Dropping out of High School in the United States: An Observational Study

Abstract

Using data from a two-stage probability sample of U.S. high school students, an attempt is made to estimate the effect that dropping out has on cognitive achievement test scores. Each sampled dropout from a school is matched by a multivariate procedure to a student who remained in the same school. The matched pair differences are then adjusted using analysis of covariance. The possibility that important covariates have been omitted from the analysis is addressed through tests of ignorable treatment assignment and through sensitivity analyses.