Why Do Teens Dropout Of High School?

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Why Do Teens Dropout Of High School
Common Reasons Students Drop out of High School – Students list many reasons for dropping out of high school, More than 27 percent say that they leave school because they are failing too many classes. Nearly 26 percent report boredom as a contributing cause.

Needing to make money to support their families Getting held back Using drugs Becoming pregnant Joining gangs

Only a small percentage say that they drop out because of school environments, ineffective teachers, residential instability, mental health issues, or getting kicked out of school. Researchers have connected many of these factors to socioeconomic status.

Failing grades Drug use Sexual promiscuity Gang activity Ailing family members who require assistance

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What race has the lowest high school dropout rates?

Percent of high school dropouts ages 16 to 24 by sex and race, 1975-2018

Q: Does the high school dropout rate vary by sex and race?
A: Male and female high school youth have similar dropout rates, while dropout rates among racial and ethnic groups have greater variation.

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Note: White and Black race groups do not include youth of Hispanic ethnicity. Persons of Hispanic ethnicity can be of any race. “Status” dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school. People who have received GED credentials are counted as high school completers. Data are based on sample surveys of the civilian noninstitutionalized population, which excludes persons in prisons, persons in the military, and other persons not living in households.

ul> The status dropout rate in 2018 was higher for males (6.3%) than female youth (5.1%). In 2018, the dropout rate for white youth (4.5%) remained below the rate for Black youth (5.8%) and Hispanic youth (9.0%). Overall, the dropout rate in 2018 (5.7%) reached its lowest level since 1975.

Internet citation: OJJDP Statistical Briefing Book, Online. Available: https://www.ojjdp.gov/ojstatbb/population/qa01503.asp?qaDate=2018. Released on September 21, 2020. Data Source: U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics,, | | | | | | A component of the, : Percent of high school dropouts ages 16 to 24 by sex and race, 1975-2018
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What state has the most high school dropouts?

County-Level Findings on High School Drop Out Rates in America – Over 9 million children live in the lowest-ranked counties (bottom 25%), and they are facing huge challenges to growing up safe and secure. Nationwide, 15% of high school students failed to graduate on time during the 2016-2017 school year.

  • Iowa had the lowest percentage of students not graduating on time, with a rate of 9%, closely followed by New Jersey at 9.5%.
  • The states with the highest percentage of students not graduating on time were New Mexico (28.9%) and Oregon (23.3%).
  • On-time graduation rates are lowest in Wheeler County, Oregon, where 74% of children fail to complete high school on time.

Compared to Page County, Virginia – where only 0.4% of students fail to graduate on time – children in Wheeler County are 185 times more likely to miss out on education. Dozens of counties across 14 states reportedly have on-time graduation rates of 100% (although almost all of them are less-populous rural areas with small numbers of children).
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What does it mean to quit school?

or drop-out – / ˈdrɒpˌaʊt / This shows grade level based on the word’s complexity. noun an act or instance of dropping out. a student who withdraws before completing a course of instruction. a student who withdraws from high school after having reached the legal age to do so.

A person who withdraws from established society, especially to pursue an alternate lifestyle. a person who withdraws from a competition, job, task, etc.: the first dropout from the presidential race. Rugby, a drop kick made by a defending team from within its own 25-yard (23-meter) line as a result of a touchdown or of the ball’s having touched or gone outside of a touch-in-goal line or the dead-ball line.

Also called highlight halftone. a halftone negative or plate in which dots have been eliminated from highlights by continued etching, burning in, opaquing, or the like. Also called dropout error. the loss of portions of the information on a recorded magnetic tape due to contamination of the magnetic medium or poor contact with the tape heads.
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Who is most likely to drop out of high school?

Structural strains theory – This theory focuses on the relationship between demographic factors, such as socioeconomic status, gender and ethnicity, and dropout. Boys are much more likely to drop out than girls and dropouts are most likely from a family with a low socioeconomic status.
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What race has the highest graduation rate?

Preprimary, Elementary, and Secondary Education – In school year 2018–19, the national adjusted cohort graduation rate (ACGR) for public high school students was 86 percent, the highest it has been since the rate was first measured in 2010–11. Asian/Pacific Islander students had the highest ACGR (93 percent), followed by White (89 percent), Hispanic (82 percent), Black (80 percent), and American Indian/Alaska Native (74 percent) students.

This indicator examines the percentage of U.S. public high school students who graduate on time, as measured by the adjusted cohort graduation rate (ACGR). In this indicator, the United States includes public schools in the 50 states and the District of Columbia. State education agencies calculate the ACGR by identifying the “cohort” of first-time 9th-graders in a particular school year.

The cohort is then adjusted by adding any students who immigrate from another country or transfer into the cohort after 9th grade and subtracting any students who transfer out, emigrate to another country, or die. The ACGR is the percentage of students in this adjusted cohort who graduate within 4 years with a regular high school diploma. The U.S. average ACGR for public high school students increased from 79 percent in 2010–11 to 86 percent in 2018–19. In 2018–19, the ACGR ranged from 69 percent in the District of Columbia to 92 percent in Iowa and Alabama.2 Forty states reported ACGRs from 80 percent to less than 90 percent.3 Figure 2. Hover, click, and tap to see more for all figures on this page. Bar | Table Users can select years at irregular intervals. However, as a result, the distance between the data points will not be proportional to the number of years between them. In 2018–19, the ACGRs for American Indian/Alaska Native 4 (74 percent), Black (80 percent), and Hispanic (82 percent) public high school students were below the U.S.

Average of 86 percent. The ACGRs for White (89 percent) and Asian/Pacific Islander 5 (93 percent) students were above the U.S. average. Across states, the ACGRs for White students ranged from 79 percent in New Mexico to 95 percent in New Jersey, and were higher than the U.S. average ACGR of 86 percent in 37 states and the District of Columbia.

The rates for Black students ranged from 67 percent in New Mexico to 90 percent in Alabama. Texas, Delaware, West Virginia, and Alabama were the only four states in which the rates for Black students were higher than the U.S. average ACGR. The ACGRs for Hispanic students ranged from 60 percent in the District of Columbia to 91 percent in Alabama and West Virginia, and they were higher than the U.S.

  1. Average ACGR in six states (Delaware, Florida, Missouri, Texas, Alabama, and West Virginia).
  2. For Asian/Pacific Islander students, ACGRs ranged from 83 percent in Vermont to 97 percent in New Jersey, 6 and they were higher than the U.S.
  3. Average ACGR in 47 states and the District of Columbia.
  4. Vermont, Nebraska, and Hawaii were the only three states in which the rates for Asian/Pacific Islander students were lower than the U.S.

average ACGR. The ACGRs for American Indian/Alaska Native students ranged from 51 percent in Minnesota to 94 percent in Alabama, and were higher than the U.S. average ACGR in eight states (Texas, Virginia, Louisiana, Tennessee, Connecticut, New Jersey, Alabama, and Kentucky).7, 8 Figure 3. The U.S. average ACGR for White public high school students (89 percent) was 10 percentage points higher than the U.S. average ACGR for their Black peers (80 percent) in 2018–19.9 White students had higher ACGRs than Black students in every state and the District of Columbia. The U.S. average ACGR for White students (89 percent) was 8 percentage points higher than the U.S. average ACGR for Hispanic students (82 percent) in 2018–19. The ACGRs for White students were higher than the ACGRs for Hispanic students in the District of Columbia and every state except for Hawaii, where the ACGR for Hispanic students was higher than the ACGR for White students (85 vs.84 percent).
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What state is the hardest to graduate high school?

Georgia had the lowest overall graduation rate in the nation with 54% of students graduating, followed by Nevada, Florida, and Washington, D.C. Iowa had the highest overall graduation rate with 93%, followed by North Dakota, Wisconsin, and Nebraska.
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What is the least educated state?

The Least Educated States – Education varies between states. Wallethub compared all 50 U.S. states using 20 different metrics across two dimensions: Educational Attainment and Quality of Education. These metrics included the share of adults over 25 years old with a high school diploma/some college/at least a Bachelor’s degree/etc., quality of public school systems, public high school graduation rate, enrolled students in top universities, public college graduation rate, and more.

Each state was given a score of zero to 100, with 100 being the “most educated.” Each state’s weighted average across all metrics was then determined to rank the states. Below are the country’s least educated states, according to Wallethub. West Virginia is the least educated U.S. state, with an overall score of 23.15.

West Virginia ranks last for Educational Attainment with the lowest shares of people with associate’s degrees or some college experience and those with bachelor’s degrees, at 20.6%. West Virginia also has the fourth-lowest average university quality. Mississippi has a score of 25.35.

As the second-least educated state, it ranks 49th for Educational Attainment and 47th for Quality of Education. Mississippi has the third-lowest share of high school diploma holders at 84.5%, the second-lowest share of bachelor’s degree holders, and the fifth-lowest share of both people with associate’s degrees or college experience and graduate degree holders.

Louisiana holds the third-place spot for the least educated states. Louisiana has a score of 25.75 and ranks 48th for Educational Attainment and 45th for Quality of Education. Louisiana has the fourth-lowest share of high school diploma holders and bachelor’s degree holders, the second-lowest share of associate’s degree holders, and the fourth-lowest share of graduate degree holders.

  1. Arkansas ‘s score is 31.00 out of 100.
  2. Arkansas is in 47th for Educational Attainment, and its Quality of Education rank is an improvement to 24th.
  3. Arkansas has the third-lowest share of associates, bachelor’s, and graduate degree holders.
  4. Alabama is the country’s fifth-least educated state.
  5. Alabama’s Education Attainment rank is 45, and its Quality of Education rank is 38, with a total score of 33.08.
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About 22% of Alabama adults have a bachelor’s degree or higher, which is lower than the 25% nationwide average; however, this gap is closing. On the other hand, the most educated U.S. states are Massachusetts (81.82), Maryland (78.48), Connecticut (72.68), Colorado (69.82), and Vermont (69.67).

California – 83.92% Texas – 84.36% Mississippi – 85.32% Louisiana – 85.85% New Mexico – 86.5% Alabama – 86.87% Nevada – 86.91% Arkansas – 87.15% Kentucky – 87.16% New York – 87.22%

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What is another word for dropping out?

On this page you’ll find 38 synonyms, antonyms, and words related to drop out, such as: abandon, back out, cease, give in/give up, quit, and withdraw. Roget’s 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.
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What does quit mean kids?

Top Definitions Synonyms Quiz Related Content Examples British Idioms And Phrases

This shows grade level based on the word’s complexity. This shows grade level based on the word’s complexity. verb (used with object), quit or quit·ted, quit·ting. to stop, cease, or discontinue: She quit what she was doing to help me paint the house. to depart from; leave (a place or person): They quit the city for the seashore every summer.

  • To give up or resign; let go; relinquish : He quit his claim to the throne.
  • She quit her job.
  • To release one’s hold of (something grasped).
  • To acquit or conduct (oneself).
  • To free or rid (oneself): to quit oneself of doubts.
  • To clear (a debt); repay,
  • Verb (used without object), quit or quit·ted, quit·ting.

to cease from doing something; stop, to give up or resign one’s job or position: He keeps threatening to quit. to depart or leave. to stop trying, struggling, or the like; accept or acknowledge defeat. adjective released from obligation, penalty, etc.; free, clear, or rid (usually followed by of ): quit of all further responsibilities.
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Why not to drop out?

What Are the Benefits of Not Quitting School? As the job market becomes more competitive and technology continues to advance, completing your education is one of the most important things you can do for yourself when it comes to experiencing success throughout your life.

Dropping out of school affects your ability to get a job, your social standing and even your personal health. According to the National Dropout Prevention Center, people who drop out of high school are “four times as likely to be unemployed as those who have completed four or more years of college.” Statistics released by the Bureau of Labor Statistics show that in 2010, only 53.9 percent of high school dropouts were employed compared to 76.6 percent of their peers who had graduated from high school.

Dropping out of school puts you at a disadvantage when compared to your degree-earning peers. According to the United States Bureau of Labor Statistics, high school degree holders make nearly $8,000 more annually throughout their lives than those who have decided to drop out.

  1. Over the course of a lifetime, this means that those who have not earned a high school diploma will have earned a full one-third less income than they would have if they had earned a diploma.
  2. Staying in school allows you to hone and perfect basic skills.
  3. Being able to complete your education not only shows your comprehension of communication, math and problem-solving skills, but also shows potential employers that you are capable of sticking with a job until it is done.

As the job market continues to shift from physical labor to more specialized forms of employment, the skills learned in school are invaluable to obtaining employment and experiencing success. The National Dropout Prevention Center states that 75 percent of America’s state prison inmates and 59 percent of federal inmates did not complete high school.

According to data compiled by the Alliance for Excellent Education, dropouts are also 3.5 times more likely to be arrested than their peers who have graduated. Statistics also show that the death rate for high school dropouts is 2.5 times higher than those with a high school diploma or college degree.

High school graduates are more likely to avoid needing public assistance as well. : What Are the Benefits of Not Quitting School?
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Why do people drop out of school?

2. Have Realistic Expectations: – Encourage and motivate your child to perform well in school. However, do not have unrealistic expectations from your child. It may cause undue stress to your child and lead to disastrous academic performance.1. Are there any warning signs that a child may drop out of school? Warning signs that a child may drop out of school include remaining absent from school, poor grades, involvement in disciplinary issues, a history of frequent transfers, low self-esteem, and having adult responsibilities such as caring for a sibling or their child ().2.

What are the consequences of dropping out of school on society? The consequences of dropping out of school on society are significant. School dropouts may not have the potential to secure well-paying jobs and may experience unemployment. Additionally, they may have poor health outcomes and be more likely to engage in criminal activities.

These factors impact the individual and have a broader impact on society. Academic difficulties and the family’s economic needs are two of the most common reasons kids drop out of school. In some cases, it might also be due to the company of bad friends.
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Which gender is most likely to drop out of school?

Boys are more likely to drop out of school according to research Why Do Teens Dropout Of High School A new in-depth report from the Zero Dropout Campaign has revealed that boys are more likely to drop out of schools than girls due to the complex gender roles and norms that are applied to them during their schooling. The report makes use of the latest qualitative research and explores how gender intersects with other social inequalities to shape learners’ disengagement from school.
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Are gifted students more likely to drop out?

Abstract – Gifted dropout rates vary depending on how one defines both “giftedness” and “dropping out.” Recent empirical studies seem to agree that in contrast to allegorical estimates of 20% or higher, relatively few academically gifted learners actually leave high school without a diploma.
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What race goes to university the most?

Students’ race and ethnicity affect their chances of earning a college degree, according to several new reports on higher education released in January and February 2023. However, the picture that emerges depends on the lens you use. College degrees are increasing among all racial and ethnic groups, but white and Asian Americans are far more likely to hold a college degree or earn one than Black, Hispanic or Native Americans.

Earning a college degree involves two steps: starting college and finishing college. Before the pandemic, white, Black and Hispanic Americans were enrolling in college at about the same rates, especially when unemployment was high and jobs were hard to find. (Asian Americans enrolled in college at much higher rates.) The bigger distinction is that once a student has started college, the likelihood of making it through the coursework and tuition payments and ultimately earning a degree varies so much by race and ethnicity.

First, let’s begin with enrollment. There are two ways to look at this. One is to see how the demographic makeup of college campuses has changed over time, becoming less white and more Hispanic. The pie charts below were produced in January by the National Student Clearinghouse, a nonprofit organization that provides data reporting services to colleges. Credit: National Student Clearinghouse DEI Data Lab 2023 In 2011, as the pie chart on the left shows, more than 60 percent of the nation’s 20.6 million college students were white, according to an estimate by the National Student Clearinghouse. By 2020, the year represented by the pie chart on the right, the total number of college students had fallen to 17.8 million and the share of white students had dropped by almost 9 percentage points to 52 percent, still a majority.

  • During the same period, the share of Hispanic students grew from 14 percent to 21 percent, and the share of Black students remained constant at just under 14 percent.
  • Asian students increased from 5 to 7 percent of the college population.
  • This represents all undergraduate college students, both younger students entering straight after high school and older nontraditional students, studying full-time and part-time, and attending both four-year universities and two-year colleges.

The 2011 figures are rough estimates because only one out of five colleges reported race and ethnicity of students to the Clearinghouse. Today, more than three out of five colleges report on the race and ethnicity of their students to the Clearinghouse.

  1. For the original version of this pie chart, click here,) How should we think about these college enrollment numbers? Do they largely mirror each racial and ethnic group’s share of the population? I was surprised to learn that the answer is yes – with a few caveats.
  2. Asian Americans are slightly overrepresented on college campuses and Hispanic Americans are slightly underrepresented.
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I created this chart below, comparing the National Student Clearinghouse’s college enrollment data for 2020 with the young adult population, as reported by the U.S Census, so you can see how closely college enrollment tracks actual demographics. Why Do Teens Dropout Of High School Chart created by Jill Barshay/The Hechinger Report. Data sources: Adult population collected by the Annie E. Casey Foundation’s Kids Count Data Center, originating from the U.S. Census Bureau. College enrollment from the National Student Clearinghouse’s DEI Data Lab,

Another way to look at college enrollment is to see how many young adults enroll in college. The chart below, by the U.S. Bureau of Labor Statistics, shows that the college enrollment rates of Black and Hispanic young adults improved after the 2008 recession, and approached the college going rate of white Americans.

Roughly 60 percent of young Black, Hispanic and white Americans are trying for a college degree. The college going rate for Asian Americans is much higher; more than 80 percent enroll. The zigs and zags in this chart show how college going among Hispanic and Black Americans is influenced by business cycles. The Bureau of Labor Statistics obtains enrollment data from the Current Population Survey (CPS), a monthly survey of households conducted by the Bureau of Census. Here is the chart on the BLS site, When jobs are plentiful, many low-income students may join the labor force and defer their higher education.

That especially reduces enrollments among Black and Hispanic young adults, among whom poverty rates are higher. When unemployment is high, more young adults enroll at college, particularly at two-year community colleges. Most recently, during the pandemic, many young Americans deferred college to help support or take care of their families.

Some students chose to wait until in-person classes resumed. Going to college is one thing; finishing it is another. This fourth chart, produced by the Lumina Foundation, shows that over time, more Americans of every race and ethnicity are earning college degrees.

The Lumina Foundation is a private foundation that seeks to increase the number of adults with college degrees and other credentials, and was formed through the sale to Sallie Mae of USA Group’s assets that were used to create and collect monthly payments on student loans.* It is also among the many funders of The Hechinger Report.

Share of adult population, ages 25-64, with college degrees Credit: The Lumina Foundation’s A Stronger Nation, 2023 update This chart above, originally published here on Jan.31, is based on data from the U.S. Census Bureau’s American Community Survey. It tracks the percentage of adults 25 to 64 with two-year associate and four-year bachelor’s degrees.

The share of Americans with a college degree rose from 38 percent in 2009 to nearly 46 percent in 2021 – an increase of eight percentage points. Every race and ethnicity saw gains. The eight-percentage point gain was the same for both Black and white adults. But racial gaps continue. In 2021, there remained an enormous 40 percentage point difference between Asian American adults, among whom 66 percent have a college degree, and Native American adults, among whom only 25 percent have a college degree.

Among Black adults, 34 percent have college degrees. Among Hispanic adults, it’s 28 percent and among white adults, it’s 50 percent. Improvements in college attainment can seem slow because graduation rates are much lower among Americans over 35. It takes years for higher college graduation rates among younger adults to raise overall college numbers.

  • College attainment rates have jumped the fastest among young Hispanic adults under age 35, rising from below 20 percent in 2009 to above 30 percent in 2021.
  • Courtney Brown, the chief data and research officer at Lumina, credits a variety of support programs, from tutoring to food pantries, and the convenience of online courses to explain why more young people are graduating, despite rising tuition costs.

“Colleges are trying to serve students better,” said Brown. “Even the way they staff colleges, not all on getting enrollments but having more success coaches available and counselors helping students get to the finish line.” Still, Brown acknowledges that it’s been difficult to make a dent in the stubborn gaps in college attainment between people of different races and ethnicities. Credit: National Student Clearinghouse’s DEI Data Lab 2023 This chart tracks cohorts of students who began college at the same time and calculates how many of them earned any college degree within six years. Among students who started college in the fall of 2010, 62 percent of white students completed a degree by the summer of 2016, compared with only 39 percent of Black students.

  • That’s a giant 23 percentage point gap, and a sign that a disproportionate number of Black students are dropping out of college in debt.
  • Completion rates improved considerably for students who started college in 2015, but large gaps remain.
  • Almost 70 percent of white students completed a degree by the summer of 2021, but only 45 percent of Black students hit this milestone.

The Black-white college completion gap actually widened slightly from 23 to 24 percentage points. The reasons for why completion rates remain much lower for Black, Hispanic and Native American students are complex. These students are more likely to attend community colleges, which have lower funding per student and fewer support services.

Many students weren’t adequately prepared in high schools to handle college-level coursework, especially in math. A poll of Black college students by Gallup-Lumina, released on Feb.9, found that 21 percent of Black students report feeling discriminated against frequently or occasionally at the college they are attending, and that 45 percent have considered dropping out in the past six months.

Black students in bachelor’s programs are far more likely to juggle family and work responsibilities alongside their studies. “Black students are encountering so much more discrimination, and they have multiple responsibilities that no other race or ethnicity really has,” said Lumina’s Brown. Credit: Excerpt from Balancing Act, Gallup and the Lumina Foundation, 2023, p.6. On Feb.2, the National Student Clearinghouse Research Center released the most recent college enrollment numbers for 2022. Undergraduate enrollment for both white and Black students fell for the fifth straight year, while enrollment of Hispanic and Asian students at public two-year colleges improved.

  1. However, their numbers are below pre-pandemic levels.
  2. For example, there were roughly 975,000 Hispanic students enrolled in public two-year colleges, also called community colleges, in the fall of 2022, up from 944,000 in the fall of 2021, but considerably down from 1.14 million in 2019.
  3. Click here and navigate to the demographics tab for these fall 2022 charts.) And here’s a startling data point: Black student enrollment at two-year community colleges declined by a staggering 44 percent, from 1.2 million in 2010 to 670,000 in 2020, according to a Sept.2022 report by the Joint Center for Political and Economic Studies, a think tank that studies policies affecting Black Americans.

Fewer students at college now certainly means fewer college-educated adults in the years ahead. And that is not a promising future. * Correction: An earlier version incorrectly said that Lumina was founded through the sale of Sallie Mae, instead of USA Group’s sale of assets to Sallie Mae.

  1. USA Group was sold, not Sallie Mae.
  2. This story about higher ed data was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education.
  3. Sign up for the Hechinger newsletter,
  4. The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers.

But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.
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What country has the lowest graduation rate?

The Worst Primary School Completion Rates Globally – World Bank Data states that South Sudan has the lowest primary school graduation rate globally at 37.37%. If we take a closer look to South Sudan’s education, we’ll discover a weak system facing many challenges.

  • The education system is modeled after the Republic of Sudan, with 8 grades of primary education, followed by another 4 years of secondary school, with the official language of academic communications being English.
  • However, due to the social contexts inherent to the country, the illiteracy rates are markedly high, and a great percent of the population cannot read or write.

Females are especially prone to discrimination, and thusly South Sudan only has around 1 in 4 members of their school-age female populace attending school, and the lowest female literacy rate in the world. Even though the government has made efforts to improve the education system and enhance attendance, many children abandon school soon after enrollment.

As far as educational infrastructure, South Sudan has a lack of educational spaces and qualified teachers, with the funds dedicated to education there being very low. Many ‘schools’ here are actually conducted outdoors, with no official structure to house them. Chad closely follows South Sudan as having one of the lowest primary school graduation rates, standing at only 38.78%.

The education system in the country follows the French model, with 6 years of primary education, followed by 7 years of secondary education. In Chad’s case also the tough social context determines a high rate of children leaving primary school after enrollment, and poor education conditions.
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Which university has the highest graduation rate in the world?

6. Duke University – Graduation rate: 9 5.7% Duke University is a private research university in Durham, North Carolina. Duke’s suburban campus is home to 16,172 students. Duke graduates nearly 96% of students.
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What race is least likely to graduate high school?

The high school graduation rate is lowest among American Indian/Alaska Native and Black students. Asian/Pacific Islander students have the highest rate, followed by white and Hispanic students.
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What ethnicity has the highest dropout rate?

Dropout Rate by Race – Between 2010 and 2019, there is a considerable improvement in high school student retention as there has been a decrease in the high school dropout rate by year for all races except Pacific Islanders (NCES, 2021). The rates, however, remain high for people of color.

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In particular, American Indian/Alaska Native high school students have the highest high school dropout rate at 9.6% (NCES, 2021). This is much higher compared to the overall average dropout rate of 5.1% (NCES, 2021). According to the National Center for Education Statistics, the demographic breakdown of high school students who drop out are as follows: Source: National Center for Education Statistics A 2019 research by the United Way of King County provide some insight into why students of color are more likely to drop out than their white peers,

They cited that as majority of teachers in public schools are white, students of color simply do not see themselves in their teachers. In addition, many families belonging to ethnic minorities are low- to middle-income households, making it difficult for the students to get access to the technologies and resources necessary to succeed academically.
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Which race is the least educated?

Income – Chart of unemployment and salary based on education attainment Data are for persons age 25 and over. Earnings are for full-time wage and salary workers Educational attainment is strongly correlated with income in the United States, Although the incomes of both men and women are associated with higher educational attainment (higher incomes for higher educational attainment), large income gaps linked to race and gender remained at each educational level.

  • In 2003, average incomes ranged from $13,459 for a male high-school dropout to $90,761 for a male with an advanced degree.
  • The most significant average income difference was between those who had some college education or an associate degree and those who had a bachelor’s degree,
  • While those with some college averaged $31,046, those with a bachelor’s degree averaged $51,194, over $20,000 (64.9%) a year more.

The second most dramatic difference in average income was between those with a bachelor’s degree with $51,940 and those with an advanced degree who made $72,824, roughly $21,000 (42.2%) more. The least significant difference was between those who had graduated from high school and those who had either some college or an associate degree,

  1. Here the difference was a mere $3,766 or 13.8%.
  2. The difference between those with a high school diploma ($30,000) and those who did not complete high school ($18,826) was $8,454 or 45%.
  3. Overall, the income in the United States for all sexes, races and levels of educational attainment was $36,308 annually.

Even though African immigrants are claimed to have higher educational attainment rates than any other group, they were the hardest hit during the recession beginning in 2007. This shows that race and/or ethnicity may play a role in income levels and job selection.

Criteria Overall Less than 9th grade High school drop-out High school graduate Some college Associate degree Bachelor’s degree Master’s degree Professional degree Doctorate degree
Median individual income Male, age 25+ $51,297 $30,018 $30,065 $40,901 $46,851 $51,734 $67,399 $90,011 $122,239 $101,126
Female, age 25+ $37,137 $19,802 $19,612 $27,203 $31,136 $34,951 $49,011 $60,370 $82,174 $81,598
Median household income $45,016 $18,787 $22,718 $36,835 $45,854 $51,970 $68,728 $78,541 $100,000 $96,830

SOURCE: US Census Bureau, 2018 Median household income, age 25+ Income by education and gender. The change in median personal and household income since 1991 also varied greatly with educational attainment. While both the overall median personal and household income increased since 1991, this increase did not take place on all levels of educational attainment.

  1. The overall income increased over the course of the 1990s, reaching its high in 1999, but has been decreasing ever since.
  2. In 1991 the median household income in the US was $40,873 in 2003 dollars, while the median household income in 2003 was $45,016.
  3. In 1999, however, the median household income was $46,236, 2.7% higher than today.

While this trend held true for all levels of educational attainment the extent of chronicle fluctuations in income were greatly influenced by educational attainment. Overall, the median household and personal income decreased for those with more than a 9th grade education but less than a four-year college degree since 1991.

In other words, the median household income decreased for households and individuals at the high school drop-outs and graduate, some-college, and an associate degree level. Income did, however, increase for those with a bachelor’s degree or more. The following table shows the median household income according to the educational attainment of the householder.

All incomes are adjusted for inflation and are in 2019 dollars. These data only apply to households whose householder is aged twenty-five or older. The highest and lowest points of the median household income are presented in bold face.

Year Overall Median Less than 9th grade High school drop-out High school graduate Some college Associate degree Bachelor’s degree Bachelor’s degree or more Master’s degree Professional degree Doctorate degree
1991 $56,965 $24,270 $32,189 $52,293 $64,525 $72,877 $89,407 $95,952 $101,281 $143,090 $129,078
1993 $56,197 $24,320 $31,388 $50,142 $61,533 $69,155 $89,941 $98,040 $105,422 $153,161 $130,601
1995 $58,881 $25,138 $30,578 $52,433 $62,092 $70,385 $88,330 $97,011 $108,555 $137,047 $133,697
1997 $60,849 $24,762 $31,629 $53,821 $63,756 $72,110 $94,082 $100,844 $108,529 $146,948 $138,988
1999 $64,474 $26,506 $33,436 $54,833 $67,755 $75,694 $98,901 $107,315 $114,482 (Not avail.) $149,510
2001 $63,100 $26,229 $33,656 $52,190 $66,311 $74,058 $97,223 $104,633 $114,212 (Not avail.) $134,339
2003 $62,726 $26,178 $31,656 $51,326 $63,894 $72,416 $95,766 $102,341 $109,440 (Not avail.) $134,924
2005 $62,618 $26,540 $32,381 $50,118 $63,363 $71,795 $95,042 $101,282 $106,327 (Not avail.) (Not avail.)
2007 $63,566 $25,716 $30,273 $50,006 $62,320 $74,326 $95,923 $104,456 $112,060 (Not avail.) (Not avail.)
2009 $60,884 $25,843 $30,583 $47,358 $57,828 $67,833 $90,205 $98,810 $109,486 $147,857 $144,380
2011 $58,376 $24,860 $28,132 $44,907 $54,093 $63,712 $89,142 $95,674 $103,605 $137,363 $121,945
2013 $58,515 $26,596 $28,220 $44,741 $54,615 $61,762 $87,416 $94,989 $105,473 $143,612 $133,324
2015 $62,636 $28,329 $28,441 $45,373 $56,012 $67,428 $94,952 $102,444 $109,338 $147,449 $130,835
2017 $65,314 $27,729 $31,392 $46,901 $57,949 $67,022 $95,712 $104,316 $112,878 $145,040 $146,126
2019 $70,308 $30,355 $31,326 $48,708 $61,911 $69,573 $100,164 $108,646 $117,439 $162,127 $142,347
Average $61,694 $26,225 $31,019 $49,677 $61,197 $70,010 $93,480 $101,117 $109,235 $146,369 $136,161

SOURCE: US Census Bureau, 2020 Yellow indicates the year with the lowest median income while green indicates the year with the highest reported median income. Income by education and race. Among the races, educational attainment retains its dramatic effect on average income which varies significantly at each educational level. European Americans (White Americans) had the highest average income at every level of educational attainment.

  1. However, the proportion of those having college degrees is greater among Asian Americans than among non-Hispanic whites, and the overall highest average income is found among Asians,
  2. All races except Whites ranked last on at least one level with African Americans ranking last on the non-high school, high school and advanced degree level.

Asians were second highest on the college graduate level and had the highest overall income among the general population. They also had the lowest average annual income for those with some college education or an associate degree, Racial income difference were also significant at every level of educational attainment with the largest racial inequality being between European and African Americans who did not complete high school and those with advanced college degrees.

Overall, European Americans with an advanced degree had the highest average annual income with $74,122. Asian Americans had the second highest with $72,852. Hispanics and African Americans had the lowest annual incomes among those with advanced degrees averaging $67,679 and $59,944 annually. The largest racial inequity was between European Americans with a bachelor’s degree who made $53,185 and Hispanics who made $12,263 or 29.9% less with an average annual income of $40,949.

However, Asian Americans as a whole earn more than any other race due to a greater percentage of them being educated overall, an example of Simpson’s paradox,
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What race has the lowest education?

Racial and Ethnic Disparities in Educational Attainment Persist in Rural America Finding: Employment & Education Why Do Teens Dropout Of High School In the United States, most of the population has completed high school, and a rising number have gone on to earn a college degree. The highest level of education completed is measured in the population by educational attainment, and higher educational attainment is associated with higher median earnings, higher employment rates, and greater workforce opportunity.

While these educational attainment levels vary by factors including age, geography, household structure, income, and wealth, differences along racial and ethnic lines are particularly pronounced. In rural areas of the country, ethnic and racial disparities persist in education, according to USDA, Economic Research Service researchers who studied data from the decennial Census and the American Community Survey.

The research shows that Hispanic, Black or African American, and Native American or Alaska Native groups continue to have lower rates of educational attainment than Whites. Although the educational attainment of these ethnic and racial minority groups increased over the last two decades, they remained only half as likely as Whites to have a bachelor’s degree or higher in 2018 (the most recent year of data available).

Asian Americans (not shown in the chart) were the only rural racial minority group to have a higher percentage with a bachelor’s or advanced degree (40 percent) than Whites (21 percent) in 2018. Among all rural residents who are 25 years old or older, the percentage who had completed a bachelor’s degree or higher rose from 15 percent in 2000 to 20 percent in 2018.

Conversely, the share of the rural population 25 or older without a high school degree or equivalent dropped from 24 percent in 2000 to 13 percent in 2018. Among racial and ethnic groups in rural America, Hispanics continued to have the highest percentage (35 percent) without a high school degree, despite significant gains in high school and higher educational attainment rates between 2000 and 2018.

  1. Over the same period, Blacks/African Americans had the largest decrease (20 percentage points) of rural individuals without a high school degree.
  2. This change eliminated the gap between the shares of Blacks/African Americans and Whites who had graduated from high school but had not completed a bachelor’s degree.

Nevertheless, the share of Blacks without a high school degree remained nearly double that of Whites in 2018. This article is drawn from., by Alexander Marré, ERS, April 2017, by Austin Sanders and Tracey Farrigan, USDA, Economic Research Service, November 2022 You may also be interested in.
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