| Characteristic |
Percent |
|
| All sophomores |
7.8 |
| Student characteristics |
|
| Sex |
|
| Male |
8.9 |
| Female |
6.7 |
| Race/ethnicity1 |
|
| White |
6.0 |
| Black |
10.8 |
| Hispanic |
12.7 |
| Asian/Pacific Islander |
3.8 |
| American Indian |
9.6! |
| More than one race |
9.3 |
| Parents’ education |
|
| Less than high school |
18.5 |
| High school diploma or equivalent |
11.7 |
| Some college |
7.3 |
| Bachelor’s degree or higher |
4.4 |
| Socioeconomic status (SES)2 |
|
| Lowest quarter |
14.8 |
| Middle two quarters |
7.1 |
| Highest quarter |
2.4 |
| English is the student’s first language |
|
| Yes |
27.2 |
| No |
11.5 |
| |
|
| Academic achievement |
|
| Mathematics achievement in spring 20023 |
|
| Lowest quarter |
14.8 |
| Middle low quarter |
10.6 |
| Middle high quarter |
4.6 |
| Highest quarter |
1.9 |
| Ever in remedial mathematics class |
|
| Yes |
10.4 |
| No |
6.9 |
| Student must pass a test to receive a high school diploma |
|
| Yes |
8.2 |
| No |
6.1 |
| |
|
| School experiences |
|
| Number of times absent from school in the current school year |
|
| Never |
3.5 |
| 1–2 times |
4.2 |
| 3 or more |
10.7 |
| How many times suspended or placed on probation |
|
| Never |
5.9 |
| 1–2 times |
20.0 |
| 3 or more |
30.7 |
| How many friends dropped out of high school |
|
| None |
2.8 |
| A few |
10.6 |
| Some |
15.7 |
| Most or all |
25.9 |
| Ever repeated grades 8–10 |
|
| Yes |
38.6 |
| No |
5.5 |
| |
|
| School characteristics |
|
| School control |
|
| Public |
8.3 |
| Private |
1.6 |
Percent of 10th-graders in school in spring 2002 who
were eligible for free or reduced-price lunch |
|
| 0–5 |
4.1 |
| 6–20 |
7.1 |
| 21–50 |
9.6 |
| 51–100 |
11.2 |
|
! Interpret data with caution (estimates are unstable).
|
1Black includes African American, Hispanic includes Latino, Pacific Islander includes Native Hawaiian, and American Indian includes Alaska Native. Race categories exclude Hispanic origin unless specified.
|
2The socioeconomic status (SES) variable is a composite based on parents’ educational attainment, occupations, and family income. See supplemental note 7 for more detail about the SES variable construction.
|
3Mathematics achievement is measured using a comprehensive assessment of mathematical ability that is similar to the mathematics assessments of the National Assessment of Educational Progress. The test items range from simple number operations to the solution of complex equations.
|
NOTE: This indicator shows the percentage of high school students in the spring of their sophomore year who, in the spring 2 years later, were not in school and had not graduated with a regular diploma or certificate of attendance. The 1 percent of sophomores who left school and earned a General Educational Development (GED) certificate or other form of equivalency certificate as of the spring 2 years later are counted as having left school without a regular diploma or certificate of attendance.
|
SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002/04), “First Follow-up, Student Survey, 2004,” previously unpublished tabulation (January 2006).
|
