Report Roundup

High School Completion

“Dropout and Completion Rates in the United States: 2006”

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

A report by the National Center for Education Statistics estimates that three-quarters of high school freshmen receive a diploma four years later.

The studyRequires Adobe Acrobat Reader, issued Sept. 3, found that the “averaged freshman graduation rate”—the percentage of public high school students who earn a regular diploma four years after starting high school—was 74.7 percent for the class of 2005. It was 75 percent for the class of 2004, up from 72.6 percent for the class of 2002.

Students living in low-income families were four times more likely to drop out of high school in any given year­—in this case, between 2005 and 2006—than those living in high-income families, the report says.

The national “status dropout rate”—the portion of a given age group of students who were not enrolled in school and had not earned a diploma or its equivalent at a specific time—declined from 14.6 percent in 1972 to 9.3 percent in 2006, the report says. That means that in October 2006, about 3.5 million young people ages 16 to 24 were not enrolled in school and had not earned a diploma or its equivalent.

Vol. 28, Issue 03, Page 5

Published in Print: September 10, 2008, as High School Completion
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >