. Respondents were able to identify themselves as being two or more races. The White (non-Hispanic), Black (non-Hispanic), Asian/Pacific Islander (non-Hispanic), and American Indian/ Alaska Native (non-Hispanic) categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. Non-Hispanics who identified themselves as multiracial are included in the Two or more races (non-Hispanic) category. The Hispanic category consists of Hispanics of all races and racial combinations. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. 26 �Figures Figure 6.—Averaged freshman graduation rates of public high school students, by state: School year 2007–08 — Not available. NOTE: The averaged freshman graduation rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years. For 2007–08, it equals the total number of diploma recipients in 2007–08 divided by the average membership of the 8th-grade class in 2003–04, the 9th-grade class in 2004–05, and the 10th-grade class in 2005–06. See table 13 in this report for more information about these state rates. SOURCE: Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data: School Year 2007–08 (NCES 2010-341), table 5. 27 ��Tables 29 �Tables Table 1.—Event dropout rates and number and distribution of 15- through 24-year-olds who dropped out Table 1.—of grades 10–12, by selected characteristics: October 2008 Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled1 (thousands) Percent of all dropouts Percent of population enrolled Total 3.5 390 11,058 100.0 100.0 Sex Male Female 3.1 4.0 174 216 5,625 5,433 44.6 55.4 50.9 49.1 2.3 6.4 5.3 156 106 101 6,721 1,651 1,898 40.0 27.1 25.9 60.8 14.9 17.2 Characteristic Race/ethnicity2 White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic 4.0 ! Family income3 Low income Middle income High income 8.7 3.0 2.0 132 196 61 1,527 6,468 3,063 34.0 50.3 15.7 13.8 58.5 27.7 2.4 3.1 3.6 4.9 14.9 74 118 106 40 51 3,133 3,806 2,959 815 345 19.0 30.4 27.2 10.3 13.1 28.3 34.4 26.8 7.4 3.1 8.1 4.6 35 19 434 418 9.0 4.9 3.9 3.8 3.7 1.4 ! 31 11 ! 842 780 8.0 2.7 ! 7.6 7.1 Age4 15–16 17 18 19 20–24 Recency of immigration Born outside the 50 states and District of Columbia Hispanic Non-Hispanic First generation5 Hispanic Non-Hispanic Second generation or higher5 Hispanic Non-Hispanic 5.5 3.3 17 ! 35 259 See notes at end of table. 30 426 622 7,962 4.3 ! 8.9 66.5 3.9 5.6 72.0 �Tables Table 1.—Event dropout rates and number and distribution of 15- through 24-year-olds who dropped out Table 1.—of grades 10–12, by selected characteristics: October 2008—Continued Characteristic Region Northeast Midwest South West Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled1 (thousands) Percent of all dropouts Percent of population enrolled 2.3 2.7 4.3 4.1 46 71 167 106 1,998 2,640 3,847 2,574 11.8 18.1 42.8 27.3 18.1 23.9 34.8 23.3 ! Interpret data with caution. Estimate is unstable because the standard error represents more than 33 percent of the estimate. This is an estimate of the population of 15- through 24-year-olds enrolled during the previous year in high school based on the number of students still enrolled in the current year and the number of students who either graduated or dropped out the previous year. 2 Respondents were able to identify themselves as being two or more races. The White (non-Hispanic), Black (non-Hispanic), and Asian/Pacific Islander (non-Hispanic) categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. The Hispanic category consists of Hispanics of all races and racial combinations. Due to small sample size, the American Indians/Alaska Natives and those who identified themselves as being two or more races, but not Hispanic are included in the total but are not shown separately. 3 Low income is defined as the bottom 20 percent of all family incomes for 2008; middle income is between 20 and 80 percent of all family incomes; and high income is the top 20 percent of all family incomes. 4 Age when a person dropped out may be 1 year younger, because the dropout event could occur at any time over a 12-month period. 5 Individuals defined as “first generation” were born in the 50 states or the District of Columbia, and one or both of their parents were born outside the 50 states or the District of Columbia. Individuals defined as “second generation or higher” were born in the 50 states or the District of Columbia, as were both of their parents. NOTE: The event dropout rate indicates the percentage of youth ages 15 through 24 who dropped out of grades 10–12 between one October and the next (e.g., October 2007 to October 2008). Dropping out is defined as leaving school without a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. 1 31 �Tables Table 2. —Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, and number of Table 2.—dropouts and population of 15- through 24-year-olds who were enrolled: October 1972 through Table 2.—October 2008 Year2 Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled1 (thousands) 1972 1973 1974 1975 1976 6.1 6.3 6.7 5.8 5.9 647 674 735 631 641 10,550 10,736 10,894 10,875 10,844 1977 1978 1979 1980 1981 6.5 6.7 6.7 6.1 5.9 729 739 745 655 636 11,178 11,012 11,044 10,758 10,746 1982 1983 1984 1985 1986 5.5 5.2 5.1 5.2 4.7 573 531 504 502 462 10,435 10,146 9,828 9,597 9,828 1987 1988 1989 1990 1991 4.1 4.8 4.5 4.0 4.0 405 460 403 347 348 9,819 9,613 9,001 8,675 8,700 1992 1993 1994 1995 1996 4.4 4.5 5.3 5.7 5.0 383 381 497 544 485 8,716 8,549 9,374 9,509 9,612 1997 1998 1999 2000 2001 4.6 4.8 5.0 4.8 5.0 454 479 519 488 505 9,984 10,079 10,464 10,126 10,187 2002 2003 2004 2005 2006 3.6 4.0 4.7 3.8 3.8 367 429 486 414 407 10,254 10,698 10,385 10,870 10,849 See notes at end of table. 32 �Tables Table 2. —Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, and number of Table 2.—dropouts and population of 15- through 24-year-olds who were enrolled: October 1972 through Table 2.—October 2008—Continued Year2 Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled1 (thousands) 2007 2008 3.5 3.5 383 390 10,967 11,058 1 This is an estimate of the population of 15- through 24-year-olds enrolled during the previous year in high school based on the number of students still enrolled in the current year and the number of students who either graduated or dropped out the previous year. 2 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: The event dropout rate indicates the percentage of youth ages 15 through 24 who dropped out of grades 10–12 between one October and the next (e.g., October 2007 to October 2008). Dropping out is defined as leaving school without a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 33 �Tables Table 3. —Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by sex and Table 3.—race/ethnicity: October 1972 through October 2008 Sex (percent) Race/ethnicity (percent)1 White, nonBlack, nonHispanic Hispanic Hispanic Year2 Total (percent) Male Female 1972 1973 1974 1975 1976 6.1 6.3 6.7 5.8 5.9 5.9 6.8 7.4 5.4 6.6 6.3 5.7 6.0 6.1 5.2 5.3 5.5 5.8 5.0 5.6 9.5 9.9 11.6 8.7 7.4 11.2 10.0 9.9 10.9 7.3 1977 1978 1979 1980 1981 6.5 6.7 6.7 6.1 5.9 6.9 7.5 6.8 6.7 6.0 6.1 5.9 6.7 5.5 5.8 6.1 5.8 6.0 5.2 4.8 8.6 10.2 9.9 8.2 9.7 7.8 12.3 9.8 11.7 10.7 1982 1983 1984 1985 1986 5.5 5.2 5.1 5.2 4.7 5.8 5.8 5.4 5.4 4.7 5.1 4.7 4.8 5.0 4.7 4.7 4.4 4.4 4.3 3.7 7.8 7.0 5.7 7.8 5.4 9.2 10.1 11.1 9.8 11.9 1987 1988 1989 1990 1991 4.1 4.8 4.5 4.0 4.0 4.3 5.1 4.5 4.0 3.8 3.8 4.4 4.5 3.9 4.2 3.5 4.2 3.5 3.3 3.2 6.4 5.9 7.8 5.0 6.0 5.4 ! 10.4 7.8 ! 7.9 7.3 1992 1993 1994 1995 1996 4.4 4.5 5.3 5.7 5.0 3.9 4.6 5.2 6.2 5.0 4.9 4.3 5.4 5.3 5.1 3.7 3.9 4.2 4.5 4.1 5.0 5.8 6.6 6.4 6.7 8.2 6.7 10.0 12.4 9.0 1997 1998 1999 2000 2001 4.6 4.8 5.0 4.8 5.0 5.0 4.6 4.6 5.5 5.6 4.1 4.9 5.4 4.1 4.3 3.6 3.9 4.0 4.1 4.1 5.0 5.2 6.5 6.1 6.3 9.5 9.4 7.8 7.4 8.8 2002 2003 2004 2005 2006 3.6 4.0 4.7 3.8 3.8 3.7 4.2 5.1 4.2 4.1 3.4 3.8 4.3 3.4 3.4 2.6 3.2 3.7 2.8 2.9 4.9 4.8 5.7 7.3 3.8 5.8 7.1 8.9 5.0 7.0 See notes at end of table. 34 �Tables Table 3.—Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by sex and Table 3.—race/ethnicity: October 1972 through October 2008—Continued Sex (percent) Year2 Total (percent) Male Female 2007 2008 3.5 3.5 3.7 3.1 3.3 4.0 Race/ethnicity (percent)1 White, nonBlack, nonHispanic Hispanic Hispanic 2.2 2.3 4.5 6.4 6.0 5.3 ! Interpret data with caution. Estimate is unstable because the standard error represents more than 33 percent of the estimate. Beginning in 2003, respondents were able to identify themselves as being “more than one race.” The 2003 through 2008 White, non-Hispanic and Black, non-Hispanic categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. The Hispanic category includes Hispanics of all races and racial combinations. Due to small sample sizes for some or all of the years shown in the table, American Indians/Alaska Natives and Asians/Pacific Islanders are included in the totals but not shown separately. The “more than one race” category is also included in the total in 2003 through 2008 but not shown separately due to small sample size. 2 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: The event dropout rate indicates the percentage of youth ages 15 through 24 who dropped out of grades 10–12 between one October and the next (e.g., October 2007 to October 2008). Dropping out is defined as leaving school without a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 1 35 �Tables Table 4.—Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by family Table 4.—income: October 1972 through October 2008 Family income (percent)1 Middle income Year2 Total (percent) Low income 1972 1973 1974 1975 1976 6.1 6.3 6.7 5.8 5.9 14.1 17.3 — 15.7 15.4 6.7 7.0 — 6.0 6.8 2.5 1.8 — 2.6 2.1 1977 1978 1979 1980 1981 6.5 6.7 6.7 6.1 5.9 15.5 17.4 17.1 15.8 14.4 7.6 7.3 6.9 6.4 6.2 2.2 3.0 3.6 2.5 2.8 1982 1983 1984 1985 1986 5.5 5.2 5.1 5.2 4.7 15.2 10.4 13.9 14.2 10.9 5.6 6.0 5.1 5.2 5.1 1.8 2.2 1.8 2.1 1.6 1987 1988 1989 1990 1991 4.1 4.8 4.5 4.0 4.0 10.3 13.7 10.0 9.5 10.6 4.7 4.7 5.0 4.3 4.0 1.0 1.3 1.1 1.1 1.0 1992 1993 1994 1995 1996 4.4 4.5 5.3 5.7 5.0 10.9 12.3 13.0 13.3 11.1 4.4 4.3 5.2 5.7 5.1 1.3 1.3 2.1 2.0 2.1 1997 1998 1999 2000 2001 4.6 4.8 5.0 4.8 5.0 12.3 12.7 11.0 10.0 10.7 4.1 3.8 5.0 5.2 5.4 1.8 2.7 2.1 1.6 1.7 2002 2003 2004 2005 2006 3.6 4.0 4.7 3.8 3.8 7.7 7.5 10.4 8.9 9.0 3.6 4.6 4.6 3.8 3.5 1.7 1.4 2.5 1.5 2.0 See notes at end of table. 36 High income �Tables Table 4. —Event dropout rates of 15- through 24-year-olds who dropped out of grades 10–12, by family Table 4.—income: October 1972 through October 2008—Continued Year2 Total (percent) Low income 2007 2008 3.5 3.5 8.8 8.7 Family income (percent)1 Middle income 3.5 3.0 High income 0.9 2.0 — Not available. Low income is defined as the bottom 20 percent of all family incomes for the year; middle income is between 20 and 80 percent of all family incomes; and high income is the top 20 percent of all family incomes. 2 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: The event dropout rate indicates the percentage of youth ages 15 through 24 who dropped out of grades 10–12 between one October and the next (e.g., October 2007 to October 2008). Dropping out is defined as leaving school without a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 1 37 �Tables Table 5.—Event dropout rates for public school students in grades 9–12, by state: School years 1993–94 Table 5.—through 2007–08 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 –94 –95 –96 –97 –98 –99 –2000 –01 –02 –03 –04 –05 –06 –07 –08 State Reporting states1 2 Alabama Alaska3 Arizona2 Arkansas California — 5.8 — 13.7 5.3 — — — — — — — — — 3.9 4.1 3.9 3.9 4.4 4.1 6.2 5.6 5.3 — 5.6 4.9 9.6 10.2 10.0 4.9 4.1 5.0 — — — 4.8 4.6 9.4 5.4 — 4.4 5.3 8.4 6.0 — 4.5 4.1 3.7 5.5 8.2 8.1 — 10.9 10.5 5.7 5.3 5.3 — — — 3.5 7.6 8.5 4.6 3.2 3.3 7.0 6.7 4.7 3.3 2.8 8.2 6.2 4.3 3.1 2.5 8.0 7.6 3.1 3.7 2.3 7.3 7.6 4.6 5.5 2.2 7.3 6.7 4.7 5.0 Colorado Connecticut Delaware District of Columbia Florida2 — — 4.8 4.9 4.6 4.6 9.5 10.6 — — — 4.8 4.5 — — — — 3.9 3.5 4.5 4.7 — 12.8 — — — 3.3 4.1 8.2 — — 3.1 4.1 7.2 — — 3.0 4.2 — 4.4 — 2.6 6.2 — 3.7 3.5 2.1 5.5 — 3.4 5.4 ‡ 6.1 — 3.4 7.8 ‡ 5.3 — 3.5 7.8 2.0 5.5 ‡ 4.1 6.9 2.1 5.5 7.1 3.8 6.4 2.8 6.0 5.5 3.3 Georgia Hawaii3 Idaho3 Illinois2 Indiana 8.7 — 8.5 6.8 — 9.0 — 9.2 6.6 — 8.5 — 8.0 6.4 — 8.2 — 7.2 6.6 — 7.4 5.3 6.9 6.5 — 7.2 5.3 — 6.2 — 7.2 5.7 5.6 6.0 — 6.5 5.1 3.9 6.4 2.3 5.8 4.7 3.9 5.7 2.2 5.4 4.8 3.1 5.3 2.5 5.6 4.7 3.0 4.5 2.5 5.2 4.7 2.7 4.0 2.9 4.6 5.4 2.6 4.0 2.7 4.3 5.4 2.0 5.2 1.7 Iowa Kansas Kentucky Louisiana4 Maine 3.2 — — 4.7 3.1 3.5 3.1 2.9 2.9 2.5 — — — — — — — — 5.2 4.9 3.5 11.6 11.6 11.4 10.0 3.4 3.1 3.2 3.2 3.3 2.5 — 5.0 9.2 3.3 2.7 3.2 4.6 8.3 3.1 2.4 3.1 4.0 7.0 2.8 1.9 2.4 3.3 7.5 2.8 ‡ 2.2 3.3 7.9 2.7 2.2 2.1 3.5 7.5 2.8 2.2 2.4 3.3 8.4 5.4 2.3 2.7 3.0 7.4 5.3 2.9 2.5 2.8 7.5 4.4 Maryland2 Massachusetts Michigan Minnesota Mississippi 5.2 3.7 — 5.1 6.1 5.2 3.6 — 5.2 6.4 Missouri Montana Nebraska Nevada New Hampshire New Jersey2 New Mexico New York3 North Carolina North Dakota 4.3 3.2 — 4.9 5.8 4.4 3.6 — 4.5 5.0 4.1 3.5 — 4.3 4.9 4.1 3.4 — 4.0 4.6 3.9 — — 3.8 3.9 3.6 3.3 4.5 3.8 3.7 4.1 3.7 4.6 ‡ 2.9 3.9 3.8 3.9 ‡ 2.8 3.9 3.4 3.5 3.1 3.0 3.8 3.8 7.4 3.0 4.3 3.6 3.4 6.2 2.8 4.6 7.0 7.0 — — 4.6 4.5 9.8 10.3 — — 6.5 5.8 5.2 5.6 5.1 4.4 4.5 4.3 4.4 9.6 10.2 10.1 — — — 4.8 4.5 4.2 7.9 — 4.4 4.2 4.0 6.2 — 4.2 4.2 4.0 5.2 5.4 3.6 3.9 4.2 6.4 4.0 3.3 3.6 3.1 6.1 3.8 3.3 3.4 2.8 6.0 3.8 3.7 3.4 2.7 5.8 3.5 4.1 3.7 2.8 7.7 3.2 3.7 3.7 2.8 4.5 3.2 4.9 5.2 2.5 5.1 3.0 4.3 8.1 — — 2.7 4.1 8.3 — — 2.5 3.1 6.7 4.0 — 2.4 3.1 6.0 4.1 — 2.7 2.8 5.3 3.8 6.3 2.2 2.5 5.2 7.1 5.7 2.0 1.8 4.7 5.5 5.2 2.2 ‡ 5.2 5.6 5.2 2.0 ‡ 4.2 5.7 5.2 1.9 1.7 5.5 4.4 ‡ 2.1 2.0 6.1 5.3 5.7 2.3 1.7 5.2 3.9 5.2 2.4 4.0 8.5 — — 2.5 4.8 3.4 — 5.2 6.2 4.9 3.4 — 5.5 6.0 7.3 5.2 6.7 6.9 — 3.7 7.5 — — 2.7 3.5 7.1 3.2 — 2.8 See notes at end of table. 38 �Tables Table 5.—Event dropout rates for public school students in grades 9–12, by state: School years 1993–94 Table 5.—through 2007–08—Continued State 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 –94 –95 –96 –97 –98 –99 –2000 –01 –02 –03 –04 –05 –06 –07 –08 Ohio3 Oklahoma3 Oregon Pennsylvania Rhode Island — 4.6 7.3 3.8 4.9 — 5.8 7.1 4.1 4.6 — 5.7 7.0 4.0 4.6 — 5.9 — 3.9 4.7 — 5.8 6.8 3.9 4.9 — 5.2 6.3 3.7 4.5 — 5.4 6.2 4.0 4.8 — 5.2 5.3 3.6 5.0 3.1 4.4 4.9 3.3 4.3 3.0 4.0 4.4 3.2 4.0 3.3 3.9 — 2.9 3.4 3.5 3.5 — 2.9 4.1 4.1 3.6 4.6 2.8 4.1 4.5 3.5 4.6 — 5.8 4.3 3.1 3.8 2.6 5.3 South Carolina South Dakota3 Tennessee2 Texas Utah — 5.3 4.8 — 3.1 — 5.3 5.0 — 3.5 — 5.7 4.9 — 4.4 — 4.5 5.1 — 4.5 — 3.1 5.0 — 5.2 — 4.5 4.6 — 4.7 — 3.5 4.2 5.0 4.1 3.3 3.9 4.3 4.2 3.7 3.3 2.8 3.8 3.8 3.7 3.2 3.3 3.2 3.6 3.9 3.4 4.2 3.3 3.6 3.8 3.3 4.4 2.7 3.6 3.7 — 4.4 2.8 4.3 3.3 3.9 3.9 3.1 4.0 3.1 3.9 2.3 3.9 4.0 4.2 Vermont2 Virginia3 Washington West Virginia Wisconsin3 Wyoming3 4.8 4.8 — 3.8 3.1 6.5 4.7 5.2 — 4.2 2.7 6.7 5.3 4.7 — 3.8 2.4 5.7 5.0 4.6 — 4.1 2.7 6.2 5.2 4.8 — 4.1 2.8 6.4 4.6 4.5 — 4.9 1.8 5.1 4.7 3.9 — 4.2 2.6 5.7 4.7 3.5 — 4.2 2.3 6.4 4.0 2.9 7.1 3.7 1.9 5.8 3.5 3.0 6.2 3.7 2.0 4.5 2.8 2.8 6.5 4.3 ‡ 4.6 2.6 2.5 4.5 4.1 2.4 4.8 ‡ 2.7 5.6 3.9 2.2 5.7 — 2.6 5.1 4.0 2.2 5.1 — 2.7 5.7 4.4 2.3 5.0 — Not available. These states do not report dropouts that are consistent with the NCES definition. ‡ Reporting standards not met. (Too few cases for a reliable estimate.) 1 Average event dropout rate for all reporting states. Prior to 2002–03, too few states reported to calculate a reporting states total. 2 These states used an alternative calendar for each year shown, reporting students who drop out between one July and the next. The rates from both calendar approaches are comparable (see Winglee et al. 2000). 3 The following states reported data using the alternative calendar of one July to the next in the years indicated: Alaska (1995–96 and 1999–2000 through 2001–02); Hawaii (2000–01); Idaho (1993–94 through 1998–99); New York (1998–99 and 2000–01 through 2003–04); Ohio (1993–94); Oklahoma (1993–94 through 2000–01); South Dakota (1993–94 through 1998–99); Virginia (1993–94 through 1999–2000); Wisconsin (1993–94 through 1996–97 and 1998–99); and Wyoming (1993–94). 4 Effective in the 1995–96 school year, Louisiana changed its dropout data collection from school-level aggregate counts reported to districts to an individual student-record system. The apparent increase in the dropout rate is partly due to the resulting increased ability to track students. NOTE: These event dropout rates measure the percentage of public school students in grades 9–12 who dropped out of school between one October and the next (e.g., October 2007 to October 2008). Data are reported by states to the U.S. Department of Education, National Center for Education Statistics. The Common Core of Data (CCD) includes public school students only. Some estimates differ from those in previously published reports because of updates to the estimates. SOURCE: U.S. Department of Education, National Center for Education Statistics. (n.d.) Documentation to the NCES Common Core of Data Local Education Agency Universe Dropout and Completion Data File: School Years 1991–92 Through 1996–97 , tables 2a, 2b, 2c, and 2d; Sable, J., and Naum, J. (2004a), Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 1997–98 (NCES 2001-302R), table E-1; Sable, J., and Naum, J. (2004b). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 1998–99 (NCES 2002-310R), table E-3; Sable, J., and Naum, J. (2004c). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 1999–2000 (NCES 2002-384R), table E-3; Sable, J., and Naum, J. (2004d). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 2000–01 (NCES 2002-315R), table E-3; Sable, J., Naum, J., and Thomas, J.M. (2004). Documentation to the NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Data File: School Year 2001–02 (NCES 2005-349), table E-2; Chapman, C., and Hoffman, L. (2007). Event Dropout Rates for Public School Students in Grades 9–12: 2002–03 and 2003–04 (NCES 2007-026), table 1; Stillwell, R. and Hoffman, L. (2009). Public School Graduates and Dropouts From the Common Core of Data: School Year 2005–06 (NCES 2008-353rev), table 7; Stillwell, R. (2009). Public School Graduates and Dropouts From the Common Core of Data: School Year 2006–07 (NCES 2010-313), table 4; Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data: School Year 2007–08 (NCES 2010-341), table 7. 39 �Tables Table 6.—Status dropout rates and number and distribution of dropouts of 16- through 24-year-olds, by Table 6.—selected characteristics: October 2008 Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) Percent of all dropouts Percent of population Total 8.0 3,010 37,569 100.0 100.0 Sex Male Female 8.5 7.5 1,606 1,403 18,948 18,621 53.4 46.6 50.4 49.6 4.8 9.9 18.3 1,103 535 1,232 22,956 5,387 6,721 36.7 17.8 40.9 61.1 14.3 17.9 4.4 67 1,504 2.2 4.0 14.6 43 294 1.4 0.8 4.2 30 706 1.0 1.9 2.2 5.0 7.8 9.9 9.5 93 216 337 413 1,951 4,269 4,349 4,332 4,160 20,459 3.1 7.2 11.2 13.7 64.8 11.4 11.6 11.5 11.1 54.5 32.8 5.5 766 104 2,334 1,908 25.4 3.5 6.2 5.1 10.5 3.1 254 72 2,419 2,326 8.4 2.4 6.4 6.2 10.8 6.0 213 1,602 1,968 26,615 7.1 53.2 5.2 70.8 Characteristic Race/ethnicity1 White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic American Indian/Alaska Native, non-Hispanic Two or more races, non-Hispanic Age 16 17 18 19 20–24 Recency of immigration Born outside the 50 states and District of Columbia Hispanic Non-Hispanic First generation2 Hispanic Non-Hispanic Second generation or higher2 Hispanic Non-Hispanic See notes at end of table. 40 �Tables Table 6.—Status dropout rates and number and distribution of dropouts of 16- through 24-year-olds, by Table 6.—selected characteristics: October 2008—Continued Characteristic Region Northeast Midwest South West Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) Percent of all dropouts Percent of population 5.6 7.5 8.8 9.1 377 631 1,191 811 6,708 8,414 13,496 8,949 12.5 21.0 39.6 27.0 17.9 22.4 35.9 23.8 1 Respondents were able to identify themselves as being two or more races. The White (non-Hispanic), Black (non-Hispanic), Asian/Pacific Islander (non-Hispanic), and American Indian/Alaska Native (non-Hispanic) categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. Non-Hispanics who identified themselves as multiracial are included in the Two or more races (non-Hispanic) category. The Hispanic category consists of Hispanics of all races and racial combinations. 2 Individuals defined as “first generation” were born in the 50 states or the District of Columbia, and one or both of their parents were born outside the 50 states or the District of Columbia. Individuals defined as “second generation or higher” were born in the 50 states or the District of Columbia, as were both of their parents. NOTE: The status dropout rate indicates the percentage of 16- through 24-year-olds who are not enrolled in high school and who lack a high school credential. High school credentials include high school diplomas and equivalent credentials, such as a General Educational Development (GED) certificate. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. 41 �Tables Table 7.—Status dropout rates, number of status dropouts, and population of 16- through 24-year-olds: Table 7.—October 1972 through October 2008 Year1 Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) 1972 1973 1974 1975 1976 14.6 14.1 14.3 13.9 14.1 4,769 4,717 4,847 4,823 4,980 32,643 33,430 33,968 34,700 35,222 1977 1978 1979 1980 1981 14.1 14.2 14.6 14.1 13.9 5,031 5,113 5,264 5,085 5,143 35,658 35,931 36,131 36,143 36,945 1982 1983 1984 1985 1986 13.9 13.7 13.1 12.6 12.2 5,056 4,905 4,626 4,325 4,141 36,452 35,884 35,204 34,382 33,945 1987 1988 1989 1990 1991 12.7 12.9 12.6 12.1 12.5 4,252 4,230 4,038 3,797 3,881 33,452 32,893 32,007 31,443 31,171 1992 1993 1994 1995 1996 11.0 11.0 11.5 12.0 11.1 3,410 3,396 3,727 3,876 3,611 30,944 30,845 32,560 32,379 32,452 1997 1998 1999 2000 2001 11.0 11.8 11.2 10.9 10.7 3,624 3,942 3,829 3,776 3,774 32,960 33,445 34,173 34,568 35,195 2002 2003 2004 2005 2006 10.5 9.9 10.3 9.4 9.3 3,721 3,552 3,766 3,458 3,462 35,495 36,017 36,504 36,761 37,047 See notes at end of table. 42 �Tables Table 7.—Status dropout rates, number of status dropouts, and population of 16- through 24-year-olds: Table 7.—October 1972 through October 2008—Continued Year1 Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) 2007 2008 8.7 8.0 3,278 3,010 37,480 37,569 1 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: The status dropout rate indicates the percentage of 16- through 24-year-olds who are not enrolled in high school and who lack a high school credential. High school credentials include high school diplomas and equivalent credentials, such as a General Educational Development (GED) certificate. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 43 �Tables Table 8. —Status dropout rates of 16- through 24-year-olds, by sex and race/ethnicity: October 1972 Table 8.—through October 2008 Sex (percent) Race/ethnicity (percent)1 White, nonBlack, nonHispanic Hispanic Hispanic Total (percent) Male Female 1972 1973 1974 1975 1976 14.6 14.1 14.3 13.9 14.1 14.1 13.7 14.2 13.3 14.1 15.1 14.5 14.4 14.5 14.2 12.3 11.6 11.9 11.4 12.0 21.3 22.2 21.2 22.9 20.5 34.3 33.5 33.0 29.2 31.4 1977 1978 1979 1980 1981 14.1 14.2 14.6 14.1 13.9 14.5 14.6 15.0 15.1 15.1 13.8 13.9 14.2 13.1 12.8 11.9 11.9 12.0 11.4 11.4 19.8 20.2 21.1 19.1 18.4 33.0 33.3 33.8 35.2 33.2 1982 1983 1984 1985 1986 13.9 13.7 13.1 12.6 12.2 14.5 14.9 14.0 13.4 13.1 13.3 12.5 12.3 11.8 11.4 11.4 11.2 11.0 10.4 9.7 18.4 18.0 15.5 15.2 14.2 31.7 31.6 29.8 27.6 30.1 1987 1988 1989 1990 1991 12.7 12.9 12.6 12.1 12.5 13.3 13.5 13.6 12.3 13.0 12.2 12.2 11.7 11.8 11.9 10.4 9.6 9.4 9.0 8.9 14.1 14.5 13.9 13.2 13.6 28.6 35.8 33.0 32.4 35.3 1992 1993 1994 1995 1996 11.0 11.0 11.5 12.0 11.1 11.3 11.2 12.3 12.2 11.4 10.7 10.9 10.6 11.7 10.9 7.7 7.9 7.7 8.6 7.3 13.7 13.6 12.6 12.1 13.0 29.4 27.5 30.0 30.0 29.4 1997 1998 1999 2000 2001 11.0 11.8 11.2 10.9 10.7 11.9 13.3 11.9 12.0 12.2 10.1 10.3 10.5 9.9 9.3 7.6 7.7 7.3 6.9 7.3 13.4 13.8 12.6 13.1 10.9 25.3 29.5 28.6 27.8 27.0 2002 2003 2004 2005 2006 10.5 9.9 10.3 9.4 9.3 11.8 11.3 11.6 10.8 10.3 9.2 8.4 9.0 8.0 8.3 6.5 6.3 6.8 6.0 5.8 11.3 10.9 11.8 10.4 10.7 25.7 23.5 23.8 22.4 22.1 Year 2 See notes at end of table. 44 �Tables Table 8. —Status dropout rates of 16- through 24-year-olds, by sex and race/ethnicity: October 1972 Table 8.—through October 2008—Continued Sex (percent) Year 2 2007 2008 Total (percent) Male Female 8.7 8.0 9.8 8.5 7.7 7.5 1 Race/ethnicity (percent)1 White, nonBlack, nonHispanic Hispanic Hispanic 5.3 4.8 8.4 9.9 21.4 18.3 Beginning in 2003, respondents were able to identify themselves as being “more than one race.” The 2003 through 2008 White, non-Hispanic and Black, non-Hispanic categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. The Hispanic category includes Hispanics of all races and racial combinations. Due to small sample sizes for some or all of the years shown in the table, American Indians/Alaska Natives and Asians/Pacific Islanders are included in the totals but not shown separately. The “more than one race” category is also included in the total in 2003 through 2008 but not shown separately due to small sample size. 2 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: The status dropout rate indicates the percentage of 16- through 24-year-olds who are not enrolled in high school and who lack a high school credential. High school credentials include high school diplomas and equivalent credentials, such as a General Educational Development (GED) certificate. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 45 �Tables Table 9.—Status completion rates, and number and distribution of completers ages 18–24 not currently Table 9.—enrolled in high school or below, by selected characteristics: October 2008 Completion rate (percent) Number of completers (thousands) Population (thousands) Percent of all completers Percent of population Total 89.9 24,518 27,270 100.0 100.0 Sex Male Female 89.3 90.5 12,169 12,349 13,626 13,644 49.6 50.4 50.0 50.0 94.2 86.9 75.5 16,018 3,254 3,606 16,998 3,744 4,773 65.3 13.3 14.7 62.3 13.7 17.5 95.5 1,045 1,094 4.3 4.0 Characteristic Race/ethnicity1 White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic American Indian/Alaska Native, non-Hispanic Two or more races, non-Hispanic 82.5 177 215 0.7 0.8 94.2 419 445 1.7 1.6 Age 18–19 20–21 22–24 89.0 91.0 89.7 6,237 7,235 11,047 7,010 7,951 12,308 25.4 29.5 45.1 25.7 29.2 45.1 59.8 93.7 1,104 1,442 1,846 1,539 4.5 5.9 6.8 5.6 85.1 96.2 1,349 1,579 1,584 1,642 5.5 6.4 5.8 6.0 85.8 92.6 1,153 17,892 1,343 19,315 4.7 73.0 4.9 70.8 Recency of immigration Born outside the 50 states and District of Columbia Hispanic Non-Hispanic First generation2 Hispanic Non-Hispanic Second generation or higher2 Hispanic Non-Hispanic See notes at end of table. 46 �Tables Table 9.—Status completion rates, and number and distribution of completers ages 18–24 not currently Table 9.—enrolled in high school or below, by selected characteristics: October 2008—Continued Characteristic Region Northeast Midwest South West Completion rate (percent) Number of completers (thousands) Population (thousands) Percent of all completers Percent of population 92.7 90.3 89.1 88.7 4,530 5,396 8,737 5,854 4,888 5,977 9,804 6,601 18.5 22.0 35.6 23.9 17.9 21.9 36.0 24.2 1 Respondents were able to identify themselves as being two or more races. The White (non-Hispanic), Black (non-Hispanic), Asian/Pacific Islander (non-Hispanic), and American Indian/Alaska Native (non-Hispanic) categories consist of individuals who considered themselves to be one race and who did not identify as Hispanic. Non-Hispanics who identified themselves as multiracial are included in the Two or more races (non-Hispanic) category. The Hispanic category consists of Hispanics of all races and racial combinations. 2 Individuals defined as “first generation” were born in the 50 states or the District of Columbia, and one or both of their parents were born outside the 50 states or the District of Columbia. Individuals defined as “second generation or higher” were born in the 50 states or the District of Columbia, as were both of their parents. NOTE: Status completion rates measure the percentage of 18- through 24-year-olds who are not enrolled in high school and who also hold a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Those still enrolled in high school are excluded from the analysis. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. 47 �Tables Table 10.—Status completion rates, number of completers, and population of 18- through 24-year-olds: Table 10.—October 1972 through October 2008 Year1 Completion rate (percent) Number of completers (thousands) Population (thousands) 1972 1973 1974 1975 1976 82.8 83.7 83.6 83.8 83.5 19,623 20,377 20,724 21,326 21,677 23,688 24,349 24,794 25,436 25,953 1977 1978 1979 1980 1981 83.6 83.6 83.1 83.9 83.8 22,008 22,308 22,421 22,746 23,342 26,321 26,697 26,982 27,122 27,863 1982 1983 1984 1985 1986 83.8 83.9 84.7 85.4 85.5 23,290 22,988 22,871 22,349 21,766 27,790 27,399 27,014 26,168 25,453 1987 1988 1989 1990 1991 84.7 84.5 84.7 85.6 84.9 21,071 20,838 20,420 20,269 19,831 24,869 24,650 24,102 23,689 23,369 1992 1993 1994 1995 1996 86.4 86.2 85.8 85.3 86.2 19,874 19,682 20,538 20,102 20,074 23,004 22,842 23,946 23,571 23,277 1997 1998 1999 2000 2001 85.9 84.8 85.9 86.5 86.5 20,241 20,451 21,091 21,743 22,084 23,569 24,113 24,540 25,138 25,543 2002 2003 2004 2005 2006 86.6 87.1 86.8 87.6 87.8 22,249 22,508 22,991 23,010 23,331 25,697 25,831 26,476 26,270 26,568 See notes at end of table. 48 �Tables Table 10.—Status completion rates, number of completers, and population of 18- through 24-year-olds: Table 10.—October 1972 through October 2008—Continued Year1 Completion rate (percent) Number of completers (thousands) Population (thousands) 2007 2008 89.0 89.9 24,100 24,518 27,086 27,270 1 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: Status completion rates measure the percentage of 18- through 24-year-olds who are not enrolled in high school and who also hold a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Those still enrolled in high school are excluded from the analysis. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 49 �Tables Table 11.—Status completion rates of 18- through 24-year-olds not currently enrolled in high school or Table 11.—below, by sex and race/ethnicity: October 1972 through October 2008 Sex (percent) Race/ethnicity (percent)1 White, nonBlack, nonHispanic Hispanic Hispanic Year2 Total (percent) Male Female 1972 1973 1974 1975 1976 82.8 83.7 83.6 83.8 83.5 83.0 84.0 83.4 84.1 83.0 82.7 83.4 83.8 83.6 84.0 86.0 87.0 86.7 87.2 86.4 72.1 71.6 73.0 70.2 73.5 56.2 58.7 60.1 62.2 60.3 1977 1978 1979 1980 1981 83.6 83.6 83.1 83.9 83.8 82.8 82.8 82.1 82.3 82.0 84.4 84.2 84.0 85.3 85.4 86.7 86.9 86.6 87.5 87.1 73.9 73.4 72.6 75.2 76.7 58.6 58.8 58.5 57.1 59.1 1982 1983 1984 1985 1986 83.8 83.9 84.7 85.4 85.5 82.7 82.1 83.3 84.0 84.2 84.9 85.6 85.9 86.7 86.7 87.0 87.4 87.5 88.2 88.8 76.4 76.8 80.3 81.0 81.8 60.9 59.4 63.7 66.6 63.5 1987 1988 1989 1990 1991 84.7 84.5 84.7 85.6 84.9 84.0 83.2 83.2 85.1 83.8 85.8 85.8 86.2 86.0 85.9 87.7 88.7 89.0 89.6 89.4 81.9 80.9 81.9 83.2 82.5 65.1 58.2 59.4 59.1 56.5 1992 1993 1994 1995 1996 86.4 86.2 85.8 85.3 86.2 85.3 85.4 84.5 84.3 85.7 87.4 86.9 87.0 85.7 86.8 90.7 90.1 90.7 89.8 91.5 82.0 81.9 83.3 84.5 83.0 62.1 64.4 61.8 62.8 61.9 1997 1998 1999 2000 2001 85.9 84.8 85.9 86.5 86.5 84.6 82.6 84.8 84.9 84.6 87.2 87.0 87.1 88.1 88.3 90.5 90.2 91.2 91.8 91.0 82.0 81.4 83.5 83.7 85.6 66.7 62.8 63.4 64.1 65.7 2002 2003 2004 2005 2006 86.6 87.1 86.8 87.6 87.8 84.8 85.1 84.9 85.4 86.5 88.4 89.2 88.8 89.8 89.1 91.8 91.9 91.7 92.3 92.6 84.7 85.0 83.4 85.9 84.8 67.3 69.2 69.8 70.2 70.8 See notes at end of table. 50 �Tables Table 11.—Status completion rates of 18- through 24-year-olds not currently enrolled in high school or Table 11.—below, by sex and race/ethnicity: October 1972 through October 2008—Continued Sex (percent) Year2 Total (percent) Male Female 2007 2008 89.0 89.9 87.4 89.3 90.6 90.5 1 Race/ethnicity (percent)1 White, nonBlack, nonHispanic Hispanic Hispanic 93.5 94.2 88.8 86.9 72.7 75.5 Beginning in 2003, respondents were able to identify themselves as being “more than one race.” The 2003 through 2008 White, non-Hispanic and Black, non-Hispanic categories consist of individuals who considered themselves to be one race and who did not identify themselves as Hispanic. The Hispanic category includes Hispanics of all races and racial combinations. Due to small sample sizes for some or all of the years shown in the table, American Indians/Alaska Natives and Asians/Pacific Islanders are included in the totals but not shown separately. The “more than one race” category is also included in the total in 2003 through 2008 but not shown separately due to small sample size. 2 Estimates beginning in 1987 reflect new editing procedures for cases with missing data on school enrollment items. Estimates beginning in 1992 reflect new wording of the educational attainment item. Estimates beginning in 1994 reflect changes due to newly instituted computer-assisted interviewing. For details about changes in the Current Population Survey (CPS) over time, please see Kaufman, P., Alt, M.N., and Chapman, C. (2004). Dropout Rates in the United States: 2001 (NCES 2005-046). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. NOTE: Status completion rates measure the percentage of 18- through 24-year-olds who are not enrolled in high school and who also hold a high school diploma or equivalent credential, such as a General Educational Development (GED) certificate. Those still enrolled in high school are excluded from the analysis. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. 51 �Tables Table 12.—Averaged freshman graduation rate of public high school students, by state: School year 2007–08 Averaged freshman graduation rate (percent) Regular diplomas, school year 2007–08 74.9 2,964,371 3,958,987 3,841,810 4,247,085 3,788,070 Alabama Alaska Arizona Arkansas California 69.0 69.1 70.7 76.4 71.2 41,346 7,855 61,667 28,725 374,561 59,954 11,370 87,280 37,612 526,251 55,630 11,035 92,763 37,390 519,879 64,569 11,934 92,275 38,359 554,174 59,663 11,140 76,801 37,087 504,701 Colorado Connecticut Delaware District of Columbia Florida 75.4 82.2 72.1 56.0 66.9 46,082 38,419 7,388 3,352 149,046 61,102 46,766 10,250 5,986 222,755 59,962 45,266 9,279 5,775 212,560 64,446 49,177 11,249 6,700 250,263 58,897 45,854 10,222 5,484 205,443 Georgia Hawaii Idaho Illinois Indiana 65.4 76.0 80.1 80.4 74.1 83,505 11,613 16,567 135,143 61,901 127,610 15,278 20,681 168,121 83,516 120,058 14,292 20,609 165,513 81,090 142,079 16,991 21,344 178,280 87,829 120,694 14,549 20,091 160,570 81,629 Iowa Kansas Kentucky Louisiana Maine3 86.4 79.1 74.4 63.5 79.1 34,573 30,737 39,339 34,401 14,350 40,022 38,863 52,910 54,162 16,672 40,151 38,252 50,700 43,292 15,926 41,196 40,557 57,419 59,182 16,766 38,719 37,781 50,611 60,013 17,323 Maryland Massachusetts Michigan Minnesota Mississippi 80.4 81.5 76.3 86.4 63.9 59,171 65,197 115,183 60,409 24,795 73,556 79,984 150,960 69,904 38,812 70,031 76,688 146,291 71,051 35,868 81,270 84,628 163,124 70,751 41,261 69,368 78,635 143,465 67,909 39,306 Missouri Montana Nebraska Nevada New Hampshire 82.4 82.0 83.8 51.3 83.4 61,717 10,396 20,035 17,149 14,982 74,922 12,673 23,906 33,403 17,974 73,142 12,344 23,713 32,665 17,529 78,748 13,238 25,214 36,105 18,644 72,876 12,438 22,792 31,440 17,750 New Jersey New Mexico New York North Carolina North Dakota 84.6 66.8 70.8 72.8 83.8 94,994 18,264 176,310 83,307 6,999 112,326 27,355 248,854 114,447 8,351 111,155 26,075 243,322 108,210 8,261 116,702 30,134 273,438 126,414 8,547 109,120 25,857 229,801 108,717 8,245 State Reporting states2, 3 Estimated first-time Grade 10 Grade 9 Grade 8 9th-graders, membership, membership, membership, school year school year school year school year 2004–051 2005–06 2004–05 2003–04 See notes at end of table. 52 �Tables Table 12.—Averaged freshman graduation rate of public high school students, by state: School year 2007–08 Table 13.——Continued Averaged freshman graduation rate (percent) Regular diplomas, school year 2007–08 Ohio Oklahoma Oregon Pennsylvania Rhode Island 79.0 78.0 76.7 82.7 76.4 120,758 37,630 34,949 130,298 10,347 152,906 48,270 45,549 157,530 13,539 145,999 46,834 44,921 157,058 13,007 165,656 50,404 46,785 164,389 14,591 147,064 47,572 44,941 151,144 13,018 South Carolina South Dakota Tennessee Texas Utah — 84.4 74.9 73.1 74.3 — 8,582 57,486 252,121 28,167 56,742 10,168 76,789 344,696 37,894 51,277 10,046 74,717 323,524 38,319 65,564 10,377 82,168 386,182 38,069 53,384 10,082 73,481 324,381 37,295 Vermont Virginia Washington West Virginia Wisconsin Wyoming 89.3 77.0 71.9 77.3 89.6 76.0 7,392 77,369 61,625 17,489 65,183 5,494 8,275 100,512 85,674 22,623 72,748 7,226 8,152 96,546 84,945 21,415 73,409 7,150 8,552 109,375 89,802 24,199 76,173 7,355 8,121 95,615 82,274 22,256 68,663 7,173 State Estimated first-time Grade 10 Grade 9 Grade 8 9th-graders, membership, membership, membership, school year school year school year school year 2004–051 2005–06 2004–05 2003–04 — Not available. 1 First-time 9th-graders were estimated as the average of student membership in grades 8, 9, and 10 in 3 consecutive years. U.S. totals include any of the 50 states and the District of Columbia that reported all data elements. 3 Maine reported 1,161 diplomas that were awarded to students attending private high schools that received a majority of their funding from public sources. These 1,161 diplomas were included in Maine and the reporting states counts but were not included in the averaged freshman graduation rate (AFGR) calculations for the state and for the reporting states totals. The diploma counts used to calculate the AFGR for Maine and for the United States were 13,189 and 2,964,125, respectively. NOTE: The averaged freshman graduation rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years. For 2007–08, it equals the total number of diploma recipients in 2007–08 divided by the average membership of the 8th-grade class in 2003–04, the 9th-grade class in 2004–05, and the 10th-grade class in 2005–06. Ungraded students were allocated to individual grades proportionally to the reported enrollments by grade. The sum of the estimated first-time 9th-graders is not equal to the total because the sum of averages is not equal to the average of sums. SOURCE: Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data: School Year 2007–08 (NCES 2010-341), table 1. 2 53 �Tables Table 13.—Averaged freshman graduation rates of public high school students and change in rates, by state: Table 13.—School years 2001–02 through 2007–08 State Change in rates Averaged freshman graduation rate (percent) from 2006–07 2001–02 2002–03 2003–04 2004–05 2005–06 2006–07 2007–08 to 2007–08 Reporting states1 72.6 73.9 75.0 2 74.7 73.2 Alabama Alaska Arizona Arkansas California 62.1 65.9 74.7 74.8 72.7 64.7 68.0 75.9 76.6 74.1 65.0 67.2 66.8 76.8 73.9 65.9 64.1 84.7 75.7 74.6 Colorado Connecticut Delaware District of Columbia Florida 74.7 79.7 69.5 68.4 63.4 76.4 80.9 73.0 59.6 66.7 78.7 80.7 72.9 68.2 66.4 Georgia Hawaii Idaho Illinois Indiana 61.1 72.1 79.3 77.1 73.1 60.8 71.3 81.4 75.9 75.5 Iowa Kansas Kentucky Louisiana Maine 84.1 77.1 69.8 64.4 75.6 Maryland Massachusetts Michigan Minnesota Mississippi 3 4 73.9 74.9 66.2 66.5 70.5 80.4 69.2 67.1 69.1 69.6 74.4 70.7 69.0 69.1 70.7 76.4 71.2 1.9 0.0 1.1 2.0 0.5 76.7 80.9 73.1 68.8 64.6 75.5 80.9 76.3 ‡ 63.6 76.6 81.8 71.9 54.9 65.0 75.4 82.2 72.1 56.0 66.9 -1.2 0.4 0.2 1.1 1.9 61.2 72.6 81.5 80.3 73.5 61.7 75.1 81.0 79.4 73.2 62.4 75.5 80.5 79.7 73.3 64.1 75.4 80.4 79.5 73.9 65.4 76.0 80.1 80.4 74.1 1.3 0.6 -0.3 0.9 0.2 85.3 76.9 71.7 64.1 76.3 85.8 77.9 73.0 69.4 77.6 86.6 79.2 75.9 63.9 78.6 86.9 77.6 77.2 59.5 76.3 86.5 78.9 76.4 61.3 78.5 86.4 79.1 74.4 63.5 79.1 -0.1 0.2 -2.0 2.2 0.6 79.7 77.6 72.9 83.9 61.2 79.2 75.7 74.0 84.8 62.7 79.5 79.3 72.5 84.7 62.7 79.3 78.7 73.0 85.9 63.3 79.9 79.5 72.2 86.2 63.5 80.0 80.8 77.0 86.5 63.6 80.4 81.5 76.3 86.4 63.9 0.4 0.7 -0.7 -0.1 0.3 Missouri Montana Nebraska Nevada New Hampshire5 76.8 79.8 83.9 71.9 77.8 78.3 81.0 85.2 72.3 78.2 80.4 80.4 87.6 57.4 78.7 80.6 81.5 87.8 55.8 80.1 81.0 81.9 87.0 55.8 81.1 81.9 81.5 86.3 52.0 81.7 82.4 82.0 83.8 51.3 83.4 0.5 0.5 -2.5 -0.7 1.7 New Jersey New Mexico New York North Carolina North Dakota 85.8 67.4 60.5 68.2 85.0 87.0 63.1 60.9 70.1 86.4 86.3 67.0 — 71.4 86.1 85.1 65.4 65.3 72.6 86.3 84.8 67.3 67.4 71.8 82.1 84.4 59.1 68.8 68.6 83.1 84.6 66.8 70.8 72.8 83.8 0.2 7.7 2.0 4.2 0.7 See notes at end of table. 54 4 1.0 �Tables Table 13.—Averaged freshman graduation rates of public high school students and change in rates, by state: Table 13.—School years 2001–02 through 2007–08—Continued State Change in rates Averaged freshman graduation rate (percent) from 2006–07 2001–02 2002–03 2003–04 2004–05 2005–06 2006–07 2007–08 to 2007–08 Ohio Oklahoma Oregon Pennsylvania Rhode Island 77.5 76.0 71.0 80.2 75.7 79.0 76.0 73.7 81.7 77.7 81.3 77.0 74.2 82.2 75.9 80.2 76.9 74.2 82.5 78.4 79.2 77.8 73.0 — 77.8 78.7 77.8 73.8 83.0 78.4 79.0 78.0 76.7 82.7 76.4 0.3 0.2 2.9 -0.3 -2.0 South Carolina South Dakota Tennessee Texas Utah 57.9 79.0 59.6 73.5 80.5 59.7 83.0 63.4 75.5 80.2 60.6 83.7 66.1 76.7 83.0 60.1 82.3 68.5 74.0 84.4 — 84.5 70.6 72.5 78.6 58.9 82.5 72.6 71.9 76.6 — 84.4 74.9 73.1 74.3 — 1.9 2.3 1.2 -2.3 Vermont Virginia Washington West Virginia Wisconsin Wyoming 82.0 76.7 72.2 74.2 84.8 74.4 83.6 80.6 74.2 75.7 85.8 73.9 85.4 79.3 74.6 76.9 — 76.0 86.5 79.6 75.0 77.3 86.7 76.7 82.3 74.5 72.9 76.9 87.5 76.1 88.6 75.5 74.8 78.2 88.5 75.8 89.3 77.0 71.9 77.3 89.6 76.0 0.7 1.5 -2.9 -0.9 1.1 0.2 — Not available. ‡ Reporting standards not met. (Too few cases for a reliable estimate.) 1 Reporting states totals include any of the 50 states and the District of Columbia that reported all data elements. 2 The national estimate of 75.0 percent for 2003–04 does not include data from two states with missing diploma counts: New York and Wisconsin. 3 The national estimate of 73.2 percent for 2005–06 does not include data from two states, Pennsylvania and South Carolina, which did not report data, and the District of Columbia, for which reporting standards were not met. This is an important consideration when comparing the 2005–06 and 2006–07 national rates. Removing these states and the District of Columbia from the 2006–07 national counts results in a national rate of 73.7 percent, while prorating the 2006–07 rates to estimate the District of Columbia, Pennsylvania, and South Carolina data results in a 2005–06 rate of 73.4 percent. 4 In 2007–08, Maine reported 1,161 diplomas that were awarded to students attending private high schools that received a majority of their funding from public sources. These 1,161 diplomas were included in Maine and the reporting states counts but were not included in the averaged freshman graduation rate (AFGR) calculations for the state and for the reporting states totals. The diploma counts used to calculate the AFGR for Maine and for the reporting states were 13,189 and 2,964,125, respectively. 5 New Hampshire included homeschooled students in reported membership in 2000–01. This could inflate the denominator for the AFGR in 2002–03, 2003–04, and 2004–05 slightly. NOTE: The averaged freshman graduation rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years. For 2007–08, it equals the total number of diploma recipients in 2007–08 divided by the average membership of the 8th-grade class in 2003–04, the 9th-grade class in 2004–05, and the 10th-grade class in 2005–06. Ungraded students were allocated to individual grades proportionally to the reported enrollments by grade. SOURCE: Seastrom, M., Hoffman, L., Chapman, C., and Stillwell, R. (2005). The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2001–02 and 2002–03 (NCES 2006-601), table 1; Seastrom, M., Hoffman, L., Chapman, C., and Stillwell, R. (2007). The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2002–03 and 2003–04 (NCES 2006-606rev), table 1; Sable, J., and Garofano, A. (2007). Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff From the Common Core of Data: School Year 2005–06 (NCES 2007-352), table 4; Stillwell, R. and Hoffman, L. (2009). Public School Graduates and Dropouts From the Common Core of Data : School Year 2005–06 (NCES 2008-353rev), table 1; Stillwell, R. (2009). Public School Graduates and Dropouts From the Common Core of Data : School Year 2006–07 (NCES 2010-313), table 1. Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data: School Year 2007–08 (NCES 2010-341), table 1. 55 ��Appendix A—Technical Notes Common Core of Data The Common Core of Data (CCD), administered by the National Center for Education Statistics (NCES), is an annual survey of the state-level education agencies in the 50 states, the District of Columbia, and 7 other jurisdictions.1 Through the CCD, statistical information is collected on all public school districts and their schools, staff, students, and finances. Information is not collected on private schools and their students, homeschoolers, individuals who never attended school in the United States, or those who have been out of a public school system for more than a year. Data from the CCD are used to calculate event dropout rates and averaged freshman graduation rates (AFGR) for public high school students. The dropout data collection was initiated with a set of instructions to state CCD coordinators in the summer of 1991. Those instructions specified the details of dropout data to be collected during the 1991–92 school year. Dropouts are reported for the preceding school year. Thus, the 1991–92 data were submitted to NCES as a component of the 1992–93 CCD data collection. Most recently, the 2007–08 dropout data were submitted as a component of the 2008–09 CCD data collection. Dropout counts from Vermont were suppressed due to a high frequency of missing data. Rates are presented for the District of Columbia and 49 states that submitted data that could be reported for the 2007–08 school year; a “reporting states” rate was calculated based on data from the reporting states (table 5). Data needed to estimate the AFGR, specifically data on diploma awards and enrollment by grade, have traditionally been part of the CCD data collection. Like dropout data, diploma recipient reports are lagged a year (e.g., 2006–07 diploma counts are in the 2007–08 data files). Defining and Calculating Event Dropout Rates Using the CCD The definition of “event dropout rates” that was agreed upon by NCES and the states was the following: 1 Dropout and averaged freshman graduation rate (AFGR) data presented in this report are based on the following CCD data files: “Local Education Agency Universe Survey Dropout and Completion Data File: School Years 1991–92 through 1996–97” (Version 1a); and “Local Education Agency Universe Survey Dropout and Completion Data File,” School Years 1997–98, 1998– 99, 1999–2000, 2000–01 (Versions 1b), and 2001–02 (Version 0d); and “State Nonfiscal Data File,” School Years, 1997–98 (Version 1b), 1998–99 (Version 1c), 1999–2000 (Version 1c), 2000–01 (Version 1b), 2001–02 (Version 1b), 2002–03 (Version 1b), 2003–04 (Version 0c), 2004–05 (Version 0c), 2005–06 (Version 1a), 2006–07 (Version 1a), and 2007–08 (Version 1a). The seven other jurisdictions include Department of Defense dependents schools (domestic and overseas); Bureau of Indian Education; Puerto Rico; American Samoa; Commonwealth of the Northern Mariana Islands; Guam; and the U.S. Virgin Islands. A-1 �Appendix A—Technical Notes The denominator of the rate is the current October 1st membership count for the state for the grades for which the dropout rate is being calculated. For example, the dropout rate for grades 9–12 would use a denominator that equals the October 1st enrollment count for grades 9–12.2 The numerator (dropouts) is all individuals who • were enrolled in school at some time during the previous school year; • were not enrolled at the beginning of the current school year; • have not graduated from high school or completed a state- or district-approved education program; and • do not meet any of the following exclusionary conditions: transferred to another public school district, private school, or state- or district-approved education program; temporary absence due to suspension or school-approved education program; or death. For the purpose of this definition, the following statements apply: • The school year is the 12-month period of time from the first day of school (operationally set as October 1), with dropouts from the previous summer reported for the year and grade in which they fail to enroll. Some states report using an alternative 12-month period from one July to the next, but the different periodicity does not affect the comparability of the estimates (Winglee et al. 2000); • Individuals who are not accounted for on October 1 are considered dropouts; and • A high school completer is an individual who has graduated from high school or completed a state- or district-approved education program upon receipt of formal recognition from school authorities. A state- or district-approved education program may consist of special education and district- or state-sponsored General Educational Development (GED) preparation. 2 Ungraded students are prorated across grades in the denominator proportional to known graded enrollment rates, and ungraded dropouts are included in the numerator. A-2 �Appendix A—Technical Notes Defining the Averaged Freshman Graduation Rate for Public School Students Using the CCD Data from the CCD state nonfiscal files are used to calculate AFGRs in this report. In the AFGR, graduates include only diploma recipients. Other high school completers, such as those who earn a certificate of attendance, and those awarded high school equivalency credentials such as GEDs, are not considered graduates. The purpose of these exclusions is to make the AFGR as similar as possible conceptually to Adequate Yearly Progress provisions in the Elementary and Secondary Education Act (ESEA) of 2001 (P.L. 107-110). These provisions require measurement of on-time graduation from public high schools and explicitly exclude GEDs and other types of nonregular diplomas. Another reason for the exclusion of equivalency credentials in the AFGR is that not all states report giving equivalency credentials, so comparable estimates across states would not be possible. Diploma Recipients. These are individuals who are awarded, in a given year, 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. State and local policies and data collection administration can have profound effects on the numbers of diploma recipients reported by a state. There are differences in what a high school diploma represents in different states. Some states award regular diplomas to all students who meet completion requirements, regardless of the extent to which these requirements address state or district academic standards. Other states award some form of alternative credential to students who meet some, but not all, requirements. Exclusion of Other High School Completers. Other high school completers were excluded from the calculation of the AFGR. These individuals receive a certificate of attendance or some other credential in lieu of a diploma. One example of such a credential is a certificate of attendance for special education students who do not follow a regular academic curriculum. 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. Exclusion of High School Equivalency Recipients. High school equivalency recipients 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. High school equivalency credentials, such as those earned by passing the GED test, are generally A-3 �Appendix A—Technical Notes considered valid completion credentials, but recipients of such credentials are excluded from the AFGR because the ESEA calls for only regular diploma recipients to be counted (table A-1). Incorporation of equivalency credentials into high school outcome measures would be further complicated by variation in how different states treat GED programs and recipients. Some states incorporate GED programs into their high school education systems and continue to follow the progress of individuals in these programs as part of their overall high school student population. These states count at least some GED recipients as equivalency credential holders in their high school data systems. Some states incorporate GED programs into adult social service programs or other programs outside of secondary education and do not track GED program participants or GED recipients as part of their high school student population. Averaged Freshman Graduation Rate. The AFGR provides an estimate of the percentage of high school students who graduate on time. The rate uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of regular diplomas awarded 4 years later. The incoming freshman class size is estimated by summing the enrollment in 8th grade for one year, 9th grade for the next year, and 10th grade for the year after and then dividing by 3. The averaging is intended to account for higher grade retentions in the 9th grade in order to estimate how many of them were first-time 9th-graders. Although not as accurate as an on-time graduation rate computed from a cohort of students using student record data, this estimate of an on-time graduation rate can be computed with currently available data. The AFGR was selected from a number of alternative estimates that can be calculated using cross-sectional data based on a technical review and analysis of a set of alternative estimates (Seastrom et al. 2006a, 2006b). The rate for the class of 2007–08 was calculated in the following manner: High School Diplomas Awarded at End of 2007–08 School Year Enrollment in (Grade 8 in fall 2003 + Grade 9 in fall 2004 + Grade 10 in fall 2005)/3 Although enrollments are reported by grade, some states report ungraded students3 in addition to graded students. To adjust for this, an allocation procedure used in the CCD “Local Education Agency Universe Survey Dropout and Completion Data File” was applied. Through this process, the data for ungraded enrollment counts were redistributed across grades in proportion to the graded enrollment of the state, and the resulting estimates for grades 8, 9, and 10 were added to the reported enrollment counts for those grades. The AFGR for public school students in the United States for 2007–08 is based on data from 4 years. The numerator is the 3 Ungraded students are those who are assigned to a class or program that does not have standard grade designations. A-4 �Appendix A—Technical Notes 2,965,286 diploma recipients reported for school year 2007–08. The denominator is the average of the estimated 3,788,070 students in 8th grade in October 2003, the estimated 4,247,085 students in 9th grade in October 2004, and the estimated 3,841,810 students in 10th grade in October 2005. The 2,965,286 public school diploma recipients divided by the 3,958,987 averaged number of public school freshmen, multiplied by 100, results in a 2007–08 public school graduation rate for the United States of 74.9 percent. The same formula is applied to compute the 2001–02, 2002–03, 2003–04, 2004–05, 2005–06, and 2006–07 AFGRs for public school students in the country and in each state. Note that the AFGR is not the same as a true cohort graduation rate that shows the percentage of actual first-time 9th-grade students who graduated within 4 years of starting 9th grade. A true cohort rate requires data that track a given set of students over time. The CCD data used for the AFGR are collected using repeating cross-sectional surveys. Individual students are not followed from year to year. Although the AFGR was selected as the best of the available alternatives, there are several factors that make it fall short of a true on-time graduation rate. First, the averaged freshman class is, at best, an approximation of the actual number of first-time freshmen. To the extent that the averaging differs from actual net transfers into and out of a class, and to the extent that it does not accurately capture grade retention and dropout rates across all 4 years of a given freshman class’s expected high school stay, the estimate will be less accurate. Second, by including all graduates in a specific year, the graduates may include students who repeated a grade in high school or completed high school early and, thus, are not on-time graduates in that year. Taking these factors one at a time, it is possible that more high school students will move out of a given jurisdiction than move into it during the 4 years between the beginning of 9th grade and the expected graduation date. The averaged freshman count would overestimate the size of the actual cohort and thus underestimate the graduation rate. On the other hand, if more high school students moved into a jurisdiction than moved out during this 4-year period, the averaged freshman count would underestimate the size of the cohort and thus overestimate the graduation rate. Similarly, the use of 8th-, 9th-, and 10th-grade enrollment counts to estimate a first-time freshman class may not work as intended in many situations. Using 8th- and 9th-grade enrollment counts can be inaccurate to the extent that they do not adequately account for grade retention at 9th grade. Retention rates at 9th grade tend to be relatively large. While adding 8thgrade enrollments to the average may help diminish this problem, it is likely that in many cases it will not wholly adjust for actual 9th-grade retention rates, thus overestimating the first-time freshman count and underestimating the graduation rate. Using 9th- and 10th-grade enrollment numbers can be inaccurate to the extent that the 10th-grade counts exclude 9th-graders who A-5 �Appendix A—Technical Notes Table A-1.—Summary table of high school dropout, completion, and graduation rates Current statistic (year) Age group/ Grades Event dropout rate 3.5 percent (2008) 15–24 Percentage of Indicator of the high school annual rate at students who which U.S. high have dropped school students out of grades are leaving school 10–12 in the with an unsucpast year cessful outcome Students who get an equivalency certificate do not count as dropouts. Event dropout rate (public school students) 4.1 percent (2007–08) Grades 9–12 Percentage of State-level public high indicator of the school students annual rate at who have which public high dropped out of school students grades 9–12 in are leaving school a given year with an unsuccessful outcome Students who get a staterecognized equivalency certificate do not count as dropouts. Status dropout rate 8.0 percent (2008) 16–24 Percentage of people who are not enrolled in high school and who do not have a high school credential Indicator of the percentage of young people who lack a basic high school education Students who have earned an equivalency credential do not count as dropouts. 89.9 percent (2008) 18–24 Percentage of young adults who have left high school and who hold a high school credential Indicator of the percentage of young adults who have a basic high school education People who have earned an equivalency credential count as completers. Rate Status completion rate Description See notes at end of table. A-6 Purpose Equivalency certificate status �Appendix A—Technical Notes Table A-1.—Summary table of high school dropout, completion, and graduation rates—Continued Rate Averaged freshman graduation rate (public school students) Current statistic (year) Age group/ Grades 74.9 percent (2007–08) Grades 9–12 Description Purpose Percentage of public high school students who graduate with a regular diploma 4 years after starting 9th grade Indicator of on-time graduation from public schools Equivalency certificate status High school equivalency credentials are not counted as “graduation.” SOURCE: Stillwell, R. (2010). Public School Graduates and Dropouts From the Common Core of Data: School Year 2007–08 (NCES 2010-341), tables 1 and 7. U.S. Department of Commerce, Census Bureau, Current Population Survey . (CPS), October 2008. dropped out from the previous year (effectively underestimating the cohort) or include students retained in 10th grade (effectively overestimating the cohort). The inclusion of graduates who spent more or less than 4 years in high school increases the number of graduates in the numerator and yields a higher estimated rate than would be the case if only on-time graduates were included in the numerator. On the other hand, not recording early graduates with their actual cohort decreases the graduation rate for their original 9th-grade classes. Data Considerations for the CCD As a universe data collection, the CCD does not have sampling errors (the difference between an estimate based on a sample and the estimate based on an entire population). However, there are potential sources for nonsampling errors in universe data collections, including inability to get information about all cases (i.e., nonresponse), definitional difficulties, respondent inability to provide correct information, and errors made in recording, coding, and processing data. For more information about the CCD, go to http://nces.ed.gov/ccd/. Current Population Survey The Current Population Survey (CPS) provides nationally representative data for the civilian, noninstitutionalized population of the United States. The survey is conducted in a sample of 50,000–60,000 households each month. Households are interviewed for four successive A-7 �Appendix A—Technical Notes monthly interviews, are not interviewed for the next 8 months, and then are reinterviewed for the following 4 months. Typically, the first and the fifth interviews are conducted in person, with the remaining conducted via computer-assisted telephone interviewing. The sample frame is a complete list of dwelling-unit addresses at the time of the decennial Census updated by demolitions and new construction listings. The population surveyed excludes members of the armed forces, inmates of correctional institutions, and patients in long-term medical or custodial facilities; it is referred to as the civilian, noninstitutionalized population. The household-level nonresponse rate was 8.3 percent in the 2007 October basic CPS and the person-level nonresponse rate for the school enrollment supplement was an additional 5.3 percent. These rates cannot be combined to derive an overall person-level response rate. For more information, please see Current Population Survey, October 2008: School Enrollment and Internet Use Supplement File (Technical Documentation CPS-08) (U.S. Department of Commerce 2009). An adult member of each household serves as the informant for that household, supplying basic monthly data for each member of the household. In addition, in October of each year, supplementary questions regarding school enrollment are asked about eligible household members ages 3 and older. Data are collected about individuals who attend or attended public schools and private schools, who were homeschooled, or who never attended school in the United States. CPS data on educational attainment and enrollment status in the current year and prior year are used to identify dropouts and completers, and additional items in the CPS data are used to describe some of their basic characteristics. The CPS is the only source of national time series data on dropout and completion rates. However, because the CPS collects no information on school characteristics and experiences, its usefulness in addressing dropout and completion issues is primarily for providing insights on who drops out and who completes. Sample sizes in the CPS collections do not support stable state-level estimates. There are important differences in data collection procedures between the CPS and the CCD. First, the CCD collection includes only data for public schools, whereas the CPS counts include students who were enrolled in either public or private schools and some individuals who were never enrolled in school in the United States. Second, the CCD collects data about students from a given state’s public school system. CPS data are based on where individuals currently reside, so the state of residence may differ from the state or country of earlier school attendance. Third, the CCD collection includes dropouts in grades 7–12, versus grades 10–12 in the CPS (although the CCD event rates are reported for grades 9–12 in this report). Fourth, the CCD collection is based on administrative records rather than individual self-reports based on household surveys as in the CPS. Finally, data in the CCD are collected from the full universe of public schools, whereas data in the CPS are collected from a sample of households, not the full universe of households. As a result, CPS data have sampling errors associated with estimates A-8 �Appendix A—Technical Notes whereas CCD data do not. For more information on CPS sampling errors and how to interpret them, see the section “Statistical Procedures for Analyzing CPS-Based Estimates” later in appendix A. Defining and Calculating Dropout and Completion Rates Using the CPS Event Dropout Rates The October Supplement to the CPS is the only national data source that currently can be used to estimate annual national dropout rates. As a measure of recent dropout experiences, the event dropout rate measures the proportion of students who dropped out over a 1-year interval. The numerator of the event dropout rate for 2008 is the number of persons ages 15–244 surveyed in October 2008 who were enrolled in grades 10–12 in October 2007, who were not enrolled in high school in October 2008, and who also did not complete high school (that is, had not received a high school diploma or an alternative credential such as an equivalency certificate) between October 2007 and October 2008. The denominator of the event dropout rate for 2008 is the sum of the dropouts (that is, the numerator) and all persons ages 15–24 who were attending grades 10–12 in October 2007, who were still enrolled in October 2008, or who graduated or completed high school between October 2007 and October 2008. The dropout interval is defined to include the previous summer (in this case, the summer of 2008) and the previous school year (in this case, the 2007 school year), so that once a grade is completed, the student is then at risk of dropping out of the next grade. Given that the data collection is tied to each person’s enrollment status in October of 2 consecutive years, any student who drops out and returns within the 12-month period is not counted as a dropout. Status Dropout Rates The status dropout rate reflects the percentage of individuals who are dropouts, regardless of when they dropped out. The numerator of the status dropout rate for 2008 is the number of individuals ages 16–245 who, as of October 2008, had not completed high school and were not currently enrolled. The denominator is the total number of 16- through 24-year-olds in October 2008. 4 This age range was chosen in an effort to include as many students in grades 10–12 as possible. Because the rate is based on retrospective data, it is lagged 1 year, meaning that some 15-year-olds have turned age 16 by the time of the interview. 5 Age 16 was chosen as the lower age limit because, in some states, compulsory education is not required after age 16. Age 24 was chosen as the upper limit because it is the age at which free secondary education is no longer available and the age at which the average person who is going to obtain a GED does so. A-9 �Appendix A—Technical Notes Status Completion Rates The numerator of the high school status completion rate is the number of 18- through 24year-olds6 who had received a high school diploma or an alternative credential such as a GED. The denominator is the number of 18- through 24-year-olds who are no longer in elementary or secondary school. GED Credentials and the Status Completion Rate. Prior to 2000, editions of this series of high school completion and dropout reports presented estimates of overall status completion rates and estimates of the method of completion—graduation by diploma or completion through an alternative credential such as the GED—based on data obtained through CPS reporting. Because of changes in CPS introduced in 2000, data on the method of completion were not comparable with prior year CPS estimates and the method of completion data were no longer reported. Please see the discussion of the GED Testing Service data below for further information. Data Considerations for the CPS Over the last several decades, data collection procedures, items, and data preparation processes have changed in the CPS. Some of these changes were introduced to ensure that CPS estimates were comparable to those from decennial Census collections, some were introduced to reflect changes in the concepts under study, some were introduced to improve upon measures, and some were introduced to develop measures for new phenomena. The effects of the various changes have been studied to help ensure they do not disrupt trend data from the CPS. For a summary of the changes and studies of their effects, please see appendix C of Dropout Rates in the United States: 2001 (Kaufman, Alt, and Chapman 2004). CPS data include weights to help make estimates from the data representative of the civilian, noninstitutionalized population in the United States. These weights are based on decennial Census data that are adjusted for births, deaths, immigration, emigration, etc., over time. Imputation for Item Nonresponse in the CPS. For many key items in the October CPS, the U.S. Census Bureau imputes data for cases with missing data due to item nonresponse. However, the U.S. Census Bureau did not impute data regarding the method of high school completion before 1997. Special imputations were conducted for these items using a sequential hot deck procedure implemented through the PROC IMPUTE computer program developed by the 6 Age 18 was chosen as the lower age limit because most diploma holders earn their diploma by this age. Age 24 was chosen as the upper limit because it is the age at which free secondary education is no longer available and the age at which the average person who is going to obtain a GED does so. A-10 �Appendix A—Technical Notes American Institutes for Research. Three categories of age, two categories of race, two categories of sex, and two categories of citizenship were used as imputation cells. Age and Grade Ranges in CPS Estimates. The age and grade ranges used in the CPS measures of dropout rates are constrained by available data. Ideally, the estimates would be able to capture reliable estimates of children in grades as low as grade 9. However, the CPS asks the question about enrollment in the previous October only about individuals ages 15 and older. Many 9th-graders are younger than age 15, so 10th grade was selected as the lower boundary of grade ranges in the event dropout rate. Accuracy of CPS Estimates. CPS estimates in this report are derived from samples and are subject to two broad classes of error—sampling and nonsampling error. Sampling errors occur because the data are collected from a sample of a population rather than from the entire population. Estimates based on a sample will differ to some degree (dependent largely on sample size and coverage) from the values that would have been obtained from a universe survey using the same instruments, instructions, and procedures. Nonsampling errors come from a variety of sources and affect all types of surveys—universe as well as sample surveys. Examples of sources of nonsampling error include design, reporting, and processing errors and errors due to nonresponse. The effects of nonsampling errors are more difficult to evaluate than those that result from sampling variability. As much as possible, procedures are built into surveys in order to minimize nonsampling errors. The standard error is a measure of the variability due to sampling when estimating a parameter. It indicates how much variance there is in the population of possible estimates of a parameter for a given sample size. Standard errors can be used as a measure of the precision expected from a particular sample. The probability that a sample statistic would differ from a population parameter by less than the standard error is about 68 percent. The chances that the difference would be less than 1.65 times the standard error are about 90 out of 100, and the chances that the difference would be less than 1.96 times the standard error are about 95 out of 100. Standard errors for percentages and numbers of persons based on CPS data were calculated using the following formulas: A-11 �Appendix A—Technical Notes Percentage: se = where p N b (b / N )( p )(100 − p ) = the percentage (0 < p < 100), = the population on which the percentage is based, and = the regression parameter, which is based on a generalized variance formula and is associated with the characteristic. For 2008, b is equal to 2,131 for the total or White population, 2,410 for the Black population, 2,744 for the Hispanic population, and 2,410 for the Asian/Pacific Islander population ages 14–24. The b for regional estimates are 1.06 for the Northeast, 1.06 for the Midwest, 1.07 for the South, and 1.02 for the West. CPS documentation explains the purpose and process for the generalized variance parameter: Experience has shown that certain groups of estimates have similar relations between their variances and expected values. Modeling or generalizing may provide more stable variance estimates by taking advantage of these similarities. The generalized variance function is a simple model that expresses the variance as a function of the expected value of a survey estimate. The parameters of the generalized variance function are estimated using direct replicate variances (Cahoon 2005, p. 7). Number of persons: se = (bx )(1 − ( x / T )) where x T b = the number of persons (i.e., dropouts), = population in the category (e.g., Blacks ages 16–24), and = as above. Statistical Procedures for Analyzing CPS-Based Estimates Because CPS data are collected from samples of the population, statistical tests are employed to measure differences between estimates to help ensure they are taking into account possible sampling error. 7 The descriptive comparisons in this report were tested using Student’s t statistic. Differences between estimates are tested against the probability of a type I error,8 or significance level. The significance levels were determined by calculating the Student’s t values for the differences between each pair of means or proportions and comparing these with published tables of significance levels for two-tailed hypothesis testing. 7 The CCD and GEDTS data are universe data collections and therefore do not require statistical testing such as that used for estimates from the CPS sample survey data. 8 A Type I error occurs when one concludes that a difference observed in a sample reflects a true difference in the population from which the sample was drawn, when no such difference is present. It is sometimes referred to as a “false positive.” A-12 �Appendix A—Technical Notes Student’s t values may be computed to test the difference between percentages with the following formula: t= P1 − P2 se12 + se22 where P1 and P2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. Several points should be considered when interpreting t statistics. First, comparisons based on large t statistics may appear to merit special attention. This can be misleading since the magnitude of the t statistic is related not only to the observed differences in means or proportions but also to the number of respondents in the specific categories used for comparison. Hence, a small difference compared across a large number of respondents would produce a large t statistic. Second, there is a possibility that one can report a “false positive” or type I error. In the case of a t statistic, this false positive would result when a difference measured with a particular sample showed a statistically significant difference when there was no difference in the underlying population. Statistical tests are designed to control this type of error. These tests are set to different levels of tolerance or risk known as alphas. The alpha level of .05 selected for findings in this report indicates that a difference of a certain magnitude or larger would be produced no more than 1 time out of 20 when there was no actual difference in the quantities in the underlying population. When p values are smaller than the .05 level, the null hypothesis that there is no difference between the two quantities is rejected. Finding no difference, however, does not necessarily imply that the values are the same or equivalent. Third, the probability of a type I error increases with the number of comparisons being made. Bonferroni adjustments are sometimes used to correct for this problem. Bonferroni adjustments do this by reducing the alpha level for each individual test in proportion to the number of tests being done. However, while Bonferroni adjustments help avoid type I errors, they increase the chance of making type II errors. Type II errors occur when there actually is a difference present in a population, but a statistical test applied to estimates from a sample indicates that no difference exists. Prior to the 2001 report in this series, Bonferroni adjustments were employed. Because of changes in NCES reporting standards, Bonferroni adjustments are not employed in this report. Regression analysis was used to test for trends across age groups and over time. Regression analysis assesses the degree to which one variable (the dependent variable) is related to one or more other variables (the independent variables). The estimation procedure most commonly used in regression analysis is ordinary least squares (OLS). When studying changes in rates over time, A-13 �Appendix A—Technical Notes the rates were used as dependent measures in the regressions, with a variable representing time and a dummy variable controlling for changes in the educational attainment item in 1992 (= 0 for years 1972 to 1991, = 1 after 1992) used as independent variables. When slope coefficients were positive and significant, rates increased over time. When slope coefficients were negative and significant, rates decreased over time. Because of varying sample sizes over time, some of the observations were less reliable than others (i.e., some years’ standard errors were larger than those for other years). In such cases, OLS estimation procedures do not apply, and it is necessary to modify the regression procedures to obtain unbiased regression parameters. This is accomplished by using weighted least squares regressions.9 Each variable in the analysis was transformed by dividing by the standard error of the relevant year’s rate. The new dependent variable was then regressed on the new time variable, a variable for 1 divided by the standard error for the year’s rate, and the new editing-change dummy variable. All statements about trend changes in this report are statistically significant at the .05 level. GED Testing Service The GED Testing Service (GEDTS) collects data on individuals who take the GED exam each year and on individuals who pass the exam each year. These data are collected from test sites both in the United States and internationally. The GEDTS releases the data in aggregate form in annual statistical reports. The reports are organized to allow readers to differentiate between those individuals taking and passing the exam in the United States and those taking and passing the exam outside of the United States. Though GEDTS designs and administers the exam, states and sometimes jurisdictions within a state determine who can take the exam, how much pre-exam preparation is required, what scores are needed to pass the exam, how and when exam can be retaken, how much the exam cost, and the official name of the resulting credential (see http://www2.acenet.edu/gedtest/policy/index.cfm?return=1 for details). Prior to 2000, NCES completion and dropout reports presented estimates of those holding alternative credentials such as GEDs directly from CPS data as part of the status completion rate. Examination of the changes in the CPS alternative credential items in the October 2000 and subsequent surveys has indicated that these estimates may not be reliable estimates of high school equivalency completions.10 Therefore, CPS estimates of the method of high school equivalency completion were not presented in several NCES reports. Because GED recipients do 9 For a general discussion of weighted least squares analysis, please see Gujarati, D., Basic Econometrics 2nd ed. McGraw Hill, Inc., New York: New York, 1998. 10 For a comparison of estimates from the CPS and the GED Testing Service of the number of 18- through 24-year-olds who have received a GED, see table A-1 in Laird, J., DeBell, M., Kienzl, G., and Chapman, C. (2007). Dropout Rates in the United States: 2005 (NCES 2007-059). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. A-14 �Appendix A—Technical Notes have notably different life experiences than those with no high school credential and those with a regular high school diploma, the loss of information about alternative credential holders was an important measurement problem. In response, NCES developed an approach for using GEDTS to estimate how many young people in the civilian, noninstitutionalized population in a given age range had earned a GED by passing the GED exam. It is important to acknowledge here that Mishel and Roy (2006) simultaneously and independently developed a similar approach for research that they were conducting. Table A-2 provides a summary of the data released by GEDTS on the number of people passing the exam each year and the age distribution of those passing the exam (American Council on Education, GED Testing Service 1991–2002, 2003–06, 2007, 2008, 2009). For the U.S. population, GEDTS indicates that approximately 250,000 persons ages 18–24 passed the GED in 2008. The GED status rate indicates the percentage of individuals in a given age range who passed the GED exam irrespective of when they passed the exam.28 In order to derive the GED status rate, data from several GEDTS reports were combined. For 18- through 24-yearolds, this was done by adding the count of 18- through 24-year-olds who passed the exam in 2008 to counts of people who were ages 18–24 in 2008, but who passed the exam in earlier years. The number of 18- through 24-year-olds who passed the exam in 2008 was added to the number of 17- through 23-year-olds who passed the exam in 2007. That sum was added to the number of 16- through 22-year-olds who passed the exam in 2006, the number of 16- through 21-year-olds who passed the exam in 2005, the number of 16- through 20-year-olds who passed the exam in 2004, the number of 16- through 19-year-olds who passed the exam in 2003, the number of 16- through 18-year-olds who passed the exam in 2002, the number of 16- and 17year-olds who passed the exam in 2001, and the number of 16-year-olds who passed the exam in 2000. Sixteen year-olds in 2000 would have been 24 in 2008. Based on this approach, approximately 1,622,000 persons ages 18 through 24 held a GED in 2008. Because the CPS-based status rates developed for this report focus on individuals in the civilian, noninstitutionalized population, adjustments were made to the GED count estimates. GED count data are reported by year the GED was earned, whereas the status rates reflect the experience of individuals over multiple year periods. As such, individuals might have been part of the civilian, noninstitutionalized population when they earned a GED, and subsequently joined the military or the prison populations. Alternatively, individuals might have been in the military or prison when they earned a GED and subsequently reentered the civilian, noninstitutionalized population. To account for both possibilities, data for current active-duty military personnel for 2008 were obtained from the Defense Manpower Data Center and from the Survey of Inmates in 28 The GED Testing Service reports 20- through 24-year-olds as one age group. Single year of age data for those in the 20–24year-old group was estimated by dividing the group count by 5 in a given year. A-15 �Appendix A—Technical Notes State and Federal Correctional Facilities, 2004 (op. cited). More recent prison data including inmate educational attainment were not available. Rates derived from the 2004 prison data were applied to 2008 prison data that contained prison inmate age distributions (table A-3). Prison data for 2008 were drawn from the Bureau of Justice Statistics’ National Prisoner Statistics 2008 (1b). After these adjustments, the estimated number of 18- through 24-year-old individuals in the civilian, noninstitutionalized population holding a GED in 2008 was approximately 1,500,000. A similar approach was used to estimate the number of 16-24-year-olds in the civilian, noninstitutionalized population holding a GED in 2008. Table A-2. —Percentage distribution of persons who passed the General Educational Development (GED) Table A-2.—exam outside of federal and state contract facilities, by age group: 1998–2008 Year1 Number passed 16 17 18 Age group 19 20–24 25 or older 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 480,947 498,015 486,997 648,022 329,515 387,470 405,724 423,714 398,045 428,840 467,994 2.8 3.3 3.2 2.9 4.4 3.9 4.0 3.9 4.1 4.0 3.6 11.8 12.9 13.0 11.5 15.8 14.6 14.0 13.7 14.4 14.3 13.5 19.1 16.1 16.5 14.7 17.4 16.8 16.8 16.1 16.7 17.0 16.9 12.2 12.3 12.2 11.5 11.6 11.4 11.4 10.9 10.9 10.9 11.1 24.1 24.3 24.9 26.4 24.6 25.9 26.2 25.6 24.9 24.1 24.0 30.0 31.1 30.2 33.0 26.2 27.4 27.6 29.8 29.0 29.7 30.9 1 Prior to 2002, those passing GED exams in federal or state contract facilities were issued GEDs in their state of residence. Contract facilities include military installations and prisons. NOTE: Data apply to the 50 states and the District of Columbia. The numbers and percentage distributions for 1998–2001 were reported in the original source as the number receiving a credential. SOURCE: American Council on Education, GED Testing Service. (1991–2002). Who Took the GED? GED Annual Statistical Report. Washington, DC: Author; American Council on Education, GED Testing Service. (2003–06). Who Passed the GED Tests? Annual Statistical Report. Washington, DC: Author; American Council on Education, GED Testing Service. (2007). 2006 GED Testing Program Statistical Report. Washington, DC: Author; American Council on Education, GED Testing Service. (2008). 2007 GED Testing Program Statistical Report. Washington, DC: Author; and American Council on Education, GED Testing Service. (2009). 2008 GED Testing Program Statistical Report. Washington, DC: Author. A-16 �Appendix A—Technical Notes Table A-3.—Percentage distribution of persons who passed the General Educational Development (GED) Table A-3.—exam at federal or state contract facilities, by age group: 1998–2008 Year1 Number passed 16 17 18 Age group 19 20–24 25 or older 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 † † † † 4,414 6,332 8,644 10,591 10,143 11,741 14,727 † † † † 0.0 0.3 0.4 0.3 0.4 0.3 1.0 † † † † 0.4 1.0 1.0 3.1 3.5 3.0 5.8 † † † † 1.6 1.7 2.0 4.0 5.5 7.5 10.9 † † † † 3.8 2.7 2.9 4.1 6.1 7.1 9.1 † † † † 26.8 27.9 25.4 23.9 23.8 25.0 23.5 † † † † 67.4 66.4 68.3 64.6 60.7 57.1 49.7 † Not applicable. 1 Prior to 2002, people passing exams in federal or state contract facilities were issued GEDs in their state of residence. NOTE: Data apply to the 50 states and the District of Columbia. The numbers and percentage distributions for 1998–2001 were reported in the original source as the number receiving a credential. SOURCE: American Council on Education, GED Testing Service. (1991–2002). Who Took the GED? GED Annual Statistical Report. Washington, DC: Author; American Council on Education, GED Testing Service. (2003–06). Who Passed the GED Tests? Annual Statistical Report. Washington, DC: Author; American Council on Education, GED Testing Service. (2007). 2006 GED Testing Program Statistical Report. Washington, DC: Author; American Council on Education, GED Testing Service. (2008). 2007 GED Testing Program Statistical Report. Washington, DC: Author; and American Council on Education, GED Testing Service. (2009). 2008 GED Testing Program Statistical Report. Washington, DC: Author. A-17 ��Appendix B—Glossary For dropout and completion rate estimates, please see the discussions above and table A-1. Age. Age of the subject at the time of the interview. Family income. In the Current Population Survey (CPS), family income is derived from a single question asked of the household respondent. Income includes money income from all sources including jobs, business, interest, rent, and social security payments. The income of nonrelatives living in the household is excluded, but the income of all family members 14 years old and older, including those temporarily living away, is included. Family income refers to receipts over a 12-month period. There are several issues that affect the interpretation of dropout rates by family income using the CPS. First, it is possible that the family income of the students at the time they dropped out was somewhat different from their family income at the time of the CPS interview. Furthermore, family income is derived from a single question asked of the household respondent in the October CPS. In some cases, there are persons ages 15–24 living in the household who are unrelated to the household respondent, yet whose family income is defined as the income of the family of the household respondent. Therefore, the current family income of the respondent may not accurately reflect that person’s family background. In particular, some of the young adults in the 15- through 24-year age range do not live in a family unit with a parent present. GED, or General Educational Development. General Educational Development (GED) tests are standardized tests designed to measure the skills and knowledge that students normally acquire by the end of high school. The tests are developed by the American Council on Education’s GED Testing Service. People who pass may receive a high school equivalency credential. Geographic regions. There are four Census regions used in this report: Northeast, Midwest, South, and West. The Northeast consists of Maine, New Hampshire, Vermont, Massachusetts, Connecticut, Rhode Island, New York, New Jersey, and Pennsylvania. The Midwest consists of Ohio, Indiana, Illinois, Michigan, Wisconsin, Iowa, Minnesota, Missouri, North Dakota, South Dakota, Nebraska, and Kansas. The South consists of Delaware, Maryland, the District of Columbia, Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida, Kentucky, Tennessee, B-1 �Appendix B—Glossary Alabama, Mississippi, Arkansas, Louisiana, Oklahoma, and Texas. The West consists of Montana, Idaho, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada, Washington, Oregon, California, Alaska, and Hawaii. Recency of immigration. Recency of immigration was derived from a set of questions on the CPS survey inquiring about the country of birth of the reference person and his or her mother and father. From these questions, the following three categories were constructed: (1) born outside the 50 states and the District of Columbia, (2) first generation, and (3) second generation or higher. First generation is defined as individuals who were born in one of the 50 states or the District of Columbia, but who had at least one parent who was not. Second generation or higher persons are individuals who themselves, as well as both of their parents, were born in one of the 50 states or the District of Columbia. These three categories were subdivided using the variable for the subject’s race/ethnicity (please see below) so that there were six categories: the three immigration categories plus a Hispanic and non-Hispanic category for each of the three immigration categories. Race/ethnicity. This variable is constructed from two variables in the CPS. One asks about the subject’s ethnic background and the second asks about the subject’s race. Those reported as being of Hispanic background on the ethnic background question are categorized as Hispanic irrespective of race. Non-Hispanics are then categorized by race. Beginning in 2003, respondents were able to indicate two or more races. Those who indicated two or more races and who did not indicate that they were Hispanic are categorized as “Two or more races, non-Hispanic.” Sex. Sex of the subject. B-2 �Appendix C—Standard Error Tables C-1 �Appendix C—Standard Error Tables Table C-1.—Standard errors for table 1: Event dropout rates and number and distribution of 15- through Table C-1.—24-year-olds who dropped out of grades 10–12, by selected characteristics: October 2008 Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled (thousands) Percent of all dropouts Percent of population enrolled Total 0.26 28.3 131.6 † † Sex Male Female 0.34 0.39 19.0 21.0 93.7 92.4 3.68 3.68 0.69 0.69 0.27 0.94 0.85 18.0 15.4 16.2 102.6 53.7 62.4 3.62 3.50 3.67 0.68 0.53 0.59 1.47 6.2 27.6 1.60 0.28 Family income Low income Middle income High income 1.05 0.31 0.37 16.1 20.1 11.3 51.0 100.7 66.6 3.50 3.70 2.69 0.48 0.68 0.62 Age 15–16 17 18 19 20–24 0.40 0.41 0.50 1.11 2.79 12.4 15.6 14.8 9.0 9.6 64.7 31.8 44.7 37.4 26.9 2.90 3.40 3.29 2.25 2.50 0.63 0.66 0.61 0.36 0.24 2.17 1.49 9.4 6.2 31.3 26.6 2.40 1.59 0.31 0.26 1.08 0.60 9.1 4.7 40.2 34.1 2.27 1.20 0.42 0.36 1.52 0.29 9.5 23.1 35.1 111.4 2.38 3.49 0.36 0.62 0.50 0.47 0.50 0.58 10.1 12.5 19.1 14.9 57.4 65.4 80.8 64.3 2.45 2.93 3.78 3.33 0.55 0.61 0.68 0.59 Characteristic Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic Recency of immigration Born outside the 50 states and District of Columbia Hispanic Non-Hispanic First generation Hispanic Non-Hispanic Second generation or higher Hispanic Non-Hispanic Region Northeast Midwest South West † Not applicable. The corresponding statistic refers to the total population, which is, by definition, 100 percent of the distribution. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. C-2 �Appendix C—Standard Error Tables Table C-2. —Standard errors for table 2: Event dropout rates of 15- through 24-year-olds who dropped out Table C-2.—of grades 10–12, and number of dropouts and population of 15- through 24-year-olds who were Table C-2.—enrolled: October 1972 through October 2008 Year Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled (thousands) 1972 1973 1974 1975 1976 0.33 0.33 0.34 0.32 0.32 34.3 35.2 36.6 34.4 34.7 125.7 127.0 128.1 128.3 128.6 1977 1978 1979 1980 1981 0.34 0.34 0.34 0.33 0.33 37.1 37.2 37.2 35.0 34.5 130.0 129.7 129.3 128.7 128.7 1982 1983 1984 1985 1986 0.34 0.33 0.33 0.34 0.32 34.6 33.1 32.4 32.3 31.1 126.8 125.7 123.9 122.8 123.7 1987 1988 1989 1990 1991 0.30 0.36 0.36 0.34 0.34 29.9 34.6 32.4 29.1 29.1 123.1 122.0 119.5 118.9 119.3 1992 1993 1994 1995 1996 0.35 0.36 0.34 0.35 0.34 30.5 30.4 34.5 36.0 34.1 120.1 119.5 123.6 124.3 124.8 1997 1998 1999 2000 2001 0.32 0.33 0.33 0.33 0.33 32.0 32.9 34.2 33.2 33.7 126.7 132.0 134.1 126.7 133.7 2002 2003 2004 2005 2006 0.27 0.28 0.30 0.27 0.27 27.5 29.6 31.4 29.1 28.9 127.2 129.3 128.4 130.5 130.6 See notes at end of table. C-3 �Appendix C—Standard Error Tables Table C-2. —Standard errors for table 2: Event dropout rates of 15- through 24-year-olds who dropped out Table C-2.—of grades 10–12, and number of dropouts and population of 15- through 24-year-olds who were Table C-2.—enrolled: October 1972 through October 2008—Continued Year Event dropout rate (percent) Number of event dropouts (thousands) Population enrolled (thousands) 2007 2008 0.26 0.26 28.1 28.3 131.2 131.6 NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. C-4 �Appendix C—Standard Error Tables Table C-3.—Standard errors for table 3: Event dropout rates of 15- through 24-year-olds who dropped out Table C-3.—of grades 10–12, by sex and race/ethnicity: October 1972 through October 2008 Sex (percent) Race/ethnicity (percent) White nonBlack nonHispanic Hispanic Hispanic Year Total (percent) Male Female 1972 1973 1974 1975 1976 0.33 0.33 0.34 0.32 0.32 0.46 0.49 0.51 0.44 0.48 0.48 0.45 0.46 0.46 0.43 0.34 0.35 0.35 0.33 0.35 1.32 1.35 1.41 1.25 1.15 2.81 2.65 2.52 2.50 2.05 1977 1978 1979 1980 1981 0.34 0.34 0.34 0.33 0.33 0.49 0.51 0.49 0.49 0.47 0.46 0.46 0.48 0.45 0.46 0.37 0.36 0.37 0.35 0.34 1.20 1.31 1.32 1.21 1.29 2.13 2.75 2.43 2.56 2.28 1982 1983 1984 1985 1986 0.34 0.33 0.33 0.34 0.32 0.49 0.50 0.49 0.50 0.46 0.46 0.45 0.46 0.48 0.45 0.36 0.35 0.36 0.36 0.34 1.21 1.17 1.06 1.26 1.05 2.31 2.44 2.51 2.55 2.69 1987 1988 1989 1990 1991 0.30 0.36 0.36 0.34 0.34 0.44 0.52 0.51 0.48 0.46 0.41 0.50 0.51 0.47 0.49 0.33 0.39 0.37 0.36 0.36 1.14 1.20 1.39 1.15 1.20 1.89 3.09 2.65 2.29 2.17 1992 1993 1994 1995 1996 0.35 0.36 0.34 0.35 0.34 0.46 0.51 0.48 0.51 0.49 0.53 0.50 0.49 0.48 0.51 0.38 0.40 0.37 0.38 0.38 1.09 1.20 1.03 1.00 1.05 2.23 2.03 1.52 1.61 1.50 1997 1998 1999 2000 2001 0.32 0.33 0.33 0.33 0.33 0.47 0.45 0.44 0.49 0.49 0.43 0.47 0.49 0.43 0.44 0.35 0.36 0.36 0.37 0.37 0.92 0.91 1.00 1.01 1.01 1.45 1.48 1.28 1.24 1.38 2002 2003 2004 2005 2006 0.27 0.28 0.30 0.27 0.27 0.39 0.40 0.44 0.40 0.39 0.37 0.38 0.41 0.36 0.36 0.28 0.31 0.34 0.29 0.30 0.87 0.85 0.94 1.03 0.77 1.01 1.06 1.20 0.87 1.01 See notes at end of table. C-5 �Appendix C—Standard Error Tables Table C-3.—Standard errors for table 3: Event dropout rates of 15- through 24-year-olds who dropped out Table C-3.—of grades 10–12, by sex and race/ethnicity: October 1972 through October 2008—Continued Sex (percent) Year Total (percent) Male Female 2007 2008 0.26 0.26 0.37 0.34 0.35 0.39 Race/ethnicity (percent) White nonBlack nonHispanic Hispanic Hispanic 0.26 0.27 0.80 0.94 NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. C-6 0.98 0.85 �Appendix C—Standard Error Tables Table C-4.—Standard errors for table 4: Event dropout rates of 15- through 24-year-olds who dropped out Table C-4.—of grades 10–12, by family income: October 1972 through October 2008 Year Total (percent) Low income 1972 1973 1974 1975 1976 0.33 0.33 0.34 0.32 0.32 1.55 1.65 † 1.57 1.61 0.45 0.46 † 0.43 0.46 0.39 0.32 † 0.38 0.34 1977 1978 1979 1980 1981 0.34 0.34 0.34 0.33 0.33 1.57 1.69 1.62 1.51 1.50 0.48 0.48 0.47 0.46 0.45 0.35 0.40 0.44 0.38 0.41 1982 1983 1984 1985 1986 0.34 0.33 0.33 0.34 0.32 1.52 1.35 1.49 1.53 1.33 0.46 0.48 0.45 0.47 0.45 0.36 0.39 0.37 0.39 0.34 1987 1988 1989 1990 1991 0.30 0.36 0.36 0.34 0.34 1.29 1.59 1.43 1.39 1.43 0.45 0.48 0.50 0.45 0.44 0.27 0.35 0.33 0.33 0.31 1992 1993 1994 1995 1996 0.35 0.36 0.34 0.35 0.34 1.42 1.57 1.44 1.36 1.34 0.46 0.46 0.44 0.47 0.46 0.36 0.35 0.41 0.39 0.41 1997 1998 1999 2000 2001 0.32 0.33 0.33 0.33 0.33 1.36 1.34 1.26 1.23 1.36 0.41 0.39 0.44 0.45 0.45 0.37 0.46 0.40 0.35 0.37 2002 2003 2004 2005 2006 0.27 0.28 0.30 0.27 0.27 1.05 1.04 1.24 1.06 1.12 0.36 0.39 0.39 0.36 0.34 0.34 0.30 0.41 0.30 0.36 See notes at end of table. C-7 Family income (percent) Middle income High income �Appendix C—Standard Error Tables Table C-4.—Standard errors for table 4: Event dropout rates of 15- through 24-year-olds who dropped out Table C-4.—of grades 10–12, by family income: October 1972 through October 2008—Continued Year Total (percent) Low income 2007 2008 0.26 0.26 1.07 1.05 Family income (percent) Middle income High income 0.34 0.31 † Not applicable. Data for family income are not available for 1974. NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. C-8 0.25 0.37 �Appendix C—Standard Error Tables Table C-5.—Standard errors for table 6: Status dropout rates and number and distribution of dropouts of Table C-5.—16- through 24-year-olds, by selected characteristics: October 2008 Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) Percent of all dropouts Percent of population Total 0.20 76.8 — † † Sex Male Female 0.30 0.28 56.0 52.6 — — 1.33 1.33 0.38 0.38 0.21 0.63 0.78 47.3 34.1 52.5 — — — 1.28 1.08 1.48 0.37 0.28 0.33 0.82 12.4 — 0.42 0.16 Characteristic Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic American Indian/Alaska Native, non-Hispanic Two or more races, non-Hispanic 3.20 9.4 — 0.34 0.07 1.17 8.3 — 0.28 0.11 Age 16 17 18 19 20–24 0.33 0.48 0.59 0.68 0.30 13.9 20.9 25.7 28.2 61.3 — — — — — 0.46 0.69 0.84 0.92 1.27 0.24 0.24 0.24 0.24 0.38 1.61 0.76 37.6 14.5 — — 1.31 0.49 0.21 0.17 1.03 0.53 25.0 12.2 — — 0.84 0.41 0.21 0.18 1.16 0.21 22.8 56.6 — — 0.77 1.33 0.19 0.34 0.42 0.43 0.37 0.45 28.3 36.3 49.8 40.0 — — — — 0.91 1.12 1.35 1.19 0.30 0.32 0.37 0.32 Recency of immigration Born outside the 50 states and District of Columbia Hispanic Non-Hispanic First generation Hispanic Non-Hispanic Second generation or higher Hispanic Non-Hispanic Region Northeast Midwest South West — Not available. † Not applicable. The corresponding statistic refers to the total population, which is, by definition, 100 percent of the distribution. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. C-9 �Appendix C—Standard Error Tables Table C-6.—Standard errors for table 7: Status dropout rates, number of status dropouts, and population Table C-6.—of 16- through 24-year-olds: October 1972 through October 2008 Year Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) 1972 1973 1974 1975 1976 0.28 0.27 0.27 0.27 0.26 91.1 90.9 92.0 92.0 93.3 — — — — — 1977 1978 1979 1980 1981 0.27 0.27 0.27 0.26 0.26 94.9 95.6 96.8 95.4 96.1 — — — — — 1982 1983 1984 1985 1986 0.27 0.27 0.27 0.27 0.27 100.0 98.6 96.1 93.2 91.4 — — — — — 1987 1988 1989 1990 1991 0.28 0.30 0.31 0.29 0.30 92.3 100.2 98.0 92.0 92.8 — — — — — 1992 1993 1994 1995 1996 0.28 0.28 0.26 0.27 0.27 87.7 87.5 91.4 92.9 90.1 — — — — — 1997 1998 1999 2000 2001 0.27 0.27 0.26 0.26 0.25 87.4 90.8 89.7 89.3 89.3 — — — — — 2002 2003 2004 2005 2006 0.24 0.23 0.23 0.22 0.22 84.2 82.6 84.8 81.7 81.8 — — — — — See notes at end of table. C-10 �Appendix C—Standard Error Tables Table C-6.—Standard errors for table 7: Status dropout rates, number of status dropouts, and population Table C-6.—of 16- through 24-year-olds: October 1972 through October 2008—Continued Year Status dropout rate (percent) Number of status dropouts (thousands) Population (thousands) 2007 2008 0.21 0.20 79.8 76.8 — — — Not available. NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. C-11 �Appendix C—Standard Error Tables Table C-7.—Standard errors for table 8: Status dropout rates of 16- through 24-year-olds, by sex and Table C-7.—race/ethnicity: October 1972 through October 2008 Sex (percent) Race/ethnicity (percent) White nonBlack nonHispanic Hispanic Hispanic Year Total (percent) Male Female 1972 1973 1974 1975 1976 0.28 0.27 0.27 0.27 0.26 0.40 0.38 0.39 0.37 0.38 0.39 0.38 0.38 0.38 0.37 0.29 0.28 0.28 0.27 0.28 1.07 1.06 1.05 1.06 1.01 2.22 2.24 2.08 2.02 2.01 1977 1978 1979 1980 1981 0.27 0.27 0.27 0.26 0.26 0.38 0.38 0.39 0.39 0.38 0.37 0.37 0.37 0.36 0.35 0.28 0.28 0.28 0.27 0.27 1.00 1.00 1.01 0.97 0.93 2.02 2.00 1.98 1.89 1.80 1982 1983 1984 1985 1986 0.27 0.27 0.27 0.27 0.27 0.40 0.41 0.40 0.40 0.40 0.38 0.37 0.37 0.37 0.37 0.29 0.29 0.29 0.29 0.28 0.98 0.97 0.92 0.92 0.90 1.93 1.93 1.91 1.93 1.88 1987 1988 1989 1990 1991 0.28 0.30 0.31 0.29 0.30 0.40 0.44 0.45 0.42 0.43 0.38 0.42 0.42 0.41 0.41 0.30 0.32 0.32 0.30 0.31 0.91 1.00 0.98 0.94 0.95 1.84 2.30 2.19 1.91 1.93 1992 1993 1994 1995 1996 0.28 0.28 0.26 0.27 0.27 0.41 0.40 0.38 0.38 0.36 0.39 0.40 0.36 0.37 0.36 0.29 0.29 0.27 0.28 0.26 0.95 0.94 0.75 0.74 0.75 1.86 1.79 1.16 1.15 1.13 1997 1998 1999 2000 2001 0.27 0.27 0.26 0.26 0.25 0.39 0.40 0.38 0.38 0.38 0.36 0.36 0.36 0.35 0.34 0.28 0.28 0.27 0.26 0.26 0.80 0.81 0.77 0.78 0.71 1.11 1.12 1.11 1.08 1.06 2002 2003 2004 2005 2006 0.24 0.23 0.23 0.22 0.22 0.35 0.34 0.34 0.33 0.33 0.32 0.30 0.31 0.29 0.30 0.24 0.24 0.24 0.23 0.23 0.70 0.69 0.70 0.66 0.66 0.93 0.90 0.89 0.87 0.86 See notes at end of table. C-12 �Appendix C—Standard Error Tables Table C-7.—Standard errors for table 8: Status dropout rates of 16- through 24-year-olds, by sex and Table C-7.—race/ethnicity: October 1972 through October 2008—Continued Sex (percent) Year Total (percent) Male Female 2007 2008 0.21 0.20 0.32 0.30 0.29 0.28 Race/ethnicity (percent) White nonBlack nonHispanic Hispanic Hispanic 0.22 0.21 0.59 0.63 NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. C-13 0.83 0.78 �Appendix C—Standard Error Tables Table C-8. —Standard errors for table 9: Status completion rates, and number and distribution of Table C-8.—completers ages 18–24 not currently enrolled in high school or below, by selected Table C-8.—characteristics: October 2008 Completion rate (percent) Number of completers (thousands) Population (thousands) Percent of all completers Percent of population Total 0.27 72.6 — † † Sex Male Female 0.39 0.37 52.6 50.0 — — 0.47 0.47 0.44 0.44 0.26 0.86 1.03 44.4 32.0 49.2 — — — 0.44 0.34 0.37 0.43 0.32 0.38 0.98 10.7 — 0.20 0.18 Characteristic Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic American Indian/Alaska Native, non-Hispanic Two or more races, non-Hispanic 4.03 8.7 — 0.08 0.08 1.72 7.7 — 0.13 0.12 Age 18–19 20–21 22–24 0.55 0.47 0.40 38.3 37.3 49.1 — — — 0.41 0.43 0.46 0.39 0.40 0.44 1.89 0.91 34.9 14.0 — — 0.22 0.22 0.25 0.20 Recency of immigration Born outside the 50 states and District of Columbia Hispanic Non-Hispanic First generation Hispanic Non-Hispanic Second generation or higher Hispanic Non-Hispanic 1.48 0.69 23.5 11.3 — — 0.24 0.23 0.23 0.21 1.58 0.27 21.2 53.0 — — 0.22 0.41 0.22 0.40 Region Northeast Midwest South West 0.56 0.58 0.47 0.57 27.4 34.4 46.6 37.9 — — — — 0.37 0.40 0.46 0.40 0.35 0.38 0.44 0.38 — Not available. † Not applicable. The corresponding statistic refers to the total population, which is, by definition, 100 percent of the distribution. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. C-14 �Appendix C—Standard Error Tables Table C-9.—Standard errors for table 10: Status completion rates, number of completers, and population Table C-9.—of 18- through 24-year-olds: October 1972 through October 2008 Year Completion rate (percent) Number of completers (thousands) Population (thousands) 1972 1973 1974 1975 1976 0.32 0.31 0.31 0.30 0.30 82.8 82.3 83.3 83.8 85.3 — — — — — 1977 1978 1979 1980 1981 0.30 0.30 0.30 0.30 0.29 94.5 87.4 88.9 87.5 88.9 — — — — — 1982 1983 1984 1985 1986 0.31 0.31 0.31 0.31 0.31 93.1 92.2 89.8 86.6 85.1 — — — — — 1987 1988 1989 1990 1991 0.32 0.36 0.36 0.34 0.34 86.0 93.7 91.7 86.5 84.4 — — — — — 1992 1993 1994 1995 1996 0.33 0.34 0.34 0.35 0.35 82.3 82.1 79.8 80.3 80.9 — — — — — 1997 1998 1999 2000 2001 0.35 0.36 0.34 0.33 0.33 82.3 85.8 83.8 83.4 83.4 — — — — — 2002 2003 2004 2005 2006 0.31 0.30 0.30 0.30 0.29 79.8 78.6 80.3 78.0 77.8 — — — — — See notes at end of table. C-15 �Appendix C—Standard Error Tables Table C-9.—Standard errors for table 10: Status completion rates, number of completers, and population Table C-9.—of 18- through 24-year-olds: October 1972 through October 2008—Continued Year Completion rate (percent) Number of completers (thousands) Population (thousands) 2007 2008 0.28 0.27 75.2 72.6 — — — Not available. NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. C-16 �Appendix C—Standard Error Tables Table C-10. —Standard errors for table 11: Status completion rates of 18- through 24-year-olds not currently Table C-10.—enrolled in high school or below, by sex and race/ethnicity: October 1972 through October Table C-10.—2008 Sex (percent) Race/ethnicity (percent) White nonBlack nonHispanic Hispanic Hispanic Year Total (percent) Male Female 1972 1973 1974 1975 1976 0.32 0.31 0.31 0.30 0.30 0.51 0.49 0.49 0.47 0.48 0.48 0.47 0.46 0.46 0.45 0.33 0.31 0.31 0.30 0.31 1.20 1.17 1.17 1.18 1.12 1.83 1.83 1.70 1.72 1.68 1977 1978 1979 1980 1981 0.30 0.30 0.30 0.30 0.29 0.49 0.48 0.49 0.48 0.48 0.45 0.45 0.45 0.43 0.43 0.31 0.31 0.31 0.30 0.30 1.12 1.11 1.11 1.07 1.02 1.66 1.61 1.58 1.51 1.46 1982 1983 1984 1985 1986 0.31 0.31 0.31 0.31 0.31 0.49 0.50 0.49 0.49 0.50 0.45 0.45 0.45 0.44 0.45 0.32 0.32 0.32 0.32 0.32 1.06 1.06 0.99 1.00 0.99 1.57 1.59 1.54 1.58 1.51 1987 1988 1989 1990 1991 0.32 0.36 0.36 0.34 0.34 0.51 0.57 0.57 0.53 0.55 0.47 0.51 0.51 0.50 0.50 0.34 0.36 0.37 0.34 0.35 0.99 1.13 1.11 1.03 1.06 1.47 1.78 1.73 1.54 1.53 1992 1993 1994 1995 1996 0.33 0.34 0.34 0.35 0.35 0.53 0.53 0.49 0.50 0.50 0.49 0.50 0.45 0.47 0.48 0.33 0.35 0.34 0.36 0.34 1.07 1.07 1.02 1.01 1.08 1.53 1.49 1.43 1.40 1.49 1997 1998 1999 2000 2001 0.35 0.36 0.34 0.33 0.33 0.51 0.53 0.50 0.49 0.50 0.47 0.47 0.46 0.44 0.43 0.36 0.36 0.34 0.33 0.34 1.10 1.11 1.04 1.01 0.97 1.42 1.37 1.39 1.36 1.31 2002 2003 2004 2005 2006 0.31 0.30 0.30 0.30 0.29 0.46 0.46 0.46 0.45 0.48 0.41 0.40 0.40 0.38 0.44 0.31 0.31 0.31 0.30 0.36 0.95 0.96 0.98 0.91 1.03 1.15 1.15 1.12 1.12 1.10 See notes at end of table. C-17 �Appendix C—Standard Error Tables Table C-10. —Standard errors for table 11: Status completion rates of 18- through 24-year-olds not currently Table C-10.—enrolled in high school or below, by sex and race/ethnicity: October 1972 through October Table C-10.—2008—Continued Sex (percent) Year Total (percent) Male Female 2007 2008 0.28 0.27 0.42 0.39 0.37 0.37 Race/ethnicity (percent) White nonBlack nonHispanic Hispanic Hispanic 0.28 0.26 0.80 0.86 1.07 1.03 NOTE: Some of the standard error estimates in this table may differ from those previously published due to changes in the generalized variance parameters developed by the U.S. Census Bureau. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 1972–2008. Table C-11. —Standard errors for figure 3: Status dropout rates of 16- through 24-year-olds, by Table C-12.—race/ethnicity and sex: October 2008 Total Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic American Indian/Alaska Native, non-Hispanic Two or more races, non-Hispanic Male Female 0.30 0.28 0.30 0.85 1.12 1.11 5.32 1.51 0.28 0.93 1.08 1.21 3.86 1.80 SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. Table C-12. —Standard errors for figure 5: Status completion rates of 18- through 24-year-olds not Table C-13.—currently enrolled in high school or below, by race/ethnicity and sex: October 2008 Total Race/ethnicity White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander, non-Hispanic American Indian/Alaska Native, non-Hispanic Two or more races, non-Hispanic Male Female 0.39 0.37 0.39 1.15 1.48 1.47 7.04 2.18 0.35 1.25 1.42 1.30 4.51 2.69 SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October 2008. C-18 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Trends in High School Dropout and Completion Rates in the United States: 1972–2008 Description An account of the resource This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2008, provides data about trends in dropout and completion rates over the last three and a half decades (1972–2008), and examines the characteristics of high school dropouts and high school completers in 2008. Creator An entity primarily responsible for making the resource Chris Chapman, Jennifer Laird and Angelina KewalRamani Source A related resource from which the described resource is derived <a href="https://nces.ed.gov/pubs2011/2011012.pdf">https://nces.ed.gov/pubs2011/2011012.pdf</a> Publisher An entity responsible for making the resource available United States Department of Education National Center for Education Statistics Date A point or period of time associated with an event in the lifecycle of the resource Created: 2010 Contributor An entity responsible for making contributions to the resource John Roper Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc006 Getting Started https://lis5472.cci.fsu.edu/sp19/group8/files/original/0dbf3bccfeae5bcc1bbcc3bbcfa360dc.pdf 8ab3e62b947f6f83edd5d2fd7ddf21c0 PDF Text Text �·TESTING BUREAU TEMPLE UNIVERSITY Commonwealth of Pennsylvania DEPARTMENT OF PUBLIC EDUCATION Harrisburg, Pa. 17126 APPLICATION PROCEDURES FOR THE COMMONWEALTH SECONDARY $CHOOL DIPLOMA OR GRADE EQUIVALENT CERTIFICATE The General Educational Development Testing Program (G.E.D.) was adopted by the State Council of Education in August, 1963, to enable Pennsylvania residents, who are not High School graduates, to earn a Commonwealth Secondary School Diploma. The G.E.D. Program was initiated by the Department of Public Education and implimented by the Division of Testing to replace the procedure of accumulating sufficient subject credits in order to qualify for the Secondary School Diploma. Since its inception in 1963, over 20,000 Pennsylvania residents have successfully completed the G.E.D. Test and have been awarded a Secondary School Diploma. More than 9,500,.:applicants were tested during 1967. At the present time, the Bureau of Guidance receives more than 1,000 applications per month. The G.E.D. Test has been constructed somewhat differently from the usual school achievement tests. In a formal secondary setting, there is likely to be a more complete and detailed coverage of specific facts learned through the use of reference books, textbooks, and planned lesson presentations. The G.E.D, Test is designed to permit the individual to take advantage of knowledge acquired as a result of first-hand observation, direct experience, self-directed reading and study, conversations and informal group discussions , and other experiences with problems, ideas, and people. WHO IS ELIGIBLE? Any resident (living in Pennsylvania at least three months prior to making application to the test), not currently enrolled in an approved secondary school program. eighteen years of age or older, or whose original class has graduated, is eligible to take the G.E.D. Test. No previous school attendance is required if the applicant meets these requirements . A transcript of grades previously earned is not required. Non-residents may take the G.E.D. Test but they will be issued a Certificate of Completion and not a Commonwealth Diploma. HeM TO APPLY Applicants should secure a G.E.D. application from the local high school principal Test Center Director or write to Division of Testing, Box 911. Harrisburg, Pennsylvania. �2 Please print all information sections using a ballpoint pen or pencil and use sufficient pressure to permit the markings to show on all three copies. All items must be completed if the application is to be processed for approval. Please complete the home address section at the bottom of the application and the identification section (Social Security I·iumber and :•:arne) in the upper right portion of the application. Do not write in the Test Center Information section. Do not sign your name in the blocks numbered 8 or 9. Report to the Testing Bureau one half-hour before testing time with your completed application for registration and application approval. Testing times are listed on the enclosed sheet. Applicat i ons may be approved during this time only . Applicants are required to show a piece of acceptable identification which includes their signature and/or photograph (i.e., driver's license, draft card, etc.). The fee for testing i s $10.00 and mus_t be paid in full at time of registration. Checks should be made payable to Temple University. TEST CO;ITE '·.JT The G.E.D. Test cons i ~+. s of five seperate tests and measures the candidate's knowledge and underst anding in the following areas: 1. Correctness and Effectiveness of Expression (spelling and English grammar) *2. Reading and Interpretation of Materials in Social Studies *3. Reading and Interpretation of Materials in Natural Sciences *4. Reading and Interpretation of Materials in Literary Materials *These three tests are designed to determine the applicant's ability to interpret and to evaluate a number of reading selections. Factual recall is not of prime importance in this type of test • 5. General Mathematical Ability (problem solving, use of tables and graphs, units of measurement, algebraic and geometric concepts) EIGHTH AI'ID TENTH GRADE CERTIFI CATES Residents in need of ~ certificate for job or professional licensing can obtain an Eighth Grade Equivalent Certificate or Tenth Grade Equivalent Certificate thr~ the G.E.D. Testing Program. The official Test Centers administer this program and applicants for the Tenth Grade Certificate should follow the procedure outlined above. MILTIARY PERS O~!NEL Residents who have completed the G.E.D. Test while a member of the Armed Forces may be eligibl e to receive the Secondary School Diploma. �3 I~ he is currently serving on active duty, the applicant should contact his Unit Education Of~icer ~or application procedures. 'I'he applicant should also request a Diploma or Certificate from Credentials Evaluation, Department of Public Education, Box 911, Harrisburg, Pennsylvania, 17126. If an applicant has concluded his active military service, he should write to USAFI Headquarters, Madison, Wisconsin, and request that o~ice to send a transcript of his test results to Credentials Evaluation in Harrisburg. The applicant should also request a Diploma or Certi~icate from the Credentials Evaluation Division. RETESTING An applicant who has not successfully completed the G.E.D. Test may take a retest following a waiting period of twelve (12) months. This waiting period can be reduced if the applicant receives twenty-five (25) hours o~ private tutoring or completes twenty-five (25) hours of work in a Standard Evening School Program or an Adult Education Program. The Philadelphia Board of Education can supply information concerning tutoring. An applicant does not have to retake the entire test. He may chose to take one or more test areas in order to acquire the score necessary to qualify for the Diploma or Certificate. The testing procedure for retesting is identical to the process stated above. See section entitled "How to Apply.'' SINGLE SUBJECT TESTING Some residents will have a need to earn individual subject credit to qualify for entrance into college. The of~icial Testing Centers have available single subject tests and will administer these tests to qualified applicants possessing a regular High School Diploma or Commonwealth Secondary Diploma. A full range of Academic and General Secondary Subject tests are available. Interested applicants should consult with the Testing Center. REGULATIONS CONCERNING REQUIRED SCORES, AGE, AND GRADE COMPLETION Total Score Required Average Scores Required Lowest Passing Score on Subtests Minimum Age for Issuance of Credential Original Class Must Have Completed Grade Waiting Period for Retests (Months) Secondary Diploma Tenth Grade Certificate 225 195 39 45 35 18 12 12 31 17 10 6 �PROCEDURES AND TEST SCHEDULE FOR THE GENERAL EDUCATIONAL DEVELOPMENT (GED) PROGRAM April 1, 1971 to August 29, 1971 TESTING BUREAU- TEMPLE UNIVERSITY (215) 787-8615 1. GED tests are taken in order to obtain a Commonwea lth Secondary School Diploma or Grade Equivalent Certificate for grades eight and t en. Also, GED tests are taken for enlistment in the Armed Forces, or for special training programs requiring results of the five GED tests. 2. Tests will be given every Thursday and Friday f ro m 12: 30 Noon to 4:30P.M. and every Saturday from 9:30A.M . to 1:30 P.M., except on t hose days when the University is closed (holidays). Approximately ten hours are requ ired to complete the GED battery of five tests. A test may not be started with less than two hours remaining in the test period. Every test must be finished on the day it Is started. 3. The fee for the GED Test Battery (f ive test s) for th e high school equivalent diploma or for the 10th grade certificate is $10, payable in full on the first day of testing. The fee for the 8th grade equivalent test is $6. 4. No appointment is necessary for the regul ar testing dates. Candidates taking the GED Testing Program must register at the Testing Bureau, Room 300 Sull ivan Hall, Park Avenue & Berks Street, Philadelphia, Pa. Applicants are required to show a piece of acceptable identification which includes their signature and/ or photograph . Registration on test days is between 12:00 and 12:30 o'clock on Thursdays and Fri days, and between 9:00A.M. and 9 :30A.M. on Saturdays. Late arrivals wil l be registered, but w ill probabl y be able to take only one test on that day. The registration procedure is presented in Section Five. 5. Registration procedures involve: A. Candidates for the Commonwealth Secondary School Diploma must report to the Testing Bureau , Room 300 Sullivan Hall, located at Park Avenue and Berks Street, Philadelphia, Pa. on the fi rst day of t esting. 6. B. Fees will be paid at the Comptrollers Office, fi rst floor of Conwell Hall, Broad Street and Montgomery Avenue. C. Testing is conducted in Room 10 Curtis Hall , located at Montgomery and Park Avenues. Upon completion of the examinations (GED or Equ ivalent) the Testing Bureau will forward the results to the Department of Public Education, or to any authorized college, industrial or Armed Forces recruiting center. Diploma candidates will receive notification of passing or failing from the Department of Publ ic Educat ion, Harrisburg, approximately six weeks after completion of testing. The Commonwealth Secondary School Diploma will be issued approximately eight weeks after testing, for those who have successfully met the standards. Harold C. Reppert, Ph.D. Director, Testing Bureau � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource John Roper Title A name given to the resource GED Diploma with Instructions-Pennsylvania 1972 Description An account of the resource Application procedures for a high school equivalency diploma in Pennsylvania in 1972, including an embedded image of an actual high school equivalency diploma issues by the Commonwealth of Pennsylvania. Creator An entity primarily responsible for making the resource Commonwealth of Pennsylvania Department of Public Education Source A related resource from which the described resource is derived <a href="https://commons.wikimedia.org/wiki/File:GED-Diploma-with-Instructions-Pennsylvania-1972.pdf">Wikimedia Commons</a> Publisher An entity responsible for making the resource available Commonwealth of Pennsylvania and Temple University Date A point or period of time associated with an event in the lifecycle of the resource Created: 1972 Rights Information about rights held in and over the resource Public Domain Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Pennsylvania Getting Started Success Stories Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. Local URL The URL of the local directory containing all assets of the website www.bestgedclasses.org/ged/practice URL <a href="http://www.bestgedclasses.org/ged/practice" target="_blank" rel="noreferrer noopener">www.bestgedclasses.org/ged/practice</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BestGEDclasses.org Practice Exams Creator An entity primarily responsible for making the resource Covcell GED Prep Publisher An entity responsible for making the resource available bestgedclasses.org Contributor An entity responsible for making contributions to the resource Anthony Dixon Description An account of the resource These practice tests provided by Covcell GED Prep are associated with the 4 GED subjects and students can choose from short (10-question quizzes) to long tests (up to 50-question quizzes). There are also tests with a built-in timer, so students can check how they perform under time pressure. Source A related resource from which the described resource is derived <a href="http://www.bestgedclasses.org/ged/practice">www.bestgedclasses.org/ged/practice</a> Language A language of the resource English Type The nature or genre of the resource InteractiveResource Identifier An unambiguous reference to the resource within a given context GEDurl002 Test Preparation https://lis5472.cci.fsu.edu/sp19/group8/files/original/a4975d33910123e5563f9260bba0bbb6.mp4 93aa1be0ba0920bf914b279f37ec647f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource From Dropout to Mentor and Teacher Description An account of the resource Darren Alridge says the love of the people who helped him get his GED® diploma "wore off" on him so much that he had to pay it forward by mentoring and teaching struggling youth in the same program where he learned. Creator An entity primarily responsible for making the resource Kentucky Educational Television (KET) Publisher An entity responsible for making the resource available PBS Learning Media Date A point or period of time associated with an event in the lifecycle of the resource Created: 2015 Rights Information about rights held in and over the resource Copyright ©KET 2015, All Rights Reserved. Republished under license from PBS LearningMedia. Format The file format, physical medium, or dimensions of the resource mp4 Language A language of the resource English Type The nature or genre of the resource MovingImage Source A related resource from which the described resource is derived <a href="https://www.pbslearningmedia.org/resource/ket-dbi-26/dropout-to-mentor-and-teacher/">PBS Learning Media</a> Contributor An entity responsible for making contributions to the resource John Roper Success Stories Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our Great Start to a Better Future Description An account of the resource This video tells the story of five students and how earning a high school diploma by passing the GED test was a great option for them! Creator An entity primarily responsible for making the resource Leon County Schools Adult & Community Education (ACE) Source A related resource from which the described resource is derived <a href="https://vimeo.com/102942071">https://vimeo.com/102942071</a> Publisher An entity responsible for making the resource available <span>Leon County Schools</span> Contributor An entity responsible for making contributions to the resource Cristina Carter Language A language of the resource English Type The nature or genre of the resource MovingImage Identifier An unambiguous reference to the resource within a given context GEDvid003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Florida Success Stories Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. URL http://www.aceleon.org/career-pathways Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Career Pathways Description An account of the resource The career pathways approach is a framework for weaving together adult education, training and post-secondary programs, and connecting those services to the workforce needs of employers. Source A related resource from which the described resource is derived <a href="http://www.aceleon.org/career-pathways">http://www.aceleon.org/career-pathways</a> Publisher An entity responsible for making the resource available Leon County Schools Adult & Education (ACE) Creator An entity primarily responsible for making the resource Leon County Schools Adult & Education (ACE) Contributor An entity responsible for making contributions to the resource Cristina Carter Language A language of the resource English Type The nature or genre of the resource InteractiveResource Identifier An unambiguous reference to the resource within a given context GEDurl001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Florida Getting Started https://lis5472.cci.fsu.edu/sp19/group8/files/original/c00b52fc2fce98e850df0fe3cb7fabd9.pdf 92121fefb2863a461506165b23fcdaac PDF Text Text South Carolina Computer-Based GED Test Centers as of September 1, 2015 County GED Testing Center Street Address City Zip Phone Abbeville Abbeville County Adult Education Center 400 Greenville Street Abbeville 29620 864-366-4226 Aiken Aiken County Adult Education - Byrd Learning Center 1 Willis Circle Graniteville 29803 803-641-2476 Allendale Allendale-Fairfax Learning Center 1843 Main Street South Allendale 29810 803-584-3107 Anderson Anderson 5 Adult Education Center 2005 North Main Street Anderson 29621 864-260-5075 Anderson Anderson Districts 1 and 2 Adult Education Center 214 Lebby Street Pelzer 29669 864-947-9311 Bamberg No Test Center At This Time Barnwell No Test Center At This Time Beaufort Beaufort County Adult Education Center 1300 King Street Beaufort 29901 843-322-0780 Berkeley Berkeley Educational Center 113 East Main Street Moncks Corner 29461 843-899-8703 Berkeley Fishburne Educational Center 6215 Murray Drive Hanahan 29410 843-820-3742 Calhoun Charleston No Test Center At This Time Charleston County Adult Education at Brentwood Campus 2685 Leeds Avenue N. Charleston 29405 843-529-3142 Cherokee Ola H. Copeland Community Learning Center 243 Allison Drive Gaffney 29341 864-206-6992 Chester No Test Center At This Time Chesterfield Chesterfield County Adult Education Center 116 Edwards Road Chesterfield 29709 843-623-2200 Clarendon F.E. DuBose Career Center-Central Carolina Technical College 3351 Sumter Highway Manning 29102 803-473-2531 Colleton Colleton County Adult Education Center 609 Colleton Loop Walterboro 29488 843-782-0018 Darlington Darlington County Adult Education Center 100 Magnolia Street Darlington 29532 843-398-2856 Dillon Dillon County Adult Education Center 214 West Main Street Dillon 29536 843-774-1218 Dorchester Summerville Adult Learning Center 1325 Boone Hill Road Ste A Summerville 29483 843-873-7372 Edgefield Edgefield County Adult Education Center 117 Cardinal Street Johnston 29832 803-275-4158 Fairfield No Test Center At This Time Florence Florence 1 - Poynor Adult Education Center 301 South Dargan Street Florence 29506 843-664-8152 x 6409 Georgetown Howard Adult Education Center 500 S. Kaminski Street Georgetown 29440 843-546-0219 Greenville Lifelong Learning at Sullivan Center 206 Wilkins Street Greenville 29605 864-355-3433 Greenwood Greenwood County Adult Education Center 400 Glenwood Street Greenwood 29649 864-941-5450 Hampton No Test Center At This Time Horry Conway Adult Education Center 1620 Sherwood Drive Conway 29526 843-488-6200 Horry Myrtle Beach Family Learning Center 3101 Oak Street Myrtle Beach 29577 843-488-6200 Jasper No Test Center At This Time Kershaw Kershaw County Adult Education Center 874 Vocational Lane Camden 29020 803-425-8980 Lancaster Lancaster County Adult Education Center 610 East Meeting Street Lancaster 29720 803-285-7660 Laurens Laurens County Adult Education - Higher Education Center 663 Medical Ridge Road Clinton 29325 864-938-1524 1 - 9/16/2015 �South Carolina Computer-Based GED Test Centers as of September 1, 2015 County GED Testing Center Street Address City Zip Phone Lee Lee County Adult Education Center 123 East College Street Bishopville 29010 803-484-4040 Lexington Adult Education of Lexington-Richland Counties-Irmo 6671 Saint Andrews Road Columbia 29212 803-476-8229 Lexington Lexington 1 Adult Education Center 420 Hendrix Street Lexington 29072 803-821-2950 Lexington Lexington 2 Adult Education-Pair Center 2325 Platt Springs Road West Columbia 29169 803-739-4048 Lexington Lexington District 3 Lifelong Learning Center 101 West Columbia Avenue Batesburg/Leesville 29006 803-532-2141 Lexington Lexington 4 Adult Education Center 135 Lewis Rast Road Swansea 29160 803-399-7979 Marion Marion County Adult Education Center 410 E. Liberty Street Marion 29571 843-423-2591 Marlboro Marlboro County Adult Education Center 215 Broad Street Bennettsville 29512 843-479-5923 McCormick McCormick County Adult Education Center 6981 Highway 28 South McCormick 29835 864-443-0051 Newberry Newberry County Adult Education Center 591 McSwain Street Newberry 29108 803-321-2112 Oconee Oconee County Adult Education Center 315 Holland Avenue Seneca 29678 864-886-4429 Orangeburg Orangeburg-Calhoun Technical College 3250 Saint Matthews Road Orangeburg 29118 803-268-2539 Pickens Pickens County Adult Learning Center 106 Glazner Street Easley 29640 864-397-3825 Richland Richland One Adult Education Center 2612 Covenant Road Columbia 29204 803-251-4512 Richland W R Rogers Adult, Continuing, and Technology Education Center 750 Old Clemson Road Columbia 29229 803-736-8787 Richland Virginia College 7201 Two Notch Road Columbia 29223 803-509-7100 Richland Adult Education of Lexington-Richland Counties-Irmo 6671 Saint Andrews Road Columbia 29212 803-476-8229 Saluda Saluda County Adult Education Center 403B North Calhoun Street Saluda 29138 864-445-3346 Spartanburg Spartanburg County Adult Education- Z L Madden Learning Center 459 West Centennial Street Spartanburg 29303 Sumter Sumter County Adult Education Center 905 North Main Street Sumter 29150 864-594-4428 803-778-6432 Union Union County Adult Education Center 517 East Main Street Union 29379 864-429-1770 Williamsburg Williamsburg County Adult Education Center-Kingstree 500 North Academy Street Kingstree 29556 843-355-6887 Williamsburg Williamsburg County Adult Education Center-Hemingway 2811 SC Highway, 41/51 South Hemingway 29554 843-355-6887 York Rock Hill Flexible Learning Center 1234 Flint Street Extension Rock Hill 29730 803-981-1375 2 - 9/16/2015 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource South Carolina Computer-Based GED Test Centers Description An account of the resource A listing of all GED test centers and addresses in South Carolina as of September 2015 Creator An entity primarily responsible for making the resource South Carolina Department of Education Source A related resource from which the described resource is derived <a href="https://ed.sc.gov/scdoe/assets/File/instruction/adult-education/GED%20Testing%20Sites%20September%202015.pdf">https://ed.sc.gov/scdoe/assets/File/instruction/adult-education/GED%20Testing%20Sites%20September%202015.pdf</a> Publisher An entity responsible for making the resource available South Carolina Department of Education Date A point or period of time associated with an event in the lifecycle of the resource Created: 2015-09-16 Contributor An entity responsible for making contributions to the resource John Roper Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant South Carolina Getting Started Test Preparation Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://study.com/ged/ged-practice-tests.html" target="_blank" rel="noreferrer noopener">https://study.com/ged/ged-practice-tests.html</a> Local URL The URL of the local directory containing all assets of the website www.study.com/GED/Test_Prep Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Study.com GED Practice Tests Description An account of the resource Free timed 15-question GED practice tests. These sample tests are intended to tell students where they stand before they start studying for the GED. Study.com also provides more extensive resources for a fee. Creator An entity primarily responsible for making the resource Study.com Publisher An entity responsible for making the resource available Study.com Contributor An entity responsible for making contributions to the resource Anthony Dixon Source A related resource from which the described resource is derived <a href="https://study.com/ged/ged-practice-tests.html" target="_blank" rel="noreferrer noopener">https://study.com/ged/ged-practice-tests.html</a> Rights Information about rights held in and over the resource © copyright 2003-2019 Study.com Language A language of the resource English Type The nature or genre of the resource InteractiveResource Identifier An unambiguous reference to the resource within a given context GEDurl003 Test Preparation https://lis5472.cci.fsu.edu/sp19/group8/files/original/5a7995c88d64118d627a83341f16ee5e.pdf 687fa3e2c3ec531ebd99d5500b731e5c PDF Text Text FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Albany Technical College Ms. Linda Coston, Vice President of Adult Education 1704 S. Slappey Boulevard Albany, GA 31701 Office: (229) 430-1620 Fax: (229) 430-2835 Email: lcoston@albanytech.edu Website: http://www.albanytech.edu/index.php?option=com_content&view=article&id=82&Itemid=8 Counties Served Baker County Calhoun County Clay County Dougherty County Lee County Randolph County Terrell County Asian American Resource Center Mr. Christopher B. Durden, Program Administrator 3635 Peachtree Industrial Boulevard, Suite 450 Duluth, GA 30096 Office: (770) 270-0663 (Ext. 405) Fax: (770) 270-0979 Email: manager@aarc-atlanta.org Website: http://aarc-atlanta.org/social-services/english-literacy-civics DeKalb County Fulton County Gwinnett County Athens Technical College Ms. Stephanie Benson, Vice President of Adult Education 800 U.S. Highway 29 North Athens, GA 30601-1500 Office: (706) 583-2551 Fax: (706) 355-5181 Email: sbenson@athenstech.edu Website: http://www.athenstech.edu/adultEd/index.cfm Clarke County Elbert County Greene County Hart County Madison County Morgan County Oconee County Oglethorpe County Taliaferro County Walton County Wilkes County Atlanta Public Schools Dr. Albenny Price, Program Administrator Adult Learning Center 1757 Mary Dell Drive, SE Atlanta, GA 30316 Office: (404) 802-3560 Fax: (404) 802-3568 Email: aprice@atlanta.k12.ga.us Website: www.atlantapublicschools.us/adulteducation Fulton County Revised 10/15/2018 1 �FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Atlanta Technical College Ms. Dorna F. Werdelin, Associate Vice President of Adult Education New Connections Building 1560 Metropolitan Parkway, SW Atlanta, GA 30310-4446 Office: (404) 225-4433 Fax: (404) 225-4641 Email: dwerdelin@atlantatech.edu Website: http://www.atlantatech.edu/student-services/other-services-resources/adult-literacy-ged-prep/ Augusta Technical College Ms. Angela M. Moseley, Dean of Adult Education 3200 Augusta Tech Drive, Building 300 Augusta, GA 30906 Office: (706) 771-4131 or (706) 771-4132 Fax: (706) 771-4133 Email: angela.moseley@augustatech.edu Website: http://www.augustatech.edu/adult_education/adult_ed_home.html Catholic Charities of the Archdiocese of Atlanta, Inc. Ms. Sharetta Bartley, Program Administrator 3669 North Peachtree Road, Suite 100 Chamblee, GA 30341 Office: (770) 790-3104 Fax: (770) 792-8002 Email: sbartley@catholiccharitiesatlanta.org Website: http://catholiccharitiesatlanta.org/services Center for Pan Asian Community Services, Inc. Ms. Paulene Barnes, Program Administrator 3510 Shallowford Road, NE Atlanta, GA 30341 Office: (770) 936-0969 Ext. 133 Fax: (770) 458-9377 Email: Paulene.Barnes@cpacs.org Website: https://cpacs.org/el-civics/ Central Georgia Technical College Ms. Brenda Brown, Vice President of Adult Education 80 Cohen Walker Drive Warner Robins, GA 31088 Office: (478) 218-3288 or 1-800-474-1031 (Ext. 6) Fax: (478) 988-7089 Email: bbrown@centralgatech.edu Website: http://www.centralgatech.edu/general/adultlearn/index.cfm Revised 10/15/2018 Counties Served Clayton County (Forest Park-Day) Fulton County Burke County Columbia County Lincoln County McDuffie County Richmond County Cobb County DeKalb County Gwinnett County North Fulton County Cobb County DeKalb County Fulton County Gwinnett County Baldwin County Bibb County Crawford County Dooly County Houston County Jones County Monroe County Peach County Pulaski County Putnam County Twiggs County 2 �FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Chattahoochee Technical College Ms. Christine Hord, Program Administrator North Metro Campus 5198 Ross Road Acworth, GA 30102 Office: (770) 975.4272 Fax: (770) 529-2460 Email: chris.hord@chattahoocheetech.edu Website: http://www.chattahoocheetech.edu/adult-education/ Counties Served Bartow County Cherokee County Gilmer County North Paulding County Pickens County Clayton County Schools Mr. James Wilburn, Coordinator for Adult Education 137 Spring Street Jonesboro, GA 30236 Office: (770) 515-7610 Fax: (770) 515-7687 Email: jwilburn@clayton.k12.ga.us Website: http://www.clayton.k12.ga.us/departments/instruction/adulteducation Clayton County Coastal Pines Technical College Ms. Kelly Peacock, Executive Director of Adult Education 1701 Carswell Avenue Waycross, GA 31503 Office: (912) 287-6580 Fax: (912) 287-6582 Email: kpeacock@coastalpines.edu Website: http://www.coastalpines.edu/programs/adult-education/ Appling County Bacon County Brantley County Camden County Charlton County Clinch County Glynn County Jeff Davis County Long County McIntosh County Pierce County Ware County Wayne County Cobb County School District Ms. Francia Browne, Director of Adult Education Cobb/Paulding Adult Education Program 240 Barber Road, SE Marietta, GA 30060 Office: (678) 594-8011 (Ext. 245 or 240) Fax: (678) 594-8015 Email: Francia.browne@cobbk12.org Website: http://www.cobbk12.org/Adulted Cobb County South Paulding County Revised 10/15/2018 3 �FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Columbus Technical College Ms. April Hopson, Director of Adult Education 928 Manchester Expressway Columbus, GA 31904 Office: (706) 641-5620 Fax: (706) 321-5777 Email: ahopson@columbustech.edu Website: http://www.columbustech.edu/adult-education/ Counties Served Chattahoochee County Harris County Muscogee County Quitman County Stewart County Talbot County Georgia Northwestern Technical College Ms. Kerri Hosmer, Vice President of Adult Education One Maurice Culberson Drive Rome, GA 30161 Office: (706) 295-6976 Fax: (706) 802-5288 Email: khosmer@gntc.edu Website: http://www.gntc.edu/adulted Catoosa County Chattooga County Dade County Floyd County Gordon County Murray County Polk County Walker County Whitfield County DeKalb County Newton County Rockdale County Georgia Piedmont Technical College Dr. Meghan McBride, Dean of Adult Education 495 North Indian Creek Drive Clarkston, GA 30021 Office: (404) 297-9522 (Ext. 4000 or 4003) Fax: (404) 294-6496 Email: mcbridem@gptc.edu Website: http://www.gptc.edu/content.cfm?PageCode=adult Gwinnett Technical College Ms. Stephanie Rooks, Dean of Adult Education 5150 Sugarloaf Parkway Lawrenceville, GA 30043 Office: (678) 226-6662 or (678) 226-6702 Fax: (770) 338-7198 Email: srooks@gwinnetttech.edu Website: http://gwinnetttech.edu/ged International Rescue Committee, Inc. Ms. Lauren Mertens, English Literacy & Civics Coordinator 2305 Parklake Drive, Suite 100 Atlanta, GA 30345 Office: (678) 636-8964 Fax: (404) 292-5325 Email: Lauren.mertens@rescue.org Website: http://www.rescue.org/us-program/us-atlanta-ga Revised 10/15/2018 Gwinnett County North Fulton County DeKalb County 4 �FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Lanier Technical College Mr. Shannon Cole, Interim Program Administrator 719 Woodsmill Road Gainesville, GA 30501 Office: (770) 531-3367 Fax: (678) 989-3218 Email: scole@laniertech.edu Website: http://www.laniertech.edu/AdultEducation/AdultEducation-main.aspx Literacy Action, Inc. Ms. Diana Brace, Associate Director of Programs 231 Peachtree Street, NE Suite M-100 Atlanta, GA 30303 Office: (404) 818-7335 Fax: (404) 818-7322 Email: dbrace@literacyaction.org Website: http://www.literacyaction.org/classes/ North Georgia Technical College Ms. Shelby Ward, Dean of Adult Education P.O. Box 65/1701 Highway 197 North Clarkesville, GA 30523 Office: (706) 754-7781 or (706) 754-7717 Fax: (706) 754-7801 Email: sward@northgatech.edu Website: https://www.northgatech.edu/pages/adulted/default.aspx Northwest Georgia Housing Authority Mr. Christopher J. Cameron, Program Administrator 1 Brookwood Avenue Rome, GA 30165 Office: (706) 368-5738 Fax: (706) 295-9374 Email: ccameron@nwgha.com Website: www.nwgha.com Oconee Fall Line Technical College Ms. Tiffany Lofton, Dean of Adult Education 1189 Deepstep Road Sandersville, GA 31082 Office: (478) 553-2079 or (478) 274-7848 Fax: (478) 553-2127 Email: tlofton@oftc.edu Website: http://www.oftc.edu/programs/adult-education-ged/ Revised 10/15/2018 Counties Served Banks County Barrow County Dawson County Forsyth County Hall County Jackson County Lumpkin County DeKalb County Fulton County Fannin County Franklin County Habersham County Rabun County Stephens County Towns County Union County White County Floyd County Polk County Bleckley County Dodge County Glascock County Hancock County Jefferson County Laurens County Telfair County Warren County Washington County Wheeler County Wilkinson County 5 �FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Ogeechee Technical College Ms. Samantha N. Smith, Dean of Adult Education Mailing Address: One Joseph E. Kennedy Boulevard Statesboro, GA 30458 Counties Served Bulloch County Evans County Screven County Main Location: Ogeechee Technical College Bulloch County Workforce Development Center 20 Joe Kennedy Boulevard Statesboro, GA 30458 Office: (912) 871-1721 Fax: (912) 871-1818 Email: ssmith@ogeecheetech.edu Website: http://www.ogeecheetech.edu/adult Savannah Technical College Dr. Brent A. Stubbs, Vice President of Adult Education 5717 White Bluff Road Savannah, GA 31405 Office: (912) 443-4150 Fax: (912) 443-5439 Email: bstubbs@savannahtech.edu Website: http://www.savannahtech.edu/ged-esl/general-information Bryan County Chatham County Effingham County Liberty County South Georgia Technical College Ms. Lillie Ann Winn, Dean of Adult Education 900 South Georgia Tech Parkway Americus, GA 31709 Office: (229) 931-7323 Fax: (229) 931-2567 Email: lawinn@southgatech.edu Website: http://www.southgatech.edu/index.cfm?PageID=235 Crisp County Macon County Marion County Schley County Sumter County Taylor County Webster County Southeastern Technical College Ms. Susan B. Cross, Executive Director of Adult Education 346 Kite Road Swainsboro, GA 30401 Office: (478) 289-2260 Fax: (478) 289-2214 Email: scross@southeasterntech.edu Website: http://www.southeasterntech.edu/prospectivestudents/adulteducation.asp Candler County Emanuel County Jenkins County Johnson County Montgomery County Tattnall County Toombs County Treutlen County Revised 10/15/2018 6 �FY2019 ADULT EDUCATION PROGRAM DIRECTORY Adult Education Program Southern Crescent Technical College Dr. Murray Williams, Vice President of Adult Education 501 Varsity Road Griffin, GA 30223 Office: (770) 229-3176 or (770) 229-3178 Fax: (770) 412-4067 Email: murray.williams@sctech.edu Website: http://www.sctech.edu/adulteducation/ Counties Served Butts County Fayette County Henry County Jasper County Lamar County Pike County Spalding County Upson County Southern Regional Technical College Ms. Melissa Burtle, Director of Adult Education 361 Industrial Drive Moultrie, GA 31788 Office: (229) 217-4210 Fax: (229) 217-4211 Email: mburtle@southernregional.edu Website: http://southernregional.edu/ged Colquitt County Decatur County Early County Grady County Miller County Mitchell County Seminole County Thomas County Tift County Turner County Worth County West Georgia Technical College Ms. Karen Kirchler, Vice President of Adult Education 401 Adamson Square Carrollton, GA 30117 Office: (770) 838-3192 or 1-855-500-4337 Fax: (678) 664-0540 Email: Karen.Kirchler@westgatech.edu Website: http://www.westgatech.edu/adulted/index.htm Carroll County Coweta County Douglas County Haralson County Heard County Meriwether County Troup County Wiregrass Georgia Technical College Ms. April McDuffie, Associate Vice President of Operations / Program Administrator Mailing Address: 4089 Val Tech Road, Room 100E Valdosta, GA 31602 Atkinson County Ben Hill County Berrien County Brooks County Coffee County Cook County Echols County Irwin County Lanier County Lowndes County Wilcox County Main Location: Wiregrass Georgia Technical College 4089 Val Tech Road, Mobile Unit 7 Valdosta, GA 31602 Office: (229) 333-2123 or (229) 423-8200 Fax: (229) 259-2095 Email: April.McDuffie@wiregrass.edu Website: http://www.wiregrass.edu/adulted Revised 10/15/2018 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Technical College System of Georgia FY2019 Adult Education Program Directory Description An account of the resource Addresses and contact information for Georgia GED testing centers, including counties served by each Creator An entity primarily responsible for making the resource Technical College System of Georgia Source A related resource from which the described resource is derived <a href="https://tcsg.edu/wp-content/uploads/2017/06/current_ae_program_directory.pdf">https://tcsg.edu/wp-content/uploads/2017/06/current_ae_program_directory.pdf</a> Publisher An entity responsible for making the resource available Technical College System of Georgia Date A point or period of time associated with an event in the lifecycle of the resource Created: 2018-10-15 Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Georgia Contributor An entity responsible for making contributions to the resource John Roper Type The nature or genre of the resource Text Getting Started Test Preparation https://lis5472.cci.fsu.edu/sp19/group8/files/original/5369d8d68e115db3f514371d38483d7f.pdf bcc6945547566926b2164f1052fbe106 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GEN-14-06 Recognized Equivalent of a High School Diploma Description An account of the resource This "Dear Colleague" letter from the U.S. DOE makes clear that GED certifications (or any alternate method a state may use for high school equivavlency) qualifies as a high school diploma for purposes of federal law. The memo also provides specific instructions for GED certificate holders on completing the FAFSA application for higher education financial aid. Creator An entity primarily responsible for making the resource United States Department of Education Publisher An entity responsible for making the resource available United States Department of Education Date A point or period of time associated with an event in the lifecycle of the resource Created: 2014 Contributor An entity responsible for making contributions to the resource John Roper Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc005 Source A related resource from which the described resource is derived <a href="https://ifap.ed.gov/dpcletters/attachments/GEN1406.pdf">https://ifap.ed.gov/dpcletters/attachments/GEN1406.pdf</a> Getting Started Success Stories