Objectives of the Study Traditional research on high school completion categorizes students as either on-time graduates or dropouts, overlooking persisters—students who remain enrolled beyond their expected graduation date but have yet to earn a diploma. Studies suggest that persisters may represent a population as large as or larger than dropouts (Uretsky et al., 2023). This study uses the High School Longitudinal Study of 2009 (HSLS:09) to provide nationally representative and state-level estimates of persisting students in the US. We examine high school credit accumulation across subject areas, demographic characteristics, school-level factors, and policy implications of persistence compared to on-time graduates and dropouts. Overview of Relevant Research Persisters share many risk factors with dropouts, including economic disadvantage and attendance at under-resourced schools (Hill & Mirakhur, 2018; Uretsky & Henneberger, 2020). Despite the lack of targeted supports, most persist into a fifth or sixth year of school, underscoring the need for policies that support non-traditional graduation pathways (Uretsky, 2019). Prior studies in Maryland and New York City found that persisters accumulate fewer credits in core subjects, are more likely to experience school mobility, and are disproportionately male and students of color (Uretsky & Henneberger, 2023). Methods and Data Sources Using data drawn from HSLS:09, we apply survey weights to generate national- and state-level estimates of persisting students. We analyze student credit accumulation, demographic characteristics, and school-level factors to compare persisters with both on-time graduates and dropouts. To the best of our knowledge, no studies have descriptively analyzed persisters on a national-level. Results Preliminary findings reveal that high school persisters represent a population roughly the size of dropouts in the US. Persisters accumulate significantly fewer credits than on-time graduates, but more than dropouts, particularly in core academic subjects. State-level estimates highlight substantial variation in persistence rates, suggesting that policy and systemic factors influence student trajectories. This study expands the research on high school completion by incorporating national-level insights into persisters in the US. Findings emphasize the need for consideration of persisters in educational research and policy along with the development of targeted interventions to improve their completion rates. Policymakers should improve early identification systems and develop interventions that increase persistence-to-graduation rates. Future research should explore longitudinal workforce and postsecondary transitions to assess the long-term impact of persistence on economic and social mobility.

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