School Dropout Stats

This came from the State of Oregon Library through the Libs-Or email list:

The National Center for Education Statistics within the Institute of Education Sciences has released the report “Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts.”

This report presents information about selected characteristics and experiences of high school sophomores in 2002 who subsequently dropped out of school. It also presents comparative data about late high school dropouts in the years 1982, 1992, and 2004. The findings only address dropping out in late high school and do not cover students who dropped out before the spring of 10th grade. For this reason, the reported rates are lower than those based on the students’ entire high school or earlier school career. Key findings include the following:

* Forty-eight percent of all late high school dropouts come from families in the lowest quarter (bottom 25 percent) of the socioeconomic status distribution, and 77 percent of late high school dropouts come from the lowest half of the socioeconomic status distribution.

* Most late high school dropouts (83 percent) listed a school-related (versus a family- or employment-related) reason for leaving. These reasons included missing too many school days, thinking it would be easier to get a GED, getting poor grades, and not liking school.

* The overall late high school dropout rate was lower in 2004 than in 1982 (7 percent versus 11 percent, respectively) and lower in 1992 than in 1982 (6 percent versus 11 percent), but it showed no statistically significant difference in 2004 compared with 1992.

To view, download and print the report as a PDF file, please visit:


About repplinger

John has served as a Reference Librarian at Willamette University since 2002. He is the liaison to the Science Departments, and is responsible for maintaining the collections related to the life & physical sciences. His research interests range over the entire spectrum of libraries and information sciences, but includes: - Google and its influence on information & society - The Internet's influence on information seeking & sharing behaviors - Trends of scholarly communication - Electronic learning environments - Traditional pedagogy - GIS use in academic libraries

Posted on June 10, 2009, in Education and tagged . Bookmark the permalink. Leave a comment.

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