Decrease the high school dropout rate from 2.3% in 2013 to 1.5% by 2018.

This dataset provides the number and percentage Massachusetts public high school students who dropped out of high school since 2008. It also includes the percentage of dropouts by grade.

Dropout rate is calculated as the percentage of students in a given grade who dropped out of school between July 1 and June 30 prior to the listed year and who did not return to school by the following October 1. Dropouts are defined as students who leave school prior to graduation for reasons other than transfer to another school. Dropout rates are not reported for any student group where the number of students is less than 6.

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information.

This dataset contains the same data that is also published on our DESE Profiles site: Dropout Report

This data tracks four-year graduation rates from high schools located within the City of Tempe, with data publicly available through the Arizona Department of Education.Values of “8888” are used when there are too few to count, and values of “9999” are used where there is no data available. This page provides data for the High School Graduation Rate performance measure. The performance measure dashboard is available at 3.08 High School Graduation Rates. Additional Information Source: Contact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govContact Phone: 480-585-7818Data Source: Tempe High School DistrictData Source Type: Excel Preparation Method: Arizona Department of Education (ADE) generated Excel Spreadsheets- available at https://www.azed.gov/accountability-research/data/Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

This feature layer contains high school graduation rate data disaggregated by race for Gallatin County, MT sourced from the Growth and Enhancement of Montana Students (GEMS) interactive dashboard.Processing NotesData is retrieved from the GEMS interactive dashboard and imported into FME to create an AGOL Feature Service.No data present is an indication that the demographic has a count of 5 or fewer students and the information has been masked.Download Montana County's Graduation Rate dataAdditional LinksGrowth & Enhancement of Montana Students (GEMS)Navigation Guide for GEMS

This dataset provides the 4-Year graduation rates in Iowa by cohort (represented by graduating class) for both state-wide and by subgroups starting with the Class of 2013. A cohort in the graduation rate calculation starts with a group of students entering ninth grade for the first time. The cohort is adjusted to add students that transfer in and subtract students that transfer out during a four year time period for calculating a graduation rate. Subgroups in this dataset include: Individualized Education Program, Free or Reduced Lunch, English Language Learners, African American, Hispanic, American Indian, Asian, Hawaiian/Pacific Islander, White, Two or More Races, Migrant, Female, and Male.

Splitgraph serves as an HTTP API that lets you run SQL queries directly on this data to power Web applications. For example:

See the Splitgraph documentation for more information.

In 2012, more than three million students dropped out from high school. At this pace, we will have more than 30 million Americans without a high school degree by 2022 and relatively high dropout rates among Hispanic and African American students. We have developed and analysed a data-driven mathematical model that includes multiple interacting mechanisms and estimates of parameters using data from a specifically designed survey applied to a certain group of students of a high school in Chicago to understand dynamics of dropouts. Our analysis suggests students' academic achievement is directly related to the level of parental involvement more than any other factors in our study. However, if the negative peer influence (leading to lower academic grades) increases beyond a critical value, the effect of parental involvement on the dynamics of dropouts becomes negligible.

Number of persons aged 15 and over in private households with or without a high school diploma or equivalency certificate, and high school completion rate (measured using the variable Secondary (high) school diploma or equivalency certificate) by sex, age group and selected demographic characteristics, Canada, provinces and territories.

This dataset includes Report Card Graduation data for the 2012-13 school year through the most current year of graduation data available. This data is disaggregated by the school, district, and state levels and includes counts and graduation rates of students by the following groups: grade level, gender, race/ethnicity, and student programs and special characteristics. Please review the notes found on the source dataset, https://data.wa.gov/education/Report-Card-Graduation-2014-15-to-Most-Recent-Year/9dvy-pnhx, for more information and notes for downloading this data.

This data set shows the number and percentage of children graduating from high school in Travis County, including public, private, charter, home schools, and other high school equivalents. The data is from the Texas Education Agency (TEA) state agency that oversees primary and secondary public education in the state of Texas.

View county-level data: https://data.austintexas.gov/Health-and-Community-Services/Strategic-Measure_Percentage-of-Students-Graduatin/djfu-26dw

View more details and insights related to this data set on the story page: https://data.austintexas.gov/stories/s/n78t-2him

From 2006 to 2022, the rate of high school dropouts in the United States significantly decreased. In 2022, the high school drop out rate was **** percent, a notable decrease from *** percent in 2006.

This dataset shows the percentage of students who graduated from Massachusetts public schools with a regular high school diploma within 4 or 5 years. It is a long file that contains multiple rows for each school and district, with rows for different years and different student groups.

Note: Data is currently available at the school level only, as well as the state overall. For district-level graduation rates, please see the High School Graduation Rates dataset, or the High School Graduation Rates report on our DESE Profiles site.

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information. 

For more data about student experiences and outcomes in high school and beyond, please see the main DART: Success After High School dataset and dashboard.

This indicator includes the high school graduation rates by district for the following districts with high schools within Champaign County: Champaign Community Unit School District #4, Fisher Community Unit School District #1, Mahomet-Seymour Community Unit School District #3, Rantoul Township High School District #193, St. Joseph-Ogden Community High School District #305, Tolono Community Unit School District #7, and Urbana School District #116.

Between 2010 and 2024, the graduation rates of the different districts fluctuated independently of each other, with no trend prevalent across the board. The Illinois Report Card states that there is a possible data impact on the 2020 and 2021 graduation rates due to the COVID-19 pandemic. This could explain the uncharacteristically low graduation rate in Tolono District #7 in 2021 compared to previous years. However, the graduation rate in Champaign Unit #4 and Urbana District #116 increased from 2019 to 2021, and the graduation rate in St. Joseph-Ogden District #305 was the same in 2019 and 2021.

The average graduation rate across all Champaign County high schools increased from 87.7% in 2019 before the COVID-19 pandemic to 88.1% in 2023 when the pandemic emergency ended. This rate increased again in 2024 to 89.2%. High school graduation rates are an apt measure of pre-college academic achievement in the county, and provide context for the other indicators in the education category.

This data, along with a variety of other school district data, is available on the Illinois Report Card, an Illinois State Board of Education and Northern Illinois University website.

Sources: Illinois Report Card. (2023-2024). Champaign CUSD 4. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Fisher CUSD 1. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Mahomet-Seymour CUSD 3. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Rantoul Township HSD 193. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). St. Joseph Ogden CHSD 305. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Tolono CUSD 7. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Urbana SD 116. Illinois State Board of Education. (Accessed 6 December 2024).

India School Drop Out Rate: 6-11 Years Old: Boy data was reported at 21.200 % in 2013. This records a decrease from the previous number of 23.000 % for 2012. India School Drop Out Rate: 6-11 Years Old: Boy data is updated yearly, averaging 36.675 % from Sep 1960 (Median) to 2013, with 24 observations. The data reached an all-time high of 64.500 % in 1970 and a record low of 21.200 % in 2013. India School Drop Out Rate: 6-11 Years Old: Boy data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under India Premium Database’s Education Sector – Table IN.EDA002: School Drop Out Rate: 6-11 Years Old.

This dataset shows the percentage of students in each graduation cohort who graduated from Massachusetts public schools with a regular high school diploma within 4 or 5 years, or who did not graduate and were still in school, counted as non-grad completers, attained a GED or high school diploma equivalent, dropped out, or were permanently excluded from the cohort. For more information, please visit the More About the Data section on Profiles.

For more information about graduation rates, including how students are assigned to cohorts and student groups, please see DESE's Frequently Asked Questions About Graduation Rates page.

This dataset contains the same data that is also published on our DESE Profiles site: Graduation Rates

The U.S. Department of Education’s graduation rate, which is reported through the Integrated Postsecondary Education Data System (IPEDS), is a nationally recognized and commonly used metric in higher education. Graduation rate is calculated as the percentage of first‐time, full‐time, degree/certificate seeking students that complete a CCC program within 150% of the estimated time it takes to complete the program.

This operations dashboard shows historic and current data related to this performance measure.The performance measure dashboard is available at 3.08 High School Graduation Rates.Data Dictionary

The percentage of 9th through 12th graders who withdrew from public school out of all high school students in a school year. Withdraw codes are used as a proxy for dropping out of school based upon the expectation that withdrawn students are no longer receiving educational services. A dropout is defined as a student who, for any reason other than death, leaves school before graduation or the completion of a Maryland-approved education program and is not known to enroll in another school or State-approved program during a current school year. Source: Baltimore City Public School System Years Available: 2009-2010, 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2018-2019, 2019-2020, 2020-2021

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

Dropout Prevention Services and Programs (FRSS 99), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 99 (https://nces.ed.gov/surveys/frss/index.asp) is a sample survey that provides national estimates on how public school districts identify students at risk of dropping out, programs used specifically to address the needs of students at risk of dropping out of school, the use of mentors for at-risk students, and efforts to encourage dropouts to return to school. The study was conducted using mail, surveys via the web, and telephone follow-up for survey nonresponse and data clarification. Superintendents of public school districts were sampled. The study's weighted response rate was 89 percent. Key statistics produced from FRSS 99 were information on various services or programs offered by districts specifically to address the needs of students at risk of dropping out of school, and types of transition support services used to help all students transition from a school at one instructional level to a school at a higher instructional level. Data on the various factors used to identify students who were at risk of dropping out were also collected.

The New York State calculation method was first adopted for the Cohort of 2001 (Class 2005). The cohort consists of al students who first entered 9th grade in a given school year (e.g., the cohort of 2006 entered 9th grade in 2006-2007 school year). Graduates are defined as those students earning either a local or regents diploma and exclude those earning either a special education (IEP) diploma for GED. "The NYSED defined English/Math Aspirational Performance Measure (APM) is the ercentage of students that after their fourth year in high school have met NYSED standards: Graduated by August with a Regents or Local diploma, AND Earned a 75 or higher on the English Regents, AND Earned an 80 or higher on one Math Regents." In order to comply with FERPA regulations on public reporting of education outcomes, rows with a cohort of 20 or fewer students are suppressed. Due to small number of students identified as Native American or Multi-Racial these ethnicities are not reported on the Ethnicity tab, however these students are included in the counts on all other tabs.