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Descriptors:
High Schools; Dropouts; Dropout Rate; Young Adults; Educational Trends; High School Graduates; Secondary Education; Educational Attainment; Education Work Relationship; Tables (Data); Race; Ethnicity; Sex; Age; Family Income; Disabilities; Geographic Regions; Graduation Rate; Student Characteristics; Trend Analysis; High School Equivalency Programs; Enrollment

Abstract:
This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, age, family income, disability, and geographic region. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools. Appended are Technical Notes, Glossary, and Standard Error Tables. Among the findings: Event dropout rates: On average, 3.4 percent of students who were enrolled in public or private high schools in October 2008 left school before October 2009 without completing a high school program. Event dropout rates by sex: There was no measurable difference in the 2009 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. Event dropout rates by race/ethnicity: Black and Hispanic students had higher event dropout rates than White students in 2009. Event dropout rates by family income: In 2009, the event dropout rate of students living in low-income families was about five times greater than the rate of their peers from high-income families (7.4 percent vs. 1.4 percent). (Contains 28 tables, 6 figures, and 30 footnotes.) [For the previous report, "Trends in High School Dropout and Completion Rates in the United States: 1972-2008. Compendium Report. NCES 2011-012," see ED513692.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Graduation Rate; Dropout Rate; Dropouts; High School Graduates; Student Characteristics; Educational Trends; Trend Analysis; Tables (Data); Educational Attainment; High School Students; High School Equivalency Programs; Enrollment; Low Income Groups; Ethnic Groups; Family Income

Abstract:
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. 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. 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. Appendices include: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 28 tables, 6 figures, and 28 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Students; Science Education; Technology Education; Engineering Education; Mathematics Education; Secondary School Curriculum; Comparative Analysis; Cohort Analysis; Credits; High School Graduates; Gender Differences; Racial Differences; Urban Schools; Suburban Schools; Rural Schools; Differences; White Students; African American Students; Asian American Students; Hispanic American Students; Achievement Gap; Achievement Gains; Academic Records

Abstract:
This research brief examines high school students' coursetaking in STEM (science, technology, engineering, and mathematics) subjects. As technical and scientific innovation increasingly drives the global economy, educators and experts in technical fields have expressed concern about the academic preparation of U.S. students in STEM fields. Using data from the National Assessment of Educational Progress High School Transcript Study [HSTS], this brief compares STEM coursetaking among the 2005 HSTS cohort with that of the 1990 and 2000 HSTS cohorts. Average credits earned in three broad STEM categories are examined along with and the percentage of graduates who earned credits in 12 specific STEM while in high school. Results indicate that graduates from the class of 2005 earned more credits in each of three STEM course categories (advanced mathematics, advanced science and engineering, and STEM-related technical courses) than did their 1990 peers. In 10 out of 12 specific STEM courses, the percentage of graduates who earned credits grew from 1990 to 2005. Gains were generally found across gender, racial/ethnic groups, and community types, but gaps between groups remained largely unchanged. (Contains 1 footnotes, 6 tables, and 11 figures.) [This publication was prepared by MPR Associates, Inc. with support from the National Assessment of Educational Progress Education Statistics Service Institute.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Indicators; Statistics; Vocational Education; Course Selection (Students); Credits; Student Participation; Consumer Science; Labor Market; Occupations; High School Graduates; Classification; Academic Records; Data Collection; Statistical Analysis

Abstract:
This report examines career/technical education (CTE) coursetaking of 2005 public high school graduates using a recently revised taxonomy and new indicators of participation to present a more contemporary and detailed picture of CTE coursetaking than is provided by previously-used indicators. To understand how students use the CTE curriculum, this brief examines different patterns of student participation in CTE.: (1) Across the three main CTE curriculum areas (family and consumer sciences education, general labor market preparation, and occupational education); (2) Coursetaking within occupational areas, including occupational concentration; and (3) Coursetaking across occupational areas, to determine the extent to which students earn credits across multiple occupational areas versus within one occupational area, and which occupational areas students tend to combine. Following an overview of data used to examine participation, the report presents the new indicators used. A technical section describes in more detail the data source, the recent taxonomy revision, and analytic procedures. Standard Error Tables are appended. (Contains 16 footnotes, 4 figures and 17 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; High Schools; Family Income; Graduation Rate; Dropout Rate; Dropouts; High School Graduates; Educational Trends; Academic Persistence; Student Attrition; High School Equivalency Programs

Abstract:
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 2006, provides data about trends in dropout and completion rates over the last 3 decades (1972-006), and examines the characteristics of high school dropouts and high school completers in 2006. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States: (1) 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 its equivalent (GED); (2) 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 equivalency credential, irrespective of when they dropped out; (3) 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 equivalency credential, irrespective of when the credential was earned; and (4) Averaged freshman graduation rate estimates the proportion of public high school freshmen who graduate with a regular diploma 4 years after starting 9th grade. Findings are presented demographically overall, by sex, race/ethnicity, family income, age and region. Two appendixes are included: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 36 footnotes, 4 figures and 25 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Educational Indicators; School Statistics; Educational Attainment; Education Work Relationship; Labor Market; Outcomes of Education; Exhibits; Statistical Analysis

Abstract:
This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called "career and technical education" or CTE) in the United States during the period from 1990 through 2005. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. The report is organized into three main chapters addressing, where possible, the following key questions related to CTE at the secondary, postsecondary, and adult levels: (1) What institutions provide CTE? (2) What is offered? (3) Who participates and what courses and majors do they select? (4) Who teaches CTE? and (5) What are the outcomes associated with CTE participation, including academic attainment, postsecondary education, and employment and earnings? A summary chapter provides selected findings from the report, and compares key characteristics across the three education levels. Finally, Appendix A describes the datasets and statistical procedures used in the report, and Appendix B contains a glossary. (Contains 101 tables, 2 exhibits, and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Graduates; High Schools; Income; Educational Development; Dropouts; Credentials; Labor; Labor Force; Graduation Rate; Correctional Institutions; Outcomes of Education; Correlation; Comparative Analysis; Employment Level; Unemployment; Public Health; Physical Health; Institutionalized Persons; Dropout Rate

Abstract:
Dropping out of high school is related to a number of negative outcomes. For example, the average income of persons ages 18 through 65 who had not completed high school was roughly $20,100 in 2005.1 By comparison, the average income of persons ages 18 through 65 who completed their education with a high school credential, including a General Educational Development (GED) certificate, was nearly $29,700 (U.S. Census Bureau 2006). Dropouts are also less likely to be in the labor force than those with a high school credential or higher and are more likely to be unemployed if they are in the labor force (U.S. Department of Labor 2006). In terms of health, dropouts older than age 24 tend to report being in worse health than adults who are not dropouts, regardless of income (U.S. Department of Education 2004). Dropouts also make up disproportionately higher percentages of the nation's prison and death row inmates. 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 2005, provides data about trends in dropout and completion rates over the last three decades (1972-2005), and examines the characteristics of high school dropouts and high school completers in 2005. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with each contributing unique information: the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate. The following are appended: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 4 figures, 26 tables, and 22 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Dropouts; Dropout Rate; Graduation Rate; Student Characteristics; Graduation; High School Graduates; High School Students; Gender Differences; Age Differences; Racial Differences; Family Income

Abstract:
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 most rates in 2004, provides data about trends in dropout and completion rates over the last three decades (1972-2004), and examines the characteristics of high school dropouts and high school completers in 2004. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with each contributing unique information: (1) the event dropout rate; (2) the status dropout rate; (3) the status completion rate; and (4) the averaged freshman graduation rate. Appended are: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 25 tables, 3 figures, and 25 footnotes.) [For "Dropout Rates in the United States: 2002 and 2003. E.D. TAB," see ED492587.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High School Students; Technical Education; Educational Experience; Student Attitudes; Outcomes of Education; Career Education; Statistical Data

Abstract:
The purpose of this publication is two fold. First, it presents data on the postsecondary educational experiences of students from the high school class of 1992 who concentrated in CTE while in high school, including information on their postsecondary enrollment, coursetaking, and degree attainment. Second, it demonstrates the richness and unique potential of the dataset analyzed, the National Education Longitudinal Study of 1988 (NELS:88/2000). NELS:88/2000 is one of only two data collections--and the most recent--to have gathered both high school and postsecondary transcripts from a nationally representative sample of students. Other analysts, notably Adelman, have used NELS:88/2000 to examine relations between academic coursetaking in high school and postsecondary experiences (Adelman 2006, 2004b; Adelman, Daniel, and Berkovits 2003). The contribution of this current publication is its focus on high school CTE students and their subsequent educational experiences. The following are appended: (1) Glossary; (2) Technical Notes; (3) Crosswalks of High School Career and Technical Education (CTE) Fields and Postsecondary Coursework and Majors; and (4) Standard Error Tables. (Contains 38 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Trends; High Schools; Dropouts; Dropout Rate; Statistical Data; High School Graduates; Student Characteristics; Graduation Rate

Abstract:
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 2002 and 2003, provides data about trends in dropout and completion rates over the last three decades, and examines the characteristics of high school dropouts and high school completers in 2002 and 2003. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with each contributing unique information: the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate--an indicator new to this report series. The following are appended: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 31 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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