Alcorn School District. Tunica County School District. Poplarville Separate School District. Tishomingo County School District. Top 10 Districts with the Lowest Dropout Rates. Dropout Rate. West Jasper Consolidated Schools. East Jasper Consolidated. Jefferson Davis County School District. Pass Christian Public School District. Jefferson County School District.
Lamar County School District. Kemper County School District. Leland School District. In considering the annual dropout rate, it is critical to note that this rate is not the same as the four-year cohort graduation rate. Some of these students may return to school the following year and complete high school while others may drop out multiple times. The table excludes districts that have been abolished due to consolidation. Lea Johnson. Secondary Education.
There is a wide body of research on the social and economic outcomes associated with educational attainment. A review of these studies reveals that individuals who fail to earn a high school diploma are clearly disadvantaged in many aspects of life—from the jobs they obtain and the wages they earn to their sense of physical and emotional well-being.
Society is also disadvantaged when students drop out, since studies show that dropouts are less likely than graduates to contribute to the social and economic well-being of the country.
For the most part, this literature consists of studies that are descriptive in nature, documenting the differences in outcomes for individuals with and without a high school diploma. It is important to note that most of them do not support inferences about the factors that cause individuals who dropout to experience economic and social hardships.
Attributing cause in this line of research is difficult for several reasons. One complexity is that the factors that cause students to drop out are also factors that cause people to not do well in other aspects of life.
That is, students who drop out often have low achievement and low motivation, factors that contribute to poor performance in school and poor functioning in society Rumberger, forthcoming. These and other personal attributes may be the underlying cause of the poor social and economic outcomes experienced by this group; dropping out may be a symptom of the problem rather than the cause.
Another complexity stems from the fact that it is difficult to design the kinds of studies that allow one to attribute cause, such as by conducting experiments that make use of random assignment.
Clearly, individuals cannot be randomly assigned to be dropouts or graduates. Studies that employ advanced techniques, such as model fitting or regression discontinuity analyses, also can support causal inference; however, only a few studies have used these techniques. Studies that are designed in a way to support causal inferences fall into two general categories.
The first consists of studies that permit causal inferences about the benefits of acquiring a particu. Nevertheless, a number of negative outcomes associated with dropping out are consistently reported in this body of research. The fact that these findings are corroborated by multiple independent studies permits a certain degree of confidence in the conclusions that can be drawn, even though they are based primarily on descriptive rather than experimental studies.
This review is not intended to be an exhaustive examination of the literature but simply an overview designed to give the reader a general sense of the differences in outcomes for individuals with and without high school diplomas. Earning a high school diploma is one of the most important factors associated with social and economic success in America. A high school diploma signifies that the bearer has both the cognitive and noncognitive attributes important for success in adulthood.
It is usually a minimum requirement for engaging in further training and serves as the gatekeeper for higher education and higher paying jobs. Research shows that high school graduates fare better than dropouts in many aspects of life Belfield and Levin, Dropouts are more likely to become teenage parents and have nonmarital births Manlove, ; McLanahan, They are less likely to vote or engage in civic activities Bartels, ; Uslaner and Brown, They have poorer prospects for intergenerational mobility McLanahan, Graduates and dropouts differ markedly in their labor market outcomes, although, as noted above, it cannot always be inferred that these differences are caused by the education credential.
Graduates are more likely to be employed than dropouts, and their wages are higher. Government data show that Among all to year-olds in October , the unemployment rate for dropouts was Some examples include the following. Oreopoulos and Oreopoulous and Salvanes studied the impact of credentials on a variety of types of outcomes.
Tyler, Murnane, and Willett and Tyler studied labor market outcomes. Lochner and Moretti and Moretti studied involvement in criminal activities. Lleras-Muney and Cutler and Lleras-Muney studied health outcomes. A second category consists of studies that permit causal inferences about the effects of particular programs designed to achieve objectives, such as to increase the high school graduation rate. Examples are U. Department of Education a, b and Levin and Belfield For further discussion about making causal inferences, see National Research Council , pp.
Even if they find a job, dropouts earn substantially less than high school graduates. The U. High school graduates also tend to live a longer and healthier life than dropouts. Research shows that, on average, a high school graduate lives 6 to 9 years longer than a dropout Wong et al. A number of factors may contribute to this. In addition, smoking is more prevalent among individuals with lower income and education levels. Dropouts are also less likely than high school graduates to report that they exercise regularly, and they are more likely to be obese.
In a recent survey, Pleis and Lucas , p. Cardiovascular disease, respiratory disease, and diabetes are all higher among less educated people Muennig, ; Pleis and Lucas, There is also evidence of a relationship between emotional well-being and educational attainment. Pleis and Lucas report that feelings of sadness, hopelessness, and worthlessness are most prevalent among adults with less education than a high school diploma.
Studies also show that educational attainment appears to be related to participation in criminal behavior, in that those with higher levels of education are less likely to commit crimes, get arrested, or become incarcerated Farrington, ; Levin et al.
The relationship between dropout status. In contrast, although those with a high school diploma make up roughly 33 percent of the population, they make up only 23 percent of the incarcerated population.
There is also a striking relationship between race, education, and incarceration. For example, Western and Wildeman found that the risk of imprisonment was three to four times higher for white and black male dropouts compared with high school graduates, with the risk of imprisonment for black dropouts at 69 percent.
In addition, dropouts are about three and a half times more likely than high school graduates to be arrested Coalition for Juvenile Justice, These data underscore the point that although many dropouts do not participate in criminal behaviors, individuals who are arrested or are incarcerated are more likely to be dropouts than to have earned a diploma. Students who leave school but earn a GED credential generally do not do as well as those who earn a high school diploma.
Some studies find that dropouts who earn a GED credential generally have a higher income than dropouts who do not Murnane, Willett, and Tyler, ; Tyler, ; Tyler, Murnane, and Willegg, , and there may be more of a payoff for dropouts who left school with weak skills than those who left with higher skills Murnane et al.
GED recipients do not realize the social and economic benefits that come with a high school diploma, however Cameron and Heckman, ; Heckman and LaFontaine, ; Heckman, Humphries, and Mader, GED recipients make less money than high school graduates Heckman and Rubenstein, These attributes are likely to be related to subsequent performance in college and on the job Heckman, Humphries, and Mader, ; Heckman and Rubinstein, For instance, Laurence reports that GED recipients and dropouts have similar attrition rates from the military.
Also, Heckman and LaFontaine , forthcoming report that degree attainment rates are similar for GED recipients and dropouts who pursue postsecondary schooling. Identification of the extent of the dropout problem is the first step in addressing it and working toward remedies to keep students in school.
Any attempt at remediation requires accurate, consistent estimates of these rates. However, the data and methods for calculating the rates differ, and there are considerable differences of opinion about the appropriate procedures e. The resulting rates can differ dramatically and portray different pictures of educational attainment in this country. Below we briefly describe several key data sources, highlight some of the challenges associated with calculating the rates, and discuss the discrepancies in rates that have been reported.
Chapters 3 and 4 discuss these issues in more depth. One source for dropout and graduation rates is nationally collected data. For more than 50 years, information about educational attainment has been available through the Current Population Survey CPS , conducted by the U.
Census Bureau. The CPS is a monthly household survey established to provide a direct measurement of monthly unemployment. The CPS includes a series of questions on school enrollment, college attendance, and high school graduation that can be used to calculate an overall dropout rate for the country.
An annual dropout rate is the percentage of students who drop out of school during one school year. A longitudinal graduation rate is the percentage of students from a class of beginning ninth graders who graduate by their anticipated graduation date, or within four years of beginning ninth grade.
A longitudinal dropout rate is the percentage of students from the same class of beginning ninth graders who drop out before completing their high school education.
A cohort is a group of students who began Grade 9 in public school in a particular school year and were expected to graduate four years later. TEA places students in a cohort based on their first appearance in Grade 9 in Texas public schools, with repeaters excluded. Students who enter Texas public schools after Grade 9 are added to the cohort.
TEA adds transfer students to a cohort if, when they enter Texas public schools, they are in the grade level expected for a cohort. For purposes of calculating a longitudinal rate, all students remain in their original cohort. Similarly, students who are retained in grade or who skip grades remain members of the cohorts they first joined. In addition to calculating four-year longitudinal rates, TEA calculates five-year extended and six-year extended longitudinal rates for students who take longer than four years to graduate.
Extended rates follow students one or more years after anticipated graduation to determine if they have graduated from high school. Longitudinal rates can be calculated only for schools that have all the grade levels included in the rate and that have had all those grades for the number of years necessary to calculate the rate. In order to receive a longitudinal graduation rate, a campus or district has to meet specific grade span criteria.
The grade span criteria provide some standardization across campuses and districts receiving rates which helps ensure comparability of data.
Four-year longitudinal rates are calculated for campuses and districts if they: a served Grade 9 as well as Grade 11 or 12 in the first and fifth years of the cohort or b served Grade 12 in the first and fifth years of the cohort. Similarly, five-year and six-year longitudinal rates are calculated for campuses and districts if they met these criteria in the first and sixth years or first and seventh years of the cohort, respectively.
The annual dropout rate and the longitudinal dropout rate differ in the time period covered and the population considered. An annual dropout rate is based on students who attended in a particular school year, regardless of when they were expected to graduate.
A longitudinal dropout rate is based on students who began ninth grade in a particular school year and were expected to graduate four years later. A longitudinal dropout rate is based on the tracking of individual students from the time they begin ninth grade until the fall following expected graduation. By contrast, an attrition rate is based on aggregate numbers. An attrition rate compares Grade 9 enrollment in the fall of one school year with Grade 12 enrollment in the fall three years later.
An attrition rate does not take into account any of the reasons beginning and ending enrollments differ. For example, the attrition rate does not take into account Grade 9 enrollment that may be high because some students are repeating Grade 9.
The attrition rate also does not take into account Grade 12 enrollment that may be lower than Grade 9 enrollment three years earlier because some students left Texas public school for other educational settings, graduated early, or are in school but not yet in Grade Because the attrition rate is based on enrollment figures from the fall of the first year and fall three years later, it excludes some students.
For example, Grade 9 students who enroll after the fall of the first year and students who enter the school system after the first year are excluded from the rates. Additionally, because the attrition rate is based on data from the fall before expected gradation, rather than after expected graduation, it does not take into account whether a student enrolled in Grade 12 in the fall goes on to graduate.
TEA fully incorporated the national definition into the graduation and dropout rates for the class of Rates for the class of and later classes are comparable to one another. Rates for classes in which TEA phased in the national dropout definition classes of , , and are not comparable from one class to another, nor are they comparable to rates for prior or later classes.
The adjusted cohort graduation rate is based on the tracking of individual students from the time they begin Grade 9 until the fall following their expected graduation and is the same as the graduation rate that TEA calculates for federal accountability. The adjusted cohort graduation rates for the fifty states and the District of Columbia are available in the latest report on secondary school completion, graduation, and dropouts.
Both the campus and district graduation summaries and the four-year graduation rate show the number of students from a group of ninth graders who graduated, were still in school, received a TxCHSE, or dropped out.
The graduation summaries include additional information: they provide information on the students who transferred into each campus or district and on those who transferred out. TEA calculates annual dropout rates and longitudinal four-year, five-year extended, and six-year extended graduation and dropout rates for campuses, districts, regions, and the state.
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