U.S. Department of Education 

NCES 2006–309rev 

The Postsecondary 

Educational Experiences 

of High School Career 

and Technical Education 

Concentrators 

Selected Results From the 

NELS:88/2000 Postsecondary 

Education Transcript Study 

(PETS) 2000 

E.D. TAB 

July 2006 

Jennifer Laird 

Xianglei Chen 

Karen Levesque 

MPR Associates, Inc. 

Jeffrey Owings 

Project Officer 

National Center for 

Education Statistics 
U.S. Department of Education 

Margaret Spellings

Secretary 

Institute of Education Sciences 

Grover J. Whitehurst 

Director 

National Center for Education Statistics 

Mark Schneider 

Commissioner 

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

and reporting data related to education in the United States and other nations. It fulfills a congressional 

mandate to collect, collate, analyze, and report full and complete statistics on the condition of 

education in the United States; conduct and publish reports and specialized analyses of the meaning 

and significance of such statistics; assist state and local education agencies in improving their statistical 

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NCES activities are designed to address high-priority education data needs; provide consistent, reliable, 

complete, and accurate indicators of education status and trends; and report timely, useful, and highquality data to the U.S. Department of Education, the Congress, the states, other education 

policymakers, practitioners, data users, and the general public. Unless specifically noted, all information 

contained herein is in the public domain. 

We strive to make our products available in a variety of formats and in language that is appropriate to a 

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report, we would like to hear from you. Please direct your comments to 

 National Center for Education Statistics 

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July 2006 

The NCES World Wide Web Home Page is http://nces.ed.gov. 

The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch. 

This publication is only available online. To download, view, and print the report as a PDF file, go to the 

NCES World Wide Web Electronic Catalog address shown above. 

Suggested Citation 

Laird, J., Chen, X., and Levesque, K. (2006). The Postsecondary Educational Experiences of High School 

Career and Technical Education Concentrators: Selected Results From the NELS:88/2000 Postsecondary 

Education Transcript Study (PETS) 2000 (NCES 2006–309rev). U.S. Department of Education, Washington, 

DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch. 

Content Contact 

Jeffrey Owings 

(202) 502-7423 

jeffrey.owings@ed.gov
iii 

Acknowledgments 

The authors wish to acknowledge the contribution of many individuals to the production 

of this report. At MPR Associates, Andrea Livingston, Barbara Kridl, Patti Gildersleeve, and 

Natesh Daniel edited, proofed, and formatted the report. Laura Horn and Denise Bradby 

reviewed early drafts and made helpful comments. 

 At NCES, Jeff Owings reviewed the report at multiple stages providing helpful 

comments and also coordinated the review of others. Lisa Hudson (NCES) and Cliff Adelman 

(Office of Vocational and Adult Education) provided very important conceptual, methodological, 

and editorial suggestions. Staff from the Education Statistics Services Institute, along with 

Shelley Burns, conducted the technical review. At the Institute of Education Sciences (IES), 

Duc-Le To coordinated the review of two external reviewers. We appreciate the careful attention 

given to this report by each reviewer.
THIS PAGE INTENTIONALLY LEFT BLANK 
v 

Contents 

Page 

Acknowledgments ..................................................................................................................... iii 

List of Tables ............................................................................................................................. vi 

List of Figures ........................................................................................................................... x 

Introduction .............................................................................................................................. 1 

High School and Postsecondary Transcript Data.................................................................. 2 

Selected Findings ...................................................................................................................... 9

References ................................................................................................................................. 19

Tables ......................................................................................................................................... 21

Appendix A—Glossary ............................................................................................................ A-1

Appendix B—Technical Notes ................................................................................................ B-1

Appendix C—Crosswalks of High School Career and Technical Education (CTE) 

Fields and Postsecondary Coursework and Majors .................................... C-1

Appendix D—Standard Error Tables .................................................................................... D-1 
vi 

List of Tables 

Table Page 

1 Percentage distribution of 1992 12th-grade students, by high school curriculum 

concentration for total group of students, for career and technical education 

(CTE) concentrators, and for college preparatory concentrators................................... 23 

2 Percentage distribution of 1992 12th-grade students who were career and 

technical education (CTE) concentrators, by CTE field................................................ 24 

3-A Percentage of 1992 12th-grade students with selected demographic 

characteristics, by high school curriculum concentration.............................................. 25 

3-B Percentage of 1992 12th-grade students with selected pre-high school academic 

characteristics, by high school curriculum concentration.............................................. 26 

4 Percentage distribution of 1992 12th-grade students according to highest level of 

mathematics completed in high school, by high school curriculum concentration....... 27 

5 Percentage of 1992 12th-grade students who enrolled in postsecondary education 

between 1992 and 2000, and among those enrolled, percentage distribution of the 

elapsed time between high school graduation and postsecondary enrollment and 

the type of first institution enrolled, by high school curriculum concentration............. 28 

6 Undergraduate total, academic, and career-related credits earned as of 2000 by 

1992 12th-grade students who enrolled in postsecondary education between 1992 

and 2000, by high school curriculum concentration and institution type...................... 29 

7 Percentage of students who earned any undergraduate credits in specific careerrelated fields among 1992 12th-graders who enrolled in postsecondary education 

between 1992 and 2000, by high school curriculum concentration and institution 

type ................................................................................................................................ 31 

8 Average number of undergraduate credits earned in specific career-related fields 

among 1992 12th-graders who enrolled in postsecondary education between 

1992 and 2000 and who took a course in the field, by high school curriculum 

concentration and institution type.................................................................................. 33 

9 Percentage distribution of postsecondary attainment and enrollment status in 

2000 among 1992 12th-grade students who enrolled in postsecondary education 

between 1992 and 2000, by high school curriculum concentration .............................. 35 
List of Tables 

vii 

Table Page 

10 Percentage distribution of certificate majors among 1992 12th-grade students 

who had earned a certificate by 2000, by high school curriculum concentration ......... 36 

11-A Percentage distribution of associate’s degree majors among 1992 12th-grade 

students who had earned an associate’s degree by 2000, by high school 

curriculum concentration: Academic fields................................................................... 37 

11-B Percentage distribution of associate’s degree majors among 1992 12th-grade 

students who had earned an associate’s degree by 2000, by high school 

curriculum concentration: Career-related fields ............................................................ 38 

12-A Percentage distribution of bachelor’s degree majors among 1992 12th-grade 

students who had earned a bachelor’s degree by 2000, by high school curriculum 

concentration: Academic fields ..................................................................................... 39 

12-B Percentage distribution of bachelor’s degree majors among 1992 12th-grade 

students who had earned a bachelor’s degree by 2000, by high school curriculum 

concentration: Career-related fields............................................................................... 40 

13 Percentage of 1992 12th-grade students who were career and technical education 

(CTE) concentrators and earned various amounts of undergraduate credits in a 

related career field among those who enrolled in postsecondary education 

between 1992 and 2000, by high school CTE field....................................................... 41 

14 Percentage of 1992 12th-grade students who were career and technical education 

(CTE) concentrators and earned a postsecondary degree or certificate among 

students who enrolled in postsecondary education between 1992 and 2000 and 

percentage whose degree or certificate was in a related career field between 1992 

and 2000, by high school CTE field .............................................................................. 42 

15 Percentage distribution of postsecondary attainment and enrollment status among 

1992 12th-grade students who were career and technical education (CTE) 

concentrators and had enrolled in postsecondary education between 1992 and 

2000, by number of undergraduate credits earned in a related career field................... 43 

Appendix C 

C1 Crosswalk of high school curriculum areas and related postsecondary courses ........... C-3 

C2 Crosswalk of high school curriculum areas and related postsecondary majors, by 

postsecondary certificate and degree ............................................................................. C-7 
List of Tables

viii 

Table Page 

Appendix D 

D1 Standard errors for table 1: Percentage distributions of 1992 12th-grade students, by 

high school curriculum concentration for total group of students, for career and 

technical education (CTE) concentrators, and for college preparatory 

concentrators.................................................................................................................. D-3 

D2 Standard errors for table 2: Percentage distribution of 1992 12th-grade students who 

were career and technical education (CTE) concentrators, by CTE field ..................... D-4 

D3-A Standard errors for table 3-A: Percentage of 1992 12th-grade students with selected 

demographic characteristics, by high school curriculum concentration........................ D-5 

D3-B Standard errors for table 3-B: Percentage of 1992 12th-grade students with selected 

pre-high school academic characteristics, by high school curriculum concentration ... D-6 

D4 Standard errors for table 4: Percentage distribution of 1992 12th-grade students 

according to highest level of mathematics completed in high school, by high school 

curriculum concentration ............................................................................................... D-7 

D5 Standard errors for table 5: Percentage of 1992 12th-grade students who enrolled in 

postsecondary education between 1992 and 2000, and among those enrolled, 

percentage distribution of the elapsed time between high school graduation and 

postsecondary enrollment and the type of first institution enrolled, by high school 

curriculum concentration ............................................................................................... D-8 

D6 Standard errors for table 6: Undergraduate total, academic, and career-related credits 

earned as of 2000 by 1992 12th-grade students who enrolled in postsecondary 

education between 1992 and 2000, by high school curriculum concentration and 

institution type ............................................................................................................... D-9 

D7 Standard errors for table 7: Percentage of students who earned any undergraduate 

credits in specific career-related fields among 1992 12th-graders who enrolled in 

postsecondary education between 1992 and 2000, by high school curriculum 

concentration and institution type.................................................................................. D-11 

D8 Standard errors for table 8: Average number of undergraduate credits earned in 

specific career-related fields among 1992 12th-graders who enrolled in 

postsecondary education between 1992 and 2000 and who took a course in the field, 

by high school curriculum concentration and institution type....................................... D-13 

D9 Standard errors for table 9: Percentage distribution of postsecondary attainment and 

enrollment status in 2000 among 1992 12th-grade students who enrolled in 

postsecondary education between 1992 and 2000, by high school curriculum 

concentration.................................................................................................................. D-15 
List of Tables 

ix 

Table Page 

D10 Standard errors for table 10: Percentage distribution of certificate majors among 

1992 12th-grade students who had earned a certificate by 2000, by high school 

curriculum concentration ............................................................................................... D-16 

D11-A Standard errors for table 11-A: Percentage distribution of associate’s degree majors 

among 1992 12th-grade students who had earned an associate’s degree by 2000, by 

high school curriculum concentration: Academic fields ............................................... D-17 

D11-B Standard errors for table 11-B: Percentage distribution of associate’s degree majors 

among 1992 12th-grade students who had earned an associate’s degree by 2000, by 

high school curriculum concentration: Career-related fields......................................... D-18 

D12-A Standard errors for table 12-A: Percentage distribution of bachelor’s degree majors 

among 1992 12th-grade students who had earned a bachelor’s degree by 2000, by 

high school curriculum concentration: Academic fields ............................................... D-19 

D12-B Standard errors for table 12-B: Percentage distribution of bachelor’s degree majors 

among 1992 12th-grade students who had earned a bachelor’s degree by 2000, by 

high school curriculum concentration: Career-related fields......................................... D-20 

D13 Standard errors for table 13: Percentage of 1992 12th-grade students who were 

career and technical education (CTE) concentrators and earned various amounts of 

undergraduate credits in a related career field among those who enrolled in 

postsecondary education between 1992 and 2000, by high school CTE field .............. D-21 

D14 Standard errors for table 14: Percentage of 1992 12th-grade students who were 

career and technical education (CTE) concentrators and earned a postsecondary 

degree or certificate among students who enrolled in postsecondary education 

between 1992 and 2000 and percentage whose degree or certificate was in a related 

career field education between 1992 and 2000, by high school CTE field ................... D-22 

D15 Standard errors for table 15: Percentage distribution of postsecondary attainment and 

enrollment status among 1992 12th-grade students who were career and technical 

education (CTE) concentrators and had enrolled in postsecondary education between 

1992 and 2000, by number of undergraduate credits earned in a related career 

field................................................................................................................................ D-23 

 
x 

List of Figures 

Figure Page 

1 Secondary School Taxonomy.......................................................................................... 7 
1 

Introduction 

Students’ coursetaking during high school plays a critical role in their ability to transition 

to postsecondary education and pursue a range of postsecondary majors and degree options. In 

particular, the importance of academic courses taken during high school is well documented 

(Adelman 2004a, 1999; Adelman, Daniel, and Berkovits 2003; Horn and Kojaku 2001). For 

example, research has shown that students who complete a higher level mathematics course in 

high school are more likely to enroll in a 4-year college, persist through postsecondary 

education, and earn a bachelor’s degree (Adelman, Daniel, and Berkovits 2003; Horn and 

Kojaku 2001). 

Less understood are the associations between high school courses that prepare students for 

the world of work, now commonly referred to as career and technical education (CTE) courses, 

and students’ postsecondary educational experiences. Since 1990, federal policy has encouraged 

stronger secondary–postsecondary linkages for high school students who participate in CTE 

courses. The policies have called upon educators to develop strategies to strengthen academic 

preparation among these students and to develop tech-prep programs that integrate and articulate 

secondary and postsecondary curricula (Silverberg et al. 2004). 

The purpose of this publication is twofold. First, it presents data on the postsecondary 

educational experiences of students from the high school class of 1992 who concentrated in CTE 

while in high school, including information on their postsecondary enrollment, coursetaking, and 

degree attainment. Second, it demonstrates the richness and unique potential of the dataset 

analyzed, the National Education Longitudinal Study of 1988 (NELS:88/2000). NELS:88/2000 

is one of only two data collections—and the most recent—to have gathered both high school and 

postsecondary transcripts from a nationally representative sample of students.1

 Other analysts, 

notably Adelman, have used NELS:88/2000 to examine relations between academic 

coursetaking in high school and postsecondary experiences (Adelman 2006, 2004b; Adelman, 

Daniel, and Berkovits 2003). The contribution of this current publication is its focus on high 

school CTE students and their subsequent educational experiences. 

 

1

 The earlier study, the High School and Beyond/Sophomore Cohort (HS&B:So), collected these two sets of transcripts for a 

sample of 1982 12th-graders. 
Introduction 

2 

Using information from the NELS:88/2000 high school and postsecondary transcripts, this 

publication presents data to describe 

• the proportion of high school CTE concentrators from the class of 1992 who attended 

college by 2000; 

• the types of institutions they first attended; 

• their coursetaking patterns at the postsecondary level; 

• the proportion of CTE concentrators who earned a postsecondary credential or degree; 

• the extent that students who concentrated in CTE in high school pursued the same field at 

the postsecondary level; and 

• whether CTE concentrators who took postsecondary courses related to the career field 

they studied in high school were more likely to attain a postsecondary degree. 

This publication is primarily a collection of tables, with some selected findings highlighted in 

the text. Standard error tables are included to enable interested readers to perform additional 

statistical testing. It is important to note that the results highlighted here, and any others that can 

be calculated from the tables, should not be interpreted as causal or direct relationships. 

Observed difference may be the result of other factors or variables not controlled for in all 

analyses. For example, information will be presented to show that CTE concentrators entered 

high school with lower academic performance than other students. Later tables describe the 

lower postsecondary attainment rates of CTE concentrators. This publication does not attempt to 

parse out the potentially independent impacts of lower pre-high school academic performance 

and high school CTE coursetaking on postsecondary attainment. Rather, it seeks to describe the 

postsecondary experiences of CTE concentrators, and also provide contextual information about 

the demographic and pre-high school academic characteristics of these students. 

High School and Postsecondary Transcript Data 

The National Education Longitudinal Study of 1988 (NELS:88/2000) is a longitudinal 

study that began in 1988 with a nationally representative sample of 8th-graders in U.S. public 

and private schools. The cohort was surveyed again in 1990, when most cohort members were in 

10th grade; in 1992, when most members were in 12th grade; and in 1994 and 2000, when most 

members had been out of high school for 2 and 8 years, respectively. Respondents were asked 

questions about a range of topics across the survey waves, including the grades they earned 

during middle school (asked in the 8th-grade survey), their postsecondary plans and 

expectations, extracurricular activities, home experiences, and in later surveys, about 

employment, earnings, and family formation experiences. The high school transcript data were 

collected in 1992 and the postsecondary transcript data were collected in 2000. Postsecondary 
Introduction 

3 

transcripts were requested for students who participated in the 2000 Fourth Follow-up and 

reported having attended at least one U.S. postsecondary institution since high school graduation. 

Other components of the dataset include surveys of students’ teachers, parents, and school 

administrators and achievement data collected through standardized testing. The range and 

multiple sources of information available through NELS provide many opportunities for 

researchers to study the link between high school experiences and postsecondary outcomes. 

The analysis sample for this publication consists of the NELS:88/2000 respondents who 

were in 12th grade in 1992 in either a public or private school and for whom complete high 

school transcripts were collected. Some of the tables further restrict the sample to students who 

enrolled in a postsecondary institution by 2000, and others further restrict it to those who have 

complete postsecondary transcripts. Appendix B contains more details about these samples and 

the analyses undertaken. 

High School Curriculum Concentration 

For this study, high school curriculum concentration is determined using the Secondary 

School Taxonomy (SST), developed for the National Center for Education Statistics (NCES), 

which classifies high school courses into three main curricular areas: academic, career and 

technical education (CTE), and enrichment/other (see figure 1 at the end of this section). Within 

the CTE area, courses are classified into general labor market preparation, family and consumer 

sciences education, and specific labor market preparation.2 This publication focuses on specific 

labor market preparation courses that prepare students for a specific occupation or set of related 

occupations, or for further study of the occupational field at the postsecondary level. Specific 

labor market preparation courses are classified into 10 broad CTE fields: agriculture and 

renewable resources, business, marketing, health care, protective and public services, technology 

and communications, trade and industry, food service and hospitality, child care and education, 

and personal and other services. 

This publication focuses on 12th-grade students in 1992 who concentrated in at least 1 of 

the 10 identified CTE occupational fields during high school, referring to them as “CTE 

concentrators.” The postsecondary educational experiences of this group are compared with 

those of students identified in this study as “college preparatory concentrators” and “general 

education students.” The college preparatory concentrators are further classified into three 

subgroups based on the level and intensity of their academic coursework: those who completed a 

 

2

 General labor market preparation courses teach general employment skills, such as typewriting, word processing, and 

introductory technology skills. Family and consumer sciences education courses are designed to prepare students for family and 

consumer roles outside the paid labor market. 
Introduction 

4 

core curriculum, a mid-level curriculum, or a rigorous curriculum. The following definitions are 

used in this publication: 

• CTE concentrators: Students who earned 3 or more Carnegie units3

 in any one of the 

10 specific labor market preparation fields.4

• College preparatory concentrators include the following three groups:5

Core curriculum: Students who earned 4 Carnegie units in English and 3 each in 

mathematics, science, and social studies. 

Mid-level curriculum: Students who exceeded the core curriculum by earning at least 

2 Carnegie units in foreign language, any units in geometry, and any units in at least 

two of the following science courses: biology, chemistry, or physics. 

Rigorous curriculum: Students who exceeded the core curriculum by earning 4 

Carnegie units in mathematics (including units in precalculus or higher) and 3 each in 

foreign language and science (including units in biology, chemistry, and physics). 

• Dual CTE and college preparatory concentrators: Students who completed both a 

CTE concentration and a college preparatory concentration, as defined above.6

• General education students: Students who did not meet either the CTE or the college 

preparatory concentrators criteria. 

This publication’s focus on students who concentrate in CTE is due, in part, to interest by 

educators and policymakers in information about the extent to which high school CTE students 

go on to pursue further training and education at the postsecondary level in a related CTE field 

(reported in the last set of tables). This requires identifying students’ high school CTE fields. In 

 

3 Carnegie units are a standardized metric for secondary course credits in which 1.0 unit is equivalent to completing a course that 

meets one period per day for an entire school year. 

4

 The CTE concentrator definition used here has been used in previous NCES studies of vocational/technical education, now 

called “career and technical education” (see, for example, Levesque et al. 2000; Levesque 2003). The previous reports referred to 

these students as “vocational concentrators” (Levesque et al. 2000) or “occupational concentrators” (Levesque 2003). 

5

 The college preparatory categories used here are slight modifications of categories used in a report that studied the relationship 

between high school academic curricula and the persistence of undergraduates 3 years after entering 4-year institutions (Horn and 

Kojaku 2001). The definitions in that report were based on three sources: the core curriculum recommended in A Nation at Risk

as “the New Basics” by the National Commission on Excellence in Education (1983), the high school mathematics course-level 

analyses of Burkam, Lee, and Smerdon (1996), and Adelman’s (1999) research on the effects of secondary school courses taken 

on postsecondary outcomes. Other researchers have used additional indicators to identify college preparatory students, such as 

senior class rank, grade point average, and standardized test scores (Berkner and Chavez 1997). However, because the CTE 

concentrators were identified through coursetaking alone, coursetaking was the only information used to classify students into the 

other curriculum categories. 

6

 In the tables, this group is shown both separately and combined with the group of students who completed only a CTE 

concentration to form a total group of CTE concentrators. The decision to combine the dual CTE and college preparatory 

concentrators with the other CTE concentrators, rather than with the other college preparatory concentrators, reflects this 

publication’s focus on CTE concentrators rather than on college preparatory concentrators. 
Introduction 

5 

this publication and previous NCES and National Assessment of Vocational Education reports, 

this is done by identifying students who completed at least 3 units in one CTE field (Silverberg 

et al. 2004; Levesque 2003; Levesque et al. 2000). Other analysts might choose different 

definitions, offering an example that a student who wants to manage a farm may take two 

agricultural courses, an accounting course, and a marketing course, and may be a purposeful 

concentrator. However, it would be impossible to identify all possible combinations of CTE 

courses that might reflect a thoughtful CTE program of study. Thus, this report adopts the 

definition of CTE concentrators that has been used in other reports, while acknowledging that it 

does not capture all students who may have focused on a CTE field while in high school.7

Another limitation of the data is that students started high school in 1988, before the Carl 

D. Perkins Vocational and Applied Technology Act Amendments of 1990 and the School-toWork Opportunities Act of 1994 encouraged stronger secondary–postsecondary linkages for high 

school students who participate in CTE courses (Silverberg et al. 2004). The next large-scale 

national study that will collect both high school and postsecondary transcripts is the Education 

Longitudinal Study (ELS), which gathered high school transcripts in 2004 and is scheduled to 

collect postsecondary transcripts in 2012. 

It is also important to point out that these data do not contain information on program 

quality. Some high school CTE programs are aligned with external credentialing agencies and 

are formally linked to postsecondary programs where students can acquire additional 

certifications and credentials. It is likely that high-quality high school CTE programs that 

provide rigorous technical training and help students connect to postsecondary programs would 

be associated with higher proportions of students entering postsecondary education. The NELS 

data do not contain this information, and in the late 1980s and early 1990s when these students 

were in high school, it is possible that fewer such programs existed than do today. Thus, the 

estimates presented here may underestimate the postsecondary experiences of CTE concentrators 

who completed high school in the late 1990s and early 2000s. 

Postsecondary Educational Experiences 

This publication presents data on a range of postsecondary experiences, with information 

provided for each curriculum concentration group listed above. The postsecondary information 

includes the following: 

 

7

 Exploratory analyses were conducted to consider other definitions, such as at least 4 CTE credits with at least 2 coming from 

one CTE field. Those analyses revealed only 4 percent of students took 4 or more CTE credits without also being a CTE 

concentrator (i.e., with 3 of those credits in one field), and only 1 percent took 5 or more CTE credits without also being a CTE 

concentrator. Thus, while the definition of CTE concentrator in this report may be conservative, it appears that it captures the 

majority of students who studied a CTE field in depth in high school. 
Introduction 

6 

• Percentage of students who enrolled in any postsecondary education by 2000; 

• Time elapsed between students’ graduation from high school and their first enrollment 

in college; 

• Type of institution in which students first enrolled (4-year, community college, and 

other); 

• Undergraduate credits earned (total, academic, and career-related); 

• Postsecondary credits earned in a related career field; 

• Highest postsecondary credential earned (certificate, associate’s degree, bachelor’s or 

higher degree); 

• Field of postsecondary credential; and 

• Postsecondary credential earned in a field related to high school concentration field. 

A glossary of the NELS:88/2000 variables used in this publication is provided in appendix A. 
Introduction 

7 

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 Career and Technical Education 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 AND COMMUNICATION

Other Technology

Electronic technology

Electromechanical technology

Industrial production technology

Chemical technology

Engineering technologies

Communications and

Related 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
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Selected Findings 

This section presents selected findings from the analysis, focusing on career and technical 

education (CTE) concentrators and comparing this group with college preparatory concentrators 

and general education students. Because the focus is on CTE concentrators, students who 

completed a dual CTE and college preparatory concentration are grouped with the “CTE only” 

concentrator category to form a “CTE (total)” concentrator group, and are also shown separately 

in the tables. Although the tables include information for college preparatory students at each of 

the three levels of rigor, this discussion of selected findings mostly refers to the total group of 

“college preparatory only” concentrators (i.e., those who did not also complete a CTE 

concentration). All differences noted here are statistically significant at the p ≤ .05 level based on 

two-tailed t-tests. Standard error tables are included in appendix D to enable readers to conduct 

additional comparisons not specifically addressed in this section. 

What percentage of students completed each high school curriculum? 

• About one in five students (21 percent) from the senior class of 1992 were CTE 

concentrators (table 1). Of those students, roughly one-quarter (26 percent) were dual 

concentrators, completing both a CTE and college preparatory curriculum. Dual CTE 

and college preparatory concentrators make up 6 percent of the total 12th-grade class 

of 1992. 

• About 38 percent of all 12th-grade students were exclusively college preparatory 

concentrators (i.e., college preparatory only concentrators) (table 1). This group is 

further broken down into three subgroups by the level and intensity of their academic 

coursework. The majority of the college preparatory only concentrators (61 percent) 

completed a mid-level academic curriculum, while 23 percent took just the core 

curriculum, and 16 percent completed the rigorous course of study. 

• Students who completed dual CTE and college preparatory concentrations tended to 

complete a less rigorous academic program than students who were college 

preparatory only concentrators. Specifically, the former group of students were more 

likely to have finished just the core curriculum (46 vs. 23 percent) and less likely to 

have completed the mid-level (50 vs. 61 percent) or the rigorous curriculum (5 vs. 16 

percent) (table 1). 

• About 4 in 10 students (41 percent) had a general education preparation—that is, they 

did not complete either a college preparatory or a CTE concentration (table 1). 
Selected Findings 

10 

What career fields did CTE concentrators study during high school?

• Trade and industry, business, and agriculture and natural resources were the top three 

fields for CTE concentrators: a total of 82 percent of all CTE concentrators were in 

one of these fields (table 2). Public and protective services, food service and 

hospitality, child care and education, and health care were the least common fields, 

each containing 2 percent or fewer of all the CTE concentrators. 

• There were some differences in the types of fields studied by students who completed 

only a CTE concentration and those who completed dual CTE and college preparatory 

concentrations (table 2). The CTE only concentrators were more likely to concentrate 

in trade and industry (table 2), personal and other services, food service and 

hospitality, and child care and education, while dual CTE and college preparatory 

concentrators were more likely to concentrate in business and technology and 

communications. 

What were the demographic and previous academic characteristics of CTE 

concentrators? 

To provide context for later tables which describe students’ post-high school experiences, 

demographic and pre-high school academic information for each high school concentration 

group is presented in tables 3-A and 3-B. As will be detailed, the groups differed on a number of 

characteristics before they entered high school. This highlights the importance of not making 

direct causal inferences about the associations between high school concentration and 

postsecondary experiences. 

• About 6 of 10 CTE concentrators were males (table 3-A). While CTE students were 

more likely to be male, college preparatory students were more likely to be female. 

There were no measurable gender differences among general education students. 

• About three-quarters of CTE concentrators were White, 10 percent were Black, 10 

percent were Hispanics, and smaller proportions were Asians/Pacific Islanders or 

American Indians/Alaska Natives (table 3-A). This racial/ethnic distribution was 

consistent with the racial/ethnic distribution of all 12th-grade students in 1992, and 

with students who completed a college preparatory curriculum. In comparison with 

general education students, a larger proportion of CTE concentrators were White, and 

a smaller proportion were Hispanic. 

• Students who completed a CTE concentration in high school came from lower 

socioeconomic family backgrounds than both college preparatory and general 

education students (table 3-A).8

 

• Before completing a CTE concentration, these students entered high school with 

weaker academic preparation than college preparatory and general education students, 

 

8

 Socioeconomic status is based on information collected from parents when students were in 8th grade, including father’s 

education level, mother’s education level, father’s occupation, mother’s occupation, and family income. 
Selected Findings 

11 

as measured by scores on 8th-grade reading and mathematics standardized tests (table 

3-B).9

 While 23 percent of CTE concentrators scored in the bottom quartile on the 8thgrade test, 8 percent of college preparatory students fell into this range. At the other 

end of the scale, 18 percent of CTE concentrators scored in the highest quartile, 

compared with 47 percent of college preparatory and 28 percent of general education 

students. 

• In the spring of 8th grade, students who went on to concentrate in CTE in high school 

reported earning lower grades than students who went on to complete a college 

preparatory curriculum (i.e., a lower proportion of CTE concentrators reported earning 

“mostly As,” while higher proportions reported earning “Mostly Bs,” “Mostly Cs,” 

and “Mostly Ds”) (table 3-B).10 There were no measurable differences in self-reported 

pre-high school grades between CTE concentrators and general education students. 

What was the level of mathematics preparation during high school among CTE 

concentrators? 

The level of mathematics courses that students complete during high school is associated 

with a number of postsecondary experiences. Students who take advanced mathematics courses 

during high school are more likely to enroll in a 4-year college, less likely to take remedial 

mathematics courses in college, more likely to earn any postsecondary degree or certificate, and 

are specifically more likely to earn a bachelor’s degree (Adelman, Daniel, and Berkovits 2003). 

Although mathematics coursetaking during high school was one of the indicators used to 

classify students into the curriculum categories, it is nevertheless informative to examine the 

percentage of students in each group who completed various levels of mathematics courses. 

Information on the highest level of mathematics course in which students earned any credits 

during high school is presented in table 4. 

• Students who completed only a CTE concentration had the lowest level of 

mathematics coursetaking of all the curriculum groups (table 4). These students were 

more likely to have only reached the first two levels of mathematics coursetaking 

(“other or no math” and algebra I). The CTE only concentrators were also the least 

likely to have completed advanced courses such as trigonometry, precalculus, and 

calculus. 

• A greater percentage of dual CTE and college preparatory concentrators completed 

precalculus or calculus compared with the college preparatory only concentrators who 

 

9

 Assessment scores were based on students’ performance on 8th-grade reading and mathematics standardized tests. Composite 

scores were standardized and broken into quartiles. The distribution is different in grade 12 due to high school dropouts.

10 The variable for pre-high school grades is based on an average of self-reported grades in four subject areas (English, 

mathematics, science, and social studies) during grades 6 though 8.
Selected Findings 

12 

completed the core curriculum (22 vs. 11 percent) (table 4). The dual CTE and college 

preparatory concentrators were less likely, however, than the college preparatory only 

mid-level students (32 percent) and college preparatory only rigorous students (100 

percent) to have taken these advanced courses. 

What percentage of CTE concentrators enrolled in college? How soon after high 

school graduation did they enroll, and what types of postsecondary institutions did they 

enter? 

• By 2000, the majority of CTE concentrators from the class of 1992 had enrolled in 

postsecondary education (65 percent of the total group of CTE concentrators, 59 

percent of the CTE only subgroup, and 82 percent of the dual CTE and college 

preparatory subgroup) (table 5). Nevertheless, among all of the curriculum groups, 

enrollment rates were lowest for students who completed only a CTE concentration. 

• About three-quarters of all CTE concentrators who enrolled in a postsecondary 

institution did so within 7 months of their high school graduation (table 5). This 

immediate transition rate was not measurably different from the rate for general 

education students, but was lower than the rate for students who completed a college 

preparatory curriculum only. 

• More than half (56 percent) of all CTE concentrators began their postsecondary 

education at a community college (table 5), while 37 percent began at a 4-year 

institution, and 7 percent at another type of institution. CTE students were less likely 

than college preparatory only students to initially matriculate into a 4-year college and 

were more likely to first enter a community college or another type of institution. CTE 

concentrators were less likely than general education students to begin their 

postsecondary education at a 4-year college. 

What did students who concentrated in CTE during high school study at the 

postsecondary level? 

The next set of tables (tables 6–8) presents information about undergraduate credits earned 

by students from each high school curriculum group. Table 6 reports on total undergraduate 

credits, academic credits, and career-related credits. “Academic credits” are defined as those 

earned in the traditional liberal arts and science fields (i.e., English/letters, humanities, social 

sciences, fine and performing arts, and liberal studies), while “career-related credits” are defined 

as those earned in fields associated with occupations, such as engineering, education, and health 

(Hudson and Shafer 2004). Later tables in this publication consider the extent to which high 

school CTE concentrators continued to study the same career field at the postsecondary level 

(see tables 13–15). Therefore, career-related postsecondary courses are grouped in a manner 

consistent with their categorization at the secondary level (see figure 1). In other words, this 

publication takes the perspective of the high school CTE curriculum and maps related 

postsecondary courses onto this structure. This mapping is only one of a number of possible 
Selected Findings 

13 

approaches for identifying related postsecondary courses, and likely the most conservative 

approach. See appendixes B and C for more details on the classification of credits (and majors) 

into academic and career-related fields. 

Tables 6 through 8 present credit attainment information overall and separately by the type 

of institution in which students first enrolled (4-year institutions and community colleges). Small 

sample size prohibited reporting data separately for students who initially entered “other” types 

of institutions. The columns in table 6 that present information on the percentage of total credits 

that are academic and the percentage that are career-related are average percentages. That is, the 

ratios of academic to total credits, and of career-related to total credits, were computed for each 

student, and the average of those values was then estimated. 

• Among 12th-grade students in 1992 who subsequently enrolled in any type of 

postsecondary institution, the total group of CTE concentrators, on average, earned 

fewer total, academic, and career-related undergraduate credits than the college 

preparatory only group (table 6). As mentioned in the introduction of this report, it is 

important not to assume causality, or direct relationships, in these findings. Factors 

other than being a CTE concentrator, such as timing of entry, degree goals, or 

enrollment intensity, may play a role in this relationship. 

• Although CTE concentrators earned fewer total, academic, and career-related credits, a 

greater proportion of their credits were in career-related courses compared with college 

preparatory only concentrators (49 vs. 35 percent) (table 6). These patterns of fewer 

total, academic, and career-related credits, but a greater proportion of career-related 

credits among CTE concentrators, were also generally observed among students who 

initially enrolled in a 4-year institution and among those who started at a community 

college. The one exception was that there was no measurable difference in the average 

number of career-related credits earned by CTE concentrators and the college 

preparatory only group who started their postsecondary education at a 4-year 

institution. 

• Among students who participated in postsecondary education, irrespective of the type 

of institution first attended, CTE concentrators earned fewer total and academic 

undergraduate credits than did general education students, but more career-related 

credits (table 6). Accordingly, the proportion of undergraduate credits from careerrelated courses was greater among CTE concentrators than among general education 

students (49 vs. 40 percent). 

• Comparisons of credit attainment between CTE concentrators and general education 

students varied somewhat depending on the type of institution at which students began 

their postsecondary education. Among students who first entered 4-year institutions, 

CTE concentrators earned fewer academic credits and a greater proportion of their 

credits were in career-related fields compared with general education students, but 

there were no measurable differences in total number of undergraduate credits or the 

number of career-related courses earned by these two groups. Among those who 
Selected Findings 

14 

started at community colleges, there was no measurable difference in the total credits 

earned by these two groups, but CTE concentrators earned more career-related credits 

and fewer academic credits than did general education students. Thus, CTE 

concentrators who started community colleges, like their peers who started at 4-year 

institutions, earned a higher proportion of their credits in career-related fields than did 

general education students. 

• Nine percent of CTE concentrators who enrolled in a postsecondary institution were 

“incidental students,” a term developed by Adelman (1995) to describe those who 

earned 10 or fewer total postsecondary credits (table 6). This rate was higher than the 

rate for college preparatory only concentrators (1 percent), but not measurably 

different from the rate for general education students. 

• Information on postsecondary credits earned in specific career-related fields is 

presented in tables 7 and 8. With the exception of students who completed a rigorous 

college preparatory curriculum only, more than half of postsecondary education 

participants from the other high school curriculum groups earned postsecondary 

credits in the field of business (table 7). In addition, at least 50 percent of students in 

each of the high school concentration subgroups who participated in postsecondary 

education earned undergraduate credits in communications and related technology.11

• Across each of the high school curriculum groups, the percentage of students earning 

postsecondary credits in personal and other services, and in food service and 

hospitality, was small (ranging from 1 to 3 percent) (table 7). 

• High school CTE concentrators were less likely than the college preparatory only 

group to have taken a course in the following career-related fields: agriculture, 

marketing, communications and related technology, education and child care, health 

care, and public and protective services (table 7). There were no measurable 

differences in the proportion of CTE concentrators and college preparatory only 

concentrators who took a course in business, computer science, engineering and 

related technology, personal and other services, trade and industry, and food service 

and hospitality. There were no career-related fields in which a greater proportion of 

CTE concentrators took a course compared with college preparatory only 

concentrators. 

• CTE concentrators were more likely than general education students to have earned 

credits in business and engineering and related technology, but less likely to have 

earned credits in communications and related technology, education and child care, 

and health care (table 7). 

 

11 At the secondary level, the Secondary School Taxonomy (SST) identifies a broad CTE field of “technology and 

communications” consisting of three subfields: computer technology, communications and related technology, and “other 

technology.” Because these subfields appeared to diverge at the postsecondary level, the subfields were analyzed separately. 

Please see appendix B for more details. 
Selected Findings 

15 

What proportion of CTE concentrators who enrolled in a postsecondary institution 

earned a postsecondary certificate or degree?

• Among the total group of CTE concentrators from the class of 1992 who enrolled in a 

postsecondary institution, about half earned a postsecondary certificate or degree by 

2000, while about one-quarter (26 percent) earned a bachelor’s or higher degree (table 

9). Dual CTE college preparatory concentrators were more likely than CTE only 

concentrators to have earned any postsecondary certificate or degree (63 vs. 44 

percent), and more likely to have earned a bachelor’s degree (45 vs. 16 percent), but 

less likely to have earned a certificate as their highest degree (4 vs. 10 percent). 

• A higher proportion of college preparatory only students earned a postsecondary 

certificate or degree than both the total group of CTE concentrators and the subgroup 

of dual CTE and college preparatory concentrators (table 9). College preparatory only 

students were less likely to have an associate’s degree as their highest postsecondary 

degree than CTE only concentrators, and more likely to have earned a bachelor’s or 

advanced degree than both the total group of CTE concentrators and the subgroup of 

dual concentrators. 

• Comparing the total group of CTE concentrators with general education students, there 

was no detectable difference in the proportion who earned a postsecondary certificate 

or degree (table 9), but CTE concentrators were more likely to have earned an 

associate’s degree as their highest degree, and less likely to have earned a bachelor’s 

or advanced degree by 2000. 

• About 6 percent of the total group of CTE concentrators had not earned a 

postsecondary certificate or degree by 2000 but were still enrolled in postsecondary 

education, while 43 percent had not earned a postsecondary credential and were not 

enrolled (table 9). 

In what fields did CTE concentrators earn degrees? 

Tables 10 through 12 present information about the fields in which students earned 

postsecondary certificates and degrees. As with the postsecondary coursetaking analyses, majors 

were classified as either academic or career-related (see appendixes A and B, and table C-2 in 

appendix C, for more information on the classification of postsecondary majors). 

• The postsecondary certificates earned by the high school class of 1992 were almost 

exclusively in career-related fields (between 98 and 100 percent) (table 10).12 Among 

the total group of CTE concentrators who earned a postsecondary certificate, the most 

common field was trade and industry, with 42 percent of students who earned a 

certificate having done so in this field. The two other most common fields were 

business and health care, although there was no measurable difference in the 

 

12 Because only 1 percent of students earned a certificate in an academic field, information about specific academic fields is not 

presented for this group. 
Selected Findings 

16 

proportion of CTE concentrators who earned a certificate in health and the proportion 

who earned a certificate in food services and hospitality. 

• Almost two-thirds (64 percent) of the total group of CTE concentrators from the high 

school class of 1992 who earned an associate’s degree by 2000 majored in a careerrelated field (table 11-B). In addition, 60 percent of college preparatory concentrators 

only and 53 percent of general education students who completed an associate’s 

degree also majored in a career-related field. There were no measurable differences in 

these rates for the three main curriculum groups. In terms of specific career fields, 

CTE concentrators were more likely to have earned an associate’s degree in business 

than college preparatory only and general education students. CTE concentrators were 

less likely to have earned an associate’s degree in health care than college preparatory 

only concentrators, and more likely to have earned an associate’s degree in 

engineering and related technologies than general education students. 

• Career-related majors were also common among high school CTE concentrators who 

earned a bachelor’s degree: about 70 percent of the total group of CTE concentrators 

and both subgroups of CTE concentrators majored in a career-related field for their 

bachelor’s degree (table 12-B). This rate was higher than the rates for college 

preparatory only (54 percent) and general education students (55 percent) who earned 

a bachelor’s degree. For each of the three main high school curriculum groups, the 

most common career-related major was business. There was one exception to this 

pattern, however: among general education students, the percentage who earned a 

bachelor’s degree in business was not measurably different from the percentage of 

students who earned a degree in health. 

To what extent did high school CTE concentrators study the same career field at the 

postsecondary level? 

The last set of tables (tables 13–15) present data that describe the extent to which students 

who concentrated in CTE during high school continued to study the same career field at the 

postsecondary level. This coursework is referred to as “core-related” postsecondary coursework. 

Depending on the degree level, students pursuing the same career field at the postsecondary level 

are also likely to have specific academic requirements for that major, or requirements for courses 

in other career fields. For example, a student who concentrated in agriculture in high school may 

go on to major in forestry (classified as agricultural/natural resources career field). Along with 

forestry core courses, the student may be required to take biology courses (classified as 

academic) and a public administration course (classified as public and protective services). In 

this report, the forestry courses are considered core-related courses, while the others are not. 

This is primarily due to the difficulty, or impossibility, of capturing all courses that could 

conceivably be related to each CTE field. Nevertheless, if the example student above who 

concentrated in agriculture in high school did not take any agricultural courses at the 

postsecondary level, it would be difficult to claim the student pursued the same field at the 
Selected Findings 

17 

postsecondary level. The approach taken in this report of focusing on core-related coursework 

likely produces the most conservative estimates of relatedness. 

To identify core-related coursework, this publication took the framework for classifying 

secondary CTE courses (figure 1), and mapped postsecondary courses and degrees onto this 

framework. See appendix B for additional information about how postsecondary courses and 

majors were identified as related to the 10 broad high school CTE fields. See appendix C for 

crosswalks of CTE fields and related postsecondary courses and majors. In addition, the glossary 

(appendix A) contains the related postsecondary course aggregates and majors associated with 

each high school CTE field. 

• About half (52 percent) of CTE concentrators who enrolled in a postsecondary 

institution earned postsecondary credits in a related field (table 13). About one-quarter 

(27 percent) earned 12 or more credits in a related field, roughly the equivalent of one 

semester of full-time postsecondary study. 

• Among students who concentrated in a specific CTE field for which there are enough 

cases to produce a reliable estimate, those who concentrated in business during high 

school were the most likely of all the CTE concentrators to earn any core-related 

postsecondary credits (76 percent) and to earn 12 or more such credits at the 

postsecondary level (42 percent) (table 13). Twenty-six percent of technology and 

communications concentrators and 47 percent of trade and industry concentrators also 

earned core-related postsecondary credits. 

• Overall, 32 percent of CTE concentrators who earned a postsecondary degree or 

certificate did so in a related field (table 14). There were no measurable differences 

between this overall rate for CTE concentrators and the rates for concentrators in 

specific fields for which there are adequate data. 

• Table 15 compares postsecondary attainment and persistence rates for CTE 

concentrators who enrolled in postsecondary education by the number of core-related 

postsecondary credits they earned. CTE concentrators who completed any core-related 

postsecondary coursework were more likely to have earned any postsecondary 

certificate or degree (60 vs. 40 percent), and more likely to have earned a bachelor’s 

degree (30 vs. 21 percent), than CTE concentrators who took no core-related 

postsecondary coursework. CTE concentrators who took any core-related 

postsecondary coursework were less likely to have been an “incidental student” 

(earned 10 or fewer credits) than those who took none. Among CTE concentrators who 

earned core-related postsecondary credits, those who earned 13 or more core-related 

credits were generally more likely to have earned a postsecondary certificate or degree, 

with the exception that the difference in postsecondary attainment rates for CTE 

concentrators earning 13 or more core-related credits and those earning 4 to 6 such 

credits was not statistically significant. Again, it is important to warn against making 

causal inferences from these findings. The positive associations between the number of 

core-related postsecondary core credits and earning a certificate or degree may reflect 

students who take core-related courses being more interested and engaged in their 
Selected Findings 

18 

schooling, and therefore more likely to persist and earn a degree, or may reflect 

students who have more opportunity to take core-related courses. 
19 

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NELS:88 Transcript Data. Ann Arbor, MI: University of Michigan. 
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Levesque, K. (2003). Trends in High School Vocational/Technical Coursetaking: 1982–1998

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Tables 
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Tables 

23 

Table 1.—Percentage distributions of 1992 12th-grade students, by high school curriculum concentration for total

Table 1.—group of students, for career and technical education (CTE) concentrators, and for college preparatory

Table 1.—concentrators

Career and technical

All education (CTE) College preparatory

High school concentration students concentrators concentrators

 Total 100.0 † †

Career and technical education (CTE), total 21.4 100.0 †

 CTE only 15.8 73.9 †

 Dual CTE and college preparatory 5.6 26.1 100.0

 Core curriculum 2.5 † 45.5

 Mid-level curriculum 2.8 † 49.8

 Rigorous curriculum 0.3 † 4.8

College preparatory only 38.0 † 100.0

 Core curriculum 8.9 † 23.4

 Mid-level curriculum 23.2 † 61.0

 Rigorous curriculum 5.9 † 15.6

General education 40.6 † †

† Not applicable.

NOTE: This table includes 1992 12th-grade students who had complete high school transcripts. CTE concentrators are students who

earned at least 3 Carnegie units in any one of the 10 specific labor market preparation fields (see figure 1). College preparatory 

concentrators include three groups of students: those who earned 4 Carnegie units in English, science, and social studies (the core 

curriculum); students who exceeded the core curriculum by earning at least 2 Carnegie units in foreign language, any units in

geometry, and any units in at least two of the following science courses: biology, chemistry, or physics (mid-level curriculum); and 

students who exceeded the core curriculum by earning 4 Carnegie units of mathematics and 3 each in foreign language and

science, including units in biology, chemistry, and physics (rigorous curriculum). Dual CTE and college preparatory concentrators

are students who completed a CTE concentration and a college preparatory concentration. General education students are those

who did not meet either the CTE or the college criteria. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Tables 

24 

Table 2.—Percentage distribution of 1992 12th-grade students who were career and technical education (CTE) 

Table 2.—concentrators, by CTE field

CTE Dual CTE and college

concentrators preparatory

CTE field Total only concentrators

 Total 100.0 100.0 100.0

Agriculture and natural resources 9.6 9.9 8.7

Business 30.7 27.2 40.5

Marketing 4.3 4.3 4.3

Health care 1.7 1.9 1.1

Public and protective services 0.1 0.1 0.3

Trade and industry 41.5 44.0 34.3

Technology and communications 5.3 4.0 8.9

Personal and other services 4.2 5.4 1.1

Food service and hospitality 1.1 1.4 0.3

Child care and education 1.5 1.8 0.5

NOTE: This table includes 1992 12th-grade career and technical education concentrators who had complete high school transcripts.

See table 1 for the definition of CTE concentrators. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
25 

Table 3-A.—Percentage of 1992 12th-grade students with selected demographic characteristics, by high school curriculum concentrati

American

Asian/ Indian or 

Pacific Alaska

High school concentration Male Female White Black Hispanic Islander Native Low  Total 50.2 49.8 71.8 12.1 10.0 4.3 1.7 18.Career and technical education (CTE), total 58.5 41.5 74.6 11.3 9.1 4.0 1.0 30 CTE only 57.6 42.4 72.7 11.9 10.4 4.0 1.0 34 Dual CTE and college preparatory 60.9 39.1 79.9 9.5 5.2 4.3 1.1 20College preparatory only 46.8 53.2 75.2 11.6 6.9 4.8 1.5 10 Core curriculum 56.4 43.6 67.9 12.7 11.2 2.7 5.5 18 Middle-level curriculum 42.1 57.9 76.5 12.9 6.0 4.3 0.4 8 Rigorous curriculum 50.4 49.6 81.0 5.2 3.8 10.0 # 3General education 49.2 50.8 67.3 12.9 13.5 4.0 2.3 21

# Rounds to zero.

1 Black includes African American and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin unless specified.2 Socioeconomic status is based on information collected when students were in 8th grade, including father’s education level, mother’s education level, f

occupation, and family income. Values were transformed into quartiles. Low is defined as the bottom quartile, middle is defined as the middle two quartthe top quartile. The distribution is different in grade 12 due to high school dropouts.NOTE: See table 1 for high school concentration definitions.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Sex

Race/ethnicity1

S
Tables 

26 

Table 3-B.—Percentage of 1992 12th-grade students with selected pre-high school academic characteristics, by high school curriculum 

Middle two

High school concentration Low quartile quartiles High quartile Mostly As Mostly Bs  Total 15.8 51.0 33.2 34.5 47.3 Career and technical education (CTE), total 22.8 58.9 18.3 23.4 52.1  CTE only 26.3 60.5 13.2 17.1 54.9  Dual CTE and college preparatory 12.6 54.2 33.3 42.2 43.9 College preparatory only 7.8 45.6 46.6 49.8 40.5  Core curriculum 16.6 59.4 24.0 25.7 51.3  Middle-level curriculum 6.3 45.4 48.4 52.7 40.2  Rigorous curriculum 0.2 24.3 75.5 75.1 24.4 General education 20.1 52.3 27.6 25.0 51.7 

# Rounds to zero.

1Assessment scores were based on students’ performance on 8th-grade reading and mathematics standardized tests. Composite scores were standardize

The distribution is different in grade 12 due to high school dropouts. 

2 This variable is based on an average of self-reported grades in four subject areas (English, mathematics, science, and social studies) during grades 6 thro

NOTE: See table 1 for high school concentration definitions.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Grades from 6th throug

8th-grade reading/mathematics composite scores1
Tables 

27 

Table 4.—Percentage distribution of 1992 12th-grade students according to highest level of mathematics 

Table 3.—completed in high school, by high school curriculum concentration

Calculus

Other or Trigo- or preHigh school concentration no math Algebra I Geometry Algebra II nometry calculus

 Total 6.9 15.9 15.0 29.5 12.1 20.5

Career and technical education (CTE), total 14.3 25.0 17.8 27.2 7.5 8.1

 CTE only 18.0 31.4 20.4 24.0 2.8 3.3

 Dual CTE and college preparatory 3.6 6.8 10.5 36.2 21.0 21.8

College preparatory only 0.5 3.3 6.9 33.2 18.6 37.5

 Core curriculum 2.3 14.0 14.8 41.4 16.4 11.1

 Middle-level curriculum # # 5.6 38.6 24.3 31.5

 Rigorous curriculum ##### 100.0

General education 9.1 23.0 21.2 27.2 8.3 11.3

# Rounds to zero.

NOTE: This table includes 1992 12th-grade students who had complete high school transcripts. See table 1 for high school 

concentration definitions. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Tables 

28 

Table 5.—Percentage of 1992 12th-grade students who enrolled in postsecondary education between 1992 and 2000, and among thosTable 4.—distribution of the elapsed time between high school graduation and postsecondary enrollment and the type of first institutTable 4.—school curriculum concentration

Percentage

of students Entered Delayed Delayed

who within 8–20 20 months C

High school concentration enrolled1 7 months months or more 4-year 

 Total 76.7 84.8 7.9 7.3 56.5 Career and technical education (CTE), total 64.7 75.2 12.3 12.5 37.1  CTE only 58.5 69.1 14.8 16.1 26.9  Dual CTE and college preparatory 82.2 87.6 7.2 5.3 58.0 College preparatory only 91.8 93.0 4.0 3.0 74.1  Core curriculum 85.1 86.5 7.1 6.4 54.2  Middle-level curriculum 93.4 93.6 3.8 2.6 75.0  Rigorous curriculum 95.3 98.5 0.8 0.7 94.2 General education 68.9 79.4 10.6 10.0 43.6 

1 These students are known as postsecondary participants. Please see appendix A for details. 2 Other types of institutions include private 2-year, public and private less-than-2-year, and unclassified institutions.

NOTE: The first column of this table includes 1992 12th-grade students who had complete high school transcripts. The remaining columns are further limcomplete postsecondary transcripts. See table 1 for high school concentration definitions. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Among those enrolled

 and postsecondary enrollment Type of fir

Time between high school graduation
29 

Table 6.—Undergraduate total, academic, and career-related credits earned as of 2000 by 1992 12th-grade students who enrolled in p

Table 6.—between 1992 and 2000, by high school curriculum concentration and institution type

Percent 

60 or 60 or of total 

High school concentration Mean 0–10 11–59 more Mean 0–10 11–59 more credits1 Mean 0–1

 Total 100.2 4.7 24.1 71.2 62.5 13.7 34.9 51.4 60.5 37.7 25Career and technical education (CTE), total 77.6 9.3 35.7 55.0 41.2 26.1 45.0 28.9 50.7 36.4 26 CTE only 67.4 12.4 39.9 47.6 34.3 33.9 45.4 20.7 47.3 33.1 29 Dual CTE and college preparatory 98.2 3.0 27.2 69.8 55.2 10.4 44.2 45.4 57.3 43.0 20College preparatory only 120.3 1.4 12.4 86.2 77.9 4.7 27.8 67.4 65.2 42.4 20 Core curriculum 96.5 3.7 26.8 69.5 59.0 13.4 38.1 48.5 60.9 37.4 23 Middle-level curriculum 124.5 0.9 10.1 88.9 79.8 3.2 26.8 70.0 64.8 44.6 18 Rigorous curriculum 133.9 0.1 3.5 96.3 94.0 0.1 18.9 81.0 71.6 39.9 27General education 86.1 6.7 32.9 60.5 53.8 18.8 38.8 42.4 59.6 32.3 32

Among those who initially enrolled in 4-year institution

 Total 121.8 1.0 11.9 87.1 79.9 2.7 28.0 69.3 67.0 42.0 22Career and technical education (CTE), total 105.7 1.6 23.9 74.6 62.2 4.8 46.1 49.1 61.9 43.5 23 CTE only 100.1 2.5 26.0 71.6 59.3 8.6 48.5 42.9 61.8 40.9 24 Dual CTE and college preparatory 110.8 0.7 21.9 77.3 64.9 1.4 43.9 54.7 62.0 45.9 21College preparatory only 128.3 0.5 7.8 91.7 85.4 1.8 23.2 74.9 67.7 42.9 20 Core curriculum 109.5 1.7 21.1 77.2 70.2 7.4 37.3 55.2 64.6 39.4 22 Middle-level curriculum 130.9 0.4 6.3 93.3 85.9 1.1 21.6 77.3 66.9 45.0 17 Rigorous curriculum 133.9 # 2.8 97.2 94.7 # 18.4 81.6 72.3 39.2 28General education 115.1 1.8 15.5 82.8 75.8 3.6 30.2 66.2 67.9 39.3 27

See notes at end of table.

Total undergraduate credits Undergraduate academic credits Undergradu

Percentage distribution Percentage distribution Perce
Tables 

30 

Table 6.—Undergraduate total, academic, and career-related credits earned as of 2000 by 1992 12th-grade students who enrolled in p

Table 6.—between 1992 and 2000, by high school curriculum concentration and institution type—Continued

Percent 

60 or 60 or of total 

High school curriculum concentration Mean 0–10 11–59 more Mean 0–10 11–59 more credits1 Mean 0–1

Among those who initially enrolled in community college

 Total 75.3 9.3 37.2 53.5 43.1 24.1 45.0 30.9 55.2 32.1 30Career and technical education (CTE), total 61.6 15.1 41.0 43.9 30.4 36.6 45.0 18.4 47.0 31.2 31 CTE only 56.1 17.2 42.9 39.9 26.6 41.3 44.9 13.8 44.7 29.5 34 Dual CTE and college preparatory 81.4 7.5 34.1 58.4 44.1 19.8 45.3 35.0 55.2 37.3 22College preparatory only 100.4 3.6 23.5 72.9 58.8 10.9 40.1 48.9 59.1 41.6 21 Core curriculum 81.9 5.8 32.0 62.2 46.1 18.0 40.7 41.3 57.4 35.8 25 Middle-level curriculum 109.5 2.4 19.0 78.6 65.2 7.3 40.3 52.4 60.0 44.3 18 Rigorous curriculum 129.4 3.0 17.6 79.4 76.6 3.0 31.5 65.5 59.3 52.8 17General education 67.0 9.7 43.7 46.6 40.3 25.4 48.0 26.5 57.2 26.7 36

# Rounds to zero.

1 The ratios of academic to total credits, and of career-related to total credits, were computed for each student, and the average of those values was then 

NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000 and had both complete high transcripts. See table 1 for high school concentration definitions. Undergraduate academic credits are defined as those earned in the traditional liberal armathematics, sciences, English/letters, humanities, social sciences, fine and performing arts, and liberal studies) while undergraduate career-related credearned in fields associated with occupations such as engineering, education, and health (Hudson and Shafer 2004). See appendix B for more informationtotals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Total undergraduate credits Undergraduate academic credits Undergradu

Percentage distribution Percentage distribution Perce
31 

Table 7.—Percentage of students who earned any undergraduate credits in specific career-related fields among 1992 12th-graders wh

Table 6.—postsecondary education between 1992 and 2000, by high school curriculum concentration and institution type

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school concentration resources Business Marketing logy science logy care care services se Total 15.0 58.9 19.4 23.6 18.7 12.2 28.0 29.4 20.7 Career and technical education (CTE),  total 11.3 63.4 17.0 17.6 18.7 16.6 17.6 22.9 17.7  CTE only 8.9 63.1 14.3 15.2 16.3 15.7 14.2 21.6 15.8  Dual CTE and college preparatory 16.1 63.9 22.5 22.5 23.4 18.4 24.5 25.4 21.4 College preparatory only 18.9 58.5 21.9 24.4 21.9 13.5 32.7 31.8 21.4  Core curriculum 21.8 61.4 22.8 24.7 18.3 11.3 31.6 27.1 18.4  Middle-level curriculum 18.3 61.1 22.7 24.2 20.8 13.3 33.9 33.7 22.6  Rigorous curriculum 17.4 45.3 17.7 24.8 30.2 17.4 29.3 30.4 20.4 General education 11.9 57.1 17.6 25.5 14.8 8.4 27.2 29.6 21.4 

Among those who initially enrolled in 4-year institution

 Total 17.1 55.5 21.0 27.3 22.5 14.3 34.6 29.8 22.1 Career and technical education (CTE),  total 16.8 63.0 22.3 22.0 23.2 17.9 25.6 21.2 20.4  CTE only 16.0 62.7 20.4 20.7 23.1 17.9 25.0 21.1 20.5  Dual CTE and college preparatory 17.5 63.3 24.1 23.2 23.2 18.0 26.0 21.2 20.4 College preparatory only 18.3 55.1 20.8 27.1 24.4 14.9 35.8 31.4 23.1  Core curriculum 19.9 61.4 17.2 31.8 23.4 14.2 38.7 25.9 22.5  Middle-level curriculum 18.1 57.5 23.0 26.9 23.1 14.2 37.0 33.2 24.2  Rigorous curriculum 17.7 43.5 16.7 24.6 28.9 17.3 30.0 29.6 20.1 General education 14.9 53.2 20.9 30.0 18.5 11.5 35.9 30.1 20.9 

See notes at end of table.

 and communications

Technology
Tables 

32 

Table 7.—Percentage of students who earned any undergraduate credits in specific career-related fields among 1992 12th-graders wh

Table 6.—postsecondary education between 1992 and 2000, by high school curriculum concentration and institution type—Continued

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school curriculum concentration resources Business Marketing logy science logy care care services se

Among those who initially enrolled in community college

 Total 13.7 64.2 17.4 19.6 14.7 9.7 20.4 29.5 20.2 Career and technical education (CTE),  total 8.9 64.5 11.3 15.3 17.7 16.3 14.5 24.4 17.0  CTE only 7.1 64.2 9.7 13.7 15.0 14.9 11.3 22.9 15.3  Dual CTE and college preparatory 15.7 65.6 16.8 20.7 27.6 21.6 25.7 29.9 23.3 College preparatory only 22.4 68.1 26.5 18.3 15.0 9.7 23.9 34.2 16.9  Core curriculum 25.8 61.9 31.2 17.6 12.6 6.8 21.8 29.1 14.2  Middle-level curriculum 21.0 71.2 23.4 17.8 14.3 10.8 25.8 36.6 18.4  Rigorous curriculum 10.2 76.5 33.6 34.2 54.7 20.9 10.4 44.4 16.5 General education 10.9 61.5 15.0 22.9 12.7 5.9 21.5 29.3 24.1 

# Rounds to zero.NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000 and had both complete high school anSee table 1 for high school concentration definitions. Undergraduate career-related credits are defined as those earned in fields associated with occupations, in co

which are defined as those earned in the traditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, humanities, social sciences, fine anstudies) (Hudson and Shafer 2004). See appendix B for more information.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Technology

 and communications
33 

Table 8.—Average number of undergraduate credits earned in specific career-related fields among 1992 12th-graders who enrolled in Table 7.—between 1992 and 2000 and who took a course in the field, by high school curriculum concentration and institution type Table 7.—

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school concentration resources Business Marketing logy science logy care care services se Total 10.1 16.4 5.7 9.0 8.5 18.2 17.9 17.4 11.6 Career and technical education (CTE),  total 13.8 17.8 5.9 6.7 8.3 20.6 19.9 14.2 12.1  CTE only 15.2 17.2 5.6 6.2 7.9 20.2 15.0 14.8 11.0  Dual CTE and college preparatory 12.2 19.0 6.2 7.4 8.9 21.1 25.6 13.2 13.8 College preparatory only 10.8 17.5 6.0 9.2 8.3 18.3 18.0 21.3 11.6  Core curriculum 8.0 16.7 4.9 7.3 8.3 22.1 20.7 14.2 13.8  Middle-level curriculum 12.9 17.6 6.5 9.5 8.4 15.7 18.1 23.2 11.7  Rigorous curriculum 6.8 18.6 5.2 10.3 8.0 22.9 13.9 20.8 8.7 General education 7.1 14.3 5.2 9.5 9.2 15.4 17.2 13.6 11.5 

Among those who initially enrolled in 4-year institution

 Total 9.4 18.4 6.0 10.0 9.1 17.0 19.1 17.7 11.4 Career and technical education (CTE),  total 14.1 20.3 6.0 8.1 10.3 19.9 22.3 20.3 12.2  CTE only 15.1 19.7 4.7 8.6 10.4 22.0 14.6 25.4 9.2  Dual CTE and college preparatory 13.3 20.9 7.0 7.7 10.2 18.1 29.0 15.7 15.0 College preparatory only 8.7 18.1 6.2 9.8 8.1 17.3 18.5 18.7 11.3  Core curriculum 9.7 12.3 5.9 8.2 9.1 21.4 20.1 13.0 15.0  Middle-level curriculum 9.1 19.6 6.6 10.0 8.2 14.6 19.3 18.8 11.0  Rigorous curriculum 6.8 18.2 5.1 10.3 7.4 21.7 14.2 21.7 9.1 General education 8.8 18.1 5.5 10.9 11.1 14.0 19.4 14.8 11.3 

See notes at end of table.

 and communications

Technology
Tables 

34 

Table 8.—Average number of undergraduate credits earned in specific career-related fields among 1992 12th-graders who enrolled in Table 7.—between 1992 and 2000 and who took a course in the field, by high school curriculum concentration and institution type—Co

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school concentration resources Business Marketing logy science logy care care services se

Among those who initially enrolled in community college

 Total 11.7 13.9 5.1 7.5 7.0 20.7 14.7 16.9 11.6 Career and technical education (CTE),  total 13.6 15.4 4.6 5.4 6.6 21.4 17.3 10.2 11.9  CTE only 15.6 15.5 5.0 4.6 6.4 20.0 15.5 10.5 11.5  Dual CTE and college preparatory ‡ 15.1 ‡ ‡ 7.0 24.9 ‡ 9.3 12.9 College preparatory only 16.3 16.8 5.6 7.0 7.7 22.6 15.0 27.7 11.9  Core curriculum 6.5 23.6 4.2 5.2 6.7 ‡ 21.5 15.1 11.2  Middle-level curriculum 23.3 13.1 6.5 7.6 6.8 21.1 12.1 34.8 12.6  Rigorous curriculum ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ General education 4.9 11.0 4.7 8.5 6.7 17.6 13.5 12.0 11.4 

‡ Reporting standards not met. (Too few cases for a reliable estimate.)NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000 and had both complete high school anSee table 1 for high school concentration definitions. Undergraduate career-related credits are defined as those earned in fields associated with occupations, in co

which are defined as those earned in the traditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, humanities, social sciences, fine anstudies) (Hudson and Shafer 2004). See appendix B for more information.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Technology

 and communications
35 

Table 8.—education between 1992 and 2000, by high school curriculum concentration

Earned any

postsecondary Bachelor’s 

High school concentration credential Certificate Associate’s or higher Total 0–10 11–29 30–59  Total 61.2 5.4 9.0 46.8 38.8 7.4 12.0 8.4 Career and technical education (CTE), total 50.3 8.0 16.3 25.9 49.7 14.0 15.2 12.3  CTE only 43.9 9.9 17.6 16.4 56.1 16.7 18.2 12.1  Dual CTE and college preparatory 63.1 4.1 13.8 45.2 36.9 8.6 9.3 12.9 College preparatory only 74.5 3.5 6.6 64.5 25.5 2.7 5.4 6.6  Core curriculum 60.5 4.7 10.3 45.5 39.5 6.1 11.7 9.9  Middle-level curriculum 75.7 3.9 6.6 65.1 24.3 2.1 4.4 6.3  Rigorous curriculum 87.5 0.2 2.0 85.3 12.5 1.0 1.5 3.6 General education 49.9 6.5 8.2 35.2 50.1 10.1 18.9 8.8 

NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000 and had both complete high transcripts. See table 1 for high school concentration definitions. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Sur

Table 9.—Percentage distribution of postsecondary attainment and enrollment status in 2000 among 1992 12th-grade students who 

Credits earned 

Highest postsecondary No degree

 credential as of 2000
Tables 

36 

Table 10.—Percentage distribution of certificate majors among 1992 12th-grade students who had earned a certificate by 2000, by hig

Table 10.—concentration

CommuAgri- Public nications Food

culture and and service 

and protect- related Com- Trade and 

natural Busi- Market- Health tive techno- puter Engi- and hospita- 

High school concentration Total1 resources ness ing care services logies science neering industry lity 

 Total 99.0 1.0 24.8 0.7 28.3 3.3 0.5 1.0 1.7 23.7 4.7 Career and technical education (CTE),  total 100.0 2.2 19.8 # 20.1 2.9 1.2 # 0.8 42.0 5.9  CTE only 100.0 1.9 19.2 # 20.2 2.2 1.5 # 0.9 40.8 7.1  Dual CTE and college preparatory ‡ ‡‡‡‡‡ ‡‡‡‡‡ College preparatory only 99.1 # 14.8 # 54.8 4.9 0.3 1.0 4.6 12.7 2.7  Core curriculum 100.0 # 15.4 # 49.0 3.6 # 1.2 3.8 24.9 #  Middle-level curriculum 100.0 # 14.9 # 58.2 5.5 0.4 1.0 5.0 8.5 3.8  Rigorous curriculum ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ General education 98.3 1.0 34.8 1.6 14.4 2.4 0.3 1.7 0.5 20.8 5.3 

# Rounds to zero.‡ Reporting standards not met. (Too few cases for a reliable estimate.)

1 This total column reports the percentage of students who earned a certificate in a career-related field. Very few students earned certificates in academic fields an

specific academic fields is not presented.NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000, had both complete high school and phad earned a certificate by 2000. See table 1 for high school concentration definitions. Certificate career-related majors are defined as those earned in fields assoccontrast to academic certificate majors, defined as those earned in the traditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, huma

performing arts, and liberal studies) (Hudson and Shafer 2004). See appendix B for more information. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Career-related fields

Technology and 

communications
37 

Table 11-A.—Percentage distribution of associate’s degree majors among 1992 12th-grade students who had earned an associate’s de

Table 10-A.—school curriculum concentration: Academic fields

Mathe- Social 

High school concentration Total matics Science English Humanities sciences 

 Total 41.1 # 2.9 # 0.3 2.5 Career and technical education (CTE), total 35.6 # 1.0 # 0.3 0.6  CTE only 29.8 # 0.9 # # 0.5  Dual CTE and college preparatory 47.6 # 1.2 # 0.8 0.9 College preparatory only 40.2 # 3.4 # 0.5 3.7  Core curriculum 46.9 # 5.9 # # 8.1  Middle-level curriculum 38.2 # 2.1 # 0.9 2.1  Rigorous curriculum ‡ ‡ ‡ ‡ ‡ ‡ General education 47.4 # 4.0 # # 2.9 

# Rounds to zero.‡ Reporting standards not met. (Too few cases for a reliable estimate.)NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000, had both complete high schotranscripts, and had earned an associate’s degree by 2000. See table 1 for high school concentration definitions. Associate’s degree academic majors are the traditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, humanities, social sciences, fine and performing arts, and liberal 2004). See appendix B for more information. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Academic fields
Tables 

38 

Table 11-B.—Percentage distribution of associate’s degree majors among 1992 12th-grade students who had earned an associate’s deg

Table 10-B.—school curriculum concentration: Career-related fields

CommuAgri- Public nications Food

culture and and service 

and protec- related Com- Trade and ti

natural Busi- Market- Health tive techno- puter Engi- and hospita- 

High school concentration Total resources ness ing care services logies science neering industry lity 

 Total 58.8 0.7 14.6 1.3 13.5 7.2 0.6 2.5 7.8 6.4 1.7 Career and technical education (CTE),  total 64.4 1.2 25.4 1.1 9.0 5.6 0.1 1.9 10.5 5.5 1.3  CTE only 70.2 1.8 28.4 1.5 8.3 6.2 0.2 2.0 10.6 6.8 1.2  Dual CTE and college preparatory 52.4 # 19.2 0.4 10.5 4.4 # 1.7 10.3 2.7 1.5 College preparatory only 59.5 0.8 7.9 2.0 21.0 7.0 1.1 2.5 9.6 3.0 2.0  Core curriculum 53.1 1.0 6.7 0.7 9.6 7.1 1.1 0.1 17.5 4.7 1.7  Middle-level curriculum 61.5 0.4 9.2 2.8 28.2 5.1 0.9 3.5 4.9 2.2 2.4  Rigorous curriculum ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡ General education 52.5 0.3 12.2 0.7 8.8 8.9 0.5 3.1 3.2 11.2 1.6 

# Rounds to zero.‡ Reporting standards not met. (Too few cases for a reliable estimate.)NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000, had both complete high school and pohad earned a certificate by 2000. See table 1 for high school concentration definitions. Associate’s degree career-related majors are defined as those earned in fieldto academic majors earned in the traditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, humanities, social sciences, fine and perform

(Hudson and Shafer 2004). See appendix B for more information. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, H

1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Career-related fields

Technology and 

communications
39 

Table 12-A.—Percentage distribution of bachelor’s degree majors among 1992 12th-grade students who had earned a bachelor’s degr

Table 12-A.—school curriculum concentration: Academic fields

Social 

High school concentration Total Mathematics Science English Humanities sciences  Total 41.4 1.5 8.0 4.6 2.7 18.5 Career and technical education (CTE), total 26.8 1.2 5.0 3.8 1.9 14.4  CTE only 25.7 0.4 5.5 2.0 # 16.8  Dual CTE and college preparatory 27.7 1.8 4.7 5.2 3.3 12.7 College preparatory only 43.4 1.8 9.4 4.9 2.6 20.4  Core curriculum 32.1 0.9 5.0 2.6 1.6 17.6  Middle-level curriculum 42.2 2.0 8.5 4.3 1.9 21.0  Rigorous curriculum 54.2 2.1 15.0 8.0 5.5 20.3 General education 42.1 0.9 5.9 4.2 3.0 15.9 

# Rounds to zero.NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000, had both complete high schotranscripts, and had earned an associate’s degree by 2000. See table 1 for high school concentration definitions. Bachelor’s degree academic majors are dtraditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, humanities, social sciences, fine and performing arts, and liberal stu2004). See appendix B for more information. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Academic fields
Tables 

40 

Table 12-B.—Percentage distribution of bachelor’s degree majors among 1992 12th-grade students who had earned a bachelor’s degr

Table 12-B.—school curriculum concentration: Career-related fields

CommuAgri- Public nications Food

culture and and service 

and protect- related Com- Trade and 

natural Busi- Market- Health tive techno- puter Engi- and hospita- 

High school concentration Total resources ness ing care services logies science neering industry lity 

 Total 55.6 2.3 15.3 2.8 6.8 3.9 5.9 1.6 4.1 3.6 0.4 Career and technical education (CTE),  total 69.7 4.4 20.2 4.1 4.2 6.0 4.8 2.8 6.6 4.8 0.7  CTE only 72.0 4.1 28.4 4.3 7.6 2.3 4.6 2.1 6.8 3.8 0.6  Dual CTE and college preparatory 68.0 4.6 14.2 4.0 1.7 8.7 5.0 3.3 6.4 5.5 0.8 College preparatory only 53.6 2.4 15.4 2.6 6.3 3.5 5.2 1.1 4.4 3.9 0.4  Core curriculum 60.6 3.6 22.7 1.8 3.7 5.2 3.4 0.9 3.3 2.9 0.6  Middle-level curriculum 54.9 2.4 14.5 3.2 7.4 3.8 5.4 1.3 3.5 3.7 0.4  Rigorous curriculum 45.4 1.5 13.2 1.3 4.6 1.3 6.0 1.0 7.6 5.1 0.2 General education 55.0 1.2 13.4 2.7 9.1 4.0 7.8 2.4 2.6 2.6 0.2 

NOTE: This table includes 1992 12th-grade students who had enrolled in postsecondary education between 1992 and 2000, had both complete high school and phad earned a certificate by 2000. See table 1 for high school concentration definitions. Bachelor’s degree career-related majors are defined as those earned in fieldto academic majors earned in the traditional liberal arts and sciences fields (i.e., mathematics, sciences, English/letters, humanities, social sciences, fine and perfor

(Hudson and Shafer 2004). See appendix B for more information. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 

1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Career-related fields

Technology and 

communications
Tables 

41 

Table 13.—Percentage of 1992 12th-grade students who were career and technical education (CTE) concentrators

Table 12.—and earned various amounts of undergraduate credits in a related career field among those who 

Table 12.—enrolled in postsecondary education between 1992 and 2000, by high school CTE field

3 or more 6 or more 9 or more 12 or more

High school CTE field Any credit credits credits credits credits

 Total 51.8 49.2 36.5 31.5 27.3

Agriculture and natural resources 30.9 29.4 25.2 23.8 23.3

Business 75.7 72.1 56.5 48.2 41.8

Marketing 25.0 25.0 10.2 6.3 4.2

Health care ‡ ‡ ‡ ‡ ‡

Public and protective services ‡ ‡ ‡ ‡ ‡

Trade and industry 47.0 44.4 31.0 26.7 22.7

Technology and communications 26.3 25.5 12.2 9.7 8.6

Personal and other services 3.0 3.0 3.0 3.0 3.0

Food service and hospitality ‡ ‡ ‡ ‡ ‡

Child care and education ‡ ‡ ‡ ‡ ‡

‡ Reporting standards not met. (Too few cases for a reliable estimate.)

NOTE: This table includes 1992 12th-grade students who were career and technical education concentrators, had enrolled in 

postsecondary education between 1992 and 2000, and had both complete high school and postsecondary transcripts. See table 1

for a definition of CTE concentrators.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Tables 

42 

Table 14.—Percentage of 1992 12th-grade students who were career and technical education (CTE) concentrators 

Table 13.—and earned a postsecondary degree or certificate among students who enrolled in postsecondary 

Table 13.—education between 1992 and 2000 and percentage whose degree or certificate was in a related career

Table 13.—field between 1992 and 2000, by high school CTE field 

In a related In a related In a related

field among In a related field among field among

those who field among those who those who

earned a those who earned an earned a

degree or earned a associate’s bachelor’s

High school CTE field Total certificate Total certificate Total degree Total degree

 Total 50.3 31.9 8.5 49.3 22.3 29.4 25.9 22.7

Agriculture and natural resources 57.0 24.8 10.7 ‡ 22.9 ‡ 34.0 ‡

Business 60.0 37.4 7.7 39.1 28.2 43.1 35.1 23.5

Marketing 44.7 ‡ 6.9 ‡ 13.5 ‡ 25.2 ‡

Health care ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡

Public and protective services ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡

Trade and industry 41.2 29.7 10.8 71.2 19.1 13.5 14.5 15.3

Technology and communications 65.0 34.8 2.5 ‡ 14.2 ‡ 53.9 30.1

Personal and other services 28.0 ‡ 5.7 ‡ 22.8 ‡ 0.7 ‡

Food service and hospitality ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡

Child care and education ‡ ‡ ‡ ‡ ‡ ‡ ‡ ‡

‡ Reporting standards not met. (Too few cases for a reliable estimate.)

NOTE: This table includes 1992 12th-grade students who were career and technical education concentrators, had enrolled in postsecondary

education between 1992 and 2000, and had both complete high school and postsecondary transcripts. See table 1 for CTE concentrator

definition. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), 

“Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Earned a degree Earned an Earned a Earned a 

 or certificate certificate associate’s degree bachelor’s degree
43 

Table 15.—Percentage distribution of postsecondary attainment and enrollment status among 1992 12th-grade students who were ca

Table 14.—education (CTE) concentrators and had enrolled in postsecondary education between 1992 and 2000, by number of underg

Table 14.—in a related career field

Undergraduate creditsearned in a related Asso- Bachelor’s career field Total Certificate ciate’s or higher Total 0–10 11–29 30–59 60 or more  Total 50.3 8.0 16.3 25.9 49.7 14.0 15.2 12.3 8.2 None 40.0 6.3 12.3 21.4 60.0 17.9 19.9 13.2 8.9 Any credits 59.8 9.5 20.1 30.2 40.2 10.4 10.8 11.5 7.5  1–3 47.8 4.1 13.8 29.9 52.2 17.9 8.1 13.1 13.1  4–6 53.4 3.8 12.4 37.3 46.6 26.8 10.0 6.5 3.3  7–9 45.1 4.4 10.2 30.5 54.9 9.1 26.8 6.4 12.7  10–12 23.5 11.2 8.5 3.8 76.5 28.0 27.2 13.8 7.5  13 or more 74.1 14.2 28.4 31.6 25.9 0.2 7.4 12.9 5.4 NOTE: This table includes 1992 12th-grade students who were career and technical education concentrators, had enrolled in postsecondary education between 1complete high school and postsecondary transcripts. See table 1 for CTE concentrator definition. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Highest degree earned as of 2000 No degree

Credits earned 
THIS PAGE INTENTIONALLY LEFT BLANK 
A-1 

Appendix A—Glossary 

This glossary describes the variables used in this publication. In the index below, the variables are organized 

by general topic and, within topic, listed in the order in which they appear in the tables. The glossary is in 

alphabetical order by the variable names (displayed in capital letters to the right of the variable label) from the 

National Education Longitudinal Study of 1988 (NELS:88/2000) database. 

GLOSSARY INDEX

STUDENT CHARACTERISTICS

Sex ....................................................................F3SEX 

Race/ethnicity ................................................F3RACE 

Socioeconomic status........................................BYSES 

8th-grade reading/mathematics composite 

 score ....................................................... BY2XQURT 

Grades from 6th to 8th grade ...................... BYGRD68 

Member of 12th-graders in 1992 ..............GRADE12A 

HIGH SCHOOL CURRICULUM

High school curriculum concentration ..........HSPROG 

College preparatory program ...................HSCOLPRG 

Career and technical education (CTE) 

 concentration field ................................. HSVOCCON 

Highest level of mathematics 

in high school ........................................HIGHMREV 

POSTSECONDARY ENROLLMENT

NELS enrollment status ........................... NELSSTAT 

Time between high school graduation 

and postsecondary entry .......................... DELAYTRI 

Type of first institution enrolled .................REFITYPE 

POSTSECONDARY COURSETAKING

Total undergraduate credits earned ...............TCREDB 

Number of undergraduate credits earned in 

academic fields ........................................ ACACRED 

Number of undergraduate credits earned in careerrelated fields .............................................OCCCRED 

Number of undergraduate credits earned in 

agriculture and natural resources ............. AGRCRED 

Number of undergraduate credits earned in 

business .....................................................BUSCRED 

Number of undergraduate credits earned in 

marketing .................................................MKTCRED 

Number of undergraduate credits earned in 

communications and related technology 

 .............................................................. COMMCRED 

Number of undergraduate credits earned in 

computer technology ............................. COMPCRED 

Number of undergraduate credits earned in 

engineering and related technology ..........ENGCRED 

Number of undergraduate credits earned in 

education and child care ........................EDUCCRED 

Number of undergraduate credits earned in 

health care ................................................HEACRED 

Number of undergraduate credits earned in 

public and protective services ...................PUBCRED 

Number of undergraduate credits earned in 

trade and industry ......................................TRDCRED 

Number of undergraduate credits earned in 

personal and other services ....................... PERCRED 

Number of undergraduate credits earned in 

food service and hospitality....................FOODCRED 

Number of undergraduate credits earned in a field 

related to student’s high school career and 

technical education (CTE) field ................ RELCRED 

POSTSECONDARY ATTAINMENT

Attainment through 2000 ............................ CREDRET 

Enrollment status in 2000 ..............................PERSIST 

Bachelor’s degree major based on high school 

curriculum concentration areas ................ BAMAJOR 

Associate’s degree major based on high school 

curriculum concentration areas ................ AAMAJOR 

Certificate based on high school curriculum 

concentration areas ................................ CERMAJOR 

Earned a bachelor’s degree in a field related to 

student’s high school career and technical 

education (CTE) field .................................... RELBA 

Earned an associate’s degree in a field related to 

student’s high school career and technical 

education (CTE) field .................................... RELAA 

Earned a certificate in a field related to student’s 

high school career and technical education (CTE) 

field ............................................................. RELCER 
Appendix A—Glossary 

Variable 

A-2 

Associate’s degree major based on high school curriculum concentration areas AAMAJOR 

This variable was derived by recoding the major field for the first associate’s degree earned by the student 

(MAJCOD3) so that the major field groupings (in particular, nonacademic field groupings) are aligned to high 

school career and technical education (CTE) concentration fields. The detailed major fields in MAJCOD3 were 

aggregated into the following categories: 

Aggregated major field Detailed major field in MAJCOD3 

Mathematics Mathematics/statistics 

Science Chemistry, integrated/general science, biological science 

Humanities Interdisciplinary humanities, Bible studies 

Social sciences General social science, psychology, history, sociology 

Fine and performing arts Drama, speech, music, fine arts/fine history, other fine and 

 performance arts 

Liberal studies Liberal and general studies 

Agriculture and natural resources Agriculture business and production, agriculture/animal/plant 

 science, conservation/natural resources, forestry 

Business Accounting, finance, business administration/management, 

 other business, secretarial/clerical, other business support, 

 medical office support, data/information management 

Marketing Marketing and distribution, retailing 

Health care Medical/veterinary laboratory technology/assistance, dental 

 assistance/hygiene, nursing, other allied health, physical 

 therapy, occupational therapy, respiratory therapy/technology, 

 radiological technology, clinical health sciences, nursing, 

 nutrition/food science 

Public and protective services Paralegal/pre-law, law, administration of justice, fire science, 

 social work, human/community service 

Technology and communications: 

Computer science Computer programming, computer science, information 

technologies 

 

Technology and communications: 

Communications and related technology Communications, communications technologies, journalism 

Technology and communications: 

Engineering Computer technology, computer technology engineering 

technology: non-electrical 

Trade and industry Graphic/print communications, interior design, construction, 

 mechanics and repairs, precision production, air 

 transportation, graphic and industrial design 

Food service and hospitality Culinary arts/food management, hospitality management 
Appendix A—Glossary 

Variable 

A-3 

Education and child care Early childhood education, elementary education, other 

 education, child study/guidance 

Personal and other services Textiles/fashion, family and consumer sciences, and other 

human ecology, other personal service 

 

Other Physical education, health, recreation, other 

Number of undergraduate credits earned in academic fields ACACRED 

This variable was derived by summing the number of undergraduate credits earned in mathematics, sciences, 

English/letters, humanities, social sciences, fine and performing arts, and liberal studies. The number of credits 

earned in each academic field was the sum of credits earned in various course aggregates within the field. For 

example, total number of credits earned in mathematics was the sum of credits earned in four aggregated course 

categories: college-level mathematics, calculus and advanced mathematics, statistics, and other mathematics. For 

more information about aggregated course categories, see The Empirical Curriculum: Changes in Postsecondary 

Course-Taking, 1972–2000 (Adelman 2004a). 

Academic field Aggregated course categories 

Mathematics College-level mathematics, calculus and advanced 

 mathematics, statistics, other mathematics 

Sciences General biology, generalized sciences, biology service 

 courses, biological sciences, chemistry, geology and earth 

 science, physics, other physical sciences 

English/letters Composition and writing, literature/letters 

Humanities Spanish language, other foreign languages, classical studies, 

 linguistics and language study, ethics, Bible study, theology, 

 philosophy and religious studies 

Social sciences U.S. history, area studies, ethnic/culture studies, 

 women’s/gender studies, general psychology, other 

 psychology, interdisciplinary social science, anthropology, 

 archaeology, introductory economics, other economics, 

 geography, western civilization/world history, other history, 

 international relations, U.S./state government, other political 

 science, introduction to sociology, other sociology 

Fine and performing arts Art history, fine arts, theater and dance, film arts, music 

 performance, music 

Liberal studies Liberal arts, science, technology, and society 

Number of undergraduate credits earned in agriculture and natural resources AGRCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

agricultural business and economics, agricultural production, agricultural sciences, environment and natural 

resources, and forestry. 
Appendix A—Glossary 

Variable 

A-4 

Bachelor’s degree major based on high school curriculum concentration areas BAMAJOR 

This variable was derived by recoding the major field for the first bachelor’s degree earned by the student 

(MAJCOD4) so that the major field groupings (in particular, nonacademic field groupings) are aligned to high 

school CTE concentration fields. The detailed major fields in MAJCOD4 were aggregated into the following 

categories: 

Aggregated major field Detailed major field in MAJCOD4 

Mathematics Mathematics/statistics 

Science Biochemistry, other biological science, chemistry, 

 geology/earth science, physics, other physical sciences 

English English/American literature, creative and technology writing, 

 other letters 

Humanities Foreign languages, interdisciplinary humanities, philosophy, 

 religious studies, theology, Bible studies 

Social sciences American studies/civilization, area studies, ethnic studies, 

 women studies, biopsychology, integrated/general science, 

 general social science, psychology, clinic/counsel psychology, 

 anthropology/archaeology, economics, geography, history, 

 sociology, political science, international relations 

Fine and performing arts Drama, speech, film arts, music, fine arts/fine history, other 

 fine and performance arts 

Liberal studies Liberal and general studies 

Agriculture and natural resources Agriculture business and production, agriculture/animal/plant 

 science, conservation/natural resources, forestry 

Business Accounting, finance, business administration/management, 

 operations research/administration science, human resources 

 management/labor relations, other business, other business 

 support, medical office support, data/information management 

Marketing Marketing and distribution, retailing, real estate 

Health care Medical/veterinary laboratory technology/assistance, dental 

 assistance/hygiene, nursing, other allied health, physical 

 therapy, occupational therapy, other therapies, speech 

 pathology/audiology, clinical health sciences, nursing, 

 health/hospital administration, public health, other health 

 science and profession, nutrition/food science 

Public and protective services Paralegal/pre-law, law, administration of justice, social work, 

 public administration, human/community service, 

 library/archival science 

Technology and communications: 

Computer science Computer programming, computer science, information 

technologies 

 
Appendix A—Glossary 

Variable 

A-5 

Technology and communications: 

Communications and related technology Communications, communications technologies, journalism, 

Radio/TV/film 

Technology and communications: 

Engineering Chemical engineering, civil engineering, computer 

engineering, computer technology, electronic/communications 

engineering, engineering technologies: electrical, engineering 

technology: non-electrical

Trade and industry Mechanical engineering, other engineering, graphic/print 

 communications, architecture/engineering design, interior 

 design, air transportation, graphic and industrial design 

Food service and hospitality Culinary arts/food management, hospitality management 

Education and child care Early childhood education, elementary education, secondary 

 education, special education, other education, child 

 study/guidance 

Personal and other services Textiles/fashion, family and consumer sciences, and other 

human ecology, other personal service 

Other Physical education, recreation/sports, health, other 

Number of undergraduate credits earned in business BUSCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

accounting, finance, insurance, real estate, business information technology, other business and management, 

financial services support, data and computer applications, and office occupations. 

8th-grade reading/mathematics composite score BY2XQURT 

This variable is based on students’ performance on a reading and mathematics standardized test. Composite scores 

were standardized and broken into quartiles. 

Grades from 6th to 8th grade BYGRD68 

This variable is an average of self-reported grades in four subject areas (English, mathematics, science, and social 

studies) during grades 6 through 8. 

Socioeconomic status BYSES 

This variable was constructed using the following 8th-grade parent questionnaire data: father’s education level, 

mother’s education level, father’s occupation, mother’s occupation, and family income. Values were transformed 

into quartiles. Low is defined as the bottom quartile, middle is defined as the middle two quartiles, and high is 

defined as the top quartile. 
Appendix A—Glossary 

Variable 

A-6 

Certificate based on high school curriculum concentration areas CERMAJOR 

This variable was derived by recoding the major field for the first certificate earned by the student (MAJCOD2) so 

that the major field groupings (in particular, nonacademic field groupings) are aligned to high school CTE 

concentration fields. The detailed major fields in MAJCOD2 were aggregated into the following categories: 

Aggregated major field Detailed major field in MAJCOD2 

Humanities Foreign languages, theology 

Liberal studies Liberal/general studies 

Agriculture and natural resources Agriculture business and production 

Business Accounting, business administration/management, 

 secretarial/clerical, other business support, medical office 

 support, data/information management 

Marketing Marketing and distribution, retailing, real estate 

Health care Medical/veterinary laboratory technology/assistance, dental 

 assistance/hygiene, practical nursing, other allied health, 

 respiratory therapy/technology, radiologic technology, nursing 

Public and protective services Paralegal/pre-law, administration of justice, fire science, 

 public administration 

Technology and communications: 

Computer science Computer programming, information technologies 

 

Technology and communications: 

Communications and related technology Communication technologies 

Technology and communications: 

Engineering Computer technology, computer technology engineering 

technology: non-electrical 

Trade and industry Construction, mechanical engineering, graphic/print 

 communications, air transportation, other transportation, 

 precision production, graphic and industrial design 

Food service and hospitality Culinary arts/food management, hospitality management 

Education and child care Early childhood education, child study/guidance 

Personal and other services Cosmetology, other personal service 

Other Health, physical education, recreation, other 
Appendix A—Glossary 

Variable 

A-7 

Number of undergraduate credits earned in communications and related technology COMMCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

journalism, oral communication, mass communication, communication technologies, and communications: other. 

Number of undergraduate credits earned in computer technology COMPCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

computer programming and computer science. 

Attainment through 2000 CREDRET 

A transcript-based variable indicating a credit-retention account of the highest level of postsecondary attainment 

through 2000. This variable has the following categories: bachelor’s degree or higher, associate’s degree, certificate, 

no degree but earned 60 or more credits, no degree but earned 30−50 credits, no degree but earned 11−29 credits, 

and no degree but earned 0−10 credits. 

Time between high school graduation and postsecondary entry DELAYTRI 

A transcript-based variable indicating time between high school graduation and postsecondary entry. This variable 

has three categories: entered within 7 months, delayed 8−20 months, and delayed more than 20 months. 

Number of undergraduate credits earned in education and child care EDUCCRED

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

family, child, and youth studies, education, special education, and teacher education subjects.

Number of undergraduate credits earned in engineering and related technology ENGCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

electrical and computer engineering, electronic engineering, and other engineering technologies.

Sex F3SEX 

This variable identifies respondents as male or female. 

Race/ethnicity F3RACE 

This variable is based on self-report, with respondents being asked to mark one of the following options: Asian or 

Pacific Islander; Hispanic, regardless of race; Black, not of Hispanic origin; White, not of Hispanic origin; American 

Indian or Alaska Native; other. 

Number of undergraduate credits earned in food service and hospitality FOODCRED 

This variable was derived by taking the number of credits earned in the aggregated course category of food and food 

services. 
Appendix A—Glossary 

Variable 

A-8 

Member of 12th-graders in 1992 GRADE12A 

Derived from the variable for the membership of 1992 12th-graders (G12COHRT). This variable includes students 

who were not identified as a member in G12COHRT but had evidence of receiving high school diplomas between 

January and July 1992. This variable has two categories: 1992 member or not a member. It was used as a filter in 

this publication to select students who were in 12th grade in 1992.

Number of undergraduate credits earned in health care HEACRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

medical therapies, other health services, nutrition, speech pathology and audiology, clinical health science, medicine 

and dentistry, nursing, and other health professions. 

Highest level of mathematics in high school HIGHMREV 

A transcript-based variable indicating the highest level of mathematics courses completed in high school. The 

categories used in this publication include calculus or precalculus, trigonometry, algebra II, geometry, algebra I, and 

other/no mathematics.

College preparatory program HSCOLPRG 

Using the number of Carnegie units earned in English (HSENGREV), mathematics (HSMTHREV), science 

(HSSCIREV), social science (HSSSCREV), foreign language (HSFLNREV), biology (HSBIOREV), chemistry 

(HSCHMREV), and physics (HSPHYREV) and the highest level of mathematics completed in high school 

(HIGHMREV), this variable was derived to classify a student into one of three college preparatory curriculum 

programs: 

Core curriculum Students who earned 4 Carnegie units of English, 3 of 

mathematics, 3 of science, and 3 of social studies. 

Mid-level curriculum Students who exceeded the core curriculum by earning at least 

2 Carnegie units of foreign language, by earning any units in 

geometry, and by earning any units in at least two of the 

following science courses: biology, chemistry, or physics. 

Rigorous curriculum Students who exceeded the core curriculum by earning 

4 Carnegie units of mathematics (including credits in 

precalculus or higher), 3 of foreign language, and 3 of science 

 (including credits in biology, chemistry, and physics). 

High school curriculum concentration HSPROG 

A variable derived by using HSCOLPRG and HSVOCCON to identify a student’s high school curriculum 

concentration. This variable has six categories: core college preparatory, mid-level college preparatory, rigorous 

college preparatory, career and technical education (CTE) concentrator only, dual college preparatory and CTE 

concentrator, and general education student. 
Appendix A—Glossary 

Variable 

A-9 

Career and technical education (CTE) concentration field HSVOCCON 

This variable was derived by using the number of Carnegie units earned in high school grades 9 through 12 to 

classify a student into one of 10 broadly defined CTE fields: agriculture, business, marketing, health care, protective 

services, communications and technology, trade and industry, food service and hospitality, child care and education, 

and personal and other services. If a student earned 3 or more Carnegie units in one of these fields, the student was 

placed in this field. If a student earned 3 or more units in more than one field, the student was placed in the field in 

which he or she earned the most units. If a student earned the same number of units in two fields, the student was 

assigned to the first field of concentration listed above. 

Number of undergraduate credits earned in marketing MKTCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

marketing, retail, and specialized marketing. 

NELS enrollment status NELSSTAT 

This is the sorting variable for students in the Fourth Follow-up who claimed to have attended a postsecondary 

institution at any time. This variable identifies students who have been placed into the following categories: 

1. Received one or more transcripts, at least one of which was not either a GED-level/all basic skills transcript 

or a one-course transcript. 

2. Either (a) one undergraduate transcript was imputed when a graduate transcript was received with the 

undergraduate school referenced—but the undergraduate transcript was not received, or (b) the primary 

institution of undergraduate attendance refused to send transcripts and in cases in which the account of 

attendance and degree attainment is credible and consistent. 

3. Received one or more transcripts, but all were either GED-level and (if more than one received) one-course 

documents. 

4. Received only one transcript with only one course or fewer than 5.0 attempted credits of any kind. 

5. Transcript(s) requested, none received, but student is likely to be a postsecondary participant based on loan 

disbursement records in the National Student Loan Data System (NSLDS) file. 

6. Transcript(s) requested, none received, but student is likely to be a postsecondary participant based on his 

or her account of attendance, postsecondary experiences, attainment, occupation, income, financing of 

postsecondary education, and high school background. 

7. Student claimed postsecondary attendance but transcript was not requested, but student is likely to be a 

postsecondary participant based on either a loan disbursement in the NSDLS file or account of attendance, 

attainment, etc. 

8. Transcript requested, but student is not likely to be a postsecondary participant because either (a) all 

received transcripts were out-of-scope (blank records or secondary school transcripts), or (b) the student’s 

account of attendance, attainment, etc. was contradictory, insufficient, and not credible. 

9. Student claimed postsecondary attendance but transcript was not requested, and student is not likely to be a 

postsecondary participant because the student’s account of attendance, attainment, etc. was contradictory, 

insufficient, and not credible. 

10. No claim of postsecondary attendance was made in either third follow-up (1994) or fourth follow-up 

(2000). 
Appendix A—Glossary 

Variable 

A-10 

Number of undergraduate credits earned in career-related fields OCCCRED 

This variable was derived by summing total numbers of credits earned in agriculture and natural resources 

(AGRCRED), business (BUSCRED), marketing (MKTCRED), health care (HEACRED), public and protective 

services (PUBCRED), communications and related technologies (COMMCRED), computer technology 

(COMPCRED), engineering and related technologies (ENGCRED), trade and industry (TRDCRED), food service 

and hospitality (FOODCRED), child care and education (EDUCCRED), and personal and other services 

(PERCRED). 

Number of undergraduate credits earned in personal and other services PERCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

personal services (funeral services, cosmetology, manicure, massage) and textiles and clothing. 

Enrollment status in 2000 PERSIST 

This variable was derived from enrollment status in 2000 and highest degree attained, and it has three categories: 

attained a degree or certificate, attained no degree but still enrolled in 2000, and attained no degree and not enrolled 

in 2000. 

Number of undergraduate credits earned in public and protective services PUBCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

law and paralegal, crime studies/services, public affairs/administration, and social work/human services. 

Type of first institution enrolled REFITYPE 

A transcript-based variable indicating aggregated Carnegie Class type of first institution attended. The variables 

used in this publication were collapsed into three categories: 4-year, community college, and other. Other 

institutions include private 2-year, public and private less-than-2-year, and unclassified institutions. 

Earned an associate’s degree in a field related to student’s high school career and technical education 

(CTE) field RELAA 

This variable was derived by aligning associate’s degree major field (AAMAJOR) to high school CTE concentration 

field (HSVOCCON). This variable has three categories: no associate’s degree or not CTE concentrator, CTE 

concentrator who earned an associate’s degree in a related field, and CTE concentrator who did not earn an 

associate’s degree in a related field. 

Earned a bachelor’s degree in a field related to student’s high school career and technical education 

(CTE) field RELBA 

This variable was derived by aligning bachelor’s degree major field (BAMAJOR) to high school CTE concentration 

field (HSVOCCON). This variable has three categories: no bachelor’s degree or not CTE concentrator, CTE 

concentrator who earned a bachelor’s degree in a related field, and CTE concentrator who did not earn a bachelor’s 

degree in a related field. 
Appendix A—Glossary 

Variable 

A-11 

Earned a certificate in a field related to student’s high school career and technical education 

(CTE) field RELCER 

This variable was derived by matching certification major field (CERMAJOR) to high school CTE concentration 

field (HSVOCCON). This variable has three categories: no certificate or not CTE concentrator, CTE concentrator 

who earned certificate in a related field, and CTE concentrator who did not earn certificate in a related field. 

Number of undergraduate credits earned in a field related to student’s high school career and 

technical education (CTE) field RELCRED 

This variable was made for CTE concentrators by summing total numbers of credits earned in agriculture and 

natural resources (AGRCRED), business (BUSCRED), marketing (MKTCRED), health care (HEACRED), public 

and protective services (PUBCRED), communications and related technologies (COMMCRED), computer 

technology (COMPCRED), engineering and related technologies (ENGCRED), trade and industry (TRDCRED), 

food service and hospitality (FOODCRED), child care and education (EDUCCRED), and personal and other 

services (PERCRED) if each field matches high school CTE concentration field. 

Total undergraduate credits earned TCREDB 

A transcript-based variable indicating additive undergraduate credits from all sources (including examination and 

dual enrollment, but not transfer). 

Number of undergraduate credits earned in trade and industry TRDCRED 

This variable was derived by summing the number of credits earned in the following aggregated course categories: 

building trades, mechanics and repair, engineering mechanics/mechanical engineering, other engineering, precision 

production, architecture, graphics and design, and transportation. 
THIS PAGE INTENTIONALLY LEFT BLANK 
B-1 

Appendix B—Technical Notes 

National Education Longitudinal Study of 1988 

The National Education Longitudinal Study of 1988 (NELS:88) is a major longitudinal 

study sponsored by the U.S. Department of Education, National Center for Education Statistics 

(NCES). The study began in 1988 based on a sampling frame of 39,000 public and private 

schools with 8th grades and all of the 8th-grade students in those schools. From this sampling 

frame, a nationally representative, two-stage probability sample was selected consisting of 1,052 

8th-grade schools (the primary sampling unit) and 26,432 8th-grade students (the second stage 

sampling unit) in these schools. Of the sampled students, 24,499 participated. Some students did 

not participate because they were deemed ineligible based on severe mental or physical 

disabilities or because they were not proficient in English. Some schools were also deemed 

ineligible for participation in NELS, including Bureau of Indian Affairs (BIA), U.S. Department 

of Interior schools, special education schools for students with disabilities, area vocational 

schools that did not enroll students directly, and schools for dependents of U.S. military 

personnel overseas. 

Follow-ups were conducted in 1990, when most of the cohort members were in 10th grade; 

in 1992, when most of the cohort members were in 12th grade; and in 1994 and 2000, when most 

of the cohort members had been out of high school for 2 and 8 years, respectively.1,2

 In addition, 

the study was designed not only to follow a cohort of 8th-grade students over time but also to 

“freshen” the sample in the 1990 and 1992 surveys to obtain a nationally representative sample 

of students enrolled in 10th grade in 1990 and in 12th grade in 1992 that could be compared with 

the earlier cohorts from the National Longitudinal Study of the High School Class of 1972 

(NLS:72) and the High School and Beyond Longitudinal Study (HS&B). The sample sizes for 

the follow-up surveys were approximately 22,000 for 1990, 21,000 for 1992, 16,000 for 1994, 

and 15,000 for 2000. 

Along with the student survey, NELS:88 included surveys of parents, teachers, high school 

administrators, and high school dropouts. A majority of sample members also completed 

 

1

 To meet budget constraints, students were subsampled in each follow-up. 

2

 Students deemed ineligible to participate in the base year surveyed were reassessed for eligibility in the first and second followup, and if they were deemed eligible in these follow-ups they were included in those later surveys. 
Appendix B—Technical Notes 

B-2 

cognitive tests administered in 1988, 1990, and 1992. In 1992, high school transcripts were 

collected for sample members, and in 2000, postsecondary transcripts were collected, further 

increasing the analytic potential of the data. Consequently, NELS:88 represents an integrated 

system of data that tracked students from middle school through secondary and postsecondary 

education and examined their labor market experiences and marriage and family formation 

patterns between 1988 and 2000. For more technical information about the NELS:88 surveys, 

see the NELS:88/2000 user’s manual (Curtin et al. 2002). 

The NELS:88 High School and Postsecondary Education Transcript Studies 

The major source of data for this publication came from the High School Transcript Study 

(HSTS) and Postsecondary Education Transcript Study (PETS) associated with NELS. The 

HSTS was conducted as a part of the NELS Second Follow-up in fall 1992. Transcript data 

spanning the 4 years of high school were collected for four groups of students: those attending 

the NELS Second Follow-up schools, dropouts who had attended high school for a minimum of 

one term, early graduates, and those who were enrolled in the 12th grade in spring 1992 but were 

identified as ineligible for the base-year through Second Follow-up surveys due to mental or 

physical disability or language barrier. A total of 17,285 transcripts were collected from 1,543 

schools. The data include student-level information (such as number of days absent per school 

year and standardized test scores) as well as coursetaking information for each student. For more 

information about HSTS, see the Second Follow-up: Transcript Component Data File User’s 

Manual (Ingels et al. 2002). 

The PETS data were collected as a part of the NELS Fourth Follow-up survey in fall 2000. 

The PETS collected the transcripts from all U.S. postsecondary institutions attended by NELS 

sample members in the Fourth Follow-up. It supplements the postsecondary education 

information collected from the 1994 and 2000 follow-ups by including detailed information on 

the types of degree programs, periods of enrollment, majors or fields of study for instructional 

programs, specific courses taken, grades and credits attained, and credentials earned. 

Approximately 12,100 students participated in the NELS Fourth Follow-up in 2000 (Adelman, 

Daniel, and Berkovits 2003). Within this panel, about 9,600 students reported having attended at 

least one postsecondary institution according to either the Third Follow-up in 1994 or the Fourth 

Follow-up in 2000. Within this sample of students, the transcript data collection further targeted 

students who attended only postsecondary institutions identified in the Integrated Postsecondary 

Education Data System (IPEDS) institutional data file, which do not include foreign institutions 
Appendix B—Technical Notes 

B-3 

and noncredit-granting institutions.3 Transcripts were requested from a total of 3,200 

postsecondary institutions. A total of 14,880 transcripts were received and another 989 

constructed from transfer credits indicated on received transcripts. Transcripts were received 

and/or constructed for 8,887 students. For more information about PETS, see Postsecondary 

Attainment, Attendance, Curriculum, and Performance: Selected Results From the 

NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000 (Adelman, Daniel, and 

Berkovitz 2003). 

Identifying Postsecondary Career-Related Coursework and Degrees for Career and 

Technical Education (CTE) Concentrators 

This publication describes undergraduate credit and postsecondary degree attainment 

among 1992 12th-grade students who enrolled in postsecondary institutions, highlighting results 

for students who concentrated in CTE in high school. Postsecondary credits and degrees are 

identified as either “academic” or “career-related.” Academic fields are defined as the traditional 

liberal arts and science fields: mathematics, sciences, English/letters, humanities, social sciences, 

fine and performing arts, and liberal studies. Career-related fields are defined as those associated 

with occupations such as engineering, education, and health care. As Hudson and Shafer (2004) 

explain, postsecondary career-related fields are 

designed to impart knowledge and skills that represent the relevant accumulated 

knowledge within the context of occupationally specific job requirements. The 

knowledge and skill imparted typically involves less theory, more application, and a 

narrower focus than what is taught in an academic major; they are also often explicitly 

linked to occupations skill demands (p. 1). 

Hudson and Shafer’s (2004) distinction between vocational and nonvocational career fields helps 

to elucidate the general category of career field, particularly for readers who may not be 

accustomed to considering coursework at the baccalaureate level to be career-related. They 

describe vocational career fields as 

A subset of career majors consisting of formal programs of study that impact knowledge 

and skills required for semiskilled, skilled, technical, and paraprofessional occupations 

that typically require education below the baccalaureate level (such as engineering 

technology) (p. 1). 

 

3

 Although transcripts were not requested from foreign institutions, when a domestic transcript included transfer credits from a

named foreign school, a separate transcript for those courses was created. 
Appendix B—Technical Notes 

B-4 

Hudson and Shafer describe nonvocational career fields as 

A subset of career majors consisting of formal programs of study that impact knowledge 

and skills required for technical and professional occupations that typically require 

education at the baccalaureate or higher level (such as engineering) (p. 1). 

This publication examines the extent to which high school CTE concentrators studied a 

related career field at the postsecondary level. Thus, it takes the perspective of the secondary 

curriculum, and looks forward to the postsecondary level to consider which postsecondary 

courses and majors are most related to the high school CTE fields. In order to examine this issue 

of “relatedness,” staff members for NCES Data on Vocational Education (DOVE) Technical 

Review Panel (TRP) and its Secondary School Taxonomy (SST) working group developed 

crosswalks between the 10 broad CTE fields identified in figure 1 and the postsecondary 

coursetaking and degree variables. Specifically, crosswalks were developed between the 10 CTE 

fields and (1) the NELS PETS “course aggregate” codes developed by Adelman (2004a) and 

published in The Empirical Curriculum: Changes in Postsecondary Course-Taking, 1972–2000 

and (2) the NELS PETS postsecondary major codes available on the NELS:2000 postsecondary 

transcript file. Only career-related postsecondary courses and majors were assigned to related 

high school CTE fields. Each career-related postsecondary course or major code was assigned to 

the one CTE concentration field determined to be most related to it. The two crosswalks are 

presented in appendix C. With each course and major being assigned to only one CTE field, the 

approach taken in this publication likely produces the most conservative estimate of 

“relatedness.” This is due primarily to the difficulty, or impossibility, of capturing all courses 

that could conceivably be related to each CTE field. In discussing related courses, the term 

“core-related” course is used. “Core” is intended to communicate that other academic and careerrelated courses may be required for a given career-related major (e.g., an accounting course for 

an agriculture major), but the “core-related” courses are ones that are clearly linked to the 

student’s high school career field. 

The SST identifies 10 specific labor market preparation categories, three of which contain 

subfields (figure 1). For two of the categories with subfields (business, trade and industry) the 

analyses presented in this report consider the aggregate category because the subfields remain 

similar at the postsecondary level. However, for one, technology and communications, the 

analyses were conducted at the subfield level because the subfields seemed to diverge to a 

greater extent at the postsecondary level. For example, the subfield “communications and related 

technology” at the secondary level contains courses such as yearbook production, broadcast 

management, and telecommunications. At the secondary level, the course categories of 

journalism, mass communication, communication technology, and “communications: other” 

were all judged to be related to the high school CTE subfield of “communications and related 
Appendix B—Technical Notes 

B-5 

technology.”4 The other two subfields of technology and communications at the secondary level 

are “computer technology” and “other technology,” which includes high school courses such as 

electronic technology and engineering technologies. Because the postsecondary courses and 

majors judged to be related to these subcategories (e.g., computer science, electrical engineering) 

seemed qualitatively different from the courses and majors of communications and related 

technologies, a decision was made to analyze the three subfields of communications and 

technology separately. 

Analysis Sample 

The sample for this analysis was obtained from a national sample of students who were in 

12th grade in 1992 because that year marked the modal year of high school graduation for the 

initial NELS cohort. From this group, a subsample of students who had complete high school 

transcripts was selected because students’ high school curriculum concentration, which is the 

focus of this publication, is built upon students’ high school coursework. These two selection 

criteria yielded an unweighted sample of 9,038 students. This sample was used in tables 1–3, 

which present data on students’ high school curriculum concentration and mathematics 

coursetaking. This sample was also used in the first column of table 4 that presents 

postsecondary enrollment rates among all 12th-graders. For the other columns in table 4 and in 

the remaining tables (tables 5–14), the sample was further restricted to 1992 12th-graders who 

enrolled in a postsecondary institution between 1992 and 2000 and had complete postsecondary 

transcript records. This restriction resulted in an analysis sample of 7,057 students, accounting 

for about 79 percent (unweighted) of all NELS 1992 12th-graders who entered postsecondary 

education from 1992 through 2000. Information about the sample included for each table is 

noted in the tables. 

Bias Analysis 

From the selected sample of this report, weighted item response rates were calculated for 

all variables used in this report by dividing the weighted number of valid responses by the 

weighted population for which the item was applicable. All variables had a high response 

rate (i.e., above 85 percent). Thus, it is unlikely that estimates and reported differences are biased 

because of missing data. 

 

4

 Identifying these course categories as career-related rather than academic is consistent with analyses conducted by Hudson and

Carey (2005) and Hudson and Shafer (2004). 
Appendix B—Technical Notes 

B-6 

Weights 

Tables 1–3 focus on 12th-graders; thus, the weight variable WTP00 (F4F2HWT in the 

original data file) was used to generate nationally representative estimates for 12th-graders in 

1992 who had complete high school transcripts. In table 4, the weight variable WTP00 was first 

used to generate the estimate for postsecondary enrollment rates of 12th-graders (first column), 

and the weight variable WTV00 (F4F2P2WT) was then used because the table focuses on both 

the time and type of first institution enrolled. For remaining tables, the weight variable WTT00 

(F4F2HP3W) was used to generate the estimates for 1992 12th-graders who had enrolled in 

postsecondary education and had both complete high school and complete postsecondary 

transcript records. 

Accuracy of Estimates 

The statistics in this publication are estimates derived from a sample. Two broad categories 

of error occur in such estimates: sampling and nonsampling errors. Sampling errors occur 

because observations are made only on samples of students, not entire populations. 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 sources: inability to obtain complete 

information about all students in all institutions in the sample (some students or institutions 

refused to participate, or students 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, 

sampling, and imputing missing data. 

Statistical Procedures 

Differences Between Means and Percentages 

The descriptive comparisons were tested in this publication using the Student’s t statistic. 

Differences between estimates are tested against the probability of a Type I error,5

 or 

significance level. The significance levels were determined by calculating the Student’s t values 

for the differences between each pair of means or proportions and comparing these with 

published tables of significance levels for two-tailed hypothesis testing. 

 

5

 A Type I error occurs when one concludes that a difference observed in a sample reflects a true difference in the population 

from which the sample was drawn, when no such difference is present. 
Appendix B—Technical Notes 

B-7 

Student’s t values may be computed to test the difference between estimates with the 

following formula: 

2

2

2

1

1 2

se se

E E

t

+

− = (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 estimates are not 

independent, a covariance term must be added to the formula: 

t =

1 2

2

2

2

1

1 2

se +se - 2(r)se se

E - E (2) 

where r is the correlation between the two estimates.6

 This formula is used when comparing two 

percentages from a distribution that adds to 100. For all of these tests, we conducted the most 

conservative test by setting r at –1. If the comparison is between the mean of a subgroup and the 

mean of the total group, the following formula is used: 

t =

2 2 2

sub tot 2 sub

sub tot

se se p se

E E

+ −

− (3) 

where p is the proportion of the total group contained in the subgroup. For all of these tests, we 

set p at –1. 

There are hazards in reporting statistical tests for each comparison. First, comparisons 

based on large t statistics may appear to merit special attention. This can be misleading because 

the magnitude of the t statistic is related not only to the observed differences in means or 

percentages but also to the number of respondents in the specific categories used for comparison. 

Hence, a small difference compared across a large number of respondents would produce a large 

t statistic. 

A second hazard in reporting statistical tests is the possibility that one can report a “false 

positive” or Type I error. A false positive occurs when the test statistic comparing estimates from 

sample survey data is found to be significant when there is no real difference in the characteristic 

between the subgroups within the population from which the sample is drawn. Statistical tests 

are designed to control this type of error, denoted by alpha. The alpha level of .05 selected for 

findings in this publication indicates that a difference of a certain magnitude or larger would be 

 

6

 U.S. Department of Education, National Center for Education Statistics, A Note from the Chief Statistician, no. 2, 1993. 
Appendix B—Technical Notes 

B-8 

produced no more than 1 time out of 20 when there was no actual difference in the quantities in 

the underlying population. When we test hypotheses that show t values at the .05 level or 

smaller, we treat this finding as rejecting the null hypothesis that there is no difference between 

the two quantities. Finding no difference, however, does not necessarily imply the values are the 

same or equivalent. 
C-1 

Appendix C—Crosswalks of High School Career and Technical 

Education (CTE) Fields and Postsecondary Coursework and 

Majors 
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Appendix C—Crosswalks 

B-3 

Table C1. Crosswalk of high school curriculum areas and related postsecondary courses 

High School Curriculum Areas 

(Based on the Secondary School Taxonomy) 

Related Postsecondary Courses 

(Based on Course Aggregates)1

I. Career and Technical Education (CTE) Fields 

Agriculture and natural resources Agriculture and natural resources 

 1-5 Agriculture and natural resources 

Business 

 Business services 

 Business management 

Business 

 10 Accounting 

 11 Finance, insurance, real estate 

 13 Business information technology 

 14 Business and management, other 

 15 Financial services support 

 16 Data and computer applications 

 18 Office occupations 

Marketing Marketing 

 12 Marketing 

 19 Retail, specialized marketing 

Health care Health care 

 39 Medical therapies 

 40 Health services, other 

 41 Nutrition 

 42 Speech pathology and audiology 

 43 Clinical health science 

 44 Medicine and dentistry 

 45 Nursing 

 46 Other health professions 

Public and protective services Public, social, human, and legal services 

 49 Law and paralegal 

 82 Crime studies/services 

 83 Public affairs/administration 

 84 Social work/human services 

Technology and Communications 

 Computer technology 

 

 Communications technology 

 

 Other technology 

Technology and communications 

 Computer science 

 17 Computer programming 

 25 Computer science 

 Communications and related technologies 

 20 Journalism 

 21 Oral communication 

 22 Mass communication 

 23 Communications, other 

 24 Communication technologies 

 Engineering and related technologies 

 30 Electrical and computer engineering 

 33 Electronic engineering 

 34 Engineering technologies, other 

 

1

 The codes correspond to the 109 course aggregate codes from Adelman’s (2004a) The Empirical Curriculum, pp. 123–137. 
Appendix C—Crosswalks 

C-4 

Table C1. Crosswalk of high school curriculum areas and related postsecondary 

courses—Continued 

Trade and industry 

 Construction 

 Mechanics and repair 

 Precision production 

 Transportation 

Trade and industry 

 Construction trades 

 97 Building trades 

 Mechanics, repair, and related engineering 

 98 Mechanics and repair 

 31 Engineering mechanics/mechanical 

 engineering 

 32 Engineering, other 

 Drafting, graphics, and other precision production 

 99 Precision production

 6 Architecture 

 101 Graphics and design 

 Transportation 

 100 Transportation 

Food service and hospitality Food and food services 

 48 Food and food services 

Child care and education Child care, education, and family studies 

 Family, child, and youth studies 

 47 Family, child, and youth studies 

 Education 

 27 Special education 

 28 Teacher education subjects 

 29 Education 

Personal and other services Personal and consumer services 

 26 Personal services (funeral services, cosmetology, 

manicure, massage) 

 102 Textiles and clothing 

II. Academic Courses 

Mathematics Mathematics 

 62 College-level math 

 63 Calculus and advanced mathematics 

 64 Statistics 

 65 Mathematics, other (includes technical and business 

math) 

 79 Social and economic statistics 

Sciences Sciences 

 57 General biology 

 58 Generalized sciences 

 59 Biology service courses 

 60 Biological sciences 

 75 Chemistry 

 76 Geology and earth science 

 77 Physics 

 78 Other physical sciences 

English/letters English/letters 

 53 Composition and writing 

 55 Literature/letters 
Appendix C—Crosswalks 

C-5 

Table C1. Crosswalk of high school curriculum areas and related postsecondary 

courses—Continued 

 Humanities 

 35 Spanish language 

 36 Foreign languages, other 

 52 Classical studies 

 54 Linguistics and language study 

 71 Ethics 

 72 Bible Study 

 73 Theology 

 74 Philosophy and religious studies 

Social sciences Social sciences 

 7 U.S. History 

 8 Area studies 

 9 Ethnic/culture studies 

 67 Women’s/gender studies 

 80 General psychology 

 81 Psychology, other 

 85 Interdisciplinary social science 

 86 Anthropology, archaeology 

 87 Introductory economics 

 88 Economics, other 

 89 Geography 

 90 Western civilization/world history 

 91 History, other 

 92 International relations 

 93 U.S./state government 

 94 Political science, other 

 95 Introduction to sociology 

 96 Sociology, other 

Fine and performing arts Fine and performing arts 

 103 Art history 

 104 Fine arts 

 105 Theater and dance 

 106 Film arts 

 107 Music performance 

 108 Music, other 

 Liberal studies 

 56 Liberal arts 

 68 Science, technology, and society 
Appendix C—Crosswalks 

C-6 

Table C1. Crosswalk of high school curriculum areas and related postsecondary 

courses—Continued 

III. Other Courses 

Enrichment/other Other 

 37 Physical education and health information 

 38 Recreation, sports, and health-physical educationrecreation (HPER) 

 50 Remedial English 

 51 Other remedial skills 

 61 Pre-collegiate math 

 66 Military science 

 69 Workplace and career development 

 70 Interpersonal and personal development 

 109 Orientations 
A

C-7 

Table C2.—Crosswalk of high school curriculum areas and related postsecondary majors, by postsecondary certificate and degree

High School Curriculum Area Major for Certification Major for Associate’s Degree Major for Bachelor

AGRICULTURE AND NATURAL Agricultural Business/Production Agricultural Business/Production Agricultural Busines

 RESOURCES Agriculture/Animal/Plant Sciences Agriculture/Animal/

Conservation/Natural Resources Conservation/NaturForestry Forestry

BUSINESS Accounting Accounting Accounting

Business Administration/Management Business Administration/Management Business AdministraData/Information Management Data/Information Management Data/Information MMedical Office Support Finance FinanceOther Business Support Medical Office Support Human Resources DSecretarial/Clerical Other Business Labor Relations

Other Business Support Medical Office SuppSecretarial/Clerical Operations Researc

Other BusinessOther Business Sup

MARKETING Marketing/Distribution Marketing/Distribution Marketing/Distribut

Retailing Retailing Real Estate

Retailing

HEALTH CARE Allied Health: Other Allied Health: Other Allied Health: Other

Dental Assistant/Hygiene Clinical Health Science Clinical Health ScienMedical/Veterinarian Lab Technician/Assistant Dental Assistant/Hygiene Dental Assistant/HyNursing Medical/Veterinarian Lab Technician/Assistant Health/Hospital AdmPractical Nursing Nursing Medical/VeterinariaRadiologic Technology Nutrition/Food Science Assistant Respiratory Therapist/Technician Occupational Therapy Nursing

Physical Therapy Nutrition/Food ScieRadiologic Technology Occupational TheraRespiratory Therapist/Technician Other Health Scienc

Other TherapiesPhysical TherapyPublic HealthSpeech Pathology/A
Appendix C—Crosswalks 

C-8 

Table C2.—Crosswalk of high school curriculum areas and related postsecondary majors, by postsecondary certificate and degree—Co

High School Curriculum Area Major for Certification Major for Associate’s Degree Major for Bachelor

PUBLIC AND PROTECTIVE Administration of Justice Fire Science Human/Community  SERVICES Fire Science Human/Community Service Law

Paralegal/Pre-Law Law Library/Archival SciePublic Administration Paralegal/Pre-Law Paralegal/Pre-Law

Social Work Public Administratio

Social Work

TECHNOLOGY AND COMMUNICATIONS COMPUTER SCIENCE Computer Programming Computer Programming Computer Program

Information Technologies Computer Science Computer Science

Information Technologies Information Techno

 COMMUNICATIONS AND Communications Technologies Communications Communications RELATED TECHNOLOGIES Communications Technologies Communications Te

Journalism Journalism

Radio/TV/Film

 ENGINEERING Computer Technology Computer Technology Chemical Engineeri

Engineering Technologies: Electrical Engineering Technologies: Electrical Civil EngineeringEngineering Technology: Non-Electrical Engineering Technology: Non-Electrical Computer Engineer

Computer TechnoloElectronic/CommunEngineering TechnoEngineering Techno
A

C-9 

Table C2.—Crosswalk of high school curriculum areas and related postsecondary majors, by postsecondary certificate and degree—Co

High School Curriculum Area Major for Certification Major for Associate’s Degree Major for Bachelor

TRADE AND INDUSTRY Construction Construction CONSTRUCTION MECHANICS AND REPAIR Mechanics & Repair: Auto/Air Mechanics & Repair: Auto/Air Engineering: Other

Mechanics & Repair: Electronic Mechanics & Repair: Electronic Mechanical EngineeMechanics & Repair: Heating, Ventilation, Mechanics & Repair: Heating, Ventilation,  Air Conditioning Air ConditioningMechanics & Repair: Other Mechanics & Repair: Other

 PRECISION PRODUCTION Graphic/Industrial Design Graphic/Industrial Design Graphic/Print Comm

Graphic/Print Communications Graphic/Print Communications Architect/EnvironmPrecision Production: Other Interior Design Interior Design

Precision Production: Other Graphic/Industrial D

 TRANSPORTATION Air Transport Air Transport Air Transport

Other Transport

FOOD SERVICE AND HOSPITALITY Culinary Arts/Food Management Culinary Arts/Food Management Culinary Arts/Food 

Hospitality Management Hospitality Management Hospitality Manage

CHILD CARE AND EDUCATION Child Study/Guidance Child Study/Guidance Child Study/Guidan

Early Childhood Education Early Childhood Education Early Childhood Edu

Education: Other Education: OtherElementary Education Elementary Educati

Secondary EducatioSpecial Education

PERSONAL AND OTHER SERVICES Cosmetology FCS & Other Human Ecology FCS & Other Human 

Other Personal Service Other Personal Service Other Personal Serv

Textiles/Fashion Textiles/Fashion

MATHEMATICS Math Sciences/Statistics Math Sciences/Stati
Appendix C—Crosswalks 

C-10 

Table C2.—Crosswalk of high school curriculum areas and related postsecondary majors, by postsecondary certificate and degree—Co

High School Curriculum Area Major for Certification Major for Associate’s Degree Major for Bachelor

SCIENCE Biological Science: Other Biochemistry

Chemistry Biological Science: OIntegrated/General Science Biopsychology

ChemistryGeology/Earth ScienIntegrated/General Physical Science: OtPhysics

ENGLISH AND LETTERS English/American L

Letters: OtherWriting: Creative/Te

HUMANITIES Foreign Languages Bible Studies Bible Studies

Theology Interdisciplinary Humanities Foreign Languages

Interdisciplinary HuPhilosophyReligious StudiesTheology
A

C-11 

Table C2.—Crosswalk of high school curriculum areas and related postsecondary majors, by postsecondary certificate and degree—Co

High School Curriculum Area Major for Certification Major for Associate’s Degree Major for Bachelor

SOCIAL SCIENCES History American Studies/C

Psychology Anthropology/ArchSocial Science: General Area StudiesSociology Clinical/Counseling 

EconomicsEnvironmental StudEthnic StudiesGeographyHistoryInternational RelatioPolitical SciencePsychologySocial Science: GeneSociologyWomen's Studies

FINE AND PERFORMING ARTS Drama, Speech Drama, Speech

Fine and Performing Arts: Other Film ArtsFine Arts/Art History Fine and Performing Music Fine Arts/Art History

Music

LIBERAL STUDIES Liberal/General Studies Liberal/General Studies Liberal/General StudOTHER Health-Physical Education-Recreation (HPER) Health-Physical Education-Recreation (HPER) Health-Physical Edu

Other Physical Education Other

Physical EducationRecreation/Sports
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D-1 

Appendix D—Standard Error Tables 
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Appendix D—Standard Error Tables 

D-3 

Table D1.—Standard errors for table 1: Percentage distributions of 1992 12th-grade students, by high school

Table D1.—curriculum concentration for total group of students, for career and technical education (CTE) 

Table D1.—concentrators, and for college preparatory concentrators

Career and technical

All education (CTE) College preparatory

High school concentration students concentrators concentrators 

 Total † † †

Career and technical education (CTE), total 0.89 † †

 CTE only 0.73 1.81 †

 Dual CTE and college preparatory 0.47 1.81 †

 Core curriculum 0.28 † 3.01

 Mid-level curriculum 0.28 † 3.11

 Rigorous curriculum 0.07 † 1.30

College preparatory only 1.07 † †

 Core curriculum 0.58 † 1.49

 Mid-level curriculum 1.02 † 1.62

 Rigorous curriculum 0.43 † 1.12

General education 1.05 † †

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Appendix D—Standard Error Tables 

D-4 

Table D2.—Standard errors for table 2: Percentage distribution of 1992 12th-grade students who were career and

Table D2.—technical education (CTE) concentrators, by CTE field

CTE Dual CTE and college

concentrators preparatory

CTE field Total only concentrators

 Total † † †

Agriculture and natural resources 1.13 1.17 2.02

Business 1.69 1.80 3.52

Marketing 0.84 1.05 1.35

Health care 0.22 0.27 0.51

Public and protective services 0.08 0.06 0.27

Trade and industry 2.30 2.43 4.02

Technology and communications 0.79 0.89 1.80

Personal and other services 1.24 1.62 0.43

Food service and hospitality 0.38 0.48 0.25

Child care and education 0.34 0.42 0.35

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Appendix D—

D-5 

Table D3-A.—Standard errors for table 3-A: Percentage of 1992 12th-grade students with selected demographic characteristics, by hig

Table D3-A.—concentration

Asian/ American

Pacific Indian or 

High school concentration Male Female White Black Hispanic Islander Alaska Native  Total 0.57 0.57 0.39 0.19 0.21 0.10 0.36 Career and technical education (CTE), total 2.22 2.22 1.61 1.52 1.29 0.82 0.32  CTE only 2.32 2.32 1.77 1.57 1.70 1.10 0.27  Dual CTE and college preparatory 4.58 4.58 3.15 2.30 1.11 1.05 1.08 College preparatory only 1.77 1.77 1.33 1.09 0.74 0.42 0.66  Core curriculum 3.39 3.39 3.76 2.64 2.05 0.51 2.92  Middle-level curriculum 2.28 2.28 2.06 1.96 0.93 0.57 0.22  Rigorous curriculum 3.03 3.03 3.51 2.13 1.16 1.96 † General education 1.80 1.80 1.18 1.01 0.91 0.39 0.42 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Race/ethnicity

Sex 
Appendix D—Standard Error Tables 

D-6 

Table D3-B.—Standard errors for table 3-B: Percentage of 1992 12th-grade students with selected pre-high school academic characteriTable D3-B.—curriculum concentration

Middle two

High school concentration Low quartile quartiles High quartile Mostly As Mostly Bs  Total 1.00 1.04 1.19 0.83 1.09 Career and technical education (CTE), total 1.73 1.78 1.40 1.53 2.10  CTE only 2.22 2.08 1.41 1.63 2.23  Dual CTE and college preparatory 2.29 2.84 3.23 2.72 3.51 College preparatory only 1.40 1.54 1.64 1.69 1.43  Core curriculum 3.01 3.01 2.72 2.65 2.89  Middle-level curriculum 2.01 2.13 2.32 2.19 1.87  Rigorous curriculum 0.11 4.49 4.48 3.55 3.55 General education 1.71 1.77 2.09 1.29 1.66 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

8th-grade reading/mathematics composite scores Grades from 6th throug
Appendix D—Standard Error Tables 

D-7 

Table D4.—Standard errors for table 4: Percentage distribution of 1992 12th-grade students according to highest

Table D3.—level of mathematics completed in high school, by high school curriculum concentration

Calculus

Other or Trigo- or preHigh school concentration no math Algebra I Geometry Algebra II nometry calculus

 Total 0.47 0.85 0.95 1.10 0.79 0.67

Career and technical education (CTE), total 1.25 1.67 1.61 1.60 1.10 0.78

 CTE only 1.72 1.93 2.11 1.81 0.83 0.59

 Dual CTE and college preparatory 0.97 2.41 2.49 3.20 2.72 2.16

College preparatory only 0.20 0.69 0.72 1.62 1.52 1.26

 Core curriculum 0.88 2.92 1.92 3.57 4.08 1.47

 Middle-level curriculum † † 0.83 2.38 2.07 1.68

 Rigorous curriculum † † † † † †

General education 0.85 1.72 1.93 1.83 0.85 0.89

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Appendix D—Standard Error Tables 

D-8 

Table D5.—Standard errors for table 5: Percentage of 1992 12th-grade students who enrolled in postsecondary education between 19Table D4.—those enrolled, percentage distribution of the elapsed time between high school graduation and postsecondary enrollmenTable D4.—institution enrolled, by high school curriculum concentration

Percentage

of students Entered Delayed Delayed

who within 8–20 20 months C

High school concentration enrolled 7 months months or more 4-year  Total 1.20 0.89 0.69 0.45 1.40 Career and technical education (CTE), total 1.78 2.41 1.87 1.60 2.25  CTE only 2.05 2.97 2.41 1.99 2.92  Dual CTE and college preparatory 3.81 2.72 2.33 1.57 3.70 College preparatory only 1.11 0.86 0.65 0.54 1.52  Core curriculum 2.64 2.19 1.31 1.83 3.43  Middle-level curriculum 1.48 1.09 0.76 0.71 1.96  Rigorous curriculum 2.83 0.45 0.25 0.36 1.24 General education 2.31 1.54 1.34 0.81 2.06 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Among those enrolled

 and postsecondary enrollment Type of fir

Time between high school graduation
Appendix D—

D-9 

Table D6.—Standard errors for table 6: Undergraduate total, academic, and career-related credits earned as of 2000 by 1992 12th-graTable D5.—in postsecondary education between 1992 and 2000, by high school curriculum concentration and institution type

Percent 

60 or 60 or of total 

High school concentration Mean 0–10 11–59 more Mean 0–10 11–59 more credits Mean 0– Total 1.43 0.36 1.00 1.12 1.04 0.98 1.02 1.10 0.52 0.65 1.Career and technical education (CTE), total 2.38 1.78 1.88 2.37 1.52 2.56 2.61 1.80 1.20 1.25 2. CTE only 3.06 2.55 2.63 3.23 2.12 3.37 3.08 2.22 1.64 1.53 3. Dual CTE and college preparatory 4.28 1.23 3.71 3.88 3.17 2.64 3.56 3.75 1.59 1.87 3.College preparatory only 1.49 0.23 0.94 0.97 1.14 0.69 1.23 1.35 0.65 0.93 1. Core curriculum 3.70 0.77 3.44 3.36 2.72 2.86 3.50 3.79 1.82 1.94 3. Middle-level curriculum 1.50 0.24 0.86 0.86 1.23 0.54 1.64 1.72 0.80 1.18 1. Rigorous curriculum 2.67 0.16 1.27 1.30 1.96 0.16 3.32 3.33 1.74 2.74 4.General education 2.35 0.88 2.35 2.16 1.87 1.67 2.24 1.95 1.01 1.06 2.

Among those who initially enrolled in 4-year institution

 Total 1.38 0.18 1.00 1.02 1.00 0.39 1.29 1.22 0.60 0.86 1.Career and technical education (CTE), total 4.02 0.71 3.76 3.62 3.10 1.73 3.86 3.88 1.67 2.08 3. CTE only 6.11 1.17 5.28 5.34 5.00 3.31 5.25 6.04 3.01 2.99 4. Dual CTE and college preparatory 6.96 0.60 6.19 6.21 4.90 1.03 5.88 5.76 1.54 3.00 5.College preparatory only 1.23 0.17 0.73 0.79 1.09 0.57 1.34 1.31 0.71 0.87 1. Core curriculum 3.77 0.69 2.35 2.56 3.30 3.58 5.12 3.67 2.84 2.42 4. Middle-level curriculum 1.23 0.18 0.65 0.70 1.21 0.32 1.43 1.45 0.60 0.90 1. Rigorous curriculum 2.77 † 1.27 1.27 2.16 † 3.56 3.56 1.80 2.81 4.General education 3.57 0.39 3.15 3.06 2.52 0.69 2.91 2.87 1.31 2.00 3.

See notes at end of table.

Total undergraduate credits Undergraduate academic credits Undergrad

Percentage distribution Percentage distribution Perc
Appendix D—Standard Error Tables 

D-10 

Table D6.—Standard errors for table 6: Undergraduate total, academic, and career-related credits earned as of 2000 by 1992 12th-gradTable D5.—in postsecondary education between 1992 and 2000, by high school curriculum concentration and institution type—Contin

Percent 

60 or 60 or of total 

High school curriculum concentration Mean 0–10 11–59 more Mean 0–10 11–59 more credits Mean 0–1

Among those who initially enrolled in community college

 Total 3.07 1.04 1.97 2.45 2.14 2.54 2.15 2.33 1.16 1.33 2.3Career and technical education (CTE), total 3.08 3.08 3.50 3.40 1.88 3.86 3.48 2.11 1.56 1.55 3.3 CTE only 3.35 3.88 3.99 4.02 1.95 4.49 4.23 1.87 1.88 1.83 4.5 Dual CTE and college preparatory 6.57 3.31 5.06 5.58 4.12 5.68 4.90 5.90 3.31 2.98 5.0College preparatory only 5.04 0.75 2.89 3.11 3.53 2.43 3.99 4.33 1.61 2.96 2.7 Core curriculum 5.65 1.69 6.07 5.96 3.27 5.23 5.93 7.12 2.00 2.99 5.2 Middle-level curriculum 6.67 0.88 3.17 3.41 4.87 2.03 6.03 6.64 2.55 4.33 3.7 Rigorous curriculum 10.34 3.18 6.98 7.21 8.02 3.18 9.17 9.27 4.22 6.73 6.9General education 3.87 1.50 3.60 3.55 2.98 3.74 3.58 3.23 1.99 1.50 3.7

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Total undergraduate credits Undergraduate academic credits Undergradu

Percentage distribution Percentage distribution Perce
Appendix D—

D-11 

Table D7.—Standard errors for table 7: Percentage of students who earned any undergraduate credits in specific career-related fields a

Table D6.—who enrolled in postsecondary education between 1992 and 2000, by high school curriculum concentration and institution 

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school concentration resources Business Marketing logy science logy care care services se Total 0.88 1.11 1.09 1.12 0.74 0.61 0.73 0.87 0.79 Career and technical education (CTE),  total 1.08 2.18 1.29 2.04 1.64 1.59 1.16 1.68 1.35  CTE only 1.04 2.93 1.38 2.22 1.99 1.95 1.35 2.35 1.78  Dual CTE and college preparatory 2.13 3.83 2.94 2.84 2.83 2.18 2.86 3.07 2.30 College preparatory only 1.67 1.32 1.77 1.24 1.07 0.98 1.25 1.67 1.18  Core curriculum 5.27 3.42 4.63 3.20 2.32 2.39 3.38 3.17 2.19  Middle-level curriculum 1.73 2.10 1.86 1.49 1.37 1.52 1.79 2.03 1.58  Rigorous curriculum 2.34 3.32 2.30 2.86 2.52 2.15 3.01 3.09 2.00 General education 1.03 2.11 1.72 1.96 1.58 1.13 1.03 1.45 1.68 

Among those who initially enrolled in 4-year institution

 Total 0.84 1.30 0.85 0.95 0.98 0.88 1.00 1.32 0.81 Career and technical education (CTE),  total 2.37 2.90 2.06 2.26 2.17 2.31 2.60 2.55 2.35  CTE only 2.73 5.41 2.05 3.62 2.19 4.33 3.25 4.00 3.25  Dual CTE and college preparatory 3.73 4.68 4.01 3.64 3.54 3.04 3.66 3.50 3.21 College preparatory only 1.12 1.27 1.14 1.17 1.23 1.19 1.43 1.78 1.24  Core curriculum 4.29 3.77 1.89 3.45 2.76 3.88 4.13 3.59 3.27  Middle-level curriculum 1.17 1.77 1.44 1.43 1.81 1.69 2.00 2.34 1.47  Rigorous curriculum 2.44 3.31 2.26 2.85 2.40 2.13 3.18 3.20 2.05 General education 1.18 3.46 2.11 2.22 2.38 2.04 2.10 2.72 1.66 

See notes at end of table.

 and communications

Technology
Appendix D—Standard Error Tables 

D-12 

Table D7.—Standard errors for table 7: Percentage of students who earned any undergraduate credits in specific career-related fields a

Table D6.—who enrolled in postsecondary education between 1992 and 2000, by high school curriculum concentration and institution 

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school curriculum concentration resources Business Marketing logy science logy care care services se

Among those who initially enrolled in community college

 Total 2.03 2.25 2.63 2.38 1.26 0.94 1.29 2.09 1.67 Career and technical education (CTE),  total 1.46 3.23 1.55 2.90 2.94 2.15 1.72 2.77 1.87  CTE only 1.27 4.02 1.59 2.74 2.91 2.43 1.91 3.28 2.01  Dual CTE and college preparatory 5.04 6.87 4.51 5.87 5.83 3.54 5.80 5.25 5.08 College preparatory only 6.22 3.13 5.93 3.24 2.30 2.23 3.24 5.16 2.36  Core curriculum 10.58 6.12 10.21 5.74 3.42 2.13 5.25 5.72 2.93  Middle-level curriculum 7.13 4.98 6.57 3.87 3.04 3.71 4.65 6.65 3.73  Rigorous curriculum 6.14 9.79 9.48 9.93 11.28 7.51 5.67 11.70 7.57 General education 1.75 3.44 3.99 3.94 1.62 0.85 1.71 3.30 3.04 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Technology

 and communications
Appendix D—

D-13 

Table D8.—Standard errors for table 8: Average number of undergraduate credits earned in specific career-related fields among 1992 Table D7.—enrolled in postsecondary education between 1992 and 2000 and who took a course in the field, by high school curriculum Table D7.—institution type

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school concentration resources Business Marketing logy science logy care care services se Total 1.28 0.50 0.30 0.51 0.56 1.32 0.67 1.24 0.67 Career and technical education (CTE),  total 1.90 1.06 0.43 0.95 0.85 1.45 1.99 1.86 1.14  CTE only 2.82 1.45 0.49 1.06 1.22 2.31 1.73 2.66 1.23  Dual CTE and college preparatory 2.77 1.73 0.83 1.47 1.31 2.08 3.78 3.42 2.31 College preparatory only 2.11 0.97 0.40 0.68 0.62 2.07 1.04 2.17 0.98  Core curriculum 1.88 2.65 0.60 1.13 0.84 3.32 2.89 1.47 1.81  Middle-level curriculum 3.16 0.93 0.55 0.74 0.98 2.45 1.07 2.92 1.18  Rigorous curriculum 1.08 2.16 0.65 1.92 0.86 4.80 2.52 4.04 1.65 General education 0.78 0.71 0.41 0.87 1.59 2.55 1.10 1.36 0.81 

Among those who initially enrolled in 4-year institution

 Total 0.72 0.45 0.34 0.55 0.80 1.38 0.74 1.09 0.87 Career and technical education (CTE),  total 2.81 1.74 0.82 1.18 1.41 3.54 3.23 4.73 1.80  CTE only 4.23 1.77 0.60 1.47 2.64 7.17 2.72 7.84 1.63  Dual CTE and college preparatory 4.23 2.52 1.30 1.91 1.92 3.09 4.72 6.52 3.69 College preparatory only 0.77 0.72 0.44 0.78 0.72 1.73 1.11 1.42 1.07  Core curriculum 2.15 1.25 0.59 1.42 1.20 5.04 3.21 1.99 2.53  Middle-level curriculum 0.99 0.91 0.61 0.91 1.17 1.58 1.18 1.47 1.26  Rigorous curriculum 1.14 2.14 0.71 2.01 1.02 4.47 2.62 4.35 1.76 General education 1.08 1.05 0.66 0.81 2.67 4.15 1.44 1.92 1.36 

See notes at end of table.

 and communications

Technology
Appendix D—Standard Error Tables 

D-14 

Table D8.—Standard errors for table 8: Average number of undergraduate credits earned in specific career-related fields among 1992 Table D7.—enrolled in postsecondary education between 1992 and 2000 and who took a course in the field, by high school curriculum Table D7.—institution type—Continued

Communi- Engications neering 

Agriculture and and Public Per

and related related Education and 

natural techno- Computer techno- and child Health protective 

High school curriculum concentration resources Business Marketing logy science logy care care services se

Among those who initially enrolled in community college

 Total 3.53 1.02 0.71 0.93 0.44 2.87 1.13 2.99 0.90 Career and technical education (CTE),  total 2.71 1.50 0.60 1.38 0.66 2.72 2.88 1.46 1.95  CTE only 2.75 1.78 0.74 1.36 0.88 3.06 3.95 1.98 2.03  Dual CTE and college preparatory † 1.91 † † 1.39 4.63 † 2.57 3.27 College preparatory only 7.37 2.82 1.29 0.87 0.89 8.35 2.27 6.57 1.94  Core curriculum 4.21 5.52 0.81 1.18 0.82 † 5.03 2.44 2.10  Middle-level curriculum 10.56 2.21 1.86 1.18 1.02 10.49 2.14 8.60 3.15  Rigorous curriculum † † † † † † † † † General education 0.76 0.99 0.89 1.84 0.68 2.51 1.47 1.56 0.96 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Technology

 and communications
Appendix D—

D-15 

Table D9.—Standard errors for table 9: Percentage distribution of postsecondary attainment and enrollment status in 2000 among 19Table D8.—who enrolled in postsecondary education between 1992 and 2000, by high school curriculum concentration

Earned any Bachelor’s

postsecondary or 6

High school concentration credential Certificate Associate’s higher Total 0–10 11–29 30–59 m Total 0.94 0.67 0.78 1.20 0.94 0.49 0.92 0.51 Career and technical education (CTE), total 2.10 0.98 2.14 1.70 2.10 1.87 1.77 1.53  CTE only 3.02 1.49 2.45 1.82 3.02 2.53 2.33 1.89  Dual CTE and college preparatory 3.27 1.26 2.62 3.08 3.27 3.64 2.05 2.41 College preparatory only 1.62 1.29 1.02 1.74 1.62 0.35 0.72 0.70  Core curriculum 3.74 1.38 2.47 3.61 3.74 1.02 2.91 1.44  Middle-level curriculum 2.22 1.97 1.22 2.61 2.22 0.34 0.72 0.79  Rigorous curriculum 2.23 0.18 1.00 2.40 2.23 0.76 0.72 1.72 General education 2.30 0.88 1.24 1.98 2.30 1.04 2.37 0.76 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Sur

No degree

Credits earned 

Highest postsecondary

credential as of 2000
Appendix D—Standard Error Tables 

D-16 

Table D10.—Standard errors for table 10: Percentage distribution of certificate majors among 1992 12th-grade students who had earn

Table D10.—by high school curriculum concentration

Agri- Commuculture Public cations Food 

and and and service 

natural protect- related Com- Trade and 

re- Busi- Market- Health tive techno- puter Engi- and hospita- 

High school concentration Total sources ness ing care services logies science neering industry lity  Total 0.51 0.43 4.14 0.45 7.95 1.15 0.35 0.43 1.26 4.90 1.94 Career and technical education (CTE), total † 1.38 4.59 † 6.36 1.78 1.05 † 0.83 6.11 4.55  CTE only † 1.41 5.44 † 7.44 1.62 1.25 † 0.99 6.06 5.57  Dual CTE and college preparatory †††††††††††College preparatory only 1.04 † 6.53 † 19.57 2.99 0.63 1.11 4.72 7.55 2.20  Core curriculum † † 8.86 † 16.99 4.92 † 1.90 3.19 13.13 †  Middle-level curriculum † † 10.41 † 26.23 4.93 1.10 1.45 7.27 7.70 3.65  Rigorous curriculum † † † † † † † † † † † General education 0.92 0.77 6.34 1.05 4.47 1.66 0.32 1.01 0.51 7.72 3.24 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Career-related fields

communications

Technology and 
Appendix D—

D-17 

Table D11-A.—Standard errors for table 11-A: Percentage distribution of associate’s degree majors among 1992 12th-grade students wTable D10-A.—associate’s degree by 2000, by high school curriculum concentration: Academic fields

Social 

High school concentration Total Mathematics Science English Humanities sciences 

 Total 2.63 † 0.80 † 0.19 0.48 Career and technical education (CTE), total 5.17 † 0.56 † 0.32 0.48  CTE only 6.38 † 0.69 † † 0.50  Dual CTE and college preparatory 8.74 † 0.96 † 0.97 1.05 College preparatory only 4.89 † 1.10 † 0.44 1.61  Core curriculum 7.38 † 2.95 † † 5.04  Middle-level curriculum 5.41 † 1.12 † 0.70 1.04  Rigorous curriculum † † † † † † General education 5.74 † 1.67 † 0.04 1.50 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Academic fields
Appendix D—Standard Error Tables 

D-18 

Table D11-B.—Standard errors for table 11-B: Percentage distribution of associate’s degree majors among 1992 12th-grade students w

Table D10-B.—associate’s degree by 2000, by high school curriculum concentration: Career-related fields

Agri- Commuculture Public cations Food 

and and and service 

natural protect- related Com- Trade and 

re- Busi- Market- Health tive techno- puter Engi- and hospita- 

High school concentration Total sources ness ing care services logies science neering industry lity 

 Total 2.60 0.24 2.20 0.53 2.15 1.05 0.28 0.88 1.62 2.79 0.40 Career and technical education (CTE),  total 5.17 0.93 5.69 0.52 2.82 2.40 0.13 0.99 2.66 1.70 0.64  CTE only 6.38 1.43 7.53 0.71 3.70 1.83 0.18 1.26 3.28 2.10 0.86  Dual CTE and college preparatory 8.74 † 6.86 0.50 5.04 5.28 † 1.50 4.03 2.05 1.20 College preparatory only 4.74 0.44 2.38 1.22 4.67 2.12 0.61 0.98 3.53 0.97 0.81  Core curriculum 7.38 0.82 2.81 0.77 3.00 3.85 1.25 0.14 10.78 1.86 1.27  Middle-level curriculum 5.27 0.40 3.48 1.82 6.58 1.87 0.73 1.52 1.37 1.30 1.04  Rigorous curriculum † † † † † † † † † † † General education 5.73 0.26 2.61 0.43 2.46 2.07 0.36 2.25 1.07 7.46 0.95 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Career-related fields

communications

Technology and 
Appendix D—

D-19 

Table D12-A.—Standard errors for table 12-A: Percentage distribution of bachelor’s degree majors among 1992 12th-grade students w

Table D11-A.—bachelor’s degree by 2000, by high school curriculum concentration: Academic fields

Social 

High school concentration Total Mathematics Science English Humanities sciences 

 Total 1.30 0.39 0.64 0.41 0.55 0.84 Career and technical education (CTE), total 2.98 0.62 1.46 1.55 1.17 2.36  CTE only 4.80 0.46 2.16 1.37 † 4.26  Dual CTE and college preparatory 4.04 0.99 1.86 2.42 1.93 2.58 College preparatory only 1.74 0.59 0.79 0.66 0.76 1.10  Core curriculum 4.65 0.55 1.45 1.03 0.60 2.73  Middle-level curriculum 2.09 0.90 1.00 0.58 0.37 1.59  Rigorous curriculum 3.74 0.66 2.36 2.20 3.52 2.43 General education 2.56 0.35 1.01 0.89 0.97 1.54 

† Not applicable.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second FoTranscript Survey, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Surv

Academic fields
Appendix D—Standard Error Tables 

D-20 

Table D12-B.—Standard errors for table 12-B: Percentage distribution of bachelor’s degree majors among 1992 12th-grade students w

Table D11-B.—bachelor’s degree by 2000, by high school curriculum concentration: Career-related fields

Agri- Commuculture Public cations Food 

and and and service 

natural protect- related Com- Trade and 

re- Busi- Market- Health tive techno- puter Engi- and hospita- 

High school concentration Total sources ness ing care services logies science neering industry lity 

 Total 1.34 0.36 1.17 0.39 0.84 0.42 0.54 0.51 0.54 0.36 0.11 Career and technical education (CTE),  total 3.44 1.29 2.99 1.39 1.99 1.73 1.46 1.02 1.31 1.46 0.57  CTE only 5.49 1.61 4.38 1.63 4.69 1.21 2.21 1.41 2.09 2.40 0.53  Dual CTE and college preparatory 4.66 1.82 3.52 1.90 0.72 3.08 1.57 1.29 1.51 1.90 0.89 College preparatory only 1.75 0.43 1.75 0.65 0.97 0.57 0.65 0.30 0.76 0.45 0.14  Core curriculum 5.97 1.34 9.46 0.88 1.07 1.68 1.11 0.43 1.28 1.45 0.48  Middle-level curriculum 2.23 0.57 1.04 0.95 1.29 0.68 0.73 0.38 1.11 0.66 0.20  Rigorous curriculum 3.86 0.74 2.20 1.05 1.71 0.55 1.81 0.42 1.54 0.87 0.19 General education 2.60 0.41 1.99 0.67 2.08 0.79 1.33 1.72 0.62 0.51 0.16 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Career-related fields

communications

Technology and 
Appendix D—Standard Error Tables 

D-21 

Table D13.—Standard errors for table 13: Percentage of 1992 12th-grade students who were career and technical 

Table D12.—education (CTE) concentrators and earned various amounts of undergraduate credits in a related 

Table D12.—career field among those who enrolled in postsecondary education between 1992 and 2000, by high

Table D12.—school CTE field

3 or more 6 or more 9 or more 12 or more

High school CTE field Any credit credits credits credits credits

 Total 2.51 2.58 2.36 2.26 2.08

Agriculture and natural resources 5.59 5.18 4.54 4.40 4.36

Business 2.49 3.28 3.79 3.56 3.21

Marketing 7.28 7.28 5.01 4.03 2.76

Health care † † † † †

Public and protective services † † † † †

Trade and industry 4.51 4.50 4.47 4.06 3.43

Technology and communications 7.12 6.98 5.35 4.79 5.25

Personal and other services 3.37 3.37 3.37 3.37 3.37

Food service and hospitality † † † † †

Child care and education † † † † †

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”
Appendix D—Standard Error Tables 

D-22 

Table D14.—Standard errors for table 14: Percentage of 1992 12th-grade students who were career and technical 

Table D13.—education (CTE) concentrators and earned a postsecondary degree or certificate among students

Table D13.—who enrolled in postsecondary education between 1992 and 2000 and percentage whose degree or 

Table D13.—certificate was in a related career field between 1992 and 2000, by high school CTE field 

In a related In a related In a related

field among In a related field among field among

those who field among those who those who

earned a those who earned an earned a

degree or earned a associate’s bachelor’s

High school CTE field Total certificate Total certificate Total degree Total degree

 Total 2.10 2.34 0.91 5.66 2.57 3.36 1.70 3.66

Agriculture and natural resources 5.27 6.11 2.74 † 4.18 † 7.37 †

Business 4.28 3.94 1.48 11.93 4.73 8.38 3.03 4.40

Marketing 8.22 † 4.11 † 4.53 † 6.96 †

Health care † † † † † † † †

Public and protective services † † † † † † † †

Trade and industry 3.20 5.71 2.06 10.32 3.30 5.39 2.36 5.49

Technology and communications 10.01 9.44 1.91 † 3.84 † 9.26 11.22

Personal and other services 20.38 † 8.84 † 17.50 † 1.49 †

Food service and hospitality † † † † † † † †

Child care and education † † † † † † † †

† Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 

(NELS:88/92), “Second Follow-up, High School Transcript Survey, 1992” and National Education Longitudinal Study of 1988 

(NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

 or certificate

Earned a degree Earned a Earned an Earned a 

certificate associate’s degree bachelor’s degree
Appendix D—

D-23 

Table D15.—Standard errors for table 15: Percentage distribution of postsecondary attainment and enrollment status among 1992 12t

Table D14.—were career and technical education (CTE) concentrators and had enrolled in postsecondary education between 1992 and Table D14.—undergraduate credits earned in a related career field

Undergraduate creditsearned in a related Asso- Bachelor’s career field Total Certificate ciate’s or higher Total 0–10 11–29 30–59 60 or more  Total 2.10 0.98 2.14 1.70 2.10 1.87 1.77 1.53 1.44 None 3.45 0.97 3.17 2.47 3.45 2.84 3.03 2.34 1.92 Any credits 2.57 1.57 2.65 2.35 2.57 2.57 1.87 2.09 1.72  1–3 6.42 1.64 3.91 6.07 6.42 7.54 2.41 4.43 5.41  4–6 10.60 1.94 4.35 8.84 10.60 14.54 4.86 2.70 2.13  7–9 8.48 2.88 3.07 8.74 8.48 3.54 8.88 3.56 4.92  10–12 8.22 7.80 4.10 2.56 8.22 9.51 11.94 5.37 3.68  13 or more 3.84 2.67 4.65 4.10 3.84 0.18 1.90 3.24 1.51 SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, 1992” and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Education Transcript Survey, 2000.”

Highest degree earned as of 2000 No degree

Credits earned