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This study demonstrates the effect of dropping out or “stopping out” (where a student drops out but returns) on mathematics ability. The analysis follows Rosenbaum’s (1986) study of the effects of dropping out for high school students, but differs in two substantial ways: (1) the data is from the High School Longitudinal Study (HSLS:2009/13); and (2) inverse propensity score weighting is used to estimate the effect of the dropping/stopping out on those students that dropped/stopped out (the ATT). The choice of covariates for the models is guided by research on why students choose to drop/stop out of school, satisfying the important assumption of strong ignorability. Results show negative effects for both dropouts and stopouts.