Public High School

Graduates Who

Participated in

Vocational/Technical

Education: 1982–1998

E.D. Tabs 

DATA ON

VOCATIONAL

EDUCATION

U.S. Department of Education

Institute of Education Sciences

NCES 2003–024
THIS PAGE INTENTIONALLY LEFT BLANK
U.S. Department of Education 

Institute of Education Sciences 

NCES 2003–024 

Public High School 

Graduates Who 

Participated in 

Vocational/Technical 

Education: 1982–1998 

E.D. Tabs 

July 2003 

Karen Levesque 

MPR Associates, Inc. 

Lisa Hudson 

Project Officer 

National Center for 

Education Statistics 
U.S. Department of Education 

Rod Paige 

Secretary 

Institute of Education Sciences 

Grover J. Whitehurst 

Director 

National Center for Education Statistics 

Val Plisko 

Associate Commissioner 

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and 

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Suggested Citation 

U.S. Department of Education, National Center for Education Statistics. Public High School Graduates Who Participated in Vocational/Technical Education: 1982–1998, NCES 2003–024, by Karen Levesque. Washington, DC: 

2003. 

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Content Contact: 

Lisa Hudson 

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Lisa.Hudson@ed.gov
iii 

Executive Summary 

This report examines patterns and trends in the 

vocational/technical coursetaking of public high 

school graduates between 1982 and 1998. It updates and expands upon trends that were published 

in the National Center for Education Statistics 

(NCES) report Vocational Education in the United 

States: Toward the Year 2000 (Levesque et al. 

2000). Specifically, the current report includes 

trends in the participation of graduates based on 

their special and protected population status, including race/ethnicity, sex, disability status, English proficiency, and several measures of student 

academic achievement, as well as school urbanicity and school poverty level. The report analyzes 

these trends by examining high school transcripts 

for the graduating classes of 1982, 1990, 1992, 

1994, and 1998.1 The analysis samples and variables used in the report are comparable across the 

survey years. The analysis focuses on public high 

school graduates who earned regular or honors 

diplomas.2

 

1These transcript studies were conducted as part of the High 

School and Beyond Longitudinal Study of 1980 Sophomores, 

“High School Transcript Study” (HS&B-So:80/82) regarding 

1982 graduates; the National Education Longitudinal Study 

of 1988 (NELS:88/92), “Second Follow-up, Transcript Survey, 1992” regarding 1992 graduates; and the High School 

Transcript Studies (HSTS) of 1990, 1994, and 1998 regarding 

1990, 1994, and 1998 graduates, respectively. 

2The HS&B and NELS studies excluded students with the 

most severe disabilities, where it was determined by school 

staff that these students were unable to complete the lengthy 

student questionnaires that were a part of these studies. In 

order to ensure comparability across the data sets, graduates 

with special education diplomas were excluded from the 

HSTS samples (Gifford et al. 1989; Tuma 1996). Thus, the 

samples used for this trend analysis were consistent with the 

population of public high graduates, including students with 

disabilities, who earned regular or honors diplomas in each of 

Transcripts provide information on the courses 

that public high school graduates took in grades 9 

through 12. For simplicity’s sake, the report refers 

to this information as “high school coursetaking.” 

With the exception of a few tables that examine 

coursetaking in each grade (9 through 12) separately, the report describes the cumulative coursework that graduates took in high school. The 

report is intended to accompany the NCES report 

Trends in High School Vocational/Technical 

Coursetaking: 1982–1998 (Levesque 2003), 

which provides an in-depth examination of the 

vocational/technical coursetaking patterns of public high school graduates in general. 

Terms Used in the Report 

The Vocational/Technical Curriculum 

The NCES Secondary School Taxonomy (SST) 

classifies high school vocational/technical education into three different curricula: specific labor 

market preparation, or “occupational education”; 

general labor market preparation; and family and 

consumer sciences education. Occupational education consists of courses that teach skills and 

knowledge required in a particular occupation or 

set of related occupations. General labor market 

preparation consists of courses that teach general 

employment skills that are not specific to one occupational area, such as basic typewriting/ 

keyboarding, introductory technology education, 

 

the study years. In addition, there may be some minor coding 

differences between NELS and the other transcript data that 

may affect the data for 1992. See appendix C for more information. 
Executive Summary 

iv 

and career preparation and general work experience courses. Family and consumer sciences education consists of courses intended to prepare 

students for family and consumer roles outside the 

paid labor market.3 For purposes of this report, 

trends focus on vocational/technical coursetaking 

overall and on occupational coursetaking. 

Although vocational/technical coursetaking is 

prevalent in high schools, students take varying 

amounts and types of these courses and take them 

for different purposes. This report emphasizes the 

coursetaking patterns of occupational concentrators because this group is a common focus of federal and state accountability and research efforts 

for vocational/technical education (U.S. Department of Education 2002; Silverberg et al. 2002). 

Occupational concentrators are graduates who 

earned 3.0 or more credits during high school in 

one of the following 10 broad occupational program areas: agriculture, business, marketing, 

health care, protective services, trade and industry, 

technology, food service and hospitality, child 

care and education, and personal and other services. In some cases, the report also examines 

trends in concentrating (earning 3.0 or more credits) in 18 narrow occupational program areas.4 

Key Population Variables 

The Carl D. Perkins Vocational and Applied 

Technology Education Amendments of 1998 

(1998 Perkins Act) defines “special populations” 

as follows: 

 

3Home economics-related courses that prepare students for 

the paid labor market are included under occupational education. 

4These include agriculture, business services, business management, marketing, health care, protective services, construction, mechanics and repair, print production, materials 

production, other precision production, transportation, computer technology, communications technology, other technology, food service and hospitality, child care and education, 

and personal and other services. 

• individuals with disabilities; 

• individuals from economically disadvantaged families, including foster children; 

• individuals preparing for occupations that 

are nontraditional for their gender; 

• single parents, including single pregnant 

women; 

• displaced homemakers; and 

• individuals with other barriers to educational achievement, including individuals 

with limited English proficiency. 

The 1990 Perkins Act, which governed the second 

half of the period covered in this report (1990–

1998), defined “special populations” fairly similarly, including individuals with handicaps, educationally and economically disadvantaged 

individuals (including foster children), individuals 

of limited English proficiency, individuals who 

participate in programs designed to eliminate sex 

bias, and individuals in correctional institutions. 

In addition, the Office for Civil Rights (2001) 

in the U.S. Department of Education enforces federal statutes that prohibit discrimination in education programs and activities receiving federal 

financial assistance (such as Perkins Act funds) on 

the following bases: race, color, national origin, 

sex, disability, and age. 

To the extent possible, this report provides information on trends in the vocational/technical 

coursetaking of these special and protected populations, as well as their peers who were not members of these groups. To do so, the report uses the 

following categories. Measures were selected 

based on federal definitions, previous related research, and data availability. Data were provided 

only for those years and surveys that contained 

comparable variables. For the sake of readability 

when summarizing findings, the report uses the 
 Executive Summary 

v 

terms disadvantaged and advantaged to describe 

student groups on some of the key variables, as 

indicated below.5

Race/ethnicity. Includes the five categories of 

American Indian/Alaska Native; Asian/Pacific 

Islander; Hispanic; non-Hispanic Black; and 

non-Hispanic White. For simplicity’s sake, the 

text refers to Black and White graduates, although students in both of these groups were 

also non-Hispanic. 

Sex. Includes the two categories of male and 

female. 

Disability status (grade 12). Includes students 

who were reported to have a disability and 

students who were reported to have no disability as of grade 12. It should be remembered, 

however, that graduates with the most severe 

disabilities were excluded from the analysis 

due to survey constraints. Consequently, the 

disability status variable identifies students 

with and without disabilities among the population of public high school graduates who 

earned regular or honors diplomas.6 For purposes of this analysis, students with disabilities were considered to be “disadvantaged,” 

while students without disabilities were considered to be more “advantaged.” 

English proficiency (grade 12). Includes the 

two categories of limited English proficiency 

and English proficient. It is important to note 

that this variable describes students’ English 

language proficiency as of grade 12. For pur-

 

5In a few cases, advantaged students were further classified 

as moderately advantaged and highly advantaged. The 

race/ethnicity and sex categories were not classified according 

to advantage, because the Perkins legislation did not make 

this distinction for these variables. 

6As of 1998, about 31 percent of students with disabilities 

held special education diplomas and were excluded from the 

study. 

poses of this analysis, graduates who had limited English proficiency in grade 12 were considered to be “disadvantaged,” while 

graduates who were English proficient in 

grade 12 were considered to be more “advantaged.” 

The report uses the following three measures of 

academic achievement.7 

Grade-point average (GPA). Calculated from 

grades recorded in the transcript files, this 

variable has a range of 0.0 to 4.0. It was not 

possible in some of the surveys to calculate 

GPA for academic courses only (a preferable 

measure of academic achievement), so overall 

GPA was used. GPA was collapsed into the 

three categories: high GPA (greater than 3.5); 

mid-level GPA (2.0 to 3.5); and low GPA 

(less than 2.0). For purposes of this analysis, 

students with a GPA of less than 2.0 were 

considered to be “disadvantaged”; students 

with a GPA of 2.0 to 3.5 were considered to 

be “moderately advantaged”; and students 

with a GPA of greater than 3.5 were considered to be “highly advantaged.” 

Academic coursework completed. This variable describes whether students completed all 

low or all high mathematics, science, and English courses, or some other combination of 

mathematics, science, and English courses 

(mid-level or mixed academic coursetaking). 

Low and high mathematics, science, and English courses are defined in the glossary (ap-

 

7The final federal regulations to the 1990 Perkins Act used 

grade-point average to define academically disadvantaged 

individuals. The other two measures were suggested by previous research on whether vocational education has been a 

“dumping ground” for low academically achieving students 

(Boesel et al. 1994). The 1998 Perkins Act offered no additional guidance for identifying students with barriers to educational achievement, other than limited English proficiency. 
Executive Summary 

vi 

pendix B) and technical appendix (appendix 

C). For purposes of this analysis, students 

completing all low-level academic coursework 

were considered to be “disadvantaged”; students completing all high-level academic 

coursework were considered to be “highly advantaged”; and students completing mid-level 

or mixed academic coursework were considered to be “moderately advantaged.” 

Grade 9 mathematics. This variable identifies 

the mathematics course a student took in 

grade 9. It includes the three categories of 

high-level grade 9 mathematics (geometry or 

higher), mid-level grade 9 mathematics (prealgebra or algebra 1), and low-level mathematics (no mathematics or mathematics 

courses below pre-algebra). It provides a 

measure of academic achievement before most 

of graduates’ coursework in vocational/technical education was taken and is 

therefore less confounded than either GPA or 

academic coursework completed with that 

coursetaking. For purposes of this analysis, 

students who took low-level mathematics in 

grade 9 were considered to be “disadvantaged”; students who took mid-level grade 9 

mathematics were considered to be “moderately advantaged”; and students who took 

high-level grade 9 mathematics were considered to be “highly advantaged.” 

Although a student-level measure of socioeconomic status would have been preferable for this 

analysis, such a variable was not available from 

the 1990, 1994, and 1998 High School Transcript 

Studies (HSTS). Instead, the report uses the following two school-level variables as measures of 

economic status.8

 

8Section 421 of the 1990 Perkins Act included information on 

students in rural and urban areas in its identification of ecoSchool urbanicity. This variable describes the 

location of the school a graduate attended in 

the 12th grade and includes the three categories of urban, suburban, and rural. These categories are defined further in the glossary 

(appendix B) and technical appendix (appendix C). 

School poverty level. This variable describes 

the proportion of students in the school a 

graduate attended in the 12th grade who participated in the National School Lunch Program (NSLP). It includes the categories of 

high poverty (greater than 50 percent in 

NSLP) and low poverty (5 percent or less in 

NSLP), with a middle group having greater 

than 5 to 50 percent of students in NSLP. This 

variable also includes a category for students 

whose schools did not report their participation in NSLP. For purposes of this analysis, 

students in high-poverty schools were considered to be “disadvantaged,” while students in 

low-poverty schools were considered to be 

“highly advantaged.” The middle group was 

considered to be of mixed advantage. The 

variable is defined further in the glossary (appendix B) and technical appendix (appendix 

C). 

It should be remembered that there may be a 

fairly high correlation among some of these population variables. The report did not attempt to isolate the unique contribution of each factor to 

participation in vocational/technical education. 

Instead, the report describes bivariate relationships according to NCES standards for this type of 

analysis. See appendix C for additional informa-

 

nomically disadvantaged students. The final regulations to the 

1990 Perkins Act also included eligibility for the National 

School Lunch Program in the definition of this group. The 

1998 Perkins Act provided no additional guidance on defining economically disadvantaged students. 
 Executive Summary 

vii 

tion on the technical methodology used in the report. 

Vocational/Technical Coursetaking 

in 1998 

Overall Patterns Among 1998 Graduates 

Although most 1998 public high school graduates took at least some vocational/technical and 

occupational coursework, graduates who were 

members of disadvantaged groups generally took 

more vocational/technical and occupational 

coursework and were more likely to concentrate in 

occupational education than their counterparts 

who were members of more advantaged groups. 

These differences were apparent with regard to 

disability status in grade 12, GPA, academic 

coursework completed, grade 9 mathematics, and 

school poverty. One exception was that students 

who had limited English proficiency in grade 12 

generally took less vocational/technical and occupational coursework and were less likely to concentrate in occupational education than their 

English proficient peers. 

In addition, male graduates took more vocational/technical and occupational coursework than 

female graduates, and students in rural schools 

took more such coursework than students in either 

urban or suburban schools. In contrast, 

Asians/Pacific Islanders generally took less vocational/technical and occupational coursework than 

graduates in other racial/ethnic groups, particularly Black and White graduates. 

Characteristics of Occupational 

Concentrators From the Class of 1998 

Although disadvantaged students were more 

likely to participate in vocational/technical education in general, and to concentrate in occupational 

education in particular, these students represented 

a minority of all occupational concentrators. In 

fact, when students were classified into three 

groups (low-, moderate- or middle-, and highadvantage), the majority of occupational concentrators (about 60 percent or more) came from the 

middle groups. This pattern was apparent with 

regard to GPA, academic coursework completed, 

grade 9 mathematics, and school poverty. In each 

case, either occupational concentrators were more 

likely to be from the middle groups than was the 

1998 public high school class as a whole, or no 

significant difference was detected in the proportion of occupational concentrators and all graduates who were from these groups. Moreover, no 

significant difference was detected in the proportion of occupational concentrators and all graduates who were from the lowest academic 

achievement groups. However, occupational concentrators were less likely than the 1998 graduating class as a whole to be from the highest 

academic achievement groups. 

In the cases of disability status and English 

proficiency in grade 12, most occupational concentrators (more than 95 percent) came from advantaged (rather than disadvantaged) groups. 

While a larger proportion of occupational concentrators than the 1998 graduating class as a whole 

were disabled in grade 12, the proportion of occupational concentrators who had limited English 

proficiency in grade 12 was lower than that for all 

1998 graduates. 

The majority of occupational concentrators 

(more than 50 percent) were White and were male. 

In fact, occupational concentrators were more 

likely to be male than the 1998 graduating class as 
Executive Summary 

viii 

a whole.9 With regard to school urbanicity, no 

school type enrolled a majority of occupational 

concentrators. However, occupational concentrators were more likely to attend rural schools than 

urban schools.10 

While academically disadvantaged graduates 

were more likely than their more advantaged peers 

to concentrate in occupational education generally, this pattern was reversed to some extent in 

certain occupational program areas. Notably, 

higher achieving students were somewhat more 

likely than their lower achieving peers to concentrate in communications technology. 

Trends in Vocational/Technical 

Coursetaking: 1982 to 199811

The average number of credits graduates 

earned in vocational/technical education declined 

from 1982 to 1990, after which no significant 

changes were detected. One question of interest to 

policymakers is whether these declines occurred 

across the board or only among certain subgroups 

of students. 

Most often, vocational/technical coursetaking 

declines occurred among groups earning numbers 

of vocational/technical credits that were not statistically different from the average for all 1982 

graduates. In comparison, there were few significant changes detected in the average number of 

 

9No significant difference was detected in the proportions of 

occupational concentrators and all 1998 graduates who were 

White. 

10No significant difference was detected in the proportion of 

occupational concentrators who attended suburban schools 

and those who attended schools in other locales. In addition, 

no significant difference was detected between occupational 

concentrators and all 1998 graduates based on school urbanicity. 

11Because data for 1982 were not available, trends between 

1982 and 1998 could not be determined with regard to English proficiency in grade 12 and school poverty. 

vocational/technical credits earned by several 

groups that earned above-average numbers of vocational/technical credits in 1982. At the same 

time, there were no significant changes detected 

between 1982 and 1998 in the average number of 

vocational/technical credits earned by several 

groups that earned below-average numbers of vocational/technical credits in 1982 compared with 

all 1982 graduates. 

As a consequence of these changes, there were 

few shifts among subgroups of graduates with regard to their relative vocational/technical coursetaking patterns over the period studied. That is, 

most groups that earned above-average numbers 

of vocational/technical credits in 1982 still earned 

above-average numbers of such credits as of 1998 

(including low academic achievers and students 

attending rural schools). In addition, all groups 

that earned below-average numbers of vocational/technical credits in 1982 still earned belowaverage numbers of such credits as of 1998 (including Asians/Pacific Islanders and high academic achievers). Finally, despite the coursetaking 

declines noted above, most groups that earned 

numbers of vocational/technical credits in 1982 

that were not statistically different from the average for all 1982 graduates were also in this middle 

coursetaking group as of 1998. 

In contrast to declines in vocational/technical 

coursetaking, there was no statistically significant 

change between 1982 and 1998 in the average 

number of occupational credits that graduates 

earned in high school. However, trends varied 

somewhat among student groups. For example, 

students with disabilities as of grade 12 took the 

equivalent of about one additional full-year occupational course, while Hispanic graduates took 

about one-half fewer occupational courses, by the 

end of the period. 
 Executive Summary 

ix 

Trends in Occupational Concentrating 

The percentage of public high school graduates 

who concentrated in occupational education declined from 33.7 percent in 1982 to 27.8 percent 

in 1990, after which no significant changes were 

detected. However, trends varied among student 

groups. Similar to the vocational/technical coursetaking changes noted above, declines in occupational concentration rates occurred most often 

among groups with concentration rates in 1982 

that were not statistically different from the average for all 1982 graduates. In addition, there were 

few significant changes detected between 1982 

and 1998 in the concentration rates for several 

groups that exhibited below-average occupational 

concentration rates in 1982 compared with all 

1982 graduates. 

As a consequence of these changes, most subgroups of graduates kept their relative occupational concentration status over the period studied. 

That is, most groups that exhibited above-average 

occupational concentration rates in 1982 still concentrated in occupational education at aboveaverage rates as of 1998 (including males and students completing all low academic coursework in 

high school). In addition, most groups that exhibited below-average occupational concentration 

rates in 1982 still concentrated in occupational 

education at below-average rates as of 1998 (including females and high academic achievers). 

Finally, most groups that exhibited occupational 

concentration rates in 1982 that were not statistically different from the average for all 1982 

graduates were also in this middle occupational 

concentrating group as of 1998. 

Trends in occupational concentrating also varied by program area. For example, while most student groups were more likely to concentrate in 

communications technology in 1998 than in 1982, 

no significant changes in concentration rates in 

this program area were detected over this period 

among Blacks, Hispanics, students with disabilities as of grade 12, students taking low-level 

mathematics in grade 9, and students in urban 

schools. In addition, while no differences were 

detected between 1982 and 1998 in overall rates 

of concentrating in marketing, print production, 

and computer technology, these program areas 

attracted somewhat higher academically achieving 

students over the period. 

Gaps in Occupational Concentration 

Rates 

Occupational concentration rates in specific 

program areas often varied by student 

race/ethnicity, sex, and disability status. Most differences in occupational concentration rates 

among racial/ethnic groups in 1982 were no 

longer detected by 1998. In contrast, most 1982 

differences between males and females persisted 

as of 1998. However, some of these gender gaps 

decreased, particularly in business services where 

male graduates increased their concentration rate 

over the period. With regard to disability status in 

grade 12, in no program areas were students with 

disabilities more likely to concentrate than students without disabilities in 1982.12 However, by 

1998, students with disabilities as of grade 12 

were more likely than those without to concentrate 

in agriculture, construction, mechanics and repair, 

and materials production. 

Trends in the Characteristics of 

Occupational Concentrators

Some changes in the characteristics of occupational concentrators were consistent with changes 

 

12In fact, students with disabilities were less likely than those 

without to concentrate in business services and in communications technology in 1982. However, these gaps were no 

longer detected as of 1998. 
Executive Summary 

x 

in the student body in general between 1982 and 

1998. For example, both graduates in general and 

occupational concentrators in particular became 

more academically advantaged by 1998. However, 

the shift toward moderate academic achievement 

was greater for occupational concentrators than 

for the larger group of graduates. 

Computer-Related Coursetaking 

The SST currently includes all computerrelated courses (including those taught in mathematics and computer science departments) under 

the vocational/technical curriculum. The report 

focused on overall computer-related coursetaking 

for the period 1990 to 1998, as well as on coursetaking in the typewriting/keyboarding, computerrelated business services, and computer technology areas. 

Computer-Related Coursetaking Among 

1998 Graduates

The 1998 public high school graduates took the 

equivalent of about one full-year computer-related 

course on average during high school. Graduates 

with disabilities as of grade 12 took less computer-related coursework overall than their 1998 

counterparts without such disabilities. In addition, 

graduates in low-poverty schools took less computer-related coursework than their counterparts in 

higher poverty schools. In contrast, graduates who 

were moderate academic achievers, who attended 

rural schools, or who were Black took more computer-related coursework overall than their 1998 

peers who were lower academic achievers, who 

attended urban or suburban schools, or who were 

Asian/Pacific Islander, respectively. Generally, 

there was mixed evidence about the relationship 

between student advantage and the amount of 

computer-related coursework taken by 1998 

graduates. 

Trends in Computer-Related 

Coursetaking

There were no significant changes in overall 

computer-related coursetaking between 1990 and 

1998, although coursetaking declined in typewriting/keyboarding over the same period. In addition, 

trends varied somewhat among student groups. 

Compared to their 1990 peers, 1998 graduates 

who had disabilities in grade 12 or who were male 

took more computer-related coursework overall 

and in business services. In addition, 1998 graduates with disabilities in grade 12 took more computer technology coursework than their 1990 

peers. In contrast, 1998 graduates who were female took less computer-related coursework overall than their 1990 peers. 

Combining Vocational/Technical and 

Academic Coursetaking 

Several pieces of federal legislation in the 

1990s focused attention on increasing the academic achievement of participants in vocational/technical education, including the Carl D. 

Perkins Vocational and Applied Technology Education Act Amendments of 1990 and 1998 and the 

School-to-Work Opportunities Act of 1994. Consequently, the report examined some of the ways 

that public high school graduates combined academic and vocational/technical education between 

1982 and 1998, focusing primarily on the academic coursetaking of occupational concentrators. 

Core Academic Coursetaking Among 

1998 Graduates

For most identified student groups, 1998 

graduates in general earned more credits in core 

academic subjects (English, mathematics, science, 

and social studies) than occupational concentra-
 Executive Summary 

xi 

tors. However, there were no significant differences between occupational concentrators and the 

larger group of 1998 graduates in the numbers of 

core academic credits earned by the subsets of 

students who were from racial/ethnic minorities, 

who had disabilities as of grade 12, who completed either all low- or all high-level academic 

coursework in high school, who took high-level 

mathematics coursework in grade 9, or who attended urban or high-poverty schools. 

Among the class of 1998, occupational concentrators who were members of more advantaged 

groups generally earned more core academic credits than occupational concentrators who were less 

advantaged. This was true with regard to disability 

status in grade 12, GPA, academic coursework 

completed, and grade 9 mathematics. However, no 

significant differences were detected among occupational concentrators with regard to school poverty level or school urbanicity. In addition, 

occupational concentrators who were 

Asian/Pacific Islander and were female earned 

more core academic credits than occupational 

concentrators who were members of other racial/ethnic groups and were male, respectively. All 

of these 1998 patterns for occupational concentrators held as well for the larger group of public 

high school graduates. 

Trends in Core Academic Coursetaking

Both the larger group of 1998 public high 

school graduates and the subset of these graduates 

who were occupational concentrators earned more 

core academic credits than their 1982 counterparts, regardless of their special or protected 

population status. For every identified student 

group, there was no significant difference in the 

rates of increase over the period in the number of 

core academic credits earned by all graduates 

compared with occupational concentrators. 

Among both the larger group of public high 

school graduates and the subset of these graduates 

who were occupational concentrators, increases 

between 1982 and 1998 in core academic credits 

earned were smaller for students with disabilities 

in grade 12, American Indians/Alaska Natives, 

and males than for students without disabilities in 

grade 12, Hispanics, and females, respectively. 

Conclusion 

Various federal legislation is concerned with 

the participation of special and protected populations in education programs. This report examined 

the participation of public high school graduates 

in vocational/technical education between 1982 

and 1998, focusing on the participation of graduates based on their special and protected population status. 

Trends in participation for most subgroups reflected overall trends for graduates. Generally, 

graduates took fewer vocational courses between 

1982 and 1998, although their occupational 

coursetaking was relatively steady. The percentage of graduates concentrating in occupational 

education (earning 3.0 or more credits in one of 

the 10 broad occupational program areas cited in 

the report) also declined over the period. 

A few groups of graduates exhibited exceptions 

to these general trends, however. In particular, 

graduates with disabilities as of grade 12 took 

more vocational and occupational coursework by 

the end of the period studied. In addition, 

Asians/Pacific Islanders and high academic 

achievers earned numbers of vocational credits 

and exhibited occupational concentration rates at 

the end of the period that were not statistically 

different from corresponding figures for 1982. 

Thus, these latter groups did not exhibit the usual 

declines. Both Asians/Pacific Islanders and high 
Executive Summary 

xii 

academic achievers participated in vocational/technical education at below-average rates 

at the beginning of the period. 

As of 1998, there were differences in participation in vocational/technical education on all of the 

variables examined in the report: race/ethnicity, 

sex, disability status, English proficiency, academic achievement, and school urbanicity and 

poverty level. In particular, groups exhibiting relatively high levels of participation in vocational/technical education in comparison with 

their peers included males, graduates with disabilities as of grade 12, low academic achievers, 

and graduates in rural and in high-poverty schools. 

In contrast, females, Asians/Pacific Islanders, and 

graduates who had limited English proficiency as 

of grade 12 exhibited relatively low levels of such 

participation. 

With regard to computer-related coursetaking, 

groups exhibiting relatively low levels of participation in comparison with their 1998 peers included students with disabilities as of grade 12, 

low academic achievers, Asians/Pacific Islanders, 

and students in low-poverty and in urban and 

suburban schools. Among these groups, 1998 

graduates who had disabilities as of grade 12 and 

graduates who were low academic achievers also 

earned fewer core academic credits than their 

more advantaged counterparts. However, 1998 

graduates who were Asian/Pacific Islander as well 

as female graduates earned relatively large numbers of core academic credits in comparison with 

their peers. All of these core academic coursetaking patterns also held for the subset of graduates 

who were occupational concentrators. 

On measures that classified students into three 

levels of advantage (low-, moderate- or middle-, 

and high-advantage), most occupational concentrators were from the middle groups. In some 

cases, occupational concentrators were more 

likely to be from the middle groups than was the 

1998 public high school class as a whole. Although no significant difference was detected in 

the proportion of occupational concentrators and 

all graduates who were from the lowest academic 

achievement groups, occupational concentrators 

were less likely than the 1998 graduating class as 

a whole to be from the highest academic achievement groups. 
xiii 

Foreword 

In 1987, the National Center for Education Statistics (NCES) instituted a new approach to 

collecting and reporting data on vocational education. Under the new approach, vocational education data are collected primarily through general purpose surveys—including high school transcript studies—rather than separate vocational education questionnaires or studies. This 

arrangement allows NCES to situate vocational education activities within the broader education 

context. In 1998, a Technical Review Panel was formed to provide NCES with regular input on 

its Data on Vocational Education (DOVE ) program, including surveys and reports. 

This report updates and expands upon trends in vocational/technical coursetaking that were 

published in the NCES report Vocational Education in the United States: Toward the Year 2000

(Levesque et al. 2000). Specifically, the current report examines patterns and trends in the vocational/technical coursetaking of public high school graduates between 1982 and 1998, based on 

their special and protected population status. This report is intended to accompany the NCES report Trends in High School Vocational/Technical Coursetaking: 1982–1998 (Levesque 2003), 

which provides an in-depth examination of the vocational/technical coursetaking trends of public 

high school graduates in general. 

Information on NCES’ DOVE program and publications may be found at the following 

web site: http://nces.ed.gov/surveys/dove. Your comments about NCES vocational education 

publications are welcome and may be sent to Lisa Hudson, NCES, 1990 K Street NW, Suite 900, 

Washington, DC 20006 or lisa.hudson@ed.gov. 
xiv 

Acknowledgments 

The author would like to thank several persons who contributed to this report. Foremost, 

the author is indebted to Lisa Hudson of the National Center for Education Statistics (NCES) for 

her thoughtful input, guidance, and encouragement. In addition, members of NCES’ Data on Vocational Education (DOVE) Technical Review Panel (TRP)—especially Marsha Silverberg of the 

U.S. Department of Education’s National Assessment of Vocational Education—provided clarity 

about and insight into the issues that should be addressed in this report and contributed to the interpretation of key findings. 

The author would like to thank Bill Hussar of NCES for his patient and careful technical 

review of this report. The author is also thankful for the thoughtfulness of those who served as 

peer reviewers of the report, including the adjudicator, Bruce Taylor, of NCES; as well as John 

Wirt and Janis Brown of NCES; Peggy Zelinko of the Office of Innovation and Improvement; 

Carolyn Lee of the Office of Vocational and Adult Education; Duc-Le To of the Institute of Education Sciences; Sara McPhee of the National Association of the State Directors of Career Technical Education Consortium; and James R. Stone III of the National Research Center for Career 

and Technical Education. 

Several MPR Associates staff—current and former—also contributed to the report. The author thanks Gary Hoachlander for his dynamic vision and understanding of vocational/technical 

education; Kathleen Mullen and Jin Kwon for their research assistance; Ellen Liebman for her 

programming assistance; and Barbara Kridl, Francesca Tussing, Wes Nations, Patti Gildersleeve, 

and Andrea Livingston for their production and editorial support. 
xv 

Table of Contents 

Page 

Executive Summary .................................................................................................................. iii

Foreword.................................................................................................................................... xiii

Acknowledgments...................................................................................................................... xiv

List of Tables ............................................................................................................................. xvi

List of Figures............................................................................................................................ xxvi

I. Introduction ........................................................................................................................... 1

Purpose of the Report............................................................................................................ 1 

Description of the Data ......................................................................................................... 2 

Terms Used in the Report...................................................................................................... 4 

Overall Trends....................................................................................................................... 11 

II. Selected Findings.................................................................................................................. 13

Patterns of Vocational/Technical Coursetaking in 1998....................................................... 13 

Trends in Vocational/Technical Coursetaking: 1982 to 1998............................................... 20 

Computer-Related Coursetaking........................................................................................... 31 

Combining Vocational/Technical and Academic Coursetaking ........................................... 35 

Conclusion............................................................................................................................. 36 

References.................................................................................................................................. 39

Tables ......................................................................................................................................... 43

Appendix A—Standard Error Tables..................................................................................... 149

Appendix B—Glossary ............................................................................................................. 255

Appendix C—Technical Notes and Methodology .................................................................. 263
xvi 

List of Tables 

Table Page 

1 Percentage of public high school graduates taking vocational/technical education 

courses, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 44 

2 Percentage of public high school graduates taking occupational courses, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 46 

3 Average number of vocational/technical credits earned by public high school 

graduates, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 48 

4 Average number of occupational credits earned by public high school graduates, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 50 

5 Percentage of total credits earned by public high school graduates that are vocational/ 

technical credits, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 52 

6 Percentage of total vocational/technical credits earned by public high school graduates 

that are occupational credits, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 54 

7 Percentage of vocational/technical credits earned by public high school graduates that 

were earned in the 9th grade, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 56 

8 Percentage of vocational/technical credits earned by public high school graduates that 

were earned in the 10th grade, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 58 

9 Percentage of vocational/technical credits earned by public high school graduates that 

were earned in the 11th grade, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 60 
 List of Tables 

xvii 

Table Page 

10 Percentage of vocational/technical credits earned by public high school graduates that 

were earned in the 12th grade, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 62 

11 Percentage of public high school graduates earning 3.0 or more vocational/technical 

credits, by selected characteristics, including special and protected populations status: 

Various years, 1982–98................................................................................................... 64 

12 Percentage of public high school graduates earning 3.0 or more occupational credits, 

by selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 66 

13 Percentage of public high school graduates concentrating in occupational education, 

by selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 68 

14 Percentage of public high school graduates earning 3.0 or more occupational credits 

who concentrated in occupational education, by selected characteristics, including 

special and protected populations status: Various years, 1982–98 ................................. 70 

15 Percentage of public high school graduates completing an advanced concentration in 

occupational education, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 72 

16 Percentage of public high school graduates concentrating in agriculture, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 74 

17 Percentage of public high school graduates concentrating in business, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 76 

18 Percentage of public high school graduates concentrating in business services, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 78 

19 Percentage of public high school graduates concentrating in business management, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 80 

20 Percentage of public high school graduates concentrating in marketing, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 82 
List of Tables 

xviii 

Table Page 

21 Percentage of public high school graduates concentrating in health care, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 84 

22 Percentage of public high school graduates concentrating in protective services, by 

selected characteristics, including special and protective populations status: Various 

years, 1982–98................................................................................................................. 86 

23 Percentage of public high school graduates concentrating in trade and industry 

program areas, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 88 

24 Percentage of public high school graduates concentrating in construction, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 90 

25 Percentage of public high school graduates concentrating in mechanics and repair, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 92 

26 Percentage of public high school graduates concentrating in precision production, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 94 

27 Percentage of public high school graduates concentrating in print production, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 96 

28 Percentage of public high school graduates concentrating in materials production, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 98 

29 Percentage of public high school graduates concentrating in other precision 

production, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 100 

30 Percentage of public high school graduates concentrating in transportation, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 102 

31 Percentage of public high school graduates concentrating in technology program 

areas, by selected characteristics, including special and protected populations status: 

Various years, 1982–98................................................................................................... 104 
 List of Tables 

xix 

Table Page 

32 Percentage of public high school graduates concentrating in computer technology, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 106 

33 Percentage of public high school graduates concentrating in communications 

technology, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 108 

34 Percentage of public high school graduates concentrating in other technologies, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 110 

35 Percentage of public high school graduates concentrating in food service and 

hospitality, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 112 

36 Percentage of public high school graduates concentrating in child care and education, 

by selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 114 

37 Percentage of public high school graduates concentrating in personal and other 

services, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 116 

38 Percentage distribution of public high school graduates, by selected characteristics, 

including special and protected populations status: Various years, 1982–98 ................. 118 

39 Percentage distribution of occupational concentrators, by selected characteristics, 

including special and protected populations status: Various years, 1982–98 ................. 120 

40 Percentage distribution of public high school graduates earning 3.0 or more 

occupational credits, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 122 

41 Average number of computer-related credits earned by public high school graduates 

in computer-related areas, by selected characteristics, including special and protected 

populations status: 1998 ................................................................................................. 124 

42 Average number of computer-related credits earned by public high school graduates, 

by selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 126 

43 Average number of typewriting/keyboarding credits earned by public high school 

graduates, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 128 
List of Tables 

xx 

Table Page 

44 Average number of computer-related business services credits earned by public high 

school graduates, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 130 

45 Average number of computer technology credits earned by public high school 

graduates, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 132 

46 Average number of total credits earned in high school by public high school 

graduates, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 134 

47 Average number of core academic credits earned by public high school graduates, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 136 

48 Average number of core academic credits earned by occupational concentrators, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 138 

49 Percentage distribution of public high school graduates who completed both an 

occupational concentration and college-preparatory coursework, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 140 

50 Percentage of public high school graduates who completed high-level mathematics 

courses in grade 9, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 142 

51 Percentage of occupational concentrators who completed high-level mathematics 

courses in grade 9, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 144 

52 Percentage of public high school graduates earning 3.0 or more occupational credits 

who met the New Basics core academic requirements, by selected characteristics, 

including special and protected populations status: Various years, 1982–98 ................. 146 

Appendix A 

A1 Standard errors for table 1: Percentage of public high school graduates taking 

vocational/technical education courses, by selected characteristics, including special 

and protected populations status: Various years, 1982–98 ............................................. 150 
 List of Tables 

xxi 

Table Page 

A2 Standard errors for table 2: Percentage of public high school graduates taking 

occupational courses, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 152 

A3 Standard errors for table 3: Average number of vocational/technical credits earned by 

public high school graduates, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 154 

A4 Standard errors for table 4: Average number of occupational credits earned by public 

high school graduates, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 156 

A5 Standard errors for table 5: Percentage of total credits earned by public high school 

graduates that are vocational/technical credits, by selected characteristics, including 

special and protected populations status: Various years, 1982–98 ................................. 158 

A6 Standard errors for table 6: Percentage of total vocational/technical credits earned by 

public high school graduates that are occupational credits, by selected characteristics, 

including special and protected populations status: Various years, 1982–98 ................. 160 

A7 Standard errors for table 7: Percentage of vocational/technical credits earned by 

public high school graduates that were earned in the 9th grade, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 162 

A8 Standard errors for table 8: Percentage of vocational/technical credits earned by 

public high school graduates that were earned in the 10th grade, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 164 

A9 Standard errors for table 9: Percentage of vocational/technical credits earned by 

public high school graduates that were earned in the 11th grade, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 166 

A10 Standard errors for table 10: Percentage of vocational/technical credits earned by 

public high school graduates that were earned in the 12th grade, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 168 

A11 Standard errors for table 11: Percentage of public high school graduates earning 3.0 or 

more vocational/technical credits, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 170 
List of Tables 

xxii 

Table Page 

A12 Standard errors for table 12: Percentage of public high school graduates earning 3.0 or 

more occupational credits, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 172 

A13 Standard errors for table 13: Percentage of public high school graduates concentrating 

in occupational education, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 174 

A14 Standard errors for table 14: Percentage of public high school graduates earning 3.0 or 

more occupational credits who concentrated in occupational education, by selected 

characteristics, including special and protected populations status: Various years, 

1982–98........................................................................................................................... 176 

A15 Standard errors for table 15: Percentage of public high school graduates completing 

an advanced concentration in occupational education, by selected characteristics, 

including special and protected populations status: Various years, 1982–98 ................. 178 

A16 Standard errors for table 16: Percentage of public high school graduates concentrating 

in agriculture, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 180 

A17 Standard errors for table 17: Percentage of public high school graduates concentrating 

in business, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 182 

A18 Standard errors for table 18: Percentage of public high school graduates concentrating 

in business services, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 184 

A19 Standard errors for table 19: Percentage of public high school graduates concentrating 

in business management, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 186 

A20 Standard errors for table 20: Percentage of public high school graduates concentrating 

in marketing, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 188 

A21 Standard errors for table 21: Percentage of public high school graduates concentrating 

in health care, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 190 

A22 Standard errors for table 22: Percentage of public high school graduates concentrating 

in protective services, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 192 
 List of Tables 

xxiii 

Table Page 

A23 Standard errors for table 23: Percentage of public high school graduates concentrating 

in trade and industry program areas, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 194 

A24 Standard errors for table 24: Percentage of public high school graduates concentrating 

in construction, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 196 

A25 Standard errors for table 25: Percentage of public high school graduates concentrating 

in mechanics and repair, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 198 

A26 Standard errors for table 26: Percentage of public high school graduates concentrating 

in precision production, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 200 

A27 Standard errors for table 27: Percentage of public high school graduates concentrating 

in print production, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 202 

A28 Standard errors for table 28: Percentage of public high school graduates concentrating 

in materials production, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 204 

A29 Standard errors for table 29: Percentage of public high school graduates concentrating 

in other precision production, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 206 

A30 Standard errors for table 30: Percentage of public high school graduates concentrating 

in transportation, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 208 

A31 Standard errors for table 31: Percentage of public high school graduates concentrating 

in technology program areas, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 210 

A32 Standard errors for table 32: Percentage of public high school graduates concentrating 

in computer technology, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 212 

A33 Standard errors for table 33: Percentage of public high school graduates concentrating 

in communications technology, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 214 
List of Tables 

xxiv 

Table Page 

A34 Standard errors for table 34: Percentage of public high school graduates concentrating 

in other technologies, by selected characteristics, including special and protected 

populations status: Various years, 1982–98.................................................................... 216 

A35 Standard errors for table 35: Percentage of public high school graduates concentrating 

in food service and hospitality, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 218 

A36 Standard errors for table 36: Percentage of public high school graduates concentrating 

in child care and education, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 220 

A37 Standard errors for table 37: Percentage of public high school graduates concentrating 

in personal and other services, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 222 

A38 Standard errors for table 38: Percentage distribution of public high school graduates, 

by selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 224 

A39 Standard errors for table 39: Percentage distribution of occupational concentrators, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 226 

A40 Standard errors for table 40: Percentage distribution of public high school graduates 

earning 3.0 or more occupational credits, by selected characteristics, including special 

and protected populations status: Various years, 1982–98 ............................................. 228 

A41 Standard errors for table 41: Average number of computer-related credits earned by 

public high school graduates in computer-related areas, by selected characteristics, 

including special and protected populations status: 1998 ............................................... 230 

A42 Standard errors for table 42: Average number of computer-related credits earned by 

public high school graduates, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 233 

A43 Standard errors for table 43: Average number of typewriting/keyboarding credits 

earned by public high school graduates, by selected characteristics, including special 

and protected populations status: Various years, 1982–98 ............................................. 235 

A44 Standard errors for table 44: Average number of computer-related business services 

credits earned by public high school graduates, by selected characteristics, including 

special and protected populations status: Various years, 1982–98 ................................. 237 
 List of Tables 

xxv 

Table Page 

A45 Standard errors for table 45: Average number of computer technology credits earned 

by public high school graduates, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 ................................................... 239 

A46 Standard errors for table 46: Average number of total credits earned in high school by 

public high school graduates, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 241 

A47 Standard errors for table 47: Average number of core academic credits earned by 

public high school graduates, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 243 

A48 Standard errors for table 48: Average number of core academic credits earned by 

occupational concentrators, by selected characteristics, including special and 

protected populations status: Various years, 1982–98 .................................................... 245 

A49 Standard errors for table 49: Percentage distribution of public high school graduates 

who completed both an occupational concentration and college-preparatory 

coursework, by selected characteristics, including special and protected populations 

status: Various years, 1982–98........................................................................................ 247 

A50 Standard errors for table 50: Percentage of public high school graduates who 

completed high-level mathematics courses in grade 9, by selected characteristics, 

including special and protected populations status: Various years, 1982–98 ................. 249 

A51 Standard errors for table 51: Percentage of occupational concentrators who completed 

high-level mathematics courses in grade 9, by selected characteristics, including 

special and protected populations status: Various years, 1982–98 ................................. 251 

A52 Standard errors for table 52: Percentage of public high school graduates earning 3.0 or 

more occupational credits who met the New Basics core academic requirements, by 

selected characteristics, including special and protected populations status: Various 

years, 1982–98................................................................................................................. 253 
xxvi 

List of Figures 

Page 

1 Secondary School Taxonomy.......................................................................................... 3 

2 Classification of computer-related courses in the Secondary School Taxonomy ........... 7 
1 

I. Introduction 

Purpose of the Report 

The Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 

(1998 Perkins Act) requires that the National Center for Education Statistics (NCES) collect and 

report information on vocational/technical education as part of its assessments. This report updates and expands upon trends in vocational/technical coursetaking that were published in the 

NCES report Vocational Education in the United States: Toward the Year 2000 (Levesque et al. 

2000). Specifically, the current report examines patterns and trends in the vocational/technical 

coursetaking of public high school graduates between 1982 and 1998, based on their special and 

protected population status. This report is intended to accompany the NCES report Trends in 

High School Vocational/Technical Coursetaking: 1982–1998 (Levesque 2003), which provides 

an in-depth examination of the vocational/technical coursetaking trends of public high school 

graduates in general. 

The 1998 Perkins Act defines “special populations” as follows: 

• individuals with disabilities; 

• individuals from economically disadvantaged families, including foster children; 

• individuals preparing for occupations that are nontraditional for their gender; 

• single parents, including single pregnant women; 

• displaced homemakers; and 

• individuals with other barriers to educational achievement, including individuals with 

limited English proficiency. 

The 1990 Perkins Act, which governed the second half of the period covered in this report 

(1990–1998), defined “special populations” fairly similarly, including individuals with handicaps, educationally and economically disadvantaged individuals (including foster children), individuals of limited English proficiency, individuals who participate in programs designed to 

eliminate sex bias, and individuals in correctional institutions. 
I. Introduction 

2 

In addition, federal statutes protect against discrimination in education programs and activities receiving federal financial assistance (such as Perkins Act funds) on the basis of race, color, 

national origin, sex, disability, and age (Office for Civil Rights 2001). For purposes of this report, “protected populations” include American Indians/Alaska Natives, Asians/Pacific Islanders, 

Hispanics, and non-Hispanic Blacks; females; and students with disabilities. To the extent possible, this report provides information on trends in the vocational/technical coursetaking of these 

special and protected populations, as well as their peers who were not members of these groups. 

Description of the Data 

This report analyzes trends in vocational/technical coursetaking by examining high school 

transcripts for the graduating classes of 1982, 1990, 1992, 1994, and 1998.1 The analysis samples 

and variables used in the report are comparable across the survey years. The analysis focuses on 

public high school graduates who earned regular or honors diplomas.2 A detailed description of 

the data surveys and the rules for including students in the analysis population are provided in 

appendix C. 

Transcripts provide information on the courses that public high school graduates took in 

grades 9 through 12. For simplicity’s sake, the report refers to this information as “high school 

coursetaking.” With the exception of tables 7–10, which examine coursetaking in each grade (9 

through 12) separately, the report describes the cumulative coursework that graduates took in 

high school. 

Researchers assigned codes to each course on a transcript according to the Classification of 

Secondary School Courses (CSSC) (Westat 1992). This report then used the Secondary School 

Taxonomy (SST) to classify these codes into broader course groupings (Bradby and Hoachlander 

1999). As figure 1 shows, the SST classifies high school courses into three main curricular areas 

(academic, vocational/technical, and enrichment/other) and their subareas. The same course 

 

1These transcript studies were conducted as part of the High School and Beyond Longitudinal Study of 1980 Sophomores, “High 

School Transcript Study” (HS&B-So:80/82) regarding 1982 graduates; the National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, Transcript Survey, 1992” regarding 1992 graduates; and the High School Transcript Studies 

(HSTS) of 1990, 1994, and 1998 regarding 1990, 1994, and 1998 graduates, respectively. 

2The HS&B and NELS studies excluded students with the most severe disabilities, where it was determined by school staff that 

these students were unable to complete the lengthy student questionnaires that were a part of these studies. In order to ensure

comparability across the data sets, graduates with special education diplomas were excluded from the HSTS samples (Gifford et 

al. 1989; Tuma 1996). Thus, the samples used for this trend analysis were consistent with the population of public high graduates, including students with disabilities, who earned regular or honors diplomas in each of the study years. This restriction is 

consistent with NCES reports on high school vocational/technical coursetaking published over the last decade and is consistent 

with NCES procedures for transcript studies (Alt and Bradby 1999). In addition, there may be some minor coding differences 

between NELS and the other transcript data that may affect the data for 1992. See appendix C for more information. 
 I. Introduction 

3 

Figure 1.—Secondary School Taxonomy

MathematicsScience English Social

Studies

Fine

Arts

NonEnglish

(Foreign)

Languages

Family

and

Consumer

Sciences

Education

General

Labor

Market

Preparation

Specific Labor

Market

Preparation

(Occupational

Education)

General

Skills

Health,

Physical,

and

Recreational

Education

Religion

and

Theology

Military

Science

Academic Vocational Enrichment/other

MathematicsScience English Social

Studies

Fine

Arts

NonEnglish

(Foreign)

Languages

Family

and

Consumer

Sciences

Education

General

Labor

Market

Preparation

Specific Labor

Market

Preparation

(Occupational

Education)

General

Skills

Health,

Physical,

and

Recreational

Education

Religion

and

Theology

Military

Science

SOURCE: Adapted from Bradby, D. and Hoachlander, E.G. (1999). 1998 Revision of the Secondary School Taxonomy (NCES 1999–06). U.S. Department of Education. Washington,

DC: National Center for Education Statistics Working Paper.

Academic Vocational/technical Enrichment/other

Food Service and Hospitality

Food services

Culinary arts

Hospitality sales

Hotel and motel management

Food Service and Hospitality

Food services

Culinary arts

Hospitality sales

Hotel and motel management

Child Care and Education

Child care services

Child development

Other education

Library science

Child Care and Education

Child care services

Child development

Other education

Library science

Personal and Other Services

Interior design

Cosmetology/barbering

Dry cleaning

Building and grounds maintenance

Custodial and housekeeping services

Clothing and textiles

Home economics occupations

General services occupations

Health Care

Health occupations

Health technology/

laboratory

Nursing assisting

Dental assisting

Dental technology

Public and

Protective

Services

Criminal justice

Fire fighting

Human services

Health Care

Health occupations

Health technology/

laboratory

Nursing assisting

Dental assisting

Dental technology

Protective

Services

(and Public

Services)

Criminal justice

Fire fighting

Human services

TECHNOLOGY

Other Technology

Electronic technology

Electromechanical technology

Industrial production technology

Chemical technology

Engineering technologies

Communications Technology

Yearbook production

Broadcast management

Film making and production

Telecommunications

Radio/television production

Videotape production

Other communications

Other communications technologies

Computer Technology

Computer appreciation

Computer mathematics

Computer applications

Computer programming

Data processing

Computer and information

sciences

Marketing and Distribution

Distributive education

Marketing and distribution

Insturance careers

Real estate marketing

Fashion merchandising

Entrepreneurship

Other marketing

Marketing

Distributive education

Marketing and distribution

Insurance careers

Real estate marketing

Fashion merchandising

Entrepreneurship

Other marketing

Business Management

Business management careers

Financial careers

Business administration

Business management

Banking and finance

Business economics

BUSINESS

Business Services

Bookkeeping

Accounting

Recordkeeping

Office machines

Secretarial

Office procedures

Word processing

Business data processing

Business computer programming

Data entry operator

Business Management

Business management careers

Financial careers

Business administration

Business management

Banking and finance

Business economics

Agriculture and Renewable Resources

Agricultural mechanics

Agricultural production

Agricultural occupations

Horticulture

Livestock

Animal sciences

Landscaping

Forestry

Environmental management

Agriculture

(and Renewable Resources)

Agricultural mechanics

Agricultural production

Agricultural occupations

Horticulture

Livestock

Animal sciences

Landscaping

Forestry

Environmental management

Print Production

Computer-assisted design

Drafting

Architectural drawing

Commercial art

Graphic arts

Sign painting

Graphic and printing communications

Aviation powerplant

TRADE AND INDUSTRY

Mechanics and Repair

Industrial mechanics

Radio and TV repair

Air conditioning,

refrigeration, and heating

Power mechanics

Small engine repair

Auto mechanics

Auto body/service

Aviation powerplant

Construction

Electricity

Bricklaying and masonry

Carpentry

Building construction

General construction

trades

Building maintenance

Plumbing

Housewiring

Print Production

Computer-assisted design

Drafting

Architectural drawing

Commercial art

Graphic arts

Sign painting

Graphic and printing

communications

Transportation

Aeronautics

Aviation technology

Aircraft parts management

Marine mechanics

Transportation technology

Vehicle and equipment

operation

Materials

Production

Machine shop

Metal

Welding

Foundry

Plastics

Woodworking

Cabinetmaking

Other Precision

Production

Electronics

Leatherwork and

upholstery

Meatcutting

Commercial photography

PRECISION PRODUCTION
I. Introduction 

4 

classification was applied to each of the five data surveys used in the analysis so that coursetaking was defined consistently over time. 

In addition to the name of a course, the transcripts also provide the number of credits a student earned for each course. Credits have been standardized across the survey years, so that 1.0 

credit is equivalent to completing a course that meets one period per day for an entire school 

year. This is equivalent to a standard Carnegie unit. However, for simplicity’s sake, the report 

refers to credits rather than Carnegie units. 

Terms Used in the Report 

The Vocational/Technical Curriculum 

High school vocational/technical education encompasses three different curricula: specific 

labor market preparation, or “occupational education”; general labor market preparation; and 

family and consumer sciences education (figure 1).3 Occupational education consists of courses 

that teach skills and knowledge required in a particular occupation or set of related occupations. 

For example, health care programs may prepare students specifically for dental assisting or nursing assisting, or more broadly for general health occupations. Although, traditionally, the main 

purpose of occupational education was to prepare students for entering specific occupations, occupational education may also prepare students for entering a related vocational/technical program in college. Based on SST classifications, occupational education in this report consists of 

the 10 broad and 18 narrow program areas shown in figure 1. 

General labor market preparation consists of courses that teach general employment skills 

that are not specific to one occupational area, such as basic typewriting/keyboarding, introductory 

technology education, and career preparation and general work experience courses. Family and 

consumer sciences education consists of courses intended to prepare students for family and consumer roles outside the paid labor market.4 

For purposes of this report, trends focus on vocational/technical coursetaking overall and 

on occupational coursetaking. Among 1998 public high school graduates, 96.5 percent earned at 

least some credits in vocational/technical education in high school (table 1). In addition, 90.7 percent of 1998 graduates earned some credits in occupational education (table 2). 

 

3For simplicity’s sake, this report uses the term occupational education in place of specific labor market preparation. 

4Home economics-related courses that prepare students for the paid labor market are included under occupational education, in 

the child care and education, food service and hospitality, and personal and other services program areas. 
 I. Introduction 

5 

Although vocational/technical coursetaking is prevalent in high schools, students take varying amounts and types of these courses and take them for different purposes. It is therefore important to examine a range of measures when analyzing participation. The measures examined in 

this report follow in ascending order of restrictiveness. There is considerable overlap among the 

measures, as indicated below. 

• Graduates earning greater than 0.0 credits in vocational/technical education. All of 

the following groups of students are subsets of this group. 

• Graduates earning greater than 0.0 credits in occupational education. This measure 

is a subset of the previous measure. 

• Graduates earning 3.0 or more credits in vocational/technical education. All of the 

following groups of students are subsets of this group. 

• Graduates earning 3.0 or more credits in occupational education, regardless of 

whether they concentrate their occupational coursetaking in a single program area. 

This measure is a subset of the previous measure. 

• Graduates earning 3.0 or more credits in one of the 10 broad occupational program 

areas in figure 1. These students are referred to in this report as occupational concentrators.

5 This measure is a subset of the previous measure. In some cases, the 

report also examines trends in concentrating (earning 3.0 or more credits) in the 18 

narrow occupational program areas in figure 1. 

• Graduates earning 3.0 or more credits in one or more of the 10 broad occupational 

program areas in figure 1, with at least 1.0 credit in second- or higher-level courses 

or cooperative education courses.6 These students are referred to in this report as 

advanced occupational concentrators; they are included in tables but are not discussed in the text. 

In addition to tracking the percentages of public high school graduates satisfying the participation 

measures mentioned above, the report also examines the average number of credits earned by 

graduates in vocational/technical and occupational education. Although all of the above measures 

are discussed in this report or referred to in the tables, the report emphasizes the coursetaking 

 

5This classification was also used in Levesque et al. (2000), in which students were referred to as “vocational” concentrators. In 

the few cases where students earned 3.0 or more credits in more than one of the 10 program areas, they were assigned to the program area in which they earned the most credits. 

6The SST divides the occupational courses in each program area into four categories: first-level, second- or higher-level, cooperative education, and specialty courses. The first three categories generally represent sequential coursetaking. 
I. Introduction 

6 

patterns of occupational concentrators because this group is a common focus of federal and state 

accountability and research efforts for vocational/technical education (U.S. Department of Education 2002; Silverberg et al. 2002).7

Classification of Computer-Related Courses 

As part of its stated purpose, the 1998 Perkins Act promotes developing the technical skills 

of students in vocational/technical programs. While students develop technical skills—and use 

various technologies—throughout the vocational/technical curriculum, it is not usually possible 

to determine from transcript records the specific kinds of technical skills developed or technology and equipment used in a particular course. However, as one measure of exposure to technical 

skills, this report examines participation in courses whose primary objective is to teach students 

computer-related skills and knowledge, referred to here as computer-related courses. 

The NCES standard procedures for transcript studies currently include all computer-related 

courses (including those taught in mathematics and computer science departments) under the vocational/technical curriculum (Alt and Bradby 1999). Although some of these courses are included in general labor market preparation (under typewriting/keyboarding and under technology 

education), most computer-related courses are included in occupational education. Most of these 

courses are included under the business services and computer technology program areas, while 

some are included under the agriculture, business management, and drafting/graphics program 

areas. Figure 2 summarizes the classification of all computer-related courses in the SST. Only a 

subset of courses in technology education, agriculture, business management, business services, 

and drafting/graphics areas were classified as computer related.8 In contrast, virtually all courses 

in typewriting/keyboarding and computer technology were so classified. 

There was one main exception to this classification scheme. According to recommendations made by experts during the revision of the SST, all typewriting/keyboarding courses in 

1982 were assumed not to be computer related (Alt and Bradby 1999). In contrast, in 1990 and 

subsequent years, all of these courses were classified as computer related because it is not usually 

possible to determine from transcript records what kind of equipment—whether a standard electric typewriter, an electric typewriter with computerized memory, or a computer—was used in a 

typewriting/keyboarding course. This decision may have resulted in an undercount of computerrelated coursetaking in 1982 and an overcount in the 1990s, particularly in the early 1990s. The 

 

7The U.S. Department of Education (2002) and Silverberg (2002) refer to this group as “vocational” concentrators. 

8In all years studied, there was no detectable computer-related coursetaking in agriculture and business management. Therefore, 

these program areas were dropped from the analysis of computer-related coursetaking. 
 I. Introduction 

7 
I. Introduction 

8 

magnitude of these potential miscounts is not known. Because it is difficult to determine the 

computer-related nature of typewriting/keyboarding courses and because the level of computerrelated coursetaking overall was very low in 1982, this report focuses on trends in computerrelated coursetaking for the years 1990 to 1998. See Levesque (2003) for a more detailed description of the computer-related course classification used in this report. 

Key Population Variables 

This report uses the following variables and categories to provide information on as many 

of the above-identified special and protected populations as possible, as well as on their peers 

who were not members of these groups. Measures were selected based on federal definitions, 

previous related research, and data availability. Data were analyzed only for those years and surveys that contained comparable variables. For the sake of readability when summarizing findings, the report uses the terms disadvantaged and advantaged to describe student groups on some 

of the key variables, as indicated below.9 Appendix C provides additional information on how 

these variables were constructed. 

Race/ethnicity. Includes the five categories of American Indian/Alaska Native;10

Asian/Pacific Islander; Hispanic; non-Hispanic Black; and non-Hispanic White. For simplicity’s sake, the text refers to Black and White graduates, although students in both of 

these groups were also non-Hispanic. 

Sex. Includes the two categories of male and female. 

Disability status (grade 12). Includes students who were reported to have a disability and 

students who were reported to have no disability as of grade 12. It should be remembered, 

however, that graduates with the most severe disabilities were excluded from the analysis 

due to survey constraints. Consequently, the disability status variable identifies students 

with and without disabilities among the population of public high school graduates who 

earned regular or honors diplomas.11 For purposes of this analysis, students with disabilities 

were considered to be “disadvantaged,” while students without disabilities were considered 

to be more “advantaged.” 

 

9In a few cases, advantaged students were further classified as moderately advantaged and highly advantaged. The race/ethnicity 

and sex categories were not classified according to advantage, because the Perkins legislation did not make this distinction for 

these variables. 

10Small sample sizes for American Indian/Alaska Native graduates (between 84 and 200 students versus 300 or more students in 

other racial/ethnic groups in each of the five years studied) resulted in relatively large standard errors and relatively unreliable 

estimates for this group. As a result, many large apparent differences between American Indian/Alaska Native graduates and 

other racial/ethnic groups were not statistically significant. 

11As of 1998, about 31 percent of students with disabilities held special education diplomas and were excluded from the study. 
 I. Introduction 

9 

English proficiency (grade 12). Includes the two categories of limited English proficiency 

and English proficient. It is important to note that this variable describes students’ English 

language proficiency as of grade 12. For purposes of this analysis, graduates who had limited English proficiency in grade 12 were considered to be “disadvantaged,” while graduates who were English proficient in grade 12 were considered to be more “advantaged.” 

The report uses the following three measures of academic achievement. The final federal 

regulations to the 1990 Perkins Act used grade-point average to define academically disadvantaged individuals.12 The other two measures were suggested by previous research on whether vocational education has been a “dumping ground” for low academically achieving students 

(Boesel et al. 1994). 

Grade-point average (GPA). Calculated from grades recorded in the transcript files, this 

variable has a possible range of 0.0 to 4.0. It was not possible in some of the surveys to calculate GPA for academic courses only (a preferable measure of academic achievement), so 

overall GPA was used. GPA was collapsed into the three categories: high GPA (greater 

than 3.5); mid-level GPA (2.0 to 3.5); and low GPA (less than 2.0). For purposes of this 

analysis, students with a GPA of less than 2.0 were considered to be “disadvantaged”; students with a GPA of 2.0 to 3.5 were considered to be “moderately advantaged”; and students with a GPA of greater than 3.5 were considered to be “highly advantaged.” 

Academic coursework completed. This variable describes whether students completed all 

low or all high mathematics, science, and English courses, or some other combination of 

mathematics, science, and English courses (mid-level or mixed academic coursetaking). 

Low and high mathematics, science, and English courses are defined in the glossary (appendix B) and technical appendix (appendix C). For purposes of this analysis, students 

completing all low-level academic coursework were considered to be “disadvantaged”; students completing all high-level academic coursework were considered to be “highly advantaged”; and students completing some other combination of academic coursework were 

considered to be “moderately advantaged.” 

Grade 9 mathematics. This variable identifies the mathematics course a student took in 

grade 9. It includes the three categories of high-level grade 9 mathematics (geometry or 

higher), mid-level grade 9 mathematics (pre-algebra or algebra 1), and low-level mathematics (no mathematics or mathematics courses below algebra 1). It provides a measure of academic achievement before most of graduates’ coursework in vocational/technical education 

 

12The 1998 Perkins Act offered no additional guidance for identifying students with barriers to educational achievement, other 

than limited English proficiency. 
I. Introduction 

10 

was taken13 and is therefore less confounded than either GPA or academic coursework 

completed with that coursetaking. For purposes of this analysis, students who took lowlevel mathematics in grade 9 were considered to be “disadvantaged”; students who took 

mid-level grade 9 mathematics were considered to be “moderately advantaged”; and students who took high-level grade 9 mathematics were considered to be “highly advantaged.” 

Although a student-level measure of socioeconomic status would have been preferable for 

this analysis, such a variable was not available from the 1990, 1994, and 1998 High School Transcript Studies (HSTS). Instead, the report uses the following two school-level variables as measures of economic status.14

School urbanicity. This variable describes the location of the school a graduate attended in 

the 12th grade and includes the three categories of urban, suburban, and rural. These categories are defined further in the glossary (appendix B) and technical appendix (appendix 

C). 

School poverty level. This variable describes the proportion of students in the school a 

graduate attended in the 12th grade who participated in the National School Lunch Program 

(NSLP). It includes the categories of high poverty (greater than 50 percent in NSLP) and 

low poverty (5 percent or less in NSLP), with a middle group having greater than 5 to 50 

percent of students in NSLP. This variable also includes a category for students whose 

schools did not report their participation in NSLP.15 For purposes of this analysis, students 

in high-poverty schools were considered to be “disadvantaged,” while students in lowpoverty schools were considered to be “highly advantaged.” The middle group was considered to be of mixed advantage. Students who did not have school-reported NSLP information were not classified according to advantage on this variable. The variable is defined 

further in the glossary (appendix B) and technical appendix (appendix C). 

It should be remembered that there may be a fairly high correspondence among some of 

these variables, for example, between school poverty level and grade 9 mathematics taken. This 

report did not attempt to isolate the unique contribution of each factor to participation in vocational/technical education. Rather, the report describes bivariate relationships according to NCES 

 

13The 1998 public high school graduates earned about 21 percent of their total vocational/technical credits and 16 percent of 

their total occupational credits in grade 9. 

14Section 421 of the 1990 Perkins Act included information on students in rural and urban areas in its identification of economically disadvantaged students. The final regulations to the 1990 Perkins Act also included eligibility for the National School 

Lunch Program in the definition of this group. The 1998 Perkins Act provided no additional guidance on defining economically 

disadvantaged students. 

15A substantial proportion (14 to 17 percent) of students did not have school-reported information on their school’s participation 

in the NSLP. Consequently, a “not reported” category was included for this variable. 
 I. Introduction 

11 

standards for this type of analysis. See appendix C for additional information on technical procedures followed in the report. 

Overall Trends 

Patterns and trends in who participates in vocational/technical education must be examined 

in the context of general trends in vocational/technical coursetaking. This section summarizes 

key trends that were detailed in Levesque (2003). During the period examined in this report, students changed both the amount and nature of their high school coursetaking. In particular, between 1982 and 1998, public high school graduates increased their total and their academic 

coursetaking while they decreased their vocational/technical coursetaking, although most declines occurred by the early 1990s. The primary change in vocational/technical coursetaking was 

not in the proportion of high school students participating in vocational/technical education but 

in the amount of vocational/technical education they took. That is, the breadth of vocational/technical coursetaking declined slightly, while the depth of this coursetaking declined 

more steeply. In contrast to vocational/technical coursetaking overall, occupational coursetaking 

was relatively steady, with the average number of occupational credits that 1998 graduates earned 

in high school not statistically different from the average number earned by 1982 graduates. Consequently, occupational coursetaking became a more prominent part of vocational/technical 

coursetaking over the period studied. However, graduates were less likely to concentrate in occupational education (earn 3.0 or more credits in one of the 10 broad occupational program areas in 

figure 1) over this period. Many of these coursetaking changes coincided with changes in education policies emphasizing academic achievement (National Commission on Excellence in Education 1983; the 1990 and 1998 Perkins Acts; and the School-to-Work Opportunities Act of 1994) 

and in the labor market demand for specific occupations (Levesque et al. 2000; Hurst and Hudson 2000). 
THIS PAGE INTENTIONALLY LEFT BLANK
13 

II. Selected Findings 

Patterns of Vocational/Technical Coursetaking in 1998 

This section of the report summarizes the vocational/technical and occupational coursetaking of the 1998 public high school graduates. Although most of these graduates took at least 

some vocational/technical and occupational coursework, graduates who were members of disadvantaged groups generally took more such coursework and were more likely to concentrate in 

occupational education than their counterparts who were members of more advantaged groups. 

However, the majority of occupational concentrators came from moderately advantaged groups, 

rather than from disadvantaged or highly advantaged groups. 

Overall Vocational/Technical Coursetaking Among 1998 Graduates 

• Although there were some differences among student groups who were members of the 

class of 1998 in the extent of their vocational/technical coursetaking, more than 90 percent of each identified student group took some vocational/technical coursework in 

high school, regardless of their special or protected population status (table 1).16

• The 1998 graduates earned more than 2.6 vocational/technical credits on average—

equivalent to taking more than two and a half full-year vocational/technical courses, 

regardless of their special or protected population status (table 3).17 

• Generally, disadvantaged students were more likely to earn 3.0 or more vocational/technical credits in high school than more advantaged students (table 11), and 

they earned a larger number of vocational/technical credits on average than their more 

advantaged peers (table 3). These differences in the depth of vocational/technical 

coursetaking were apparent with regard to disability status in grade 12, GPA, academic 

coursework completed, grade 9 mathematics, and school poverty.18 For example, 83.0 

 

16The 92.2 percent of 1998 graduates who completed all high-level academic coursework in high school was not statistically 

different from 90.0 percent. 

17The 2.82 vocational/technical credits that 1998 graduates with a high GPA (greater than 3.5) was not statistically different from 

2.6 credits. 

18Students in high- and middle-poverty schools both earned more vocational/technical credits on average than students in lowpoverty schools, but the difference between the average number of vocational/technical credits earned by students in high- and 

middle-poverty schools was not statistically significant (table 3). 
II. Selected Findings 

14 

percent of 1998 public high school graduates with disabilities in grade 12 versus 60.9 

percent of 1998 graduates without such disabilities earned 3.0 or more vocational/technical credits in high school, a difference of about 22 percentage points (table 

11). Similarly, graduates with disabilities in grade 12 earned about one and a half times 

the average number of vocational/technical credits that graduates without such disabilities earned (5.85 credits versus 3.94 credits) (table 3). 

• The only disadvantaged student group that did not take significantly more vocational/technical coursework than their more advantaged peers were graduates who had 

limited English proficiency in grade 12. No significant difference was detected between graduates who had limited English proficiency in grade 12 and their English 

proficient peers in the likelihood of earning 3.0 or more vocational/technical credits in 

high school (52.2 percent versus 61.6 percent) (table 11). In addition, graduates who 

had limited English proficiency in grade 12 earned fewer vocational/technical credits 

on average than their English proficient peers (3.19 credits versus 4.00 credits) 

(table 3). 

• Among 1998 graduates, males took more vocational/technical courses than females, 

and students in rural schools took more vocational/technical courses than students in 

either urban or suburban schools (tables 3 and 11). In contrast, Asians/Pacific Islanders 

were less likely than Black graduates to earn 3.0 or more vocational/technical credits 

(table 11), and they earned fewer vocational/technical credits on average than graduates in any other racial/ethnic group (table 3). No other differences among racial/ethnic 

groups in tables 3 and 11 were statistically significant. 

Occupational Coursetaking Among 1998 Graduates 

Most 1998 public high school graduates (90.7 percent) earned at least some credits in occupational education in high school (table 2). The occupational coursetaking patterns of the various 

student groups examined in this report were similar to the vocational/technical coursetaking patterns described above. 

• Although there were some differences among student groups who were members of the 

class of 1998, more than 80 percent of each identified student group took some occupational coursework, regardless of their special or protected population status 

(table 2).19

 

19The 83.3 percent of 1998 graduates who completed all high-level academic coursework in high school was not statistically 

different from 80.0 percent. 
 II. Selected Findings 

15 

• The 1998 graduates earned at least 2.0 occupational credits on average—equivalent to 

taking two or more full-year occupational courses, regardless of their special or protected population status (table 4).20 

• As with vocational/technical coursetaking, disadvantaged students were generally more 

likely to earn 3.0 or more occupational credits in high school than more advantaged 

students (table 12), and they earned more occupational credits on average than their 

more advantaged peers (table 4). These differences in the depth of occupational coursetaking were apparent with regard to disability status in grade 12, GPA, academic 

coursework completed, grade 9 mathematics,21 and school poverty. For example, public high school graduates in high-poverty schools (as well as those in middle-poverty 

schools) were more likely to earn 3.0 or more occupational credits than graduates in 

low-poverty schools (53.9 percent and 45.8 percent, respectively, versus 30.0 percent) 

(table 12), and they earned more occupational credits on average than their peers in 

low-poverty schools (3.30 credits and 2.97 credits, respectively, versus 2.22 credits) 

(table 4).22 

• The only disadvantaged student group that did not take more occupational coursework 

than their more advantaged peers were graduates who had limited English proficiency 

in grade 12. These graduates were less likely than their English proficient peers to earn 

3.0 or more occupational credits (27.2 percent versus 44.0 percent) (table 12), and they 

earned fewer occupational credits on average (1.99 credits versus 2.88 credits) 

(table 4). 

• Among 1998 graduates, males took more occupational courses than females, and students in rural schools took more occupational courses than students in either urban or 

suburban schools (tables 12 and 4). Asians/Pacific Islanders were less likely than 

graduates in most other racial/ethnic groups to earn 3.0 or more occupational credits23

(table 12), and they earned fewer occupational credits on average than graduates in any 

other racial/ethnic group (table 4). 

 

20The 1.99 occupational credits earned by 1998 graduates who had limited English proficiency in grade 12, the 2.02 occupational credits earned by 1998 graduates with a high GPA (greater than 3.5), and the 2.22 occupational credits earned by 1998 

graduates in low-poverty schools were not statistically different from 2.00 credits. 

21Graduates who took low-level mathematics in grade 9 were more likely to earn 3.0 or more occupational credits than graduates 

who took high-level grade 9 mathematics, and they earned more occupational credits on average than their high-achieving peers 

in grade 9. However, the difference between graduates who took mid-level grade 9 mathematics and their lower achieving peers 

in grade 9 was not statistically significant. 

22Differences between graduates in high- and middle-poverty schools were not statistically significant. 

23The one exception was that the difference between Asians/Pacific Islanders and American Indians/Alaska Natives in the percentage of graduates earning 3.0 or more occupational credits was not statistically significant. 
II. Selected Findings 

16 

1998 Graduates and Concentrating in Occupational Education 

One-quarter (25.0 percent) of all 1998 public high school graduates concentrated in occupational education (earned 3.0 or more credits in one of the 10 broad occupational program areas in 

figure 1) (table 13). In general, patterns of concentrating in occupational education were similar 

to the occupational coursetaking patterns noted above. 

• Disadvantaged students who were members of the 1998 graduating class were generally more likely to concentrate in occupational education than more advantaged students (table 13). These differences were apparent with regard to disability status in 

grade 12, GPA, academic coursework completed, grade 9 mathematics, and school 

poverty.24 The only disadvantaged student group that was not more likely to concentrate in occupational education than their more advantaged peers were graduates who 

had limited English proficiency in grade 12. These graduates were less likely than their 

English proficient peers to complete an occupational concentration (8.7 percent versus 

25.1 percent). 

• Among 1998 graduates, males were more likely to concentrate in occupational education than females, and students in rural schools were more likely than students in urban 

and suburban schools to do so (table 13). In contrast, Asians/Pacific Islanders were less 

likely than Black or White graduates to complete an occupational concentration. 

However, patterns varied somewhat by specific occupational program area. For example, 

while academically disadvantaged graduates were more likely than their more advantaged peers 

to concentrate in occupational education generally, this pattern was sometimes reversed in certain 

occupational program areas, notably communications technology. Specific exceptions to overall 

patterns for the class of 1998 include the following: 

• The 1998 public high school graduates with a mid-range GPA (2.0 to 3.5) were more 

likely than graduates with a low GPA (less than 2.0) to concentrate in agriculture (2.7 

percent versus 1.1 percent) (table 16). In addition, graduates with a high GPA (greater 

than 3.5) were more likely than graduates with a low GPA to concentrate in the broad 

technology program area (table 31), and these graduates with a high GPA were more 

 

24Graduates who took low-level mathematics in grade 9 were more likely to concentrate in occupational education than graduates who took high-level mathematics in grade 9. However, the difference between graduates who took mid-level mathematics in 

grade 9 and their lower achieving peers was not statistically significant. Graduates in high-poverty schools (as well as those in 

middle-poverty schools) were more likely than graduates in low-poverty schools to concentrate in occupational education. However, differences between graduates in high- and middle-poverty schools were not statistically significant. 
 II. Selected Findings 

17 

likely than graduates with a mid-range GPA to concentrate in communications technology (table 33).25 

• The 1998 graduates who completed all high-level academic coursework in high school 

were more likely than their peers who completed mid-level or mixed academic coursework to concentrate in communications technology (table 33).26 Similarly, graduates 

who took high-level mathematics courses in grade 9 were more likely than their peers 

who took low-level mathematics in this grade to concentrate in this occupational program area (table 33). 

• Those 1998 graduates who were in high-poverty schools (with greater than 50 percent 

of students participating in NSLP) were less likely than their peers in middle-poverty 

schools (with 5 to 50 percent of students in NSLP) to concentrate in food service and 

hospitality programs (table 35). 

• Those 1998 graduates who were in rural schools were less likely than their peers in urban schools to concentrate in marketing (table 20). 

• While male graduates from the class of 1998 were more likely than their female peers 

to concentrate in occupational education generally, males were less likely than females 

to concentrate specifically in business services (table 18), health care (table 21), child 

care and education (table 36), and personal and other services (table 37). 

• Black graduates who were members of the class of 1998 were less likely than their 

White peers to concentrate in agriculture (table 16), in the broad trade and industry 

program area (table 23), and particularly in materials production (table 28).27 American 

Indian/Alaska Native graduates were less likely than Black graduates to concentrate in 

business services (table 18). In addition, Hispanic graduates were less likely than Black 

graduates to concentrate in the construction trades (table 24). 

Characteristics of Occupational Concentrators From the Class of 1998 

While disadvantaged students who were members of the class of 1998 were more likely 

than their more advantaged peers to participate in vocational/technical education in general, and 

to concentrate in occupational education in particular, these disadvantaged students represented a 

minority of all occupational concentrators. In fact, when students were classified into three 

groups (low-, moderate- or middle-, and high-advantage), the majority of occupational concentra-

 

25There were too few 1998 graduates with a low GPA who concentrated in communications technology to produce a reliable 

estimate for this group. 

26There were too few 1998 graduates completing all low-level academic coursework who concentrated in communications technology to produce a reliable estimate for this group. 

27Black graduates were also less likely than Hispanic graduates to concentrate in materials production programs. 
II. Selected Findings 

18 

tors (about 60 percent or more) came from the middle groups. In each case, either occupational 

concentrators were more likely to be from these middle groups than was the 1998 public high 

school class as a whole, or no significant difference was detected in the proportion of occupational concentrators and all graduates who were from these groups. This section compares the 

percentage distributions for all graduates (table 38) and for occupational concentrators (table 39) 

as of 1998. 

• Disadvantaged students represented a minority of all occupational concentrators. 

About 5 percent or less of occupational concentrators who were members of the class 

of 1998 were disabled in grade 12, had limited English proficiency in grade 12, or 

completed all low-level academic coursework in high school (table 39). In addition, 

about 10 percent of occupational concentrators had a low GPA (less than 2.0) or attended high-poverty schools, and about 20 percent of occupational concentrators took 

low-level mathematics courses in grade 9. 

• Although disadvantaged students were a minority of all occupational concentrators, a 

larger proportion of occupational concentrators than the 1998 graduating class as a 

whole were disabled in grade 12 (4.2 percent versus 2.8 percent) (tables 39 and 38, respectively). However, the proportion of occupational concentrators who had limited 

English proficiency in grade 12 was lower than that for all 1998 graduates (0.2 percent 

versus 0.7 percent). 

• On measures that classified students into three groups (low-, moderate- or middle-, and 

high-advantage), most occupational concentrators (about 60 percent or more) were 

from the middle groups (table 39). In each case, the proportion of occupational concentrators who were from these middle groups was either greater than or not statistically 

different from the corresponding proportions for the 1998 class as a whole. Specifically, 79.5 percent of occupational concentrators versus 75.5 percent of all 1998 graduates had mid-level GPAs (2.0 to 3.5) and 87.8 percent of occupational concentrators 

versus 82.8 percent of all graduates completed mid-level or mixed academic coursework in high school (tables 39 and 38, respectively). The percentages of occupational 

concentrators who took mid-level mathematics courses in grade 9 or who attended 

middle-poverty schools were not statistically different from the corresponding percentages of all graduates who were from these groups. 

• In comparison to the 1998 graduating class as a whole, occupational concentrators 

were less likely to be from the highest academic achievement groups. Specifically, occupational concentrators were less likely than all graduates to have a high GPA (10.5 

percent versus 17.4 percent), to complete all high-level academic coursework (8.5 per-
 II. Selected Findings 

19 

cent versus 14.9 percent), or to take high-level mathematics courses in grade 9 (14.3 

percent versus 20.4 percent) (tables 39 and 38, respectively). However no significant 

difference was detected in the percentage of occupational concentrators and all graduates who attended low-poverty schools. 

• In addition, no significant difference was detected in the proportion of occupational 

concentrators and all graduates who were from low-advantaged groups on measures 

that classified students into three groups (including GPA, academic coursework completed in high school, grade 9 mathematics, and school poverty level) (tables 39 and 

38, respectively). 

• A higher percentage of occupational concentrators who were members of the class of 

1998 completed all high-level academic coursework than completed all low-level academic coursework in high school (8.5 percent versus 3.7 percent) (table 39). On the 

other hand, no significant differences were detected in the percentages of occupational 

concentrators who were in the most advantaged and most disadvantaged categories 

with regard to GPA (10.5 percent versus 10.0 percent) and school poverty (10.2 percent versus 10.7 percent). With regard to grade 9 mathematics, the percentage of occupational concentrators in the lowest achievement group was greater than the percentage 

in the highest achievement group (20.2 percent versus 14.3 percent) (table 39).28

• The majority of occupational concentrators were White and were male (table 39). In 

fact, occupational concentrators were more likely to be male than the 1998 graduating 

class as a whole (58.6 percent versus 47.8 percent) (tables 39 and 38, respectively).29

With regard to school urbanicity, no school type enrolled a majority of occupational 

concentrators (table 39). However, occupational concentrators were more likely to attend rural schools than urban schools (40.1 percent versus 26.2 percent).30 No significant difference was detected between occupational concentrators and all 1998 

graduates based on school urbanicity (tables 39 and 38, respectively). 

 

28As explained in the Introduction, grade 9 mathematics is a better measure of prior academic achievement than either GPA or 

academic coursework completed, which measure cumulative high school achievement. 

29No significant difference was detected in the percentage of occupational concentrators and all graduates who were White. 

30No significant differences were detected in the percentage of occupational concentrators who attended suburban schools and 

those who attended schools in other locales. 
II. Selected Findings 

20 

Trends in Vocational/Technical Coursetaking: 1982 to 199831

Trends in Overall Vocational/Technical Coursetaking 

Between 1982 and 1998, the primary change in vocational/technical coursetaking was in 

the amount of vocational/technical education that students took rather than in the proportion of 

students participating in vocational/technical education. The average number of credits graduates 

earned in vocational/technical education declined from 1982 to 1990, after which no significant 

changes were detected. However, during the 1990s, vocational/technical credits continued to represent a declining share of the total high school credits that graduates earned. This relative decline was due to the fact that public high school graduates earned on average more academic 

credits and—to a lesser extent—more enrichment/other credits over this decade (Levesque 

2003). Nonetheless, vocational/technical coursetaking remained a substantial part of each student 

group’s coursetaking. Some exceptions to these overall trends are listed below. 

• Almost all public high school graduates (more than 90 percent) took some vocational/technical coursework in high school, regardless of their special or protected 

population status (table 1). This was true for each graduating class studied between 

1982 and 1998.32

• Between 1982 and 1998, each identified student group earned more than 2.0 vocational/technical credits on average—equivalent to more than two full-year vocational/technical courses (table 3).33 This level of coursetaking exceeded most state 

graduation requirements for vocational/technical education over the same period.34 In 

addition, more than 25 percent of each identified student group earned 3.0 or more vocational/technical credits over the period studied (table 11).35

• The average number of credits that public high school graduates earned in vocational/technical education decreased from 4.68 credits for 1982 graduates to 4.19 credits for 1990 graduates, after which the number of vocational/technical credits graduates 

 

31Because data for 1982 were not available, trends between 1982 and 1998 could not be determined with regard to English proficiency in grade 12 and school poverty. 

32The 91.7 percent of 1994 graduates who completed all high-level academic coursework in high school and the 92.2 percent of 

1998 graduates who completed such coursework were not statistically different from 90 percent. In addition, the difference between the 100 percent of 1982 graduates who completed all low-level academic coursework in high school and 90 percent could 

not be tested, because the corresponding 1982 standard error was 0.00. 

33 The 2.14 vocational/technical credits earned by 1994 graduates who completed all high-level academic coursework in high 

school were not statistically different from 2.0 credits. 

34In 1998, five states required 2.0 or more credits of vocational/technical education for students to graduate, including computer 

education requirements. This number of states was smaller in earlier years. See Education Commission of the States (1990) and 

Snyder and Hoffman (2001), table 154. 

35The 29.5 percent of 1990 graduates who completed all high-level academic coursework in high school was not statistically 

different from 25.0 percent. 
 II. Selected Findings 

21 

earned was about 4.00 credits on average (table 3). However, trends varied among the 

different student groups. Some exceptions to the overall trend included students who 

were disabled in grade 12 (who increased the number of vocational/technical credits 

they earned between 1982 and 1998);36 and there was no significant difference between 1982 and 1998 in the average number of vocational/technical credits earned by 

Asians/Pacific Islanders, Blacks, and students in rural schools (table 3). 

• In addition, while some moderate academic achievers (including graduates with a GPA 

of 2.0 to 3.5 and graduates who completed mid-level or mixed academic coursework in 

high school) earned fewer vocational/technical credits over the period studied, the vocational/technical coursetaking of both their higher and lower achieving peers did not 

change significantly between 1982 and 1998 (table 3). In comparison, low-level 

mathematics coursetakers in grade 9 earned fewer vocational/technical credits between 

1982 and 1998, while there was no significant difference over the same period in the 

numbers of vocational/technical credits earned by graduates who took high- and midlevel mathematics in grade 9. 

One question of interest to policymakers is whether vocational/technical coursetaking declines occurred across the board or only among certain subgroups of students. Most often, vocational/technical coursetaking declines occurred among groups earning numbers of 

vocational/technical credits that were not statistically different from the average for all 1982 

graduates.37 In comparison, there were few significant changes detected in the average number of 

vocational/technical credits earned by several groups that earned above-average numbers of vocational/technical credits in 1982.38 At the same time, there were no significant changes detected 

between 1982 and 1998 in the average number of vocational/technical credits earned by several 

 

36Most of this increase occurred between 1982 and 1990, after which there were no significant changes in the numbers of vocational/technical credits earned by disabled students. 

37Groups that earned numbers of vocational/technical credits that were not statistically different from the average for all 1982 

graduates and who exhibited declines in these credits as of 1998 included American Indians/Alaska Natives and Whites; both 

males and females; students with no reported disabilities in grade 12; students earning mid-level GPAs; students completing midlevel or mixed academic coursework in high school; and students attending urban or suburban schools. Exceptions to this pattern 

included Blacks and students taking mid-level mathematics in grade 9 (both who earned numbers of vocational/technical credits 

as of 1998 that were not statistically different from those earned by their 1982 peers who were members of these groups), as well 

as students with disabilities in grade 12 (who earned a larger number of vocational/technical credits as of 1998 in comparison 

with their 1982 peers). 

38Groups that earned above-average numbers of vocational/technical credits in 1982 and that did not exhibit significant declines 

as of 1998 included students earning low GPAs; students completing all low-level academic coursework in high school; and 

students attending rural schools. Exceptions to this pattern included Hispanics and students taking low-level mathematics in 

grade 9, both who earned a smaller number of vocational/technical credits as of 1998 in comparison with their 1982 peers. 
II. Selected Findings 

22 

groups that earned below-average numbers of vocational/technical credits in 1982 compared with 

all 1982 graduates.39

As a consequence of these changes, there were few shifts among subgroups of graduates 

with regard to their relative vocational/technical coursetaking patterns over the period studied. 

That is, most groups that earned above-average numbers of vocational/technical credits in 1982 

still earned above-average numbers of such credits as of 1998 (including low academic achievers 

and students attending rural schools). In addition, all groups that earned below-average numbers 

of vocational/technical credits in 1982 still earned below-average numbers of such credits as of 

1998 (including Asians/Pacific Islanders and high academic achievers). Finally, despite the 

coursetaking declines noted above, most groups that earned numbers of vocational/technical 

credits in 1982 that were not statistically different from the average for all 1982 graduates were 

also in this middle coursetaking group as of 1998. 

However, there were two exceptions to this overall pattern. Hispanic graduates, who earned 

above-average numbers of vocational/technical credits in 1982 compared with all 1982 graduates 

and who earned fewer such credits over the period studied, earned numbers of vocational/technical credits as of 1998 that were not statistically different from the average for all 

1998 graduates. In comparison, students with disabilities as of grade 12 (who earned numbers of 

vocational/technical credits in 1982 that were not statistically different from the average for all 

1982 graduates and who earned more such credits over the period studied) earned above-average 

numbers of vocational/technical credits as of 1998 compared with all 1998 graduates. 

• The share of total high school credits earned by graduates that were vocational/technical credits declined from 21.8 percent for 1982 graduates to 15.9 percent 

for 1998 graduates (table 5). This trend was evident for most graduates regardless of 

their special or protected population status. Exceptions included Asians/Pacific Islanders, students who were disabled in grade 12, and graduates who completed all low- or 

all high-level academic coursework in high school. There were no significant changes 

between 1982 and 1998 in the share of total high school credits earned by these latter 

groups in the vocational/technical curriculum. 

Trends in Occupational Coursetaking Overall 

As with vocational/technical education overall, there were no significant changes in the 

breadth of occupational coursetaking, with most public high school graduates earning at least 

 

39Groups that earned below-average numbers of vocational/technical credits in 1982 compared with all 1982 graduates and that 

did not exhibit significant declines as of 1998 included Asians/Pacific Islanders; students earning high GPAs; students completing all high-level academic coursework in high school; and students taking high-level grade 9 mathematics courses. 
 II. Selected Findings 

23 

some occupational credits over the period studied. In addition, the average number of occupational credits that 1998 graduates earned in high school was not statistically different from the 

average number earned by 1982 graduates. Nonetheless, occupational coursetaking increased on 

average as a proportion of graduates’ total vocational/technical coursetaking over the period. 

Some exceptions to these overall trends are listed below. 

• Almost all public high school graduates (more than 75 percent) took some occupational coursework in high school, regardless of their special or protected population 

status (table 2). This was true between 1982 and 1998 for each graduating class studied.40

• Between 1982 and 1998, most student groups earned at least 1.5 occupational credits 

on average (table 4),41 and at least 15 percent of most identified groups earned 3.0 or 

more occupational credits during the period studied (table 12),42 regardless of their 

special or protected population status. 

• There was no significant difference in the average number of occupational credits 

earned by the 1982 and 1998 public high school graduates (3.03 credits and 2.87 credits, respectively) (table 4). However, trends varied somewhat among student groups. 

• In particular, students with disabilities in grade 12 earned more occupational credits 

and students without such disabilities earned fewer occupational credits over the period 

studied (table 4). While there was no significant difference in the numbers of occupational credits earned by 1982 graduates with and without disabilities in grade 12, by 

1998, students with disabilities in grade 12 earned 1.03 more occupational credits than 

their peers without such disabilities, a difference that is equivalent to about one fullyear occupational course. 

• Additionally, Hispanic graduates earned fewer occupational credits between 1982 and 

1998, while there were no significant changes over the period in the numbers of such 

credits earned by the other racial/ethnic groups (table 4). 

• The share of the total vocational/technical credits earned by graduates that were occupational credits increased from 59.4 percent for 1982 graduates to 68.4 percent for 

 

40The 67.5 percent of 1982 graduates who completed all high-level academic coursework in high school and who took some 

occupational coursework was not statistically different from 75.0 percent. 

41The 1.82 occupational credits earned by 1982 graduates who had limited English proficiency in grade 12 and the occupational 

credits earned by 1982, 1990 and 1994 graduates who completed all high-level academic coursework in high school (1.51 credits, 1.53 credits, and 1.56 credits, respectively) were not statistically different from 1.5 credits. 

42The 19.6 percent of 1982 graduates who had limited English proficiency in grade 12 and earned 3.0 or more occupational credits in high school and the percentages of 1982 and 1990 graduates who completed all high-level academic coursework in high 

school and earned 3.0 or more occupational credits (23.7 percent and 15.9 percent, respectively) were not statistically different 

from 15 percent. 
II. Selected Findings 

24 

1998 graduates (table 6). This trend was evident for most graduates regardless of their 

special or protected population status. Exceptions included American Indians/Alaska 

Natives, graduates who were disabled in grade 12, and graduates who completed all 

low-level academic coursework in high school. No significant changes were detected 

over the period in the proportions of vocational/technical credits earned in the occupational curriculum by these groups. 

Trends in Concentrating in Occupational Education 

While the average number of occupational credits that 1998 graduates earned in high 

school was not statistically different from the average number earned by 1982 graduates, the percentage of public high school graduates who concentrated in occupational education (those who 

earned 3.0 or more credits in one of the 10 broad occupational program areas in figure 1) declined from 33.7 percent for 1982 graduates to 27.8 percent for 1990 graduates. After this year, 

the percentage of students concentrating was about 25.0 percent for each of the graduating 

classes studied through 1998 (table 13). However, trends varied among student groups. 

• Most often, declines in occupational concentration rates occurred among groups with 

1982 concentration rates that were not statistically different from the average for all 

1982 graduates. This was true for Hispanics, Whites, graduates without disabilities in 

grade 12, graduates with a mid-range GPA (2.0 to 3.5), graduates completing mid-level 

or mixed academic coursework in high school, graduates taking mid-level mathematics 

in grade 9, and graduates from suburban or rural schools (table 13).43

• In addition, there were few significant changes detected between 1982 and 1998 in the 

concentration rates for several groups that exhibited below-average occupational concentration rates in 1982. These groups included Asians/Pacific Islanders, graduates 

with a high GPA (greater than 3.5), graduates who completed all high academic 

coursework in high school, and graduates who took high-level mathematics in grade 9 

(table 13).44

 

43Exceptions to this pattern included American Indians/Alaska Natives, Blacks, graduates with disabilities in grade 12, graduates

with low GPAs, and graduates from urban schools, whose occupational concentration rates were not significantly different from 

the average for either 1982 or 1998 graduates. 

44One exception to this pattern included females, who concentrated in occupational education at a below-average rate in 1982 

and whose concentration rate declined between 1982 and 1998. 
 II. Selected Findings 

25 

• However, a couple of groups with above-average occupational concentration rates in 

1982 also exhibited declines in these concentration rates as of 1998, including males 

and graduates who took low-level mathematics in grade 9.45

As a consequence of these changes, most subgroups of graduates kept their relative occupational concentration status over the period studied. That is, most groups that exhibited aboveaverage occupational concentration rates in 1982 still concentrated in occupational education at 

above-average rates as of 1998 (including males and graduates completing all low academic 

coursework in high school). In addition, most groups that exhibited below-average occupational 

concentration rates in 1982 still concentrated in occupational education at below-average rates as 

of 1998 (including females and high academic achievers). Finally, most groups that exhibited 

occupational concentration rates in 1982 that were not statistically different from the average for 

all 1982 graduates were also in this middle concentrating group as of 1998. 

However, there were several exceptions to this overall pattern. Three groups that exhibited 

occupational concentration rates in 1982 that were not statistically different from the average for 

all 1982 graduates exhibited above-average occupational concentration rates as of 1998 (including graduates with disabilities in grade 12, graduates earning a low GPA, and graduates who attended rural schools). In comparison, graduates who took low-level mathematics in grade 9 (who 

exhibited above-average occupational concentration rates in 1982) exhibited occupational concentration rates in 1998 that were not statistically different from the average for all 1998 graduates. Finally, Asians/Pacific Islanders (who concentrated in occupational education in 1982 at 

rates that were below-average for all 1982 graduates) also exhibited occupational concentration 

rates in 1998 that were not statistically different from the average for all 1998 graduates. 

Trends in Occupational Concentrating by Program Area 

Trends in occupational concentrating (earning 3.0 or more credits in an occupational program area) varied widely among the 18 narrow program areas in figure 1. Program areas with 

declining rates of concentration included business services (table 18), materials production (table 

28), and mechanics and repair (table 25). In contrast, program areas with increasing concentration rates included communications technology (table 33) and child care and education (table 

36).46 To some extent, these changes in concentrated coursetaking reflect changes in projected 

occupational employment over the period studied (Hurst and Hudson 2000). Exceptions to these 

overall trends among different student groups are listed below. 

 

45One other group that had an above-average occupational concentration rate in 1982 (graduates completing all low-level academic coursework in high school) did not exhibit a significant change in this concentration rate as of 1998. 

46Although the percentage of public high school graduates concentrating in health care also appeared to increase between 1982 

and 1998, this difference was not statistically significant. 
II. Selected Findings 

26 

Program Areas with Declining Overall Concentration Rates 

• Male graduates were more likely to concentrate in business services in 1998 than in 

1982, although female graduates who were members of the class of 1998 were still 

more likely than their male classmates to concentrate in this occupational program area 

(table 18). In addition, there was no significant change between 1982 and 1998 in rates 

of concentrating in business services for a few student groups, including American Indians/Alaska Natives, Asians/Pacific Islanders, students with disabilities in grade 12, 

and students completing either all low- or all high-level academic coursework in high 

school. 

• Declines in mechanics and repair were limited to males, students without disabilities in 

grade 12, students completing mid-level or mixed academic coursework in high 

school, and students taking low-level mathematics in grade 9 (table 25). There were no 

significant changes between 1982 and 1998 in rates of concentrating in mechanics and 

repair for any other subgroup of graduates.47 

• Declines in rates of concentrating in materials production between 1982 and 1998 were 

restricted to Hispanics, Whites, males, students without disabilities in grade 12, students with mid-level GPAs (2.0 to 3.5), and students completing mid-level or mixed 

academic coursework in high school (table 28). There were no significant changes between 1982 and 1998 in rates of concentrating in materials production for any other 

subgroup of graduates.48

Program Areas with Increasing Overall Concentration Rates 

• In communications technology, only a few groups did not exhibit statistically significant increases in rates of concentrating between 1982 and 1998, including Blacks, Hispanics, students with disabilities in grade 12, students taking low-level mathematics in 

grade 9, and students in urban schools (table 33). No significant changes were detected 

for these five subgroups, while the communications technology concentration rates for 

all other identified subgroups increased between 1982 and 1998. 

• In child care and education, increases in rates of concentrating were limited to Whites, 

females, students without disabilities in grade 12, students with mid-range GPAs (2.0 

to 3.5), students who completed mid-level or mixed academic coursework in high 

 

47Although it appeared that American Indians/Alaska Natives, students who were disabled in grade 12, and students completing 

all low-level academic coursework increased their rates of concentrating in mechanics and repair, these apparent increases were

not statistically significant. 

48Although it appeared that American Indians/Alaska Natives increased their rate of concentrating in materials production between 1982 and 1998, this apparent increase was not statistically significant. 
 II. Selected Findings 

27 

school, students who took mid-level grade 9 mathematics, and students who attended 

suburban schools (table 36). There were no significant changes between 1982 and 

1998 in rates of concentrating in child care and education for other subgroups of 

graduates. 

Program Areas with No Changes in Overall Concentration Rates 

No significant changes between the classes of 1982 and 1998 were detected in overall rates 

of concentrating in agriculture (table 16), business management (table 19), marketing (table 20), 

protective services (table 22), construction (table 24), print production (table 27), “other” precision production (table 29), transportation (table 30), computer technology (table 32), “other” 

technologies (table 34), food service and hospitality (table 35), personal and other services (table 

37), and health care (table 21).49 Generally, program areas without significant changes in overall 

concentration rates between 1982 and 1998 exhibited few significant changes among the different subgroups of students. However, some exceptions to these trends are listed below. 

• Some of these occupational program areas attracted more high-achieving groups of 

students over the period studied. Graduates who took high-level mathematics courses 

in grade 9 were more likely to concentrate in marketing (table 20), and graduates who 

completed all high-level academic coursework in high school were more likely to concentrate in print production and in computer technology (tables 27 and 32, respectively) between 1982 and 1998. However, graduates with a low GPA (less than 2.0) 

were less likely to concentrate in agriculture over the period (table 16). 

• Only one other statistically significant change in concentration rates was detected 

among subgroups in these relatively steady program areas: male graduates were increasingly likely to concentrate in business management between 1982 and 1998 

(table 19). 

Trends in Participation Among Protected Populations 

The following bullets describe trends in gaps in occupational concentration rates among 

protected populations based on race/ethnicity, sex, and disability status in grade 12 (as described 

in the Introduction). A majority of statistically significant differences in occupational concentration rates among racial/ethnic groups in 1982 were no longer detected by 1998. In contrast, most 

1982 differences between males and females persisted as of 1998. However, some of these gender gaps decreased, particularly in business services where male graduates increased their con-

 

49As noted above, although the percentage of public high school graduates concentrating in health care appeared to increase 

between 1982 and 1998 by the largest amount for any program area, this difference was not statistically significant. 
II. Selected Findings 

28 

centration rate over the period. With regard to disability status in grade 12, in no program areas 

were students with disabilities more likely to concentrate than students without disabilities in 

1982. However, by 1998, students with disabilities in grade 12 were more likely than those without to concentrate in agriculture, construction, mechanics and repair, and materials production. 

Racial/Ethnic Gaps in Concentration Rates 

• Asians/Pacific Islanders were less likely than all other racial/ethnic groups in 1982 to 

concentrate in occupational education overall (earn 3.0 or more credits in one of the 10 

broad occupational program areas in figure 1) (table 13). Asians/Pacific Islanders who 

were members of the class of 1982 were less likely than their peers from some other 

racial/ethnic groups to concentrate (earn 3.0 or more credits) in agriculture (table 16), 

business services (table 18), marketing (table 20), health care (table 21), construction 

(table 24), materials production (table 28), communications technology (table 33), food 

service and hospitality (table 35), and personal and other services (table 37).50 However, gaps in five of these areas were no longer detected in 1998, including business 

services (table 18), marketing (table 20), health care (table 21), communications technology (table 33), and food service and hospitality (table 35). In contrast, gaps persisted in agriculture (table 16), materials production (table 28), and construction 

(table 24).51 

• American Indians/Alaska Natives and Hispanics were less likely than Whites to concentrate in computer technology in 1982, although these gaps were no longer detected 

by 1998 (table 32). In contrast, Blacks were more likely than Hispanics and Whites to 

concentrate in materials production in 1982, and these gaps persisted in 1998 (table 

28). 

To some extent, diminishing racial/ethnic gaps were due to American Indians/Alaska Natives, Asians/Pacific Islanders, and Blacks concentrating in occupational education at overall 

 

50Specifically, in 1982, Asians/Pacific Islanders were less likely than 1) Hispanics and Whites to concentrate in agriculture and

in personal and other services; 2) Blacks, Hispanics, and Whites to concentrate in business services; 3) Blacks to concentrate in 

marketing; 4) Blacks and Whites to concentrate in health care; 5) Blacks and Hispanics to concentrate in the construction trades; 

6) Hispanics to concentrate in materials production; and 7) Whites to concentrate in communications technology and in food 

service and hospitality. 

51In agriculture, the gap between Asians/Pacific Islanders and Hispanics was no longer detected by 1998, while the gap between 

Asians/Pacific Islanders and Whites persisted. In materials production, the gap between Asians/Pacific Islanders and Hispanics 

was no longer detected by 1998, while the gap between Asians/Pacific Islanders and Blacks persisted. In construction, the gap 

between Asians/Pacific Islanders and Hispanics was no longer detected by 1998, while a gap between Asians/Pacific Islanders 

and Whites emerged and the gap between Asians/Pacific Islanders and Blacks persisted. There were too few Asians/Pacific Islanders concentrating in personal and other services in 1998 to produce a reliable estimate, so the trend in gaps from 1982 to 

1998 in this program area could not be determined. 
 II. Selected Findings 

29 

rates that did not change significantly between 1982 and 1998, while the overall concentration 

rates of Hispanics and Whites declined during this period (table 13).52

Gender Gaps in Concentration Rates 

• Among 1982 graduates, males were more likely than females to concentrate in occupational education overall (earn 3.0 or more credits in one of the 10 broad occupational 

program areas in figure 1) (table 13). Specifically, this overall 1982 pattern existed in 

agriculture (table 16), construction (table 24), mechanics and repair (table 25), print 

production (table 27), materials production (table 28), and “other” technologies (table 

34). However, females who were members of the class of 1982 were more likely than 

their male classmates to concentrate in business services (table 18), health care (table 

21), child care and education (table 36), and personal and other services (table 37). All 

of these gender gaps persisted as of 1998. 

• However, gender gaps decreased between 1982 and 1998 in business services, mechanics and repair, and materials production. In the first case, the gap diminished because 

males increased their concentration rate in business services while females decreased 

their concentration rate in this program area (table 18). In contrast, the gaps in mechanics and repair and materials production were not due to females being more likely to 

concentrate in these areas between 1982 and 1998, but rather to males being less likely 

to do so (tables 25 and 28, respectively). 

• In child care and education, the gender gap increased over the period, due to an increase between 1982 and 1998 in the concentration rate of females in this program area 

(table 36). 

Disability Status Gaps in Concentration Rates 

• Among 1982 graduates, there was no significant difference between students with and 

without disabilities in grade 12 in their overall rates of concentrating in occupational 

education (earning 3.0 or more credits in one of the 10 broad occupational program areas in figure 1) (table 13). However, by 1998, students with disabilities in grade 12 

were more likely than their peers without such disabilities to concentrate in occupational education. Specifically, this overall trend was noted in agriculture (table 16), 

 

52Although it appeared that American Indians/Alaska Natives were less likely to concentrate in occupational education in 1998 

than in 1982, this difference was not statistically significant, perhaps due to the relatively small sample sizes and large standard 

errors for this group in each survey year. 
II. Selected Findings 

30 

construction (table 24), mechanics and repair (table 25), and materials production 

(table 28). 

• Despite no significant difference in overall concentration rates between students with 

and without disabilities in grade 12 in 1982, students with disabilities in grade 12 who 

were members of the 1982 graduating class were less likely than their peers without 

such disabilities to concentrate in business services (table 18) and communications 

technology (table 33). However, with generally increasing occupational concentration 

rates for students with disabilities in grade 12 over the period studied, these gaps were 

no longer detected in 1998. 

Trends in the Characteristics of Occupational Concentrators

Over time, some changes in the characteristics of occupational concentrators (graduates 

who earned 3.0 or more credits in one of the 10 broad occupational program areas in figure 1) 

were consistent with changes in the student body in general. In cases where trends for occupational concentrators were different from those for graduates in general, this pattern may signal 

that occupational programs attracted a different mix of students in 1998 than in 1982 that extended beyond general demographic and coursetaking trends. This section compares trends in the 

percentage distributions for all graduates in general (table 38) and for occupational concentrators 

in particular (table 39). 

• Both public high school graduates in general (table 38) and occupational concentrators 

in particular (table 39) were more likely in 1998 than in 1982 to be Asian/Pacific Islander or Black, have no reported disabilities in grade 12, earn a mid- or high-level 

GPA (2.0 or higher), complete high-level academic coursework in high school, take 

mid- or high-level mathematics in grade 9, and attend urban schools.53 

• The proportion of occupational concentrators who took mid-level mathematics in 

grade 9 grew more than the corresponding proportion for graduates in general (increases of 18 percentage points versus 10 percentage points) (tables 39 and 38, respectively). No other significant differences were detected in the rates of change for 

occupational concentrators and all graduates on any other variables. 

One discernible pattern from these findings is that both graduates in general and occupational concentrators in particular increased the level of their academic coursetaking between 1982 

 

53The apparent increase in the percentage of occupational concentrators who attended urban schools was not statistically significant, although the increase for all graduates was. In contrast to these trends, between 1982 and 1998, both graduates in general 

and occupational concentrators in particular were less likely to earn a low-level GPA (less than 2.0); complete mid-level or 

mixed academic coursework in high school; take low-level mathematics in grade 9; and attend suburban schools. 
 II. Selected Findings 

31 

and 1998. However, the shift toward moderate academic achievement was greater for occupational concentrators than for the larger group of graduates. 

Computer-Related Coursetaking 

This section focuses on courses whose primary objective is to teach students computerrelated skills and knowledge, referred to here as computer-related courses. As discussed in chapter 1, the course classification system used in this report places all computer-related courses (including those taught in mathematics and computer science departments) within the 

vocational/technical curriculum (figure 2). The summary presented here focuses on computerrelated coursetaking in typewriting/keyboarding, business services, and computer technology, in 

addition to examining computer-related coursetaking overall.54

Computer-Related Coursetaking Among 1998 Graduates 

Among the class of 1998, graduates with disabilities as of grade 12 took less computerrelated coursework overall than their 1998 counterparts without such disabilities. In addition, 

graduates in low-poverty schools took less computer-related coursework than their counterparts 

in higher poverty schools. In contrast, graduates who were moderate academic achievers, who 

attended rural schools, or who were Black took more computer-related coursework overall than 

their 1998 peers who were lower academic achievers, who attended urban or suburban schools, 

or who were Asian/Pacific Islander, respectively. Few significant differences were detected as of 

1998 with regard to coursetaking in the main computer-related sub-areas of typewriting/keyboarding, business services, and computer technology, although those differences that 

were detected were generally consistent with patterns for overall computer-related coursetaking. 

Generally, there was mixed evidence about the relationship between student advantage and the 

amount of computer-related coursework taken by 1998 graduates. 

Overall Computer-Related Coursetaking Among 1998 Graduates 

• The 1998 public high school graduates earned on average 1.05 credits in computerrelated courses—equivalent to about one full-year computer-related course (table 41). 

The largest numbers of computer-related credits earned on average by 1998 graduates 

were in the areas of business services (0.33 credits), computer technology (0.31 cred-

 

54 As explained in chapter 1, all typewriting/keyboarding and all computer technology courses were considered to be computer 

related for this analysis. In contrast, only a subset of courses in business services was considered to be computer related. 
II. Selected Findings 

32 

its), and typewriting/keyboarding (0.29 credits) in comparison with technology education and drafting/graphics (each with 0.06 credits). 

• Graduates with disabilities in grade 12 took less computer-related coursework than 

their 1998 peers without disabilities as of this grade (table 41). In contrast, there was 

no significant difference between 1998 graduates who had limited English proficiency 

in grade 12 and their English proficient peers in the numbers of computer-related credits they earned in high school. 

• The 1998 graduates who were moderate academic achievers—specifically, those with a 

mid-level GPA (2.0 to 3.5) or who completed mid-level or mixed academic coursework in high school—earned more total computer-related credits than their lower 

achieving counterparts (table 41).55

• Graduates in rural schools took more computer-related coursework than their counterparts in suburban or urban schools as of 1998 (table 41). In addition, Black graduates 

earned more computer-related credits than their 1998 peers who were Asian/Pacific Islander. In contrast, graduates in low-poverty schools took less computer-related 

coursework than their counterparts in middle- or high-poverty schools.56 There was no 

significant difference between males and females who were members of the class of 

1998 in the numbers of computer-related credits they earned in high school. 

Computer-Related Coursetaking Among 1998 Graduates, By Sub-Area 

Few significant differences were detected as of 1998 with regard to coursetaking in the 

main computer-related sub-areas of typewriting/keyboarding, business services, and computer 

technology (table 41). However, those differences that were detected were generally consistent 

with patterns for overall computer-related coursetaking. 

• Among 1998 graduates, students who completed all low academic coursework in high 

school took less computer technology coursework than their more academically advantaged peers (table 41). However, students who attended low-poverty schools took less 

computer technology coursework than their peers in higher poverty schools. 

 

55No significant difference was detected between moderate academic achievers and their higher achieving counterparts on these 

two variables (GPA and academic coursework completed). In addition, no significant differences were detected in the total number of computer-related credits earned by graduates with regard to grade 9 mathematics. 

56No significant difference was detected in the average number of computer-related credits earned by graduates in high-poverty 

and in middle-poverty schools. 
 II. Selected Findings 

33 

• The 1998 graduates who attended rural schools took more typewriting/keyboarding 

than their peers in other schools (table 41).57 In contrast, graduates with disabilities in 

grade 12 took less typewriting/keyboarding coursework than their 1998 peers without 

disabilities as of this grade. 

• Female graduates took more typewriting/keyboarding and more computer-related business services coursework than their male peers as of 1998 (table 41). 

Trends in Computer-Related Coursetaking 

This section focuses on trends in computer-related coursetaking for the graduating classes 

from 1990 to 1998. No significant changes were detected in overall computer-related coursetaking over this period. However, patterns varied by computer-related sub-area. While coursetaking 

in computer technology and in computer-related business services was similar to the overall trend 

(with no significant changes detected for all graduates during the 1990s), coursetaking declined 

in typewriting/keyboarding over the same period. 

Computer-related coursetaking trends also varied somewhat by student sub-group. Compared to their 1990 peers, 1998 graduates who had disabilities in grade 12 or who were male took 

more computer-related coursework overall and in business services. In addition, 1998 graduates 

with disabilities in grade 12 took more computer technology coursework than their 1990 peers. In 

contrast, 1998 graduates who were female took less computer-related coursework overall than 

their 1990 peers. The 1998 graduates who completed all high-level academic coursework in high 

school took more computer-related business services courses and fewer computer technology 

courses than the 1990 peers, with no significant change detected in their overall computer-related 

coursetaking during this period. 

Computer-Related Coursetaking Overall 

• There were no significant changes in computer-related coursetaking between 1990 and 

1998 for graduates overall. Public high school graduates earned between 1.03 and 1.05 

computer-related credits throughout the 1990s—equivalent to about one full-year computer-related course (table 42). However, trends varied somewhat among student 

groups. In particular, 1998 graduates who had disabilities in grade 12 or who were 

male took more computer-related coursework than their 1990 peers. In contrast, female 

graduates took less computer-related coursework in 1998 than their 1990 peers. 

 

57As explained in the Introduction, all basic typewriting/keyboarding courses for the classes of 1990 through 1998 were considered to be computer related. 
II. Selected Findings 

34 

Computer-Related Sub-Areas 

Trends also varied by computer-related sub-area. 

• The 1998 public high school graduates earned 0.15 fewer credits in typewriting/keyboarding than 1990 graduates (table 43). There was no significant change in the 

numbers of credits earned in computer-related business services and in computer technology by 1990 and 1998 graduates (tables 44 and 45). 

• The number of typewriting/keyboarding credits that public high school graduates 

earned decreased between 1990 and 1998 for most identified student groups (table 43). 

However, no significant change was detected for several disadvantaged groups, including students with disabilities as of grade 12, students with limited English proficiency 

as of grade 12, and students who completed all low-level academic coursework in high 

school. In addition, no significant change in the number of typewriting/keyboarding 

credits was detected for American Indians/Alaska Natives and Asians/Pacific Islanders. 

• Although no significant change was detected between 1990 and 1998 in the numbers 

of credits earned in computer-related business services by all graduates and by most 

student groups, there were some exceptions to this overall trend (table 44). Specifically, students with disabilities as of grade 12 and some high academic achievers (including graduates completing all high-level academic coursework in high school and 

those who took high-level mathematics coursework in grade 9) took more computerrelated business services by the end of the period. In addition, males and Asians/Pacific 

Islanders who were member of the 1998 graduating class also earned more computerrelated business services credits than their 1990 counterparts. 

• Although there were no detectable changes between 1990 and 1998 in the numbers of 

credits earned in computer technology by all graduates and by most student groups, 

there were some exceptions to this trend (table 45). Specifically, 1998 graduates who 

were disabled in grade 12 earned more computer technology credits than their 1990 

counterparts. In contrast, 1998 graduates who completed all high-level academic 

coursework in high school earned fewer computer technology credits than their 1990 

counterparts. 
 II. Selected Findings 

35 

Combining Vocational/Technical and Academic Coursetaking 

This section examines some of the ways that public high school graduates combined academic and vocational/technical education between 1982 and 1998, focusing primarily on the academic coursetaking of occupational concentrators.58

Academic Coursetaking of 1998 Graduates 

• For most identified student groups, 1998 graduates in general (table 47) earned more 

credits in core academic subjects (English, mathematics, science, and social studies) 

than occupational concentrators in particular (table 48). However, there were no significant differences between occupational concentrators and the larger group of 1998 

graduates in the numbers of core academic credits earned by students with disabilities 

as of grade 12, who completed either all low- or all high-level academic coursework in 

high school, who took high-level mathematics coursework in grade 9, or who attended 

urban or high-poverty schools. In addition, no significant differences between occupational concentrators and all graduates were detected with regard to race/ethnicity, except among White graduates. 

• Among the class of 1998, occupational concentrators who were members of more advantaged groups generally earned more core academic credits than occupational concentrators who were less advantaged (table 48). This was true with regard to disability 

status in grade 12, GPA, academic coursework completed, and grade 9 mathematics. 

However, no significant differences were detected among occupational concentrators 

with regard to school poverty level or school urbanicity. In addition, occupational concentrators who were Asian/Pacific Islander and were female earned more core academic credits than occupational concentrators who were members of other racial/ethnic 

groups and were male, respectively.59

• All of these 1998 patterns for occupational concentrators held for the larger group of 

public high school graduates as well (table 47).60 

 

58See Levesque (2003) for a more detailed examination of academic and vocational/technical coursetaking trends. There were 

too few 1998 occupational concentrators who had limited English proficiency in grade 12 to examine coursetaking for this group.

59No significant difference was detected in the number of core academic credits earned by occupational concentrators who were 

Asian/Pacific Islander and who were Black. 

60The difference in number of core academic credits earned by all graduates who were Asian/Pacific Islander and were Black 

was statistically significant. 
II. Selected Findings 

36 

Trends in Academic Coursetaking 

This section examines trends in academic coursetaking for the graduating classes from 

1982 to 1998. 

• Both the larger group of 1998 public high school graduates (table 47) and the subset of 

these graduates who were occupational concentrators (table 48) earned more core academic credits than their 1982 counterparts, regardless of their special or protected 

population status.61 For every identified student group, there was no significant difference in the rates of increase over the period in the number of core academic credits 

earned by all graduates and by occupational concentrators. 

• However, among occupational concentrators, increases were smaller for students with 

disabilities in grade 12, American Indians/Alaska Natives, and males than for students 

without disabilities in grade 12, Hispanics, and females, respectively (table 48).62 

• Similar to patterns for occupational concentrators, increases were smaller for all graduates with disabilities in grade 12, graduates who were American Indian/Alaska Native, 

and male graduates than for graduates without disabilities in grade 12, Hispanic graduates, and female graduates, respectively. 

Conclusion 

Various federal legislation is concerned with the participation of special and protected 

populations in education programs. This report examined the participation of public high school 

graduates in vocational/technical education between 1982 and 1998, focusing on the participation 

of graduates based on their special and protected population status. 

Trends in participation for most subgroups reflected overall trends for graduates. Generally, 

graduates took fewer vocational courses between 1982 and 1998, although their occupational 

coursetaking was relatively steady. The percentage of graduates concentrating in occupational 

education (earning 3.0 or more credits in one of the 10 broad occupational program areas cited in 

the report) also declined over the period. 

A few groups of graduates exhibited exceptions to these general trends, however. In particular, graduates with disabilities as of grade 12 took more vocational and occupational coursework by the end of the period studied. In addition, Asians/Pacific Islanders and high academic 

 

61The only exception was that the 15.50 core academic credits earned by 1998 occupational concentrators with a high GPA (3.5 

or higher) was not statistically different from the 12.77 core academic credits earned by1982 occupational concentrators with a 

high GPA. 

62There were no other significant differences detected among racial/ethnic groups. 
 II. Selected Findings 

37 

achievers earned numbers of vocational credits and exhibited occupational concentration rates at 

the end of the period that were not statistically different from corresponding figures for 1982. 

Thus, these latter groups did not exhibit the usual declines. Both Asians/Pacific Islanders and 

high academic achievers participated in vocational/technical education at below-average rates at 

the beginning of the period. 

As of 1998, there were differences in participation in vocational/technical education on all 

of the variables examined in the report: race/ethnicity, sex, disability status, English proficiency, 

academic achievement, and school urbanicity and poverty level. In particular, groups exhibiting 

relatively high levels of participation in vocational/technical education in comparison with their 

peers included males, graduates with disabilities as of grade 12, low academic achievers, and 

graduates in rural and in high-poverty schools. In contrast, females, Asians/Pacific Islanders, and 

graduates who had limited English proficiency as of grade 12 exhibited relatively low levels of 

such participation. 

With regard to computer-related coursetaking, groups exhibiting relatively low levels of 

participation in comparison with their 1998 peers included students with disabilities as of grade 

12, low academic achievers, Asians/Pacific Islanders, and students in low-poverty and in urban 

and suburban schools. Among these groups, 1998 graduates who had disabilities as of grade 12 

and graduates who were low academic achievers also earned fewer core academic credits than 

their more advantaged counterparts. However, 1998 graduates who were Asian/Pacific Islander 

as well as female graduates earned relatively large numbers of core academic credits in comparison with their peers. All of these core academic coursetaking patterns also held for the subset of 

graduates who were occupational concentrators. 

On measures that classified students into three levels of advantage (low-, moderate- or 

middle-, and high-advantage), most occupational concentrators were from the middle groups. In 

some cases, occupational concentrators were more likely to be from the middle groups than was 

the 1998 public high school class as a whole. Although no significant difference was detected in 

the proportion of occupational concentrators and all graduates who were from the lowest academic achievement groups, occupational concentrators were less likely than the 1998 graduating 

class as a whole to be from the highest academic achievement groups. 
THIS PAGE INTENTIONALLY LEFT BLANK
39 

References 

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Perspective (NCES 2001–026). U.S. Department of Education. Washington, DC: National 

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Jones, C., Knight, S., Butz, M., Crawford, I., and Stephenson, B. (1984). High School and Beyond Transcripts Survey (1982), Data File User’s Manual (NCES 84–205). U.S. Department 

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Levesque, K., Lauen, D., Teitelbaum, P., Alt, M., and Librera, S. (2000). Vocational Education 

in the United States: Toward the Year 2000 (NCES 2000–029). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing 

Office. 

National Commission on Excellence in Education. (1983). A Nation at Risk: The Imperative for 

Educational Reform. Washington, DC: Author. 

Office for Civil Rights. (2001). About OCR. Available: 

http://www.ed.gov/offices/OCR/aboutocr.html [June 10, 2003] 

Roey, S., Caldwell, N., Rust, K., Blumstein, E., Krenzke, T., Legum, S., Kuhn, J., Waksberg, M., 

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43 

Tables 
Table 1.—Percentage of public high school graduates taking vocational/technical education courses, by 

Table 1.—selected characteristics, including special and protected populations status: Various years, 

Table 1.—1982–98

1982 1990 1992 1994 1998 

 Total 98.2 98.0 97.7 97.2 96.5 

Race/ethnicity

 American Indian/Alaska Native 98.8 96.5 98.4 98.7 97.6 

 Asian/Pacific Islander 97.7 97.5 97.4 96.7 94.4 

 Black, non-Hispanic 99.2 98.8 97.3 98.4 98.4 

 Hispanic 99.2 98.6 98.6 98.7 97.7 

 White, non-Hispanic 97.8 97.7 97.7 97.0 96.1 

Sex

 Male 98.0 98.2 97.9 97.6 97.0 

 Female 98.4 97.7 97.6 96.8 96.1 

Disability status (grade 12) 

 Has disability 99.4 99.8 — 99.2 99.1 

 No indicated disability 98.0 97.9 — 97.1 96.5 

English proficiency (grade 12)

 Limited — 97.1 — 97.0 95.8 

 Proficient — 98.0 — 97.2 96.6 

Grade-point average (GPA)

 High (greater than 3.5) 95.3 94.1 95.9 94.4 92.6 

 Mid-level (2.0 to 3.5) 98.2 98.1 97.7 97.4 97.3 

 Low (less than 2.0) 99.5 99.6 99.0 99.0 98.8 

Academic coursework completed

 All high

1 95.8 94.0 95.1 91.7 92.2 

 Mid-level or mixed2 98.1 98.4 98.1 98.1 97.3 

 All low3 100.0 99.8 98.7 99.9 99.5 

Grade 9 mathematics

 High (geometry or higher)4 94.9 94.8 95.5 93.6 94.3 

 Mid-level (prealgebra or algebra 1) 98.1 97.9 97.7 97.5 96.8 

 Low (no or low mathematics)5 98.9 99.3 99.1 98.6 98.3 

School urbanicity

 Urban 97.7 — 97.4 — 95.1 

 Suburban 97.9 — 97.6 — 96.1 

 Rural 98.9 — 98.1 — 98.4 

See notes at end of table.

_______

44
Table 1.—Percentage of public high school graduates taking vocational/technical education courses, by 

Table 1.—selected characteristics, including special and protected populations status: Various years, 

Table 1.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 98.3 98.8 

 Middle (greater than 5 to 50 percent in NSLP) — — — 97.8 96.7 

 Low (5 percent or less in NSLP) — — — 94.1 94.3 

 Not reported — — — 97.3 96.8 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

45
Table 2.—Percentage of public high school graduates taking occupational courses, by selected 

Table 2.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 88.7 90.6 92.2 90.8 90.7 

Race/ethnicity

 American Indian/Alaska Native 93.1 93.6 95.3 94.2 92.4 

 Asian/Pacific Islander 81.7 87.6 90.1 91.3 87.6 

 Black, non-Hispanic 88.4 91.9 91.7 92.3 92.2 

 Hispanic 90.4 94.2 93.5 94.1 92.0 

 White, non-Hispanic 88.5 90.2 92.2 90.4 90.3 

Sex

 Male 91.1 93.7 93.6 92.5 92.7 

 Female 86.5 87.8 90.9 89.2 88.6 

Disability status (grade 12)

 Has disability 87.7 90.9 — 92.3 92.1 

 No indicated disability 88.8 90.6 — 90.7 90.6 

English proficiency (grade 12)

 Limited — 87.4 — 87.4 86.4 

 Proficient — 90.6 — 90.8 90.7 

Grade-point average (GPA)

 High (greater than 3.5) 79.1 82.4 86.6 85.0 84.6 

 Mid-level (2.0 to 3.5) 88.9 91.0 92.4 91.2 91.8 

 Low (less than 2.0) 92.5 94.1 95.4 94.6 93.5 

Academic coursework completed

 All high

1 67.5 82.8 85.2 82.5 83.3 

 Mid-level or mixed2 88.7 91.4 93.2 92.2 92.0 

 All low3 95.2 95.4 96.7 95.8 94.9 

Grade 9 mathematics

 High (geometry or higher)4 81.3 84.9 88.6 85.8 86.9 

 Mid-level (prealgebra or algebra 1) 87.9 90.6 92.4 91.2 91.4 

 Low (no or low mathematics)5 91.3 92.9 93.7 93.0 92.4 

School urbanicity

 Urban 88.1 — 91.0 — 86.3 

 Suburban 88.1 — 92.0 — 89.9 

 Rural 89.8 — 93.3 — 95.3 

See notes at end of table.

_______

46
Table 2.—Percentage of public high school graduates taking occupational courses, by selected 

Table 2.—characteristics, including special and protected populations status: Various years, 1982–98

Table 2.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 93.4 94.4 

 Middle (greater than 5 to 50 percent in NSLP) — — — 91.4 90.6 

 Low (5 percent or less in NSLP) — — — 87.0 88.5 

 Not reported — — — 91.0 90.9 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

47
Table 3.—Average number of vocational/technical credits earned by public high school graduates, by 

Table 4.—selected characteristics, including special and protected populations status: Various years, 

Table 4.—1982–98

1982 1990 1992 1994 1998 

 Total 4.68 4.19 3.99 3.96 3.99 

Race/ethnicity

 American Indian/Alaska Native 4.93 4.62 4.79 4.26 4.02 

 Asian/Pacific Islander 3.31 3.07 3.40 3.01 3.15 

 Black, non-Hispanic 4.81 4.41 4.12 4.29 4.33 

 Hispanic 5.26 4.12 4.04 3.87 3.97 

 White, non-Hispanic 4.59 4.22 3.98 3.96 3.97 

Sex

 Male 4.68 4.32 4.17 4.13 4.25 

 Female 4.67 4.08 3.81 3.80 3.77 

Disability status (grade 12)

 Has disability 4.82 6.01 — 5.99 5.85 

 No indicated disability 4.67 4.14 — 3.88 3.94 

English proficiency (grade 12)

 Limited — 2.85 — 3.06 3.19 

 Proficient — 4.20 — 3.97 4.00 

Grade-point average (GPA)

 High (greater than 3.5) 3.35 2.59 2.61 2.60 2.82 

 Mid-level (2.0 to 3.5) 4.72 4.21 4.04 4.07 4.18 

 Low (less than 2.0) 5.17 5.03 4.80 4.73 4.81 

Academic coursework completed

 All high

1 2.66 2.22 2.25 2.14 2.59 

 Mid-level or mixed2 4.65 4.31 4.17 4.19 4.16 

 All low3 6.09 6.28 6.54 6.18 6.23 

Grade 9 mathematics

 High (geometry or higher)4 3.11 2.68 2.62 2.56 3.04 

 Mid-level (prealgebra or algebra 1) 4.36 3.94 3.87 3.85 4.09 

 Low (no or low mathematics)5 5.41 5.32 5.03 5.16 4.76 

School urbanicity

 Urban 4.28 — 3.70 — 3.55 

 Suburban 4.46 — 3.55 — 3.62 

 Rural 5.23 — 4.77 — 4.84 

See notes at end of table.

_______

48
Table 3.—Average number of vocational/technical credits earned by public high school graduates, by 

Table 4.—selected characteristics, including special and protected populations status: Various years, 

Table 4.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 4.33 4.65 

 Middle (greater than 5 to 50 percent in NSLP) — — — 4.10 4.13 

 Low (5 percent or less in NSLP) — — — 3.10 3.22 

 Not reported — — — 4.10 3.85 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

49
Table 4.—Average number of occupational credits earned by public high school graduates, by selected 

Table 6.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 3.03 2.89 2.84 2.79 2.87 

Race/ethnicity

 American Indian/Alaska Native 3.40 3.16 3.73 2.84 2.92 

 Asian/Pacific Islander 2.01 2.07 2.53 2.13 2.30 

 Black, non-Hispanic 2.90 2.79 2.78 2.94 2.95 

 Hispanic 3.30 2.85 2.90 2.75 2.82 

 White, non-Hispanic 3.02 2.97 2.84 2.81 2.90 

Sex

 Male 3.43 3.28 3.17 3.08 3.23 

 Female 2.66 2.53 2.52 2.52 2.54 

Disability status (grade 12)

 Has disability 3.00 3.88 — 3.74 3.87 

 No indicated disability 3.03 2.86 — 2.76 2.84 

English proficiency (grade 12)

 Limited — 1.82 — 2.11 1.99 

 Proficient — 2.89 — 2.80 2.88 

Grade-point average (GPA)

 High (greater than 3.5) 2.05 1.75 1.82 1.83 2.02 

 Mid-level (2.0 to 3.5) 3.06 2.91 2.87 2.87 3.00 

 Low (less than 2.0) 3.39 3.48 3.43 3.34 3.57 

Academic coursework completed

 All high

1 1.51 1.53 1.65 1.56 1.94 

 Mid-level or mixed2 3.01 2.97 2.95 2.97 3.00 

 All low3 4.01 4.46 4.72 4.18 4.24 

Grade 9 mathematics

 High (geometry or higher)4 2.03 1.85 1.95 1.83 2.31 

 Mid-level (prealgebra or algebra 1) 2.84 2.74 2.73 2.75 2.96 

 Low (no or low mathematics)5 3.48 3.63 3.57 3.54 3.22 

School urbanicity

 Urban 2.83 — 2.64 — 2.60 

 Suburban 2.91 — 2.56 — 2.64 

 Rural 3.32 — 3.32 — 3.39 

See notes at end of table.

_______

50
Table 4.—Average number of occupational credits earned by public high school graduates, by selected 

Table 6.—characteristics, including special and protected populations status: Various years, 1982–98

Table 2.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 2.95 3.30 

 Middle (greater than 5 to 50 percent in NSLP) — — — 2.90 2.97 

 Low (5 percent or less in NSLP) — — — 2.25 2.22 

 Not reported — — — 2.86 2.92 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

51
Table 5.—Percentage of total credits earned by public high school graduates that are vocational/technical

Table 5.—credits, by selected characteristics, including special and protected populations status: Various 

Table 5.—years, 1982–98

1982 1990 1992 1994 1998 

 Total 21.8 17.9 16.8 16.5 15.9 

Race/ethnicity

 American Indian/Alaska Native 22.9 20.4 20.2 17.5 16.5 

 Asian/Pacific Islander 14.9 12.9 14.1 12.5 12.6 

 Black, non-Hispanic 22.7 18.8 17.6 18.2 17.4 

 Hispanic 24.7 17.4 17.2 16.1 15.7 

 White, non-Hispanic 21.3 18.1 16.8 16.3 15.8 

Sex

 Male 22.0 18.6 17.7 17.3 17.1 

 Female 21.7 17.3 16.0 15.7 14.9 

Disability status (grade 12)

 Has disability 22.8 26.3 — 24.8 23.5 

 No indicated disability 21.7 17.7 — 16.2 15.7 

English proficiency (grade 12)

 Limited — 11.8 — 12.4 12.7 

 Proficient — 18.0 — 16.5 15.9 

Grade-point average (GPA)

 High (greater than 3.5) 14.4 10.5 10.3 10.2 10.5 

 Mid-level (2.0 to 3.5) 21.8 17.8 16.9 16.8 16.7 

 Low (less than 2.0) 25.6 22.7 21.4 21.1 20.9 

Academic coursework completed

 All high

1 11.9 8.8 9.0 8.4 9.6 

 Mid-level or mixed2 21.6 18.5 17.7 17.5 16.7 

 All low3 29.7 27.7 27.8 26.3 26.0 

Grade 9 mathematics

 High (geometry or higher)4 13.8 11.0 10.5 10.3 11.5 

 Mid-level (prealgebra or algebra 1) 20.0 16.8 16.2 15.9 16.3 

 Low (no or low mathematics)5 25.9 23.3 21.9 22.0 19.8 

School urbanicity

 Urban 20.3 — 15.7 — 14.2 

 Suburban 20.8 — 15.1 — 14.5 

 Rural 24.3 — 19.8 — 19.1 

See notes at end of table.

_______

52
Table 5.—Percentage of total credits earned by public high school graduates that are vocational/technical

Table 5.—credits, by selected characteristics, including special and protected populations status: Various 

Table 5.—years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 18.2 18.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 17.0 16.5 

 Low (5 percent or less in NSLP) — — — 13.1 13.2 

 Not reported — — — 17.1 15.2 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

53
Table 6.—Percentage of total vocational/technical credits earned by public high school graduates that are 

Table 6.—occupational credits, by selected characteristics, including special and protected populations 

Table 6.—status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 59.4 64.2 67.9 67.1 68.4 

Race/ethnicity

 American Indian/Alaska Native 66.1 66.7 73.6 64.8 68.1 

 Asian/Pacific Islander 56.2 63.0 69.8 69.8 69.4 

 Black, non-Hispanic 55.2 59.6 64.6 64.8 65.5 

 Hispanic 58.8 65.9 67.9 69.2 67.2 

 White, non-Hispanic 60.1 64.9 68.3 67.3 69.1 

Sex

 Male 67.9 71.9 72.7 71.5 72.9 

 Female 51.6 57.1 63.2 62.9 63.8 

Disability status (grade 12)

 Has disability 56.7 60.4 — 62.1 62.9 

 No indicated disability 59.7 64.3 — 67.3 68.6 

English proficiency (grade 12)

 Limited — 58.7 — 62.7 59.9 

 Proficient — 64.2 — 67.2 68.5 

Grade-point average (GPA)

 High (greater than 3.5) 53.6 63.1 67.1 66.7 67.7 

 Mid-level (2.0 to 3.5) 59.7 64.3 67.9 67.2 68.3 

 Low (less than 2.0) 61.5 64.4 68.7 67.2 70.6 

Academic coursework completed

 All high

1 44.8 64.7 68.5 69.1 70.1 

 Mid-level or mixed2 59.5 64.1 67.7 67.0 68.4 

 All low3 64.0 66.3 70.2 65.6 64.9 

Grade 9 mathematics

 High (geometry or higher)4 58.4 64.1 71.1 68.8 70.8 

 Mid-level (prealgebra or algebra 1) 58.9 64.7 67.7 67.4 68.6 

 Low (no or low mathematics)5 60.3 63.2 66.8 65.3 64.7 

School urbanicity

 Urban 61.1 — 68.0 — 68.4 

 Suburban 60.0 — 68.8 — 68.8 

 Rural 57.7 — 66.7 — 67.9 

See notes at end of table.

_______

54
Table 6.—Percentage of total vocational/technical credits earned by public high school graduates that are 

Table 6.—occupational credits, by selected characteristics, including special and protected populations 

Table 6.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 66.8 67.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 67.2 68.2 

 Low (5 percent or less in NSLP) — — — 68.6 66.4 

 Not reported — — — 65.9 72.1 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

55
Table 7.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 7.—earned in the 9th grade, by selected characteristics, including special and protected populations 

Table 7.—status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 17.0 18.1 19.3 19.7 20.7 

Race/ethnicity

 American Indian/Alaska Native 16.6 15.9 23.3 20.7 23.7 

 Asian/Pacific Islander 20.0 20.8 21.8 22.4 21.0 

 Black, non-Hispanic 17.9 18.7 18.4 17.0 19.3 

 Hispanic 16.7 19.5 17.4 16.9 20.0 

 White, non-Hispanic 16.8 17.7 19.5 20.5 21.0 

Sex

 Male 17.6 18.8 20.2 20.5 20.8 

 Female 16.4 17.4 18.4 18.9 20.1 

Disability status (grade 12)

 Has disability 17.7 15.8 — 15.4 18.6 

 No indicated disability 16.9 18.2 — 19.9 20.8 

English proficiency (grade 12)

 Limited — 16.1 — 15.1 20.3 

 Proficient — 18.1 — 19.7 20.7 

Grade-point average (GPA)

 High (greater than 3.5) 20.4 21.9 22.9 24.4 25.9 

 Mid-level (2.0 to 3.5) 16.7 17.8 19.3 19.1 19.7 

 Low (less than 2.0) 16.2 17.1 16.6 18.3 18.9 

Academic coursework completed

 All high

1 20.3 22.9 22.3 23.4 24.8 

 Mid-level or mixed2 17.0 17.7 18.9 19.2 20.2 

 All low3 16.3 14.5 16.9 15.4 14.9 

Grade 9 mathematics

 High (geometry or higher)4 18.5 21.9 22.1 20.7 22.9 

 Mid-level (prealgebra or algebra 1) 17.8 18.5 19.5 20.6 20.7 

 Low (no or low mathematics)5 15.6 15.8 17.2 16.6 18.0 

School urbanicity

 Urban 17.0 — 18.9 — 20.9 

 Suburban 16.9 — 18.3 — 20.0 

 Rural 17.1 — 20.8 — 21.3 

See notes at end of table.

_______

56
Table 7.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 7.—earned in the 9th grade, by selected characteristics, including special and protected populations 

Table 7.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 19.7 19.4 

 Middle (greater than 5 to 50 percent in NSLP) — — — 19.8 20.1 

 Low (5 percent or less in NSLP) — — — 19.1 21.5 

 Not reported — — — 19.7 23.1 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

57
Table 8.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 8.—earned in the 10th grade, by selected characteristics, including special and protected populations 

Table 8.—status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 19.9 18.7 19.7 19.1 19.5 

Race/ethnicity

 American Indian/Alaska Native 22.6 20.4 18.8 21.1 16.9 

 Asian/Pacific Islander 21.7 18.2 19.3 19.9 21.0 

 Black, non-Hispanic 19.3 19.7 19.2 20.1 19.8 

 Hispanic 19.6 17.0 16.8 17.7 18.7 

 White, non-Hispanic 20.0 18.8 20.2 19.2 19.6 

Sex

 Male 20.0 19.0 19.1 19.4 20.2 

 Female 19.8 18.5 20.4 18.8 19.0 

Disability status (grade 12)

 Has disability 20.1 19.2 — 19.3 18.1 

 No indicated disability 19.9 18.7 — 19.1 19.6 

English proficiency (grade 12)

 Limited — 19.6 — 18.2 19.8 

 Proficient — 18.7 — 19.1 19.5 

Grade-point average (GPA)

 High (greater than 3.5) 21.5 20.6 21.3 20.4 21.9 

 Mid-level (2.0 to 3.5) 19.8 18.5 19.8 18.9 19.0 

 Low (less than 2.0) 19.4 18.5 18.1 19.2 19.4 

Academic coursework completed

 All high

1 20.4 20.1 22.0 21.5 21.5 

 Mid-level or mixed2 19.8 18.5 19.4 18.8 19.2 

 All low3 20.4 18.9 18.1 17.7 19.1 

Grade 9 mathematics

 High (geometry or higher)4 19.4 19.4 21.4 22.3 20.9 

 Mid-level (prealgebra or algebra 1) 19.7 18.2 19.8 18.3 19.3 

 Low (no or low mathematics)5 20.2 19.5 18.7 19.3 18.8 

School urbanicity

 Urban 19.1 — 19.5 — 19.9 

 Suburban 20.0 — 19.8 — 19.1 

 Rural 20.1 — 19.7 — 19.7 

See notes at end of table.

_______

58
Table 8.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 8.—earned in the 10th grade, by selected characteristics, including special and protected populations 

Table 8.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 18.3 20.4 

 Middle (greater than 5 to 50 percent in NSLP) — — — 18.6 19.4 

 Low (5 percent or less in NSLP) — — — 22.2 20.1 

 Not reported — — — 18.7 18.8 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

59
Table 9.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 9.—earned in the 11th grade, by selected characteristics, including special and protected populations 

Table 9.—status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 28.8 24.9 24.4 23.9 23.6 

Race/ethnicity

 American Indian/Alaska Native 30.1 26.8 24.6 21.4 25.5 

 Asian/Pacific Islander 30.3 27.6 23.4 24.7 25.7 

 Black, non-Hispanic 28.1 23.4 24.7 24.4 24.4 

 Hispanic 28.8 24.5 26.7 25.0 25.0 

 White, non-Hispanic 28.8 25.2 24.1 23.6 23.1 

Sex

 Male 28.2 24.9 25.0 24.1 23.6 

 Female 29.3 24.9 23.9 23.7 23.6 

Disability status (grade 12)

 Has disability 27.6 27.8 — 27.9 27.7 

 No indicated disability 28.9 24.8 — 23.8 23.5 

English proficiency (grade 12)

 Limited — 25.0 — 27.3 28.2 

 Proficient — 24.9 — 23.9 23.6 

Grade-point average (GPA)

 High (greater than 3.5) 26.1 23.2 23.5 22.5 21.7 

 Mid-level (2.0 to 3.5) 28.8 24.8 24.3 24.0 23.9 

 Low (less than 2.0) 29.8 26.2 25.9 24.7 24.7 

Academic coursework completed

 All high

1 25.8 23.4 22.6 22.1 23.3 

 Mid-level or mixed2 28.8 24.9 24.6 24.1 23.5 

 All low3 29.6 28.7 27.8 28.2 27.3 

Grade 9 mathematics

 High (geometry or higher)4 25.8 22.8 22.4 23.0 22.3 

 Mid-level (prealgebra or algebra 1) 28.3 24.0 24.0 23.4 23.4 

 Low (no or low mathematics)5 29.9 27.7 26.6 25.8 26.0 

School urbanicity

 Urban 29.0 — 24.4 — 23.4 

 Suburban 28.6 — 24.4 — 23.9 

 Rural 28.9 — 24.5 — 23.5 

See notes at end of table.

_______

60
Table 9.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 9.—earned in the 11th grade, by selected characteristics, including special and protected populations 

Table 9.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 25.8 24.7 

 Middle (greater than 5 to 50 percent in NSLP) — — — 24.1 24.0 

 Low (5 percent or less in NSLP) — — — 23.3 23.0 

 Not reported — — — 23.1 22.0 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

61
Table 10.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 46.—earned in the 12th grade, by selected characteristics, including special and protected populations 

Table 46.—status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 34.4 38.3 36.6 37.3 36.2 

Race/ethnicity

 American Indian/Alaska Native 30.8 36.9 33.4 36.8 33.9 

 Asian/Pacific Islander 28.0 33.4 35.5 33.0 32.4 

 Black, non-Hispanic 34.7 38.3 37.6 38.5 36.4 

 Hispanic 34.9 38.9 39.0 40.5 36.4 

 White, non-Hispanic 34.5 38.3 36.2 36.8 36.3 

Sex

 Male 34.2 37.4 35.8 36.0 35.4 

 Female 34.6 39.1 37.3 38.5 37.3 

Disability status (grade 12)

 Has disability 34.6 37.2 — 37.4 35.6 

 No indicated disability 34.4 38.3 — 37.3 36.2 

English proficiency (grade 12)

 Limited — 39.3 — 39.4 31.7 

 Proficient — 38.3 — 37.3 36.2 

Grade-point average (GPA)

 High (greater than 3.5) 32.1 34.3 32.3 32.7 30.5 

 Mid-level (2.0 to 3.5) 34.7 38.8 36.6 38.0 37.3 

 Low (less than 2.0) 34.6 38.2 39.4 37.8 37.0 

Academic coursework completed

 All high

1 33.6 33.6 33.1 33.0 30.4 

 Mid-level or mixed2 34.4 38.9 37.1 38.0 37.1 

 All low3 33.8 37.9 37.1 38.7 38.7 

Grade 9 mathematics

 High (geometry or higher)4 36.4 35.9 34.2 34.0 33.9 

 Mid-level (prealgebra or algebra 1) 34.2 39.3 36.7 37.6 36.6 

 Low (no or low mathematics)5 34.3 37.0 37.4 38.3 37.1 

School urbanicity

 Urban 34.9 — 37.1 — 35.7 

 Suburban 34.6 — 37.5 — 37.0 

 Rural 33.8 — 34.9 — 35.5 

See notes at end of table.

_______

62
Table 10.—Percentage of vocational/technical credits earned by public high school graduates that were

Table 46.—earned in the 12th grade, by selected characteristics, including special and protected populations 

Table 46.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 36.2 35.5 

 Middle (greater than 5 to 50 percent in NSLP) — — — 37.6 36.5 

 Low (5 percent or less in NSLP) — — — 35.5 35.4 

 Not reported — — — 38.5 36.1 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

63
Table 11.—Percentage of public high school graduates earning 3.0 or more vocational/technical credits, 

Table 13.—by selected characteristics, including special and protected populations status: Various years, 

Table 13.—1982–98

1982 1990 1992 1994 1998 

 Total 71.3 63.7 61.9 61.1 61.5 

Race/ethnicity

 American Indian/Alaska Native 79.0 76.8 75.4 69.1 67.6 

 Asian/Pacific Islander 51.4 47.7 53.2 46.4 50.9 

 Black, non-Hispanic 76.6 70.8 68.0 68.6 68.4 

 Hispanic 78.9 65.7 64.8 62.5 64.3 

 White, non-Hispanic 69.6 63.0 60.8 60.5 60.3 

Sex

 Male 70.7 65.3 65.1 62.9 65.0 

 Female 71.9 62.3 58.8 59.4 58.7 

Disability status (grade 12)

 Has disability 74.7 86.7 — 83.7 83.0 

 No indicated disability 71.1 63.1 — 60.2 60.9 

English proficiency (grade 12)

 Limited — 41.7 — 49.2 52.2 

 Proficient — 63.8 — 61.2 61.6 

Grade-point average (GPA)

 High (greater than 3.5) 47.8 37.5 35.4 39.5 43.2 

 Mid-level (2.0 to 3.5) 71.3 63.5 62.5 62.4 64.4 

 Low (less than 2.0) 82.7 79.7 79.3 76.1 75.2 

Academic coursework completed

 All high

1 43.1 29.5 30.7 30.2 38.0 

 Mid-level or mixed2 71.0 66.4 65.9 65.6 64.9 

 All low3 88.3 91.4 90.0 88.9 86.5 

Grade 9 mathematics

 High (geometry or higher)4 45.4 38.6 37.7 38.2 46.1 

 Mid-level (prealgebra or algebra 1) 67.8 61.1 60.8 60.9 63.5 

 Low (no or low mathematics)5 81.1 79.0 77.8 76.6 72.6 

School urbanicity

 Urban 66.4 — 58.0 — 52.6 

 Suburban 67.7 — 55.4 — 56.2 

 Rural 79.6 — 73.0 — 75.7 

See notes at end of table.

_______

64
Table 11.—Percentage of public high school graduates earning 3.0 or more vocational/technical credits, 

Table 13.—by selected characteristics, including special and protected populations status: Various years, 

Table 13.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 69.2 74.2 

 Middle (greater than 5 to 50 percent in NSLP) — — — 63.8 64.2 

 Low (5 percent or less in NSLP) — — — 45.3 46.4 

 Not reported — — — 62.6 59.4 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

65
Table 12.—Percentage of public high school graduates earning 3.0 or more occupational credits, by selected 

Table 15.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 46.2 43.0 42.2 42.0 43.8 

Race/ethnicity

 American Indian/Alaska Native 61.0 52.5 57.8 42.9 43.4 

 Asian/Pacific Islander 30.7 31.6 38.5 31.0 33.5 

 Black, non-Hispanic 44.5 43.5 41.7 45.9 47.2 

 Hispanic 52.0 42.9 44.1 42.5 44.1 

 White, non-Hispanic 45.6 43.6 42.0 41.9 43.7 

Sex

 Male 52.7 49.3 47.9 46.5 50.3 

 Female 40.2 37.2 36.6 37.7 38.2 

Disability status (grade 12)

 Has disability 43.8 58.7 — 57.5 58.4 

 No indicated disability 46.4 42.5 — 41.4 43.4 

English proficiency (grade 12)

 Limited — 19.6 — 30.6 27.2 

 Proficient — 43.1 — 42.1 44.0 

Grade-point average (GPA)

 High (greater than 3.5) 27.3 21.9 22.6 23.7 28.8 

 Mid-level (2.0 to 3.5) 46.8 43.0 42.6 43.1 46.1 

 Low (less than 2.0) 53.7 55.2 55.6 54.3 56.7 

Academic coursework completed

 All high

1 23.7 15.9 18.3 18.4 26.5 

 Mid-level or mixed2 45.9 45.0 44.8 45.4 46.3 

 All low3 61.6 66.8 73.6 65.4 65.8 

Grade 9 mathematics

 High (geometry or higher)4 29.1 22.3 24.4 23.0 33.2 

 Mid-level (prealgebra or algebra 1) 43.1 40.9 40.9 41.8 45.7 

 Low (no or low mathematics)5 53.9 55.5 55.1 54.9 49.6 

School urbanicity

 Urban 42.6 — 39.2 — 38.3 

 Suburban 44.1 — 37.2 — 39.6 

 Rural 51.6 — 50.9 — 53.9 

See notes at end of table.

_______

66
Table 12.—Percentage of public high school graduates earning 3.0 or more occupational credits, by selected 

Table 15.—characteristics, including special and protected populations status: Various years, 1982–98

Table1 2.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 45.1 53.9 

 Middle (greater than 5 to 50 percent in NSLP) — — — 44.1 45.8 

 Low (5 percent or less in NSLP) — — — 29.8 30.0 

 Not reported — — — 44.2 45.1 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

67
Table 13.—Percentage of public high school graduates concentrating in occupational education, by selected 

Table 17.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 33.7 27.8 24.9 25.4 25.0 

Race/ethnicity

 American Indian/Alaska Native 46.6 38.0 34.3 20.9 25.5 

 Asian/Pacific Islander 17.6 16.6 20.4 14.2 16.8 

 Black, non-Hispanic 32.7 27.3 24.8 29.0 27.2 

 Hispanic 37.8 27.9 24.4 24.9 22.9 

 White, non-Hispanic 33.2 28.5 25.1 25.3 25.3 

Sex

 Male 39.0 32.3 29.1 28.8 30.7 

 Female 28.7 23.6 20.9 22.3 19.9 

Disability status (grade 12)

 Has disability 31.4 42.2 — 41.3 37.5 

 No indicated disability 33.8 27.4 — 24.8 24.6 

English proficiency (grade 12)

 Limited — 12.4 — 17.5 8.7 

 Proficient — 27.8 — 25.5 25.1 

Grade-point average (GPA)

 High (greater than 3.5) 18.0 11.1 10.9 12.7 15.0 

 Mid-level (2.0 to 3.5) 34.4 27.9 25.3 26.6 26.3 

 Low (less than 2.0) 38.9 36.9 34.2 31.8 35.2 

Academic coursework completed

 All high

1 18.2 7.4 8.1 8.6 14.2 

 Mid-level or mixed2 33.4 29.0 26.4 27.7 26.4 

 All low3 46.2 50.1 54.0 43.8 41.3 

Grade 9 mathematics

 High (geometry or higher)4 18.2 12.0 12.1 12.1 17.5 

 Mid-level (prealgebra or algebra 1) 30.4 25.3 23.1 24.4 26.2 

 Low (no or low mathematics)5 41.1 39.3 36.7 37.0 29.6 

School urbanicity

 Urban 30.8 — 21.4 — 23.1 

 Suburban 31.8 — 21.9 — 21.5 

 Rural 38.2 — 31.3 — 31.0 

See notes at end of table.

_______

68
Table 13.—Percentage of public high school graduates concentrating in occupational education, by selected 

Table 17.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 30.1 29.2 

 Middle (greater than 5 to 50 percent in NSLP) — — — 27.0 26.8 

 Low (5 percent or less in NSLP) — — — 17.0 15.7 

 Not reported — — — 25.6 25.2 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Occupational concentrators earned 3.0 or more credits in one of the following 10 broad occupational program areas: 

agriculture, business, marketing, health care, protective services, technology, trade and industry, food service and hospitality, 

child care and education, and personal and other services. NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study 

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

69
Table 14.—Percentage of public high school graduates earning 3.0 or more occupational credits who

Table 40.—concentrated in occupational education, by selected characteristics, including special and 

Table 40.—protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 72.8 64.6 59.1 60.6 57.0 

Race/ethnicity

 American Indian/Alaska Native 76.4 72.4 59.3 48.7 58.8 

 Asian/Pacific Islander 57.4 52.7 52.9 45.7 50.2 

 Black, non-Hispanic 73.5 62.8 59.4 63.1 57.6 

 Hispanic 72.6 65.0 55.3 58.7 52.0 

 White, non-Hispanic 72.8 65.4 59.8 60.5 58.0 

Sex

 Male 74.0 65.6 60.7 61.9 61.0 

 Female 71.4 63.5 57.0 59.1 52.0 

Disability status (grade 12)

 Has disability 71.7 71.9 — 71.7 64.2 

 No indicated disability 72.8 64.4 — 60.0 56.7 

English proficiency (grade 12)

 Limited — — — 57.3 32.0 

 Proficient — 64.7 — 60.6 57.1 

Grade-point average (GPA)

 High (greater than 3.5) 66.1 50.8 48.3 53.8 52.1 

 Mid-level (2.0 to 3.5) 73.5 65.0 59.4 61.8 57.1 

 Low (less than 2.0) 72.6 66.8 61.5 58.5 62.0 

Academic coursework completed

 All high

1 77.1 46.5 44.2 46.8 53.8 

 Mid-level or mixed2 72.6 64.5 58.9 61.1 57.0 

 All low3 75.0 75.0 73.3 66.9 62.7 

Grade 9 mathematics

 High (geometry or higher)4 62.5 53.8 49.6 52.4 52.6 

 Mid-level (prealgebra or algebra 1) 70.6 62.0 56.4 58.4 57.3 

 Low (no or low mathematics)5 76.3 70.7 66.5 67.3 59.6 

School urbanicity

 Urban 72.2 — 54.7 — 60.3 

 Suburban 72.1 — 58.8 — 54.2 

 Rural 74.1 — 61.6 — 57.5 

See notes at end of table.

_______

70
Table 14.—Percentage of public high school graduates earning 3.0 or more occupational credits who

Table 40.—concentrated in occupational education, by selected characteristics, including special and 

Table 40.—protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 66.8 54.2 

 Middle (greater than 5 to 50 percent in NSLP) — — — 61.1 58.6 

 Low (5 percent or less in NSLP) — — — 57.0 52.3 

 Not reported — — — 57.9 55.9 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Occupational concentrators earned 3.0 or more credits in one of the following 10 broad occupational program areas: 

agriculture, business, marketing, health care, protective services, technology, trade and industry, food service and hospitality, 

child care and education, and personal and other services. NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

71
Table 15.—Percentage of public high school graduates completing an advanced concentration in occupaTable 41.—tional education, by selected characteristics, including special and protected populations 

Table 41.—status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 24.0 16.1 16.2 14.5 14.4 

Race/ethnicity

 American Indian/Alaska Native 25.9 22.7 26.2 10.5 13.2 

 Asian/Pacific Islander 11.3 8.8 15.5 8.7 9.5 

 Black, non-Hispanic 21.4 16.3 13.4 15.2 17.6 

 Hispanic 25.1 15.3 16.0 13.2 12.9 

 White, non-Hispanic 24.3 16.7 16.6 14.9 14.4 

Sex

 Male 26.8 19.0 19.6 16.5 18.5 

 Female 21.5 13.5 12.9 12.7 10.9 

Disability status (grade 12)

 Has disability 20.9 17.7 — 22.8 18.1 

 No indicated disability 24.3 16.1 — 14.2 14.3 

English proficiency (grade 12)

 Limited — 6.4 — 9.3 6.3 

 Proficient — 16.2 — 14.6 14.5 

Grade-point average (GPA)

 High (greater than 3.5) 14.0 6.6 6.7 6.7 8.0 

 Mid-level (2.0 to 3.5) 25.1 16.2 16.8 15.5 15.6 

 Low (less than 2.0) 25.2 21.6 20.9 17.1 18.2 

Academic coursework completed

 All high

1 12.4 4.9 5.5 4.7 9.0 

 Mid-level or mixed2 23.8 16.9 17.0 15.9 15.2 

 All low3 33.9 29.3 37.6 27.1 23.9 

Grade 9 mathematics

 High (geometry or higher)4 12.7 7.6 8.4 7.1 10.7 

 Mid-level (prealgebra or algebra 1) 21.6 15.3 14.9 14.0 15.2 

 Low (no or low mathematics)5 29.5 21.2 23.9 20.8 16.2 

School urbanicity

 Urban 20.9 — 14.9 — 13.8 

 Suburban 23.7 — 13.5 — 13.0 

 Rural 26.3 — 20.7 — 16.8 

See notes at end of table.

_______

72
Table 15.—Percentage of public high school graduates completing an advanced concentration in occupaTable 41.—tional education, by selected characteristics, including special and protected populations 

Table 41.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 14.7 18.4 

 Middle (greater than 5 to 50 percent in NSLP) — — — 14.8 15.0 

 Low (5 percent or less in NSLP) — — — 10.3 9.2 

 Not reported — — — 17.3 15.3 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: An advanced occupational concentration includes 3.0 or more credits in one of the 10 broad occupational program 

areas listed in figure 1, with at least 1.0 credit in second- or higher-level and cooperative education courses in the area. NSLP is 

the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study 

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

73
Table 16.—Percentage of public high school graduates concentrating in agriculture, by selected 

Table 18.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 2.8 2.5 2.3 3.2 2.6 

Race/ethnicity

 American Indian/Alaska Native 1.6 4.6 3.4 4.6 2.5 

 Asian/Pacific Islander 0.5 ‡ 0.5 1.6 0.8 

 Black, non-Hispanic 0.9 0.5 1.1 1.3 0.8 

 Hispanic 2.8 1.9 0.9 1.4 1.5 

 White, non-Hispanic 3.1 3.1 2.8 3.7 3.2 

Sex

 Male 5.0 4.1 3.8 5.0 3.5 

 Female 0.7 1.1 0.8 1.4 1.8 

Disability status (grade 12)

 Has disability 2.2 7.0 — 7.9 6.9 

 No indicated disability 2.8 2.4 — 3.0 2.4 

English proficiency (grade 12)

 Limited — ‡ — 2.1 ‡ 

 Proficient — 2.6 — 3.2 2.6 

Grade-point average (GPA)

 High (greater than 3.5) 2.3 1.1 1.1 2.5 2.5 

 Mid-level (2.0 to 3.5) 2.7 2.8 2.5 3.4 2.7 

 Low (less than 2.0) 3.3 2.5 2.1 2.8 1.1 

Academic coursework completed

 All high

1 0.6 0.4 0.3 0.8 0.4 

 Mid-level or mixed2 2.8 2.6 2.4 3.5 2.9 

 All low3 3.4 5.8 4.9 3.4 2.3 

Grade 9 mathematics

 High (geometry or higher)4 0.8 0.5 0.7 0.9 1.2 

 Mid-level (prealgebra or algebra 1) 2.4 2.1 1.7 3.1 2.9 

 Low (no or low mathematics)5 3.6 4.4 4.5 4.8 2.8 

School urbanicity

 Urban 0.5 — 0.2 — 0.4 

 Suburban 1.7 — 1.1 — 1.2 

 Rural 5.8 — 5.2 — 6.1 

See notes at end of table.

_______

74
Table 16.—Percentage of public high school graduates concentrating in agriculture, by selected 

Table 18.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 4.4 4.0 

 Middle (greater than 5 to 50 percent in NSLP) — — — 3.5 2.9 

 Low (5 percent or less in NSLP) — — — 0.9 1.1 

 Not reported — — — 3.6 1.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Agriculture concentrators earned 3.0 or more credits in the agriculture program area. NSLP is the National School 

Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

75
Table 17.—Percentage of public high school graduates concentrating in business, by selected characteristics, 

Table 18.—including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 11.6 8.4 7.5 7.7 4.8 

Race/ethnicity

 American Indian/Alaska Native 6.4 10.8 2.7 7.6 3.6 

 Asian/Pacific Islander 4.1 5.7 5.7 5.3 3.7 

 Black, non-Hispanic 11.3 11.5 7.8 10.5 7.0 

 Hispanic 10.2 10.3 8.6 8.3 4.3 

 White, non-Hispanic 12.0 7.8 7.4 7.2 4.6 

Sex

 Male 2.1 3.2 3.5 4.0 3.2 

 Female 20.3 13.3 11.4 11.2 6.3 

Disability status (grade 12)

 Has disability 7.5 1.9 — 5.5 4.0 

 No indicated disability 11.9 8.6 — 7.8 4.9 

English proficiency (grade 12)

 Limited — ‡ — 8.3 2.2 

 Proficient — 8.5 — 7.7 4.9 

Grade-point average (GPA)

 High (greater than 3.5) 11.7 4.9 4.9 5.1 4.2 

 Mid-level (2.0 to 3.5) 12.6 9.1 7.8 8.3 5.1 

 Low (less than 2.0) 7.8 8.0 7.6 7.2 3.7 

Academic coursework completed

 All high

1 7.0 3.0 3.1 3.5 3.6 

 Mid-level or mixed2 11.7 9.3 8.4 8.5 5.0 

 All low3 10.2 6.7 5.0 8.2 6.5 

Grade 9 mathematics

 High (geometry or higher)4 9.8 3.8 5.1 4.2 3.4 

 Mid-level (prealgebra or algebra 1) 11.4 8.9 8.2 8.3 5.4 

 Low (no or low mathematics)5 12.1 9.2 6.8 8.3 4.6 

School urbanicity

 Urban 10.9 11.3 6.9 7.6 4.7 

 Suburban 10.8 6.9 6.4 6.7 3.7 

 Rural 13.0 8.9 9.3 8.6 6.4 

See notes at end of table.

_______

76
Table 17.—Percentage of public high school graduates concentrating in business, by selected characteristics, 

Table 18.—including special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — 4.9 8.5 6.5 

 Middle (greater than 5 to 50 percent in NSLP) — — 8.1 7.8 4.8 

 Low (5 percent or less in NSLP) — — 9.9 5.0 3.2 

 Not reported — — 7.0 9.2 5.7 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Business concentrators earned 3.0 or more credits in the broad business program area. NSLP is the National School 

Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

77
Table 18.—Percentage of public high school graduates concentrating in business services, by selected 

Table 13.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 9.3 6.5 4.8 5.4 3.3 

Race/ethnicity

 American Indian/Alaska Native 4.7 8.6 1.4 6.2 1.8 

 Asian/Pacific Islander 2.6 3.5 3.9 3.7 3.1 

 Black, non-Hispanic 8.9 9.0 5.4 7.8 4.6 

 Hispanic 8.0 8.7 6.3 7.2 3.2 

 White, non-Hispanic 9.7 6.0 4.6 4.9 3.0 

Sex

 Male 0.9 1.8 1.5 2.3 2.2 

 Female 17.1 10.8 8.1 8.3 4.2 

Disability status (grade 12)

 Has disability 6.0 1.7 — 3.8 3.2 

 No indicated disability 9.5 6.7 — 5.4 3.3 

English proficiency (grade 12)

 Limited — ‡ — 7.5 2.0 

 Proficient — 6.5 — 5.4 3.3 

Grade-point average (GPA)

 High (greater than 3.5) 8.9 3.5 3.0 3.7 2.8 

 Mid-level (2.0 to 3.5) 10.5 7.1 5.2 5.9 3.5 

 Low (less than 2.0) 5.2 5.8 4.2 4.4 2.4 

Academic coursework completed

 All high

1 6.2 1.9 1.8 2.3 2.7 

 Mid-level or mixed2 9.3 7.2 5.5 6.0 3.3 

 All low3 9.2 5.5 2.7 5.4 4.7 

Grade 9 mathematics

 High (geometry or higher)4 8.7 2.3 2.8 2.8 2.1 

 Mid-level (prealgebra or algebra 1) 8.9 6.9 5.2 5.8 3.7 

 Low (no or low mathematics)5 9.9 7.4 4.9 5.8 3.2 

School urbanicity

 Urban 8.6 — 4.9 — 3.4 

 Suburban 9.2 — — 2.3 

 Rural 9.9 — 5.6 — 4.4 

See notes at end of table.

_______

78
Table 18.—Percentage of public high school graduates concentrating in business services, by selected 

Table 13.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 7.0 4.6 

 Middle (greater than 5 to 50 percent in NSLP) — — — 5.4 3.2 

 Low (5 percent or less in NSLP) — — — 3.1 2.0 

 Not reported — — — 6.5 4.2 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Business services concentrators earned 3.0 or more credits in the business services program area. NSLP is the National 

School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

79
Table 19.—Percentage of public high school graduates concentrating in business management, by selected 

Table 19.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 0.2 0.2 0.3 0.3 0.4 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander 0.3 ‡ 0.1 ‡ ‡ 

 Black, non-Hispanic 0.3 ‡ 0.1 0.5 0.4 

 Hispanic ‡ ‡ 0.5 0.3 0.5 

 White, non-Hispanic 0.2 0.2 0.3 0.3 0.4 

Sex

 Male 0.1 0.1 0.1 0.2 0.2 

 Female 0.2 0.3 0.5 0.4 0.6 

Disability status (grade 12)

 Has disability 0.1 ‡ — 0.9 0.4 

 No indicated disability 0.2 0.2 — 0.3 0.4 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.2 — 0.3 0.4 

Grade-point average (GPA)

 High (greater than 3.5) 0.4 ‡ ‡ 0.1 0.2 

 Mid-level (2.0 to 3.5) 0.1 0.2 0.3 0.3 0.5 

 Low (less than 2.0) 0.2 0.2 0.3 0.4 0.2 

Academic coursework completed

 All high

1 ‡ ‡ 0.2 0.1 0.2 

 Mid-level or mixed2 0.2 0.2 0.3 0.3 0.5 

 All low3 ‡ ‡ 0.3 0.6 0.7 

Grade 9 mathematics

 High (geometry or higher)4 0.1 ‡ 0.2 0.1 0.4 

 Mid-level (prealgebra or algebra 1) 0.1 0.1 0.3 0.2 0.5 

 Low (no or low mathematics)5 0.3 0.3 0.2 0.6 0.3 

School urbanicity

 Urban 0.2 — 0.4 — 0.3 

 Suburban ‡ — 0.2 — 0.4 

 Rural 0.3 — 0.3 — 0.6 

See notes at end of table.

_______

80
Table 19.—Percentage of public high school graduates concentrating in business management, by selected 

Table 19.—characteristics, including special and protected populations status: Various years, 1982–98

Table 19.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — ‡ 0.6 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.3 0.3 

 Low (5 percent or less in NSLP) — — — 0.2 0.4 

 Not reported — — — 0.4 0.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Business management concentrators earned 3.0 or more credits in the business management program area. NSLP is the 

National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

81
Table 20.—Percentage of public high school graduates concentrating in marketing, by selected 

Table 12.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 1.8 2.1 1.3 2.2 1.8 

Race/ethnicity

 American Indian/Alaska Native 1.0 ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander 0.4 ‡ 0.3 0.4 0.9 

 Black, non-Hispanic 2.6 2.3 2.0 2.6 2.4 

 Hispanic 1.8 2.6 1.0 2.0 2.2 

 White, non-Hispanic 1.7 2.2 1.3 2.3 1.7 

Sex

 Male 1.6 1.8 1.1 1.5 1.7 

 Female 2.0 2.4 1.4 2.8 2.0 

Disability status (grade 12)

 Has disability 1.9 1.4 — 1.5 1.0 

 No indicated disability 1.8 2.1 — 2.2 1.8 

English proficiency (grade 12)

 Limited — ‡ — 1.6 ‡ 

 Proficient — 2.1 — 2.2 1.8 

Grade-point average (GPA)

 High (greater than 3.5) 0.3 0.9 0.1 0.8 0.7 

 Mid-level (2.0 to 3.5) 1.7 2.1 1.2 2.4 2.0 

 Low (less than 2.0) 2.9 2.9 2.4 2.5 2.6 

Academic coursework completed

 All high

1 1.4 0.3 0.3 0.7 0.8 

 Mid-level or mixed2 1.8 2.4 1.4 2.4 2.0 

 All low3 1.5 1.5 1.4 2.0 1.6 

Grade 9 mathematics

 High (geometry or higher)4 0.3 0.9 0.4 1.1 1.3 

 Mid-level (prealgebra or algebra 1) 1.9 2.2 1.3 2.2 2.0 

 Low (no or low mathematics)5 1.9 2.4 1.8 2.6 1.7 

School urbanicity

 Urban 2.2 — 2.0 — 2.4 

 Suburban 1.9 — 1.1 — 2.3 

 Rural 1.4 — 1.0 — 0.7 

See notes at end of table.

_______

82
Table 20.—Percentage of public high school graduates concentrating in marketing, by selected 

Table 12.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 2.3 1.3 

 Middle (greater than 5 to 50 percent in NSLP) — — — 2.4 2.1 

 Low (5 percent or less in NSLP) — — — 1.6 0.9 

 Not reported — — — 1.6 1.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Marketing concentrators earned 3.0 or more credits in the marketing program area. NSLP is the National School Lunch 

Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

83
Table 21.—Percentage of public high school graduates concentrating in health care, by selected 

Table 14.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 0.6 0.6 0.6 1.0 1.9 

Race/ethnicity

 American Indian/Alaska Native 0.9 ‡ 0.5 ‡ ‡ 

 Asian/Pacific Islander ‡ ‡ 1.3 0.7 2.1 

 Black, non-Hispanic 1.5 0.5 0.9 1.3 4.7 

 Hispanic 1.1 0.2 0.6 0.9 2.1 

 White, non-Hispanic 0.4 0.7 0.5 0.9 1.3 

Sex

 Male 0.2 0.2 0.2 0.3 0.7 

 Female 1.0 0.9 1.1 1.6 3.0 

Disability status (grade 12)

 Has disability 0.7 2.6 — 0.6 1.4 

 No indicated disability 0.6 0.5 — 1.0 1.9 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.6 — 1.0 1.9 

Grade-point average (GPA)

 High (greater than 3.5) 0.1 0.2 0.2 0.5 1.3 

 Mid-level (2.0 to 3.5) 0.7 0.6 0.7 1.1 2.0 

 Low (less than 2.0) 0.7 0.8 0.7 0.9 2.2 

Academic coursework completed

 All high

1 0.9 ‡ 0.2 0.4 2.3 

 Mid-level or mixed2 0.6 0.6 0.7 1.1 1.8 

 All low3 1.0 1.1 1.0 1.6 1.2 

Grade 9 mathematics

 High (geometry or higher)4 0.1 0.3 ‡ 0.5 3.3 

 Mid-level (prealgebra or algebra 1) 0.3 0.5 0.4 1.0 1.6 

 Low (no or low mathematics)5 1.1 0.8 1.4 1.2 1.3 

School urbanicity

 Urban 0.4 — 0.5 — 3.4 

 Suburban 0.5 — 0.6 — 1.1 

 Rural 0.8 — 0.7 — 1.4 

See notes at end of table.

_______

84
Table 21.—Percentage of public high school graduates concentrating in health care, by selected 

Table 14.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.0 3.6 

 Middle (greater than 5 to 50 percent in NSLP) — — — 1.1 1.9 

 Low (5 percent or less in NSLP) — — — 0.8 1.3 

 Not reported — — — 0.8 1.2 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Health care concentrators earned 3.0 or more credits in the health care program area. NSLP is the National School 

Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

85
Table 22.—Percentage of public high school graduates concentrating in protective services, by selected 

Table 36.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total ‡ ‡ 0.1 0.1 0.1 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander ‡ ‡ 0.1 ‡ ‡ 

 Black, non-Hispanic 0.1 ‡ 0.1 0.1 0.2 

 Hispanic ‡ ‡ ‡ ‡ ‡ 

 White, non-Hispanic ‡ ‡ 0.1 ‡ 0.1 

Sex

 Male ‡ ‡ 0.1 0.1 0.1 

 Female 0.1 ‡ 0.1 ‡ ‡ 

Disability status (grade 12)

 Has disability 0.1 ‡ — 0.3 ‡ 

 No indicated disability ‡ ‡ — ‡ 0.1 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — ‡ — 0.1 0.1 

Grade-point average (GPA)

 High (greater than 3.5) ‡ ‡ ‡ ‡ ‡ 

 Mid-level (2.0 to 3.5) ‡ ‡ 0.1 ‡ 0.1 

 Low (less than 2.0) ‡ ‡ ‡ 0.2 ‡ 

Academic coursework completed

 All high

1 ‡ ‡ ‡ ‡ ‡ 

 Mid-level or mixed2 ‡ ‡ 0.1 0.1 0.1 

 All low3 ‡ ‡ ‡ ‡ 0.6 

Grade 9 mathematics

 High (geometry or higher)4 ‡ ‡ 0.1 ‡ ‡ 

 Mid-level (prealgebra or algebra 1) ‡ ‡ 0.1 ‡ 0.1 

 Low (no or low mathematics)5 ‡ ‡ 0.1 0.1 0.2 

School urbanicity

 Urban ‡ — 0.1 — 0.1 

 Suburban ‡ — ‡ — 0.1 

 Rural 0.1 — 0.1 — ‡ 

See notes at end of table.

_______

86
Table 22.—Percentage of public high school graduates concentrating in protective services, by selected 

Table 36.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.2 0.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.1 0.1 

 Low (5 percent or less in NSLP) — — — ‡ 0.1 

 Not reported — — — ‡ ‡ 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Protective services concentrators earned 3.0 or more credits in the protective services program area. NSLP is the 

National School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

87
Table 23.—Percentage of public high school graduates concentrating in trade and industry program areas,

Table 17.—by selected characteristics, including special and protected populations status: Various years, 

Table 17.—1982–98

1982 1990 1992 1994 1998 

 Total 14.8 11.3 9.9 8.5 9.8 

Race/ethnicity

 American Indian/Alaska Native 34.8 15.5 23.4 5.4 13.6 

 Asian/Pacific Islander 11.3 9.7 12.0 4.8 6.7 

 Black, non-Hispanic 14.0 7.9 7.1 7.8 7.2 

 Hispanic 19.7 9.1 9.4 8.1 9.1 

 White, non-Hispanic 13.8 12.2 10.1 8.7 10.6 

Sex

 Male 29.0 21.5 18.3 16.2 18.5 

 Female 1.6 2.0 1.8 1.2 1.7 

Disability status (grade 12)

 Has disability 16.3 23.1 — 20.2 18.7 

 No indicated disability 14.6 10.9 — 8.1 9.5 

English proficiency (grade 12)

 Limited — 3.2 — 2.3 5.2 

 Proficient — 11.3 — 8.6 9.8 

Grade-point average (GPA)

 High (greater than 3.5) 3.3 2.6 2.3 2.1 3.0 

 Mid-level (2.0 to 3.5) 14.5 10.6 9.8 8.6 10.3 

 Low (less than 2.0) 21.5 19.3 16.8 14.6 20.8 

Academic coursework completed

 All high

1 8.3 2.2 2.2 1.7 3.5 

 Mid-level or mixed2 14.4 11.3 10.2 9.2 10.5 

 All low3 26.2 29.6 34.1 21.8 23.2 

Grade 9 mathematics

 High (geometry or higher)4 6.3 4.2 3.7 3.1 4.6 

 Mid-level (prealgebra or algebra 1) 12.2 9.5 8.4 7.3 10.2 

 Low (no or low mathematics)5 20.0 18.0 17.3 15.4 14.4 

School urbanicity

 Urban 13.2 — 8.2 — 8.0 

 Suburban 14.7 — 9.2 — 8.9 

 Rural 15.8 — 12.1 — 12.5 

See notes at end of table.

_______

88
Table 23.—Percentage of public high school graduates concentrating in trade and industry program areas, 

Table 17.—by selected characteristics, including special and protected populations status: Various years, 

Table 17.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 9.8 10.3 

 Middle (greater than 5 to 50 percent in NSLP) — — — 9.0 10.8 

 Low (5 percent or less in NSLP) — — — 6.8 5.7 

 Not reported — — — 8.0 9.9 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Trade and industry concentrators earned 3.0 or more credits in the broad trade and industry program area. NSLP is the 

National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

89
Table 24.—Percentage of public high school graduates concentrating in construction, by selected 

Table 19.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 1.5 1.1 1.2 1.0 1.3 

Race/ethnicity

 American Indian/Alaska Native 4.2 ‡ 0.9 ‡ ‡ 

 Asian/Pacific Islander 0.3 ‡ 0.4 0.4 0.3 

 Black, non-Hispanic 3.1 1.8 1.8 1.6 1.6 

 Hispanic 2.0 0.4 0.6 1.0 0.6 

 White, non-Hispanic 1.2 1.1 1.3 0.9 1.4 

Sex

 Male 3.0 2.3 2.2 2.0 2.6 

 Female 0.1 ‡ 0.3 0.1 0.1 

Disability status (grade 12)

 Has disability 2.3 3.7 — 3.4 3.8 

 No indicated disability 1.4 1.1 — 0.9 1.2 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 1.1 — 1.0 1.3 

Grade-point average (GPA)

 High (greater than 3.5) 0.1 ‡ 0.2 0.2 0.2 

 Mid-level (2.0 to 3.5) 1.4 1.0 1.1 1.0 1.4 

 Low (less than 2.0) 2.5 2.4 2.8 2.1 2.6 

Academic coursework completed

 All high

1 ‡ ‡ ‡ ‡ 0.3 

 Mid-level or mixed2 1.4 1.2 1.2 1.1 1.3 

 All low3 3.7 2.6 5.9 3.0 5.4 

Grade 9 mathematics

 High (geometry or higher)4 0.2 ‡ 0.1 0.1 0.5 

 Mid-level (prealgebra or algebra 1) 1.0 0.7 1.1 0.7 1.3 

 Low (no or low mathematics)5 2.5 2.4 2.2 2.5 2.0 

School urbanicity

 Urban 1.4 — 0.8 — 1.0 

 Suburban 0.8 — 1.0 — 0.6 

 Rural 2.6 — 1.7 — 2.4 

See notes at end of table.

_______

90
Table 24.—Percentage of public high school graduates concentrating in construction, by selected 

Table 19.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.4 1.6 

 Middle (greater than 5 to 50 percent in NSLP) — — — 1.1 1.4 

 Low (5 percent or less in NSLP) — — — 0.4 1.1 

 Not reported — — — 1.1 0.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Construction concentrators earned 3.0 or more credits in the construction program area. NSLP is the National School 

Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

91
Table 25.—Percentage of public high school graduates concentrating in mechanics and repair, by selected 

Table 25.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 3.0 2.3 1.9 1.6 1.8 

Race/ethnicity

 American Indian/Alaska Native 1.4 ‡ 7.0 ‡ 3.8 

 Asian/Pacific Islander 1.5 1.8 1.6 1.2 0.9 

 Black, non-Hispanic 2.8 1.2 1.2 1.8 1.4 

 Hispanic 4.2 2.1 1.2 2.1 2.1 

 White, non-Hispanic 2.8 2.6 2.0 1.6 1.9 

Sex

 Male 6.2 4.6 3.7 3.2 3.6 

 Female 0.1 0.2 ‡ 0.1 0.2 

Disability status (grade 12)

 Has disability 3.1 5.7 — 4.7 4.7 

 No indicated disability 3.0 2.2 — 1.5 1.7 

English proficiency (grade 12)

 Limited — ‡ — ‡ 1.4 

 Proficient — 2.3 — 1.7 1.8 

Grade-point average (GPA)

 High (greater than 3.5) 0.3 0.3 0.1 0.1 0.1 

 Mid-level (2.0 to 3.5) 2.7 2.2 1.9 1.6 1.9 

 Low (less than 2.0) 5.6 4.1 3.2 3.3 4.9 

Academic coursework completed

 All high

1 2.5 ‡ ‡ 0.1 0.3 

 Mid-level or mixed2 2.9 2.3 1.8 1.8 1.9 

 All low3 5.8 7.4 10.1 4.8 7.7 

Grade 9 mathematics

 High (geometry or higher)4 0.4 0.4 0.7 0.3 0.6 

 Mid-level (prealgebra or algebra 1) 2.0 1.7 1.2 1.3 1.9 

 Low (no or low mathematics)5 4.9 4.4 4.3 3.5 3.0 

School urbanicity

 Urban 2.6 — 0.9 — 1.7 

 Suburban 3.0 — 1.7 — 1.7 

 Rural 3.4 — 2.7 — 2.0 

See notes at end of table.

_______

92
Table 25.—Percentage of public high school graduates concentrating in mechanics and repair, by selected 

Table 25.—characteristics, including special and protected populations status: Various years, 1982–98

Table 25.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.7 1.5 

 Middle (greater than 5 to 50 percent in NSLP) — — — 1.9 1.9 

 Low (5 percent or less in NSLP) — — — 0.7 1.6 

 Not reported — — — 1.6 1.7 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Mechanics and repair concentrators earned 3.0 or more credits in the mechanics and repair program area. NSLP is the 

National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

93
Table 26.—Percentage of public high school graduates concentrating in precision production, by selected 

Table 26.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 8.0 5.9 5.1 4.2 4.9 

Race/ethnicity

 American Indian/Alaska Native 24.9 9.9 13.3 1.9 4.9 

 Asian/Pacific Islander 7.0 4.8 8.2 2.1 3.2 

 Black, non-Hispanic 6.7 4.1 3.2 2.9 3.1 

 Hispanic 10.3 4.8 4.2 3.6 4.6 

 White, non-Hispanic 7.5 6.5 5.2 4.6 5.4 

Sex

 Male 15.1 10.7 8.9 7.6 8.9 

 Female 1.3 1.6 1.4 0.8 1.3 

Disability status (grade 12)

 Has disability 8.6 10.5 — 8.3 5.9 

 No indicated disability 7.9 5.8 — 4.0 4.9 

English proficiency (grade 12)

 Limited — ‡ — 0.9 2.1 

 Proficient — 6.0 — 4.2 4.9 

Grade-point average (GPA)

 High (greater than 3.5) 2.0 1.6 1.9 1.4 2.3 

 Mid-level (2.0 to 3.5) 8.6 5.7 5.1 4.4 5.1 

 Low (less than 2.0) 8.8 9.4 7.7 5.5 9.1 

Academic coursework completed

 All high

1 5.4 1.4 1.8 1.3 2.6 

 Mid-level or mixed2 7.8 5.9 5.3 4.5 5.2 

 All low3 12.6 16.3 12.1 9.2 6.4 

Grade 9 mathematics

 High (geometry or higher)4 4.2 2.6 2.5 2.2 2.9 

 Mid-level (prealgebra or algebra 1) 7.1 5.3 4.6 3.9 5.2 

 Low (no or low mathematics)5 9.9 8.7 7.8 6.2 6.3 

School urbanicity

 Urban 7.9 4.4 4.4 2.6 3.9 

 Suburban 8.3 6.1 4.9 3.5 5.1 

 Rural 7.5 6.2 5.8 5.2 5.6 

See notes at end of table.

_______

94
Table 26.—Percentage of public high school graduates concentrating in precision production, by selected 

Table 26.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — 4.4 4.8 5.9 

 Middle (greater than 5 to 50 percent in NSLP) — — 5.3 4.2 5.3 

 Low (5 percent or less in NSLP) — — 4.5 4.4 2.3 

 Not reported — — 6.6 3.6 5.7 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Precision production concentrators earned 3.0 or more credits in the broad precision production program area. NSLP 

is the National School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

95
Table 27.—Percentage of public high school graduates concentrating in print production, by selected 

Table 24.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 2.0 1.8 2.2 1.8 2.0 

Race/ethnicity

 American Indian/Alaska Native 8.1 4.6 2.8 ‡ 1.1 

 Asian/Pacific Islander 3.4 2.0 5.2 0.8 1.6 

 Black, non-Hispanic 2.8 1.0 1.2 1.1 1.3 

 Hispanic 1.9 1.1 1.6 1.2 1.3 

 White, non-Hispanic 1.8 2.0 2.2 1.9 2.3 

Sex

 Male 3.3 3.1 3.3 3.0 3.3 

 Female 0.8 0.6 1.0 0.6 0.8 

Disability status (grade 12)

 Has disability 1.8 2.4 — 2.5 1.8 

 No indicated disability 2.0 1.8 — 1.7 2.0 

English proficiency (grade 12)

 Limited — ‡ — 0.6 1.1 

 Proficient — 1.8 — 1.8 2.0 

Grade-point average (GPA)

 High (greater than 3.5) 1.1 1.1 0.9 0.9 1.4 

 Mid-level (2.0 to 3.5) 2.2 2.0 2.2 1.9 2.0 

 Low (less than 2.0) 1.7 1.1 3.0 1.8 3.0 

Academic coursework completed

 All high

1 0.1 1.1 1.3 1.1 1.8 

 Mid-level or mixed2 2.1 1.9 2.3 1.9 2.0 

 All low3 ‡ 1.5 1.0 1.3 1.7 

Grade 9 mathematics

 High (geometry or higher)4 1.1 1.3 1.3 1.4 1.7 

 Mid-level (prealgebra or algebra 1) 2.4 1.9 2.3 1.9 2.2 

 Low (no or low mathematics)5 1.6 1.6 2.4 1.7 1.6 

School urbanicity

 Urban 2.5 — 2.1 — 1.6 

 Suburban 2.2 — 2.1 — 1.9 

 Rural 1.3 — 2.3 — 2.4 

See notes at end of table.

_______

96
Table 27.—Percentage of public high school graduates concentrating in print production, by selected 

Table 24.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.4 3.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 1.8 2.2 

 Low (5 percent or less in NSLP) — — — 2.4 0.8 

 Not reported — — — 1.2 1.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Print production concentrators earned 3.0 or more credits in the print production program area. NSLP is the National 

School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

97
Table 28.—Percentage of public high school graduates concentrating in materials production, by selected 

Table 18.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 3.0 1.8 1.5 1.1 1.3 

Race/ethnicity

 American Indian/Alaska Native 1.8 ‡ 4.6 ‡ 2.7 

 Asian/Pacific Islander 1.4 0.8 0.9 0.6 0.6 

 Black, non-Hispanic 1.3 1.0 1.2 0.7 0.4 

 Hispanic 4.8 1.0 1.0 0.9 1.4 

 White, non-Hispanic 3.1 2.1 1.5 1.3 1.5 

Sex

 Male 6.3 3.6 2.8 2.3 2.6 

 Female 0.1 0.2 0.1 0.1 ‡ 

Disability status (grade 12)

 Has disability 3.5 4.9 — 3.1 2.5 

 No indicated disability 3.0 1.7 — 1.1 1.3 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 1.8 — 1.2 1.3 

Grade-point average (GPA)

 High (greater than 3.5) 0.5 ‡ 0.6 0.1 0.2 

 Mid-level (2.0 to 3.5) 3.2 1.6 1.5 1.1 1.4 

 Low (less than 2.0) 3.8 3.9 1.8 2.2 3.0 

Academic coursework completed

 All high

1 2.1 ‡ 0.1 ‡ 0.3 

 Mid-level or mixed2 2.9 1.6 1.5 1.2 1.4 

 All low3 8.2 8.8 6.5 4.2 3.9 

Grade 9 mathematics

 High (geometry or higher)4 1.0 0.5 0.4 0.3 0.5 

 Mid-level (prealgebra or algebra 1) 2.3 1.3 1.0 0.8 1.3 

 Low (no or low mathematics)5 4.5 3.4 3.2 2.7 2.6 

School urbanicity

 Urban 3.0 — 0.9 — 1.0 

 Suburban 2.5 — 1.4 — 1.2 

 Rural 3.8 — 1.9 — 1.7 

See notes at end of table.

_______

98
Table 28.—Percentage of public high school graduates concentrating in materials production, by selected 

Table 18.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 2.0 1.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 1.2 1.4 

 Low (5 percent or less in NSLP) — — — 0.6 0.6 

 Not reported — — — 1.1 2.0 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Materials production concentrators earned 3.0 or more credits in the materials production program area. NSLP is the 

National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

99
Table 29.—Percentage of public high school graduates concentrating in other precision production, by 

Table 37.—selected characteristics, including special and protected populations status: Various years, 

Table 37.—1982–98

1982 1990 1992 1994 1998 

 Total 0.4 0.4 0.2 0.2 0.2 

Race/ethnicity

 American Indian/Alaska Native 0.1 ‡ 2.2 ‡ ‡ 

 Asian/Pacific Islander 0.8 ‡ 0.2 ‡ 0.1 

 Black, non-Hispanic 1.2 0.4 0.1 0.2 0.3 

 Hispanic 0.8 ‡ 0.3 0.2 ‡ 

 White, non-Hispanic 0.2 0.5 0.2 0.2 0.3 

Sex

 Male 0.8 0.6 0.3 0.3 0.4 

 Female 0.1 0.2 0.1 ‡ 0.1 

Disability status (grade 12)

 Has disability 0.2 ‡ — 0.8 ‡ 

 No indicated disability 0.4 0.4 — 0.1 0.2 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.4 — 0.2 0.2 

Grade-point average (GPA)

 High (greater than 3.5) ‡ ‡ 0.1 ‡ 0.3 

 Mid-level (2.0 to 3.5) 0.4 0.4 0.2 0.2 0.2 

 Low (less than 2.0) 0.5 0.5 0.4 0.2 0.4 

Academic coursework completed

 All high

1 ‡ ‡ 0.1 ‡ 0.2 

 Mid-level or mixed2 0.4 0.3 0.2 0.2 0.3 

 All low3 0.9 2.8 ‡ 0.4 ‡ 

Grade 9 mathematics

 High (geometry or higher)4 ‡ ‡ 0.2 ‡ 0.1 

 Mid-level (prealgebra or algebra 1) 0.3 0.3 0.2 0.1 0.2 

 Low (no or low mathematics)5 0.6 0.7 0.3 0.3 0.4 

School urbanicity

 Urban 0.4 — 0.3 — 0.2 

 Suburban 0.6 — 0.1 — 0.3 

 Rural 0.1 — 0.3 — 0.2 

See notes at end of table.

_______

100
Table 29.—Percentage of public high school graduates concentrating in other precision production, by 

Table 37.—selected characteristics, including special and protected populations status: Various years, 

Table 37.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — ‡ ‡ 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.2 0.3 

 Low (5 percent or less in NSLP) — — — 0.1 ‡ 

 Not reported — — — 0.1 0.3 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Other precision production concentrators earned 3.0 or more credits in the “other” precision production program area. 

NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

101
Table 30.—Percentage of public high school graduates concentrating in transportation, by selected 

Table 38.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total ‡ 0.1 ‡ 0.1 0.1 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander 0.4 ‡ ‡ ‡ ‡ 

 Black, non-Hispanic 0.1 ‡ ‡ 0.2 ‡ 

 Hispanic ‡ ‡ ‡ 0.1 0.2 

 White, non-Hispanic ‡ 0.1 ‡ 0.1 0.1 

Sex

 Male 0.1 0.2 ‡ 0.2 0.1 

 Female ‡ ‡ ‡ ‡ ‡ 

Disability status (grade 12)

 Has disability ‡ ‡ — ‡ ‡ 

 No indicated disability ‡ 0.1 — 0.1 0.1 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.1 — 0.1 0.1 

Grade-point average (GPA)

 High (greater than 3.5) 0.1 ‡ ‡ ‡ ‡ 

 Mid-level (2.0 to 3.5) ‡ 0.1 ‡ 0.1 0.1 

 Low (less than 2.0) ‡ ‡ ‡ 0.1 ‡ 

Academic coursework completed

 All high

1 0.5 ‡ ‡ ‡ ‡ 

 Mid-level or mixed2 ‡ 0.1 ‡ 0.1 0.1 

 All low3 ‡ ‡ ‡ 0.7 ‡ 

Grade 9 mathematics

 High (geometry or higher)4 ‡ ‡ ‡ ‡ ‡ 

 Mid-level (prealgebra or algebra 1) ‡ 0.1 ‡ 0.1 0.1 

 Low (no or low mathematics)5 0.1 0.2 ‡ 0.2 0.1 

School urbanicity

 Urban 0.1 — ‡ — ‡ 

 Suburban ‡ — ‡ — 0.1 

 Rural 0.1 — ‡ — 0.1 

See notes at end of table.

_______

102
Table 30.—Percentage of public high school graduates concentrating in transportation, by selected 

Table 38.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.3 ‡ 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.1 0.1 

 Low (5 percent or less in NSLP) — — — ‡ ‡ 

 Not reported — — — 0.1 ‡ 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Transportation concentrators earned 3.0 or more credits in the transportation program area. NSLP is the National 

School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

103
Table 31.—Percentage of public high school graduates concentrating in technology program areas, 

Table 90.—by selected characteristics, including special and protected populations status: Various years, 

Table 90.—1982–98

1982 1990 1992 1994 1998 

 Total 0.5 0.8 1.3 0.9 2.2 

Race/ethnicity

 American Indian/Alaska Native ‡ 4.3 ‡ ‡ 2.3 

 Asian/Pacific Islander 1.1 0.6 0.3 0.8 2.1 

 Black, non-Hispanic 0.4 0.8 0.5 0.7 1.7 

 Hispanic 0.2 0.6 1.4 0.7 1.8 

 White, non-Hispanic 0.5 0.9 1.4 0.9 2.4 

Sex

 Male 0.4 0.9 1.4 0.9 2.4 

 Female 0.5 0.7 1.1 0.8 2.2 

Disability status (grade 12)

 Has disability 0.4 ‡ — 1.1 1.5 

 No indicated disability 0.5 0.8 — 0.9 2.3 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.8 — 0.9 2.3 

Grade-point average (GPA)

 High (greater than 3.5) 0.1 1.3 2.1 1.6 3.0 

 Mid-level (2.0 to 3.5) 0.5 0.9 1.1 0.8 2.2 

 Low (less than 2.0) 0.6 0.4 1.2 0.5 1.3 

Academic coursework completed

 All high

1 ‡ 1.5 2.0 1.2 3.0 

 Mid-level or mixed2 0.5 0.8 1.2 0.8 2.2 

 All low3 0.6 ‡ 0.3 0.6 ‡ 

Grade 9 mathematics

 High (geometry or higher)4 0.3 1.9 1.8 1.6 3.1 

 Mid-level (prealgebra or algebra 1) 0.4 0.8 1.3 0.8 2.1 

 Low (no or low mathematics)5 0.6 0.4 0.8 0.5 1.9 

School urbanicity

 Urban 0.4 — 1.7 — 1.5 

 Suburban 0.7 — 1.2 — 2.5 

 Rural 0.3 — 1.0 — 2.5 

See notes at end of table.

_______

104
Table 31.—Percentage of public high school graduates concentrating in technology program areas, 

Table 90.—by selected characteristics, including special and protected populations status: Various years, 

Table 90.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.1 1.9 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.9 2.4 

 Low (5 percent or less in NSLP) — — — 0.9 1.7 

 Not reported — — — 0.5 2.4 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Technology concentrators earned 3.0 or more credits in the broad technology and communications program area. 

NSLP is the National School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

105
Table 32.—Percentage of public high school graduates concentrating in computer technology, by selected 

Table 25.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 0.3 0.3 0.4 0.3 0.6 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ 1.1 

 Asian/Pacific Islander 1.1 0.5 0.2 ‡ 0.5 

 Black, non-Hispanic 0.3 0.4 0.4 0.2 0.6 

 Hispanic ‡ ‡ 0.9 0.1 0.4 

 White, non-Hispanic 0.3 0.3 0.4 0.3 0.7 

Sex

 Male 0.3 0.4 0.5 0.4 0.7 

 Female 0.2 0.2 0.3 0.2 0.6 

Disability status (grade 12)

 Has disability 0.2 ‡ — 0.5 0.7 

 No indicated disability 0.3 0.3 — 0.3 0.6 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.3 — 0.3 0.6 

Grade-point average (GPA)

 High (greater than 3.5) 0.1 0.3 0.6 0.3 0.8 

 Mid-level (2.0 to 3.5) 0.3 0.3 0.4 0.3 0.6 

 Low (less than 2.0) 0.3 0.2 0.4 0.3 0.6 

Academic coursework completed

 All high

1 ‡ 0.5 0.4 0.3 0.7 

 Mid-level or mixed2 0.3 0.3 0.4 0.3 0.7 

 All low3 0.1 ‡ 0.1 ‡ ‡ 

Grade 9 mathematics

 High (geometry or higher)4 0.2 0.7 0.6 0.5 1.1 

 Mid-level (prealgebra or algebra 1) 0.2 0.3 0.3 0.3 0.5 

 Low (no or low mathematics)5 0.3 0.2 0.5 0.2 0.7 

School urbanicity

 Urban 0.1 — 0.6 — 0.3 

 Suburban 0.4 — 0.3 — 0.6 

 Rural 0.2 — 0.3 — 0.9 

See notes at end of table.

_______

106
Table 32.—Percentage of public high school graduates concentrating in computer technology, by selected 

Table 25.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.3 0.8 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.2 0.8 

 Low (5 percent or less in NSLP) — — — 0.5 0.2 

 Not reported — — — 0.2 0.3 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Computer technology concentrators earned 3.0 or more credits in the computer technology program area. NSLP is the 

National School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

107
Table 33.—Percentage of public high school graduates concentrating in communications technology, by 

Table 10.—selected characteristics, including special and protected populations status: Various years, 

Table 10.—1982–98

1982 1990 1992 1994 1998 

 Total 0.1 0.3 0.3 0.3 0.8 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander ‡ ‡ ‡ 0.3 0.8 

 Black, non-Hispanic ‡ 0.1 0.1 0.3 0.4 

 Hispanic 0.1 0.2 0.1 0.3 0.5 

 White, non-Hispanic 0.1 0.3 0.3 0.3 1.0 

Sex

 Male 0.2 0.2 0.2 0.3 0.7 

 Female 0.1 0.3 0.3 0.4 1.0 

Disability status (grade 12)

 Has disability ‡ ‡ — 0.4 0.5 

 No indicated disability 0.1 0.3 — 0.3 0.9 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.3 — 0.3 0.9 

Grade-point average (GPA)

 High (greater than 3.5) 0.1 0.3 0.4 0.8 1.7 

 Mid-level (2.0 to 3.5) 0.1 0.3 0.3 0.3 0.7 

 Low (less than 2.0) 0.1 ‡ ‡ 0.1 ‡ 

Academic coursework completed

 All high

1 ‡ 0.3 0.5 0.6 1.7 

 Mid-level or mixed2 0.1 0.3 0.2 0.3 0.7 

 All low3 0.5 ‡ 0.2 ‡ ‡ 

Grade 9 mathematics

 High (geometry or higher)4 0.2 0.3 0.4 0.6 1.3 

 Mid-level (prealgebra or algebra 1) 0.1 0.3 0.3 0.3 0.8 

 Low (no or low mathematics)5 0.1 0.1 0.1 0.2 0.5 

School urbanicity

 Urban 0.1 — 0.3 — 0.6 

 Suburban 0.2 — 0.3 — 1.2 

 Rural ‡ — 0.2 — 0.6 

See notes at end of table.

_______

108
Table 33.—Percentage of public high school graduates concentrating in communications technology, by 

Table 10.—selected characteristics, including special and protected populations status: Various years, 

Table 10.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.2 0.7 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.4 0.7 

 Low (5 percent or less in NSLP) — — — 0.4 1.2 

 Not reported — — — 0.2 1.0 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Communications technology concentrators earned 3.0 or more credits in the communications technology program area. 

NSLP is the National School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

109
Table 34.—Percentage of public high school graduates concentrating in other technologies, by selected 

Table 27.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 0.1 ‡ 0.2 ‡ 0.2 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander ‡ ‡ ‡ ‡ 0.4 

 Black, non-Hispanic ‡ ‡ ‡ 0.1 ‡ 

 Hispanic 0.1 ‡ 0.2 ‡ 0.2 

 White, non-Hispanic 0.1 # 0.2 ‡ 0.1 

Sex

 Male 0.2 0.1 0.3 0.1 0.3 

 Female ‡ ‡ ‡ ‡ ‡ 

Disability status (grade 12)

 Has disability 0.2 ‡ — ‡ ‡ 

 No indicated disability 0.1 ‡ — ‡ 0.2 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — ‡ — ‡ 0.2 

Grade-point average (GPA)

 High (greater than 3.5) ‡ ‡ 0.5 ‡ ‡ 

 Mid-level (2.0 to 3.5) 0.1 # 0.1 ‡ 0.2 

 Low (less than 2.0) 0.2 ‡ 0.2 ‡ ‡ 

Academic coursework completed

 All high

1 ‡ ‡ 0.6 ‡ ‡ 

 Mid-level or mixed2 0.1 0.1 0.1 ‡ 0.2 

 All low3 ‡ ‡ ‡ ‡ ‡ 

Grade 9 mathematics

 High (geometry or higher)4 ‡ ‡ 0.4 ‡ 0.1 

 Mid-level (prealgebra or algebra 1) 0.1 0.1 0.2 ‡ 0.2 

 Low (no or low mathematics)5 0.1 ‡ 0.1 ‡ ‡ 

School urbanicity

 Urban # — 0.3 — 0.2 

 Suburban 0.1 — 0.2 — 0.2 

 Rural 0.1 — ‡ — ‡ 

See notes at end of table.

_______

110
Table 34.—Percentage of public high school graduates concentrating in other technologies, by selected 

Table 27.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.2 ‡ 

 Middle (greater than 5 to 50 percent in NSLP) — — — ‡ 0.1 

 Low (5 percent or less in NSLP) — — — ‡ 0.3 

 Not reported — — — ‡ 0.3 

—Not available.

#Rounds to zero.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Other technologies concentrators earned 3.0 or more credits in the “other” technologies program area. NSLP is the 

National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

111
Table 35.—Percentage of public high school graduates concentrating in food service and hospitality, by 

Table 11.—selected characteristics, including special and protected populations status: Various years, 

Table 11.—1982–98

1982 1990 1992 1994 1998 

 Total 0.2 0.5 0.4 0.4 0.5 

Race/ethnicity

 American Indian/Alaska Native 1.0 ‡ 2.7 ‡ ‡ 

 Asian/Pacific Islander ‡ ‡ ‡ ‡ 0.3 

 Black, non-Hispanic 0.3 1.3 1.5 1.0 1.4 

 Hispanic 0.3 0.4 0.6 0.4 0.2 

 White, non-Hispanic 0.2 0.3 0.2 0.2 0.3 

Sex

 Male 0.2 0.5 0.3 0.4 0.4 

 Female 0.3 0.4 0.4 0.4 0.5 

Disability status (grade 12)

 Has disability 0.8 2.7 — 2.0 0.8 

 No indicated disability 0.2 0.4 — 0.3 0.5 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.5 — 0.4 0.5 

Grade-point average (GPA)

 High (greater than 3.5) ‡ ‡ 0.0 0.1 ‡ 

 Mid-level (2.0 to 3.5) 0.3 0.4 0.4 0.3 0.5 

 Low (less than 2.0) 0.2 1.0 0.7 0.7 1.3 

Academic coursework completed

 All high

1 ‡ ‡ ‡ ‡ 0.1 

 Mid-level or mixed2 0.2 0.4 0.3 0.3 0.4 

 All low3 1.2 2.2 1.4 2.5 2.7 

Grade 9 mathematics

 High (geometry or higher)4 ‡ ‡ ‡ ‡ 0.2 

 Mid-level (prealgebra or algebra 1) 0.2 0.2 0.1 0.2 0.5 

 Low (no or low mathematics)5 0.4 1.2 1.2 1.0 0.8 

School urbanicity

 Urban 0.4 — 0.4 — 0.7 

 Suburban 0.2 — 0.4 — 0.5 

 Rural 0.2 — 0.3 — 0.3 

See notes at end of table.

_______

112
Table 35.—Percentage of public high school graduates concentrating in food service and hospitality, by 

Table 11.—selected characteristics, including special and protected populations status: Various years, 

Table 11.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.3 0.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.4 0.5 

 Low (5 percent or less in NSLP) — — — 0.2 0.3 

 Not reported — — — 0.3 0.6 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Food service and hospitality concentrators earned 3.0 or more credits in the food service and hospitality program area. 

NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

113
Table 36.—Percentage of public high school graduates concentrating in child care and education, by 

Table 15.—selected characteristics, including special and protected populations status: Various years, 

Table 15.—1982–98

1982 1990 1992 1994 1998 

 Total 0.2 0.3 0.4 0.6 0.6 

Race/ethnicity

 American Indian/Alaska Native 0.5 ‡ ‡ ‡ ‡ 

 Asian/Pacific Islander ‡ ‡ ‡ ‡ 0.1 

 Black, non-Hispanic 0.4 0.4 0.6 1.5 0.6 

 Hispanic 0.2 ‡ 0.1 0.5 0.5 

 White, non-Hispanic 0.2 0.3 0.4 0.5 0.6 

Sex

 Male 0.1 ‡ 0.1 0.1 0.1 

 Female 0.3 0.5 0.6 1.1 1.0 

Disability status (grade 12)

 Has disability 0.5 0.7 — 0.8 0.7 

 No indicated disability 0.2 0.3 — 0.6 0.6 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 0.3 — 0.6 0.6 

Grade-point average (GPA)

 High (greater than 3.5) ‡ ‡ 0.2 0.1 0.1 

 Mid-level (2.0 to 3.5) 0.2 0.3 0.3 0.6 0.7 

 Low (less than 2.0) 0.2 0.4 0.7 1.0 0.7 

Academic coursework completed

 All high

1 ‡ ‡ ‡ 0.1 0.2 

 Mid-level or mixed2 0.2 0.3 0.3 0.6 0.7 

 All low3 0.7 0.3 2.0 2.3 ‡ 

Grade 9 mathematics

 High (geometry or higher)4 ‡ 0.1 0.1 0.2 0.3 

 Mid-level (prealgebra or algebra 1) 0.2 0.2 0.3 0.5 0.7 

 Low (no or low mathematics)5 0.3 0.6 0.6 0.9 0.6 

School urbanicity

 Urban 0.3 — 0.2 — 0.8 

 Suburban 0.2 — 0.3 — 0.6 

 Rural 0.2 — 0.5 — 0.4 

See notes at end of table.

_______

114
Table 36.—Percentage of public high school graduates concentrating in child care and education, by 

Table 15.—selected characteristics, including special and protected populations status: Various years, 

Table 15.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.0 0.3 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.5 0.6 

 Low (5 percent or less in NSLP) — — — 0.4 0.6 

 Not reported — — — 0.7 0.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Child care and education concentrators earned 3.0 or more credits in the child care and education program area. NSLP 

is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

115
Table 37.—Percentage of public high school graduates concentrating in personal and other services, by 

Table 16.—selected characteristics, including special and protected populations status: Various years, 

Table 16.—1982–98

1982 1990 1992 1994 1998 

 Total 1.3 1.3 1.3 1.1 0.8 

Race/ethnicity

 American Indian/Alaska Native 0.4 ‡ 1.6 ‡ ‡ 

 Asian/Pacific Islander 0.2 ‡ 0.1 0.3 ‡ 

 Black, non-Hispanic 1.2 2.2 3.4 2.3 1.3 

 Hispanic 1.5 2.7 1.8 2.5 1.3 

 White, non-Hispanic 1.3 1.0 1.0 0.8 0.7 

Sex

 Male 0.3 0.2 0.4 0.3 0.2 

 Female 2.2 2.3 2.2 1.8 1.4 

Disability status (grade 12)

 Has disability 1.1 2.4 — 1.5 2.4 

 No indicated disability 1.3 1.3 — 1.1 0.8 

English proficiency (grade 12)

 Limited — 3.9 — 2.4 ‡ 

 Proficient — 1.3 — 1.1 0.8 

Grade-point average (GPA)

 High (greater than 3.5) 0.3 0.1 ‡ 0.1 0.3 

 Mid-level (2.0 to 3.5) 1.3 1.4 1.4 1.2 0.9 

 Low (less than 2.0) 1.8 1.7 2.1 1.3 1.5 

Academic coursework completed

 All high

1 ‡ ‡ ‡ 0.2 0.4 

 Mid-level or mixed2 1.3 1.4 1.4 1.2 0.8 

 All low3 1.5 2.7 3.9 1.5 2.3 

Grade 9 mathematics

 High (geometry or higher)4 0.6 0.3 0.4 0.5 0.2 

 Mid-level (prealgebra or algebra 1) 1.4 1.0 1.2 0.9 0.9 

 Low (no or low mathematics)5 1.2 2.3 2.1 2.0 1.2 

School urbanicity

 Urban 2.4 — 1.2 — 1.1 

 Suburban 1.2 — 1.5 — 0.8 

 Rural 0.8 — 1.2 — 0.6 

See notes at end of table.

_______

116
Table 37.—Percentage of public high school graduates concentrating in personal and other services, by 

Table 16.—selected characteristics, including special and protected populations status: Various years, 

Table 16.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 1.5 1.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 1.3 0.7 

 Low (5 percent or less in NSLP) — — — 0.4 0.7 

 Not reported — — — 0.9 1.0 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Personal and other services concentrators earned 3.0 or more credits in the personal and other services program area. 

NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

117
Table 38.—Percentage distribution of public high school graduates, by selected characteristics, including 

Table 28.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 100.0 100.0 100.0 100.0 100.0 

Race/ethnicity

 American Indian/Alaska Native 1.2 0.5 1.0 0.8 0.5 

 Asian/Pacific Islander 1.5 3.6 4.1 3.6 3.5 

 Black, non-Hispanic 11.4 14.3 11.7 12.6 13.6 

 Hispanic 11.9 8.0 9.6 8.0 11.4 

 White, non-Hispanic 74.1 73.6 73.6 75.0 70.8 

 Other — — — — 0.2 

Sex

 Male 48.2 47.7 49.4 49.0 47.8 

 Female 51.8 52.3 50.6 51.0 52.2 

Disability status (grade 12)

 Has disability 8.7 2.6 — 3.7 2.8 

 No indicated disability 91.3 97.4 — 96.3 97.2 

English proficiency (grade 12)

 Limited — 0.5 — 0.9 0.7 

 Proficient — 99.5 — 99.1 99.3 

Grade-point average (GPA)

 High (greater than 3.5) 10.0 10.3 10.7 13.9 17.4 

 Mid-level (2.0 to 3.5) 69.5 72.2 75.7 72.3 75.5 

 Low (less than 2.0) 20.5 17.5 13.6 13.8 7.1 

Academic coursework completed

 All high

1 4.4 11.0 14.2 15.0 14.9 

 Mid-level or mixed2 92.3 84.3 82.3 82.5 82.8 

 All low3 3.3 4.7 3.5 2.5 2.2 

Grade 9 mathematics

 High (geometry or higher)4 7.9 10.6 12.9 14.9 20.4 

 Mid-level (prealgebra or algebra 1) 52.7 61.7 63.0 62.4 62.5 

 Low (no or low mathematics)5 39.4 27.6 24.2 22.8 17.1 

School urbanicity

 Urban 19.2 — 22.2 — 28.4 

 Suburban 48.4 — 44.2 — 39.3 

 Rural 32.4 — 33.5 — 32.3 

See notes at end of table.

_______

118
Table 38.—Percentage distribution of public high school graduates, by selected characteristics, including 

Table 28.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 8.4 9.2 

 Middle (greater than 5 to 50 percent in NSLP) — — — 58.6 59.8 

 Low (5 percent or less in NSLP) — — — 15.9 16.2 

 Not reported — — — 17.2 14.8 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

119
Table 39.—Percentage distribution of occupational concentrators, by selected characteristics, including 

Table 20.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 100.0 100.0 100.0 100.0 100.0 

Race/ethnicity

 American Indian/Alaska Native 1.6 0.7 1.4 0.7 0.5 

 Asian/Pacific Islander 0.8 2.1 3.3 2.0 2.4 

 Black, non-Hispanic 11.1 14.1 11.7 14.4 14.8 

 Hispanic 13.4 8.0 9.3 7.9 10.5 

 White, non-Hispanic 73.2 75.2 74.3 75.0 71.7 

Sex

 Male 55.8 55.5 57.6 55.4 58.6 

 Female 44.2 44.5 42.4 44.6 41.4 

Disability status (grade 12)

 Has disability 8.2 3.9 — 6.0 4.2 

 No indicated disability 91.8 96.1 — 94.0 95.8 

English proficiency (grade 12)

 Limited — 0.2 — 0.6 0.2 

 Proficient — 99.8 — 99.4 99.8 

Grade-point average (GPA)

 High (greater than 3.5) 5.3 4.1 4.7 7.0 10.5 

 Mid-level (2.0 to 3.5) 71.0 72.7 76.7 75.8 79.5 

 Low (less than 2.0) 23.7 23.2 18.6 17.3 10.0 

Academic coursework completed

 All high

1 0.7 2.9 4.7 5.1 8.5 

 Mid-level or mixed2 94.7 88.5 87.8 90.5 87.8 

 All low3 4.5 8.5 7.6 4.3 3.7 

Grade 9 mathematics

 High (geometry or higher)4 4.2 4.6 6.2 7.0 14.3 

 Mid-level (prealgebra or algebra 1) 47.6 56.3 58.2 59.9 65.5 

 Low (no or low mathematics)5 48.2 39.1 35.5 33.1 20.2 

School urbanicity

 Urban 17.6 — 19.1 — 26.2 

 Suburban 45.6 — 38.8 — 33.8 

 Rural 36.8 — 42.1 — 40.1 

See notes at end of table.

_______

120
Table 39.—Percentage distribution of occupational concentrators, by selected characteristics, including 

Table 20.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 9.9 10.7 

 Middle (greater than 5 to 50 percent in NSLP) — — — 62.2 64.2 

 Low (5 percent or less in NSLP) — — — 10.6 10.2 

 Not reported — — — 17.3 14.9 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Occupational concentrators earned 3.0 or more credits in one of the following 10 broad occupational program areas: 

agriculture, business, marketing, health care, protective services, technology, trade and industry, food service and hospitality, 

child care and education, and personal and other services. NSLP is the National School Lunch Program. Percentages may not 

add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

121
Table 40.—Percentage distribution of public high school graduates earning 3.0 or more occupational credits,

Table 39.—by selected characteristics, including special and protected populations status: Various years, 

Table 39.—1982–98

1982 1990 1992 1994 1998 

 Total 100.0 100.0 100.0 100.0 100.0 

Race/ethnicity

 American Indian/Alaska Native 1.5 0.6 1.4 0.8 0.5 

 Asian/Pacific Islander 1.0 2.6 3.7 2.6 2.7 

 Black, non-Hispanic 10.9 14.5 11.6 13.8 14.7 

 Hispanic 13.4 8.0 10.0 8.1 11.5 

 White, non-Hispanic 73.1 74.4 73.3 74.6 70.5 

Sex

 Male 54.9 54.7 56.1 54.3 54.6 

 Female 45.1 45.3 43.9 45.7 45.4 

Disability status (grade 12)

 Has disability 8.3 3.5 — 5.1 3.8 

 No indicated disability 91.7 96.5 — 94.9 96.2 

English proficiency (grade 12)

 Limited — 0.2 — 0.6 0.4 

 Proficient — 99.8 — 99.4 99.6 

Grade-point average (GPA)

 High (greater than 3.5) 5.9 5.2 5.7 7.8 11.4 

 Mid-level (2.0 to 3.5) 70.3 72.3 76.4 74.3 79.4 

 Low (less than 2.0) 23.8 22.5 17.9 17.9 9.2 

Academic coursework completed

 All high

1 1.2 4.1 6.2 6.6 9.0 

 Mid-level or mixed2 94.4 88.6 87.7 89.5 87.6 

 All low3 4.4 7.3 6.1 3.9 3.3 

Grade 9 mathematics

 High (geometry or higher)4 4.9 5.5 7.4 29.8 15.5 

 Mid-level (prealgebra or algebra 1) 49.1 58.8 61.0 62.1 65.2 

 Low (no or low mathematics)5 46.0 35.7 31.6 8.2 19.3 

School urbanicity

 Urban 17.7 — 20.6 — 24.8 

 Suburban 46.1 — 39.0 — 35.5 

 Rural 36.2 — 40.4 — 39.7 

See notes at end of table.

_______

122
Table 40.—Percentage distribution of public high school graduates earning 3.0 or more occupational credits,

Table 39.—by selected characteristics, including special and protected populations status: Various years, 

Table 39.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 9.0 11.3 

 Middle (greater than 5 to 50 percent in NSLP) — — — 61.6 62.4 

 Low (5 percent or less in NSLP) — — — 11.3 11.1 

 Not reported — — — 18.1 15.2 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

123
Table 41.—Average number of computer-related credits earned by public high school graduates in computer-related areas, by 

Table 29.—characteristics, including special and protected populations status: 1998

Basic typewriting/key- Technology Business Appli- Program- Data pro- Scien

Total boarding education services Total cations ming cessing syste

 Total 1.05 0.29 0.06 0.33 0.31 0.16 0.04 0.01 0Race/ethnicity American Indian/ Alaska Native 0.95 0.25 0.04 0.28 0.34 0.16 0.05 0.02 0 Asian/Pacific Islander 0.97 0.28 0.03 0.33 0.30 0.13 0.05 0.02 0 Black, non-Hispanic 1.20 0.34 0.09 0.40 0.34 0.19 0.04 0.01 0

 Hispanic 1.06 0.33 0.05 0.32 0.33 0.16 0.05 0.01 0 White, non-Hispanic 1.02 0.28 0.06 0.32 0.30 0.15 0.04 0.01 0

Sex Male 1.05 0.26 0.10 0.29 0.32 0.15 0.06 0.01 0 Female 1.06 0.33 0.03 0.37 0.30 0.16 0.03 0.01 0Disability status (grade 12) Has disability 0.86 0.23 0.07 0.27 0.25 0.13 0.02 0.03 0 No indicated disability 1.06 0.29 0.06 0.34 0.31 0.16 0.04 0.01 0English proficiency (grade 12) Limited 0.99 0.35 0.08 0.27 0.27 0.11 0.04 ‡ 0 Proficient 1.05 0.29 0.06 0.33 0.31 0.16 0.04 0.01 0Grade-point average (GPA) High (greater than 3.5) 0.99 0.28 0.03 0.30 0.33 0.18 0.05 0.01 0 Mid-level (2.0 to 3.5) 1.07 0.30 0.07 0.34 0.31 0.16 0.04 0.01 0 Low (less than 2.0) 0.94 0.24 0.06 0.31 0.23 0.11 0.02 0.01 0Academic coursework completed All high1 1.01 0.25 0.02 0.37 0.33 0.16 0.06 0.01 0

 Mid-level or mixed2 1.07 0.30 0.07 0.33 0.31 0.16 0.04 0.01 0 All low3 0.85 0.26 0.03 0.32 0.19 0.07 0.01 ‡ 0

See notes at end of table.

Computer technology

_______

124
Table 41.—Average number of computer-related credits earned by public high school graduates in computer-related areas, by 

Table 29.—characteristics, including special and protected populations status: 1998—Continued

Typing/key- Technology Business Appli- Program- Data pro- Scien

Total boarding education services Total cations ming cessing syste

Grade 9 mathematics High (geometry or higher)4 1.01 0.26 0.04 0.31 0.35 0.18 0.06 0.01 0

 Mid-level (prealgebra or algebra 1) 1.08 0.31 0.06 0.35 0.30 0.16 0.04 0.01 0

 Low (no or low mathematics)5 0.98 0.28 0.07 0.31 0.27 0.11 0.03 0.01 0

School urbanicity Urban 0.91 0.25 0.05 0.29 0.28 0.13 0.04 0.02 0 Suburban 0.97 0.25 0.06 0.34 0.26 0.12 0.05 ‡ 0 Rural 1.27 0.38 0.07 0.37 0.39 0.23 0.04 0.01 0School poverty level High (greater than 50 percent  in NSLP) 1.27 0.34 0.07 0.41 0.40 0.21 0.04 0.05 0 Middle (greater than 5 to 50  percent in NSLP) 1.07 0.32 0.06 0.32 0.32 0.17 0.04 0.01 0 Low (5 percent or less in NSLP) 0.83 0.21 0.07 0.31 0.20 0.06 0.05 ‡ 0 Not reported 1.07 0.26 0.05 0.38 0.31 0.17 0.04 0.01 0

‡Reporting standards not met. (Too few cases.)

1Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level mathematics includes algebra 3, trigonom

linear algebra, probability, statistics, precalculus, introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. H

least some honors-level English courses.

2Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some high- or some low-level coursew

subject areas.

3Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no mathematics; remedial mathematics; 

mathematics; technical or vocational mathematics; prealgebra; algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mascience includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental science, oceanography, gen1, and consumer or introductory chemistry, but no higher science. Low-level English includes at least some below-grade or low academic level English course

4Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, introduction to an5Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; but no higher mathe

NOTE: NSLP is the National School Lunch Program. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Transcript Study (HSTS), 1998.

Computer technology

_______

125
Table 42.—Average number of computer-related credits earned by public high school graduates, by selected 

Table 30.—characteristics, including special and protected populations status: Various years, 1982–98

19821 1990 1992 1994 1998 

 Total † 1.04 1.03 1.04 1.05 

Race/ethnicity

 American Indian/Alaska Native † 1.06 0.91 1.21 0.95 

 Asian/Pacific Islander † 1.00 1.03 0.99 0.97 

 Black, non-Hispanic † 1.16 1.01 1.09 1.20 

 Hispanic † 1.10 1.18 1.08 1.06 

 White, non-Hispanic † 1.02 1.01 1.04 1.02 

Sex

 Male † 0.85 0.88 0.95 1.05 

 Female † 1.20 1.17 1.12 1.06 

Disability status (grade 12)

 Has disability † 0.51 — 0.78 0.86 

 No indicated disability † 1.05 — 1.05 1.06 

English proficiency (grade 12)

 Limited † 0.97 — 1.03 0.99 

 Proficient † 1.04 — 1.04 1.05 

Grade-point average (GPA)

 High (greater than 3.5) † 1.08 1.09 1.05 0.99 

 Mid-level (2.0 to 3.5) † 1.08 1.05 1.06 1.07 

 Low (less than 2.0) † 0.84 0.87 0.89 0.94 

Academic coursework completed

 All high

2 † 1.03 1.02 0.96 1.01 

 Mid-level or mixed3 † 1.06 1.05 1.06 1.07 

 All low4 † 0.66 0.53 0.75 0.85 

Grade 9 mathematics

 High (geometry or higher)5 † 1.05 1.08 1.01 1.01 

 Mid-level (prealgebra or algebra 1) † 1.10 1.07 1.10 1.08 

 Low (no or low mathematics)6 † 0.89 0.88 0.87 0.98 

School urbanicity

 Urban † — 1.00 — 0.91 

 Suburban † — 0.94 — 0.97 

 Rural † — 1.16 — 1.27 

See notes at end of table.

_______

126
Table 42.—Average number of computer-related credits earned by public high school graduates, by selected 

Table 30.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

19821 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) † — — 1.25 1.27 

 Middle (greater than 5 to 50 percent in NSLP) † — — 1.05 1.07 

 Low (5 percent or less in NSLP) † — — 0.93 0.83 

 Not reported † — — 0.97 1.07 

—Not available.

†Not applicable.

1

In 1982, all basic typewriting/keyboarding courses were assumed not to be computer-related, while in subsequent years all

of these courses were classified as computer-related. Therefore, 1982 estimates for basic typewriting/keyboarding, total

computer-related general labor market preparation and total noncomputer-related general labor market preparation courses are

not comparable with other years.

2

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

3

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

4

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

5

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 6

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

127
Table 43.—Average number of typewriting/keyboarding credits earned by public high school graduates, 

Table 31.—by selected characteristics, including special and protected populations status: Various 

Table 31.—years, 1982–98

19821 1990 1992 1994 1998 

 Total † 0.45 0.34 0.37 0.29 

Race/ethnicity

 American Indian/Alaska Native † 0.40 0.31 0.41 0.25 

 Asian/Pacific Islander † 0.40 0.26 0.26 0.28 

 Black, non-Hispanic † 0.50 0.33 0.42 0.34 

 Hispanic † 0.47 0.39 0.30 0.33 

 White, non-Hispanic † 0.44 0.34 0.37 0.28 

Sex

 Male † 0.33 0.27 0.31 0.26 

 Female † 0.55 0.41 0.43 0.33 

Disability status (grade 12) 

 Has disability † 0.27 — 0.27 0.23 

 No indicated disability † 0.45 — 0.37 0.29 

English proficiency (grade 12)

 Limited † 0.45 — 0.45 0.35 

 Proficient † 0.45 — 0.37 0.29 

Grade-point average (GPA)

 High (greater than 3.5) † 0.43 0.34 0.36 0.28 

 Mid-level (2.0 to 3.5) † 0.47 0.35 0.38 0.30 

 Low (less than 2.0) † 0.38 0.31 0.34 0.24 

Academic coursework completed

 All high

2 † 0.37 0.29 0.30 0.25 

 Mid-level or mixed3 † 0.47 0.36 0.39 0.30 

 All low4 † 0.30 0.22 0.27 0.26 

Grade 9 mathematics

 High (geometry or higher)5 † 0.40 0.30 0.31 0.26 

 Mid-level (prealgebra or algebra 1) † 0.47 0.36 0.39 0.31 

 Low (no or low mathematics)6 † 0.41 0.31 0.34 0.28 

School urbanicity

 Urban † — 0.29 — 0.25 

 Suburban † — 0.31 — 0.25 

 Rural † — 0.42 — 0.38 

See notes at end of table.

_______

128
Table 43.—Average number of typewriting/keyboarding credits earned by public high school graduates, 

Table 31.—by selected characteristics, including special and protected populations status: Various 

Table 31.—years, 1982–98—Continued

19821 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) † — — 0.41 0.34 

 Middle (greater than 5 to 50 percent in NSLP) † — — 0.37 0.32 

 Low (5 percent or less in NSLP) † — — 0.31 0.21 

 Not reported † — — 0.38 0.26 

—Not available.

1

In 1982, all basic typewriting/keyboarding courses were assumed not to be computer-related, while in subsequent years all

of these courses were classified as computer-related. Therefore, 1982 estimates for basic typewriting/keyboarding, total

computer-related general labor market preparation and total noncomputer-related general labor market preparation courses are

not comparable with other years.

2

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

3

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

4

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

5

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 6

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

129
Table 44.—Average number of computer-related business services credits earned by public high school 

Table 32.—graduates, by selected characteristics, including special and protected populations status: 

Table 32.—Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 0.01 0.28 0.29 0.38 0.33 

Race/ethnicity

 American Indian/Alaska Native 0.01 0.34 0.25 0.46 0.28 

 Asian/Pacific Islander 0.01 0.22 0.30 0.36 0.33 

 Black, non-Hispanic 0.03 0.32 0.33 0.42 0.40 

 Hispanic 0.01 0.33 0.31 0.49 0.32 

 White, non-Hispanic 0.01 0.26 0.29 0.37 0.32 

Sex

 Male 0.01 0.18 0.20 0.30 0.29 

 Female 0.02 0.37 0.38 0.46 0.37 

Disability status (grade 12) 

 Has disability 0.01 0.11 — 0.28 0.27 

 No indicated disability 0.01 0.28 — 0.38 0.34 

English proficiency (grade 12)

 Limited — 0.28 — 0.37 0.27 

 Proficient — 0.28 — 0.38 0.33 

Grade-point average (GPA)

 High (greater than 3.5) 0.02 0.22 0.25 0.37 0.30 

 Mid-level (2.0 to 3.5) 0.01 0.29 0.30 0.40 0.34 

 Low (less than 2.0) 0.01 0.25 0.27 0.31 0.31 

Academic coursework completed

 All high

1 0.03 0.19 0.26 0.34 0.37 

 Mid-level or mixed2 0.01 0.30 0.31 0.39 0.33 

 All low3 0.02 0.19 0.15 0.30 0.32 

Grade 9 mathematics

 High (geometry or higher)4 0.01 0.21 0.26 0.34 0.31 

 Mid-level (prealgebra or algebra 1) 0.01 0.30 0.30 0.41 0.35 

 Low (no or low mathematics)5 0.01 0.26 0.29 0.33 0.31 

School urbanicity

 Urban 0.02 — 0.26 — 0.29 

 Suburban 0.01 — 0.29 — 0.34 

 Rural 0.01 — 0.32 — 0.37 

See notes at end of table.

_______

130
Table 44.—Average number of computer-related business services credits earned by public high school 

Table 32.—graduates, by selected characteristics, including special and protected populations status: 

Table 32.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.45 0.41 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.39 0.32 

 Low (5 percent or less in NSLP) — — — 0.30 0.31 

 Not reported — — — 0.39 0.38 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

131
Table 45.—Average number of computer technology credits earned by public high school graduates, by 

Table 33.—selected characteristics, including special and protected populations status: Various years, 

Table 33.—1982–98

1982 1990 1992 1994 1998 

 Total 0.11 0.30 0.37 0.23 0.31 

Race/ethnicity

 American Indian/Alaska Native 0.05 0.31 0.35 0.26 0.34 

 Asian/Pacific Islander 0.18 0.38 0.45 0.35 0.30 

 Black, non-Hispanic 0.10 0.34 0.34 0.21 0.34 

 Hispanic 0.06 0.30 0.46 0.27 0.33 

 White, non-Hispanic 0.12 0.30 0.36 0.23 0.30 

Sex

 Male 0.13 0.33 0.38 0.25 0.32 

 Female 0.09 0.28 0.37 0.21 0.30 

Disability status (grade 12) 

 Has disability 0.08 0.13 — 0.15 0.25 

 No indicated disability 0.12 0.31 — 0.24 0.31 

English proficiency (grade 12)

 Limited — 0.23 — 0.20 0.27 

 Proficient — 0.30 — 0.23 0.31 

Grade-point average (GPA)

 High (greater than 3.5) 0.20 0.43 0.48 0.30 0.33 

 Mid-level (2.0 to 3.5) 0.11 0.31 0.38 0.23 0.31 

 Low (less than 2.0) 0.07 0.20 0.26 0.17 0.23 

Academic coursework completed

 All high

1 0.04 0.46 0.45 0.30 0.33 

 Mid-level or mixed2 0.12 0.29 0.37 0.23 0.31 

 All low3 0.04 0.16 0.15 0.11 0.19 

Grade 9 mathematics

 High (geometry or higher)4 0.19 0.44 0.49 0.33 0.35 

 Mid-level (prealgebra or algebra 1) 0.13 0.32 0.39 0.24 0.30 

 Low (no or low mathematics)5 0.07 0.22 0.26 0.15 0.27 

School urbanicity

 Urban 0.12 — 0.44 — 0.28 

 Suburban 0.13 — 0.31 — 0.26 

 Rural 0.08 — 0.40 — 0.39 

See notes at end of table.

_______

132
Table 45.—Average number of computer technology credits earned by public high school graduates, by 

Table 33.—selected characteristics, including special and protected populations status: Various years, 

Table 33.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 0.31 0.40 

 Middle (greater than 5 to 50 percent in NSLP) — — — 0.24 0.32 

 Low (5 percent or less in NSLP) — — — 0.26 0.20 

 Not reported — — — 0.16 0.31 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

133
Table 46.—Average number of total credits earned in high school by public high school graduates, by 

Table 42.—selected characteristics, including special and protected populations status: Various years, 

Table 42.—1982–98

1982 1990 1992 1994 1998 

 Total 21.60 23.53 23.86 24.17 25.14 

Race/ethnicity

 American Indian/Alaska Native 21.43 22.64 23.55 24.23 24.44 

 Asian/Pacific Islander 22.30 24.07 24.49 24.47 25.23 

 Black, non-Hispanic 21.18 23.40 23.48 23.59 24.83 

 Hispanic 21.27 23.83 23.84 24.06 25.09 

 White, non-Hispanic 21.71 23.54 23.89 24.33 25.21 

Sex

 Male 21.43 23.35 23.69 23.99 24.94 

 Female 21.75 23.69 24.01 24.34 25.37 

Disability status (grade 12) 

 Has disability 21.32 22.81 — 24.00 24.73 

 No indicated disability 21.63 23.54 — 24.18 25.15 

English proficiency (grade 12)

 Limited — 24.22 — 24.63 25.00 

 Proficient — 23.52 — 24.17 25.14 

Grade-point average (GPA)

 High (greater than 3.5) 23.17 24.76 25.39 25.45 26.59 

 Mid-level (2.0 to 3.5) 21.80 23.70 23.94 24.27 25.02 

 Low (less than 2.0) 20.15 22.09 22.21 22.38 22.88 

Academic coursework completed

 All high

1 22.28 24.94 25.19 25.28 26.77 

 Mid-level or mixed2 21.63 23.39 23.67 24.00 24.90 

 All low3 20.30 22.65 22.98 23.32 23.62 

Grade 9 mathematics

 High (geometry or higher)4 22.50 24.53 24.99 24.88 26.24 

 Mid-level (prealgebra or algebra 1) 21.97 23.68 24.02 24.32 25.12 

 Low (no or low mathematics)5 20.91 22.78 22.83 23.31 23.91 

School urbanicity

 Urban 21.26 — 23.84 — 25.04 

 Suburban 21.68 — 23.73 — 24.97 

 Rural 21.67 — 24.03 — 25.44 

See notes at end of table.

_______

134
Table 46.—Average number of total credits earned in high school by public high school graduates, by 

Table 42.—selected characteristics, including special and protected populations status: Various years, 

Table 42.—1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 23.84 25.50 

 Middle (greater than 5 to 50 percent in NSLP) — — — 24.29 25.17 

 Low (5 percent or less in NSLP) — — — 23.85 24.66 

 Not reported — — — 24.22 25.32 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

135
Table 47.—Average number of core academic credits earned by public high school graduates, by selected 

Table 34.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 11.87 13.57 13.88 14.21 14.51 

Race/ethnicity

 American Indian/Alaska Native 11.51 12.94 13.49 13.90 13.63 

 Asian/Pacific Islander 12.88 14.68 14.61 15.27 15.33 

 Black, non-Hispanic 11.77 13.71 13.83 13.90 14.41 

 Hispanic 11.08 13.56 13.46 14.03 14.20 

 White, non-Hispanic 12.00 13.51 13.91 14.27 14.55 

Sex

 Male 11.94 13.53 13.78 14.11 14.33 

 Female 11.79 13.61 13.98 14.31 14.70 

Disability status (grade 12) 

 Has disability 11.64 11.95 — 12.69 12.97 

 No indicated disability 11.89 13.61 — 14.27 14.56 

English proficiency (grade 12)

 Limited — 15.59 — 15.37 15.45 

 Proficient — 13.56 — 14.20 14.51 

Grade-point average (GPA)

 High (greater than 3.5) 13.82 15.22 15.47 15.84 15.96 

 Mid-level (2.0 to 3.5) 11.88 13.63 13.84 14.17 14.30 

 Low (less than 2.0) 10.87 12.36 12.86 12.82 13.20 

Academic coursework completed

 All high

1 13.74 15.61 15.72 16.05 16.31 

 Mid-level or mixed2 11.91 13.42 13.66 13.95 14.27 

 All low3 10.04 11.82 12.08 12.52 12.22 

Grade 9 mathematics

 High (geometry or higher)4 13.39 14.93 15.32 15.46 15.66 

 Mid-level (prealgebra or algebra 1) 12.26 13.81 14.05 14.35 14.44 

 Low (no or low mathematics)5 11.03 12.51 12.67 13.03 13.39 

School urbanicity

 Urban 11.89 — 13.88 — 14.70 

 Suburban 11.96 — 13.99 — 14.49 

 Rural 11.72 — 13.74 — 14.38 

See notes at end of table.

_______

136
Table 47.—Average number of core academic credits earned by public high school graduates, by selected 

Table 34.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 13.98 14.49 

 Middle (greater than 5 to 50 percent in NSLP) — — — 14.24 14.48 

 Low (5 percent or less in NSLP) — — — 14.48 14.49 

 Not reported — — — 13.98 14.69 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: The core academic subjects include English, mathematics, science, and social studies. NSLP is the National School 

Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

137
Table 48.—Average number of core academic credits earned by occupational concentrators, by selected 

Table 35.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 10.78 12.28 12.73 13.06 13.68 

Race/ethnicity

 American Indian/Alaska Native 11.03 12.53 12.61 13.48 12.92 

 Asian/Pacific Islander 11.44 13.56 13.37 13.45 14.71 

 Black, non-Hispanic 10.95 12.68 13.08 13.00 14.09 

 Hispanic 10.38 12.54 12.62 13.22 13.75 

 White, non-Hispanic 10.83 12.15 12.66 13.08 13.56 

Sex

 Male 10.77 12.22 12.69 12.93 13.44 

 Female 10.80 12.34 12.78 13.21 14.05 

Disability status (grade 12) 

 Has disability 10.93 11.29 — 12.25 12.44 

 No indicated disability 10.78 12.32 — 13.11 13.74 

English proficiency (grade 12)

 Limited — ‡ — 14.38 ‡ 

 Proficient — 12.28 — 13.05 13.68 

Grade-point average (GPA)

 High (greater than 3.5) 12.77 13.84 14.79 14.94 15.50 

 Mid-level (2.0 to 3.5) 10.79 12.40 12.71 13.07 13.59 

 Low (less than 2.0) 10.31 11.62 12.25 12.23 12.51 

Academic coursework completed

 All high

1 — 15.06 15.29 15.54 15.97 

 Mid-level or mixed2 10.82 12.30 12.69 12.98 13.57 

 All low3 9.70 11.28 11.89 12.35 11.74 

Grade 9 mathematics

 High (geometry or higher)4 12.02 13.59 14.50 14.27 15.25 

 Mid-level (prealgebra or algebra 1) 11.07 12.53 12.99 13.33 13.69 

 Low (no or low mathematics)5 10.39 11.77 11.98 12.30 12.55 

School urbanicity

 Urban 10.66 — 12.96 — 14.02 

 Suburban 10.95 — 12.64 — 13.65 

 Rural 10.63 — 12.69 — 13.49 

See notes at end of table.

_______

138
Table 48.—Average number of core academic credits earned by occupational concentrators, by selected 

Table 35.—characteristics, including special and protected populations status: Various years, 1982–98

Table 12.——Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 13.01 14.08 

 Middle (greater than 5 to 50 percent in NSLP) — — — 13.10 13.68 

 Low (5 percent or less in NSLP) — — — 13.06 13.00 

 Not reported — — — 12.91 13.87 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Occupational concentrators earned 3.0 or more credits in one of the following 10 broad occupational program areas: 

agriculture, business, marketing, health care, protective services, technology, trade and industry, food service and hospitality, 

child care and education, and personal and other services. NSLP is the National School Lunch Program. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

139
Table 49.—Percentage distribution of public high school graduates who completed both an occupational

Table 47.—concentration and college-preparatory coursework, by selected characteristics, including 

Table 48.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 100.0 100.0 100.0 100.0 100.0 

Race/ethnicity

 American Indian/Alaska Native 0.6 0.5 0.2 0.1 0.2 

 Asian/Pacific Islander 5.4 4.8 7.6 2.9 2.7 

 Black, non-Hispanic 16.5 12.9 12.9 11.8 16.3 

 Hispanic 13.8 7.7 10.0 8.4 9.1 

 White, non-Hispanic 63.7 74.2 69.3 76.7 71.5 

Sex

 Male 41.7 50.0 48.6 46.0 45.2 

 Female 58.3 50.0 51.4 54.0 54.8 

Disability status (grade 12) 

 Has disability 1.9 0.1 — 0.3 0.4 

 No indicated disability 98.1 99.9 — 99.7 99.6 

English proficiency (grade 12)

 Limited — 0.0 — 0.4 0.1 

 Proficient — 100.0 — 99.6 99.9 

Grade-point average (GPA)

 High (greater than 3.5) 18.0 16.6 17.4 21.9 27.0 

 Mid-level (2.0 to 3.5) 79.0 81.8 76.9 76.0 71.5 

 Low (less than 2.0) 3.1 1.6 5.7 2.2 1.6 

Academic coursework completed

 All high1 14.0 23.0 23.1 22.5 25.4 

 Mid-level or mixed2 86.0 77.0 76.9 77.5 74.6 

 All low3 0.0 0.0 0.0 0.0 0.0 

Grade 9 mathematics

 High (geometry or higher)4 22.2 18.0 24.3 21.3 31.8 

 Mid-level (prealgebra or algebra 1) 76.8 77.2 73.1 75.8 65.7 

 Low (no or low mathematics)5 1.1 4.9 2.6 3.0 2.5 

School urbanicity

 Urban 24.3 — 29.8 — 29.8 

 Suburban 44.9 — 38.4 — 36.3 

 Rural 30.9 — 31.8 — 33.9 

See notes at end of table.

_______

140
Table 49.—Percentage distribution of public high school graduates who completed both an occupational

Table 47.—concentration and college-preparatory coursework, by selected characteristics, including 

Table 48.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 8.0 10.1 

 Middle (greater than 5 to 50 percent in NSLP) — — — 59.9 62.9 

 Low (5 percent or less in NSLP) — — — 14.1 9.9 

 Not reported — — — 18.0 17.1 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Occupational concentrators earned 3.0 or more credits in one of the following 10 broad occupational program areas: 

agriculture, business, marketing, health care, protective services, technology, trade and industry, food service and hospitality, 

child care and education, and personal and other services. College-preparatory coursework is defined as earning 4.0 or more 

credits in English; 3.0 or more credits in mathematics at the algebra 1 or higher level; 2.0 or more credits in biology, chemistry, 

or physics; 2.0 or more credits in social studies with at least 1.0 credit in U.S. or world history; and 2.0 or more credits in a 

single foreign language. NSLP is the National School Lunch Program. Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

141
Table 50.—Percentage of public high school graduates who completed high-level mathematics courses in

Table 48.—grade 9, by selected characteristics, including special and protected populations status: Various 

Table 48.—years, 1982–98 

1982 1990 1992 1994 1998 

 Total 7.9 10.6 12.9 14.9 20.4 

Race/ethnicity

 American Indian/Alaska Native 4.0 10.9 2.7 8.0 18.1 

 Asian/Pacific Islander 18.8 23.5 21.3 23.7 30.3 

 Black, non-Hispanic 3.3 6.1 8.0 7.8 15.2 

 Hispanic 2.8 5.8 8.5 10.2 13.5 

 White, non-Hispanic 9.2 11.5 13.9 16.5 22.0 

Sex

 Male 7.4 10.6 11.1 14.2 19.0 

 Female 8.3 10.7 14.5 15.5 21.0 

Disability status (grade 12) 

 Has disability 5.9 0.6 — 3.1 3.5 

 No indicated disability 8.1 10.9 — 15.3 20.9 

English proficiency (grade 12)

 Limited — 4.7 — 6.4 5.3 

 Proficient — 10.7 — 14.9 20.5 

Grade-point average (GPA)

 High (greater than 3.5) 27.0 33.8 44.0 41.3 49.9 

 Mid-level (2.0 to 3.5) 6.8 9.3 10.6 12.1 15.1 

 Low (less than 2.0) 2.1 2.4 1.1 2.8 3.9 

Academic coursework completed

 All high

1 38.9 45.6 52.8 51.3 57.8 

 Mid-level or mixed2 6.7 6.8 6.6 8.8 14.3 

 All low3 ‡ ‡ ‡ ‡ ‡ 

Grade 9 mathematics

 High (geometry or higher)4 100.0 100.0 100.0 100.0 100.0 

 Mid-level (prealgebra or algebra 1) 0 0 0 0 0 

 Low (no or low mathematics)5 0 0 0 0 0 

School urbanicity

 Urban 7.4 — 16.4 — 25.5 

 Suburban 9.6 — 13.3 — 21.5 

 Rural 5.6 — 9.9 — 14.6 

See notes at end of table.

_______

142
Table 50.—Percentage of public high school graduates who completed high-level mathematics courses in

Table 48.—grade 9, by selected characteristics, including special and protected populations status: Various 

Table 48.—years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 12.6 13.0 

 Middle (greater than 5 to 50 percent in NSLP) — — — 15.5 18.4 

 Low (5 percent or less in NSLP) — — — 17.6 27.8 

 Not reported — — — 11.2 24.8 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: High-level grade 9 mathematics courses include geometry, algebra 2 and 3, trigonometry, analytical geometry, linear 

algebra, probability, statistics, precalculus, introduction to analysis, and calculus. NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

143
Table 51.—Percentage of occupational concentrators who completed high-level mathematics courses in

Table 49.—grade 9, by selected characteristics, including special and protected populations status: Various 

Table 49.—years, 1982–98 

1982 1990 1992 1994 1998 

 Total 4.2 4.6 6.2 7.0 14.3 

Race/ethnicity

 American Indian/Alaska Native ‡ ‡ ‡ ‡ 14.2 

 Asian/Pacific Islander 14.9 13.1 7.0 12.0 26.2 

 Black, non-Hispanic 1.8 4.9 4.6 5.1 15.5 

 Hispanic 2.0 3.5 6.3 5.3 13.5 

 White, non-Hispanic 4.9 4.6 6.6 7.8 13.7 

Sex

 Male 3.3 4.6 6.4 7.0 12.4 

 Female 5.4 4.6 6.0 7.2 17.0 

Disability status (grade 12) 

 Has disability 3.3 1.1 — 2.7 4.1 

 No indicated disability 4.3 4.7 — 7.3 14.7 

English proficiency (grade 12)

 Limited — ‡ — ‡ ‡ 

 Proficient — 4.6 — 7.1 14.3 

Grade-point average (GPA)

 High (greater than 3.5) 19.8 22.5 35.2 23.6 46.0 

 Mid-level (2.0 to 3.5) 3.9 4.6 5.6 6.7 11.5 

 Low (less than 2.0) 1.8 1.5 1.5 2.1 3.1 

Academic coursework completed

 All high

1 ‡ 42.2 47.8 45.9 56.3 

 Mid-level or mixed2 4.2 3.8 4.7 5.3 10.8 

 All low3 ‡ ‡ ‡ ‡ ‡ 

Grade 9 mathematics

 High (geometry or higher)4 100.0 100.0 100.0 100.0 100.0 

 Mid-level (prealgebra or algebra 1) ‡ ‡ ‡ ‡ ‡ 

 Low (no or low mathematics)5 ‡ ‡ ‡ ‡ ‡ 

School urbanicity

 Urban 3.8 — 6.8 — 20.3 

 Suburban 5.4 — 6.5 — 13.9 

 Rural 3.0 — 5.7 — 10.7 

See notes at end of table.

_______

144
Table 51.—Percentage of occupational concentrators who completed high-level mathematics courses in

Table 49.—grade 9, by selected characteristics, including special and protected populations status: Various 

Table 49.—years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 5.4 10.5 

 Middle (greater than 5 to 50 percent in NSLP) — — — 7.1 14.1 

 Low (5 percent or less in NSLP) — — — 12.0 14.4 

 Not reported — — — 4.6 17.7 

—Not available.

‡Reporting standards not met. (Too few cases.)

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: Occupational concentrators earned 3.0 or more credits in one of the following 10 broad occupational program areas: 

agriculture, business, marketing, health care, protective services, technology, trade and industry, food service and hospitality, 

child care and education, and personal and other services. High-level grade 9 mathematics includes geometry, algebra 2 and 

3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, introduction to analysis, and calculus. 

NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

145
Table 52.—Percentage of public high school graduates earning 3.0 or more occupational credits who met

Table 50.—the New Basics core academic requirements, by selected characteristics, including special and 

Table 50.—protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998 

 Total 6.0 22.4 29.0 37.1 48.1 

Race/ethnicity

 American Indian/Alaska Native 5.9 15.4 21.3 40.5 30.1 

 Asian/Pacific Islander 10.3 38.7 33.9 45.9 57.5 

 Black, non-Hispanic 5.1 27.7 30.8 35.6 58.2 

 Hispanic 3.5 19.0 26.6 31.3 37.6 

 White, non-Hispanic 6.6 21.8 28.9 39.2 47.4 

Sex

 Male 6.7 22.9 28.7 35.3 45.3 

 Female 5.2 21.9 29.3 39.3 52.3 

Disability status (grade 12) 

 Has disability 5.5 5.9 — 16.0 25.5 

 No indicated disability 6.1 23.0 — 38.3 49.0 

English proficiency (grade 12)

 Limited — — — 29.4 34.9 

 Proficient — 22.5 — 37.2 48.1 

Grade-point average (GPA)

 High (greater than 3.5) 18.3 55.3 59.6 73.0 77.1 

 Mid-level (2.0 to 3.5) 6.2 23.7 29.1 38.1 46.4 

 Low (less than 2.0) 2.5 10.7 18.7 17.4 26.6 

Academic coursework completed

 All high

1 27.1 77.0 77.7 81.5 84.2 

 Mid-level or mixed2 6.0 21.6 27.6 35.5 46.2 

 All low3 0.0 3.9 3.5 9.1 9.8 

Grade 9 mathematics

 High (geometry or higher)4 14.4 49.3 64.1 60.7 68.6 

 Mid-level (prealgebra or algebra 1) 7.8 26.6 33.1 43.2 50.3 

 Low (no or low mathematics)5 3.2 11.5 12.8 18.0 24.1 

School urbanicity

 Urban 4.3 — 33.4 — 55.0 

 Suburban 7.0 — 29.2 — 47.3 

 Rural 5.5 — 26.5 — 44.4 

See notes at end of table.

_______

146
Table 52.—Percentage of public high school graduates earning 3.0 or more occupational credits who met

Table 50.—the New Basics core academic requirements, by selected characteristics, including special and 

Table 50.—protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998 

School poverty level

 High (greater than 50 percent in NSLP) — — — 36.1 53.6 

 Middle (greater than 5 to 50 percent in NSLP) — — — 38.5 46.4 

 Low (5 percent or less in NSLP) — — — 36.9 46.0 

 Not reported — — — 33.0 52.4 

—Not available.

1

Graduates completed at least some high-level coursework in each of mathematics, science, and English. High-level 

mathematics includes algebra 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, 

introduction to analysis, and calculus. High-level science includes chemistry 1 and 2 and physics 1 and 2. High-level English 

includes at least some honors-level English courses.

2

Graduates either completed no high-level and no low-level mathematics, science, and English coursework or completed some 

high- or some low-level coursework but not in all three subject areas.

3

Graduates completed only low-level mathematics, science, and English coursework. Low-level mathematics includes no 

mathematics; remedial mathematics; general, basic, or consumer mathematics; technical or vocational mathematics; prealgebra; 

algebra 1 taught over the course of 2 academic years; and informal geometry; but no higher mathematics. Low-level science 

includes no science, remedial science, physical science, earth science, unified science, astronomy, geology, environmental 

science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English includes at least some below-grade or low academic level English courses.

4

Higher grade 9 mathematics includes algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, 

precalculus, introduction to analysis, and calculus. 5

Low grade 9 mathematics includes remedial mathematics; general, basic, or consumer mathematics; technical or vocational 

mathematics; but no higher mathematics.

NOTE: The New Basics core academic requirements include 4 years of English and 3 years each of mathematics, science, and 

social studies. NSLP is the National School Lunch Program.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal Study

of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript Studies

(HSTS), 1990, 1994, and 1998.

_______

147
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149 

Appendix A—Standard Error Tables 
Table A1.—Standard errors for table 1: Percentage of public high school graduates taking vocational/

Table A1.—technical education courses, by selected characteristics, including special and protected 

Table A1.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.19 0.24 0.27 0.32 0.48

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.88 1.54 1.13 0.82 1.16

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.92 0.987 0.567 0.747 1.752

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.20 0.29 1.39 0.34 0.31

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.23 0.29 0.43 0.36 0.43

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.25 0.29 0.28 0.39 0.57

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.27 0.23 0.25 0.32 0.43

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.24 0.32 0.44 0.39 0.57

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.27 0.16 — 0.36 0.41

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.21 0.24 — 0.32 0.49

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 2.00 — 1.78 1.64

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.24 — 0.32 0.48

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.88 0.90 0.67 0.76 1.20

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.23 0.24 0.32 0.34 0.39

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

150
Table A1.—Standard errors for table 1: Percentage of public high school graduates taking vocational/

Table A1.—technical education courses, by selected characteristics, including special and protected 

Table A1.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.18 0.12 0.32 0.21 0.51

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 2.10 0.90 0.94 1.07 1.23

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.19 0.20 0.27 0.25 0.45

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.00 0.14 0.80 0.12 0.26

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.97 0.69 1.02 0.88 1.01

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.26 0.28 0.34 0.34 0.56

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.24 0.19 0.21 0.40 0.37

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.49 — 0.81 — 0.85

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.29 — 0.32 — 0.67

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.27 — 0.40 — 0.55

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.50 0.48

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.29 0.59

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 1.53 1.42

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.53 0.80

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

151
Table A2.—Standard errors for table 2: Percentage of public high school graduates taking occupational

Table A2.—courses, by selected characteristics, including special and protected populations status: Various 

Table A2.—years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.47 0.68 0.48 0.66 0.80

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 2.21 1.82 2.09 1.76 1.57

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 3.07 1.98 1.36 1.14 1.06

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 1.25 1.50 1.64 0.80 0.80

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 1.01 1.10 1.97 0.95 0.81

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.55 0.72 0.52 0.76 0.98

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.58 0.59 0.58 0.55 0.70

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.67 0.87 0.71 0.85 0.96

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 1.35 2.23 — 1.33 1.40

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.49 0.66 — 0.66 0.81

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 3.64 — 3.59 2.72

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.69 — 0.66 0.80

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.76 1.67 1.30 1.41 1.77

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.56 0.71 0.56 0.66 0.68

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

152
Table A2.—Standard errors for table 2: Percentage of public high school graduates taking occupational

Table A2.—courses, by selected characteristics, including special and protected populations status: Various 

Table A2.—years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.93 0.81 0.70 0.55 1.07

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 6.51 1.62 1.56 1.64 1.88

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.48 0.66 0.49 0.63 0.76

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 1.44 1.10 1.04 0.92 1.54

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 1.86 1.32 1.32 1.53 1.64

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.68 0.74 0.53 0.74 0.79

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.63 0.85 1.04 0.84 0.72

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 1.20 — 1.27 — 1.51

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.65 — 0.68 — 1.14

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.82 — 0.76 — 0.83

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 1.29 1.24

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.73 0.88

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 2.23 1.88

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 1.14 1.78

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

153
Table A3.—Standard errors for table 3: Average number of vocational/technical credits earned by public

Table A3.—high school graduates, by selected characteristics, including special and protected populations 

Table A3.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.059 0.079 0.063 0.068 0.098

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.221 0.190 0.374 0.256 0.164

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.202 0.337 0.199 0.236 0.222

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.140 0.166 0.164 0.121 0.149

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.106 0.150 0.148 0.124 0.121

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.067 0.085 0.072 0.080 0.114

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.075 0.084 0.087 0.074 0.099

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.067 0.087 0.074 0.074 0.114

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.120 0.269 — 0.190 0.288

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.061 0.076 — 0.067 0.098

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.378 — 0.277 0.163

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.079 — 0.068 0.098

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.154 0.103 0.077 0.097 0.124

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.064 0.081 0.069 0.073 0.105

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

154
Table A3.—Standard errors for table 3: Average number of vocational/technical credits earned by public

Table A3.—high school graduates, by selected characteristics, including special and protected populations 

Table A3.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.097 0.100 0.125 0.073 0.200

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.213 0.096 0.068 0.075 0.135

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.060 0.076 0.065 0.073 0.104

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.210 0.205 0.348 0.236 0.389

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.132 0.123 0.082 0.098 0.146

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.078 0.082 0.072 0.078 0.114

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1369 1,380 1,635

 Low (no or low mathematics) s.e. 0.076 0.118 0.115 0.110 0.144

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.130 — 0.113 — 0.197

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.082 — 0.078 — 0.131

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.107 — 0.110 — 0.161

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.181 0.251

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.089 0.128

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.202 0.254

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.157 0.152

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

155
Table A4.—Standard errors for table 4: Average number of occupational credits earned by public high

Table A4.—school graduates, by selected characteristics, including special and protected populations 

Table A4.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.053 0.065 0.050 0.057 0.074

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.232 0.157 0.347 0.183 0.162

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.140 0.201 0.190 0.151 0.119

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.140 0.135 0.134 0.097 0.115

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.100 0.126 0.122 0.123 0.104

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.059 0.075 0.057 0.067 0.087

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.074 0.074 0.076 0.063 0.085

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.053 0.073 0.059 0.061 0.080

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.112 0.279 — 0.171 0.206

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.055 0.063 — 0.056 0.074

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.343 — 0.235 0.157

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.066 — 0.057 0.075

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.129 0.078 0.060 0.077 0.093

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.056 0.066 0.055 0.060 0.076

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

156
Table A4.—Standard errors for table 4: Average number of occupational credits earned by public high

Table A4.—school graduates, by selected characteristics, including special and protected populations 

Table A4.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.095 0.101 0.117 0.072 0.171

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.194 0.075 0.067 0.057 0.110

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.054 0.063 0.053 0.064 0.081

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.197 0.235 0.296 0.201 0.328

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.110 0.090 0.076 0.069 0.141

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.070 0.069 0.057 0.063 0.088

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.069 0.096 0.105 0.091 0.092

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.115 — 0.093 — 0.164

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.069 — 0.068 — 0.097

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.103 — 0.087 — 0.079

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.173 0.211

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.070 0.087

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.166 0.175

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.115 0.140

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

157
Table A5.—Standard errors for table 5: Percentage of total credits earned by public high school

Table A2.—graduates that are vocational/technical credits, by selected characteristics, including special 

Table A2.—and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.24 0.32 0.24 0.27 0.34

weighted n (in 1,000s) 2607 2505 2174 2213 2617

Race/ethnicity

 American Indian/Alaska s.e. 1.00 0.85 1.56 1.10 0.67

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.80 1.55 0.82 1.14 0.94

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.62 0.71 0.57 0.51 0.51

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.46 0.66 0.65 0.51 0.41

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.28 0.35 0.29 0.32 0.41

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.31 0.35 0.31 0.29 0.37

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.29 0.35 0.30 0.30 0.39

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.55 1.14 — 0.80 0.97

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.25 0.31 — 0.27 0.34

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 1.68 — 1.11 0.62

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.32 — 0.28 0.34

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.55 0.43 0.29 0.36 0.41

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.27 0.33 0.28 0.30 0.36

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

158
Table A5.—Standard errors for table 5: Percentage of total credits earned by public high school

Table A2.—graduates that are vocational/technical credits, by selected characteristics, including special 

Table A2.—and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.46 0.41 0.42 0.36 0.76

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.95 0.37 0.27 0.28 0.47

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.25 0.30 0.26 0.31 0.36

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.99 0.77 0.88 0.95 1.38

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.56 0.51 0.32 0.40 0.45

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.31 0.33 0.29 0.31 0.39

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.34 0.42 0.44 0.46 0.55

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.59 — 0.50 — 0.62

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.34 — 0.34 — 0.52

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.43 — 0.37 — 0.51

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.67 0.87

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.37 0.41

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.76 1.17

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.57 0.48

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

159
Table A6.—Standard errors for table 6: Percentage of total vocational/technical credits earned by public

Table A2.—high school graduates that are occupational credits, by selected characteristics, including 

Table A2.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.50 0.88 0.62 0.85 1.02

weighted n (in 1,000s) 2559 2454 2125 2150 2526

Race/ethnicity

 American Indian/Alaska s.e. 3.32 2.73 2.74 2.91 2.86

 Native weighted n (in 1,000s) 29 11 21 17 12

 Asian/Pacific Islander s.e. 2.72 1.39 1.79 1.48 3.33

weighted n (in 1,000s) 37 84 86 72 87

 Black, non-Hispanic s.e. 1.44 1.61 1.59 1.16 1.15

weighted n (in 1,000s) 291 343 247 258 351

 Hispanic s.e. 1.05 1.77 1.74 1.30 1.26

weighted n (in 1,000s) 305 191 204 165 292

 White, non-Hispanic s.e. 0.58 1.09 0.73 0.73 1.18

weighted n (in 1,000s) 1,871 1,737 1,558 1,516 1,780

Sex

 Male s.e. 0.67 0.76 0.88 0.82 0.96

weighted n (in 1,000s) 1,232 1,172 1,051 1,056 1,195

 Female s.e. 0.61 1.11 0.81 0.80 1.10

weighted n (in 1,000s) 1,328 1,279 1,073 1,090 1,293

Disability status (grade 12) 

 Has disability s.e. 1.31 2.46 — 1.70 1.94

weighted n (in 1,000s) 225 64 — 82 73

 No indicated disability s.e. 0.52 0.88 — 0.87 1.02

weighted n (in 1,000s) 2,315 2,390 — 2,068 2,453

English proficiency (grade 12)

 Limited s.e. — 3.80 — 3.59 4.24

weighted n (in 1,000s) — 12 — 18 18

 Proficient s.e. — 0.88 — 0.85 1.02

weighted n (in 1,000s) — 2,442 — 2,132 2,508

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.40 1.69 1.27 1.49 1.59

weighted n (in 1,000s) 248 242 224 290 422

 Mid-level (2.0 to 3.5) s.e. 0.55 0.89 0.67 0.83 1.01

weighted n (in 1,000s) 1,779 1,775 1,607 1,557 1,921

See notes at end of table.

_______

160
Table A6.—Standard errors for table 6: Percentage of total vocational/technical credits earned by public

Table A2.—high school graduates that are occupational credits, by selected characteristics, including 

Table A2.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 1.12 1.04 1.37 1.03 1.29

weighted n (in 1,000s) 532 437 292 303 183

Academic coursework completed

 All high s.e. 4.57 1.52 1.39 1.39 1.75

weighted n (in 1,000s) 30 257 293 303 356

 Mid-level or mixed s.e. 0.51 0.88 0.67 0.87 1.04

weighted n (in 1,000s) 2,439 2,064 1,748 1,775 2,084

 All low s.e. 2.08 2.02 1.97 1.53 1.91

weighted n (in 1,000s) 86 117 74 55 57

Grade 9 mathematics

 High (geometry or higher) s.e. 1.59 1.25 1.19 1.59 1.61

weighted n (in 1,000s) 195 253 267 308 504

 Mid-level (prealgebra or s.e. 0.68 0.96 0.71 0.92 1.01

 algebra 1) weighted n (in 1,000s) 1,347 1,514 1,337 1,345 1,583

 Low (no or low mathematics) s.e. 0.70 1.03 1.28 0.83 1.22

weighted n (in 1,000s) 1,017 687 521 497 439

School urbanicity

 Urban s.e. 1.28 — 1.31 — 1.64

weighted n (in 1,000s) 489 — 471 — 706

 Suburban s.e. 0.72 — 1.08 — 1.17

weighted n (in 1,000s) 1,235 — 938 — 988

 Rural s.e. 0.87 — 0.82 — 1.79

weighted n (in 1,000s) 836 — 715 — 832

School poverty level

 High (greater than 50 percent s.e. — — — 2.82 1.50

 in NSLP) weighted n (in 1,000s) — — — 182 237

 Middle (greater than 5 to s.e. — — — 1.09 1.44

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,268 1,514

 Low (5 percent or less in s.e. — — — 2.24 1.99

 NSLP) weighted n (in 1,000s) — — — 330 401

 Not reported s.e. — — — 1.82 2.36

weighted n (in 1,000s) — — — 370 374

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

161
Table A7.—Standard errors for table 7: Percentage of vocational/technical credits earned by public

Table A4.—high school graduates that were earned in the 9th grade, by selected characteristics, including 

Table A3.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.38 0.67 0.56 0.56 0.72

weighted n (in 1,000s) 2,554 2,454 2,123 2,150 2,526

Race/ethnicity

 American Indian/Alaska s.e. 1.75 1.94 4.50 1.88 2.08

 Native weighted n (in 1,000s) 29 11 21 17 12

 Asian/Pacific Islander s.e. 1.54 1.94 1.36 1.13 1.80

weighted n (in 1,000s) 37 84 86 72 87

 Black, non-Hispanic s.e. 0.94 1.04 1.37 0.62 0.97

weighted n (in 1,000s) 290 343 246 258 351

 Hispanic s.e. 0.66 1.38 0.90 1.14 0.95

weighted n (in 1,000s) 305 191 204 165 292

 White, non-Hispanic s.e. 0.42 0.80 0.68 0.69 0.87

weighted n (in 1,000s) 1,868 1,737 1,558 1,516 1,780

Sex

 Male s.e. 0.46 0.63 0.72 0.63 0.68

weighted n (in 1,000s) 1,228 1,172 1,051 1,056 1,195

 Female s.e. 0.47 0.74 0.71 0.59 0.80

weighted n (in 1,000s) 1,327 1,279 1,072 1,090 1,293

Disability status (grade 12) 

 Has disability s.e. 0.94 1.16 — 0.67 1.29

weighted n (in 1,000s) 223 64 — 82 73

 No indicated disability s.e. 0.39 0.68 — 0.57 0.73

weighted n (in 1,000s) 2,311 2,390 — 2,068 2,453

English proficiency (grade 12)

 Limited s.e. — 1.80 — 2.16 1.51

weighted n (in 1,000s) — 12 — 18 18

 Proficient s.e. — 0.67 — 0.57 0.73

weighted n (in 1,000s) — 2,442 — 2,132 2,508

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.09 1.41 1.22 1.03 1.64

weighted n (in 1,000s) 248 242 224 290 422

 Mid-level (2.0 to 3.5) s.e. 0.42 0.71 0.65 0.56 0.60

weighted n (in 1,000s) 1,775 1,775 1,606 1,557 1,921

See notes at end of table.

_______

162
Table A7.—Standard errors for table 7: Percentage of vocational/technical credits earned by public

Table A3.—high school graduates that were earned in the 9th grade, by selected characteristics, including 

Table A4.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.56 0.57 0.88 0.60 0.97

weighted n (in 1,000s) 530 437 292 303 183

Academic coursework completed

 All high s.e. 3.50 1.71 1.19 1.04 1.75

weighted n (in 1,000s) 30 257 293 303 356

 Mid-level or mixed s.e. 0.38 0.63 0.58 0.58 0.69

weighted n (in 1,000s) 2,433 2,064 1,746 1,775 2,084

 All low s.e. 1.13 0.91 1.28 0.92 0.88

weighted n (in 1,000s) 86 117 74 55 57

Grade 9 mathematics

 High (geometry or higher) s.e. 1.24 1.39 1.19 1.19 1.16

weighted n (in 1,000s) 195 253 267 308 504

 Mid-level (prealgebra or s.e. 0.50 0.77 0.67 0.60 0.87

 algebra 1) weighted n (in 1,000s) 1,346 1,514 1,337 1,345 1,583

 Low (no or low mathematics) s.e. 0.45 0.89 0.86 0.58 0.63

weighted n (in 1,000s) 1,014 687 519 497 439

School urbanicity

 Urban s.e. 0.91 — 1.03 — 1.40

weighted n (in 1,000s) 488 — 470 — 706

 Suburban s.e. 0.52 — 0.87 — 1.03

weighted n (in 1,000s) 1,235 — 938 — 988

 Rural s.e. 0.66 — 0.91 — 1.22

weighted n (in 1,000s) 832 — 714 — 832

School poverty level

 High (greater than 50 percent s.e. — — — 1.54 1.22

 in NSLP) weighted n (in 1,000s) — — — 182 237

 Middle (greater than 5 to s.e. — — — 0.78 0.92

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,268 1,514

 Low (5 percent or less in s.e. — — — 1.49 2.29

 NSLP) weighted n (in 1,000s) — — — 330 401

 Not reported s.e. — — — 1.15 1.76

weighted n (in 1,000s) — — — 370 374

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

163
Table A8.—Standard errors for table 8: Percentage of vocational/technical credits earned by public

Table A4.—high school graduates that were earned in the 10th grade, by selected characteristics, including 

Table A4.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.34 0.58 0.57 0.49 0.54

weighted n (in 1,000s) 2,554 2,454 2,123 2,150 2,526

Race/ethnicity

 American Indian/Alaska s.e. 2.23 2.47 1.57 1.45 1.68

 Native weighted n (in 1,000s) 29 11 21 17 12

 Asian/Pacific Islander s.e. 1.83 2.49 1.26 0.88 0.84

weighted n (in 1,000s) 37 84 86 72 87

 Black, non-Hispanic s.e. 0.79 0.88 1.04 0.76 0.75

weighted n (in 1,000s) 290 343 246 258 351

 Hispanic s.e. 0.55 1.01 0.95 1.46 0.53

weighted n (in 1,000s) 305 191 204 165 292

 White, non-Hispanic s.e. 0.39 0.67 0.72 0.61 0.65

weighted n (in 1,000s) 1,868 1,737 1,558 1,516 1,780

Sex

 Male s.e. 0.42 0.58 0.53 0.44 0.54

weighted n (in 1,000s) 1,228 1,172 1,051 1,056 1,195

 Female s.e. 0.44 0.63 0.96 0.59 0.60

weighted n (in 1,000s) 1,327 1,279 1,072 1,090 1,293

Disability status (grade 12) 

 Has disability s.e. 0.88 0.78 — 0.63 0.85

weighted n (in 1,000s) 223 64 — 82 73

 No indicated disability s.e. 0.36 0.59 — 0.50 0.55

weighted n (in 1,000s) 2,311 2,390 — 2,068 2,453

English proficiency (grade 12) 

 Limited s.e. — 2.99 — 2.77 1.56

weighted n (in 1,000s) — 12 — 18 18

 Proficient s.e. — 0.58 — 0.49 0.54

weighted n (in 1,000s) — 2,442 — 2,132 2,508

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.02 1.41 0.92 1.11 0.97

weighted n (in 1,000s) 248 242 224 290 422

 Mid-level (2.0 to 3.5) s.e. 0.38 0.60 0.70 0.48 0.50

weighted n (in 1,000s) 1,775 1,775 1,606 1,557 1,921

See notes at end of table.

_______

164
Table A8.—Standard errors for table 8: Percentage of vocational/technical credits earned by public

Table A4.—high school graduates that were earned in the 10th grade, by selected characteristics, including 

Table A4.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.55 0.62 0.93 0.53 0.78

weighted n (in 1,000s) 530 437 292 303 183

Academic coursework completed

 All high s.e. 2.67 1.45 1.02 1.21 1.01

weighted n (in 1,000s) 30 257 293 303 356

 Mid-level or mixed s.e. 0.35 0.56 0.65 0.42 0.52

weighted n (in 1,000s) 2,433 2,064 1,746 1,775 2,084

 

 All low s.e. 1.15 0.95 1.41 0.74 1.24

weighted n (in 1,000s) 86 117 74 55 57

Grade 9 mathematics

 High (geometry or higher) s.e. 1.38 1.26 1.00 1.29 1.11

weighted n (in 1,000s) 195 253 267 308 504

 Mid-level (prealgebra or s.e. 0.43 0.61 0.81 0.52 0.53

 algebra 1) weighted n (in 1,000s) 1,346 1,514 1,337 1,345 1,583

 Low (no or low mathematics) s.e. 0.42 0.65 0.60 0.40 0.66

weighted n (in 1,000s) 1,014 687 519 497 439

School urbanicity

 Urban s.e. 0.98 — 0.84 — 0.88

weighted n (in 1,000s) 488 — 470 — 706

 Suburban s.e. 0.45 — 1.13 — 1.10

weighted n (in 1,000s) 1,235 — 938 — 988

 Rural s.e. 0.58 — 0.59 — 0.65

weighted n (in 1,000s) 832 — 714 — 832

School poverty level

 High (greater than 50 percent s.e. — — — 1.17 0.99

 in NSLP) weighted n (in 1,000s) — — — 182 237

 Middle (greater than 5 to s.e. — — — 0.55 0.53

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,268 1,514

 Low (5 percent or less in s.e. — — — 1.54 2.48

 NSLP) weighted n (in 1,000s) — — — 330 401

 Not reported s.e. — — — 1.11 1.48

weighted n (in 1,000s) — — — 370 374

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

165
Table A9.—Standard errors for table 9: Percentage of vocational/technical credits earned by public

Table A4.—high school graduates that were earned in the 11th grade, by selected characteristics, including 

Table A4.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.35 0.41 0.42 0.40 0.50

weighted n (in 1,000s) 2,554 2,454 2,123 2,150 2,526

Race/ethnicity

 American Indian/Alaska s.e. 1.93 1.68 2.30 1.97 1.64

 Native weighted n (in 1,000s) 29 11 21 17 12

 Asian/Pacific Islander s.e. 1.86 1.62 1.03 0.94 0.86

weighted n (in 1,000s) 37 84 86 72 87

 Black, non-Hispanic s.e. 0.79 0.76 1.41 0.62 0.77

weighted n (in 1,000s) 290 343 246 258 351

 Hispanic s.e. 0.65 0.85 1.53 1.84 0.86

weighted n (in 1,000s) 305 191 204 165 292

 White, non-Hispanic s.e. 0.43 0.49 0.47 0.42 0.59

weighted n (in 1,000s) 1,868 1,737 1,558 1,516 1,780

Sex

 Male s.e. 0.51 0.42 0.64 0.41 0.48

weighted n (in 1,000s) 1,228 1,172 1,051 1,056 1,195

 Female s.e. 0.43 0.49 0.53 0.45 0.60

weighted n (in 1,000s) 1,327 1,279 1,072 1,090 1,293

Disability status (grade 12) 

 Has disability s.e. 0.87 1.19 — 0.78 1.02

weighted n (in 1,000s) 223 64 — 82 73

 No indicated disability s.e. 0.38 0.41 — 0.41 0.51

weighted n (in 1,000s) 2,311 2,390 — 2,068 2,453

English proficiency (grade 12)

 Limited s.e. — 2.76 — 2.10 1.50

weighted n (in 1,000s) — 12 — 18 18

 Proficient s.e. — 0.41 — 0.40 0.51

weighted n (in 1,000s) — 2,442 — 2,132 2,508

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.16 1.20 1.03 0.86 1.17

weighted n (in 1,000s) 248.00 242.00 224.00 290.00 422.00

 Mid-level (2.0 to 3.5) s.e. 0.40 0.42 0.48 0.42 0.40

weighted n (in 1,000s) 1,775 1,775 1,606 1,557 1,921

See notes at end of table.

_______

166
Table A9.—Standard errors for table 9: Percentage of vocational/technical credits earned by public

Table A4.—high school graduates that were earned in the 11th grade, by selected characteristics, including 

Table A4.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.61 0.64 1.12 0.48 0.74

weighted n (in 1,000s) 530 437 292 303 183

Academic coursework completed

 All high s.e. 3.36 0.95 1.11 0.76 1.19

weighted n (in 1,000s) 30 257 293 303 356

 Mid-level or mixed s.e. 0.36 0.42 0.44 0.40 0.48

weighted n (in 1,000s) 2,433 2,064 1,746 1,775 2,084

 All low s.e. 1.22 1.11 1.84 0.96 1.15

weighted n (in 1,000s) 86 117 74 55 57

Grade 9 mathematics

 High (geometry or higher) s.e. 1.41 0.84 1.07 1.05 0.80

weighted n (in 1,000s) 195 253 267 308 504

 Mid-level (prealgebra or s.e. 0.50 0.43 0.49 0.40 0.58

 algebra 1) weighted n (in 1,000s) 1,346 1,514 1,337 1,345 1,583

 Low (no or low mathematics) s.e. 0.43 0.71 0.96 0.53 0.42

weighted n (in 1,000s) 1,014 687 519 497 439

School urbanicity

 Urban s.e. 0.83 — 1.02 — 1.05

weighted n (in 1,000s) 488 — 470 — 706

 Suburban s.e. 0.51 — 0.71 — 0.63

weighted n (in 1,000s) 1,235 — 938 — 988

 Rural s.e. 0.62 — 0.54 — 0.82

weighted n (in 1,000s) 832 — 714 — 832

School poverty level

 High (greater than 50 percent s.e. — — — 1.43 0.82

 in NSLP) weighted n (in 1,000s) — — — 182 237

 Middle (greater than 5 to s.e. — — — 0.54 0.59

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,268 1,514

 Low (5 percent or less in s.e. — — — 0.79 1.53

 NSLP) weighted n (in 1,000s) — — — 330 401

 Not reported s.e. — — — 0.75 0.84

weighted n (in 1,000s) — — — 370 374

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

167
Table A10.—Standard errors for table 10: Percentage of vocational/technical credits earned by public

Table A46.—high school graduates that were earned in the 12th grade, by selected characteristics, including 

Table A46.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.41 0.57 0.52 0.48 0.61

weighted n (in 1,000s) 2,554 2,454 2,123 2,150 2,526

Race/ethnicity

 American Indian/Alaska s.e. 1.97 2.31 2.63 2.50 2.25

 Native weighted n (in 1,000s) 29 11 21 17 12

 Asian/Pacific Islander s.e. 1.81 2.19 1.51 1.23 1.40

weighted n (in 1,000s) 37 84 86 72 87

 Black, non-Hispanic s.e. 1.08 1.11 1.57 1.00 0.79

weighted n (in 1,000s) 290 343 246 258 351

 Hispanic s.e. 0.78 1.21 1.52 0.85 0.97

weighted n (in 1,000s) 305 191 204 165 292

 White, non-Hispanic s.e. 0.49 0.66 0.60 0.60 0.73

weighted n (in 1,000s) 1,868 1,737 1,558 1,516 1,780

Sex

 Male s.e. 0.55 0.60 0.64 0.56 0.64

weighted n (in 1,000s) 1,228 1,172 1,051 1,056 1,195

 Female s.e. 0.49 0.65 0.70 0.53 0.68

weighted n (in 1,000s) 1,327 1,279 1,072 1,090 1,293

Disability status (grade 12) 

 Has disability s.e. 1.08 1.25 — 0.79 1.13

weighted n (in 1,000s) 223 64 — 82 73

 No indicated disability s.e. 0.43 0.58 — 0.49 0.61

weighted n (in 1,000s) 2,311 2,390 — 2,068 2,453

English proficiency (grade 12)

 Limited s.e. — 2.46 — 3.08 2.02

weighted n (in 1,000s) — 12 — 18 18

 Proficient s.e. — 0.57 — 0.49 0.61

weighted n (in 1,000s) — 2,442 — 2,132 2,508

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.23 1.38 1.25 1.20 0.75

weighted n (in 1,000s) 248 242 224 290 422

 Mid-level (2.0 to 3.5) s.e. 0.44 0.62 0.58 0.50 0.61

weighted n (in 1,000s) 1,775 1,775 1,606 1,557 1,921

See notes at end of table.

_______

168
Table A10.—Standard errors for table 10: Percentage of vocational/technical credits earned by public

Table A46.—high school graduates that were earned in the 12th grade, by selected characteristics, including 

Table A46.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.87 0.86 1.25 0.69 0.97

weighted n (in 1,000s) 530 437 292 303 183

Academic coursework completed

 All high s.e. 3.77 1.48 1.10 1.17 1.04

weighted n (in 1,000s) 30 257 293 303 356

 Mid-level or mixed s.e. 0.42 0.56 0.58 0.48 0.62

weighted n (in 1,000s) 2,433 2,064 1,746 1,775 2,084

 All low s.e. 1.49 1.00 1.70 1.11 1.75

weighted n (in 1,000s) 86 117 74 55 57

Grade 9 mathematics

 High (geometry or higher) s.e. 1.63 1.25 1.09 1.21 1.04

weighted n (in 1,000s) 195 253 267 308 504

 Mid-level (prealgebra or s.e. 0.53 0.65 0.62 0.54 0.71

 algebra 1) weighted n (in 1,000s) 1,346 1,514 1,337 1,345 1,583

 Low (no or low mathematics) s.e. 0.54 0.82 1.00 0.73 0.82

weighted n (in 1,000s) 1,014 687 519 497 439

School urbanicity

 Urban s.e. 1.11 — 1.11 — 1.17

weighted n (in 1,000s) 488 — 470 — 706

 Suburban s.e. 0.55 — 0.88 — 0.99

weighted n (in 1,000s) 1,235 — 938 — 988

 Rural s.e. 0.73 — 0.66 — 1.15

weighted n (in 1,000s) 832 — 714 — 832

School poverty level

 High (greater than 50 percent s.e. — — — 2.04 1.20

 in NSLP) weighted n (in 1,000s) — — — 182 237

 Middle (greater than 5 to s.e. — — — 0.65 0.79

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,268 1,514

 Low (5 percent or less in s.e. — — — 1.73 1.95

 NSLP) weighted n (in 1,000s) — — — 330 401

 Not reported s.e. — — — 1.19 1.49

weighted n (in 1,000s) — — — 370 374

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

169
Table A11.—Standard errors for table 11: Percentage of public high school graduates earning 3.0 or more

Table A13.—vocational/technical credits, by selected characteristics, including special and protected 

Table A13.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.79 1.29 1.12 1.19 1.48

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 4.31 4.83 5.43 4.72 3.90

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 4.02 7.83 3.31 4.55 5.21

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 2.17 2.63 2.89 2.00 2.45

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 1.30 2.99 3.09 2.42 1.90

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.93 1.30 1.33 1.35 1.72

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.94 1.40 1.49 1.24 1.40

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 1.02 1.37 1.37 1.27 1.75

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 2.03 2.99 — 1.92 2.51

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.83 1.28 — 1.20 1.50

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 8.39 — 7.01 3.92

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 1.30 — 1.19 1.49

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 2.44 2.39 2.10 2.22 2.43

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.88 1.35 1.29 1.19 1.58

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

170
Table A11.—Standard errors for table 11: Percentage of public high school graduates earning 3.0 or more

Table A13.—vocational/technical credits, by selected characteristics, including special and protected 

Table A13.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 1.57 1.14 1.66 1.30 2.28

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 5.66 2.53 2.02 1.91 2.96

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.81 1.22 1.23 1.22 1.48

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 2.60 1.03 2.21 1.81 2.38

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 2.51 2.69 2.23 2.33 2.45

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 1.08 1.45 1.42 1.39 1.71

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.98 1.42 1.47 1.50 1.75

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 2.21 — 2.25 — 2.87

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 1.12 — 1.81 — 2.44

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 1.19 — 1.33 — 2.55

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 2.61 3.50

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 1.38 1.96

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 3.46 3.91

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 2.58 2.46

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

171
Table A12.—Standard errors for table 12: Percentage of public high school graduates earning 3.0 or more

Table A15.—occupational credits, by selected characteristics, including special and protected populations 

Table A15.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.85 1.25 1.02 1.06 1.24

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 6.10 3.89 5.07 4.78 4.09

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 3.56 6.43 3.69 3.55 3.01

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 2.33 2.87 2.50 2.04 2.21

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 1.69 2.51 3.01 2.95 2.07

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.99 1.38 1.19 1.23 1.43

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 1.12 1.44 1.47 1.12 1.38

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 1.08 1.42 1.22 1.19 1.41

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 2.20 3.66 — 2.73 3.23

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.88 1.24 — 1.06 1.24

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 5.60 — 5.04 4.32

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 1.26 — 1.07 1.24

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 2.01 1.80 1.60 1.92 1.92

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.96 1.28 1.14 1.07 1.28

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

172
Table A12.—Standard errors for table 12: Percentage of public high school graduates earning 3.0 or more

Table A15.—occupational credits, by selected characteristics, including special and protected populations 

Table A15.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 1.76 1.86 2.48 1.34 1.86

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 4.48 1.88 1.63 1.20 2.38

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.87 1.24 1.13 1.20 1.34

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 3.60 2.89 3.55 2.85 4.30

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 2.36 2.00 1.77 1.44 2.24

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 1.14 1.34 1.27 1.26 1.48

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 1.21 1.69 1.81 1.48 1.73

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 1.95 — 2.13 — 2.56

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 1.24 — 1.55 — 1.93

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 1.45 — 1.48 — 1.55

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 3.54 3.36

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 1.28 1.51

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 2.72 3.40

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 2.11 2.73

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

173
Table A13.—Standard errors for table 13: Percentage of public high school graduates concentrating in

Table A17.—occupational education, by selected characteristics, including special and protected populations 

Table A17.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.83 1.01 0.79 0.95 0.87

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 7.63 3.96 5.32 3.38 4.19

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 2.74 4.55 3.65 2.44 2.64

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 2.21 2.31 2.14 1.79 1.52

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 1.75 2.30 2.13 2.84 1.80

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.96 1.12 0.92 1.14 0.97

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 1.17 1.21 1.17 1.09 1.16

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 1.00 1.20 0.96 1.04 1.07

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 2.04 4.33 — 2.89 2.23

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.84 0.98 — 0.93 0.86

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 5.03 — 4.99 1.93

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 1.01 — 0.95 0.87

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.72 1.03 1.05 1.31 1.23

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.92 1.02 0.88 0.96 0.90

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

174
Table A13.—Standard errors for table 13: Percentage of public high school graduates concentrating in

Table A17.—occupational education, by selected characteristics, including special and protected populations 

Table A17.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 1.76 1.85 2.18 1.64 1.72

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 4.07 1.07 0.86 0.77 1.52

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.85 0.97 0.88 1.10 0.90

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 3.72 3.27 4.16 3.36 4.31

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 1.98 1.40 1.20 0.93 2.10

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 1.07 1.04 0.93 0.99 1.03

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 1.19 1.89 1.59 1.72 1.34

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 1.96 — 1.53 — 2.03

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 1.17 — 1.18 — 1.36

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 1.44 — 1.25 — 1.08

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 2.72 2.33

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 1.15 1.07

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 1.92 2.62

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 1.93 2.29

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

175
Table A14.—Standard errors for table 14: Percentage of public high school graduates earning 3.0 or

Table A40.—more occupational credits who concentrated in occupational education, by selected 

Table A40.—characteristics, including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 1.03 1.35 1.20 1.48 1.10

weighted n (in 1,000s) 1,205 1,076 918 928 1,147

Race/ethnicity

 American Indian/Alaska s.e. 6.88 4.79 7.20 8.21 6.43

 Native weighted n (in 1,000s) 18 6 13 7 5

 Asian/Pacific Islander s.e. 7.70 5.33 6.49 3.33 3.92

weighted n (in 1,000s) 12 27 34 23 31

 Black, non-Hispanic s.e. 2.61 2.88 3.43 1.86 2.18

weighted n (in 1,000s) 130 151 106 121 168

 Hispanic s.e. 2.32 3.06 3.68 3.04 2.28

weighted n (in 1,000s) 160 83 91 71 132

 White, non-Hispanic s.e. 1.21 1.55 1.40 1.90 1.27

weighted n (in 1,000s) 872 774 671 655 809

Sex

 Male s.e. 1.32 1.24 1.66 1.48 1.31

weighted n (in 1,000s) 662 589 515 503 619

 Female s.e. 1.50 1.96 1.68 1.88 1.73

weighted n (in 1,000s) 543 487 403 424 514

Disability status (grade 12) 

 Has disability s.e. 3.32 4.28 — 2.99 3.07

weighted n (in 1,000s) 99 38 — 47 43

 No indicated disability s.e. 1.05 1.37 — 1.46 1.10

weighted n (in 1,000s) 1,097 1,038 — 881 1,104

English proficiency (grade 12)

 Limited s.e. — — — 8.37 6.83

weighted n (in 1,000s) — — — 6 5

 Proficient s.e. — 1.34 — 1.49 1.11

weighted n (in 1,000s) — 1,074 — 922 1,142

Grade-point average (GPA)

 High (greater than 3.5) s.e. 3.97 3.62 3.19 2.94 2.25

weighted n (in 1,000s) 71 56 53 73 131

 Mid-level (2.0 to 3.5) s.e. 1.17 1.35 1.32 1.52 1.15

weighted n (in 1,000s) 847 778 701 689 911

See notes at end of table.

_______

176
Table A14.—Standard errors for table 14: Percentage of public high school graduates earning 3.0 or

Table A40.—more occupational credits who concentrated in occupational education, by selected 

Table A40.—characteristics, including special and protected populations status: Various years, 1982–98

Table A40.——Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 1.99 2.15 3.33 2.06 2.19

weighted n (in 1,000s) 287 242 164 166 105

Academic coursework completed

 All high s.e. 8.96 5.01 4.26 2.31 2.85

weighted n (in 1,000s) 7 43 56 61 102

 Mid-level or mixed s.e. 1.05 1.23 1.30 1.58 1.11

weighted n (in 1,000s) 1,142 944 798 821 992

 All low s.e. 3.67 3.29 4.87 3.70 4.74

weighted n (in 1,000s) 53 78 55 36 38

Grade 9 mathematics

 High (geometry or higher) s.e. 4.55 3.10 4.15 2.44 3.45

weighted n (in 1,000s) 60 59 68 76 177

 Mid-level (prealgebra or s.e. 1.40 1.52 1.54 1.42 1.20

 algebra 1) weighted n (in 1,000s) 591 632 560 576 748

 Low (no or low mathematics) s.e. 1.36 1.89 1.86 2.19 1.66

weighted n (in 1,000s) 554 384 290 276 222

School urbanicity

 Urban s.e. 2.75 — 2.65 — 2.47

weighted n (in 1,000s) 213 — 189 — 284

 Suburban s.e. 1.46 — 1.93 — 1.47

weighted n (in 1,000s) 556 — 358 — 407

 Rural s.e. 1.62 — 1.89 — 2.12

weighted n (in 1,000s) 436 — 371 — 456

School poverty level

 High (greater than 50 percent s.e. — — — 3.13 3.33

 in NSLP) weighted n (in 1,000s) — — — 84 129

 Middle (greater than 5 to s.e. — — — 1.75 1.62

 50 percent in NSLP) weighted n (in 1,000s) — — — 572 716

 Low (5 percent or less in s.e. — — — 2.63 4.34

 NSLP) weighted n (in 1,000s) — — — 105 127

 Not reported s.e. — — — 3.20 2.52

weighted n (in 1,000s) — — — 168 174

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

177
Table A15.—Standard errors for table 15: Percentage of public high school graduates completing an

Table A41.—advanced concentration in occupational education, by selected characteristics, including 

Table A41.—special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.71 0.64 0.63 0.72 0.81

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 9.13 3.59 4.95 2.94 3.13

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 2.29 2.33 3.50 1.95 2.16

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 1.86 1.67 1.36 1.28 1.62

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 1.53 1.59 1.68 1.81 1.36

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.83 0.72 0.76 0.89 0.89

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 1.05 0.87 0.94 0.90 1.17

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.87 0.91 0.78 0.81 0.87

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 1.74 3.46 — 2.16 2.19

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.73 0.64 — 0.71 0.82

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 4.50 — 2.55 1.96

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.65 — 0.73 0.82

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.63 0.80 0.74 0.95 0.77

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.81 0.65 0.72 0.71 0.87

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

178
Table A15.—Standard errors for table 15: Percentage of public high school graduates completing an

Table A41.—advanced concentration in occupational education, by selected characteristics, including 

Table A41.—special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 1.46 1.19 1.69 1.39 1.60

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 3.20 0.78 0.68 0.63 1.24

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.74 0.64 0.71 0.84 0.88

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 3.08 2.97 3.93 2.60 3.62

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 1.65 1.10 0.92 0.72 2.07

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.91 0.66 0.76 0.72 0.98

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 1.09 1.23 1.35 1.29 1.20

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 1.53 — 1.33 — 1.73

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 1.04 — 0.87 — 0.94

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 1.28 — 1.07 — 1.55

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 2.53 2.18

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.86 1.14

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 1.91 1.30

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 1.60 1.66

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

179
Table A16.—Standard errors for table 16: Percentage of public high school graduates concentrating in

Table A18.—agriculture, by selected characteristics, including special and protected populations status: 

Table A18.—Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.29 0.35 0.26 0.37 0.54

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.90 2.04 1.98 2.09 0.87

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.36 — 0.31 0.81 0.32

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.35 0.16 0.38 0.40 0.24

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.58 0.67 0.24 0.30 0.57

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.35 0.44 0.34 0.51 0.68

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.54 0.65 0.49 0.57 0.68

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.16 0.23 0.16 0.25 0.46

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.58 1.68 — 1.36 1.87

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.30 0.33 — 0.37 0.51

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — 1.26 —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.35 — 0.37 0.54

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.84 0.29 0.32 0.62 0.89

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.30 0.39 0.31 0.42 0.52

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

180
Table A16.—Standard errors for table 16: Percentage of public high school graduates concentrating in

Table A18.—agriculture, by selected characteristics, including special and protected populations status: 

Table A18.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.56 0.45 0.43 0.35 0.33

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.59 0.15 0.14 0.21 0.10

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.29 0.36 0.30 0.45 0.64

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 1.22 1.46 1.27 0.92 0.88

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.48 0.17 0.26 0.33 0.26

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.38 0.31 0.28 0.43 0.71

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.47 0.68 0.61 0.54 0.53

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.20 — 0.08 — 0.12

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.35 — 0.27 — 0.24

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.69 — 0.67 — 1.66

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 1.70 1.00

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.41 0.80

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.40 0.35

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.94 0.49

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

181
Table A17.—Standard errors for table 17: Percentage of public high school graduates concentrating in 

Table A18.—business, by selected characteristics, including special and protected populations status: 

Table A18.—Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.46 0.60 0.42 0.45 0.43

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 2.15 2.00 1.39 3.17 1.17

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.41 1.60 2.35 1.11 0.56

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 1.33 1.72 0.99 1.02 1.04

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.96 2.01 1.41 1.31 0.77

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.56 0.50 0.49 0.49 0.50

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.28 0.39 0.42 0.36 0.36

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.82 0.93 0.69 0.67 0.59

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 1.04 0.69 — 0.99 0.64

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.48 0.60 — 0.46 0.45

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — 3.10 0.96

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.59 — 0.45 0.44

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.25 0.63 0.70 0.69 0.59

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.57 0.60 0.48 0.47 0.50

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

182
Table A17.—Standard errors for table 17: Percentage of public high school graduates concentrating in 

Table A18.—business, by selected characteristics, including special and protected populations status: 

Table A18.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.86 1.09 1.16 0.81 0.67

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 2.65 0.59 0.51 0.49 0.73

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.48 0.61 0.50 0.49 0.46

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 2.05 1.55 1.09 1.60 1.15

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 1.39 0.70 0.70 0.54 0.40

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.61 0.58 0.59 0.53 0.54

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.75 1.22 0.61 0.60 0.64

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.98 3.14 0.92 1.09 0.88

weighted n (in 1,000s) 501 312 484 303 743

 Suburban s.e. 0.63 0.58 0.55 0.77 0.52

weighted n (in 1,000s) 1,261 949 961 918 1,028

 Rural s.e. 0.91 0.70 0.79 0.57 0.77

weighted n (in 1,000s) 845 1,245 729 991 846

School poverty level

 High (greater than 50 percent s.e. — — 0.75 0.97 1.49

 in NSLP) weighted n (in 1,000s) — — 516 185 240

 Middle (greater than 5 to s.e. — — 0.55 0.50 0.53

 50 percent in NSLP) weighted n (in 1,000s) — — 1,339 1,296 1,565

 Low (5 percent or less in s.e. — — 1.71 1.03 0.72

 NSLP) weighted n (in 1,000s) — — 210 351 425

 Not reported s.e. — — 1.48 1.39 1.15

weighted n (in 1,000s) — — 109 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

183
Table A18.—Standard errors for table 18: Percentage of public high school graduates concentrating in

Table A13.—business services, by selected characteristics, including special and protected populations 

Table A13.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.41 0.52 0.32 0.35 0.35

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 1.86 1.71 0.94 2.73 0.67

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.15 0.94 1.95 0.89 0.61

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 1.23 1.43 0.84 1.02 0.67

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.91 1.81 1.34 1.44 0.66

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.48 0.41 0.36 0.34 0.42

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.19 0.27 0.21 0.27 0.30

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.76 0.81 0.58 0.59 0.46

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.94 0.65 — 0.83 0.66

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.43 0.53 — 0.35 0.36

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — 2.70 0.97

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.51 — 0.35 0.35

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.11 0.61 0.52 0.52 0.55

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.52 0.51 0.39 0.36 0.39

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

184
Table A18.—Standard errors for table 18: Percentage of public high school graduates concentrating in

Table A13.—business services, by selected characteristics, including special and protected populations 

Table A13.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.66 0.90 0.66 0.70 0.59

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 2.58 0.51 0.36 0.42 0.63

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.42 0.54 0.39 0.39 0.37

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 1.99 1.31 0.81 1.19 1.01

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 1.32 0.49 0.50 0.45 0.37

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.54 0.49 0.45 0.41 0.40

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.68 1.09 0.53 0.50 0.61

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.84 — 0.83 — 0.68

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.60 — 0.41 — 0.34

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.74 — 0.58 — 0.71

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.99 1.08

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.34 0.47

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.90 0.51

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 1.16 0.88

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

185
Table A19.—Standard errors for table 19: Percentage of public high school graduates concentrating in

Table A26.—business management, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.06 0.06 0.07 0.10 0.13

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.35 — 0.06 — —

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.17 — 0.07 0.26 0.15

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.02 — 0.21 0.15 0.27

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.08 0.08 0.08 0.12 0.15

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.03 0.05 0.03 0.06 0.05

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.12 0.09 0.12 0.15 0.22

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.09 — — 0.41 0.20

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.07 0.06 — 0.09 0.13

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.06 — 0.10 0.13

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.26 — 0.02 0.08 0.13

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.05 0.07 0.08 0.10 0.15

weighted n (in 1,000s) 1812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

186
Table A19.—Standard errors for table 19: Percentage of public high school graduates concentrating in

Table A26.—business management, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.15 0.09 0.13 0.18 0.12

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — 0.08 0.05 0.09

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.07 0.07 0.07 0.10 0.14

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.00 — 0.25 0.39 0.44

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.06 — 0.11 0.05 0.13

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.03 0.05 0.09 0.08 0.17

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.15 0.17 0.09 0.20 0.12

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.11 — 0.12 — 0.10

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.01 — 0.08 — 0.14

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.18 — 0.14 — 0.37

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — — 0.42

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.09 0.08

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.20 0.18

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.41 0.64

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

187
Table A20.—Standard errors for table 20: Percentage of public high school graduates concentrating in

Table A17.—marketing, by selected characteristics, including special and protected populations status: 

Table A17.—Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.19 0.29 0.18 0.23 0.22

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.74 — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.41 — 0.11 0.27 0.24

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.56 0.42 0.53 0.61 0.56

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.34 0.71 0.24 0.49 0.59

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.23 0.33 0.22 0.28 0.26

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.25 0.29 0.18 0.20 0.20

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.28 0.35 0.28 0.30 0.30

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.58 0.71 — 0.47 0.58

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.20 0.29 — 0.24 0.23

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — 0.78 —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.29 — 0.23 0.23

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.17 0.32 0.06 0.21 0.13

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.21 0.31 0.16 0.27 0.24

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

188
Table A20.—Standard errors for table 20: Percentage of public high school graduates concentrating in

Table A17.—marketing, by selected characteristics, including special and protected populations status: 

Table A17.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.51 0.56 0.86 0.47 0.67

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.82 0.12 0.12 0.18 0.16

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.20 0.33 0.21 0.27 0.27

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.71 0.58 0.59 0.69 0.65

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.14 0.31 0.14 0.27 0.29

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.29 0.31 0.15 0.26 0.24

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.28 0.57 0.54 0.42 0.34

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.52 — 0.57 — 0.42

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.28 — 0.19 — 0.47

weighted n (in 1,000s) 1261 — 961 — 1028

 Rural s.e. 0.28 — 0.23 — 0.40

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.77 0.64

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.31 0.31

 50 percent in NSLP) weighted n (in 1,000s) — — — 1296 1565

 Low (5 percent or less in s.e. — — — 0.63 0.31

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.42 0.76

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

189
Table A21.—Standard errors for table 21: Percentage of public high school graduates concentrating in

Table A14.—health care, by selected characteristics, including special and protected populations status: 

Table A14.—Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.10 0.09 0.10 0.11 0.46

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.60 — 0.45 — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. — — 0.85 0.38 1.39

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.42 0.21 0.35 0.34 1.65

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.55 0.10 0.24 0.11 1.12

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.08 0.12 0.09 0.14 0.17

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.06 0.06 0.08 0.05 0.32

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.19 0.16 0.16 0.20 0.64

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.27 1.16 — 0.28 0.65

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.11 0.09 — 0.12 0.48

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.09 — 0.11 0.47

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.06 0.11 0.12 0.14 0.50

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.14 0.10 0.12 0.13 0.50

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

190
Table A21.—Standard errors for table 21: Percentage of public high school graduates concentrating in

Table A14.—health care, by selected characteristics, including special and protected populations status: 

Table A14.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.18 0.22 0.19 0.23 0.47

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.88 — 0.09 0.15 0.93

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.11 0.11 0.10 0.12 0.41

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.62 0.76 0.64 0.68 0.40

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.07 0.14 0.00 0.16 2.06

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.09 0.12 0.08 0.14 0.21

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.24 0.17 0.33 0.19 0.22

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.16 — 0.19 — 1.58

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.12 — 0.13 — 0.24

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.25 — 0.20 — 0.28

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.48 1.00

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.16 0.74

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.18 0.50

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.24 0.47

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

191
Table A22.—Standard errors for table 22: Percentage of public high school graduates concentrating in

Table A36.—protective services, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.02 — 0.04 0.02 0.03

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. — — 0.05 — —

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.07 — 0.13 0.04 0.08

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. — — — — —

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.03 — 0.04 0.02 0.03

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. — — 0.04 0.04 0.05

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.04 — 0.06 0.01 0.01

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.07 — — 0.23 —

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.02 — — 0.02 0.03

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — — — 0.02 0.03

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. — — — — —

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.03 — 0.05 0.02 0.04

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

192
Table A22.—Standard errors for table 22: Percentage of public high school graduates concentrating in

Table A36.—protective services, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. — — — 0.09 —

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — — — —

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.02 — 0.04 0.02 0.03

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. — — — — 0.47

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. — — 0.12 — —

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.03 — 0.05 0.02 0.03

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.02 — 0.03 0.09 0.08

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. — — 0.07 — 0.08

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.02 — 0.02 — 0.05

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.05 — 0.09 — —

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.15 0.07

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.03 0.03

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — — 0.11

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — — —

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

193
Table A23.—Standard errors for table 23: Percentage of public high school graduates concentrating in

Table A17.—trade and industry program areas, by selected characteristics, including special and protected 

Table A17.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.58 0.65 0.48 0.44 0.72 

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617 

Race/ethnicity

 American Indian/Alaska s.e. 9.27 3.42 4.72 2.03 3.01 

 Native weighted n (in 1,000s) 30 12 22 17 12 

 Asian/Pacific Islander s.e. 2.11 3.52 3.21 1.01 1.86 

weighted n (in 1,000s) 38 86 88 74 92 

 Black, non-Hispanic s.e. 1.53 0.94 1.03 1.02 0.72 

weighted n (in 1,000s) 293 347 254 263 356 

 Hispanic s.e. 1.39 1.11 1.42 1.51 0.81 

weighted n (in 1,000s) 307 194 207 168 299 

 White, non-Hispanic s.e. 0.64 0.72 0.56 0.51 0.90 

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852 

Sex

 Male s.e. 1.10 1.11 0.90 0.86 1.38 

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232 

 Female s.e. 0.23 0.30 0.40 0.14 0.17 

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347 

Disability status (grade 12) 

 Has disability s.e. 1.62 3.63 — 1.94 2.09 

weighted n (in 1,000s) 226 64 — 82 74 

 No indicated disability s.e. 0.60 0.61 — 0.44 0.70 

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543 

English proficiency (grade 12)

 Limited s.e. — 1.25 — 0.77 1.57 

weighted n (in 1,000s) — 13 — 19 19 

 Proficient s.e. — 0.65 — 0.44 0.72 

weighted n (in 1,000s) — 2,492 — 2,194 2,598 

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.75 0.52 0.47 0.37 0.70 

weighted n (in 1,000s) 260 258 233 307 456 

 Mid-level (2.0 to 3.5) s.e. 0.63 0.62 0.53 0.45 0.68 

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975 

 Low (less than 2.0) s.e. 1.45 1.38 1.51 1.17 1.84 

weighted n (in 1,000s) 534 438 295 306 186 

See notes at end of table.

_______

194
Table A23.—Standard errors for table 23: Percentage of public high school graduates concentrating in

Table A17.—trade and industry program areas, by selected characteristics, including special and protected 

Table A17.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 3.14 0.55 0.44 0.30 0.51 

weighted n (in 1,000s) 31 273 308 330 386 

 Mid-level or mixed s.e. 0.59 0.62 0.53 0.50 0.74 

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141 

 All low s.e. 3.54 3.39 3.78 2.27 3.93 

weighted n (in 1,000s) 86 117 75 55 58 

Grade 9 mathematics

 High (geometry or higher) s.e. 1.29 0.64 0.58 0.39 0.55 

weighted n (in 1,000s) 205 266 280 329 534 

 Mid-level (prealgebra or s.e. 0.70 0.61 0.56 0.43 0.80 

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635 

 Low (no or low mathematics) s.e. 0.96 1.30 1.17 0.95 1.25 

weighted n (in 1,000s) 1,028 692 526 504 447 

School urbanicity

 Urban s.e. 1.39 — 1.06 — 0.78 

weighted n (in 1,000s) 501 — 484 — 743 

 Suburban s.e. 0.81 — 0.62 — 1.06 

weighted n (in 1,000s) 1,261 — 961 — 1,028 

 Rural s.e. 1.04 — 0.91 — 1.61 

weighted n (in 1,000s) 845 — 729 — 846 

School poverty level

 High (greater than 50 percent s.e. — — — 1.64 1.52 

 in NSLP) weighted n (in 1,000s) — — — 185 240 

 Middle (greater than 5 to s.e. — — — 0.56 0.89 

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565 

 Low (5 percent or less in s.e. — — — 0.97 0.85 

 NSLP) weighted n (in 1,000s) — — — 351 425 

 Not reported s.e. — — — 0.88 1.59 

weighted n (in 1,000s) — — — 380 386 

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

195
Table A24.—Standard errors for table 24: Percentage of public high school graduates concentrating in

Table A19.—construction, by selected characteristics, including special and protected populations status: 

Table A19.—Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.16 0.14 0.18 0.13 0.16

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 2.24 — 0.89 — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.34 — 0.28 0.22 0.16

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.69 0.59 0.59 0.38 0.24

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.45 0.20 0.28 0.32 0.21

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.17 0.14 0.21 0.17 0.20

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.33 0.29 0.30 0.28 0.32

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.07 0.03 0.19 0.05 0.04

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.57 0.86 — 0.60 1.22

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.17 0.14 — 0.13 0.15

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.14 — 0.14 0.16

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.07 — 0.10 0.10 0.10

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.19 0.14 0.20 0.14 0.19

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

 Low (less than 2.0) s.e. 0.43 0.39 0.55 0.37 0.54

weighted n (in 1,000s) 534 438 295 306 186

See notes at end of table.

_______

196
Table A24.—Standard errors for table 24: Percentage of public high school graduates concentrating in

Table A19.—construction, by selected characteristics, including special and protected populations status: 

Table A19.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. — — 0.04 — 0.12

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.16 0.15 0.19 0.15 0.17

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 1.24 0.66 1.55 0.76 2.01

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.14 — 0.05 0.06 0.16

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.16 0.11 0.22 0.12 0.16

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.33 0.35 0.38 0.33 0.39

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.34 — 0.45 — 0.16

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.16 — 0.21 — 0.17

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.39 — 0.33 — 0.39

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.46 0.56

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.15 0.18

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.27 0.55

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.53 0.33

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

197
Table A25.—Standard errors for table 25: Percentage of public high school graduates concentrating in

Table A23.—mechanics and repair, by selected characteristics, including special and protected populations 

Table A23.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.26 0.25 0.20 0.16 0.18

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.78 — 2.91 — 1.37

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.44 0.65 0.64 0.37 0.32

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.64 0.36 0.42 0.35 0.31

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.82 0.72 0.36 0.44 0.61

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.30 0.33 0.25 0.18 0.21

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.53 0.48 0.41 0.32 0.35

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.06 0.07 0.02 0.04 0.04

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.68 1.69 — 0.83 0.88

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.27 0.24 — 0.16 0.18

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — 0.38

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.25 — 0.16 0.18

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.26 0.14 0.07 0.04 0.04

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.27 0.25 0.22 0.16 0.22

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

198
Table A25.—Standard errors for table 25: Percentage of public high school graduates concentrating in

Table A23.—mechanics and repair, by selected characteristics, including special and protected populations 

Table A23.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.83 0.58 0.69 0.44 0.73

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 2.43 — — 0.06 0.13

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.27 0.27 0.22 0.18 0.20

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 1.47 1.59 2.45 1.04 2.08

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.25 0.14 0.31 0.12 0.14

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.31 0.25 0.19 0.15 0.23

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.50 0.59 0.55 0.41 0.37

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.52 — 0.19 — 0.33

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.41 — 0.25 — 0.23

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.43 — 0.46 — 0.36

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.46 0.47

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.21 0.23

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.22 0.50

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.32 0.40

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

199
Table A26.—Standard errors for table 26: Percentage of public high school graduates concentrating in 

Table A26.—precision production, by selected characteristics, including special and protected populations 

Table A24.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.45 0.46 0.35 0.28 0.58

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 10.57 4.25 4.22 1.03 2.07

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.49 1.66 2.86 0.37 0.72

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 1.09 0.72 0.68 0.41 0.53

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.98 0.84 0.80 0.94 0.86

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.48 0.52 0.41 0.35 0.75

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.86 0.78 0.62 0.55 1.13

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.21 0.28 0.35 0.10 0.15

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 1.15 2.65 — 1.34 1.04

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.47 0.42 — 0.27 0.59

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — 0.49 1.02

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.46 — 0.28 0.59

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.53 0.34 0.43 0.30 0.66

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.52 0.42 0.38 0.30 0.54

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

200
Table A26.—Standard errors for table 26: Percentage of public high school graduates concentrating in 

Table A26.—precision production, by selected characteristics, including special and protected populations 

Table A24.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.90 1.10 1.12 0.56 1.53

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 2.24 0.33 0.41 0.26 0.45

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.45 0.39 0.40 0.32 0.65

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 2.82 3.53 2.53 1.57 1.56

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.95 0.51 0.49 0.32 0.42

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.55 0.36 0.42 0.34 0.65

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.73 1.07 0.89 0.49 0.97

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 1.10 0.97 0.78 0.55 0.66

weighted n (in 1,000s) 501 312 484 303 743

 Suburban s.e. 0.67 0.83 0.46 0.31 0.83

weighted n (in 1,000s) 1,261 949 961 918 1,028

 Rural s.e. 0.74 0.68 0.69 0.54 1.40

weighted n (in 1,000s) 845 1,245 729 991 846

School poverty level

 High (greater than 50 percent s.e. — — 0.69 1.25 1.28

 in NSLP) weighted n (in 1,000s) — — 516 185 240

 Middle (greater than 5 to s.e. — — 0.47 0.37 0.71

 50 percent in NSLP) weighted n (in 1,000s) — — 1,339 1,296 1,565

 Low (5 percent or less in s.e. — — 0.82 0.74 0.42

 NSLP) weighted n (in 1,000s) — — 210 351 425

 Not reported s.e. — — 1.68 0.68 1.47

weighted n (in 1,000s) — — 109 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

201
Table A27.—Standard errors for table 27: Percentage of public high school graduates concentrating in

Table A24.—print production, by selected characteristics, including special and protected populations 

Table A24.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.21 0.19 0.26 0.17 0.27

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 5.95 3.16 1.86 — 0.68

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.24 0.73 2.79 0.31 0.47

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.69 0.26 0.48 0.25 0.27

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.35 0.40 0.51 0.28 0.21

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.22 0.26 0.30 0.22 0.36

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.36 0.32 0.40 0.31 0.48

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.16 0.12 0.33 0.09 0.12

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.51 0.84 — 0.77 0.53

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.22 0.19 — 0.18 0.27

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — 0.44 0.60

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.19 — 0.17 0.27

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.36 0.29 0.26 0.18 0.44

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.25 0.22 0.30 0.21 0.26

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

202
Table A27.—Standard errors for table 27: Percentage of public high school graduates concentrating in

Table A24.—print production, by selected characteristics, including special and protected populations 

Table A24.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.36 0.18 0.89 0.27 0.52

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.10 0.28 0.38 0.25 0.43

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.22 0.21 0.31 0.20 0.27

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. — 0.71 0.63 0.57 0.67

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.41 0.25 0.31 0.20 0.31

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.31 0.26 0.34 0.23 0.31

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.26 0.27 0.59 0.20 0.27

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.57 — 0.62 — 0.35

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.29 — 0.30 — 0.35

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.32 — 0.54 — 0.64

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.31 0.88

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.22 0.29

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.68 0.17

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.31 0.66

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

203
Table A28.—Standard errors for table 28: Percentage of public high school graduates concentrating in

Table A18.—materials production, by selected characteristics, including special and protected populations 

Table A18.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.26 0.24 0.16 0.14 0.22

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 1.44 — 2.91 — 1.75

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.68 0.47 0.50 0.18 0.33

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.35 0.40 0.33 0.22 0.08

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.71 0.36 0.37 0.41 0.32

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.31 0.29 0.20 0.20 0.30

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.54 0.51 0.32 0.29 0.47

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.04 0.06 0.06 0.02 0.02

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.76 1.59 — 0.74 0.55

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.28 0.24 — 0.14 0.23

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.24 — 0.15 0.23

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.29 — 0.29 0.07 0.08

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.31 0.23 0.20 0.15 0.23

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

204
Table A28.—Standard errors for table 28: Percentage of public high school graduates concentrating in

Table A18.—materials production, by selected characteristics, including special and protected populations 

Table A18.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.58 0.60 0.38 0.38 0.91

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 1.37 — 0.06 — 0.17

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.26 0.21 0.18 0.16 0.26

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 2.31 1.97 1.81 0.98 1.41

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.42 0.29 0.17 0.11 0.13

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.30 0.21 0.15 0.15 0.26

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.50 0.55 0.51 0.33 0.47

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.58 — 0.34 — 0.39

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.37 — 0.21 — 0.21

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.47 — 0.31 — 0.56

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.61 0.44

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.19 0.32

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.15 0.26

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.34 0.65

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

205
Table A29.—Standard errors for table 29: Percentage of public high school graduates concentrating in

Table A37.—other precision production, by selected characteristics, including special and protected 

Table A37.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.08 0.15 0.05 0.04 0.07

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.13 — 1.53 — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.55 — 0.13 — 0.07

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.41 0.21 0.07 0.10 0.18

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.29 — 0.12 0.09 —

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.07 0.18 0.05 0.05 0.10

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.15 0.19 0.10 0.08 0.14

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.05 0.17 0.03 0.01 0.03

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.12 — — 0.36 —

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.08 0.14 — 0.04 0.08

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.15 — 0.04 0.07

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.04 — 0.07 — 0.15

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.09 0.16 0.05 0.04 0.06

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

206
Table A29.—Standard errors for table 29: Percentage of public high school graduates concentrating in

Table A37.—other precision production, by selected characteristics, including special and protected 

Table A37.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.19 0.21 0.22 0.11 0.17

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — 0.07 — 0.14

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.08 0.10 0.06 0.04 0.08

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.61 1.96 0.00 0.23 —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.04 — 0.13 — 0.08

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.09 0.10 0.05 0.04 0.09

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.16 0.31 0.12 0.09 0.16

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.14 — 0.09 — 0.09

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.14 — 0.03 — 0.13

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.06 — 0.13 — 0.14

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — — —

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.06 0.12

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.06 —

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.05 0.18

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

207
Table A30.—Standard errors for table 30: Percentage of public high school graduates concentrating in

Table A38.—transportation, by selected characteristics, including special and protected populations status: 

Table A25.—Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.02 0.05 0.01 0.04 0.04

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.41 — — — —

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.14 — — 0.13 —

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.02 — — 0.06 0.11

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.01 0.07 0.02 0.04 0.04

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.04 0.10 0.02 0.09 0.07

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. — — 0.01 — —

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. — — — — —

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.02 0.05 — 0.04 0.04

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.05 — 0.04 0.04

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.06 — — — —

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.02 0.08 0.02 0.04 0.04

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

208
Table A30.—Standard errors for table 30: Percentage of public high school graduates concentrating in

Table A38.—transportation, by selected characteristics, including special and protected populations status: 

Table A25.—Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.04 — — 0.10 —

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.50 — — — —

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.02 0.06 0.02 0.04 0.05

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. — — — 0.49 —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. — — — — —

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.01 0.07 0.01 0.03 0.05

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.05 0.03 0.04 0.11 0.07

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.06 — 0.02 — —

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.00 — 0.02 — 0.06

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.05 — 0.02 — 0.08

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.24 —

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.04 0.06

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — — —

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.04 —

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

209
Table A31.—Standard errors for table 31: Percentage of public high school graduates concentrating in

Table A19.—technology program areas, by selected characteristics, including special and protected 

Table A19.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.09 0.12 0.15 0.10 0.29

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — 2.27 — — 1.17

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.13 0.38 0.13 0.27 0.36

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.14 0.22 0.26 0.18 0.49

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.09 0.27 0.38 0.16 0.42

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.11 0.14 0.19 0.12 0.35

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.25 0.17 0.21 0.13 0.34

weighted n (in 1,000s) 226 1,194 1,074 1,083 1,232

 Female s.e. 0.09 0.14 0.17 0.11 0.32

weighted n (in 1,000s) 2,361 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.25 — — 0.41 0.40

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.09 0.12 — 0.10 0.30

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.12 — 0.10 0.29

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.07 0.39 0.48 0.28 0.49

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.10 0.12 0.13 0.10 0.29

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

 Low (less than 2.0) s.e. 0.19 0.17 0.46 0.16 0.32

weighted n (in 1,000s) 534 438 295 306 186

See notes at end of table.

_______

210
Table A31.—Standard errors for table 31: Percentage of public high school graduates concentrating in

Table A19.—technology program areas, by selected characteristics, including special and protected 

Table A19.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 0.00 0.44 0.46 0.24 0.51

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.09 0.12 0.16 0.10 0.31

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.48 — 0.20 0.37 —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.22 0.37 0.42 0.29 0.52

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.10 0.14 0.19 0.12 0.28

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.15 0.14 0.19 0.12 0.31

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.12 — 0.41 — 0.37

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.16 — 0.21 — 0.44

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.10 — 0.19 — 0.54

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.31 0.62

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.10 0.34

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.32 0.85

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.16 0.41

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

211
Table A32.—Standard errors for table 32: Percentage of public high school graduates concentrating in

Table A25.—computer technology, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.07 0.06 0.08 0.06 0.18

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — — — — 0.76

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 1.13 0.36 0.11 — 0.23

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.13 0.17 0.26 0.09 0.23

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.03 — 0.35 0.04 0.17

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.08 0.08 0.08 0.08 0.25

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.12 0.10 0.12 0.09 0.14

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.07 0.06 0.09 0.05 0.24

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.13 — — 0.27 0.35

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.07 0.06 — 0.06 0.18

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.06 — 0.06 0.18

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.05 0.13 0.22 0.11 0.27

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.07 0.07 0.08 0.08 0.18

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

212
Table A32.—Standard errors for table 32: Percentage of public high school graduates concentrating in

Table A25.—computer technology, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.14 0.11 0.17 0.10 0.22

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.00 0.15 0.15 0.10 0.22

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.07 0.07 0.09 0.07 0.21

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.14 — 0.11 — —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.19 0.29 0.26 0.14 0.38

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.08 0.07 0.09 0.09 0.13

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.10 0.09 0.15 0.06 0.23

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.06 — 0.17 — 0.09

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.12 — 0.11 — 0.17

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.09 — 0.13 — 0.49

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.11 0.30

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.04 0.30

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.31 0.09

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.08 0.13

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

213
Table A33.—Standard errors for table 33: Percentage of public high school graduates concentrating in

Table A10.—communications technology, by selected characteristics, including special and protected 

Table A10.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.04 0.05 0.05 0.06 0.12

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. — — 0.04 0.15 0.22

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.04 0.09 0.07 0.10 0.14

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.07 0.12 0.06 0.10 0.12

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.05 0.06 0.06 0.07 0.16

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.07 0.06 0.06 0.06 0.14

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.03 0.06 0.07 0.09 0.15

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. — — — 0.21 0.24

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.04 0.05 — 0.06 0.12

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.05 — 0.06 0.12

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.05 0.12 0.15 0.20 0.29

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.05 0.07 0.06 0.06 0.12

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

214
Table A33.—Standard errors for table 33: Percentage of public high school graduates concentrating in

Table A10.—communications technology, by selected characteristics, including special and protected 

Table A10.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.05 — 0 0.06 —

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — 0.13 0.16 0.21 0.31

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.04 0.05 0.05 0.05 0.11

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.46 — 0.17 — —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.10 0.17 0.14 0.20 0.25

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.06 0.06 0.06 0.06 0.13

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.06 0.06 0.07 0.09 0.13

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.06 — 0.11 — 0.19

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.07 — 0.07 — 0.25

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.04 — 0.07 — 0.19

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.10 0.30

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.09 0.11

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.13 0.51

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.10 0.21

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

215
Table A34.—Standard errors for table 34: Percentage of public high school graduates concentrating in

Table A27.—other technologies, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.03 0.02 0.06 0.02 0.06

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. — — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. — — — — 0.25

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. — — — 0.10 —

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.05 — 0.14 — 0.14

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.04 0.03 0.08 0.02 0.07

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.06 0.04 0.10 0.03 0.13

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. — — 0.04 0.02 —

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.22 — — — —

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.03 0.02 — 0.02 0.06

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.02 — 0.02 0.06

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. — — 0.27 — —

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.03 0.02 0.04 0.03 0.08

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

216
Table A34.—Standard errors for table 34: Percentage of public high school graduates concentrating in

Table A27.—other technologies, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.12 — 0.12 — —

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — 0.37 — —

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.03 0.03 0.04 0.02 0.07

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. — — — — —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. — — 0.25 — 0.04

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.03 0.04 0.08 0.03 0.08

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.07 — 0.05 — —

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.03 — 0.15 — 0.12

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.05 — 0.11 — 0.13

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.05 — 0.01 — —

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.23 —

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.02 0.05

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — — 0.28

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — — 0.17

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

217
Table A35.—Standard errors for table 35: Percentage of public high school graduates concentrating in

Table A11.—food service and hospitality, by selected characteristics, including special and protected 

Table A11.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.06 0.12 0.10 0.07 0.10

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.81 — 2.07 — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. — — 0.05 — 0.12

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.22 0.59 0.64 0.24 0.47

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.16 0.23 0.46 0.23 0.09

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.06 0.08 0.05 0.06 0.08

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.08 0.19 0.14 0.09 0.10

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.09 0.08 0.13 0.08 0.13

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.39 1.17 — 0.58 0.46

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.05 0.11 — 0.06 0.10

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.12 — 0.07 0.10

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. — — — 0.05 —

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.08 0.09 0.10 0.08 0.10

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

218
Table A35.—Standard errors for table 35: Percentage of public high school graduates concentrating in

Table A11.—food service and hospitality, by selected characteristics, including special and protected 

Table A11.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.09 0.43 0.45 0.22 0.44

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — — — 0.09

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.06 0.09 0.10 0.06 0.11

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.81 1.13 0.82 0.88 1.14

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. — — — — 0.10

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.07 0.05 0.06 0.05 0.12

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.12 0.37 0.36 0.23 0.18

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.20 — 0.20 — 0.21

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.07 — 0.18 — 0.16

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.09 — 0.12 — 0.10

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.12 0.06

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.10 0.13

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.21 0.20

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.20 0.29

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

219
Table A36.—Standard errors for table 36: Percentage of public high school graduates concentrating in

Table A15.—child care and education, by selected characteristics, including special and protected 

Table A15.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.05 0.05 0.07 0.11 0.10

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.48 — — — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. — — — — 0.05

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.16 0.18 0.21 0.45 0.13

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.09 — 0.10 0.20 0.16

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.06 0.06 0.09 0.10 0.12

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.03 — 0.05 0.02 0.03

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.09 0.10 0.11 0.20 0.19

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.27 0.45 — 0.34 0.43

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.05 0.05 — 0.11 0.10

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — — — — —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.05 — 0.11 0.10

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.02 — 0.13 0.07 0.06

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.06 0.06 0.08 0.11 0.12

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

220
Table A36.—Standard errors for table 36: Percentage of public high school graduates concentrating in

Table A15.—child care and education, by selected characteristics, including special and protected 

Table A15.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.12 0.10 0.20 0.29 0.23

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — — 0.05 0.09

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.05 0.06 0.08 0.13 0.12

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.64 0.16 0.77 0.79 —

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. — 0.07 0.06 0.05 0.13

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.07 0.06 0.09 0.13 0.15

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.09 0.12 0.15 0.20 0.16

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.17 — 0.10 — 0.20

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.06 — 0.12 — 0.13

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.09 — 0.11 — 0.17

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.69 0.16

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.12 0.12

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.25 0.25

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.24 0.36

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

221
Table A37.—Standard errors for table 37: Percentage of public high school graduates concentrating in

Table A16.—personal and other services, by selected characteristics, including special and protected 

Table A16.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.20 0.17 0.25 0.15 0.11

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.44 — 1.28 — —

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.23 — 0.05 0.14 —

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.47 0.47 1.12 0.34 0.33

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.37 0.74 0.86 0.51 0.39

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.26 0.19 0.26 0.18 0.12

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.20 0.05 0.19 0.07 0.06

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.35 0.30 0.39 0.25 0.21

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. 0.40 1.06 — 0.52 0.92

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.22 0.16 — 0.14 0.12

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 2.51 — 1.58 —

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.16 — 0.15 0.11

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.17 0.11 — 0.06 0.15

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.22 0.19 0.31 0.17 0.12

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

222
Table A37.—Standard errors for table 37: Percentage of public high school graduates concentrating in

Table A16.—personal and other services, by selected characteristics, including special and protected 

Table A16.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.69 0.34 0.47 0.29 0.31

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. — — — 0.12 0.31

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.21 0.19 0.29 0.18 0.11

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.69 0.78 1.63 0.48 1.12

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.32 0.13 0.29 0.14 0.09

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.35 0.21 0.33 0.11 0.15

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.23 0.31 0.37 0.48 0.32

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.76 — 0.29 — 0.24

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.26 — 0.45 — 0.20

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.21 — 0.40 — 0.11

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.49 0.69

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.23 0.13

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.16 0.34

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.33 0.34

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

223
Table A38.—Standard errors for table 38: Percentage distribution of public high school graduates, by 

Table A28.—selected characteristics, including special and protected populations status: Various years, 

Table A28.—1982–98

1982 1990 1992 1994 1998

 Total s.e. † † † † †

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.21 0.17 0.20 0.25 0.12

 Native weighted n (in 1,000s) 2,581 2,415 2,167 2,085 2,617

 Asian/Pacific Islander s.e. 0.16 0.21 0.32 0.19 0.23

weighted n (in 1,000s) 2,581 2,415 2,167 2,085 2,617

 Black, non-Hispanic s.e. 0.65 0.40 0.87 0.37 0.34

weighted n (in 1,000s) 2,581 2,415 2,167 2,085 2,617

 Hispanic s.e. 0.43 0.24 0.83 0.58 0.30

weighted n (in 1,000s) 2,581 2,415 2,167 2,085 2,617

 White, non-Hispanic s.e. 0.84 0.51 1.24 0.63 0.50

weighted n (in 1,000s) 2,581 2,415 2,167 2,085 2,617

 Other s.e. — — — — 0.10

weighted n (in 1,000s) — — — — 2,617

Sex

 Male s.e. 0.53 0.53 0.89 0.42 0.44

weighted n (in 1,000s) 2,607 2,503 2,174 2,209 2,579

 Female s.e. 0.53 0.53 0.89 0.42 0.44

weighted n (in 1,000s) 2,607 2,503 2,174 2,209 2,579

Disability status (grade 12) 

 Has disability s.e. 0.39 0.25 — 0.22 0.21

weighted n (in 1,000s) 2,587 2,505 — 2,213 2,617

 No indicated disability s.e. 0.39 0.25 — 0.22 0.21

weighted n (in 1,000s) 2,587 2,505 — 2,213 2,617

English proficiency (grade 12)

 Limited s.e. — 0.11 — 0.20 0.10

weighted n (in 1,000s) — 2,505 — 2,213 2,617

 Proficient s.e. — 0.11 — 0.20 0.10

weighted n (in 1,000s) — 2,505 — 2,213 2,617

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.45 0.36 0.49 0.56 0.52

weighted n (in 1,000s) 2,606 2,505 2,173 2,213 2,617

 Mid-level (2.0 to 3.5) s.e. 0.69 0.47 0.72 0.51 0.93

weighted n (in 1,000s) 2,606 2,505 2,173 2,213 2,617

 Low (less than 2.0) s.e. 0.65 0.58 0.65 0.52 0.97

weighted n (in 1,000s) 2,606 2,505 2,173 2,213 2,617

See notes at end of table.

_______

224
Table A38.—Standard errors for table 38: Percentage distribution of public high school graduates, by 

Table A28.—selected characteristics, including special and protected populations status: Various years, 

Table A28.—1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 0.32 0.75 0.68 0.76 0.93

weighted n (in 1,000s) 2,602 2,489 2,164 2,195 2,585

 Mid-level or mixed s.e. 0.42 0.84 0.72 0.77 0.93

weighted n (in 1,000s) 2,602 2,489 2,164 2,195 2,585

 All low s.e. 0.29 0.56 0.31 0.19 0.36

weighted n (in 1,000s) 2,602 2,489 2,164 2,195 2,585

Grade 9 mathematics

 High (geometry or higher) s.e. 0.48 0.78 0.69 0.96 1.14

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

 Mid-level (prealgebra or s.e. 0.95 1.32 0.95 1.30 1.32

 algebra 1) weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

 Low (no or low mathematics) s.e. 0.93 1.42 0.85 0.94 0.96

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

School urbanicity

 Urban s.e. 1.35 — 1.56 — 2.37

weighted n (in 1,000s) 2,607 — 2,174 — 2,617

 Suburban s.e. 1.69 — 1.94 — 2.71

weighted n (in 1,000s) 2,607 — 2,174 — 2,617

 Rural s.e. 1.45 — 1.86 — 2.23

weighted n (in 1,000s) 2,607 — 2,174 — 2,617

School poverty level

 High (greater than 50 percent s.e. — — — 1.44 1.72

 in NSLP) weighted n (in 1,000s) — — — 2,213 2,617

 Middle (greater than 5 to s.e. — — — 3.46 3.83

 50 percent in NSLP) weighted n (in 1,000s) — — — 2,213 2,617

 Low (5 percent or less in s.e. — — — 2.88 2.75

 NSLP) weighted n (in 1,000s) — — — 2,213 2,617

 Not reported s.e. — — — 2.68 2.57

weighted n (in 1,000s) — — — 2,213 2,617

—Not available.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

225
Table A39.—Standard errors for table 39: Percentage distribution of occupational concentrators,

Table A39.—by selected characteristics, including special and protected populations status: Various

Table A39.—years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. † † † † †

weighted n (in 1,000s) 878 696 542 562 654

Race/ethnicity

 American Indian/Alaska s.e. 0.47 0.22 0.33 0.26 0.14

 Native weighted n (in 1,000s) 867 674 540 528 654

 Asian/Pacific Islander s.e. 0.16 0.55 0.72 0.41 0.29

weighted n (in 1,000s) 867 674 540 528 654

 Black, non-Hispanic s.e. 0.91 1.32 1.09 1.01 0.80

weighted n (in 1,000s) 867 674 540 528 654

 Hispanic s.e. 0.76 0.72 1.15 1.30 0.74

weighted n (in 1,000s) 867 674 540 528 654

 White, non-Hispanic s.e. 1.24 1.63 1.70 1.60 1.27

weighted n (in 1,000s) 867 674 540 528 654

Sex

 Male s.e. 1.16 1.37 1.44 1.07 1.51

weighted n (in 1,000s) 878 695 542 562 645

 Female s.e. 1.16 1.37 1.44 1.07 1.51

weighted n (in 1,000s) 878 695 542 562 645

Disability status (grade 12) 

 Has disability s.e. 0.56 0.53 — 0.51 0.33

weighted n (in 1,000s) 869 696 — 562 654

 No indicated disability s.e. 0.56 0.53 — 0.51 0.33

weighted n (in 1,000s) 869 696 — 562 654

English proficiency (grade 12)

 Limited s.e. — 0.10 — 0.26 0.07

weighted n (in 1,000s) — 696 — 562 654

 Proficient s.e. — 0.10 — 0.26 0.07

weighted n (in 1,000s) — 696 — 562 654

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.55 0.37 0.44 1.02 0.85

weighted n (in 1,000s) 878 696 542 562 654

 Mid-level (2.0 to 3.5) s.e. 1.13 0.95 1.17 0.98 1.00

weighted n (in 1,000s) 878 696 542 562 654

 Low (less than 2.0) s.e. 1.07 1.05 1.18 0.75 0.87

weighted n (in 1,000s) 878 696 542 562 654

See notes at end of table.

_______

226
Table A39.—Standard errors for table 39: Percentage distribution of occupational concentrators,

Table A20.—by selected characteristics, including special and protected populations status: Various

Table A20.—years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 0.18 0.46 0.50 0.52 1.03

weighted n (in 1,000s) 875 688 535 554 644

 Mid-level or mixed s.e. 0.56 1.31 0.90 0.74 1.06

weighted n (in 1,000s) 875 688 535 554 644

 All low s.e. 0.54 1.27 0.80 0.50 0.68

weighted n (in 1,000s) 875 688 535 554 644

Grade 9 mathematics

 High (geometry or higher) s.e. 0.52 0.69 0.64 0.62 1.78

weighted n (in 1,000s) 878 696 542 562 654

 Mid-level (prealgebra or s.e. 1.37 1.84 1.46 1.63 1.77

 algebra 1) weighted n (in 1,000s) 878 696 542 562 654

 Low (no or low mathematics) s.e. 1.36 2.04 1.50 1.62 1.32

weighted n (in 1,000s) 878 696 542 562 654

School urbanicity

 Urban s.e. 1.59 — 1.76 — 3.02

weighted n (in 1,000s) 878 — 542 — 654

 Suburban s.e. 2.07 — 2.39 — 3.23

weighted n (in 1,000s) 878 — 542 — 654

 Rural s.e. 1.91 — 2.52 — 3.06

weighted n (in 1,000s) 878 — 542 — 654

School poverty level

 High (greater than 50 percent s.e. — — — 1.85 2.26

 in NSLP) weighted n (in 1,000s) — — — 562 654

 Middle (greater than 5 to s.e. — — — 3.73 4.51

 50 percent in NSLP) weighted n (in 1,000s) — — — 562 654

 Low (5 percent or less in s.e. — — — 2.45 2.95

 NSLP) weighted n (in 1,000s) — — — 562 654

 Not reported s.e. — — — 3.14 3.07

weighted n (in 1,000s) — — — 562 654

—Not available.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

227
Table A40.—Standard errors for table 40: Percentage distribution of public high school graduates earning 

Table A39.—3.0 or more occupational credits, by selected characteristics, including special and protected 

Table A39.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. † † † † †

weighted n (in 1,000s) 1,205 1,076 918 928 1,147

Race/ethnicity

 American Indian/Alaska s.e. 0.37 0.20 0.27 0.31 0.12

 Native weighted n (in 1,000s) 1,192 1,042 914 877 1,147

 Asian/Pacific Islander s.e. 0.18 0.51 0.53 0.39 0.17

weighted n (in 1,000s) 1,192 1,042 914 877 1,147

 Black, non-Hispanic s.e. 0.82 1.15 0.90 0.80 0.72

weighted n (in 1,000s) 1,192 1,042 914 877 1,147

 Hispanic s.e. 0.62 0.49 1.06 1.00 0.58

weighted n (in 1,000s) 1,192 1,042 914 877 1,147

 White, non-Hispanic s.e. 1.11 1.26 1.54 1.17 0.99

weighted n (in 1,000s) 1,192 1,042 914 877 1,147

Sex

 Male s.e. 0.94 1.00 1.11 0.68 0.97

weighted n (in 1,000s) 1,205 1,076 918 927 1,134

 Female s.e. 0.94 1.00 1.11 0.68 0.97

weighted n (in 1,000s) 1,205 1,076 918 927 1,134

Disability status (grade 12) 

 Has disability s.e. 0.53 0.39 — 0.37 0.31

weighted n (in 1,000s) 1,196 1,076 — 928 1,147

 No indicated disability s.e. 0.53 0.39 — 0.37 0.31

weighted n (in 1,000s) 1,196 1,076 — 928 1,147

English proficiency (grade 12)

 Limited s.e. — 0.08 — 0.21 0.09

weighted n (in 1,000s) — 1,076 — 928 1,147

 Proficient s.e. — 0.08 — 0.21 0.09

weighted n (in 1,000s) — 1,076 — 928 1,147

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.50 0.42 0.40 0.84 0.68

weighted n (in 1,000s) 1,205 1,076 917 928 1,147

 Mid-level (2.0 to 3.5) s.e. 0.96 0.78 0.97 0.74 0.95

weighted n (in 1,000s) 1,205 1,076 917 928 1,147

See notes at end of table.

_______

228
Table A40.—Standard errors for table 40: Percentage distribution of public high school graduates earning 

Table A39.—3.0 or more occupational credits, by selected characteristics, including special and protected 

Table A39.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.91 0.86 1.00 0.66 0.92

weighted n (in 1,000s) 1,205 1,076 917 928 1,147

Academic coursework completed

 All high s.e. 0.24 0.56 0.59 0.53 1.03

weighted n (in 1,000s) 1,202 1,066 910 918 1,132

 Mid-level or mixed s.e. 0.53 1.10 0.80 0.63 1.07

weighted n (in 1,000s) 1,202 1,066 910 918 1,132

 All low s.e. 0.47 1.00 0.59 0.38 0.55

weighted n (in 1,000s) 1,202 1,066 910 918 1,132

Grade 9 mathematics

 High (geometry or higher) s.e. 0.50 0.63 0.61 0.69 1.23

weighted n (in 1,000s) 1,205 1,076 918 928 1,147

 Mid-level (prealgebra or s.e. 1.22 1.58 1.20 1.40 1.33

 algebra 1) weighted n (in 1,000s) 1,205 1,076 918 928 1,147

 Low (no or low mathematics) s.e. 1.21 1.71 1.17 1.30 1.17

weighted n (in 1,000s) 1,205 1,076 918 928 1,147

School urbanicity

 Urban s.e. 1.46 — 1.71 — 2.71

weighted n (in 1,000s) 1,205 — 918 — 1,147

 Suburban s.e. 1.93 — 2.18 — 3.08

weighted n (in 1,000s) 1,205 — 918 — 1,147

 Rural s.e. 1.76 — 2.27 — 2.93

weighted n (in 1,000s) 1,205 — 918 — 1,147

School poverty level

 High (greater than 50 percent s.e. — — — 1.69 2.46

 in NSLP) weighted n (in 1,000s) — — — 928 1,147

 Middle (greater than 5 to s.e. — — — 3.55 4.14

 50 percent in NSLP) weighted n (in 1,000s) — — — 928 1,147

 Low (5 percent or less in s.e. — — — 2.49 2.70

 NSLP) weighted n (in 1,000s) — — — 928 1,147

 Not reported s.e. — — — 3.07 2.91

weighted n (in 1,000s) — — — 928 1,147

—Not available.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

229
Table A41.—Standard errors for table 41: Average number of computer-related credits earned by public high school graduate

Table A29.—related areas, by selected characteristics, including special and protected populations status: 1998

Basic typewriting/key- Technology Business Appli- Program- Data pro- Scien

Total boarding education services Total cations ming cessing syste

 Total s.e. 0.029 0.018 0.009 0.024 0.027 0.021 0.005 0.003 0.0

weighted n (in 1,000s 2,617 2,617 2,617 2,617 2,617 2,617 2,617 2,617 2,6

Race/ethnicity American Indian/ s.e. 0.067 0.026 0.014 0.039 0.059 0.039 0.013 0.014 0.0

 Alaska Native weighted n (in 1,000s 12 12 12 12 12 12 12 12  Asian/Pacific Islander s.e. 0.041 0.048 0.007 0.026 0.059 0.029 0.014 0.013 0.0

weighted n (in 1,000s 92 92 92 92 92 92 92 92 

 Black, non-Hispanic s.e. 0.064 0.033 0.017 0.056 0.032 0.021 0.008 0.005 0.0

weighted n (in 1,000s 356 356 356 356 356 356 356 356 3

 Hispanic s.e. 0.039 0.031 0.010 0.030 0.040 0.032 0.008 0.004 0.0

weighted n (in 1,000s 299 299 299 299 299 299 299 299 2

 White, non-Hispanic s.e. 0.033 0.019 0.010 0.025 0.033 0.026 0.006 0.003 0.0

weighted n (in 1,000s 1,852 1,852 1,852 1,852 1,852 1,852 1,852 1,852 1,

Sex Male s.e. 0.028 0.016 0.014 0.022 0.026 0.018 0.007 0.002 0.0

weighted n (in 1,000s 1,232 1,232 1,232 1,232 1,232 1,232 1,232 1,232 1,2

 Female s.e. 0.034 0.020 0.006 0.026 0.030 0.025 0.004 0.004 0.0

weighted n (in 1,000s 1,347 1,347 1,347 1,347 1,347 1,347 1,347 1,347 1,3

Disability status (grade 12)  Has disability s.e. 0.037 0.022 0.014 0.028 0.031 0.023 0.006 0.014 0.0

weighted n (in 1,000s 74 74 74 74 74 74 74 74 

 No indicated s.e. 0.029 0.018 0.009 0.024 0.027 0.021 0.005 0.003 0.0 disability weighted n (in 1,000s 2,543 2,543 2,543 2,543 2,543 2,543 2,543 2,543 2,5

See notes at end of table.

Computer technology

_______

230
Table A41.—Standard errors for table 41: Average number of computer-related credits earned by public high school graduate

Table A29.—related areas, by selected characteristics, including special and protected populations status: 1998—Continued

Basic typewriting/key- Technology Business Appli- Program- Data pro- Scien

Total boarding education services Total cations ming cessing syste

English proficiency (grade 12) Limited s.e. 0.067 0.051 0.025 0.042 0.054 0.031 0.020 0.002 0.0

weighted n (in 1,000s 19 19 19 19 19 19 19 19 

 Proficient s.e. 0.029 0.018 0.009 0.024 0.027 0.021 0.005 0.003 0.0

weighted n (in 1,000s 2,598 2,598 2,598 2,598 2,598 2,598 2,598 2,598 2,5

Grade-point average (GPA) High (greater than 3.5) s.e. 0.048 0.022 0.009 0.031 0.038 0.031 0.006 0.003 0.0

weighted n (in 1,000s 456 456 456 456 456 456 456 456 4

 Mid-level (2.0 to 3.5) s.e. 0.029 0.019 0.009 0.024 0.027 0.019 0.005 0.004 0.0

weighted n (in 1,000s 1,975 1,975 1,975 1,975 1,975 1,975 1,975 1,975 1,9

 Low (less than 2.0) s.e. 0.039 0.022 0.013 0.034 0.029 0.018 0.008 0.005 0.0

weighted n (in 1,000s 186 186 186 186 186 186 186 186 

Academic coursework completed All high s.e. 0.055 0.023 0.005 0.042 0.031 0.022 0.012 0.002 0.0

weighted n (in 1,000s 386 386 386 386 386 386 386 386 3

 Mid-level or mixed s.e. 0.029 0.019 0.010 0.023 0.030 0.023 0.005 0.003 0.0

weighted n (in 1,000s 2,141 2,141 2,141 2,141 2,141 2,141 2,141 2,141 2,

 All low s.e. 0.060 0.042 0.011 0.051 0.034 0.013 0.006 0.004 0.0

weighted n (in 1,000s 58 58 58 58 58 58 58 58 

Grade 9 mathematics  High (geometry or s.e. 0.045 0.021 0.007 0.033 0.043 0.033 0.008 0.002 0.0

 higher) weighted n (in 1,000s 534 534 534 534 534 534 534 534 5

See notes at end of table.

Computer technology

_______

231
Table A41.—Standard errors for table 41: Average number of computer-related credits earned by public high school graduate

Table A29.—related areas, by selected characteristics, including special and protected populations status: 1998—Continued

Basic typewriting/key- Technology Business Appli- Program- Data pro- Scien

Total boarding education services Total cations ming cessing syste

 Mid-level (prealgebra s.e. 0.031 0.020 0.009 0.026 0.026 0.020 0.005 0.004 0.0

 or algebra 1) weighted n (in 1,000s 1,635 1,635 1,635 1,635 1,635 1,635 1,635 1,635 1,6 Low (no or low s.e. 0.033 0.018 0.013 0.017 0.030 0.019 0.008 0.004 0.0

 mathematics) weighted n (in 1,000s 447 447 447 447 447 447 447 447 4School urbanicity Urban s.e. 0.053 0.028 0.018 0.051 0.041 0.024 0.007 0.010 0.0

weighted n (in 1,000s 743 743 743 743 743 743 743 743 7

 Suburban s.e. 0.044 0.025 0.009 0.028 0.023 0.017 0.009 0.002 0.0

weighted n (in 1,000s 1,028 1,028 1,028 1,028 1,028 1,028 1,028 1,028 1,0

 Rural s.e. 0.047 0.041 0.018 0.039 0.062 0.053 0.007 0.003 0.0

weighted n (in 1,000s 846 846 846 846 846 846 846 846 

School poverty level High (greater than 50 s.e. 0.083 0.041 0.032 0.059 0.058 0.042 0.012 0.027 0.0

 percent in NSLP) weighted n (in 1,000s 240 240 240 240 240 240 240 240 2 Middle (greater  than 5 to 50 s.e. 0.039 0.025 0.010 0.029 0.037 0.032 0.006 0.002 0.0

percent in NSLP) weighted n (in 1,000s 1,565 1,565 1,565 1,565 1,565 1,565 1,565 1,565 1,5

 Low (5 percent or s.e. 0.044 0.045 0.016 0.059 0.020 0.014 0.013 0.002 0.0

 less in NSLP) weighted n (in 1,000s 425 425 425 425 425 425 425 425 4 Not reported s.e. 0.079 0.045 0.015 0.054 0.045 0.037 0.011 0.007 0.0

weighted n (in 1,000s 386 386 386 386 386 386 386 386 3

—Not available.SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Transcript Study (HSTS), 1998.

Computer technology

_______

232
Table A42.—Standard errors for table 42: Average number of computer-related credits earned by public

Table A30.—high school graduates, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. † 0.027 0.019 0.025 0.029

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. † 0.111 0.082 0.172 0.067

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. † 0.046 0.049 0.049 0.041

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. † 0.062 0.048 0.045 0.064

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. † 0.060 0.067 0.050 0.039

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. † 0.026 0.021 0.027 0.033

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. † 0.024 0.024 0.030 0.028

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. † 0.035 0.024 0.026 0.034

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12) 

 Has disability s.e. † 0.048 — 0.055 0.037

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. † 0.027 — 0.025 0.029

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.156 — 0.108 0.067

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.027 — 0.025 0.029

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. † 0.038 0.039 0.028 0.048

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. † 0.028 0.021 0.026 0.029

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

233
Table A42.—Standard errors for table 42: Average number of computer-related credits earned by public

Table A30.—high school graduates, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. † 0.030 0.037 0.031 0.039

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. † 0.047 0.040 0.031 0.055

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. † 0.027 0.020 0.027 0.029

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. † 0.044 0.055 0.060 0.060

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. † 0.049 0.046 0.036 0.045

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. † 0.031 0.022 0.027 0.031

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. † 0.029 0.030 0.028 0.033

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. † — 0.039 — 0.053

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. † — 0.026 — 0.044

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. † — 0.031 — 0.047

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.074 0.083

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.032 0.039

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.074 0.044

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.049 0.079

weighted n (in 1,000s) — — — 380 386

—Not available.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

234
Table A43.—Standard errors for table 43: Average number of typewriting/keyboarding credits earned 

Table A31.—by public high school graduates, by selected characteristics, including special and protected 

Table A31.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. † 0.016 0.011 0.016 0.018

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. † 0.074 0.047 0.101 0.026

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. † 0.019 0.024 0.032 0.048

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. † 0.029 0.024 0.039 0.033

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. † 0.037 0.036 0.030 0.031

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. † 0.018 0.013 0.018 0.019

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. † 0.014 0.014 0.014 0.016

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. † 0.019 0.014 0.019 0.020

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12)

 Has disability s.e. † 0.030 — 0.023 0.022

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. † 0.016 — 0.016 0.018

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.093 — 0.062 0.051

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.016 — 0.016 0.018

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. † 0.023 0.021 0.018 0.022

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. † 0.017 0.012 0.017 0.019

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

 Low (less than 2.0) s.e. † 0.016 0.019 0.019 0.022

weighted n (in 1,000s) 534 438 295 306 186

See notes at end of table.

_______

235
Table A43.—Standard errors for table 43: Average number of typewriting/keyboarding credits earned 

Table A31.—by public high school graduates, by selected characteristics, including special and protected 

Table A31.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. † 0.022 0.021 0.020 0.023

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. † 0.017 0.012 0.017 0.019

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. † 0.018 0.038 0.038 0.042

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. † 0.022 0.023 0.022 0.021

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. † 0.018 0.014 0.018 0.020

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. † 0.020 0.015 0.017 0.018

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. † — 0.021 — 0.028

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. † — 0.018 — 0.025

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. † — 0.019 — 0.041

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.067 0.041

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.023 0.025

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.038 0.045

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.045 0.045

weighted n (in 1,000s) — — — 380 386

—Not available.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

236
Table A44.—Standard errors for table 44: Average number of computer-related business services credits

Table A32.—earned by public high school graduates, by selected characteristics, including special and 

Table A42.—protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.002 0.016 0.012 0.019 0.024

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.007 0.093 0.050 0.149 0.039

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.007 0.025 0.046 0.030 0.026

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.008 0.035 0.023 0.040 0.056

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.003 0.040 0.038 0.046 0.030

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.002 0.017 0.013 0.021 0.025

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.003 0.015 0.013 0.016 0.022

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.003 0.021 0.016 0.024 0.026

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12)

 Has disability s.e. 0.005 0.019 — 0.025 0.028

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.002 0.016 — 0.019 0.024

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.102 — 0.038 0.042

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.016 — 0.019 0.024

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.012 0.017 0.019 0.025 0.031

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.002 0.017 0.013 0.020 0.024

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

 Low (less than 2.0) s.e. 0.003 0.022 0.029 0.023 0.034

weighted n (in 1,000s) 534 438 295 306 186

See notes at end of table.

_______

237
Table A44.—Standard errors for table 44: Average number of computer-related business services credits

Table A32.—earned by public high school graduates, by selected characteristics, including special and 

Table A42.—protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 0.023 0.024 0.025 0.034 0.042

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.002 0.017 0.012 0.018 0.023

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.009 0.037 0.026 0.037 0.051

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.004 0.022 0.028 0.031 0.033

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.003 0.019 0.013 0.021 0.026

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.003 0.021 0.021 0.020 0.017

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.006 — 0.022 — 0.051

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.002 — 0.016 — 0.028

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.004 — 0.021 — 0.039

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.046 0.059

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.024 0.029

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.071 0.059

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.050 0.054

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

238
Table A45.—Standard errors for table 45: Average number of computer technology credits earned by

Table A33.—public high school graduates, by selected characteristics, including special and protected 

Table A33.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.007 0.013 0.011 0.013 0.027

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.019 0.078 0.051 0.071 0.059

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.050 0.035 0.037 0.033 0.059

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.013 0.035 0.037 0.020 0.032

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.007 0.036 0.035 0.026 0.040

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.009 0.014 0.012 0.016 0.033

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.011 0.015 0.015 0.015 0.026

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.007 0.012 0.014 0.012 0.030

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12)

 Has disability s.e. 0.013 0.026 — 0.020 0.031

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.007 0.013 — 0.013 0.027

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.056 — 0.040 0.054

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.013 — 0.013 0.027

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.023 0.027 0.025 0.018 0.038

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.008 0.014 0.012 0.013 0.027

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

 Low (less than 2.0) s.e. 0.010 0.012 0.023 0.015 0.029

weighted n (in 1,000s) 534 438 295 306 186

See notes at end of table.

_______

239
Table A45.—Standard errors for table 45: Average number of computer technology credits earned by

Table A33.—public high school graduates, by selected characteristics, including special and protected 

Table A33.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 0.013 0.031 0.027 0.019 0.031

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.007 0.012 0.012 0.014 0.030

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.014 0.030 0.025 0.018 0.034

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.024 0.028 0.031 0.023 0.043

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.010 0.015 0.013 0.015 0.026

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.007 0.016 0.015 0.011 0.030

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.014 0.041 0.024 0.023 0.041

weighted n (in 1,000s) 501 312 484 303 743

 Suburban s.e. 0.010 0.024 0.016 0.021 0.023

weighted n (in 1,000s) 1,261 949 961 918 1,028

 Rural s.e. 0.013 0.018 0.019 0.022 0.062

weighted n (in 1,000s) 845 1,245 729 991 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.033 0.058

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.019 0.037

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.040 0.020

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.021 0.045

weighted n (in 1,000s) — — — 380 386

—Not available.

#Rounds to zero.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

240
Table A46.—Standard errors for table 46: Average number of total credits earned in high school by public 

Table A42.—high school graduates, by selected characteristics, including special and protected populations 

Table A42.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.080 0.127 0.094 0.144 0.162

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.302 0.267 0.341 0.541 0.350

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.215 0.236 0.202 0.256 0.195

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.159 0.255 0.312 0.132 0.250

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.121 0.210 0.229 0.131 0.222

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.094 0.133 0.102 0.183 0.178

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.098 0.130 0.121 0.146 0.163

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.089 0.132 0.100 0.147 0.166

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12)

 Has disability s.e. 0.130 0.228 — 0.265 0.269

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.083 0.128 — 0.143 0.162

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.400 — 0.452 0.344

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.127 — 0.145 0.162

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.288 0.137 0.110 0.191 0.183

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.084 0.127 0.103 0.142 0.157

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

241
Table A46.—Standard errors for table 46: Average number of total credits earned in high school by public 

Table A42.—high school graduates, by selected characteristics, including special and protected populations 

Table A42.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.120 0.167 0.163 0.169 0.167

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.351 0.172 0.151 0.153 0.249

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.081 0.121 0.093 0.156 0.161

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.188 0.267 0.466 0.203 0.362

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.148 0.177 0.183 0.185 0.238

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.104 0.120 0.093 0.153 0.177

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.106 0.218 0.154 0.171 0.175

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.157 — 0.196 — 0.356

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.121 — 0.110 — 0.175

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.158 — 0.206 — 0.327

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.258 0.369

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.168 0.238

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.435 0.454

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.348 0.359

weighted n (in 1,000s) ——— 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

242
Table A47.—Standard errors for table 47: Average number of core academic credits earned by public

Table A34.—high school graduates, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.055 0.010 0.056 0.008 0.010

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.218 0.335 0.424 0.193 0.144

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 0.158 0.150 0.190 0.210 0.112

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.123 0.140 0.172 0.082 0.137

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.089 0.212 0.099 0.132 0.140

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.065 0.091 0.064 0.076 0.094

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.072 0.083 0.069 0.062 0.081

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.062 0.081 0.065 0.069 0.082

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12)

 Has disability s.e. 0.124 0.201 — 0.123 0.193

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.058 0.076 — 0.064 0.080

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 0.422 — 0.293 0.261

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.078 — 0.063 0.080

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 0.201 0.114 0.081 0.084 0.100

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.060 0.087 0.064 0.063 0.082

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

See notes at end of table.

_______

243
Table A47.—Standard errors for table 47: Average number of core academic credits earned by public

Table A34.—high school graduates, by selected characteristics, including special and protected populations 

Table A25.—status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.098 0.078 0.098 0.095 0.128

weighted n (in 1,000s) 534 438 295 306 186

Academic coursework completed

 All high s.e. 0.241 0.094 0.100 0.072 0.099

weighted n (in 1,000s) 31 273 308 330 386

 Mid-level or mixed s.e. 0.056 0.075 0.055 0.069 0.080

weighted n (in 1,000s) 2,485 2,098 1,781 1,810 2,141

 All low s.e. 0.142 0.154 0.244 0.131 0.266

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. 0.133 0.110 0.118 0.094 0.121

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. 0.074 0.063 0.059 0.066 0.079

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. 0.076 0.134 0.082 0.091 0.120

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 0.132 — 0.112 — 0.147

weighted n (in 1,000s) 501 — 484 — 743

 Suburban s.e. 0.081 — 0.079 — 0.087

weighted n (in 1,000s) 1,261 — 961 — 1,028

 Rural s.e. 0.101 — 0.118 — 0.158

weighted n (in 1,000s) 845 — 729 — 846

School poverty level

 High (greater than 50 percent s.e. — — — 0.123 0.182

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 0.092 0.099

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 0.206 0.262

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 0.169 0.184

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

244
Table A48.—Standard errors for table 48: Average number of core academic credits earned by

Table A35.—occupational concentrators, by selected characteristics, including special and protected 

Table A35.—populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.096 0.081 0.092 0.083 0.132

weighted n (in 1,000s) 878 696 542 562 654

Race/ethnicity

 American Indian/Alaska s.e. 0.253 0.270 0.346 0.355 0.239

 Native weighted n (in 1,000s) 144743

 Asian/Pacific Islander s.e. 0.369 0.272 0.568 0.253 0.251

weighted n (in 1,000s) 7 14 18 11 15

 Black, non-Hispanic s.e. 0.149 0.155 0.319 0.130 0.286

weighted n (in 1,000s) 96 95 63 76 97

 Hispanic s.e. 0.139 0.180 0.165 0.213 0.211

weighted n (in 1,000s) 116 54 50 42 68

 White, non-Hispanic s.e. 0.120 0.098 0.090 0.100 0.128

weighted n (in 1,000s) 634 506 401 396 469

Sex

 Male s.e. 0.128 0.096 0.133 0.084 0.112

weighted n (in 1,000s) 490 386 313 312 378

 Female s.e. 0.116 0.087 0.091 0.107 0.178

weighted n (in 1,000s) 388 309 230 251 267

Disability status (grade 12)

 Has disability s.e. 0.176 0.198 — 0.170 0.272

weighted n (in 1,000s) 71 27 — 34 28

 No indicated disability s.e. 0.103 0.080 — 0.083 0.132

weighted n (in 1,000s) 798 669 — 528 626

English proficiency (grade 12)

 Limited s.e. — — — 0.292 —

weighted n (in 1,000s) — 2 — 3 2

 Proficient s.e. — 0.081 — 0.083 0.132

weighted n (in 1,000s) — 694 — 559 652

Grade-point average (GPA)

 High (greater than 3.5) s.e. 1.023 0.181 0.235 0.165 0.133

weighted n (in 1,000s) 47 29 25 39 68

 Mid-level (2.0 to 3.5) s.e. 0.088 0.088 0.087 0.085 0.136

weighted n (in 1,000s) 623 505 416 426 520

See notes at end of table.

_______

245
Table A48.—Standard errors for table 48: Average number of core academic credits earned by

Table A35.—occupational concentrators, by selected characteristics, including special and protected 

Table A35.—populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.131 0.104 0.185 0.135 0.138

weighted n (in 1,000s) 208 162 101 97 65

Academic coursework completed

 All high s.e. — 0.152 0.159 0.142 0.169

weighted n (in 1,000s) — 20 25 28 55

 Mid-level or mixed s.e. 0.098 0.076 0.081 0.086 0.117

weighted n (in 1,000s) 828 609 470 502 565

 All low s.e. 0.183 0.205 0.404 0.164 0.280

weighted n (in 1,000s) 40 59 41 24 24

Grade 9 mathematics

 High (geometry or higher) s.e. 0.298 0.277 0.194 0.194 0.319

weighted n (in 1,000s) 37 32 34 40 93

 Mid-level (prealgebra or s.e. 0.156 0.086 0.102 0.080 0.123

 algebra 1) weighted n (in 1,000s) 417 392 316 337 428

 Low (no or low mathematics) s.e. 0.102 0.108 0.114 0.117 0.177

weighted n (in 1,000s) 423 272 193 186 132

School urbanicity

 Urban s.e. 0.163 — 0.170 — 0.322

weighted n (in 1,000s) 154 — 104 — 171

 Suburban s.e. 0.144 — 0.107 — 0.112

weighted n (in 1,000s) 401 — 210 — 221

 Rural s.e. 0.179 — 0.185 — 0.185

weighted n (in 1,000s) 323 — 228 — 262

School poverty level

 High (greater than 50 percent s.e. — — — 0.164 0.217

 in NSLP) weighted n (in 1,000s) — — — 56 70

 Middle (greater than 5 to s.e. — — — 0.124 0.173

 50 percent in NSLP) weighted n (in 1,000s) — — — 350 420

 Low (5 percent or less in s.e. — — — 0.243 0.496

 NSLP) weighted n (in 1,000s) — — — 60 67

 Not reported s.e. — — — 0.157 0.181

weighted n (in 1,000s) — — — 97 97

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

246
Table A49.—Standard errors for table 49: Percentage distribution of public high school graduates who

Table A48.—completed both an occupational concentration and college–preparatory coursework, by 

Table A47.—selected characteristics, including special and protected populations status: Various years, 

Table A47.—1982–98

1982 1990 1992 1994 1998

 Total s.e. † † † † †

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 0.58 0.34 0.19 0.07 0.10

 Native weighted n (in 1,000s) 15 69 73 96 169

 Asian/Pacific Islander s.e. 2.37 1.97 2.99 0.57 0.59

weighted n (in 1,000s) 15 69 73 96 169

 Black, non-Hispanic s.e. 6.80 2.27 2.81 1.73 2.31

weighted n (in 1,000s) 15 69 73 96 169

 Hispanic s.e. 5.09 1.70 3.48 2.68 1.95

weighted n (in 1,000s) 15 69 73 96 169

 White, non-Hispanic s.e. 8.47 3.67 4.59 2.73 3.58

weighted n (in 1,000s) 15 69 73 96 169

Sex

 Male s.e. 8.04 3.39 3.69 2.03 1.68

weighted n (in 1,000s) 15 70 73 100 169

 Female s.e. 8.04 3.39 3.69 2.03 1.68

weighted n (in 1,000s) 15 70 73 100 169

Disability status (grade 12)

 Has disability s.e. 1.26 0.13 — 0.18 0.18

weighted n (in 1,000s) 14 70 — 100 169

 No indicated disability s.e. 1.26 0.13 — 0.18 0.18

weighted n (in 1,000s) 14 70 — 100 169

English proficiency (grade 12)

 Limited s.e. — — — 0.19 0.09

weighted n (in 1,000s) — 70 — 100 169

 Proficient s.e. — — — 0.19 0.09

weighted n (in 1,000s) — 70 — 100 169

Grade-point average (GPA)

 High (greater than 3.5) s.e. 5.91 2.01 2.26 0.38 0.45

weighted n (in 1,000s) 15 70 73 100 169

 Mid-level (2.0 to 3.5) s.e. 6.37 1.97 2.74 1.76 2.59

weighted n (in 1,000s) 15 70 73 100 169

 Low (less than 2.0) s.e. 2.79 0.66 1.94 1.86 2.61

weighted n (in 1,000s) 15 70 73 100 169

See notes at end of table.

_______

247
Table A49.—Standard errors for table 49: Percentage distribution of public high school graduates who

Table A48.—completed both an occupational concentration and college–preparatory coursework, by 

Table A47.—selected characteristics, including special and protected populations status: Various years, 

Table A47.—1982–98—Continued 

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 5.31 2.90 2.84 2.07 2.53

weighted n (in 1,000s) 15 70 73 100 169

 Mid-level or mixed s.e. 5.31 2.90 2.84 2.07 2.53

weighted n (in 1,000s) 15 70 73 100 169

 All low s.e. — — — — —

weighted n (in 1,000s) 15 70 73 100 169

Grade 9 mathematics

 High (geometry or higher) s.e. 6.51 2.49 2.89 1.73 4.62

weighted n (in 1,000s) 15 70 73 100 169

 Mid-level (prealgebra or s.e. 6.58 2.68 3.08 1.72 4.44

 algebra 1) weighted n (in 1,000s) 15 70 73 100 169

 Low (no or low mathematics) s.e. 1.09 1.79 1.01 0.60 0.48

weighted n (in 1,000s) 15 70 73 100 169

School urbanicity

 Urban s.e. 7.60 4.27 4.81 2.67 5.30

weighted n (in 1,000s) 15 70 73 100 169

 Suburban s.e. 9.39 6.37 4.31 4.59 4.61

weighted n (in 1,000s) 15 70 73 100 169

 Rural s.e. 8.37 6.04 3.92 3.84 5.34

weighted n (in 1,000s) 15 70 73 100 169

School poverty level

 High (greater than 50 percent s.e. — — — 2.29 2.48

 in NSLP) weighted n (in 1,000s) — — — 100 169

 Middle (greater than 5 to s.e. — — — 5.21 5.14

 50 percent in NSLP) weighted n (in 1,000s) — — — 100 169

 Low (5 percent or less in s.e. — — — 4.88 3.24

 NSLP) weighted n (in 1,000s) — — — 100 169

 Not reported s.e. — — — 3.84 3.98

weighted n (in 1,000s) — — — 100 169

—Not available.

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

248
Table A50.—Standard errors for table 50: Percentage of public high school graduates who completed

Table A48.—high-level mathematics courses in grade 9, by selected characteristics, including special and 

Table A48.—protected populations status: Various years, 1982–98 

1982 1990 1992 1994 1998

 Total s.e. 0.48 0.78 0.69 0.96 1.14

weighted n (in 1,000s) 2,607 2,505 2,174 2,213 2,617

Race/ethnicity

 American Indian/Alaska s.e. 2.19 4.56 1.35 3.04 4.38

 Native weighted n (in 1,000s) 30 12 22 17 12

 Asian/Pacific Islander s.e. 2.60 2.63 2.21 2.74 3.88

weighted n (in 1,000s) 38 86 88 74 92

 Black, non-Hispanic s.e. 0.55 1.09 1.74 0.75 1.93

weighted n (in 1,000s) 293 347 254 263 356

 Hispanic s.e. 0.47 1.17 1.89 1.56 1.32

weighted n (in 1,000s) 307 194 207 168 299

 White, non-Hispanic s.e. 0.59 0.86 0.83 1.12 1.33

weighted n (in 1,000s) 1,913 1,778 1,596 1,564 1,852

Sex

 Male s.e. 0.58 0.84 0.70 1.00 0.99

weighted n (in 1,000s) 1,257 1,194 1,074 1,083 1,232

 Female s.e. 0.59 0.81 1.00 1.01 1.23

weighted n (in 1,000s) 1,350 1,309 1,100 1,126 1,347

Disability status (grade 12)

 Has disability s.e. 1.09 0.42 — 1.28 0.93

weighted n (in 1,000s) 226 64 — 82 74

 No indicated disability s.e. 0.51 0.79 — 0.99 1.16

weighted n (in 1,000s) 2,361 2,441 — 2,130 2,543

English proficiency (grade 12)

 Limited s.e. — 2.77 — 2.00 1.33

weighted n (in 1,000s) — 13 — 19 19

 Proficient s.e. — 0.78 — 0.97 1.15

weighted n (in 1,000s) — 2,492 — 2,194 2,598

Grade-point average (GPA)

 High (greater than 3.5) s.e. 2.10 3.34 2.50 2.22 2.32

weighted n (in 1,000s) 260 258 233 307 456

 Mid-level (2.0 to 3.5) s.e. 0.51 0.67 0.74 0.97 1.06

weighted n (in 1,000s) 1,812 1,809 1,644 1,600 1,975

 Low (less than 2.0) s.e. 0.52 0.68 0.33 0.45 0.80

weighted n (in 1,000s) 534 438 295 306 186

See notes at end of table.

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249
Table A50.—Standard errors for table 50: Percentage of public high school graduates who completed

Table A48.—high-level mathematics courses in grade 9, by selected characteristics, including special and 

Table A48.—protected populations status: Various years, 1982–98—Continued 

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. 3.42 2.86 2.42 2.10 3.35

weighted n (in 1,000s) 114 273 308 330 386

 Mid-level or mixed s.e. 0.46 0.82 0.47 0.87 1.00

weighted n (in 1,000s) 2,403 2,098 1,781 1,810 2,141

 All low s.e. — — — — 1.99

weighted n (in 1,000s) 86 117 75 55 58

Grade 9 mathematics

 High (geometry or higher) s.e. — — — — —

weighted n (in 1,000s) 205 266 280 329 534

 Mid-level (prealgebra or s.e. — — — — —

 algebra 1) weighted n (in 1,000s) 1,374 1,546 1,369 1,380 1,635

 Low (no or low mathematics) s.e. — — — — —

weighted n (in 1,000s) 1,028 692 526 504 447

School urbanicity

 Urban s.e. 1.03 2.94 1.83 0.93 2.17

weighted n (in 1,000s) 501 312 484 303 743

 Suburban s.e. 0.76 0.91 0.98 1.90 1.40

weighted n (in 1,000s) 1,261 949 961 918 1,028

 Rural s.e. 0.72 1.16 1.00 1.06 1.65

weighted n (in 1,000s) 845 1,245 729 991 846

School poverty level

 High (greater than 50 percent s.e. — — — 2.04 1.81

 in NSLP) weighted n (in 1,000s) — — — 185 240

 Middle (greater than 5 to s.e. — — — 1.17 1.48

 50 percent in NSLP) weighted n (in 1,000s) — — — 1,296 1,565

 Low (5 percent or less in s.e. — — — 3.33 1.81

 NSLP) weighted n (in 1,000s) — — — 351 425

 Not reported s.e. — — — 1.68 3.96

weighted n (in 1,000s) — — — 380 386

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

250
Table A51.—Standard errors for table 51: Percentage of occupational concentrators who completed highTable A49.—level mathematics courses in grade 9, by selected characteristics, including special and 

Table A49.—protected populations status: Various years, 1982–98 

1982 1990 1992 1994 1998

 Total s.e. 0.52 0.69 0.64 0.62 1.78

weighted n (in 1,000s) 878 696 542 562 654

Race/ethnicity

 American Indian/Alaska s.e. — 4.22 — 1.26 5.93

 Native weighted n (in 1,000s) 144743

 Asian/Pacific Islander s.e. 5.23 3.04 2.91 3.24 6.40

weighted n (in 1,000s) 7 14 18 11 15

 Black, non-Hispanic s.e. 0.65 1.78 1.62 1.24 5.26

weighted n (in 1,000s) 96 95 63 76 97

 Hispanic s.e. 0.67 1.22 1.58 0.97 4.01

weighted n (in 1,000s) 116 54 50 42 68

 White, non-Hispanic s.e. 0.66 0.72 0.78 0.71 1.25

weighted n (in 1,000s) 634 506 401 396 469

Sex

 Male s.e. 0.64 0.71 0.88 0.89 1.27

weighted n (in 1,000s) 490 386 313 312 378

 Female s.e. 0.79 0.84 0.82 0.68 2.74

weighted n (in 1,000s) 388 309 230 251 267

Disability status (grade 12)

 Has disability s.e. 1.74 0.81 — 1.53 1.58

weighted n (in 1,000s) 71 27 — 34 28

 No indicated disability s.e. 0.53 0.69 — 0.63 1.86

weighted n (in 1,000s) 798 669 — 528 626

English proficiency (grade 12)

 Limited s.e. — — — 1.30 —

weighted n (in 1,000s) — 2 — 3 2

 Proficient s.e. — 0.69 — 0.62 1.79

weighted n (in 1,000s) — 694 — 559 652

Grade-point average (GPA)

 High (greater than 3.5) s.e. 4.06 5.05 4.59 3.20 4.08

weighted n (in 1,000s) 47 29 25 39 68

 Mid-level (2.0 to 3.5) s.e. 0.56 0.72 0.71 0.73 1.82

weighted n (in 1,000s) 623 505 416 426 520

 Low (less than 2.0) s.e. 0.65 0.66 0.74 0.49 1.19

weighted n (in 1,000s) 208 162 101 97 65

See notes at end of table.

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251
Table A51.—Standard errors for table 51: Percentage of occupational concentrators who completed highTable A49.—level mathematics courses in grade 9, by selected characteristics, including special and 

Table A49.—protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

Academic coursework completed

 All high s.e. — 6.95 5.02 4.56 5.03

weighted n (in 1,000s) 7 20 25 28 55

 Mid-level or mixed s.e. 0.54 0.75 0.66 0.58 1.56

weighted n (in 1,000s) 828 609 470 502 565

 All low s.e. — — — — 3.42

weighted n (in 1,000s) 40 59 41 24 24

Grade 9 mathematics

 High (geometry or higher) s.e. — — — — —

weighted n (in 1,000s) 37 32 34 40 93

 Mid-level (prealgebra or s.e. — — — — —

 algebra 1) weighted n (in 1,000s) 417 392 316 337 428

 Low (no or low mathematics) s.e. — — — — —

weighted n (in 1,000s) 423 272 193 186 132

School urbanicity

 Urban s.e. 1.20 2.69 1.29 1.20 5.31

weighted n (in 1,000s) 154 81 104 63 171

 Suburban s.e. 0.84 1.16 1.00 1.21 1.96

weighted n (in 1,000s) 401 214 210 183 221

 Rural s.e. 0.78 0.99 1.06 0.76 1.28

weighted n (in 1,000s) 323 400 228 316 262

School poverty level

 High (greater than 50 percent s.e. — — — 1.49 1.97

 in NSLP) weighted n (in 1,000s) — — — 56 70

 Middle (greater than 5 to s.e. — — — 0.85 2.50

 50 percent in NSLP) weighted n (in 1,000s) — — — 350 420

 Low (5 percent or less in s.e. — — — 3.13 1.97

 NSLP) weighted n (in 1,000s) — — — 60 67

 Not reported s.e. — — — 1.03 4.49

weighted n (in 1,000s) — — — 97 97

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

_______

252
Table A52.—Standard errors for table 52: Percentage of high school graduates earning 3.0 or more occupaTable A50.—tional credits who met the New Basics core academic requirements, by selected characteristics, 

Table A50.—including special and protected populations status: Various years, 1982–98

1982 1990 1992 1994 1998

 Total s.e. 0.58 1.86 1.28 1.84 3.13

weighted n (in 1,000s) 1,205 1,076 918 928 1,147

Race/ethnicity

 American Indian/Alaska s.e. 3.84 6.00 5.94 6.45 5.92

 Native weighted n (in 1,000s) 18 6 13 7 5

 Asian/Pacific Islander s.e. 3.63 4.50 5.89 4.19 5.23

weighted n (in 1,000s) 12 27 34 23 31

 Black, non-Hispanic s.e. 1.45 4.40 3.29 3.07 6.27

weighted n (in 1,000s) 130 151 106 121 168

 Hispanic s.e. 0.84 3.13 3.60 5.89 3.35

weighted n (in 1,000s) 160 83 91 71 132

 White, non-Hispanic s.e. 0.72 1.91 1.50 2.10 3.34

weighted n (in 1,000s) 872 774 671 655 809

Sex

 Male s.e. 0.76 1.99 1.61 1.96 3.12

weighted n (in 1,000s) 662 589 515 503 619

 Female s.e. 0.77 1.91 1.66 1.97 3.37

weighted n (in 1,000s) 543 487 403 424 514

Disability status (grade 12)

 Has disability s.e. 1.56 2.41 — 2.48 4.92

weighted n (in 1,000s) 99 38 — 47 43

 No indicated disability s.e. 0.62 1.87 — 1.90 3.14

weighted n (in 1,000s) 1,097 1,038 — 881 1,104

English proficiency (grade 12)

 Limited s.e. — — — 9.61 8.68

weighted n (in 1,000s) — — — 6 5

 Proficient s.e. — 1.86 — 1.85 3.14

weighted n (in 1,000s) — 1,074 — 922 1,142

Grade-point average (GPA)

 High (greater than 3.5) s.e. 3.43 4.02 3.25 3.46 2.93

weighted n (in 1,000s) 71 56 53 73 131

 Mid-level (2.0 to 3.5) s.e. 0.66 1.90 1.36 1.95 3.15

weighted n (in 1,000s) 847 778 701 689 911

See notes at end of table.

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253
Table A52.—Standard errors for table 52: Percentage of high school graduates earning 3.0 or more occupaTable A50.—tional credits who met the New Basics core academic requirements, by selected characteristics, 

Table A50.—including special and protected populations status: Various years, 1982–98—Continued

1982 1990 1992 1994 1998

 Low (less than 2.0) s.e. 0.81 1.99 2.57 2.15 4.55

weighted n (in 1,000s) 287 242 164 166 105

Academic coursework completed

 All high s.e. 8.06 3.31 3.41 2.10 3.19

weighted n (in 1,000s) 15 43 56 61 102

 Mid-level or mixed s.e. 0.60 1.84 1.35 1.86 3.17

weighted n (in 1,000s) 1,134 944 798 821 992

 All low s.e. — 1.46 1.82 2.18 2.61

weighted n (in 1,000s) 53 78 55 36 38

Grade 9 mathematics

 High (geometry or higher) s.e. 3.37 4.76 3.48 3.22 3.90

weighted n (in 1,000s) 60 59 68 76 177

 Mid-level (prealgebra or s.e. 0.85 2.00 1.59 1.93 3.37

 algebra 1) weighted n (in 1,000s) 591 632 560 576 748

 Low (no or low mathematics) s.e. 0.64 1.97 1.23 2.15 2.95

weighted n (in 1,000s) 554 384 290 276 222

School urbanicity

 Urban s.e. 1.07 4.55 2.82 5.49 5.43

weighted n (in 1,000s) 213 122 189 101 284

 Suburban s.e. 0.98 2.45 2.04 2.52 2.89

weighted n (in 1,000s) 556 343 358 325 407

 Rural s.e. 0.88 2.49 2.11 2.73 5.84

weighted n (in 1,000s) 436 611 371 502 456

School poverty level

 High (greater than 50 percent s.e. — — — 4.40 7.46

 in NSLP) weighted n (in 1,000s) — — — 84 129

 Middle (greater than 5 to s.e. — — — 2.60 3.95

 50 percent in NSLP) weighted n (in 1,000s) — — — 572 716

 Low (5 percent or less in s.e. — — — 4.96 9.32

 NSLP) weighted n (in 1,000s) — — — 105 127

 Not reported s.e. — — — 3.34 5.77

weighted n (in 1,000s) — — — 168 174

—Not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond (HS&B) 

Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; and High School Transcript 

Studies (HSTS), 1990, 1994, and 1998.

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254
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255 

Appendix B—Glossary 

Academic subjects: The high school academic curriculum is divided into the main subject areas 

listed below, corresponding to the 1998 revised Secondary School Taxonomy categories (Bradby 

and Hoachlander 1999). The examples given are not exhaustive of the courses included in each 

subject area. 

Mathematics: Includes courses in general mathematics, consumer mathematics, prealgebra, algebra 1, geometry, algebra 2 and 3, trigonometry, analytical geometry, mathematical analysis, precalculus, calculus, Advanced Placement (AP) calculus, International 

Baccalaureate (IB) mathematics, probability and statistics, unified mathematics (an integrated course sequence usually taught over 2 or 3 years), and occupationally related 

mathematics. 

Science: Includes courses in survey science, biological science (including biology and 

some specialized courses such as botany, zoology, and anatomy and physiology), chemistry, physics, earth science, physical science, and engineering. 

English: Includes survey courses (including language skills courses and English 9–12), as 

well as courses in literature, composition and writing, speech, and English as a Second 

Language. 

Social studies: Includes courses in U.S. history, world history, government and politics, 

economics, behavioral sciences (including psychology and sociology), geography, social 

studies, American studies, area studies, women’s studies, law, anthropology, and philosophy. 

Fine arts: Includes courses in visual arts, music, dance, and theater arts. 

Foreign (non-English) languages: Includes courses in Spanish, French, German, Latin, 

Italian, and other non-English languages and literatures. 

Academic coursework completed: This variable describes whether students completed all lowor all high-level mathematics, science, and English coursework in high school, or some other 

combination of coursework (either mid-level or mixed coursework) in these subjects, according 

to the following definitions. 
Appendix B—Glossary 

256 

Low-level mathematics: Includes no mathematics; remedial mathematics; general, basic 

or consumer mathematics; technical or vocational mathematics; pre-algebra; algebra 1 

taught over the course of 2 academic years; and informal geometry; but no higher mathematics. 

Low-level science: Includes no science, remedial science, physical science, earth science, 

unified science, astronomy, geology, environmental science, oceanography, general physics, basic biology 1, and consumer or introductory chemistry, but no higher science. 

Low-level English: Includes at least some below-grade or low academic level English 

courses. 

High-level mathematics: Includes algebra 3, trigonometry, analytical geometry, linear 

algebra, probability, statistics, precalculus, introduction to analysis, and calculus. 

High-level science: Includes chemistry 1 and 2 and physics 1 and 2. 

High-level English: Includes at least some honors-level English courses. 

Advanced concentrator: Graduate earning 3.0 or more credits in high school in one of the 10 

broad occupational program areas listed under occupational programs, with at least 1.0 credit in 

a second- or higher-level or cooperative education course in that program area. 

Carnegie unit: A standard of measurement used for secondary or high school education that represents the completion of a course that meets one period per day for 1 year. See credit. 

College-preparatory coursework: Public high school graduates were classified as completing 

college-preparatory coursework if they completed 4.0 credits in English; 3.0 credits in mathematics at the algebra 1 level or higher; 2.0 credits in biology, chemistry, and/or physics; 2.0 credits in 

social studies with at least 1.0 credit in U.S. or world history; and 2.0 credits in a single foreign 

(non-English) language during high school. 

Core academic subjects: Includes coursework in mathematics, science, English and social studies, as defined under academic subjects.

Credit: Term used in place of a “Carnegie unit” to represent the completion of a course that 

meets one period per day for 1 year. See Carnegie unit. 
 Appendix B—Glossary 

257 

Disability status (grade 12): Indicates whether or not a student was reported (by the student in 

1982 and by school staff in 1990, 1994, and 1998) to have a physical or educational disability in 

grade 12. 

English proficiency (grade 12): Indicates whether a student was reported by school staff to be 

limited English proficient or English proficient in grade 12.

Family and consumer sciences education: Consists of courses intended to prepare students for 

roles outside the paid labor market, including home economics, child development, foods and 

nutrition, and clothing. Home economics-related courses that prepare students for the paid labor 

market are included under occupational education, in the child care and education, food service and hospitality, and personal and other services program areas. 

General labor market preparation: Consists of courses that teach general employment skills 

but do not have as their primary objective preparing students for paid employment in a specific 

field. These courses include typewriting, word processing, industrial arts, career exploration, general work experience, and technology education. 

Grade 9 mathematics: Students were classified into the following three categories according to 

the highest-level mathematics course they took in grade 9. 

High: Includes geometry, algebra 2 and 3, trigonometry, analytical geometry, linear algebra, probability, statistics, precalculus, introduction to analysis, and calculus. 

Mid-level: Includes prealgebra and algebra 1. 

Low: Includes no mathematics, remedial mathematics; general, basic, or consumer 

mathematics; and technical or vocational mathematics; but no higher mathematics. 

Grade-point average (GPA): GPA was calculated for all courses that graduates took during 

high school and was based on the grades recorded on student transcripts.

National School Lunch Program (NSLP): A federal program that provides free or reducedprice lunches to students based on household income. 

New Basics core academic requirements: The publication, A Nation at Risk (National Commission on Excellence in Education 1983), recommended that high school graduation requirements be strengthened, and that, at a minimum, all students take 4 years of English; 3 years each 

of mathematics, science, social studies; and one-half year of computer science. The “core aca-
Appendix B—Glossary 

258 

demic requirements” referred to in this report include the recommendations for English, mathematics, science, and social studies. 

Occupational concentrator: Graduate earning 3.0 or more credits in high school in one of the 

10 broad occupational program areas listed under occupational programs. In some cases, the 

report also examines trends in concentrating (earning 3.0 or more credits) in the 18 narrow occupational program areas listed under occupational programs. 

Occupational education: Also called specific labor market preparation, consists of courses 

that teach skills and provide information required in a particular occupation or cluster of occupations. Courses are organized into 10 broad and 18 narrow occupational program areas. See occupational programs. 

Occupational programs: The 1998 Secondary School Taxonomy organizes high school occupational programs into the following 10 broad and 18 narrow program areas. The examples given 

are not exhaustive of the courses offered in each area. See also figure 1. 

Agriculture (and renewable resources): Includes courses in agricultural mechanics, 

horticulture, animal sciences, and environmental management. 

Business: Includes the following two narrow program areas of business services and 

business management: 

Business services: Includes courses in bookkeeping, accounting, data entry, secretarial administration, and office procedures. 

Business management: Includes courses in business and management and in 

banking and finance. 

Marketing: Includes courses related to the selling and distribution of goods and services, 

including distributive education, distribution and marketing, fashion merchandising, and 

entrepreneurship. 

Health care: Includes courses intended to prepare students for careers in the health professions, such as health occupations, dental assistant, medical laboratory technologies, 

and practical nursing. 

Protective services (and public services): Includes courses in criminal justice, fire protection, public administration, and social work. 
 Appendix B—Glossary 

259 

Technology: Includes the following three narrow program areas of computer technology, 

communications technology, and other technology: 

Computer technology: Includes coursework in computer applications, computer 

programming, data processing, computer science and systems, and computer 

mathematics. 

Communications technology: Includes coursework in broadcast management, 

film making, and radio and television production. 

Other technology: Includes coursework in electronic technology, industrial production technology, chemical technology, and engineering technologies. 

Trade and industry: Includes the following four narrow program areas of construction, 

mechanics and repair, precision production, and transportation: 

Construction: Includes coursework in electricity, masonry, carpentry, plumbing, 

and building construction. 

Mechanics and repair: Includes coursework in industrial mechanics, radio and 

TV repair, air conditioning and heating, power mechanics, auto mechanics, and 

aviation powerplant. 

Precision production: Includes the following three narrow program areas of print 

production, materials production, and other precision production: 

Print production: Includes coursework in drafting, graphics, and printing. 

Materials production: Includes coursework in metals, plastics, and 

woodworking. 

Other precision production: Includes coursework in electronics, leatherwork, meatcutting, and commercial photography. 

Transportation: Includes coursework in aeronautics, aviation technology, marine 

mechanics, transportation technology, and vehicle and equipment operation. 

Food service and hospitality: Includes coursework in food marketing/distribution, hospitality, culinary arts, and hotel management. 
Appendix B—Glossary 

260 

Child care and education: Includes coursework in child care services, child development, education, and library science. 

Personal and other services: Includes coursework in cosmetology, building and grounds 

maintenance, clothing and textiles, housing and interior design, and home economics occupations. 

Race/ethnicity: Classification indicating general racial or ethnic heritage based on selfidentification: 

American Indian/Alaska Native: A person having origins in any of the peoples of North 

America and maintaining cultural identification through tribal affiliation or community 

recognition. 

Asian/Pacific Islander: A person having origins in any of the peoples of the Far East, 

Southeast Asia, the Indian subcontinent, or the Pacific Islands including, for example, 

China, India, Japan, Korea, the Philippine Islands, and Samoa. 

Hispanic: A person of Mexican, Puerto Rican, Cuban, Central or South American, or 

other Spanish culture or origin, regardless of race. 

Non-Hispanic Black: A person having origins in any of the black racial groups in Africa, 

excluding persons of Hispanic origin. For simplicity’s sake, persons in this group are referred to as Blacks in this report. 

Non-Hispanic White: A person having origins in any of the peoples of Europe, North 

Africa, or the Middle East, excluding persons of Hispanic origin. For simplicity’s sake, 

persons in this group are referred to as Whites in this report. 

School poverty: Students were classified into the following categories according to the percentage of students who participated in the National School Lunch Program (NSLP) at their 12thgrade school.

High: Greater than 50 percent of students participated in the NSLP at the 12th-grade 

school. 

 Middle: Greater than 5 to 50 percent of students participated in the NSLP at the 12thgrade school. 

Low: 5 percent or fewer of students participated in the NSLP at the 12th-grade school. 
 Appendix B—Glossary 

261 

Not reported: The 12th-grade school did not report the percentage of students who participated in the NSLP. 

School urbanicity: Students were classified according to the location of their 12th-grade school, 

based on the following definitions derived from U.S. Census Bureau classifications. 

Urban: A school was located in the central city of a Consolidated Metropolitan Statistical Area (CMSA) or Metropolitan Statistical Area (MSA), regardless of the size of the 

city. 

Suburban: A school was located in a CMSA or MSA or a large or mid-size city and defined as urban fringe by the Census Bureau; or in an incorporated place or Censusdesignated place with a population greater than 25,000 and located outside a CMSA or 

MSA.

Rural: A school was located in an incorporated place or Census-designated place with a 

population less than 25,000 and located outside a CMSA or MSA; or in a “non-place” 

territory outside a CMSA or MSA and defined as rural by the Census Bureau. 

Specific labor market preparation: Also called occupational education, consists of courses 

that teach skills and provide information required in a particular occupation or cluster of occupations. Courses are organized into 10 broad and 18 narrow occupational program areas. See occupational programs. 

Vocational/technical education: Organized educational programs, services, and activities that 

are directly related to the preparation of individuals for paid or unpaid employment or for additional preparation for a career that requires other than a bachelor’s or an advanced degree. This 

publication refers to the following three types of vocational education at the high school level: 

family and consumer sciences education, general labor market preparation, and specific 

labor market preparation or occupational education. 
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263 

Appendix C—Technical Notes and Methodology 

Sources of Data 

The data for this report came from five studies conducted by NCES between 1982 and 

1998. These studies include the High School and Beyond (HS&B) Sophomore Cohort, First Follow-up Survey and High School Transcript Study, 1982; the National Education Longitudinal 

Study of 1988 (NELS:88), Second Follow-up Survey and High School Transcript Study, 1992; 

and the High School Transcript Studies (HSTS) of 1990, 1994, and 1998 that were conducted as 

part of the National Assessment of Educational Progress (NAEP). 

For all transcripts and samples used in this report, a course identification code number, 

based on the Classification of Secondary School Courses (CSSC), was assigned to each course 

taken by a student. The 1998 Revision of the Secondary Schools Taxonomy (Bradby and Hoachlander 1999) further classified these CSSC codes. This taxonomy served to standardize all transcript data included in the analysis. 

The analysis sample from each transcript study was restricted to the subset of students who 

were public high school graduates and who had a complete set of transcripts. A complete transcript was defined as one that recorded 16 or more total credits (Carnegie units), with a positive, 

non-zero number of credits completed in English. 

One additional step was taken to ensure that the analysis samples were comparable across 

the five trend years. This was necessary because the HS&B and NELS studies excluded students 

with the most severe disabilities, where it was determined by school staff that these students were 

unable to complete the lengthy student questionnaires that were a part of these longitudinal studies. In order to ensure comparability, graduates with special education diplomas were excluded 

from the HSTS samples. This procedure was first determined by Gifford et al. (1989) and then 

again by Tuma (1996) to produce comparable samples across HS&B, NELS, and HSTS. Thus, 

the samples used for this trend analysis were consistent with the population of public high graduates, including students with disabilities, who earned regular or honors diplomas in each of the 

study years. This restriction is consistent with NCES reports on high school vocational/technical 

coursetaking published over the last decade and is consistent with NCES procedures for transcript studies (Alt and Bradby 1999). 
Appendix C—Technical Notes and Methodology 

264 

In addition, there may be some minor coding differences between NELS and the other transcript data that may affect the data for 1992. NCES plans to study this issue. The following section provides a brief description of each study. 

High School and Beyond 

The High School and Beyond (HS&B) longitudinal survey was first administered in 1980 

to a stratified, nationally representative sample of approximately 30,000 high school sophomores 

and 28,000 high school seniors from more than 1,000 high schools. Follow-up surveys were administered in 1982, 1984, 1986, and 1992. This report focused on the sophomore cohort from the 

First Follow-up Survey conducted in 1982. For purposes of this report, the analysis sample was 

limited to public high school students using the variable HSTYPE. This group was reduced further by including only high school graduates, defined by using a composite of graduation status 

variables RESNLEFT, FUSTTYPE, and SY12 from the Transcript, First Follow-up and Second 

Follow-up surveys, respectively. 

The First Follow-up and High School Transcript Study were used to examine coursetaking 

patterns. The analysis sample included 9,598 public high school sophomores who graduated in 

1982 and had complete transcripts available. Standard errors were computed using the Taylor 

series approximation method. More information on the First Follow-up and Transcript data files 

can be found in High School and Beyond, 1980 Sophomore Cohort, First Follow-Up (1982), 

Data File User’s Manual (Jones et al. 1983) and High School and Beyond Transcripts Survey 

(1982), Data File User’s Manual (Jones et al. 1984). 

National Education Longitudinal Study of 1988 

The National Education Longitudinal Study of 1988 (NELS:88) is another major longitudinal study sponsored by NCES. The Base Year Survey was administered to about 24,000 8thgraders in more than 1,000 schools with an 8th-grade class. The First, Second, Third, and Fourth 

Follow-ups revisited the same sample of students in 1990, 1992, 1994, and 2000, when most of 

the 1988 8th-graders were in the 10th grade, 12th grade, and then 2 and 6 years after they graduated from high school. Unlike HS&B, for each in-school follow-up (that is, 1990 and 1992), the 

student sample was “freshened” to obtain a representative, cross-sectional grade-cohort sample 

(that is, 10th graders in 1990 and 12th graders in 1992). In addition, as a part of the Second Follow-up Survey, high school transcripts were collected for the members of the 12th-grade cohort 

in the fall of 1992. 
 Appendix C—Technical Notes and Methodology 

265 

The report used the Second Follow-up Survey and High School Transcript Study to examine coursetaking patterns. Transcript data were available for about 17,200 students. For purposes 

of this report, the analysis sample was limited to public high school students using G12CTRL2. 

This group was reduced further by including only high school graduates using the variable 

F2RREAS1. The analysis sample included 11,788 public high school students who graduated in 

1992 and had complete transcripts available. Standard errors were computed using the Taylor 

series approximation method. For more information on the Second Follow-up Survey of 

NELS:88, see Second Follow-up: Transcript Component Data File User’s Manual (Ingels et al. 

1995).

High School Transcript Studies of 1990, 1994, and 1998 

This report used three national transcript studies conducted in 1990, 1994, and 1998 as part 

of the congressionally mandated NAEP, funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education, and conducted by NCES. The overall goal of 

NAEP is to determine the nation’s progress in education. Conducted in association with NAEP, 

the High School Transcript Studies (HSTS) provided coursetaking and demographic information 

for a stratified, nationally representative sample of high school seniors. The 1990 transcript file 

included the high school transcripts of 21,531 seniors from about 330 schools, while the 1994 

transcript file included the high school transcripts of 24,844 seniors from 340 schools. The 1998 

HSTS collected transcript data from 25,422 seniors in 264 high schools. Like HS&B and 

NELS:88, the availability of complete high school transcripts and students’ graduation status defined the NAEP student samples included in this report. The analysis sample was limited to public high school students using the variable STYPE. This group was reduced further by including 

only high school graduates with regular or honors diplomas using the variable EXSTAT. 

The final analysis samples were 16,507 for 1990; 23,706 for 1994; and 23,176 for 1998. 

Standard errors were computed using the jackknife replication method. For further information 

about NAEP High School Transcript Studies, see The 1998 High School Transcript Study User’s 

Guide and Technical Report (Roey et al. 2001a); and The 1998 High School Transcript Study 

Tabulations: Comparative Data on Credits Earned and Demographics for 1998, 1994, 1990, 

1987, and 1982 High School Graduates (Roey et al. 2001b). 

Description of Key Population Variables 

For each data set described above, variables were constructed to classify graduates according to their special and protected population status. When a comparable variable could not be 

constructed for a particular data set, the variable was not reported for the data set and “not avail-
Appendix C—Technical Notes and Methodology 

266 

able” was inserted in the tables in the appropriate places. Procedures used to construct each key 

population variable are described below. 

Race/ethnicity—Variables used included RACE (HS&B); F2RACE1 (NELS:88); and 

DRVDRACE (HSTS 1990, 1994, 1998). 

Sex—Variables used included SEX (HS&B); F2SEX (NELS:88); and SEX (HSTS 1990, 

1994, 1998). 

Disability status (grade 12)—For HS&B, disability status was constructed from a number 

of student-reported items. Construction of a disability status variable for NELS:88 based on 

similar parent-reported items produced a noncomparable variable, which was dropped from 

the analysis. For the HSTS data sets, HCFLAG was used, which was derived from schoolreported information. 

English proficiency (grade 12)—Variables used included LEP (HSTS 1990); QLEP (HSTS 

1994); and Q02 (HSTS 1998), which were based on school-reported information. Comparable variables were not available for HS&B and NELS:88. 

Grade-point average (GPA)—This variable indicates the GPA for all courses that graduates 

took during high school. It was calculated directly from transcript grades for HS&B and 

NELS. The variable GPA_C was used for the HSTS data sets. 

Academic coursework completed—This variable was constructed based on the mathematics, science, and English courses with greater than 0.0 credits listed on students’ transcripts. 

The “low” and “high” categories described in the glossary under “academic coursework 

completed” were based on variables constructed to place students in different levels of an 

academic “pipeline.” These pipelines organize courses in each subject based on the normal 

progression and difficulty of courses within that subject area (see Levesque 2003). 

Grade 9 mathematics—As described in the glossary, this variable was constructed based on 

the highest mathematics course for which a student received greater than 0.0 credits in 

grade 9. 

School urbanicity—Variables used included SCHURB (HS&B); G12URBAN3 (NELS:88); 

and URBAN (HSTS 1998). Comparable variables were not available for HSTS 1990 and 

1994. 
 Appendix C—Technical Notes and Methodology 

267 

Percent in school lunch program—Variables used to construct this measure of school poverty included Q29 (HSTS 1994) and Q46 (HSTS 1998). Comparable variables were not 

available for HS&B, NELS:88, and HSTS 1990. 

Accuracy of Estimates 

The estimates in this report are derived from a sample and subject to two broad classes of 

error—nonsampling errors and sampling errors. Nonsampling errors occur not only in sample 

surveys but also in complete censuses of entire populations. Nonsampling errors can be attributed 

to a number of factors: inability to obtain complete information about all students in all institutions in the sample (some students or institutions refused to participate, or students or school 

staff participated but answered only certain items); ambiguous definitions; differences in interpreting questions; inability or unwillingness to give correct information; mistakes in recording or 

coding data; and other errors of collecting, processing, and sampling data. Although nonsampling 

errors due to questionnaire and item nonresponse can be reduced somewhat by adjusting sample 

weights, correcting all the forms of nonsampling errors that may be operating, or gauging the effects of these errors, is usually difficult. 

Sampling errors occur because observations are made only on samples of students, not on 

entire populations. Surveys of population universes are not subject to sampling errors. Estimates 

based on a sample will differ somewhat from those that would have been obtained by a complete 

census of the relevant population using the same survey instruments, instructions, and procedures. The standard error is a measure of the variability due to sampling when estimating statistics. Standard errors can be used as a measure of the precision expected from a particular sample. 

If all possible samples were surveyed under similar conditions, intervals of 1.96 standard errors 

below to 1.96 standard errors above a particular statistic would include the true population parameter being estimated in about 95 percent of the samples. In addition, the standard errors for 

two sample statistics can be used to estimate the precision of the estimate of the difference between the two statistics and to help determine whether the difference based on the sample is large 

enough so that it can be assumed to represent a difference in the population. 

Because HS&B, NELS:88, and NAEP data were collected using complex sampling designs, the standard errors of the estimates from these surveys are typically different than would be 

expected if the sample had been a simple random sample and the observations were independent 

and identically distributed random variables. Not taking the complex sample design into account 

can lead to an underestimate of the sampling variance associated with an estimate. In order to 

generate accurate standard errors for the statistics reported in this study, the Taylor series approximation method and jackknife replication methods were used. In particular, standard errors 
Appendix C—Technical Notes and Methodology 

268 

of estimates from the HS&B and NELS:88 data were computed using the Taylor series approximation and standard errors of estimates from the HSTS 1990, 1994, and 1998 data were computed using the jackknife replication method. For more information about these methods see 

Wolter (1985). 

Statistical Procedures 

The comparisons in the text have all been tested for statistical significance to ensure that 

differences are larger than those that might be expected due to sampling variance. Two types of 

statistical tests have been used and reported in the text. 

Testing the difference between two means or percentages. The Student’s t statistic was 

used to test the likelihood that the differences between two independent percentages were larger 

than would be expected due to sampling error. The Student’s t values can be computed for comparisons using the estimates in the report’s tables with the following formula: 

t = E1− E2

(se1)

2 + (se2 )2 (1) 

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. This formula is valid only for independent estimates. When the estimates are not independent (for example, when comparing estimates that are parts of a percentage distribution), a 

covariance term must be added to the denominator of the t-test formula. Because the actual covariances were not known, it was assumed that the estimates were perfectly negatively correlated. 

Consequently, 2*(se1*se2) was added within the square root of the denominator of the t-test formula for dependent estimates. 

Testing the difference between differences. Another statistical test used in this report assessed the difference between two difference estimates. For example, to test whether the gap between males and females in a specific year (for example, 1982) differed significantly from the 

gap between these two groups in another year (for example, 1998), a test of the difference between differences was performed using the following formula: 

 t = (E11-E21)-(E12-E22) / sqrt{(se11

2

+se21

2

)+(se12

2

+se22

2

)} (2) 

where E11 and E21 are the estimates for the two comparison groups at time 1 (e.g., E11-E21 is the 

difference between males and females at time 1), E12 and E22 are the estimates for the two comparison groups at time 2 (e.g., E12-E22 is the difference between males and females at time 2), and 

se11, se21, se12, and se22 are their corresponding standard errors. 
 Appendix C—Technical Notes and Methodology 

269 

T values and alpha levels. Generally, whether a difference is considered statistically significant is determined by calculating a t value for the difference, and comparing this value to 

published tables of values at certain critical levels, called alpha levels. The alpha level is an a 

priori statement of the probability of inferring that a difference exists when, in fact, it does not. 

The alpha level used in this report is .05; differences discussed in the text have been tested and 

found significant at this level. Two-tailed tests were performed. 

In order to make proper inferences and interpretations from the statistics, several points 

must be kept in mind. First, comparisons resulting in large t statistics may appear to merit special 

consideration. However, this is not always the case because the size of the t statistic depends not 

only on the observed differences between the two estimates being compared but also on the standard error of the difference. Thus, a small difference between two groups with a much smaller 

standard error could result in a large t statistic, but this small difference is not necessarily noteworthy. 

Second, when multiple statistical comparisons are made, it becomes increasingly likely that 

a finding of a statistically significant difference is erroneous. Even when there is no difference in 

the population, at an alpha level of .05, there is still a 5 percent chance of concluding that an observed t value representing one comparison in the sample is large enough to be statistically significant. As the number of comparisons increases, so does the risk of making such an error in 

inference. 

To guard against errors of inference based upon multiple comparisons, the Bonferroni procedure to correct significance tests for multiple contrasts was used. This method corrects the significance (or alpha) level for the total number of contrasts made with a particular classification 

variable. For each classification variable, there are K possible contrasts (or nonredundant pairwise comparisons), where K=(N*(N–1)/2) and N is the number of categories in the variable (e.g., 

because the school urbanicity variable has 3 categories (N=3), there are (3*2)/2=3 possible comparisons among the categories). The Bonferroni procedure divides the alpha level for a single t 

test (for example, .05) by the number of possible pairwise comparisons in order to provide a new 

alpha that adjusts for all possible multiple comparisons.