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Journal of Employee Assistance, The, June, 2003
The U.S. high school dropout rate may be as high as 30 percent, almost three times higher than government estimates, with men accounting for 60 percent or more of dropouts, according to a study commissioned by the Business Roundtable and conducted by the Center for Labor Market Studies (CLMS) at Northeastern University.
Although the U.S. Department of Education puts the national dropout rate at 11 percent, it relies on incomplete data to generate its findings because each year 14 or more states do not report their dropout rates using common definitions and data collection standards. Also, the government counts individuals with a general equivalency diploma (GED certificate) as high school graduates, although they did not receive a regular high school diploma and generally fare worse in the labor market and in post-secondary education than individuals who get regular high school diplomas. In addition, the government does not count students who become incarcerated, though many are dropouts.
A more accurate way to calculate high school graduation rates, according to CLMS researchers, is to compare the annual number of diplomas awarded by public and private high schools to the number of 17- or 18-year-olds in America. Using this method, the nation's high school graduation rate has been only 70 to 71 percent in recent years.
Government statistics show that on average there are 120 to 130 male high school dropouts for every 100 female dropouts, but CLMS analysts say the true ratio is likely to be even higher because males are more likely to be undercounted by the U.S. Census Bureau and are much more likely to be incarcerated than women. The gender gap in high school dropout rates is reflected in college attendance and performance: Nearly two million more women are now attending college than men and are acquiring far more associate's, bachelor's and master's degrees. The disparity is highest among African Americans (166 women per 100 men in college in 2000), with Hispanics second (130-100) and whites third (126-100).
"The labor market is increasingly rewarding individuals with the skills acquired in college," said Andrew Sum, CLMS director and lead author of the study. "Weaker educational achievement among men will lead to fewer skilled workers, lower labor productivity, and a reduction in the rate of improvement in our standard of living. The reduced presence of men in higher education is in no one's interest--women's or men's--and a host of economic, sociological, and labor market problems will ensue if they aren't better engaged in the process."
State-by-State Graduation Rates, 1998-1999
(High school graduates as a proportion of
the 18-year-old population)
State Graduation
Rate
Vermont 92.1
Connecticut 87.6
Nebraska 85.9
Minnesota 85.3
N. Dakota 85.1
New Hampshire 84.8
Iowa 83.6
Pennsylvania 83.1
Maine 82.6
Massachusetts 81.7
Maryland 81.3
Wisconsin 80.4
West Virginia 80.0
New Jersey 79.1
Montana 78.8
Rhode Island 77.4
Ohio 77.0
Utah 75.7
Illinois 75.5
Delaware 75.5
Wyoming 74.4
Arkansas 74.3
Missouri 74.1
Oklahoma 73.8
Kansas 73.4
South Dakota 73.3
Indiana 73.2
Washington 73.0
Michigan 72.9
Virginia 72.5
Hawaii 72.2
Idaho 72.1
New York 70.5
Kentucky 70.0
Dist. of Columbia 69.3
California 68.1
Texas 67.4
New Mexico 66.9
Colorado 65.1
Alaska 65.1
North Carolina 64.7
Oregon 64.7
Nevada 64.7
Florida 63.3
Alabama 62.8
Tennessee 62.5
Louisiana 62.5
Mississippi 60.4
South Carolina 60.1
Georgia 58.5
Arizona 55.8
United States: 71.3
SOURCE: The Business Roundtable, 2003
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