2000-01 and 2003-04 Enrollment Data and 2003-04 Attrition in Texas | |||||||
Race-Ethnicity and Gender
|
2000-01
9th Grade Enrollment |
2003-04
12th Grade Enrollment |
2000-01
9-12th Grade Enrollment |
2003-04
9-12th Grade Enrollment |
2003-04
Expected 12th Grade Enrollment |
Students Lost to Attrition
|
Attrition Rate
|
Native American | 996 | 693 | 2,920 | 3,483 | 1,188 | 495 | 42 |
Male | 522 | 343 | 1,486 | 1,792 | 629 | 286 | 46 |
Female |
474 | 350 | 1,434 | 1,691 | 559 | 209 |
37 |
Asian/Pacific Islander | 8,742 | 8,297 | 32,221 | 36,373 | 9,872 | 1,575 | 16 |
Male | 4,633 | 4,260 | 16,572 | 18,888 | 5,281 | 1,021 | 19 |
Female | 4,109 | 4,037 | 15,649 | 17,485 | 4,591 | 554 | 12 |
Black | 52,168 | 31,589 | 151,431 | 163,474 | 56,317 | 24,728 | 44 |
Male | 27,574 | 15,119 | 76,401 | 82,468 | 29,764 | 14,645 | 49 |
Female | 24,594 | 16,470 | 75,030 | 81,006 | 26,553 | 10,083 | 38 |
White | 149,154 | 116,019 | 515,353 | 510,497 | 147,758 | 33,104 | 22 |
Male | 77,642 | 58,107 | 263,856 | 262,350 | 77,199 | 19,092 | 25 |
Female | 71,512 | 56,547 | 251,497 | 248,147 | 70,559 | 14,012 | 20 |
Hispanic | 142,886 | 83,512 | 395,984 | 451,742 | 163,023 | 79,511 | 49 |
Male | 75,946 | 41,434 | 202,808 | 231,994 | 86,875 | 45,441 | 52 |
Female | 66,940 | 42,078 | 193,176 | 219,748 | 76,148 | 34,070 | 45 |
All Groups | 354,946 | 238,745 | 1,097,909 | 1,165,569 | 378,158 | 139,413 | 36 |
Male | 186,317 | 119,263 | 561,123 | 597,492 | 199,748 | 80,485 | 40 |
Female | 167,629 | 119,482 | 536,786 | 568,077 | 178,410 | 58,928 | 33 |
Source: Intercultural Development Research Association, 2004. Calculation: Attrition is calculated by (1) dividing the high school enrollment in the end year by the high school enrollment in the base year; (2) multiplying the results from Calculation 1 by the ninth grade enrollment in the base year; (3) subtracting the results from Calculation 2 from the 12th grade enrollment in the year; and (4) dividing the results of Calculation 3 by the result of Calculation 2. The attrition rate results (percentages) were rounded to the nearest whole number. See also the IDRA’s Attrition Model for a discussion of the theoretical basis for this calculation. See also the Longitudinal Attrition Rates in Texas for a historic view of the dropout rates and comparison between the IDRA Attrition rates and TEA Dropout rates over time. |