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Published by Kyra Colleen

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Published by: Kyra Colleen on Apr 29, 2012
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U.S. Department of Education
NCES 2007-059
Dropout Rates inthe United States:2005
Compendium Report
June 2007
Jennifer Laird
MPR Associates, Inc.
Gregory Kienzl
Education Statistics Services Institute—American Institutes for Research
Matthew DeBell
formerly of Education Statistics Services Institute—American Institutes for Research
Chris Chapman
National Center for Education Statistics
Chris Chapman
Project Officer 
National Center for Education Statistics
U.S. Department of Education
Margaret Spellings
Institute of Education Sciences
Grover J. Whitehurst
National Center for Education Statistics
Mark Schneider 
The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, andreporting data related to education in the United States and other nations. It fulfills a congressional mandate tocollect, 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 stateand local education agencies in improving their statistical systems; and review and report on education activities inforeign 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 thegeneral 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 youhave any comments or suggestions about this or any other NCES product or report, we would like to hear from you.Please direct your comments toNational Center for Education StatisticsInstitute of Education SciencesU.S. Department of Education1990 K Street NWWashington, DC 20006-5651June 2007The NCES World Wide Web Home Page address is http://nces.ed.gov.The NCES World Wide Web Electronic Catalog ishttp://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 WorldWide Web Electronic Catalog address shown above.
Suggested Citation
Laird, J., DeBell, M., Kienzl, G., and Chapman, C. (2007).
Dropout Rates in the United States: 2005 
(NCES 2007-059). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] fromhttp://nces.ed.gov/pubsearch.
Content Contact
Chris Chapman(202) 502-7414chris.chapman@ed.gov
This continues the dropout report series which started with
 Dropout Rates in the United States: 1988
. We would like to start the acknowledgments by recognizing the work of the lateDr. Philip Kaufman, who contributed significantly to the design of and analysis in most of thereports in the series. Dr. Kaufman was a senior researcher at MPR Associates, Inc., and a formermember of the NCES staff.The authors would like to recognize the many people and agencies involved in gatheringthe data analyzed for this report, including the U.S. Census Bureau and respondents to theCurrent Population Surveys (CPS), staff at NCES involved in the Common Core of Data (CCD)program, and the education professionals at the local and state levels who completed the CCDsurveys. The authors are also grateful for the support provided by Stephen Ruffini from theGeneral Educational Development (GED) Testing Service in supplying the data needed for theGED analyses in the report.The authors would also like to thank Lee Hoffman, Valena Plisko, Bruce Taylor, and JohnWirt from NCES; Joanna Wu, Bobbi Kridl, and Patti Gildersleeve at MPR Associates; DarcyHerman of MacroSys Research and Technology; Fumiyo Tao from the Institute of EducationSciences (IES); and several contributors from the Education Statistics Services Institute (ESSI),which is funded by NCES and composed of staff from the American Institutes for Research(AIR) and a number of partner organizations. The authors would like to acknowledge thefollowing individuals from ESSI for their assistance, comments, and guidance: Stacey Bielick,Kristin Flanagan, Stephen Mistler; Sandy Eyster, and Zeyu Xu of AIR; Sarah Grady of MacroSys Research and Technology; and Alexandra Henning from Quality Information Partners(QIP).

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