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NCES 2010-313                           U.S. DEPARTMENT OF EDUCATION Public School Graduates and Dropouts From the Common Core of Data: School Year 2006–07 First Look     Public School Graduates and Dropouts From the Common Core of Data: School Year 2006–07 F irst Look OCTOBER 2009 Robert Stillwell National Center for Education Statistics       B-ii NCES 2010-313 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. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to National Center for Education Statistics Institute of Education Sciences U.S. Department of Education 1990 K Street NW Washington, DC 20006-5651 October 2009 The NCES World Wide Web Home Page address is http://nces.ed.gov. The NCES World Wide Web Electronic Catalog address is http://nces.ed.gov/pubsearch. This publication is only available online. To download, view, and print the report as a PDF file, go to the NCES World Wide Web Electronic Catalog address shown above. Suggested Citation Stillwell, R. (2009). Public School Graduates and Dropouts From the Common Core of Data: School Year 2006–07 (NCES 2010-313). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved DATE from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010313. Content Contact Robert Stillwell 202-219-7044 robert.stillwell@ed.gov Acknowledgments Many thanks are owed to the Common Core of Data (CCD) and EDFacts Coordinators for the 50 states and 8 other jurisdictions that voluntarily report CCD data each year. This work is in addition to their other professional duties, and NCES is grateful for these Coordinators’ efforts and for the support of the state education agencies in which they work. iii Contents Page Acknowledgments ................................................................................................................................................ iii List of Tables .........................................................................................................................................................vi Introduction ............................................................................................................................................................1 Selected Findings ...................................................................................................................................................3 References and Related Data Files .........................................................................................................................4 Appendix A: Methodology and Technical Notes ...............................................................................................A-1 v vi List of Tables Table Public school number of graduates, Averaged Freshman Graduation Rate, and estimated first-time ninth-graders in 2003–04, by state or jurisdiction: School year 2006–07 ............................5 2 Public school number of graduates and Averaged Freshman Graduation Rate, by race/ethnicity and state or jurisdiction: School year 2006–07 .....................................................................................7 3 Public school Averaged Freshman Graduation Rate, by year and state or jurisdiction: School years 2002–03, 2003–04, 2004–05, 2005–06 and 2006–07 ..................................................................9 4 Public high school number of dropouts, event dropout rate, and enrollment in grades 9–12, by state or jurisdiction: School year 2006–07............................................................................11 5 Public school number of dropouts and event dropout rate in grades 9–12, by grade, state or jurisdiction: School year 2006–07.......................................................................................................13 6 Public high school number of dropouts and event dropout rate in grades 9–12, by race/ethnicity and state or jurisdiction: School year 2006–07....................................................................................15 7 Public high school event dropout rate in grades 9–12, by state or jurisdiction: School years 2002–03, 2003–04, 2004–05, 2005–06 and 2006–07..........................................................................17 8 Public school number of graduates, number of high school dropouts, and high school event dropout rate in grades 9–12, by gender: School year 2006–07............................................................19 Introduction This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2006–07. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the National Center for Education Statistics (NCES), Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. The data for this collection were reported to the NCES through the U. S. Department of Education’s EDFacts data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas and dropouts for the 2006–07 school year. Although data from 5 sequential school years is presented in tables 3 and 7, only comparisons between the 2006–07 and 2005–06 are presented in the text. Graduation data. The AFGR provides an estimate of the percentage of high school students who graduate on time. The rate uses both aggregate student enrollment data to estimate the size of an incoming freshman class and counts of the number of diplomas awarded 4 years later. The incoming freshman class size is estimated by summing the enrollment in 8th grade in 1 year, 9th grade for the next year, and 10th grade for the year after, and then dividing by three. The averaging is intended to account for prior year retentions in the ninth grade. 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 cross-sectional data. Based on a technical review and analysis, the AFGR was selected from a number of alternative estimates that can be calculated using available cross-sectional data (Seastrom et al. 2006a, 2006b). Graduates are those students who are reported as diploma recipients. These are individuals who are awarded, in a given year, a regular 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 state or other relevant authorities. Other high school completers who were awarded alternate credentials such as a certificate of completion and equivalency recipients (e.g., individuals receiving credentials based on the General Education Development, or GED, test) are not included because they are not regular graduates. This report includes counts of high school graduates for school year 2006–07 for 50 states, the District of Columbia, American Samoa, the Commonwealth of the Northern Marianas Islands, Puerto Rico, and the U.S. Virgin Islands. Data for high school graduates were missing from CCD reports for the Bureau of Indian Education, the U.S. Department of Defense domestic and overseas dependents schools, and Guam. Graduate counts were reported by race/ethnicity, at the state level, for 48 states. New York and Kentucky did not report graduate counts by race/ethnicity. Race/ethnicity graduate counts for the District of Columbia were suppressed due to inaccuracy. The AFGR could not be calculated by race/ethnicity for Nevada as enrollments by race/ethnicity were not reported for the 2004–05 school year. A more detailed discussion of the calculation of AFGR is contained in Appendix A. Dropout data. The CCD defines a dropout as a student who was enrolled at any time during the previous school year who is not enrolled at the beginning of the current school year and who has not completed school. Students who have transferred to another school, died, moved to another country, or who are out of school due to illness are not considered dropouts. Ungraded students who drop out are assigned by the reporting state to the grade most appropriate for their age. The event dropout rate describes the proportion of students who drop out in a single year. The rate is the number of students who drop out of a given grade divided by the number of students enrolled in that grade at the beginning of that school year. The enrollment is adjusted, if necessary, to include ungraded students. The technical notes for this report describe in more detail how this rate is calculated. This report includes 2006–07 school year dropout data for 49 states, the District of Columbia, the Commonwealth of the Northern Marianas Islands, and the U.S. Virgin Islands. The high counts of missing data resulted in the suppression of dropout counts from Vermont. The low district-level response rate for 9th and 1 10th grade dropouts for Pennsylvania resulted in the suppression of the total high-school dropout rate (grades 9 through 12) presented in tables 4 and 7, and the grade 9 and 10 individual dropout rates presented on table 5. The Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, American Samoa, Guam, and Puerto Rico did not report dropouts. A more detailed discussion of the definition of “dropout” is contained in appendix A. Because the purpose of First Look reports is to introduce new data, it is only possible to include more generalized information and limited detail. The data gathered as part of this CCD collection are of a higher detail than represented by the text and tables included in this report. The data from this collection are included in three different data files. The NCES Common Core of Data State Dropout and Completion Data File: School Year 2006–07 presents data on high school dropouts (grades 9 through 12) by grade, race/ethnicity, and gender; regular and other high school graduates by race/ethnicity; and General Education Diploma (GED) recipients at the state and other jurisdiction level. The Public NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Public-Use Data File: School Year 2006–07 presents data on high school dropouts (grades 9 through 12) by race/ethnicity and gender; and regular and other high school graduates by race/ethnicity and gender at the local education agency (LEA) level. The NCES Common Core of Data Local Education Agency Universe Survey Dropouts and Completion Restricted-Use Data File: School Year 2006–07 presents data on dropouts (grades 7 through 12) by grade, race/ethnicity, and gender; and regular and other high school graduates by race/ethnicity and gender at the local education agency level. The state-level and public-use, LEA-level data files are available for download from the NCES website. The restricted-use, LEA- level data files are available to qualified researchers through the NCES restricted-use data license program. More information about this, and other CCD surveys and products, is available at http://nces.ed.gov/ccd. 2 Selected Findings1 • Across the United States, a total of 2,892,351 public school students received a high school diploma in 2006–07, resulting in an averaged freshman graduation rate (AFGR) of 73.9 percent (table 1). This rate ranged from 52.0 percent in Nevada to 88.6 percent in Vermont. Sixteen states had rates of 80.0 percent or higher. Twelve states and the District of Columbia had rates below 70.0 percent. • Across all reporting states, the Average Freshmen Graduation Rate (AFGR) was highest for Asian/Pacific Islander students (91.2 percent) (table 2). The rates for other groups of students were 79.8 percent for White, non-Hispanic students, 62.2 percent for Hispanic students, 61.2 percent for American Indian/Alaska Native students,1 2 and 59.8 percent for Black, non-Hispanic students. • A comparison of data from 2006–07 with data from the prior school year, 2005–06, shows a percentage point or greater increase in the Average Freshmen Graduation Rate (AFGR) for 18 states (table 3). The AFGR decreased by a percentage point or more for seven states during that same time period. In the remaining 23 states for which a comparison was possible the change was within a 1 percentage point margin. The District of Columbia, Pennsylvania, and South Carolina did not report graduates for the 2005–06 school year, thus a comparison between the 2006–07 and 2005–06 was not possible. • There were 617,948 dropouts from high school (grades 9 through 12) among 48 reporting states and the District of Columbia in 2006–07 (table 4). The overall event dropout rate was 4.4 percent; the rate ranged from 2.0 percent in New Jersey to 7.6 percent in Arizona. Twenty-seven states had event high school dropout rates of 4 percent or less; 6 states and the District of Columbia had event high school dropout rates of 6 percent or more. • Among the reporting states and the District of Columbia, the dropout rates increased as grade level increased (table 5). Thus, the lowest dropout rate was for grade 9 (3.4 percent) followed by grade 10 (3.7 percent), grade 11 (4.2 percent), and grade 12 (6.5 percent). • Among the states that were able to report high school dropouts by race/ethnicity and the District of Columbia, the dropout rate was lowest for Asian/Pacific Islanders at 2.6 percent (table 6). The dropout rate for White, non-Hispanic was 3.0 percent. The dropout rate for the other 3 race/ethnicity subgroups were all greater than 6 percent, with the Hispanic dropout rate at 6.5 percent, the Black, non-Hispanic dropout rate at 6.8 percent, and the American Indian/Alaskan Native dropout rate at 7.6 percent. • Among the 46 states for which comparisons between 2005–06 and 2006–07 could be made, the event dropout rate increased by a tenth of a percentage point or more for 17 states, decreased by a tenth of a percentage point or more for 21 states, and remained the same for the remaining 8 states (table 7).23 • Across the 46 states that were able to report high school dropouts by gender, the dropout rate was higher for males than for females at 4.9 percent and 3.8 percent respectively (table 8). This difference was also found in each state with the male-female gap ranging between 0.4 in Alaska and Oklahoma and 2.9 in Louisiana. NOTE: Tables include data for the 50 states, District of Columbia, and other jurisdictions. However, the findings discussed in this report are limited to the reporting states and the District of Columbia and do not include any of the other jurisdictions. 1 The rate for American Indians/Alaskan Natives excludes students served in schools operated by the Bureau of Indian Education. 2 Caution should be taken when interpreting these data. Changes in the dropout data may reflect a real change or they could reflect an increased ability to identify students who dropped out. 3 4 References and Related Data Files References 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. 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. Related Data Files Public-use data files for all CCD surveys used in this report may be found on the CCD data page of the CCD website at http://nces.ed.gov/ccd/ccddata.asp. Restricted-use data files are available to NCES Restricted-use Data Licensees. More information on licenses can be found at http://nces.ed.gov/pubsearch/licenses.asp. Table 1.—Public school number of graduates, Averaged Freshman Graduation Rate, and estimated first-time ninth-graders in 2003–04, Table 1.—by state or jurisdiction: School year 2006–07 Average 8th-grade enrollment base, 2002-03 9th-grade enrollment base, 2003-04 10th-grade enrollment base, 2004-05 United States3 2,892,351 73.9 3,915,864 3,743,679 4,226,668 3,777,241 Alabama 38,912 67.1 57,966 57,576 62,718 53,604 Alaska 7,666 69.1 11,102 10,840 11,803 10,664 Arizona 55,954 69.6 80,395 70,219 88,061 82,906 Arkansas 27,166 74.4 36,491 36,221 37,385 35,869 California 356,641 70.7 504,368 478,331 533,410 501,364 Colorado 45,628 76.6 59,551 57,664 63,312 57,678 Connecticut 37,541 81.8 45,882 44,422 48,643 44,580 Delaware 7,205 71.9 10,017 9,961 11,009 9,081 District of Columbia 2,944 54.9 5,364 4,966 6,004 5,121 Florida 142,284 65.0 219,054 201,159 253,565 202,437 Georgia 77,829 64.1 121,428 116,150 135,091 113,044 Hawaii 11,063 75.4 14,682 13,882 16,466 13,698 Idaho 16,242 80.4 20,198 19,647 20,771 20,177 Illinois 130,220 79.5 163,781 156,677 174,680 159,985 Indiana 59,887 73.9 81,027 79,553 85,167 78,361 Iowa 34,127 86.5 39,437 37,936 40,794 39,580 Kansas 30,139 78.9 38,210 37,233 39,942 37,456 Kentucky 39,099 76.4 51,173 49,337 55,201 48,981 Louisiana 34,274 61.3 55,945 61,141 58,514 48,181 Maine 13,151 78.5 16,763 17,340 16,892 16,056 Maryland 57,564 80.0 71,943 68,416 79,164 68,249 Massachusetts 63,903 80.8 79,047 77,903 83,759 75,478 Michigan 111,838 77.0 145,212 139,293 157,634 138,710 Minnesota 59,497 86.5 68,811 66,999 69,744 69,691 Mississippi 24,186 63.6 38,057 38,363 40,656 35,151 Missouri 60,275 81.9 73,624 71,828 77,249 71,794 Montana 10,122 81.5 12,421 12,243 12,945 12,073 Nebraska 19,873 86.3 23,017 21,943 24,374 22,734 Nevada 16,455 52.0 31,626 29,299 34,833 30,748 New Hampshire 14,452 81.7 17,699 17,473 18,335 17,288 New Jersey 93,013 84.4 110,254 107,249 114,394 109,118 New Mexico 16,131 59.1 27,286 25,630 29,840 26,387 New York 168,333 68.8 244,595 226,638 270,709 236,437 North Carolina 76,031 68.6 110,854 106,126 122,508 103,929 North Dakota 7,159 83.1 8,614 8,374 8,952 8,515 Ohio 117,658 78.7 149,555 144,297 160,873 143,496 Oklahoma 37,100 77.8 47,682 47,107 49,858 46,080 Oregon 33,446 73.8 45,345 44,352 46,453 45,230 Pennsylvania 128,603 83.0 154,938 148,371 162,631 153,811 Rhode Island 10,384 78.4 13,252 12,805 14,188 12,763 South Carolina 35,108 58.9 59,592 56,201 69,415 53,159 South Dakota 8,346 82.5 10,117 10,051 10,375 9,924 Tennessee 54,502 72.6 75,051 71,871 80,263 73,019 Texas 241,193 71.9 335,539 316,800 377,912 311,905 Utah 28,276 76.6 36,913 36,406 36,928 37,406 Vermont 7,317 88.6 8,263 8,088 8,446 8,256 Virginia 73,997 75.5 98,067 92,723 107,067 94,410 Washington 62,801 74.8 83,971 79,857 88,869 83,187 West Virginia 17,407 78.2 22,256 21,973 23,724 21,071 Wisconsin 63,968 88.5 72,248 67,751 77,798 71,196 Wyoming 5,441 75.8 7,181 6,994 7,346 7,202 See notes at end of table. State or jurisdiction Number of graduates Averaged Freshman Graduation Rate1 Estimated first-time 9th-graders in 2003-042 5 Table 1.—Public school number of graduates, Averaged Freshman Graduation Rate, and estimated first-time ninth-graders in 2003–04, Table 1.—by state or jurisdiction: School year 2005–06—Continued Average 8th-grade enrollment base, 2002-03 9th-grade enrollment base, 2003-04 10th-grade enrollment base, 2004-05 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas4 — — 4,661 5,215 4,784 3,984 DDESS: DoDs Domestic4 — — 1,118 1,580 1,044 729 Bureau of Indian Education — — 3,715 3,803 3,932 3,410 American Samoa 954 84.6 1,127 1,108 1,147 1,126 Guam — — — — 3,122 2,587 Northern Marianas Islands 643 73.6 874 823 935 863 Puerto Rico 31,718 66.7 47,579 49,143 47,027 46,566 U.S. Virgin Islands 820 57.7 1,420 1,332 1,770 1,157 — Not available. 1 Averaged Freshman Graduation Rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years. For 2006–07, it equals the total number of diploma recipients in 2006–07 divided by the average membership of the 8th-grade class in 2002–03, the 9th-grade class in 2003–04, and the 10th-grade class in 2004–05. 2 The enrollment base for estimated first-time 9th-graders for the rate was estimated as the average of student membership in grades 8, 9, and 10 in 3 consecutive years. 3 United States total includes the 50 states and the District of Columbia. 4 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: Ungraded students were allocated to individual grades proportional to each state's enrollment in those grades. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2005–06, Version 1b; "State Nonfiscal Survey of Public Elementary/Secondary Education," 2002–03, Version 1b; 2003–04, Version 1b; 2004–05, Version 1a. State or jurisdiction Number of graduates Averaged Freshman Graduation Rate1 Estimated first-time 9th-graders in 2003-042 6 Table 2.—Public school number of graduates and Averaged Freshman Graduation Rate, by race/ethnicity and state or jurisdiction: School Table 2.—year 2006–07 American Indian/ Alaska Native Asian/Pacific Islander Hispanic Black, non-Hispanic White, non-Hispanic State or jurisdiction Graduates AFGR1 Graduates AFGR1 Graduates AFGR1 Graduates AFGR1 Graduates AFGR1 Reporting states2 29,672 61.2 138,314 91.2 375,823 62.2 370969 59.8 1713841 79.8 Alabama 342 72.0 411 80.1 580 61.4 12,546 59.3 25,004 71.7 Alaska 1,693 57.1 520 78.2 250 64.4 282 60.6 4,921 74.3 Arizona 3,154 46.9 1,699 99.4 17,593 65.6 2,930 76.3 30,578 74.0 Arkansas 100 47.2 172 40.5 547 34.4 2,428 28.8 9,375 36.3 California 2,866 61.7 52,252 89.6 128462 59.4 25737 58.4 138595 79.2 Colorado 445 60.2 1,635 91.5 8,100 59.2 2,417 69.1 33,031 82.9 Connecticut 102 62.6 1,227 96.7 4,139 64.1 4,689 71.1 27,384 87.4 Delaware 27 77.1 237 100.0 424 64.7 2,034 64.0 4,483 75.8 District of Columbia — — — — — — — — — — Florida 405 64.9 4,234 91.5 28861 62.2 28099 51.8 78413 69.3 Georgia 94 48.0 2,798 94.5 3,515 53.0 26,195 55.2 43,936 69.0 Hawaii 44 62.0 8,301 76.7 450 69.7 197 68.6 2,071 72.7 Idaho 202 68.2 279 100.0 1,446 68.9 129 82.2 14,186 81.6 Illinois 422 100.0 5,963 100.0 16,128 65.0 21,116 61.2 85,552 87.3 Indiana 123 66.1 821 98.8 2161 68.8 5279 52.7 50578 75.7 Iowa 152 59.4 610 94.7 1,156 70.9 1,190 70.0 31,019 88.1 Kansas 338 60.1 662 81.4 2,283 60.3 2,236 64.5 23,858 81.4 Kentucky — — — — — — — — — — Louisiana 242 59.5 658 82.8 556 63.0 13,051 49.9 19,767 71.3 Maine 76 73.1 184 100.0 103 87.3 227 85.3 12561 78.1 Maryland 179 71.6 3,311 99.6 3,130 76.8 19,779 72.4 31,165 84.3 Massachusetts 141 62.4 3,004 84.0 5,918 64.8 4,791 65.9 49,287 83.8 Michigan 949 54.1 2,711 96.4 3,213 63.0 17,945 60.0 86,495 82.2 Minnesota 890 56.8 3,060 86.4 1,690 66.6 3,323 65.5 50,534 90.1 Mississippi 39 57.4 243 84.1 227 66.4 11437 60.0 12240 66.9 Missouri 222 90.6 1,035 100.0 1,371 86.7 8,970 68.8 48,677 84.2 Montana 786 56.4 144 100.0 206 85.5 49 69.0 8,937 84.5 Nebraska 211 56.4 346 97.5 1,290 66.9 1,226 72.9 16,800 89.9 Nevada 231 —— 1,516 —— 3,421 —— 1,385 —— 9,902 — New Hampshire 31 51.7 237 100.0 188 50.1 257 100.0 13739 81.8 New Jersey 197 91.2 7,243 100.0 13,507 74.3 14,359 72.9 57,416 88.4 New Mexico 1,839 53.7 258 83.5 7,395 53.5 386 58.4 6,253 68.9 New York — — — — — — — — — — North Carolina 861 53.8 1,824 84.4 3,364 58.1 20,526 58.0 48,226 73.1 North Dakota 413 53.4 62 100.0 68 62.4 74 92.5 6542 86.2 Ohio 137 68.2 1,652 95.7 1,899 65.7 14,058 55.1 98,390 83.9 Oklahoma 6,730 77.3 856 100.0 2,385 75.0 3,599 70.7 23,530 78.6 Oregon 681 61.1 1,687 90.9 3,242 66.9 806 61.3 26,227 74.4 Pennsylvania 132 64.1 3,173 98.7 5,566 68.4 15,515 64.6 104,217 87.3 Rhode Island 43 56.6 322 78.0 1485 71.1 871 75.2 7663 80.6 South Carolina 44 28.6 462 73.7 631 44.1 12,643 51.0 21,062 66.2 South Dakota 491 46.8 111 100.0 116 65.5 93 75.0 7,535 87.1 Tennessee 94 68.6 934 94.1 1,146 71.1 12,188 64.4 40,140 75.2 Texas 882 85.4 9,625 99.0 86,332 63.1 32,139 64.7 112,215 81.1 Utah 390 58.2 876 82.3 2100 57.3 231 61.9 24679 79.3 Vermont 96 92.3 92 92.9 63 100.0 91 82.0 6,325 80.2 Virginia 181 58.0 4,310 97.4 3,916 66.8 16,982 63.1 47,804 79.8 Washington 1,273 53.6 5,696 88.1 5,625 64.1 2,749 60.8 46,996 76.1 West Virginia 16 66.7 114 100.0 87 93.5 715 73.9 16,475 78.2 Wisconsin 776 69.8 2,202 92.3 2,580 72.1 4,332 58.4 54,078 93.6 Wyoming 119 44.7 59 90.8 328 63.6 53 52.0 4,882 78.3 See notes at end of table. 7 Table 2.—Public school number of graduates and Averaged Freshman Graduation Rate, by race/ethnicity and state or jurisdiction: School Table 2.—year 2006–07—Continued American Indian/ Alaska Native Asian/Pacific Islander Hispanic Black, non-Hispanic White, non-Hispanic State or jurisdiction Graduates AFGR1 Graduates AFGR1 Graduates AFGR1 Graduates AFGR1 Graduates AFGR1 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 — — — — — — — — — — DDESS: DoDs Domestic3 — — — — — — — — — — Bureau of Indian Education — — — — — — — — — — American Samoa 0 † 954 84.6 0 † 0 † 0 † Guam — —— — —— — —— — —— — — Northern Marianas Islands 0 † 641 73.8 0 † 0 † 2 40.0 Puerto Rico — — — — 31,718 66.7 — — — — U.S. Virgin Islands 4 100.0 1 20.0 88 51.8 720 58.2 7 100.0 — Not available. Nevada did not report membership data needed to calculate the Averaged Freshman Graduation Rate by race/ethnicity. † Not applicable. Jurisdiction reported membership of zero. 2 Reporting states totals include any of the 50 states and the District of Columbia that reported data. 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: Ungraded students were allocated to individual grades proportional to each state's enrollment in those grades. Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Native. Race categories exclude Hispanic origin unless specified. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2006–07, Version 1a. 1 Averaged Freshman Graduation Rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years. For 2006–07, it equals the total number of diploma recipients in 2006–07 divided by the average membership of the 8th-grade class in 2002–03, the 9th-grade class in 2003–04, and the 10th-grade class in 2004–05. 8 Table 3.—Public school Averaged Freshman Graduation Rate, by year and state or jurisdiction: School years 2002–03, 2003–04, 2004–05, Table 3.—2005–06, and 2006–07 State or jurisdiction 2002–03 2003–04 2004–05 2005–06 2006–07 Reporting states2 73.9 75.0 74.7 73.2 73.9 Alabama 64.7 65.0 65.9 66.2 67.1 Alaska 68.0 67.2 64.1 66.5 69.1 Arizona 75.9 66.8 84.7 70.5 69.6 Arkansas 76.6 76.8 75.7 80.4 74.4 California 74.1 73.9 74.6 69.2 70.7 Colorado 76.4 78.7 76.7 75.5 76.6 Connecticut 80.9 80.7 80.9 80.9 81.8 Delaware 73.0 72.9 73.1 76.3 71.9 District of Columbia 59.6 68.2 68.8 — 54.9 Florida 66.7 66.4 64.6 63.6 65.0 Georgia 60.8 61.2 61.7 62.4 64.1 Hawaii 71.3 72.6 75.1 75.5 75.4 Idaho 81.4 81.5 81.0 80.5 80.4 Illinois 75.9 80.3 79.4 79.7 79.5 Indiana 75.5 73.5 73.2 73.3 73.9 Iowa 85.3 85.8 86.6 86.9 86.5 Kansas 76.9 77.9 79.2 77.6 78.9 Kentucky 71.7 73.0 75.9 77.2 76.4 Louisiana 64.1 69.4 63.9 59.5 61.3 Maine 76.3 77.6 78.6 76.3 78.5 Maryland 79.2 79.5 79.3 79.9 80.0 Massachusetts 75.7 79.3 78.7 79.5 80.8 Michigan 74.0 72.5 73.0 72.2 77.0 Minnesota 84.8 84.7 85.9 86.2 86.5 Mississippi 62.7 62.7 63.3 63.5 63.6 Missouri 78.3 80.4 80.6 81.0 81.9 Montana 81.0 80.4 81.5 81.9 81.5 Nebraska 85.2 87.6 87.8 87.0 86.3 Nevada 72.3 57.4 55.8 55.8 52.0 New Hampshire 78.2 78.7 80.1 81.1 81.7 New Jersey 87.0 86.3 85.1 84.8 84.4 New Mexico 63.1 67.0 65.4 67.3 59.1 New York 60.9 — 65.3 67.4 68.8 North Carolina 70.1 71.4 72.6 71.8 68.6 North Dakota 86.4 86.1 86.3 82.1 83.1 Ohio 79.0 81.3 80.2 79.2 78.7 Oklahoma 76.0 77.0 76.9 77.8 77.8 Oregon 73.7 74.2 74.2 73.0 73.8 Pennsylvania 81.7 82.2 82.5 — 83.0 Rhode Island 77.7 75.9 78.4 77.8 78.4 South Carolina 59.7 60.6 60.1 — 58.9 South Dakota 83.0 83.7 82.3 84.5 82.5 Tennessee 63.4 66.1 68.5 70.6 72.6 Texas 75.5 76.7 74.0 72.5 71.9 Utah 80.2 83.0 84.4 78.6 76.6 Vermont 83.6 85.4 86.5 82.3 88.6 Virginia 80.6 79.3 79.6 74.5 75.5 Washington 74.2 74.6 75.0 72.9 74.8 West Virginia 75.7 76.9 77.3 76.9 78.2 Wisconsin 85.8 — 86.7 87.5 88.5 Wyoming 73.9 76.0 76.7 76.1 75.8 See notes at end of table. Averaged Freshman Graduation Rate 1 9 Table 3.—Public school Averaged Freshman Graduation Rate, by year and state or jurisdiction: School years 2002–03, 2003–04, 2004–05, Table 3.—2005–06, and 2006-07—Continued State or jurisdiction 2002–03 2003–04 2004–05 2005–06 2006–07 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 — — — — — DDESS: DoDs Domestic3 — — — — — Bureau of Indian Education — — — — — American Samoa 81.0 80.2 77.9 81.0 84.6 Guam 56.3 48.4 — — — Northern Marianas Islands 65.2 75.3 75.4 80.2 73.6 Puerto Rico 67.8 64.8 61.7 68.6 66.7 U.S. Virgin Islands 53.5 — — — 57.7 — Not available. 1 Averaged Freshman Graduation Rate (AFGR) is an estimate of the percentage of an entering freshman class graduating in 4 years. For 2006–07, it equals the total number of diploma recipients in 2006–07 divided by the average membership of the 8th-grade class in 2002–03, the 9th-grade class in 2003–04, and the 10th-grade class in 2004–05. 2 Reporting states totals include any of the 50 states and the District of Columbia that reported data. 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: Ungraded students were allocated to individual grades proportional to each state's enrollment in those grades. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Education," 1998–99, Version 1c; 1999–2000, Version 1c; 2000–01, Version 1b; 2001–02, Version 1b; 2002–03, Version 1b; and "NCES Common Core of Data State Dropout and Completion Data File," School Year 2005–06, Version 1b; 2006–07, Version 1a. Averaged Freshman Graduation Rate1 10 Table 4.—Public high school number of dropouts, event dropout rate, and enrollment in grades 9–12, by state or jurisdiction: School Table 4.—year 2006–07 State or jurisdiction Number of dropouts1 Dropout rate1,2 Enrollment grades 9–122 Reporting states3 617,948 4.4 14,020,715 Alabama 4,978 2.3 212,555 Alaska 3,089 7.3 42,441 Arizona 23,188 7.6 306,637 Arkansas 6,456 4.6 139,845 California 108,723 5.5 1,980,710 Colorado 16,265 6.9 234,127 Connecticut 3,637 2.1 174,673 Delaware 2,020 5.5 36,696 District of Columbia 1,342 7.1 18,934 Florida 30,542 3.8 796,316 Georgia 21,101 4.6 462,649 Hawaii 2,938 5.4 54,687 Idaho 2,108 2.6 79,951 Illinois 25,500 4.0 637,669 Indiana 8,489 2.7 312,056 Iowa 3,607 2.3 156,140 Kansas 3,857 2.7 142,569 Kentucky 5,958 3.0 195,894 Louisiana 13,535 7.4 183,696 Maine 3,254 5.3 61,594 Maryland 10,298 3.8 272,575 Massachusetts 11,431 3.8 298,043 Michigan 40,778 7.4 550,751 Minnesota 8,483 3.0 278,898 Mississippi 5,915 4.3 136,664 Missouri 10,688 3.7 286,078 Montana 1,777 3.7 47,468 Nebraska 2,594 2.8 91,811 Nevada 5,502 4.5 121,370 New Hampshire 2,177 3.2 66,998 New Jersey 7,539 2.0 386,452 New Mexico 5,818 6.1 95,497 New York 35,588 5.3 677,026 North Carolina 23,619 5.7 414,948 North Dakota 751 2.3 32,233 Ohio 25,436 4.5 569,928 Oklahoma 6,292 3.5 179,257 Oregon 7,489 4.6 162,847 Pennsylvania — — — Rhode Island 2,835 5.8 48,817 South Carolina 8,102 3.9 205,121 South Dakota 1,463 3.9 37,789 Tennessee 9,116 3.1 290,717 Texas 50,824 4.0 1,273,923 Utah 4,765 3.1 152,236 Vermont — — — Virginia 9,983 2.6 378,755 Washington 16,945 5.1 331,093 West Virginia 3,335 4.0 84,366 Wisconsin 6,440 2.2 292,017 Wyoming 1,378 5.1 27,198 See notes at end of table. 11 Table 4.—Public high school number of dropouts, event dropout rate, and enrollment in grades 9–12, by state or jurisdiction: School Table 4.—year 2006–07—Continued State or jurisdiction Number of dropouts1 Dropout rate1,2 Enrollment grades 9–122 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas4 — — — DDESS: DoDs Domestic4 — — — Bureau of Indian Education — — — American Samoa — — — Guam — — — Northern Marianas Islands 99 3.1 3,214 Puerto Rico — — — U.S. Virgin Islands 271 5.4 5,047 — Not available. State did not report dropout counts or reported counts that did not conform to the NCES definition. 1 Ungraded students (students not in a standard grade) who drop out of school are assigned by the local education agency (LEA) to the graded dropout count that most closely matches the grade they would have been enrolled in based on their age. 2 Ungraded student enrollments are prorated by NCES into grades based on graded enrollments to calculate denominators for dropout rates. 3 Reporting states totals include any of the 50 states and the District of Columbia that reported data. 4 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2006–07, Version 1a. 12 Table 5.—Public school number of dropouts and event dropout rate in grades 9–12, by grade, state or jurisdiction: School year 2006–07 State or jurisdiction Number Rate Number Rate Number Rate Number Rate Reporting states2 129,428 3.4 128,803 3.7 133,361 4.2 190,768 6.5 Alabama 1,216 1.9 1,409 2.6 1,256 2.6 1,097 2.5 Alaska 525 4.6 712 6.6 891 8.7 961 9.6 Arizona 3,951 4.7 4,496 5.7 5,434 7.5 9,307 13.2 Arkansas 1,111 2.9 1,486 4.0 1,889 5.6 1,970 6.6 California 17,369 3.2 18,207 3.5 22,044 4.5 51,103 11.6 Colorado 3,466 5.4 3,846 6.4 3,982 7.1 4,971 9.2 Connecticut 894 1.9 951 2.1 1,040 2.4 752 1.9 Delaware 757 6.7 561 5.7 371 4.5 331 4.4 District of Columbia 512 7.7 346 7.6 258 6.1 226 6.5 Florida 8,437 3.5 7,744 3.7 7,302 3.9 7,059 4.4 Georgia 7,002 4.8 5,959 4.9 4,832 4.6 3,308 3.7 Hawaii 625 3.8 835 5.9 751 5.6 727 6.8 Idaho 341 1.6 474 2.3 602 3.1 691 3.8 Illinois 6,815 3.8 5,916 3.6 6,017 4.0 6,752 4.7 Indiana 1,144 1.3 1,603 2.0 2,319 3.1 3,423 5.0 Iowa 276 0.7 558 1.4 1,070 2.8 1,703 4.5 Kansas 504 1.3 854 2.3 1,051 3.0 1,448 4.4 Kentucky 1,350 2.3 1,768 3.4 1,690 3.7 1,150 2.8 Louisiana 4,872 8.3 2,945 6.5 2,714 6.7 3,004 7.8 Maine 344 2.2 507 3.3 884 5.8 1,519 10.2 Maryland 3,585 4.5 2,650 3.8 2,185 3.4 1,878 3.1 Massachusetts 3,224 3.9 2,827 3.7 2,599 3.6 2,781 4.1 Michigan 8,289 5.3 10,347 7.1 8,851 6.8 13,291 11.2 Minnesota 741 1.1 1,343 2.0 1,989 2.9 4,410 6.1 Mississippi 1,778 4.2 1,664 4.6 1,397 4.6 1,076 4.0 Missouri 2,432 3.0 2,688 3.7 2,958 4.4 2,610 4.1 Montana 342 2.7 459 3.8 510 4.4 466 4.3 Nebraska 448 1.8 587 2.5 686 3.1 873 4.1 Nevada 1,517 3.7 1,425 4.2 1,090 4.3 1,470 6.9 New Hampshire 107 0.6 361 2.1 623 3.7 1,086 7.0 New Jersey 1,762 1.7 2,007 2.0 1,995 2.1 1,775 2.0 New Mexico 1,851 6.4 1,717 6.6 1,287 6.0 963 5.2 New York — —— — —— — —— — — North Carolina 8,009 6.3 6,237 5.8 5,621 5.9 3,752 4.5 North Dakota 100 1.2 200 2.4 229 2.9 222 2.8 Ohio 8,346 5.2 4,688 3.3 5,180 3.8 7,222 5.6 Oklahoma 1,460 2.8 1,580 3.4 1,774 4.1 1,478 3.8 Oregon 793 2.0 1,307 3.1 2,009 4.9 3,380 8.7 Pennsylvania — —— — —— 4,006 3.1 4,536 3.6 Rhode Island 783 5.7 821 6.4 715 6.1 516 4.9 South Carolina 2,708 4.1 2,309 4.2 1,817 4.2 1,268 3.1 South Dakota 267 2.6 434 4.4 346 3.8 416 4.8 Tennessee 1,808 2.2 1,796 2.3 2,565 3.7 2,947 4.8 Texas 9,682 2.4 11,991 3.7 10,173 3.5 18,978 7.2 Utah 153 0.4 339 0.9 736 1.9 3,537 9.7 Vermont — —— — —— — —— — — Virginia 2,461 2.3 2,206 2.2 2,443 2.7 2,873 3.5 Washington 3,303 3.7 3,555 4.2 4,586 5.7 5,501 7.1 West Virginia 838 3.4 865 4.0 896 4.5 736 4.0 Wisconsin 1,004 1.3 802 1.1 1,311 1.8 3,323 4.7 Wyoming 126 1.8 421 5.7 393 6.1 438 7.1 See notes at end of table. Grade 91 Grade 111 Grade 121 Grade 101 13 Table 5.—Public school number of dropouts and event dropout rate in grades 9–12, by grade, state or jurisdiction: School year Table 5.—2006–07—Continued State or jurisdiction Number Rate Number Rate Number Rate Number Rate Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 — —— — —— — —— — — DDESS: DoDs Domestic2 — —— — —— — —— — — Bureau of Indian Education — —— — —— — —— — — American Samoa — —— — —— — —— — — Guam — —— — —— — —— — — Northern Marianas Islands 40 4.1 38 4.4 9 1.4 12 1.7 Puerto Rico — —— — —— — —— — — U.S. Virgin Islands 157 8.6 53 4.2 36 3.6 25 2.6 — Not available. State did not report dropout counts or reported counts that did not conform to the NCES definition. 1 Ungraded students (students not in a standard grade) who drop out of school are assigned by the local education agency (LEA) to the graded dropout count that most closely matches the grade they would have been enrolled in based on their age. Ungraded student enrollments are prorated by NCES into grades based on graded enrollments to calculate denominators for dropout rates. 2 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2006–07, Version 1a. Grade 91 Grade 101 Grade 111 Grade 121 14 Table 6.—Public high school number of dropouts and event dropout rate in grades 9-12, by race/ethnicity and state or jurisdiction: Table 6.—School year 2006–07 American Indian/ Alaska Native State or jurisdiction Number1 Rate1 Number1 Rate1 Number1 Rate1 Number1 Rate1 Number1 Rate1 Reporting states2 12,993 7.6 16,059 2.6 156,026 6.5 136,311 6.8 219,474 3.0 Alabama 19 1.0 15 0.7 110 2.5 2,095 2.8 2,664 2.1 Alaska 1,040 9.5 200 6.7 150 9.0 186 10.0 1,298 5.2 Arizona 2,552 13.2 320 4.1 9,572 8.5 1,318 7.9 9,426 6.3 Arkansas 42 4.5 64 2.9 442 5.5 2,061 6.5 3,847 4.0 California 1,262 7.7 6,238 2.7 58,966 6.8 16,068 10.0 22,556 3.5 Colorado 350 12.5 293 4.0 7,591 13.8 1,411 10.0 6,620 4.3 Connecticut 19 3.4 58 1.1 1,175 4.7 890 3.6 1,495 1.3 Delaware 3 2.3 23 2.3 225 8.6 828 7.1 941 4.4 District of Columbia 0 0.0 18 6.1 176 11.0 1,139 6.9 9 1.6 Florida 71 3.1 351 1.8 8,117 4.5 10,783 5.8 10,787 2.7 Georgia 35 5.2 225 1.7 1,745 5.8 8,971 4.9 9,756 4.3 Hawaii 30 10.8 2,076 5.1 156 6.6 71 6.6 605 5.9 Idaho 43 3.7 26 2.0 468 5.2 20 2.7 1,551 2.3 Illinois 43 3.5 351 1.5 6,908 6.9 9,672 7.7 8,185 2.2 Indiana 34 4.3 53 1.4 647 4.4 1,921 5.2 5,622 2.3 Iowa 54 5.9 60 2.1 402 5.5 395 5.6 2,696 2.0 Kansas 103 4.6 75 2.3 615 4.3 472 3.8 2,309 2.2 Kentucky 6 2.4 23 1.3 173 5.3 962 4.6 4,715 2.8 Louisiana 97 7.3 130 4.4 299 8.1 7,955 10.1 5,054 5.2 Maine 49 13.0 40 5.0 37 6.5 81 6.6 3,047 5.2 Maryland — —— — —— — —— — —— — — Massachusetts 41 5.0 347 2.6 3,366 9.1 1,651 6.4 5,812 2.7 Michigan 503 10.2 708 6.0 2,327 11.8 17,922 16.6 19,028 4.7 Minnesota 589 10.0 508 3.2 1,157 9.6 1,961 8.0 4,268 1.9 Mississippi 15 6.3 35 3.0 76 4.8 3,579 5.2 2,210 3.4 Missouri 56 4.6 105 2.4 510 6.8 3,270 6.5 6,747 3.0 Montana 365 7.5 9 1.5 70 6.8 17 5.3 1,316 3.2 Nebraska 114 8.2 29 1.9 508 5.9 535 8.3 1,408 1.9 Nevada 85 4.3 291 3.0 2,209 6.1 777 5.6 2,140 3.6 New Hampshire 20 11.8 9 0.8 76 4.6 54 5.6 2,018 3.2 New Jersey 26 3.6 158 0.6 2,507 3.7 2,207 3.2 2,633 1.2 New Mexico 986 8.1 37 3.1 2,978 6.4 147 6.7 1,175 3.9 New York — —— — —— — —— — —— — — North Carolina 421 8.7 186 2.6 — —— — —— — — North Dakota 216 7.9 0 0.0 16 3.9 17 3.8 502 1.8 Ohio 68 9.1 140 2.0 2,258 19.6 8,918 9.5 13,197 3.0 Oklahoma 1,263 3.7 101 2.8 699 5.3 855 4.5 3,374 3.1 Oregon 260 7.4 245 3.2 1,753 8.3 374 7.9 4,581 3.8 Pennsylvania — —— — —— 2,000 6.5 3,967 5.1 — — Rhode Island 28 9.6 103 6.9 934 11.5 356 8.3 1,414 4.1 South Carolina 35 6.0 58 2.1 299 4.6 3,655 4.4 4,055 3.6 South Dakota 475 15.5 9 2.2 62 9.3 25 4.3 892 2.7 Tennessee 20 3.8 95 2.3 464 5.4 4,057 5.7 4,480 2.2 Texas 128 2.9 652 1.5 29,386 5.6 10,988 5.8 9,670 1.9 Utah 159 6.0 138 2.8 1,030 6.0 82 4.4 3,356 2.7 Vermont — —— — —— — —— — —— — — Virginia 33 3.0 289 1.5 1,463 5.7 3,794 3.8 4,303 1.9 Washington 896 10.1 964 3.5 2,898 7.8 1,397 7.8 10,482 4.4 West Virginia 3 3.4 6 1.1 24 4.1 193 5.0 3,109 3.9 Wisconsin 226 5.1 192 1.9 808 5.2 2,153 7.8 3,061 1.3 Wyoming 110 12.3 6 2.1 174 8.0 28 7.9 1,060 4.5 See notes at end of table. Asian/Pacific Islander Hispanic Black, non-Hispanic White, non-Hispanic 15 Table 6.—Public high school number of dropouts and event dropout rate in grades 9-12, by race/ethnicity and state or jurisdiction: School yea Table 6.—School year 2006–07—Continued American Indian/ Alaska Native State or jurisdiction Number Rate Number Rate Number Rate Number Rate Number Rate Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas2 — —— — —— — —— — —— — — DDESS: DoDs Domestic2 — —— — —— — —— — —— — — Bureau of Indian Education — —— — —— — —— — —— — — American Samoa — —— — —— — —— — —— — — Guam — —— — —— — —— — —— — — Northern Marianas Islands — —— — —— — —— — —— — — Puerto Rico — —— — —— — —— — —— — — U.S. Virgin Islands 0 0.0 0 0.0 15 2.6 253 5.7 3 10.3 — Not available. State did not report dropout counts or reported counts that did not conform to the NCES definition. 1 Ungraded students (students not in a standard grade) who drop out of school are assigned by the local education agency (LEA) to the graded dropout count that most closely matches the grade they would have been enrolled in based on their age. Ungraded student enrollments are prorated by NCES into grades based on graded enrollments to calculate denominators for dropout rates. 2 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Native. Race categories exclude Hispanic origin unless specified. Ungraded students (students not in a standard grade) who drop out of school are assigned by the local education agency (LEA) to the graded dropout count that most closely matches the grade they would have been enrolled in based on their age. Ungraded student enrollments are prorated into grades based on graded enrollments to calculate denominators for dropout rates. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2006–07, Version 1a. Black, non-Hispanic White, non-Hispanic Asian/Pacific Islander Hispanic 16 Table 7.—Public high school event dropout rate in grades 9-12, by state or jurisdiction: School years 2002–03, 2003–04, 2004–05, 2005–06, and 2006–07 State or jurisdiction 2002–03 2003–04 2004–05 2005–06 2006–07 Reporting states2 3.9 4.1 3.9 3.9 4.4 Alabama 3.5 3.3 2.8 2.5 2.3 Alaska 7.6 7.0 8.2 8.0 7.3 Arizona 8.5 6.7 6.2 7.6 7.6 Arkansas 4.6 4.7 4.3 3.1 4.6 California 3.2 3.3 3.1 3.7 5.5 Colorado 3.5 5.4 7.8 7.8 6.9 Connecticut 2.1 ‡ ‡ 2.0 2.1 Delaware 5.5 6.1 5.3 5.5 5.5 District of Columbia — — — ‡ 7.1 Florida 3.4 3.4 3.5 4.1 3.8 Georgia 5.8 5.4 5.6 5.2 4.6 Hawaii 4.7 4.8 4.7 4.7 5.4 Idaho 3.9 3.1 3.0 2.7 2.6 Illinois 5.7 5.3 4.5 4.0 4.0 Indiana 2.2 2.5 2.5 2.9 2.7 Iowa 1.9 ‡ 2.2 2.2 2.3 Kansas 2.4 2.2 2.1 2.4 2.7 Kentucky 3.3 3.3 3.5 3.3 3.0 Louisiana 7.5 7.9 7.5 8.4 7.4 Maine 2.8 2.7 2.8 5.4 5.3 Maryland 3.6 4.1 3.9 3.9 3.8 Massachusetts 3.3 3.7 3.8 3.4 3.8 Michigan 4.5 4.6 3.9 3.5 7.4 Minnesota 3.8 ‡ ‡ 3.1 3.0 Mississippi 3.7 2.9 2.8 3.0 4.3 Missouri 3.3 3.3 3.7 4.1 3.7 Montana 3.6 3.4 3.4 3.7 3.7 Nebraska 3.1 2.8 2.7 2.8 2.8 Nevada 6.1 6.0 5.8 7.7 4.5 New Hampshire 3.8 3.8 3.5 3.2 3.2 New Jersey 1.8 ‡ ‡ 1.7 2.0 New Mexico 4.7 5.2 4.2 5.5 6.1 New York 5.5 5.6 5.7 4.4 5.3 North Carolina 5.2 5.2 5.2 ‡ 5.7 North Dakota 2.2 2.0 1.9 2.1 2.3 Ohio 3.0 3.3 3.5 4.1 4.5 Oklahoma 4.0 3.9 3.5 3.6 3.5 Oregon 4.4 — — 4.6 4.6 Pennsylvania 3.2 2.9 2.9 2.8 — Rhode Island 4.0 3.4 4.1 4.1 5.8 South Carolina 3.2 3.4 3.3 — 3.9 South Dakota 3.3 4.2 4.4 4.4 3.9 Tennessee 3.2 3.3 2.7 2.8 3.1 Texas 3.6 3.6 3.6 4.3 4.0 Utah 3.9 3.8 3.7 3.3 3.1 Vermont 3.5 2.8 2.6 — — Virginia 3.0 2.8 2.5 2.7 2.6 Washington 6.2 6.5 4.5 5.6 5.1 West Virginia 3.7 4.3 4.1 3.9 4.0 Wisconsin 2.0 ‡ 2.4 2.2 2.2 Wyoming 4.5 4.6 4.8 5.7 5.1 See notes at end of table. Dropout rates, grades 9–121 17 Table 7.—Public high school event dropout rate in grades 9-12, by state or jurisdiction: School years 2002–03, 2003–04, 2004–05, Table 7.—2005–06, and 2006–07—Continued State or jurisdiction 2002–03 2003–04 2004–05 2005–06 2006–07 Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas3 — — — — — DDESS: DoDs Domestic3 — — — — — Bureau of Indian Educatio — — — — — American Samoa 2.0 2.4 2.5 2.5 — Guam — 9.1 — — — Northern Marianas Islands 2.6 2.8 2.8 3.5 3.1 Puerto Rico — — — 0.7 — U.S. Virgin Islands 2.8 7.7 6.2 8.2 5.4 — Not available. State did not report dropout counts or reported counts that did not conform to the NCES definition. ‡ Reporting standards were not met. Dropout data were missing for more than 20 percent of grade 9–12 total membership. 1 Ungraded students (students not in a standard grade) who drop out of school are assigned by the local education agency (LEA) to the graded dropout count that most closely matches the grade they would have been enrolled in based on their age. Ungraded student enrollments are prorated by NCES into grades based on graded enrollments to calculate denominators for dropout rates. 2 Reporting states totals include any of the 50 states and the District of Columbia that reported data. 3 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Common Core of Data State-Level Public School Dropout Data File," 2002–03, version 1a; "Common Core of Data State-Level Public School Dropout Data File," 2003–04, version 1a; "Common Core of Data State-Level Public School Dropout Data File," 2004–05, version 1a; and "NCES Common Core of Data State Dropout and Completion Data File," School Year 2005–06, Version 1b; 2006–07, Version 1a. Dropout rates, grades 9–121 18 gender: School year 2006–07 State or jurisdiction Male Female Number Rate Number Rate Reporting States3 1,355,748 1,418,401 322,968 4.9 238,833 3.8 Alabama 18,694 20,188 2,937 2.8 1,966 1.9 Alaska 3,718 3,948 1,511 7.0 1,363 6.6 Arizona 27,005 28,949 12,874 8.2 10,314 6.9 Arkansas 6,193 6,429 3,808 5.3 2,648 3.9 California 165,225 177,157 61,246 6.2 43,959 4.7 Colorado 22,199 23,429 9,051 7.6 7,214 6.3 Connecticut 18,555 18,986 2,126 2.4 1,511 1.8 Delaware 3,495 3,710 — — — — District of Columbia 162 293 756 8.4 586 5.9 Florida 67,846 72,166 17,325 4.4 12,784 3.3 Georgia 36,504 40,034 12,378 5.4 8,376 3.7 Hawaii 5,563 5,500 1,673 5.9 1,265 4.8 Idaho 8,099 8,143 1,197 2.9 911 2.3 Illinois 63,223 65,958 14,442 4.5 10,718 3.5 Indiana 28,713 30,249 4,888 3.1 3,427 2.3 Iowa 17,077 17,050 2,101 2.6 1,506 2.0 Kansas 14,780 14,597 2,200 3.1 1,418 2.1 Kentucky — — 3,500 3.5 2,379 2.5 Louisiana 15,746 18,528 8,001 8.8 5,534 5.9 Maine 6,563 6,588 1,907 6.0 1,347 4.5 Maryland 27,874 29,690 — — — — Massachusetts 31,188 31,953 6,513 4.4 4,745 3.3 Michigan 54,328 56,985 23,667 8.5 16,858 6.3 Minnesota 29,332 30,124 4,746 3.3 3,737 2.7 Mississippi 10,913 13,273 3,551 5.3 2,364 3.4 Missouri 29,854 30,421 6,076 4.2 4,612 3.3 Montana 5,065 5,057 1,038 4.3 739 3.2 Nebraska 10,141 9,732 1,478 3.1 1,116 2.5 Nevada 7,851 8,604 3,069 4.9 2,433 4.1 New Hampshire 7,079 7,373 1,286 3.8 891 2.7 New Jersey 46,682 46,040 4,300 2.2 3,231 1.7 New Mexico 7,549 8,118 2,919 6.1 2,412 5.2 New York 81,150 86,802 — — — — North Carolina 35,720 39,081 13,759 6.7 9,355 4.6 North Dakota 3,593 3,522 441 2.7 310 2.0 Ohio 57,988 58,148 13,628 4.8 11,043 4.0 Oklahoma 18,234 18,866 3,405 3.7 2,887 3.3 Oregon — — 4,128 5.1 3,140 4.1 Pennsylvania 64,336 64,267 — — — — Rhode Island 5,077 5,307 1,655 6.7 1,180 4.9 South Carolina 15,857 18,863 4,767 4.6 3,335 3.3 South Dakota 4,177 4,169 799 4.1 664 3.6 Tennessee 26,221 28,130 5,441 3.7 3,675 2.6 Texas 120,351 120,842 27,763 4.3 23,061 3.7 Utah 13,948 14,328 2,673 3.4 2,092 2.8 Vermont 3,193 3,149 — — — — Virginia 35,065 38,128 5,826 3.1 4,056 2.2 Washington 30,303 32,036 9,477 5.6 7,160 4.5 West Virginia 8,648 8,759 1,871 4.3 1,464 3.6 Wisconsin 31,924 32,044 3,944 2.6 2,496 1.8 Wyoming 2,747 2,688 827 5.8 551 4.2 See notes at end of table. Table 8.—Public school number of graduates, number of high school dropouts, and high school event dropout rate in grades 9-12, by Number of graduates1 High School Dropouts2 Male Female 19 gender: School year 2006–07—Continued State or jurisdiction Male Female Number Rate Number Rate Department of Defense dependents schools, Bureau of Indian Education, and other jurisdictions DoDDS: DoDs Overseas4 — — — — — — DDESS: DoDs Domestic4 — — — — — — Bureau of Indian Education — — — — — — American Samoa — — — — — — Guam — — — — — — Northern Marianas Islands — — — † — † Puerto Rico — — — — — — U.S. Virgin Islands — — 183 7.5 88 3.4 — Not available. State did not report graduate counts or dropout counts by gender. 1Graduate counts were calculated using district-level data. Totals may differ from graduate counts on other tables due to different reporting levels. Graduation rates were not calculated due to missing data at the school district level. 2 Ungraded students (students not in a standard grade) who drop out of school are assigned by the local education agency (LEA) to the graded dropout count that most closely matches the grade they would have been enrolled in based on their age. Ungraded student enrollments are prorated by NCES into grades based on graded enrollments to calculate denominators for dropout rates. 3 Reporting states totals include any of the 50 states and the District of Columbia that reported data. 4 DoDDS and DDESS are the Department of Defense dependents schools (overseas) and the Department of Defense dependents schools (domestic), respectively. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year 2006–07, Version 1a; and "NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Restricted-Use Data File," School Year 2006–07, Version 1a. Male Female Table 8.—Public school number of graduates, number of high school dropouts, and high school event dropout rate in grades 9-12, by Number of graduates1 High School Dropouts 20 Appendix A: Methodology and Technical Notes General Notes Source of data. The numbers of high school diploma recipients, and the student membership data that comprise the denominator for the Averaged Freshman Graduation Rate (AFGR), are taken from the Common Core of Data (CCD) State Nonfiscal Survey file for all AFGRs presented in this report, with the following exception: numbers of graduates by gender reported in table 8 are based on data taken from the CCD Local Education Agency Universe Survey file. The dropout data are reported on the CCD Local Education Agency Universe Survey file. State-level dropout data are created by aggregating local education agency level (LEA) data to the state level. The 2006–07 membership data that were used to create the enrollment base (denominator) for the 2006–07 event dropout rate were taken from the CCD School Universe survey. The grade-level membership data were aggregated to the LEA level from schools associated with the LEA. The 2006–07 data were reported through the U.S. Department of Education’s EDFacts system. With the exception of New York and California, all states reported their dropout and high school data through EDFacts; New York and California both reported their graduation data through EDFacts but reported their dropout data directly to the NCES CCD staff. The District of Columbia, Puerto Rico, and the U.S. Virgin Islands also reported all their data through EDFacts. American Samoa and the Northern Marianas reported through the CCD online collection maintained by the U.S. Census Bureau and Kforce Government Solutions. Guam, the U.S. Department of Defense dependent schools (overseas and domestic) and the Bureau of Indian Education did not report graduates or dropouts for the 2006–07 school year. Missing data. When reporting results, NCES treats missing data within individual states differently than it treats missing data across all states, the District of Columbia, and other jurisdictions as a whole. An individual state is considered to have missing data if an item is reported for less than 80 percent of eligible students. If information is missing for some but no more than 15 percent of eligible students across the 50 states and District of Columbia, NCES calculates totals and identifies them as “reporting states” totals (rather than totals for the United States). EDFacts accepted blank responses in 2006–07 school year reports and did not require that states distinguish among missing, not applicable, and “zero” values. Every effort was made to correctly identify responses as missing, not applicable, or zero after the fact, but it is possible that some blank responses may have been categorized incorrectly. Totals. “United States” total in tables 1 is limited to the 50 states and the District of Columbia. This total includes data for all 50 states and the District of Columbia. “Reporting states” totals in the remaining tables are limited to the 50 states and the District of Columbia. Because not all, but at least 85 percent of eligible students in the 50 states and the District of Columbia are represented in the graduation and dropout counts, these tables present a “reporting states” total. “United States” and “Reporting States” totals do not include data from the Bureau of Indian Education, Department of Defense dependents schools (overseas and domestic), Puerto Rico, or the other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, or the U.S. Virgin Islands. See “Missing data” (above) for more information. Protecting the confidentiality of dropout and high school graduation data. It would be possible under some conditions to identify an individual student who dropped out of school or who was not awarded a regular diploma at the end of 12th grade. For example, if a state had 10 twelfth grade White, non-Hispanic students enrolled and only 1 White, non-Hispanic high school graduate, that graduating student could infer that all of the other White, non-Hispanic students had failed to graduate. The same situation could occur with dropouts. For example, if a state reported 15 White, non-Hispanic students enrolled in grade 9 in 1 year and 15 White, non- Hispanic ninth grade dropouts, an outside observer could infer that all of the original students had dropped out. A-1 (These would be inferences because the CCD cannot distinguish between students who fail to graduate or who drop out and students who transfer out of state or into private schools.) The dropout and high school completion data were modified in order to prevent the identification of any 12th grade student who did not receive a regular high school diploma or any student who dropped out of school. There were few threats to confidentiality in the state-level data. Some reported data were changed to “missing” and some reported numbers of graduates were increased slightly. These changes resulted in a minimal distortion of information. Data quality. There is variation in the degree of rigor with which the states or school districts verify their data. Those states that collect dropout or graduation data through student-level records systems are better able to verify students’ enrollment and graduation status than are those agencies that collect aggregate data from schools and districts. NCES does not audit state reports. NCES will ask a state to confirm or revise data if the numbers appear to have changed from the prior year considerably more for that state than others, or if the data appear unlikely on the basis of internal evidence. An example of this latter condition would be a state in which the number of graduates exceeded the number of grade 12 students. Notes on High School Graduation Data Differences in definitions of “graduate.” State and local policies can affect the numbers of graduates reported. There are differences in what a high school diploma represents across states. The CCD defines a regular diploma as the high school completion credential awarded to students who meet or exceed coursework and performance standards set by the state or other approving authority. However, some states award regular diplomas to all students who meet completion requirements, regardless of the extent to which these requirements address the state or district’s academic standards. For example, some states have in-school General Education Development (GED) programs that require fewer credit hours than a regular high school track, but lead to the award of regular diplomas. Other states award some form of alternative credential to students who meet some, but not all, requirements. For example, special education students who complete their individual education programs or regular education students in some alternative programs may receive a certificate of completion. As a result of different policies, students who receive a certificate of completion in one state might be awarded a regular diploma in another. Calculating the AFGR. The AFGR is the number of regular diploma recipients in a given year divided by the average of the membership in grades 8, 9, and 10, reported 5, 4, and 3 years earlier, respectively. For example, the denominator of the 2006–07 AFGR was the average of 8th-grade membership in 2002–03, 9th-grade membership in 2003–04, and 10th-grade membership in 2004–05. Ungraded students are prorated into these grades. Averaging these three grades by NCES provides an estimate of the number of first-time freshmen in the class of 2003–04 freshmen in order to estimate the on-time graduation rate for 2006–07. The method used to create the enrollment base for the AFGR was changed slightly in the 2004–05 school year. Before 2004–05, the enrollment base used the total enrollments by grade. Beginning with the 2004–05 files, the race/ethnicity detail for each grade was summed to form the enrollment base. The change resulted in a slightly more accurate enrollment base, but had little effect on the AFGRs. Treatment of ungraded students. Although the AFGR denominator is based on enrollments by grade, some states report ungraded students. To adjust for this, the data for ungraded enrollment counts were redistributed across grades in proportion to the graded enrollment of the state, based on the race/ethnicity and gender of the ungraded students and the race/ethnicity and gender of the graded students where this information was available. The redistributed counts of ungraded enrollments were added to the reported enrollment counts for the eighth, ninth, and tenth grades. In this procedure, the ungraded enrollment is subtracted from the total enrollment to get the total graded enrollment; the reported enrollment in each grade is used to compute the proportion of graded students in each grade; these proportions are multiplied by the count of ungraded students to allocate the ungraded students across the individual grades; the counts of ungraded students allocated to each grade are A-2 added to the reported enrollments by grade. Ungraded enrollments account for approximately 1 percent of enrollments each year. Cautions in interpreting the Averaged Freshman Graduation Rate. Although the AFGR was selected as the best of the available alternatives, several factors make it fall short of a true on-time graduation rate. First, the AFGR does not take into account any imbalances in the number of students moving in and out of the nation or individual states over the high school years. As a result, the averaged freshman class is at best an approximation of the actual number of freshmen, where differences in the rates of transfers, retention, and dropping out in the three grades affect the average. 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. While the AFGR is a reasonable proxy at the aggregate national or state level, the potential effects of three factors should be taken into account when interpreting the results for individual states. First, if more high school students moved out of a population than transferred in during the high school years, the number of graduates in the numerator would be smaller and the estimated graduation rate would be lower than the actual on-time rate for that group of freshmen. On the other hand, if more high school students moved into a population than moved out during this 4-year period, the number of graduates in the numerator would be increased and the estimated on-time graduation rate would be higher than the actual rate for that group of freshmen. This can lead to estimated graduation rates of more than 100 percent for small groups; such cases have been adjusted to 100 percent in this report. Second, including the estimate of eighth-graders from the previous year in order to remove the effect of freshmen who were retained, and thus are not first-time freshmen, ignores the fact that in some cases there may be real change in the number of eighth-graders relative to counts of ninth-graders due to transfers between public and private schools. If more students transfer to public schools at this point, using a count of eighth- graders that does not include those students would serve to artificially decrease the estimated number of ninth- graders, and as a result increase the graduation rate for that class. Conversely, if more students were to transfer out of public schools between the eighth and ninth grades, using the eighth-grade count that includes students leaving the population would artificially increase the estimated number of ninth-graders and in turn, decrease the graduation rate. Third, there may be a tradeoff between the adjustment for retentions and grade specific differences in the number of dropouts. The use of the 10th-grade enrollment count also helps to dampen the effect of 9th-grade retentions, but ignores the fact that 9th-grade dropouts result in a smaller 10th-grade population. Excluding these ninth-grade dropouts lower the estimate of freshmen and as a result increase the graduation rate. Missing and suppressed data. The Department of Defense, the Bureau of Indian Education, and Guam did not report high school graduation data for 2006–07. In addition, Kentucky and New York did not report graduation data by race/ethnicity or gender. The District of Columbia reported graduation data by race/ethnicity or gender for a very low percentage of its overall graduate counts and the data were therefore suppressed. Nevada did not report membership by race/ethnicity or gender in 2004–05. The 10th-grade enrollment from 2004–05 is required to calculate AFGR by race/ethnicity for 2006-07. Notes on Dropout Data Definition of a dropout. The CCD provides an event dropout number. An event dropout number represents the proportion of students dropping out each year. According to the CCD definition, a dropout is an individual who • was enrolled in school at some time during the previous school year; • was not enrolled at the beginning of the current school year; A-3 • has not graduated from high school or completed a state- or district-approved education program; and • does not meet any of the following exclusionary conditions: transfer to another public school district, private school, or state- or district-approved education program; temporary absence due to suspension or school-approved illness; or death. The following statements apply for the purpose of this definition: o 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. o Individuals who are not accounted for on October 1 are considered dropouts. o A school completer is an individual who graduated from high school or completed a state- or district-approved educational program upon receipt of formal recognition from school authorities. A state- or district-approved educational program may consist of special education and district or state-sponsored GED preparation. Defining the school year. Not all states follow a fall-to-fall school year. The CCD dropout count is based on an October–September school year in which a student’s dropout status is determined at the beginning of the year. Some states follow a July–June calendar in which a student’s dropout status is determined at the end of the school year. Dropout rates in states that follow an alternative reporting calendar are comparable to rates for states that follow the October–September calendar (Winglee et al. 2000) and therefore data for states that follow alternative reporting calendars are published in the CCD data files. Between-year (summer) dropouts. The CCD definition accounts dropouts to the grade and school year for which they do not meet their obligation. Students who complete 1 school year but fail to enroll in the next school year are counted as dropouts from the school year and grade for which they failed to return. For example, a student completing 10th-grade in 2005–06 who does not enroll the next year would be reported as an 11th-grade dropout for 2006–07. GED programs. Students who leave high school to enroll in adult education/GED preparation programs are reported as dropouts, unless the district tracks these students and reports as dropouts those who fail to complete the program. Students who have received a high school equivalency by October 1 are not dropouts regardless of where they prepared for the test, if the GED is an accepted high school credential in the state. Calculating the event dropout rate. The event dropout rate for a given grade is the number of dropouts from that grade divided by the number of students enrolled in that grade at the beginning of the school year. For example, the 10th-grade event dropout rate for 2006–07 is the number of 2006–07 10th-grade dropouts divided by the number of students in 10th-grade at the beginning of the 2006–07 school year. Ungraded students are prorated into the denominator. The high school event dropout rate aggregates dropouts and students in membership for 9th- through 12th-grades. Treatment of ungraded students in counts of dropouts and enrollments for dropout rates. Dropout counts are reported by states to the CCD by grade (grades 7–12). Ungraded students who drop out of school are assigned by the LEA or state to the grade in the dropout count that most closely matches the grade they would have been enrolled in based on their age. Counts of ungraded student enrollments are prorated into graded enrollment counts in order to have denominators for the calculation of dropout rates that reflect the placement of ungraded dropouts in the graded numerators. The proration process is the same as that used for the AFGR. A-4 A-5 Missing and suppressed data. Vermont suppressed all dropout counts less than 10 prior to submitting these data to EdFacts for the 2006–07 school year. This resulted in more suppressed data values than actual counts. Due to the extent of missing data, NCES suppressed the remainder of the dropout data for Vermont, thus making it impossible to report dropout counts or rates for Vermont in 2006–07. New York did not report dropout data by grade, only dropout data in aggregate for grades 9 through 12. Pennsylvania did not report dropout data for grades 9 and 10. The race/ethnicity and gender reporting of dropouts for the following states did not represent 80 percent or more of the total student population for any of the 5 reported race/ethnicities: Maryland, New York, and Vermont. Pennsylvania reported dropout data representative of 80 percent or more of the Hispanic and Black, non- Hispanic high school population but not for any of the other 3 race/ethnicities.