NATIONAL CENTER FOR EDUCATION STATISTICS

VOCATIONAL

EDUCATION IN THE

UNITED STATES:

THE EARLY 1990s

U. S. Department of Education

Office of Educational Research and Improvement NCES 95-024
NATIONAL CENTER FOR EDUCATION STATISTICS

VOCATIONAL

EDUCATION IN THE

UNITED STATES:

THE EARLY 1990s

Karen Levesque

Mark Premo

Robert Vergun

David Emanuel

Steven Klein

Robin Henke

Susan Kagehiro

MPR Associates, Inc.

James Houser

Data Development Division

National Center for Education Statistics

U. S. Department of Education

Office of Educational Research and Improvement NCES 95-024
2

U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

Sharon P. Robinson

Assistant Secretary

National Center for Education Statistics

Jeanne E. Griffith

Acting Commissioner

National Center for Education Statistics

The purpose of the Center is to collect and report “statistics

and information showing the condition and progress of

education in the United States and other nations in order to

promote and accelerate the improvement of American

education.”—Section 402(b) of the National Education

Statistics Act of 1994 (20 U.S.C. 9001).

November 1995

Contact:

James Houser

(202) 219-1419
VOCATIONAL EDUCATION IN THE Umm STATES:

Tm EARLY 1990s

INTRODUCTION

With passage of the School-to-Work Opportunities

Act (STWOA) of 1994, national attention has

turned to the systems in place in this country for

educating and training people for work. Historically, vocational education has made up the lion’s

share of such efforts. This publication provides

educators, policymakers, and researchers with the

most current data on the vocational education

enterprise and some data that are available on

other school-to-work activities. Specifically, the

publication addresses the following questions:

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What is vocational education?

How widespread is participation in vocational

education?

What types of vocational education do students

take?

Do students take coherent sequences of vocational courses?

To what extent do students with different

demographic characteristics participate in

vocational education?

To what extent do students who are disadvantaged or have disabilities participate in vocational education?

How much academic preparation do vocational

coursetakers receive?

What outcomes are associated with participation in vocational education?

What other school-to-work programs do

schools and institutions offer? - -

While most of the above questions are addressed

for both the secondary and postsecondary levels,

some additional issues particular to each level of

education are also discussed.

1

This report, which was produced about 3 years

after pub] i cation of Vocational Education in the

United States: ]%9-19W, extends the available

vocational education data through 1992, and

provides some trend information on the decade

spanning 1982– 1992. It also provides information

on public high school graduates and teachers and

on nonbaccalaureate students (those pursuing less

than a bachelor’s degree) in a variety of postsecondary institutions. Additionally, this report

covers a number of key issues emphasized in the

Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990 (1990

Perkins Act)–and echoed in STWOA. These

include integration of academic and vocational

education, access of special populations to quality

programs, and access of individuals to programs

nontraditional for their sex. Finally, this report

provides information on most of the targeted

populations identified in section 421 of the 1990

Perkins Act:]

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Women;

American Indians;

Individuals with handicaps;

Individuals of limited English

proficiency;

Economical y disadvantaged students (including students in rural and urban areas);

Single parents;

Incarcerated youths and adults; and

Minorities.

‘Section 421 of the 1990 Perkins Act directs the Secretary of

Education to establish a national vocational education data

system. This publication is in part a response to this

legislative mandate. 1990 Perkins Act, Public Law 101-392,

Sec. 421.

r
Appendix B describes how variables were constructed to provide information on the above

populations and explains why information on other

targeted populations was not included.

This publication incorporates data from nine

national databases. Effort was made to include the

most recent data that were available during preparation of the report. However, because of the

staggered timing of different national data collection efforts, not all desired data were available.

Consequent y, some of the information presented

here is not parallel at the secondary and postsecondary education levels, since the available data

differed somewhat at the two levels. Appendix B

describes the national datasets that were included

in the report and identifies areas where additional

information could be provided in the fiture.

This report begins with text and figures covering

the key questions outlined above and highlighting

the most important findings. Extensive tables

supporting these findings are presented in appendix

A, which may be used by readers to investigate a

broad range of questions related to vocational

education and school-to-work in general. A guide

to the Vdbies is provided at the beginning of appendix A; a glossary of key terms used

in appendix C; and a bibliography in

KEY QUESTIONS

What is vocational education?

in the report

appendix D.

The 1990 Perkins Act defines vocational education

as “organized educational programs offering a

sequence of courses which are directly related to

the preparation of individuals in paid or unpaid

employment in current or emerging occupations

requiring other than a baccalaureate or advanced

degree.”2 While vocational education is provided

~he Act goes on to say, “Such programs shall include

competency-based applied learning which contributes to an

individual’s academic knowledge, higher-order reasoning, and

problem-solving skills, work attitudes, general employability

skills, and the occupational-specific skills necessary for

economic independence as a productive and contributing

at both the secondary and postsecondary

focus differs somewhat at each level.

Secondary Vocational Education

The objectives of vocational education

levels, its

are more

varied at the secondary than at the postsecondary

level. Secondary vocational courses can be classified into three types: (1) consumer and homemaking education; (2) general labor market preparation; and (3) specific labor market preparation

(figure 1).3 Specific labor market preparation

courses teach students the skills needed to enter a

particular occupational field. Such courses can be

grouped into the following occupational program

areas:4

●

●

●

●

●

●

●

Agriculture;

Business and office;

Marketing and distribution;

Health;

Occupational home economics;

Trade and industry (including construction,

mechanics and repairs, and precision production); and

Technical and communications.

In addition to this occupationally specific curriculum, some secondary vocational courses provide

general labor market preparation, teaching general

employment skills—such as introductory typing or

wordprocessing, industrial arts, career education,

and applied academic skills—rather than preparing

students for paid employment in a specific occupamember of society. Such term also includes applied

technology education. ” 1990 Perkins Act, Public Law 101-

392, Sec. 521 (41).

3A G Gifford, E.G. Hoacidander, and J. E. Tuma, Z%e

Se;or&ry School Taonomy Find Report (Washington, D. C.:

U.S. Department of Education, National Assessment of

Vocational Education, February 1989).

4For simplicity’s sake, the text refers to spwific labor market

preparation education as the occupationally specific

curriculum and to specific labor market preparation programs

as occupational programs.

2
u

Figure I—Secondary schml taxonomy

AC AD EM ICC OURS E S

MATHEMATICS SCIENCB ENGLISH

I I I

Bssic survey

Biology .

~ti T +22-

Prc-iugcbfa

Algebrs I

Advmoed/other

Advsnced oahmlus

VOCATIONAL COURSE S

CONSUMER &

HOMEMAKING d?~

EDUCATION PREPARATION

I

‘fhw~ P==@% I

Itltroductory industrial

Work experience

career exploration

General labor market skills

SPBCIFIC

LABOR MARKBT

PREPARATION

I

FOREIGN !%Rih ARTS IMW3UAGBS

I I I

American history Finealtsdkcd’afts survey

World history . -=a American govanmul t &-~= Y-P

Humanities/other

Agriculture

Business and Offke

~HmJ&tibtim

OoCUPtioI@ home economics

Trade sndidustry

Technical and communications

PERSONAL/OTHE R

GENEIUL PBRSONAL RELIGION MILITARY

SKILLS HEALTH AND SCIBNCB

PHYSICAL

EDUCATION

SOURCE A.G. Giffa4 E.G. Hoadmder, J.E. nuns, m secoidiry School Taxonomy QVashin@m D-C.: U.S. DeputmaM of EducatioQ National Assesmd of

Vocational EducatioQ Febnuuy 1989).

,. I
tion. Finally, consumer and homemaking educationcourses, unlike occupational home economics

courses, prepare students for unpaid employment

in the home. While this publication provides

information on all three types of secondary vocational courses, it focuses primarily on the occupationally specific curriculum.

Vocational education at the secondary level has

traditionally had several objectives, including

providing students with general employability

skills and preparing them to enter paid and unpaid

employment in specific occupations. However, in

recent years, the goals of vocational education

have expanded to include preparing students not

only for entry into work but also for career advancement and entry into further education and

training. For instance, educators have been called

upon to integrate academic and vocational education.

Secondary vocational education is provided primaril y through three types of publ ic high schools:

(1) comprehensive high schools (the typical U.S.

high school); (2) area vocational schools (regional

facilities that students attend part of a day to

receive their occupational training); and (3) fulltime vocational high schools (schools that offer

academic studies but focus on preparing students

for work in a particular occupation or industry).s

The latter two types are referred to collectively as

vocational schools. The National Assessment of

Vocational Education (NAVE) recent] y found that

most secondary vocational education is provided in

comprehensive high schools, with vocational

schools enroll ing about 10 percent of secondary

students and accounting for about 12 percent of

vocational coursetaking.6 Because of the limited

51n addition to serving high school students, area vocational

schools often enroll postseeondary (for-credit) and adult

(noncredit) students.

%ction 403 of the 1990 Perkins Act called upon the Office

of Education Research and Improvement to conduct a national

assessment of vocational education to provide descriptions and

evaluations of a broad range of issues pertaining to vocational

education (1990 Perkins Act, Public Law 101-392, Sec. 403).

The NAVE published its final report to Congress in July 1994

[National Assessment of Vocational Education, Final Report

capacity of available datasets to provide information on the three types of schools, this publication

generally treats secondary vocational education as

a single system.’

While occupational y specific courses are organized into program areas, high school students

typically do not formall y enroll in an occupational

program. Instead, they may take one or more

courses in a single occupational program, or

courses scattered throughout the occupationally

specific curriculum. Moreover, while the majority

of students take occupational courses during their

high school careers, they do so for a variety of

reasons. 8 Some students take introductory business

or technical and communications courses to gain

hands-on computer experience, whereas others are

required by their high schools to complete a

vocational course in order to graduate. Only a

minority of students complete a coherent sequence

of courses preparing them for employment in a

specific occupational field.9 Indeed, the sequence

of courses defining an occupational program varies

among high schools and school districts across the

country.

Consequently, it is not possible—nor very useful-to label students as “vocational students”

based on a single definition. Instead, this publication provides several alternative measures of

participation in vocational and occupationally

specific education at the secondary level. The

smallest unit of measure is a course or a credit,

to Congress (Washington, D. C.: U.S. Department of

Education, Office of Educational Research and Improvement,

Office of Research, 1994)]. The statistics provided in the

above paragraph can be found in Volume 11, chapter 1 of the

report.

‘The exceptions are data on secondary school teachers (tables

114-127) and on school-to-work programs (tables 97-104),

which do distinguish between comprehensive high schools and

vocational schools.

*E. Gareth Hoachlander, Phillip Kaufman, Karen Levesque,

and James Heuser, Voca~ional Education in the United States:

2969-19443 (Washington, D. C.: U.S. Department of

Education, National Center for Education Statistics, 1992).

9National Assessment of Vocational Education, Final Report

zo Congress, Volume II, chapter 1 (Washington, D. C.: U.S.

Department of Education, Office of Educational Research and

Improvement, Office of Research, 1994).

4
and data are provided onthepercentage of public

high school graduates completing at least one

course and on the average number of credits they

earned in different vocational and occupational

areas. 10 Some tables provide information on heavy

vocational coursetakers, those earning large numbers of vocational or occupationally specific

credits.

Additionally, this publication seeks to address the

emphasis in the 1990 Perkins Act on providing

coherent sequences of vocational courses. The

federal regulations associated with the 1990 Perkins Act defined a coherent sequence of courses as

“a series of courses in which vocational and

academic education are integrated, and which

directly relates to, and leads to, both academic and

occupational competencies.”11 However, federal

datasets rely largely on analyses of student transcripts to determine high school course-taking

patterns. While both flexible and reliable, these

transcript studies have limited capacity to provide

information on the content of courses, such as

what specific competencies they teach. Alternative y, this publication uses several measures of

concentration in vocational education to examine

graduates’ propensity to take a series of related

vocational courses. Specifically, public high school

graduates are identified as vocational “concentrators” if they earned 3 or more credits in a single

occupational program, and as vocational “specialists” if they earned 4 or more credits in a single

program with at least 2 of these credits beyond the

introductory level. 12 Data are also provided on the

levels of occupational courses graduates completed, including introductory, second- or higher

level, and specialty courses.

10In secondary education, 1 Carnegie unit is awarded for the

completion of a course that meets 1 period pcr day for 1 year.

For simplicity’s sake, this publication refers to a Carnegie

unit as a credit.

1 ‘Vocational and Applied Technology Education Programs—

General Provisions, 34 CFR $400.4.

‘*These definitions were originally used by the NAVE.

National Assessment of Vocational Education, Find Report

M Congress, Volume 11, chapter 1 (Washington, D. C.: 1994).

Postsecondury Vocational Education

Vocational education at the nonbaccalaureate

postsecondary level primarily focuses on providing

occupationally specific preparation (figure 2).

PostSecondary-level occupational programs generally parallel the program areas identified at the

secondary level:

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●

Agriculture;

Business and ofilce;

Marketing and distribution;

Health;

Home economics;

Technical education (including protective

services, computers and data processing,

engineering and science technologies, and

communication technologies); and

Trade and industry.

While emphasis at the postsecondary level has

traditionally been on providing students with skills

needed to enter a particular occupational field,

these skills have typically been at a more advanced

level than those provided through secondary

occupational programs.

Postsecondary vocational education is offered at

several types of institutions, including public and

private, and 4-year and less-than-4-year postsecondary institutions. This publication provides

comparable information on participation in six

different institutional types: public 4-year institutions; private, nonprofit 4-year institutions; public

2- to 3-year institutions (community colleges);

public vocational-technical institutes; private,

nonprofit less-than-4-year institutions; and private

proprietary (for-profit) institutions.

As was the case at the secondary level, postsecondary occupational education is delivered in

the form of courses that are organized into program areas. In a few cases, students are required

to enroll formally in an occupational program. In

5
--!

m

~ “~e2~“ Catim of academic and vocational courses for kss-than4year ~hybthkIIs

ACADEMIC COURSE S

1

MATHEMATICS

SCIENCE

Life

T

Sciawcs

=

otherI I

SOCIAL ART AND I I

Scmwl?s DESIGN EDUCATION OTHER

Afa8nddnlicwufMcs

orht?rsockl Bcima?s

VOCATIONAL COURSE S

I BUSINESS MAKETING I I

HOME

AORKXJLTURE O F F ICE DNTMBUITON HEALTH ECONOMICS

Hcirtimlturc .

otiw qgri~ L-% - and qpidtud Health Scieace$ Oc%aS

.~ Allied IM!altb 04xu@cm81 s-~-ti AJJmdmd ScimceS related servicu emnomki

Rmew8ble aatml O&a bdncss

I

‘mcHNxCAL

EDUCATION

TRADE

INDUSTRY

I

I

Rotcdve

-

~ EaghEd@ Chnmdcatkm

(IW8 pmcedng Sckace tscha010gh33

I I . . hgma?mgatbd m@-m tcchnOlogics

ScicQcc

tecblmkgies -

Othu%--on

mmpmitmadmttcdd llwving

.

(e.g., cametdogy)

SOURCE Susan P. Cloy and Laura J. Ho-A Guidk to Wing Postseconhy 7hnscript Data and an Ovem”ew of Counse T&ng in J!essthan-Four-Year

Postsecondvy Im”ti”ons, (Berkeley: National Center for Research in Vocational Educatioq March 1992).

m
other cases, students may be required to declare a two and a half of these courses in occupational

major upon enrolling in an institution. However, program areas (table 4). 14

students often sample courses from a variety of

program areas, whether or not they have declared Although pub] ic high school graduates earned

a major. This tendency to “mill around” in post- greater numbers of total and academic credits over

secondary vocational education has been well the decade from 1982 to 1992, credits earned in

documented .13 Moreover, postsecondary institu- vocational education decreased (table 51). Between

tions, particularly community colleges, serve a 1982 and 1992, total credits earned by high school

student population with diverse educational goals. graduates increased about 11 percent (from 21 to

Some students enter with the intention of complet- 24 credits), while academic credits earned rose

ing a degree or certificate, while others intend about 22 percent (from 14 to 17 credits). In

only to take one or a few courses and then leave.

In most cases, it is only possible to identify with

accuracy vocational program participants once

students have completed a program and obtained

a degree or certificate. However, this captures

only a portion of nonbacca]aureate postsecondary

students.

Because of the timing of this publication, transcript data were unavailable for detailed analysis

of participation patterns in postsecondary vocational education. Instead, this report relies on

contrast, over the same period, the average number of vocational credits earned by high school

graduates declined by almost 1 full credit, or by

about 17 percent. By 1992, vocational coursework

made up on] y 16 percent of the total coursework

completed by high school graduates, down from

21 percent in 1982 (figure 3). The National Assessment of Vocational Education (NAVE) found

that this declining vocational enrollment might be

attributed to several factors, such as increasing

high school graduation requirements over the

1982-1992 decade and the vulnerability of secondstudents’ self-reported majors. Consequent y, in ary vocational programs to local economic condicontrast to the secondary level, the discussion of tions.15

postsecondary vocational education does not

provide information on varying levels of participa- Between 1982 and 1992, participation in the

tion by students. occupationally specific curriculum was somewhat

more stable than in other vocational areas (tables

How widespread is participation in vocational 50 and 53). The percentage of public high school

education? graduates completing at least one occupational

Secondary Lad course remained about the same (at approximately

87 percent), and the average number of credits

Most public high school students participate in

vocational education. In 1992, almost all public

high school graduates (97 percent) completed at

least one vocational education course, and 87

percent completed at least one occupationally

specific course (table 1). On average, graduates

completed the equivalent of almost four fill-year

courses in vocational education (3.8 credits), with

%. Norton Grubb, Access, Achievement, Completion, and

“Milling Around” in Postsecoruiary Vocational Education

(Berkeley: National Center for Research in Vocational

Education, April 1989).

earned by graduates in occupational programs

decreased over the decade by less than half a

credit (from 2.9 to 2.5 credits) or by about 14 per-

‘~he recent NAVE found that vocational education is widely

available in U.S. high schools. About three-quarters of all

comprehensive high schools offer occupational programs,

while more than 90 percent offer, at minimum, introductory

vocational courses. Additionally, almost all comprehensive

high schools either offer vocational courses or provide access

to area vocational schools. National Assessment of Vocational

Education, Final Report to Congress, Volume 11, chapter 1

(Washington, D. C.: 1994).

‘

5 Local eeonomic conditions affwting vocational programs

included both the loss of jobs for which programs trained

students and the loss of educational funding that otlen

accompanied a poor economy. Ibid.

7
I@ure 3—Average number of credits earned by public high school graduates in academic and

vocational courses, and the percentage of total credits earned in high school that those

credits represent: 1982-1992

Crecii ts

18-

15-

12-

9-

6-

3-

0 ——

667:

14.2

’82 ’87 ’90 ’92 ’82 ’87 ’90 ’92

— -— ——. -— ———..—. ——

Acaclcmic Vocational

crecii ts credits

‘The 14.2 academic credits earned on average by 1982 public high school graduates represented 66 percent of the total credits

earned by those graduates.

2The 4.6 vocational credits earned on average by 1982 public high school graduates represented 21 percent of the total credits

earned by those graduates.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990 High School

Transcript Studies, and the National Education Longitudinal Study, “Second Follow-up and High School Transcript Files, ” 1992.

cent. In contrast, both the percentages of graduates

participating in the consumer and homemaking and

the general labor market preparation curricula and

the average number of credits graduates earned in

these areas declined significantly over the decade

(with average credits earned declining about 29

and 36 percent in these respective areas).

Postsecondary Level

were majoring in a vocational program area

(table 58). In contrast, one in four nonbaccalaureate postsecondary students reported an academic

major and one in four were taking personal or

avocational courses (for example, basic skills and

citizenship activities). 17 Nonbaccalaureate students

at all types of postsecondary institutions reported

majoring in vocational programs, although the

proportion of the nonbaccalaureate student body

The NAVE found that 5.8 million students were that was vocationally oriented varied by institution

enrolled in postsecondary vocational education in

1990, making up about 35 percent of all under-

“Although the National Postsecondary Student Aid Study graduate postsecondary enrollments. 16 Vocational (N PSAS) excludes students takimz not-for-credit courses,

enrollments represented an even larger share of the ;bout one in four nonbaccalaureat; students in the 1989–90

nonbaccalaureate undergraduate p(~pulation, with N PSAS sample reported majoring in program areas that were

about one-half of these students reporting that they classified by the Classification of Instructional Programs

(CIP) as “personal improvement or leisure” programs. See A

Chss’ificuiwn of ln;tructionul Program; 1990 Edition ,

Washington, D. C.: U.S. Department-of Education, National

Center for Education Statistics, U.S. Government Printing

‘bib id., chapter 2. office, 1990.

8
type (table 64). For example, at public 4-year

postsecondary institutions about one-third of

nonbaccalaureate students reported majoring in

vocational programs, while at public vocational-technical institutes 90 percent of nonbaccalaureate students were in the vocational

curriculum .18

What types of vocational education do students

take?

Secondary I!4vd

Business was the most popular occupational program at the high school level, with more than half

of all 1992 high school graduates completing at

least one business course (table 16). Business was

followed in popularity by trade and industry and

then by technical and communications programs.

Although overall participation in the occupationally

specitlc curriculum declined somewhat over the

decade from 1982 to 1992, trends varied by

program area. The percentage of graduates completing at least one course in the technical and

communications area, as well as the average

number of credits earned in this program area,

increased between 1982 and 1992 (tables 55

and 56). In contrast, both the percentage of graduates completing at least one trade and industry

course and the average number of trade and

industry credits earned declined over the decade.

The NAVE found that these occupational enrollment patterns appeared to follow labor market

trends. ‘g

Postwcondary I!AWl

As was the case at the secondary level, the most

popular postsecondary vocational program was

business, with about 17 percent of all nonbaccalaureate students declaring a major in this area

(table 70). Business was followed in popularity by

health (11 percent) and then trade and industry (8

percent) programs. m The combined technical fields

(computers and data processing, engineering and

science technologies, protective services, and

communications technologies) accounted for 12

percent of all nonbaccalaureate majors (figure 4).

Program enrollment varied significantly by institution type (table 70). Students at private proprietary; private, nonprofit 4-year; and public 2- to

3-year institutions were more likely to major in

business than students at publ ic 4-year institutions.

In contrast, students at public vocational-technical

institutes and private proprietary schools were

much more likely to major in trade and industry

than students at all other postsecondary institutions.

Do students take coherent sequences of vocational courses?

Vocational Concentration and Specialization at the

Secondary Level

The NAVE found that concentrating one’s vocational coursetaking resulted in higher earnings,

especially if students entered training-related

jobs .21 However, few 1992 graduates completed a

sequence of courses providing significant preparation in a single occupational area. About 24

percent of high school graduates were vocational

“con centrators, ” earning 3 or more credits in a

single occupational program, and about 8 percent

of graduates were vocational “specialists,” earning

4 or more credits in a single program with at least

2 of these credits beyond the introductory level

(tables 34 and 37). Lack of focused coursetaking

was not restricted to the vocational curriculum.

The majority of high school graduates (60 percent)

‘8Although all students enrolled in public vocational-technical

institutes are typically considered to be vocational, some of

the students surveyed declared they were enrolled in academic

programs such as law, education, and journalism and %tudenLs majored in health and in trade and industry

communications. programs at statistically similar rates.

%Jational Assessment of Vocational Education, Final Report *’National Assessment of Vocational Education, Final Report

to Congress, Volume II, chapter 1 (Washington, D. C.: 1994). to Congress, Volume II, chapter 6 (Washington, D. C.: 1994).

9
... .

Figure 4—Percentage of nonbaccalmnwate postsecondary students majoring in vocational fields, by

program area: 1989-90

Pereent

m17

15-

12

11

10-

8

5 -

0

<1I

Business Techniea? Heaith Tr~de Oee;opmtmal Marketing A~iculture

& &

office 1 industry eecmomics distribution

10f all nonbaccalaureate postsecondary studcn~$, 17 percent reported majoring in business and office.

2Technical combines .o computers/data processing, engineering/science technologies, protective services, and communications

technologies program areas.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student

Aid Study.

failed to meet the criteria for either the college

preparatory or vocational specializations (figure 5

and table 34).=

While graduates were more likely to complete at

least one course in business than in any other

occupational area, they were more 1 ikel y to concentrate in trade and industry programs. Specifically, 10 percent of 1992 high school graduates

earned 3 or more credits in trade and industry,

while 8 percent earned this number of business

credits (table 37). Nearly half of all vocational

concentrators concentrated in the trade and industry curriculum, although business was the most

frequent vocational concentration among college

preparatory graduates. Technical and communications and health programs had the fewest concentrators among all graduates, perhaps due to a lack

of available courses. The disparity between a high

level of coursetaking and low level of concentration in business and in technical and communications may be due to students electing not to concentrate in these areas. The NAVE attributed the

disparity to many students seeking computerrelated coursework through these programs rather

than specific occupational preparation.m

zzGraduates were classified as “college preparatory” if they

completed 4 or more credits in English; 3 or more credits in

math, with 1 or more of those credits in algebra or higher; 3

or more credits in science, with 1 or more of those credits in

chemistry or physics; and 2 or more credits in a single

foreign language. Students who met both the vocational

specialist and college preparatory criteria were included in the ‘National Assessment of Vocational Education, Final Report

vocational specialist group. zo Congress, Volume II, chapter 1 (Washington, D. C.: 1994).

10
Levels of Vocational Coursetaking at the

Secondary Level

High levels of vocational coursetaking in high

school did not always mean that graduates completed advanced occupational courses. In fact, 20

percent of 1992 high school graduates who earned

8 or more vocational credits and about 25 percent

of those who earned 4 or more occupationally

specific credits did not take a single occupational

course above the introductory level (table 25).

Among all graduates, twice as many took introductory occupational courses as took advanced ones

(75 percent compared with 35 percent) .24

Rates of advanced course completion varied by

program concentration. Vocational concentrators in

marketing were more likely than concentrators in

other program areas to take advanced courses in

their area of concentration (86 percent of marketing concentrators took advanced marketing

courses) (table 31) .25 In contrast, concentrators in

occupational home economics were less likely than

those inmost other program areas to take advanced

courses in their concentration (40 percent took

such courses).2b

%e NAVE found that throughout 1982-1992 graduates

earning large numbers of vocational credits were less likely

both to concentrate their coursetaking in a specific program

area and to earn advanced credits within their concentration.

The NAVE speculated that the increasing lack of program

concentration may be due to a number of factors, including

students taking vocational courses for avocational reasons;

students anticipating more complex job demands and moving

toward an interdisciplinary type of training by taking

coursework in several program areas; or students simply being

less focused in their coursetaking. Ibid.

*sThe percentage of marketing concentrators completing

second or higher level courses in marketing was not

statistically higher than the percentage of trade and industry

concentrators completing higher level courses in trade and

industry.

2The percentage of occupational home economics

concentrators completing second or higher level courses in

their concentration was not statistically different from the

percentage of health and technical and communications

concentrators completing such courses in their respective

concentrations.

Figure 5–Percentage of 1992 public high school

graduates, by area of specialization

Vocational*

(8%)

(60%)

*Among 1992 public high school graduates, 8 percen t

specialized in vocational education, earning 4.00 or more

credits in a single occupationally specific program area, with

a least 2.00 of those credits beyond the introductory level.

SOURCE: U.S. Department of Education, National Center for

Education Statistics, National Education LongitudinalStudy,

“Second Follow-Up and High School Transcript Files,” 1992.

To what extent do students with different demographic characteristics participate in vocational

education?

Sex and race-ethnicity were related to differences

in participation in vocational education at both the

secondary and postsecondary levels.

Secondary Level

High school vocational course-taking patterns

differed for males and females. Male graduates in

1992 earned about one-third more occupationally

specific credits, while female graduates earned

almost twice as many consumer and homemaking

education credits (table 4). Furthermore, the

percentages of males and females completing at

least one occupational course differed significantly

in all program areas except marketing (table 16). In

particular, males in 1992 were more than twice as

likely to complete at least one course in agriculture

and in trade and industry, while females were more

than twice as likely to complete at least one course

11
in health and in occupational home economics

(figure 6).

Between 1982 and 1992, there was little increase

in the percentage of students participating in

occupational programs that were nontraditional for

their sex (table 55).Z7 The gender gap in trade and

industry narrowed over the decade, although this

narrowing was not due to more females completing

courses in this program area. Rather, the gap

narrowed because of a drop in participation for

males. Moreover, the gap in participation for males

and females remained about the same in agriculture, health, and occupational home economics.

However, while females in 1982 were more than

one and a half times as likely as males to participate in business, this gap narrowed significantly by

1992.

The patterns of vocational concentration for males

and females were similar to those for coursetaking

(tables 34 and 37). Males were more likely than

females to be vocational concentrators and specialists, while females were more likely to be in the

college preparatory track. Additionally, males were

more likely to concentrate in agriculture, trade and

industry, and technical and communications, while

females were significantly more likely to concentrate in business, health, and occupational home

economics.z8

High school vocational course-taking patterns also

differed based on race-ethnicity. Native Americans

appeared to earn above average numbers of vocational and occupationally specific credits, and

Asians below average numbers of these credits,

although these differences were not statistically

significant possibly due to the small sample sizes

for these groups (table 4). Native American gradu-

‘7For the purposes of this publication, an occupational program

was identified as nontraditional if one gender group was two

or more times as likely as the other to participate in the

program in 1992.

‘sThe NAVE found that the gender imbalance in occupational

programs was greater among concentrators than among all

graduates taking one or more courses in these areas. National

Assessment of Vocational Education, Final Report to

Congress, Volume II, chapter 1 (Washington, D. C.: 1994).

ates also appeared both to concentrate and specialize in vocational education at above average rates,

although these differences were once again not

statistically significant (tables 34 and 37). However, Native Americans had higher than average

rates of concentration in trade and industry programs, and lower than average rates in programs

offering computer coursework, including business

and technical and communications. White,z9

black,30 and Hispanic graduates differed little from

the overall pool of high school graduates in terms

of the numbers of vocational and occupational I y

specific credits they earned and their rates of

concentration and specialization. These groups also

exhibited no consistent patterns of over- or

underparticipation in specific occupational programs.

Postsecondary Level

The majority (57 percent) of nonbaccalaureate

postsecondary students in 1989-90 were female

(table 90). In fact, females represented the majority

of the student populations at five of the six types

of postsecondary institutions in the study, with the

exception of public vocational-technical institutes,

where males and females participated at similar

rates. This enrollment pattern was reflected among

students who reported majoring in vocational

programs, with the majority (54 percent) of all

vocational majors being female. Females were in

the minority among vocational majors at public 4-

year institutions only.

Most (74 percent) nonbaccalaureate postsecondary

students in 1989-90 were white (table 90). However, the racial-ethnic composition of students

varied markedly by institution type. While threequarters or more of nonbaccalaureate students at

public and private 4-year institutions, public 2- to

3-year institutions, and public vocational-technical

institutes were white, more than 40 percent of pri-

’91n this publication, the term white refers to white, nonHispanic persons.

~n this publication, the term black refers to black, nonHispanic persons.

12
13gure 6—Percentage of 1992 public high school graduates completing one or more courses in

occupational programs by program area, by sex

Percent

70-

60-

50-

40-

30-

20-

I-.Ea14

10

5

0

63

17

88

/

54

16

25

El 21

Agriculture Business Marketing Health Occupational Trade Technieal

& & home & & communiOffice distribution economics industry i cations

‘Among 1992 public high school graduates, 5 percent of females and 14 percent of males completed at least one agricultural

course.

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

“Second Follow-Up and High School Transcript Files, ” 1992.

vate proprietary students were from a minority

group .31 These patterns persisted among students

reporting vocational majors.

Black nonbaccalaureate students reported majoring

in vocational education at above average rates,

with almost two-thirds of this racial-ethnic group

majoring in a vocational program area in comparison with about half of all students (table 59). Even

afier controlling for socioeconomic background,

the NAVE found that black postsecondary students

3’The NAVE suggested that the overrepresentation of

minorities in private proprietary schools might be due to the

fact that these schools are concentrated in urban areas, while

public subbaccalaureate institutions are mostly located outside

cities. National Assessment of Vocational Education, Find

Report 10 Congress, Volume II, chapter 2 (Washington, D .C.:

1994).

were more likely than all other groups to major in

vocational areas .32

To what extent do students who are disadvantaged or have disabilities participate in vocational education?

Secondary Level

Public high school graduates in 1992 who were

members of special populations were general] y

more 1 ikely than other graduates to participate in

vocational education overall and in occupationally

specific education. Graduates in lower socioeconomic quartiles; students with disabilities, lower

grade point averages, and greater numbers of

accumulated remedial credits; and both student

parents and expecting students were more iikel y to

321bid.

13
participate than other students .33 These special

populations were more likely to complete at least

one course in vocational education overall and in

occupationally specific education (table 2). In

addition, they generally earned greater numbers of

vocational and occupationally specific credits than

their counterparts who were not members of

special populations (table 5 and figure 7).X However, English proficiency was not related to vocational participation. Limited-English proficient

graduates participated at roughly equal rates as

English proficient graduates in vocational education and occupationally specific education and

earned roughly similar numbers of credits in these

curricula.

Members of most special population groups were

also more 1 ikel y than other graduates to concentrate and specialize in vocational education

(tables 35 and 38). Students in lower socioeconomic quartiles and students with disabilities,

lower grade point averages, and greater numbers

of accumulated credits in remedial coursework

were more 1 ikel y than other students to be both

vocational concentrators and special ists. LimitedEnglish proficient students were more likely than

their English proficient counterparts to be vocational concentrators .35 Given their high levels of

vocational coursetaking, the propensity of students

with disabilities and economical y and academical 1 y disadvantaged students to concentrate their

coursetaking in a single occupational program

area—and to earn at least 2 credits in that program

area above the introductory level—was a positive

indication that these students were not simply

taking scattered, lower level vocational courses.

Special population students were somewhat less

likely than other graduates to concentrate in

programs offering exposure to computer coursework (table 38). Students in lower socioeconomic

quartiles and students with lower grade point

averages and greater numbers of accumulated

credits in remedial coursework were more 1 ikel y

than their economically and academically advantaged counterparts to concentrate in occupational

home economics and trade and industry. Students

with disabilities were more than twice as likely as

nondisabled students to concentrate in trade and

industry, and were less likely to concentrate in

technical and communications. AdditionalIy,

students accumulating greater numbers of credits

in remedial coursework were less likely than other

students to concentrate in business. However,

students in lower socioeconomic quartiles were

more likely than their more affluent counterparts

to concentrate in business.

3%he NAVE found that special populations, particularly

acadcmicall y disadvantaged and disabled studcn~s, made up a

growing pr~pofiion of th~ vo~ati~nal and occupational coursctaking population over the last dccadc. Several factors may

have contributed to this trend. First, special populations

decreased their vocational coursctaking lCSS than other

students during these years. As a result of this differential

decline, “the ovcrrepresentation of special population students

in vocational education” increased. Second, the Perkins Act

encouraged districts to maximize the participation of special

populations in vocational education. Finally, the NAVE

suggested that as vocational enrollmen~s decline, “special

population student.. are ollcn easier to recruit, in pati because

regular programs arc more willing to let them go.

Comprehensive high schools, o!len reluctant to send students

to area vocational schools because they may lose funds by

doing so, are more willing to send more costly, hard-toeducatc studentis to AVSS. ” Ibid.

3~he differences between student parcn~s and expecting

students and their counterpams in the number of

occupationally specific credits earned were not statistically

significant.

Postsecondary Lad

Econornicall y disadvantaged students and unmarried students with dependents were more 1 ikel y to

report a vocational major than other nonbaccaIaureate postsecondary students, but academical y

disadvantaged and disabled students were no more

likely to do so (table 60). Specifically, during the

1989-90 academic year, nonbaccalaureate postsecondary students from families in lower socioeconomic quartiles were more likely to report

majoring in a vocational program than students

35 Limited-English proficient students also appeared more

likely to be vocational specialis~s, but this difference was not

statistically significant.

14
F@re7- Averagenumber ofcredits accumulated by 1992 publichigh school graduates in

occupationally specific courses, by special population status

4.0

0

Occupationally specific credits

“1992 public high school graduates who earned 4.0 or more credits in remedial coursework accumulated on average 4.0 credits

in occupationally specific courses. In contrast, graduates who earned no credits in remedial coursework accumulated on average

2.4 credits in occupationally specific courses.

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

“Second Follow-Up and High School Transcript Files, ” 1992.

from affluent families. Additionally, unmarried

students with dependents were more 1 ikel y than all

other groups to major in vocational education. In

contrast, there was no consistent relationship

between grade point average and majoring in vocational education, and disabled students were no

more likely than their nondisabled peers to report

a vocational major.

Incarcerated Persons

Section 421 of the 1990 Perkins Act called upon

the Department of Education to report information

on the participation of incarcerated persons in

vocational education.3b The National Adult Literacy Survey (NALS) provided the first national data

on this group. NALS revealed that about one-third

of federal and state prison inmates aged 16 or over

in 1992 had received vocational training during

their current period of incarceration (table 96).

Whether inmates received vocational training

varied by educational attainment. Inmates with a

high school diploma or GED, or with some college education, were more likely than inmates with

lower educational attainment to receive vocational

training as their sole educational activity. However, inmates participated in a combination of

vocational and nonvocational activities at similar

rates regardless of their educational attainment.

%he 1990 Perkins Act included individuals in correctional

institutions among special populations groups. Public Law

101-392, Section 521(31).

15
How much academic preparation do vocational

coursetakers receive?

Academic Coursetaking at the Secondary Level

In 1992, fewer than one in five public high school

graduates met all of the academic standards established in A Nation At Risk for noncollege-bound

graduates (table 40).37 Graduates earning more

credits in vocational education were less likely

than graduates with fewer accumulated vocational

credits to meet the standards in each subject area,

except for computer science. Increased vocational

coursework was associated with higher rates of

compliance with the computer science standard.

Additionally, graduates concentrating in the “high

tech” fields of technical and communications and

business were more likely than other vocational

concentrators to meet al 1 of the A Nation At Risk

standards, and were just as likely as

nonconcentrators to do so. These technical and

business concentrators were also more Iikel y than

other vocational concentrators to specialize in the

college preparatory curriculum, and technical

concentrators were just as likely as graduates with

no vocational concentration to do so (table 34).38

As the number of vocational credits that 1992

public high school graduates earned rose, the

number of academic credits they earned decreased

in all subject areas (table 41). However, the rate

of tradeoff between academic and vocational

credits varied across academic subject areas. For

example, as graduates earned greater numbers of

vocational credits, the decline in academic credits

they earned was smaller for English and social

studies and greater for foreign language than it

was for other academic subjects (figure 8).39

37New Basics standards for noncollegc-bound high school

graduates include 4 years of English, 3 years of math, 3 years

of science, 3 years of social studies, and a half year of

computer science. National Commission on Excellence in

Education, A Nation At Risk: lle Imperative for Wucational

Reform (Cambridge, MA: USA Research, 1983).

‘However, while technical and communications and business

concentrators appeared at least twice as likely as marketing

and distribution concentrators to specialize in the college prep

curriculum, these differences were not statistically significant,

%owever, the difference between foreign language and tine

arts was not statistically significant.

Additionally, the rate of tradeoff between vocational and advanced academic credits varied across

academic subject areas. As graduates earned

greater numbers of vocational credits, the decline

in advanced math credits they earned was greater

than the decline in math credits in general. However, there was no significant difference between

the rates of decline in advanced and general

English and science courses.

Generally, as vocational coursetaking increased,

students not only earned fewer credits in academic

subject areas but also completed more of their

academic coursework at lower levels. For example, as 1992 public high school graduates earned

increasing numbers of credits in vocational education, they also earned more credits in remedial

English, in math at levels lower than Algebra 1,

and in survey science courses (tables 43, 45, and

47). As previously discussed, these patterns may

reflect the fact that academical y disadvantaged

students were more likely than their advantaged

counterparts to participate heavily in vocational

education.

E#orts to Integrate Academic and Vocational

Education

In an effort to improve the quality of both academic and vocational education, the 1990 Perkins

Act encouraged secondary schools and postsecondary institutions to integrate these curricula.a By

the spring of 1992, most schools and institutions

aAhhough the 1990 Perkins Act did not define the term

integration of academic and vocational education, some

research has been done on the forms that such integration

takes in schools. In 7%e Cunning Hand, the Cultured Mind,

Grubb et al. identified eight integration models that differ in

approach and ambition: (1) incorporating more academic

content in vocational courses; (2) combining vocational and

academic teachers to enhance academic competencies in

vocational programs; (3) making the academic curriculum

more vocationally relevant; (4) curricular alignment by

modifying both vocational and academic courses; (5) the

senior projat as a fen-n of integration; (6) the academy model

or schools-within-schools; (7) occupational high schools and

magnet schools; and (8) occupational clusters, “career paths, ”

and occupational majors. See W. Norton Grubb et al., 7he

Cunning Hand, the Cultured Mind: Mode& for Integrating

Vocational and Academic Education, Berkeley: National

Center for Research in Vocational Education, July 1991.

16
Figure 8—Academic credits earned by public high school graduates as a percent of academic credits

earned by graduates with low participation in vocational education,l by subject area and

number of vocational credits accumulated: 1992

Percent

100-

English

80- Socitd studies

Math

60- Science

40-

Fine arts

20-

Foreign language2

o- 1 , ,

0.00-1.99 2.00-3.99 4.0(E5.99 6.00-7.99 8.00 or

Academic credits more

lThose graduates with fewer than 2.00 vocational credits are considered to have low participation in vocational education.

21992 public high school graduates accumulating 8.00 or more vocational credits earned 17 percent of the foreign language

credits earned by graduates accumulating fewer than 2.00 vocational credits.

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

“Second Follow-Up and High School Transcript Files, ” 1992.

reported some integration efforts (tables 97 and

100). However, most of these efforts involved

enhancing existing vocational courses—rather than

significantly restructuring the academic and vocational curricula—and did not appear to receive a

substantial new allocation of resources, particular y

in terms of allocating teachers’ time. The following discussion provides examples of integration

efforts undertaken at both the secondary and

postsecondary levels.

tion steps, vocational schools were also more

likely to report efforts to integrate occupational

programs.

The most frequently used method of integrating

academic and vocational education was to incorporate employability or generic work skills, such as

SCANS skills, into vocational courses (table 97).4’

Additionally, when academic and vocational

teachers worked together, they were more 1 ikel y to

Seconda~ level. At the secondary education level,

more than 80 percent of public high schools “The Secretary’s Commission on Achieving Necessary Skills

offering vocational courses reported taking some (SCANS) identified five competencies needed fo r

action to integrate academic and vocational educa- employment, including (1) identifying, organizing, planning,

and allocating resources; (2) working with others; (3)

tion by the 1991-92 school year (table 97). Voca- acquiring and using information; (4) understanding complex

tional schools (including full-time and area or interrelationships; (5) working with a variety of technologies;

regional vocational high schools) were more like] y

and a three-part foundation of skills, including(1) basic skills;

(2) thinking skills; and (3) personal qualities. The Secretary’s

than comprehensive high schools to have begun Commission on Achieving Necessary Skills, ” W?@ Work

integration efforts. Among schools taking integra- Requires of Schools: A SCANS Report for America 2(XXI

(Washington, D. C.: U.S. Department of Labor, June 1991).

17
collaborate on developing academic materials for

vocational courses, or applied materials for academic courses, than to collaborate on other efforts,

such as team teaching or developing coordinated

academic and vocational courses .42 Finally, teachers had regularly scheduled time to work together

on integration efforts at fewer than one-quarter of

the secondary schools reporting such efforts.

Postsecondary level. At the postsecondary education level, almost all institutions (more than 96

percent) reported taking some action to integrate

academic and vocational education by the 1991-92

school year (table 100). The most common integration efforts involved increasing the basic skills

of vocational students (through supporting remedial or developmental education) and establishing

general education competencies for these students.

The most common way in which faculty were

involved in developing integrated curricula was

reviewing general education requirements or

developing academic materials to be incorporated

into existing vocational courses. Faculty members

had regularly scheduled time to work on integration efforts at about one-quarter of community

COI Ieges and vocational –technical institutes, and at

about one in ten area or regional vocational

schools serving postsecondary students.

What outcomes are associated with participation

in vocational education?

Mathematics Achievement at the Secondary Level

A recent study of the relationship between coursetaking and achievement found that increased

academic coursetaking was consistent y associated

with higher mathematics achievement, and increased vocational coursetaking with !ower mathematics achievement, as measured by a National

Assessment of Educational Progress (NAEP)

42However, the percentages of educators in comprchcnsivc

high schools developing applied materials for academic

courses and either team teaching or developing coordinated

courses were not statistical y different.

achievement test.43 Specifically, 1990 public high

school graduates who scored in higher test

quartiles on the NAEP mathematics assessment

earned more academic and fewer vocational credits

than did graduates in lower test quartiles

(tables 107 and 108). Furthermore, as the number

of vocational credits that graduates accumulated

rose, their mathematics test scores tended to

decrease (tables 105 and 106). The study indicated

that these patterns persisted for males and females

and graduates in all racial-ethnic groups.

The study cautioned against assuming a causal

relationship between vocational coursetaking and

lower mathematics achievement based on these

findings. Because the stud y examined achievement

at a single point in time, it was unable to isolate

students’ prior ability or achievement and, therefore, to control for preexisting differences-or

“selection effects” —between students who completed greater and fewer numbers of vocational

courses.a A related study found that while certain

academic courses contributed to cognitive gain,

vocational courses generally had a neutral effect

on cognitive growth .45 Thus, the lower mathematics achievement of graduates with greater numbers

of accumulated vocational credits may reflect their

completing fewer academic courses rather than

more vocational courses. In addition, the tendency

of heavy vocational coursetakers to complete a

large proportion of their academic courses at lower

levels, as noted earlier in this report, may also

contribute to these low math test scores.

4Whc study reported similar findings for science and reading

achievement. Alexander C. McCormick, John Tuma, and

James Heuser, Vocutionul Course Tuking und Achievement:

An Anulysif of High School Transcripts and 19%J NAEP

Assessment Scores (Washington, D .C.: U.S. Department of

Education, National Center for Education Statistics, May

1995).

~hc study suggested that researchers and policymakers

interested in the causal relationships between coursetaking and

achievement should use longitudinal data to examine

achievement guim, with careful controls for other explanatory

factors. Ibid.

4SK.A. Rasinski, l%e EJec~ of High School Vocutwnal

&iucation on Acudemic Achievement Gain and High School

Persistence: Evidence from NELS:88, Drafl Report (Chicago:

National Opinion Research Center, 1994).

18
Postsecondary Employment and Earnings

Outcomes

Among the general population, only about one in

five adults aged 18-34 in the summer of 1990 had

completed a postsecondary degree or certificate,

and about one-fourth of those completers earned

their highest postsecondary award in a vocational

field (table 109). Vocational completers were more

likely than persons never attending a postsecondary institution to be employed (table 110). However, while they appeared more likely than postsecondary noncompleters to be employed, this

difference was not statistically significant. Vocational completers were employed at similar rates as

nonvocational associate’s degree or certificate

holders, and were slightly less like] y to be employed than bachelor’s degree holders.ti

During the summer of 1990, about one-half of all

employed postsecondary vocational completers

aged 18–34 worked in a field related to their

training (table 111 ). Training-related employment

appeared to make no difference in the constancy

with which postsecondary vocational completers

were employed between the summer of 1990 and

the winter of 1992 (table 112).47

Although relatedness of employment to postsecondary vocational training did not appear to be

related to employment stability, it was positively

associated with earnings in the summer of 1990

(table 113).48 For example, 39 percent of post-

‘iA pattern of increasing labor market returns to education

was documented by Kane and Rouse. These researchers found

that persons who attended 2- and 4-year colleges earned about

5 percent more than high school graduates for every year of

postsecondary credits earned, regardless of whether they

attained a postsecondary degree. See Thomas J. Kane and

Cecilia Rouse, “Labor Market Returns to Two- and FourYear Colleges: Is a Credit a Credit and Do Degrees

Matter?”, Working Paper #4268 (Cambridge, MA: National

Bureau of Economic Research, January 1993).

47For example, 79 percent of vocational completers employed

in a field related to training were employed throughout the

time studied, while 77 percent of those employed in an

unrelated field were consistently employed.

aThe NAVE found that training-related employment also had

a positive impact on the earnings of secondary vocational

completers. NAVE, Final Report to Congress, Volume H,

chapter 6 (Washington, D. C.: 1994).

secondary vocational completers employed in a

field related to their training earned more than

$2,000 per month, while 30 percent of those

employed in an unrelated field had this level of

earnings. In contrast, 25 percent of vocational

completers employed in an unrelated field earned

less than $1,100 per month, while 17 percent of

those employed in a related field earned this little.

What other school-to-work programs do schools

and institutions offer?

In addition to offering classroom-based courses,

secondary schools and postsecondary institutions

often provide opportunities for work-based learning, such as cooperative education, work experience, and school-based enterprises. Cooperative

education and work experience programs allow

students to earn school credit in conjunction with

paid or unpaid employment. Cooperative education

programs place students in jobs related to their

vocational field of study, and typically involve

employers in developing a formal training plan and

evaluating students. On the other hand, traditional

work experience programs sometimes place students in vocationally unrelated jobs, and may not

involve employers as extensively as cooperative

education programs .49 School-based enterprises are

class-related activities that engage students in

producing goods or services for sale or use to

people other than the participating students themselves.

Secondary level. About one-half of public high

schools in 1991-92 offered cooperative education

programs (table 98). In contrast, fewer than onethird offered school-based enterprises and other

work experience programs. Vocational schools

were more likely than comprehensive high schools

to offer each of these programs. Among vocational

schools, area vocational schools were more likely

than full-time vocational high schools to offer

4~he School-to-Work Opportunities Act of 1994 encourages

states to expand work-based learning opportunities for high

school students and details methods for developing meaningful

experiences. Public Law 103-239.

19
I

school-based enterprises and other work experience programs.

On average, 1992 public high school graduates

accumulated 0.15 credits in cooperative education

and work experience courses—equivalent to about

one in seven graduates completing a year-long

course (table 22). College preparatory graduates

and graduates without a college preparatory or

vocational special ization averaged negligible

numbers of such credits (0.04 and 0.09, respectively). However, vocational specialists averaged

about 1 credit in cooperative education and work

experience, equivalent to afull-year course. High

school students concentrating in marketing ant!

distribution and in health completed more cooperative education and work experience coursework as

part of their occupational programs than did other

vocational concentrators .-W

Posfsecondary level. Three-quarters of community

colleges reported offering cooperative education or

work experience programs in 1991-92 (table 103).

In contrast, about’ half of public postsecondary

vocational-technicdl institutes and area vocational

schools serving postsecondary students reported

offering these programs. Fewer than one-sixth of

all postsecondary institutions offered school-based

enterprises, with area vocational schools that

served postsecondary students being more likely

than community colleges and vocational-technical

institutes to offer these programs.

A DDITIONAL Q UESTIONS FOR

S ECONDARY V OCATIONA L

E DUCATIO N

How do vocational and nonvocational teachers

differ from one another?

Differences between vocational and nonvocational

teachers in 1990-91 had more to do with the types

%iowever, credits earned by health concentrators were not

statistically different from credit.. earned by business and

occupational home economics concentrators.

of schools in which vocational teachers taught, and

the types of occupational programs that they

taught, than with their being vocational or nonvocational teachers. Vocational teachers in comprehensive high schools were similar to nonvocational

teachers, while vocational teachers working in

vocational schools (including full-time vocational

high schools and area vocational schools) were

markedly different from other teachers. In part,

these d inferences reflect that vocational teachers in

vocational schools were more likely than their

counterparts in comprehensive high schools to

teach in the trade and industry, technical, and

health areas. “

Vocational teachers in comprehensive high schools

were equally as 1 ikel y as nonvocational teachers to

be male (table 114). In contrast, vocational teachers in vocational schools were much more likely

than their counterparts in comprehensive high

schools to be male, with about two-thirds of

vocational teachers in vocational schools being

male in 1990-91.

Similarly, vocational teachers in comprehensive

high schools were more similar to nonvocational

teachers than to vocational teachers in vocational

schools, in terms of the highest degree earned and

the age at which they first began to teach (figure 9

and table 115). Vocational teachers in comprehensive high schools were only slightly more likely

than nonvocational teachers to have earned less

than a bachelor’s degree, with the vast majority

(more than 95 percent) of both groups earning at

least a bachelor’s degree. In contrast, 44 percent

of vocational teachers in vocational schools held

less than a bachelor’s degree. Furthermore, vocational teachers in comprehensive high schools were

only slightly older than nonvocational teachers

when they first began to teach, with at least twothirds of both groups having been 25 years or

younger when they first taught. On the other hand,

more than two-thirds of vocational teachers in

vocational schools were over the age of 25 when

they began to teach. These findings suggest that

vocational teachers in vocational schools may have

been more like] y than their counterparts in com20
F@re 9—Characteristics of public high school vocational and nonvocational teachers, by teacher

and school type: 1990-91

❑ Nonvocational teachers

Percent ❑ Vocational teachers in comprehensive high schools

80. Vocational teachers in vocational schools

60-

40-

20-

o———

Percent male” Percent with less than Pereent 25 years or younger

a bachelor’s degree when first began to teach

*About 48 percent of all nonvocational teachers and 50 percent of vocational teachers who taught in comprehensive high schools

were male, compared with 69 percent of vocational teachers who taught in vocational schools.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990-91 Schools and Staffing Survey.

prehensive high schools to have worked in their have earned less than a bachelor’s degree and,

vocational fields before they entered teaching. along with health teachers, were older when they

first began to teach (table 117).s2 These findings

Vocational teachers in trade and industry, techni- suggest that these teachers may have been more

cal, and health areas were more 1 ikel y to teach at likely than other vocational teachers to enter the

vocational schools than were vocational teachers in teaching profession after working for some years

other occupational areas (table 118).51 For exam- in industry.

pie, more than one-third of trade and industry and

of technical teachers and more than one-quarter of How much do vocational teachers earn?

health teachers taught at vocational schools, while

5 percent or fewer of agriculture, business and In 1990-91, vocational and nonvocational teachers

accounting, career education, home economics, earned similar salaries (an average of$31 ,595 for

and industrial arts teachers taught at these schools. vocational teachers compared with $32,145 for

Trade and industry as well as technical teachers nonvocational teachers) (table 121). Vocational

were more 1 ikel y than other vocational teachers to

‘qcchnical teachers were not more likely than health and

“other” vocational teachers to have earned less than a

bachelor’s degree, and technical and health teachers were no

“The only exceptions were that technical and health teachers less likely than teachers in the “other” and “mixed”

were not statistically more likely than teachers in the “other” categories to be age 25 or younger when they first began to

vocational category to teach at vocational schools. teach.

21
I

teachers’ salaries increased with number of years

of teaching experience. Additionally, vocational

teachers in suburban schools earned more than

those in urban schools, who in turn earned more

than vocational teachers in rural areas. While

vocational teachers with a master’s or higher

degree earned more than their counterparts with

Iesspostsecondary education, there was nosigniflcant difference between the earnings ofvocational

teachers with abachelor’s degree and those with

less than a bachelor’s degree. This similarity in

earnings may reflect the practice in some statesof

compensating vocational teachers for industry

experience.53

HOW large are vocational classes and teaching

loads?

Vocational classes tended to be smaller than

nonvocational classes, and the average number of

students for whom vocational teachers were responsible was smaller than for nonvocational

teachers (tables 122 and 123). Specifically, vocational classes contained, on average, 17 students,

while nonvocational classes contained 22 students.

Furthermore, the size of vocational classes wOas

fairly constant across school types, with vocational

classes in comprehensive high schools containing

only slightly more students than vocational classes

in vocational schools. The average number of

students vocational teachers instructed per week

was lower than the number nonvocational teachers

instructed (89 students compared with 113 students). However, vocational teachers in vocational

schools instructed significantly fewer students per

week than their counterparts in comprehensive

high schools (75 students compared with 90

students). While vocational teachers in vocational

schools had nearly as many students per class,

they may have taught fewer classes than their

counterparts in comprehensive high schools. w

53See “The State of Certification,*’ Voc.wionul Educution

Journaf 68 (6) (September 1993): 30-35 .

54 For example, area vocational schools typically block

schedule their classes, o ffcring two to four sessions pcr day.

In contrast, comprehensive high schools schcdulc six or seven

class periods per day, although some vocational classes may

meet for two consecutive periods.

A DDITIONAL Q UESTIONS FO R

POSTSECONDARY VOCATIONA L

E DUCATIO N

What institutional sectors have the largest

vocational education enrollments?

Public 2- to 3-year institutions (community colleges) were the largest providers of postsecondary

vocational @ucation in 1989–90, enrolling 60

percent of all nonbaccalaureate postsecondary

students reporting a vocational major (table 61).

Private proprietary institutions were the second

largest vocational providers, serving about 22

percent of all nonbaccalaureate vocational students.

The remaining 18 percent of vocational students

were served by public 4-year; public vocational-technical; private, nonprofit 4-year; and

private, nonprofit less-than-4-year institutions

(figure 10). Four-year institutions together served

about 11 percent of all postsecondary vocational

students.

How do students reporting vocational majors

differ from those reporting academic ones?

There were marked differences between students

reporting vocational and academic majors

(tables 89-93). Vocational majors were somewhat

more likely than their academic counterparts to be

male and to be from a racial-ethnic minority.

Vocational majors were also older and were more

likely to be economically independent from their

parents. However, contrary to some widely held

beliefs, vocational majors were also more likely

than academic majors to be enrolled fill time and

to be working toward a formal degree or certificate rather than taking individual courses. Vocational majors were less economical y well off than

their academic peers and were more 1 ikel y to be

unmarried with dependents. They were also more

Iikel y to be receiving financial aid, perhaps because of a combination of factors, including their

greater full-time attendance status, greater economic independence, and poorer economic background.

22
RgurelO-Percentage ofnonbamlaur~te voutional majors attending different types of

postsecondary institutions: 1989-90

Public 2-to 3-year* 60

Private proprietary - 22

Public 4-year 7

Public vocational- 4

technical

Private, nonprofit 4

4-year

Private, nonprofit

less-than-4-year 3

1 1 T t 1 1

0 10 m 30 40 50 60

Percent

“In 1989-90, 60 percent of all nonbaccakmreate postsecondary vocational majors attended public 2- to 3-year institutions.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid

Study.

How much financial aid do vocational students

receive?

Among 1989-90 nonbaccalaureate postseconc.lary

students, almost one-half of those who reported

majoring in vocational education received some

sort of financial aid (table 94). In contrast, onethird of students reporting academic majors and

one-quarter of those reporting other majors received financial aid. Of those students who received financial aid, almost three-quarters (73

percent) of vocational majors received some sort

of federal aid, compared with about two-thirds of

academic majors (66 percent). State and institutional financial aid sources funded fewer students—22 percent and 25 percent of vocational

majors, respectively .55

On average, aided students majoring in a vocational area received about $3,000 in federal aid in

1989-90, in comparison with about $1,200 in both

state and institutional aid (table 95). Vocational

majors were also more likely to receive federal

grants than federal loans, with the largest federal

grant source being Pen grants, and the largest loan

source being Stafford loans (table 94). More than

one-half of all vocational financial aid recipients

received a Pen grant. However, the average Pen

grant to vocational majors was smaller than the

average Stafford loan ($1,400 compared with

$2,300).

‘%hc state and institutional financial aid categories included

both need-based and merit-bawd aid.

23
C ONCLUSIO N graduates who were parents or were expecting

while in high school were no more likely to

Vocatic)nal education involves a broad range of concentrate or specialize in high schoo[ vocational

activities, including occupationally specific, gen- programs than other graduate,.

erai labor market, and consumer and homemaking

coursework; school- and work-based experiences; Academic Preparation of VOC ~tional Coursetakers

and integrated academic and vocational curricula. A number of findings prescated in this report While participation in the traditional high school describe the academic prepal ~tion of vocational

vocational curriculum has declined somewhat over

the 1982-1992 decade, efforts to reform vocational

coursetakers. Taken together, ney paint a troubleeducation in both high schools and postsecondary

some, but potentially improvin, , picture. To begin

with, as public high school g iduates earn more

institutions have expanded in recent years. vocational credits, they tern. J earn fewer academic ones (table 41). Give?: ~ ~e limited number

The data presented in this publication are many of class periods available dur) ]g the school day

and varied. They provide a fairly detailed picture and year, such a tradeoff ma, ~ be necessary to

of vocational education, particularly at the secon(l- enable students to participate in the vocational

ary level. Several broad themes recur and are curriculum. Moreover, gradua~es who complete

summarized below. large numbers of vocational courses tend to give

Participation of Special Populations up more foreign language courses than other

academic courses.sb However. the remaining

At both the secondary and postsecondary levels,

economical I y disadvantaged students were more

likely than their advantaged counterparts to participate heavily in vocational education. Among

public high school graduates, those from families

in lower socioeconomic quartiles were more likely

to complete three or more courses (to “concentrate”) in a single occupational program area and

to complete two or more advanced courses (to

“special ize”) in that program area (tables 35 and

38). Among nonbaccalaureate postsecondary

students, those from fidmil ies in lower socioeconomic quartiles were more likely than their higher

socioeconomic counterparts to report majoring in

a vocational program area (table 60).

Economic disadvantage aside, the participation

patterns of special populations differed at the two

educational levels. While academically disadvantaged students and students with disabilities were

academic coursework of heavy \’ocational coursetakers includes fewer advanced academic courses

and more remedial and survey type coursework

(tables 43, 45, and 47). The combination of

completing fewer academic courses overall and

fewer advanced and more lower level academic

courses may contribute to the fkding that students

earning more vocational credits ]ave lower NAEP

academic achievement test scori s (tables 105 and

106). Another contributing f~ tor may be the

tendency of high school stud nts from special

populations to participate in vc ational education

at relatively high rates. Agains this background,

however, high schools reportt d that efforts to

infise more academic materia.s into vocational

courses were among their most common integration activities (tables 97 and 100).

Varied Profiles of Vocational Students and

Teachers

more 1 ikel y than their counterparts to concentrate A third theme emerging from this report is that no

and specialize in vocational education in high single description fits all vocational students or

school, they were not more Iikel y to major in

vocational education at the postsecondary level.

Furthermore, unmarried postsecondary students

with dependents were more likely to report major- ‘A Nation At Risk did not include foreign language among its

ing in vocational education, while high school coursework standards for students who were not college

bound.

24
teachers, particularly at the secondary level.

Instead, profiles vary by vocational program area.

For example, business was the most common

vocational concentration among college preparatory graduates (table 37), and business concentrators were more likely than all other vocational

concentrators except technical and communications

ones to meet all of the A Nation At Risk academic

coursework standards (table 40). Additionally,

female graduates were significantly more likely

than male graduates to concentrate in business

(table 37), and graduates accumulating greater

numbers of remedial credits were significant y less

likely to concentrate in this area (table 38). In

contrast, male, Native American, and economical y and academical y disadvantaged graduates

were more 1 ikel y than their counterparts to concentrate in trade and industry (tables 37 and 38).

Vocational teachers also differed according to the

vocational subjects they taught. For example,

vocational teachers in trade and industry, technical, and health areas were more 1 ikel y to teach at

vocational schools than agriculture, business and

accounting, career education, home economics,

and industrial arts teachers (table 118). Furthermore, trade and industry teachers and technical

teachers were more Iikel y to have earned less than

a bachelor’s degree and, along with health teachers, were older when they first began to teach than

other vocational teachers.

In conclusion, vocational education encompasses

diverse objectives, activities, providers, an d

participants. No single description of the vocational education experience covers all situations.

Experiences vary among education levels, types of

schools and institutions, vocational program areas,

and groups of students and teachers. This publ ication presents a wide array of data that shed light

on these different experiences and help to understand the complex nature of the U.S. vocational

education system in the early 1990s.

25
APPENDIX A

TABLES

27
GUIDE TO THE TABLES

TABLES

National Education Longitudinal Study (NELS)

Overall Participation in Secondary Vocational Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–21

Cooperative Education and Work Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22–24

Levels of Vocational Coursetaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25–33

Curriculum Concentration and Specialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34–39

Relationship Between Academic and Vocational Coursetaking . . . . . . . . . . . . . . . . . . . . . . 40–49

Trends 

Participation in Secondary Vocational Education: 1982–1992 . . . . . . . . . . . . . . . . . . . . . . . 50–57

National Postsecondary Student Aid Study (NPSAS)

Overall Participation in Postsecondary Vocational Education . . . . . . . . . . . . . . . . . . . . . . . 58–70

Participation by Institutional Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71–88

Student Profiles by Program and Institutional Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89–93

Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94–95

National Adult Literacy Survey (NALS)

Incarcerated Adults and Youths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

National Assessment of Vocational Education Omnibus Survey (NAVE)

Reforms in Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97–99

Reforms in Postsecondary Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100–104

National Assessment of Educational Progress (NAEP)

Vocational Coursetaking and Math Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105–108

Survey of Income and Program Participation (SIPP)

Postsecondary Employment and Earnings Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . 109–113

Schools and Staffing Survey (SASS)

Teacher Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114–118

Teacher Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119–120

Salaries, Class Size, and Teaching Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121–123

Trends: 1987–1990 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124–127

29
Table 1—Percentage of 1992 public high school graduates completing one or more courses in vocational

education by type of vocational education, by selected student characteristics

Any General labor market preparation Consumer & Specific UnStudent vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Total296.50 62.37 9.74 16.70 45.36 87.07

(s.e.) (0.262) (1.253) (0.669) (1.060) (1.182) (0.559) 11,707

Sex

Male 96.45 59.30 17.02 15.32 35.77 89.15

(s.e.) (0.345) (1.55) (1.166) (1.122) (1.593) (0.661) 5,760

Female 96.50 65.31 2.65 17.72 54.46 85.03 

(s.e.) (0.363) (1.514) (0.436) (1.367) (1.410) (0.811) 5,917

Race–ethnicity

White, non-Hispanic 96.11 61.91 10.22 14.73 44.91 86.55

(s.e.) (0.325) (1.482) (0.798) (1.138) (1.405) (0.684) 8,269

Black, non-Hispanic 98.09 61.69 8.95 19.35 50.83 88.55

(s.e.) (0.490) (2.959) (1.785) (2.815) (2.752) (1.367) 1,023

Hispanic 97.11 69.14 8.01 23.00 43.01 89.59

(s.e.) (0.757) (2.823) (1.127) (2.859) (2.756) (1.271) 1,365

Asian 96.30 57.03 7.00 25.91 41.51 85.30

(s.e.) (0.717) (3.678) (1.878) (4.339) (3.476) (1.631) 855

Native American 98.34 60.29 7.85 20.06 44.43 91.47

(s.e.) (1.195) (6.676) (2.568) (5.552) (5.010) (2.625) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 86.57 43.99 1.63 11.66 23.34 59.17

(s.e.) (0.987) (2.230) (0.360) (1.856) (1.844) (1.809) 3,127

2.00–3.99 100.00 63.52 6.91 15.36 46.05 93.88

(s.e.) (0.000) (1.816) (0.945) (1.412) (1.903) (0.584) 3,587

4.00–5.99 100.00 71.20 12.97 18.76 58.89 99.07

(s.e.) (0.000) (1.649) (1.502) (1.586) (1.822) (0.256) 2,565

6.00–7.99 100.00 72.21 17.68 18.86 58.29 98.79

(s.e.) (0.000) (2.010) (1.586) (1.592) (2.350) (0.682) 1,469

8.00 or more 100.00 76.75 24.45 28.31 55.63 99.30

(s.e.) (0.000) (2.446) (2.324) (2.675) (2.570) (0.332) 959

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 72.91 60.52 5.32 12.90 37.22 0.00

(s.e.) (1.815) (2.128) (1.124) (1.634) (1.943) (0.000) 1,598

0.01–0.99 100.00 60.96 5.13 19.32 44.73 100.00

(s.e.) (0.000) (4.226) (1.733) (3.493) (3.867) (0.000) 1,131

1.00–1.99 100.00 61.69 6.36 16.59 45.49 100.00

(s.e.) (0.000) (2.333) (0.739) (1.644) (2.296) (0.000) 2,639

2.00–2.99 100.00 63.94 10.78 16.84 50.78 100.00

(s.e.) (0.000) (2.184) (1.834) (1.831) (2.297) (0.000) 1,998

3.00–3.99 100.00 66.23 12.73 15.53 52.30 100.00

(s.e.) (0.000) (1.875) (1.646) (1.519) (2.111) (0.000) 1,475

4.00 or more 100.00 61.54 14.72 18.16 42.59 100.00

(s.e.) (0.000) (1.815) (1.159) (1.547) (1.703) (0.000) 2,866

31
Table 1—Percentage of 1992 public high school graduates completing one or more courses in vocational

education by type of vocational education, by selected student characteristics—Continued

Any General labor market preparation Consumer & Specific UnStudent vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Area of specialization3

College prep 92.92 53.20 3.54 12.36 34.04 78.24

(s.e.) (0.649) (2.036) (0.406) (1.655) (1.982) (1.121) 3,951

Vocational 100.00 64.00 18.23 17.87 38.59 100.00

(s.e.) (0.000) (2.452) (1.880) (2.277) (2.373) (0.000) 902

Other 97.98 67.13 11.99 18.90 52.38 90.18

(s.e.) (0.228) (1.303) (0.937) (1.202) (1.406) (0.649) 6,854

Area of vocational

 program concentration4

None 95.37 62.54 8.10 16.57 45.78 82.91

(s.e.) (0.346) (1.390) (0.678) (1.217) (1.332) (0.723) 8,865

Agriculture 100.00 63.65 20.31 11.24 41.12 100.00

(s.e.) (0.000) (4.436) (4.367) (2.376) (4.717) (0.000) 306

Business & office 100.00 73.14 5.43 17.36 53.44 100.00

(s.e.) (0.000) (2.599) (1.354) (2.494) (2.708) (0.000) 898

Marketing & 

 distribution 100.00 59.49 12.40 10.25 54.88 100.00

(s.e.) (0.000) (6.076) (3.769) (2.903) (5.661) (0.000) 159

Health 100.00 68.94 6.38 21.89 54.43 100.00

(s.e.) (0.000) (7.747) (3.975) (5.510) (6.233) (0.000) 79

Occupational home

 economics 100.00 42.83 4.44 13.41 58.65 100.00

(s.e.) (0.000) (5.569) (1.765) (3.100) (5.949) (0.000) 195

Trade & industry 100.00 56.76 24.29 19.92 33.84 100.00

(s.e.) (0.000) (2.534) (2.082) (2.084) (2.287) (0.000) 1,142

Technical &

 communications 100.00 55.89 5.67 11.57 19.59 100.00

(s.e.) (0.000) (8.642) (3.193) (4.706) (6.142) (0.000) 63

First row, first column reads: Of all 1992 public high school graduates, 96.50 percent completed one or

more courses in some type of vocational education.

1Participation in Typewriting I and some miscellaneous general labor market skills courses—such as

business math, business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in

chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet

both the vocational specialist and college preparatory criteria are included in the vocational specialist

group. Students who are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single

specific labor market preparation program area. If students complete 3.00 or more Carnegie units in more

than one specific labor market preparation program area, they are assigned to the area in which they

completed the most credits. The number of cases where the number of credits was the same was too few

to pose a significant problem.

NOTE: Estimates may sum to greater than 100 percent because students may have completed courses in

more than one type of vocational education.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

32
Table 2—Percentage of 1992 public high school graduates completing one or more courses in vocational

education by type of vocational education, by selected special populations characteristics

Any General labor market preparation Consumer & Specific UnSpecial populations vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Total296.50 62.37 9.74 16.70 45.36 87.07

(s.e.) (0.262) (1.253) (0.669) (1.060) (1.182) (0.559) 11,707

Socioeconomic status

Lowest quartile 98.66 69.58 12.90 19.92 53.09 92.43

(s.e.) (0.307) (1.823) (1.464) (1.802) (2.061) (0.650) 2,274

Second quartile 98.57 70.23 12.18 17.70 50.25 90.14

(s.e.) (0.250) (1.623) (1.336) (1.656) (2.129) (1.012) 2,846

Third quartile 97.49 59.82 8.63 16.30 43.90 87.91

(s.e.) (0.336) (1.830) (0.977) (1.455) (1.783) (0.920) 3,011

Highest quartile 92.05 53.14 5.58 14.02 35.85 78.30

(s.e.) (0.804) (2.347) (0.797) (2.007) (2.219) (1.360) 3,063

Special needs status3

Special needs 98.36 66.23 13.48 20.98 50.59 91.71

(s.e.) (0.355) (1.754) (1.209) (1.668) (1.787) (0.869) 2,688

No special needs 95.58 60.69 8.26 13.67 43.41 84.89

(s.e.) (0.362) (1.502) (0.717) (1.105) (1.388) (0.710) 8,137

Limited English

 proficiency status

Limited English 

 proficient 94.98 63.63 9.25 22.17 48.09 89.77 

(s.e.) (2.384) (6.387) (2.658) (5.660) (5.133) (2.522) 225

English proficient 96.34 62.04 9.32 15.54 45.13 86.49 

(s.e.) (0.286) (1.311) (0.671) (1.076) (1.236) (0.609) 10,349

Handicap status4

Handicapped 98.27 65.95 13.40 24.81 46.79 92.09 

(s.e.) (0.552) (3.421) (2.026) (2.864) (3.167) (1.169) 611

Not handicapped 96.20 61.41 9.07 14.72 45.34 86.31 

(s.e.) (0.301) (1.356) (0.670) (1.091) (1.295) (0.624) 9,923

Secondary GPA

3.3 or higher 93.71 58.34 4.67 15.14 31.65 77.55 

(s.e.) (0.689) (2.117) (0.729) (2.198) (1.773) (1.568) 2,238

2.6 to less than 3.3 95.53 62.84 7.54 14.81 45.22 85.54 

(s.e.) (0.468) (1.701) (0.909) (1.264) (1.832) (0.878) 3,936

1.6 to less than 2.6 97.94 63.12 12.14 18.20 49.36 91.12 

(s.e.) (0.321) (1.685) (0.957) (1.291) (1.599) (0.705) 4,928

Less than 1.6 98.86 65.07 18.06 19.51 54.16 91.91 

(s.e.) (0.488) (3.230) (3.076) (2.551) (3.373) (1.693) 600

33
Table 2—Percentage of 1992 public high school graduates completing one or more courses in vocational

education by type of vocational education, by selected special populations characteristics—Continued

Any General labor market preparation Consumer & Specific UnSpecial populations vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Remedial Carnegie

 units accumulated5

Zero 96.11 62.34 8.82 15.49 42.94 85.82 

(s.e.) (0.309) (1.349) (0.684) (1.077) (1.259) (0.643) 9,589

0.01–0.99 97.89 52.90 11.32 15.11 50.68 93.26 

(s.e.) (0.970) (6.504) (3.740) (2.976) (6.431) (1.992) 542

1.00–1.99 98.13 66.08 15.74 22.19 56.23 91.06 

(s.e.) (0.442) (2.843) (2.360) (3.040) (2.780) (1.643) 972

2.00–2.99 98.05 67.54 10.34 22.64 57.16 94.13 

(s.e.) (1.070) (4.705) (2.362) (5.155) (5.766) (1.692) 277

3.00–3.99 97.83 67.87 15.59 32.24 60.62 92.23 

(s.e.) (1.278) (5.586) (3.969) (5.536) (5.832) (2.439) 139

4.00 or more 98.32 66.20 11.39 29.97 56.02 89.79 

(s.e.) (1.287) (4.492) (2.633) (4.743) (5.020) (2.991) 188

Student parent

 status

Parent 99.75 72.45 10.00 22.15 67.98 95.97 

(s.e.) (0.251) (5.379) (2.171) (4.284) (7.207) (1.349) 242

Nonparent 96.36 62.14 9.39 16.65 44.31 86.63 

(s.e.) (0.275) (1.304) (0.685) (1.147) (1.234) (0.589) 10,784

Expecting 99.47 64.79 10.77 19.50 61.25 94.11

(s.e.) (0.383) (6.543) (2.955) (3.838) (5.733) (2.178) 137

First row, first column reads: Of all 1992 public high school graduates, 96.50 percent completed one or

more courses in some type of vocational education.

1Participation in Typewriting I and some miscellaneous general labor market skills courses—such as business

math, business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students with special needs are defined as having one or more of the following: a handicap, limited English

proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

4

In this table, handicap status was constructed from teacher and parent responses. An alternative definition

of handicap status—based on special education program participation as indicated by student transcript

data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary Vocational

Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education),

forthcoming.

5Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math,

and social studies. 

NOTE: Estimates may sum to greater than 100 percent because students may have completed courses in

more than one type of vocational education.

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

Longitudinal Study, "Second Follow-Up and High School Transcript Files,” 1992.

34
Table 3—Percentage of 1992 public high school graduates completing one or more courses in vocational

 education by type of vocational education, by selected school characteristics

Any General labor market preparation Consumer & Specific UnSchool vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Total296.50 62.37 9.74 16.70 45.36 87.07

(s.e.) (0.262) (1.253) (0.669) (1.060) (1.182) (0.559) 11,707

School size

1–500 98.99 74.33 20.03 14.88 56.90 93.55

(s.e.) (0.312) (3.171) (3.052) (3.306) (2.974) (0.939) 1,571

501–1,000 97.05 63.07 10.07 14.57 46.06 87.27

(s.e.) (0.462) (2.438) (1.107) (1.766) (2.280) (1.144) 2,844

1,001–1,500 95.19 55.25 6.09 14.16 42.10 84.47

(s.e.) (0.497) (2.292) (0.702) (1.526) (1.824) (1.085) 2,919

1,501 or more 95.73 63.88 8.53 19.45 39.87 83.60

(s.e.) (0.586) (2.257) (1.241) (2.691) (2.146) (1.082) 2,978

Urbanicity

Urban 95.81 64.47 7.83 28.04 39.48 85.36

(s.e.) (0.553) (2.448) (1.021) (2.890) (2.213) (1.085) 2,377

Suburban 96.09 57.86 7.73 14.26 43.33 86.30

(s.e.) (0.405) (2.029) (0.924) (1.638) (1.869) (0.904) 4,972

Rural 97.34 67.04 13.61 11.83 51.21 89.02

(s.e.) (0.439) (2.131) (1.397) (1.250) (1.843) (0.865) 4,268

Absentee rate

0–5% 96.03 61.96 10.66 12.98 44.82 86.27

(s.e.) (0.474) (2.231) (1.430) (1.598) (1.911) (1.038) 3,538

6–10% 96.28 62.32 9.59 15.24 44.39 85.80

(s.e.) (0.376) (1.983) (0.997) (1.865) (1.746) (0.854) 4,379

11% or more 98.46 67.59 11.29 26.56 45.34 89.41

(s.e.) (0.409) (4.583) (2.240) (4.999) (3.306) (1.642) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 95.45 58.46 7.85 17.04 40.43 84.30

(s.e.) (0.577) (2.659) (1.328) (2.950) (2.389) (1.309) 2,568

6–10% 95.57 59.38 8.38 13.41 42.32 84.18

(s.e.) (0.456) (3.411) (1.320) (2.125) (2.384) (1.396) 1,551

11–20% 96.15 60.50 10.20 13.86 49.82 87.19

(s.e.) (0.694) (2.776) (1.329) (2.102) (2.276) (1.076) 2,146

21% or more 97.67 67.34 10.85 17.12 45.05 88.92

(s.e.) (0.377) (2.091) (1.313) (1.764) (1.892) (0.849) 3,468

Percent of students

 taking remedial reading

0% 95.99 68.13 11.45 12.58 47.78 86.29

(s.e.) (0.537) (2.430) (1.928) (2.608) (2.969) (1.260) 1,713

1–5% 95.53 56.87 8.26 17.09 40.71 85.02

(s.e.) (0.515) (2.425) (1.063) (2.261) (1.974) (1.142) 3,523

6–10% 97.55 64.12 9.77 13.87 49.98 87.58

(s.e.) (0.392) (2.476) (1.465) (1.861) (2.320) (1.084) 2,461

11% or more 96.75 63.83 11.25 17.73 44.36 88.32

(s.e.) (0.599) (2.778) (1.677) (2.223) (2.255) (1.083) 2,231

35
Table 3—Percentage of 1992 public high school graduates completing one or more courses in vocational

education by type of vocational education, by selected school characteristics—Continued

Any General labor market preparation Consumer & Specific UnSchool vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Percent of students

 in special education

0% 83.35 58.48 2.95 33.48 31.76 73.65

(s.e.) (4.959) (11.446) (1.888) (17.487) (6.724) (7.711) 95

1–5% 96.30 62.06 8.34 16.88 41.70 87.21

(s.e.) (0.530) (2.590) (1.423) (2.014) (2.257) (1.192) 2,452

6–10% 96.84 62.59 11.89 13.22 44.90 87.38

(s.e.) (0.407) (2.079) (1.251) (1.376) (1.702) (0.865) 4,018

11% or more 96.86 60.93 8.53 17.32 46.86 85.24

(s.e.) (0.497) (3.011) (1.427) (3.385) (2.518) (1.408) 2,089

First row, first column reads: Of all 1992 public high school graduates, 96.50 percent completed one or

more courses in some type of vocational education.

1

Participation in Typewriting I and some miscellaneous general labor market skills courses—such as business

math, business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may sum to greater than 100 percent because students may have completed courses in

more than one type of vocational education.

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

Longitudinal Study, "Second Follow-Up and High School Transcript Files,” 1992.

36
Table 4—Average number of Carnegie units accumulated by 1992 public high school graduates in vocational

education by type of vocational education, by selected student characteristics

Any General labor market preparation Consumer & Specific UnStudent vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Total23.76 0.69 0.11 0.16 0.54 2.53

(s.e.) (0.058) (0.020) (0.009) (0.012) (0.018) (0.046) 11,707

Sex

Male 3.91 0.69 0.20 0.14 0.36 2.86

(s.e.) (0.073) (0.026) (0.017) (0.013) (0.024) (0.066) 5,760

Female 3.57 0.68 0.03 0.16 0.70 2.19

(s.e.) (0.073) (0.020) (0.004) (0.013) (0.023) (0.057) 5,917

Race–ethnicity

White, non-Hispanic 3.73 0.67 0.12 0.14 0.53 2.52

(s.e.) (0.069) (0.022) (0.011) (0.011) (0.021) (0.054) 8,269

Black, non-Hispanic 3.92 0.74 0.10 0.20 0.68 2.50

(s.e.) (0.110) (0.052) (0.029) (0.034) (0.056) (0.095) 1,023

Hispanic 3.79 0.74 0.09 0.19 0.46 2.58

(s.e.) (0.129) (0.045) (0.013) (0.026) (0.033) (0.113) 1,365

Asian 3.18 0.56 0.06 0.19 0.36 2.26

(s.e.) (0.218) (0.048) (0.013) (0.039) (0.036) (0.205) 855

Native American 4.53 0.66 0.10 0.17 0.50 3.36

(s.e.) (0.348) (0.089) (0.038) (0.049) (0.077) (0.351) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 0.93 0.29 0.01 0.06 0.15 0.49

(s.e.) (0.021) (0.017) (0.002) (0.011) (0.011) (0.017) 3,127

2.00–3.99 2.71 0.58 0.06 0.11 0.46 1.68

(s.e.) (0.021) (0.018) (0.009) (0.011) (0.028) (0.032) 3,587

4.00–5.99 4.68 0.80 0.13 0.17 0.77 3.11

(s.e.) (0.019) (0.032) (0.018) (0.019) (0.033) (0.050) 2,565

6.00–7.99 6.63 1.03 0.22 0.24 0.92 4.67

(s.e.) (0.019) (0.044) (0.025) (0.029) (0.052) (0.069) 1,469

8.00 or more 9.56 1.47 0.37 0.50 0.90 7.18

(s.e.) (0.105) (0.096) (0.056) (0.073) (0.059) (0.134) 959

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 1.03 0.58 0.06 0.11 0.45 0.00

(s.e.) (0.053) (0.032) (0.019) (0.016) (0.041) (0.000) 1,598

0.01–0.99 1.61 0.58 0.07 0.15 0.54 0.50

(s.e.) (0.100) (0.056) (0.032) (0.032) (0.070) (0.006) 1,131

1.00–1.99 2.40 0.67 0.07 0.18 0.54 1.19

(s.e.) (0.053) (0.040) (0.009) (0.033) (0.032) (0.010) 2,639

2.00–2.99 3.54 0.71 0.12 0.17 0.62 2.21

(s.e.) (0.050) (0.033) (0.019) (0.022) (0.039) (0.012) 1,998

3.00–3.99 4.60 0.75 0.14 0.14 0.66 3.19

(s.e.) (0.052) (0.033) (0.018) (0.017) (0.036) (0.009) 1,475

4.00 or more 7.01 0.76 0.17 0.17 0.48 5.78

(s.e.) (0.083) (0.034) (0.018) (0.018) (0.023) (0.068) 2,866

37
Table 4—Average number of Carnegie units accumulated by 1992 public high school graduates in vocational 

education by type of vocational education, by selected student characteristics—Continued

Any General labor market preparation Consumer & Specific UnStudent vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Area of specialization3

College prep 2.24 0.44 0.03 0.07 0.32 1.48

(s.e.) (0.063) (0.018) (0.004) (0.009) (0.020) (0.049) 3,951

Vocational 8.02 0.81 0.22 0.19 0.39 6.82

(s.e.) (0.147) (0.053) (0.026) (0.040) (0.029) (0.123) 902

Other 4.04 0.81 0.14 0.20 0.68 2.55

(s.e.) (0.059) (0.025) (0.013) (0.017) (0.025) (0.048) 6,854

Area of vocational

 program concentration4

None 2.79 0.67 0.09 0.16 0.56 1.57

(s.e.) (0.046) (0.021) (0.009) (0.014) (0.021) (0.029) 8,865

Agriculture 7.36 0.86 0.31 0.14 0.49 6.01

(s.e.) (0.240) (0.129) (0.102) (0.040) (0.072) (0.197) 306

Business & office 6.36 0.86 0.05 0.15 0.65 4.86

(s.e.) (0.107) (0.047) (0.016) (0.024) (0.041) (0.088) 898

Marketing & 

 distribution 6.04 0.57 0.12 0.10 0.55 4.92

(s.e.) (0.203) (0.069) (0.034) (0.032) (0.061) (0.204) 159

Health 7.05 0.66 0.04 0.16 0.84 5.55

(s.e.) (0.340) (0.091) (0.027) (0.048) (0.120) (0.359) 79

Occupational home

 economics 7.23 0.47 0.04 0.13 0.80 5.96

(s.e.) (0.280) (0.069) (0.016) (0.032) (0.097) (0.218) 195

Trade & industry 6.98 0.74 0.28 0.20 0.30 5.94

(s.e.) (0.139) (0.048) (0.026) (0.033) (0.026) (0.126) 1,142

Technical &

 communications 6.05 0.55 0.14 0.06 0.21 5.29

(s.e.) (0.270) (0.125) (0.102) (0.025) (0.082) (0.198) 63

First row, first column reads: 1992 public high school graduates earned on average a total of 3.76 Carnegie

units in vocational education.

1Participation in Typewriting I and some miscellaneous general labor market skills courses—such as business

math, business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry

or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the vocational

specialist and college preparatory criteria are included in the vocational group. Students who are classified

as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific

labor market preparation program area. If students complete 3.00 or more Carnegie units in more than one

specific labor market preparation program area, they are assigned to the area in which they completed the

most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may not sum to the “any vocational education” column due to rounding.

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

Longitudinal Study, "Second Follow-Up and High School Transcript Files,” 1992.

38
Table 5—Average number of Carnegie units accumulated by 1992 public high school graduates in vocational 

education by type of vocational education, by selected special populations characteristics

Any General labor market preparation Consumer & Specific UnSpecial populations vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Total23.76 0.69 0.11 0.16 0.54 2.53

(s.e.) (0.058) (0.020) (0.009) (0.012) (0.018) (0.046) 11,707

Socioeconomic status

Lowest quartile 4.74 0.86 0.16 0.19 0.72 3.17

(s.e.) (0.115) (0.033) (0.020) (0.018) (0.033) (0.103) 2,274

Second quartile 4.39 0.82 0.14 0.19 0.65 2.92

(s.e.) (0.107) (0.031) (0.016) (0.025) (0.037) (0.088) 2,846

Third quartile 3.54 0.63 0.10 0.12 0.47 2.44

(s.e.) (0.072) (0.030) (0.015) (0.013) (0.023) (0.064) 3,011

Highest quartile 2.41 0.47 0.06 0.10 0.36 1.59

(s.e.) (0.071) (0.023) (0.008) (0.016) (0.031) (0.055) 3,063

Special needs status3

Special needs 4.53 0.81 0.16 0.22 0.64 3.08

(s.e.) (0.084) (0.033) (0.018) (0.020) (0.031) (0.078) 2,688

No special needs 3.44 0.63 0.10 0.11 0.51 2.30

(s.e.) (0.065) (0.020) (0.009) (0.009) (0.021) (0.050) 8,137

Limited English

 proficiency status

Limited English

 proficient 4.22 0.73 0.13 0.16 0.55 2.94

(s.e.) (0.283) (0.097) (0.052) (0.034) (0.074) (0.235) 225

English proficient 3.69 0.66 0.11 0.13 0.54 2.48

(s.e.) (0.059) (0.019) (0.009) (0.009) (0.019) (0.047) 10,349

Handicap status4

Handicapped 4.95 0.86 0.18 0.28 0.60 3.49

(s.e.) (0.195) (0.062) (0.034) (0.034) (0.050) (0.170) 611

Not handicapped 3.61 0.65 0.10 0.12 0.54 2.42

(s.e.) (0.060) (0.019) (0.009) (0.009) (0.020) (0.047) 9,923

Secondary GPA

3.3 or higher 2.44 0.52 0.05 0.11 0.32 1.60

(s.e.) (0.073) (0.026) (0.009) (0.020) (0.022) (0.058) 2,238

2.6 to less than 3.3 3.49 0.67 0.09 0.14 0.51 2.32

(s.e.) (0.085) (0.026) (0.012) (0.017) (0.029) (0.073) 3,936

1.6 to less than 2.6 4.32 0.74 0.14 0.17 0.62 2.96

(s.e.) (0.085) (0.027) (0.012) (0.015) (0.024) (0.068) 4,928

Less than 1.6 4.74 0.91 0.22 0.27 0.69 3.14

(s.e.) (0.140) (0.081) (0.053) (0.047) (0.074) (0.156) 600

39
Table 5—Average number of Carnegie units accumulated by 1992 public high school graduates in vocational 

education by type of vocational education, by selected special populations characteristics—Continued

Any General labor market preparation Consumer & Specific UnSpecial populations vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Remedial Carnegie

 units accumulated5

Zero 3.54 0.65 0.10 0.13 0.50 2.38

(s.e.) (0.058) (0.019) (0.009) (0.010) (0.020) (0.047) 9,589

0.01–0.99 3.78 0.65 0.11 0.22 0.55 2.58

(s.e.) (0.350) (0.120) (0.037) (0.106) (0.071) (0.248) 542

1.00–1.99 4.82 0.89 0.21 0.23 0.72 3.21

(s.e.) (0.161) (0.070) (0.048) (0.037) (0.044) (0.139) 972

2.00–2.99 5.04 0.91 0.11 0.37 0.70 3.43

(s.e.) (0.217) (0.121) (0.028) (0.101) (0.126) (0.220) 277

3.00–3.99 5.27 0.96 0.18 0.42 0.80 3.51

(s.e.) (0.308) (0.113) (0.046) (0.093) (0.094) (0.285) 139

4.00 or more 5.85 0.95 0.20 0.43 0.86 4.04

(s.e.) (0.296) (0.126) (0.055) (0.112) (0.132) (0.281) 188

Student parent status

Parent 4.80 0.90 0.13 0.25 1.08 2.82

(s.e.) (0.437) (0.074) (0.029) (0.053) (0.134) (0.375) 242

Nonparent 3.65 0.67 0.11 0.14 0.52 2.46

(s.e.) (0.059) (0.019) (0.010) (0.010) (0.018) (0.047) 10,784

Expecting 4.89 0.90 0.13 0.29 0.88 3.11

(s.e.) (0.308) (0.123) (0.036) (0.074) (0.097) (0.301) 137

First row, first column reads: 1992 public high school graduates earned on average a total of 3.76 Carnegie

units in vocational education.

1

Participation in Typewriting I and some miscellaneous general labor market skills courses—such as business

math, business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

3Students with special needs are defined as having one or more of the following: a handicap, limited English

proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

4

In this table, handicap status was constructed from teacher and parent responses. An alternative definition

of handicap status—based on special education program participation as indicated by student transcript

data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary Vocational

Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education),

forthcoming.

5Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math,

and social studies. 

NOTE: Estimates may not sum to the “any vocational education” column due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

40
Table 6—Average number of Carnegie units accumulated by 1992 public high school graduates in vocational 

education by type of vocational education, by selected school characteristics

Any General labor market preparation Consumer & Specific UnSchool vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Total23.76 0.69 0.11 0.16 0.54 2.53

(s.e.) (0.058) (0.020) (0.009) (0.012) (0.018) (0.046) 11,707

School size

1–500 4.79 0.92 0.27 0.12 0.78 3.10

(s.e.) (0.167) (0.066) (0.048) (0.029) (0.051) (0.134) 1,571

501–1,000 4.03 0.72 0.11 0.14 0.59 2.72

(s.e.) (0.107) (0.037) (0.017) (0.021) (0.035) (0.089) 2,844

1,001–1,500 3.49 0.60 0.06 0.14 0.47 2.43

(s.e.) (0.098) (0.034) (0.009) (0.018) (0.025) (0.085) 2,919

1,501 or more 3.16 0.60 0.08 0.16 0.39 2.16

(s.e.) (0.079) (0.030) (0.011) (0.021) (0.023) (0.064) 2,978

Urbanicity

Urban 3.47 0.69 0.08 0.26 0.43 2.36

(s.e.) (0.113) (0.038) (0.010) (0.031) (0.037) (0.092) 2,377

Suburban 3.34 0.58 0.08 0.12 0.47 2.29

(s.e.) (0.079) (0.026) (0.011) (0.013) (0.026) (0.066) 4,972

Rural 4.43 0.81 0.17 0.12 0.69 2.93

(s.e.) (0.090) (0.036) (0.022) (0.014) (0.029) (0.074) 4,268

Absentee rate

0–5% 3.70 0.64 0.12 0.10 0.54 2.51

(s.e.) (0.100) (0.032) (0.018) (0.012) (0.029) (0.077) 3,538

6–10% 3.73 0.68 0.11 0.14 0.54 2.51

(s.e.) (0.086) (0.030) (0.014) (0.016) (0.026) (0.071) 4,379

11% or more 4.08 0.78 0.10 0.28 0.48 2.82

(s.e.) (0.204) (0.074) (0.020) (0.068) (0.047) (0.179) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 3.17 0.57 0.09 0.14 0.43 2.17

(s.e.) (0.100) (0.036) (0.019) (0.022) (0.028) (0.085) 2,568

6–10% 3.60 0.61 0.09 0.12 0.53 2.46

(s.e.) (0.129) (0.046) (0.015) (0.015) (0.048) (0.105) 1,551

11–20% 3.89 0.65 0.10 0.13 0.60 2.63

(s.e.) (0.105) (0.037) (0.014) (0.022) (0.038) (0.087) 2,146

21% or more 4.19 0.80 0.13 0.16 0.57 2.82

(s.e.) (0.105) (0.039) (0.022) (0.022) (0.029) (0.085) 3,468

Percent of students

 taking remedial reading

0% 3.78 0.76 0.12 0.11 0.58 2.44

(s.e.) (0.134) (0.038) (0.022) (0.025) (0.039) (0.113) 1,713

1–5% 3.40 0.61 0.11 0.14 0.46 2.33

(s.e.) (0.092) (0.036) (0.019) (0.016) (0.028) (0.070) 3,523

6–10% 3.98 0.64 0.09 0.12 0.60 2.74

(s.e.) (0.111) (0.035) (0.011) (0.018) (0.035) (0.092) 2,461

11% or more 4.07 0.77 0.13 0.19 0.53 2.77

(s.e.) (0.132) (0.050) (0.027) (0.030) (0.034) (0.108) 2,231

41
Table 6—Average number of Carnegie units accumulated by 1992 public high school graduates in vocational 

education by type of vocational education, by selected school characteristics—Continued

Any General labor market preparation Consumer & Specific UnSchool vocational Industrial Career homemaking labor market weighted

characteristics education Total1arts education education preparation Ns

Percent of students

 in special education

0% 2.66 0.53 0.03 0.29 0.36 1.77

(s.e.) (0.445) (0.147) (0.015) (0.183) (0.086) (0.514) 95

1–5% 3.69 0.67 0.08 0.15 0.47 2.55

(s.e.) (0.129) (0.040) (0.015) (0.023) (0.030) (0.105) 2,452

6–10% 3.83 0.69 0.13 0.13 0.56 2.58

(s.e.) (0.085) (0.032) (0.016) (0.014) (0.030) (0.067) 4,018

11% or more 3.75 0.63 0.11 0.13 0.56 2.55

(s.e.) (0.117) (0.041) (0.024) (0.022) (0.033) (0.105) 2,089

First row, first column reads: 1992 public high school graduates earned on average a total of 3.76 Carnegie

units in vocational education.

1

Participation in Typewriting I and some miscellaneous general labor market skills courses—such as business

math, business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the “any vocational education” column due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

42
Table 7—Average number of Carnegie units accumulated by 1992 public high school graduates by type

of curriculum, by selected student characteristics

Student Personal Unweighted

characteristics Total Academic Vocational use Ns

Total123.75 17.30 3.76 2.69

(s.e.) (0.086) (0.089) (0.058) (0.035) 11,707

Sex

Male 23.57 16.78 3.91 2.87

(s.e.) (0.097) (0.112) (0.073) (0.045) 5,760

Female 23.94 17.86 3.57 2.51

(s.e.) (0.096) (0.099) (0.073) (0.038) 5,917

Race–ethnicity

White, non-Hispanic 23.82 17.47 3.73 2.63

(s.e.) (0.099) (0.099) (0.069) (0.039) 8,269

Black, non-Hispanic 23.21 16.63 3.92 2.66

(s.e.) (0.252) (0.321) (0.110) (0.103) 1,023

Hispanic 23.62 16.81 3.79 3.03

(s.e.) (0.124) (0.159) (0.129) (0.072) 1,365

Asian 24.46 18.36 3.18 2.93

(s.e.) (0.209) (0.280) (0.218) (0.078) 855

Native American 23.38 15.89 4.53 2.97

(s.e.) (0.333) (0.333) (0.348) (0.219) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 23.83 20.16 0.93 2.74

(s.e.) (0.106) (0.097) (0.021) (0.066) 3,127

2.00–3.99 23.73 18.20 2.71 2.82

(s.e.) (0.120) (0.124) (0.021) (0.048) 3,587

4.00–5.99 23.48 16.08 4.68 2.72

(s.e.) (0.127) (0.128) (0.019) (0.058) 2,565

6.00–7.99 23.43 14.32 6.63 2.48

(s.e.) (0.107) (0.102) (0.019) (0.052) 1,469

8.00 or more 24.73 12.90 9.56 2.27

(s.e.) (0.188) (0.138) (0.105) (0.065) 959

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 23.81 20.00 1.03 2.78

(s.e.) (0.127) (0.121) (0.053) (0.073) 1,598

0.01–0.99 23.70 19.36 1.61 2.73

(s.e.) (0.188) (0.189) (0.100) (0.111) 1,131

1.00–1.99 23.78 18.55 2.40 2.82

(s.e.) (0.138) (0.151) (0.053) (0.059) 2,639

2.00–2.99 23.51 17.22 3.54 2.76

(s.e.) (0.125) (0.154) (0.050) (0.075) 1,998

3.00–3.99 23.65 16.39 4.60 2.66

(s.e.) (0.131) (0.131) (0.052) (0.053) 1,475

4.00 or more 23.93 14.44 7.01 2.47

(s.e.) (0.114) (0.097) (0.083) (0.043) 2,866

43
Table 7—Average number of Carnegie units accumulated by 1992 public high school graduates by type

of curriculum, by selected student characteristics—Continued

Student Personal Unweighted

characteristics Total Academic Vocational use Ns

Area of specialization2

College prep 25.02 20.24 2.24 2.54

(s.e.) (0.141) (0.109) (0.063) (0.056) 3,951

Vocational 23.98 13.66 8.02 2.30

(s.e.) (0.172) (0.137) (0.147) (0.062) 902

Other 23.03 16.17 4.04 2.82

(s.e.) (0.077) (0.083) (0.059) (0.040) 6,854

Area of vocational

 program concentration3

None 23.73 18.19 2.79 2.75

(s.e.) (0.087) (0.094) (0.046) (0.039) 8,865

Agriculture 23.81 13.67 7.36 2.78

(s.e.) (0.246) (0.218) (0.240) (0.151) 306

Business & office 24.33 15.63 6.36 2.34

(s.e.) (0.180) (0.157) (0.107) (0.060) 898

Marketing & 

 distribution 23.61 15.24 6.04 2.32

(s.e.) (0.580) (0.404) (0.203) (0.126) 159

Health 23.41 14.20 7.05 2.16

(s.e.) (0.319) (0.361) (0.340) (0.203) 79

Occupational home

 economics 23.34 13.58 7.23 2.52

(s.e.) (0.343) (0.250) (0.280) (0.168) 195

Trade & industry 23.49 13.90 6.98 2.61

(s.e.) (0.175) (0.125) (0.139) (0.055) 1,142

Technical &

 communications 25.32 17.01 6.05 2.26

(s.e.) (0.501) (0.564) (0.270) (0.123) 63

First row, first column reads: 1992 public high school graduates earned on average a total of 23.75 Carnegie

units in high school.

1

Included in the total are graduates who may be missing data on particular row variables.

2Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry

or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the vocational

specialist and college preparatory criteria are included in the vocational specialist group. Students who

are classified as “other” do not meet the criteria for either specialization.

3Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific

labor market preparation program area. If students complete 3.00 or more Carnegie units in more than one

specific labor market preparation program area, they are assigned to the area in which they completed the

most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may not sum to the total due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

44
Table 8—Average number of Carnegie units accumulated by 1992 public high school graduates by type

of curriculum, by selected special populations characteristics

Special populations Personal Unweighted

characteristics Total Academic Vocational use Ns

Total123.75 17.30 3.76 2.69

(s.e.) (0.086) (0.089) (0.058) (0.035) 11,707

Socioeconomic status

Lowest quartile 23.32 15.89 4.74 2.69

(s.e.) (0.125) (0.107) (0.115) (0.053) 2,274

Second quartile 23.65 14.53 4.39 2.73

(s.e.) (0.117) (0.128) (0.107) (0.066) 2,846

Third quartile 23.90 17.68 3.54 2.68

(s.e.) (0.123) (0.155) (0.072) (0.045) 3,011

Highest quartile 24.23 19.16 2.41 2.66

(s.e.) (0.121) (0.113) (0.071) (0.066) 3,063

Special needs status2

Special needs 22.41 15.12 4.53 2.77

(s.e.) (0.094) (0.102) (0.084) (0.057) 2,688

No special needs 24.24 18.17 3.44 2.63

(s.e.) (0.101) (0.102) (0.065) (0.039) 8,137

Limited English

 proficiency status

Limited English

 proficient 23.73 16.34 4.22 3.17

(s.e.) (0.234) (0.268) (0.283) (0.123) 225

English proficient 23.83 17.49 3.69 2.66

(s.e.) (0.092) (0.093) (0.059) (0.036) 10,349

Handicap status3

Handicapped 23.25 15.41 4.95 2.90

(s.e.) (0.167) (0.207) (0.195) (0.079) 611

Not handicapped 23.86 17.60 3.61 2.66

(s.e.) (0.094) (0.095) (0.060) (0.037) 9,923

Secondary GPA

3.3 or higher 25.19 20.10 2.44 2.65

(s.e.) (0.119) (0.144) (0.073) (0.058) 2,238

2.6 to less than 3.3 24.36 18.21 3.49 2.66

(s.e.) (0.118) (0.122) (0.085) (0.043) 3,936

1.6 to less than 2.6 23.10 16.02 4.32 2.76

(s.e.) (0.083) (0.097) (0.085) (0.049) 4,928

Less than 1.6 21.25 14.05 4.74 2.46

(s.e.) (0.168) (0.173) (0.140) (0.075) 600

Remedial Carnegie

 units accumulated4

Zero 23.90 17.74 3.54 2.63

(s.e.) (0.092) (0.093) (0.058) (0.034) 9,589

0.01–0.99 23.10 16.38 3.78 2.94

(s.e.) (0.233) (0.379) (0.350) (0.213) 542

1.00–1.99 23.18 15.64 4.82 2.73

(s.e.) (0.199) (0.246) (0.161) (0.076) 972

2.00–2.99 23.09 14.73 5.04 3.31

(s.e.) (0.175) (0.361) (0.217) (0.339) 277

3.00–3.99 23.11 14.43 5.27 3.41

(s.e.) (0.300) (0.327) (0.308) (0.181) 139

4.00 or more 23.16 14.47 5.85 2.84

(s.e.) (0.228) (0.300) (0.296) (0.152) 188

45
Table 8—Average number of Carnegie units accumulated by 1992 public high school graduates by type

of curriculum, by selected special populations characteristics—Continued

Special populations Personal Unweighted

characteristics Total Academic Vocational use Ns

Student parent status

Parent 22.77 15.31 4.80 2.66

(s.e.) (0.284) (0.261) (0.437) (0.127) 242

Nonparent 23.85 17.51 3.65 2.69

(s.e.) (0.088) (0.089) (0.059) (0.037) 10,784

Expecting 22.89 15.17 4.89 2.82

(s.e.) (0.230) (0.315) (0.308) (0.149) 137

First row, first column reads: 1992 public high school graduates earned on average a total of 23.75 Carnegie

units in high school.

1

Included in the total are graduates who may be missing data on particular row variables.

2Students with special needs are defined as having one or more of the following: a handicap, limited English

proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative definition

of handicap status—based on special education program participation as indicated by student transcript

data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary Vocational

Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education),

forthcoming.

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math,

and social studies. 

NOTE: Estimates may not sum to the total due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

46
Table 9—Average number of Carnegie units accumulated by 1992 public high school graduates by type

of curriculum, by selected school characteristics

School Personal Unweighted

characteristics Total Academic Vocational use Ns

Total*23.75 17.30 3.76 2.69

(s.e.) (0.086) (0.089) (0.058) (0.035) 11,707

School size

1–500 24.20 16.84 4.79 2.56

(s.e.) (0.257) (0.262) (0.167) (0.10) 1,571

501–1,000 23.89 17.31 4.03 2.55

(s.e.) (0.210) (0.235) (0.107) (0.067) 2,844

1,001–1,500 23.61 17.52 3.49 2.59

(s.e.) (0.115) (0.128) (0.098) (0.065) 2,919

1,501 or more 23.69 17.65 3.16 2.88

(s.e.) (0.150) (0.149) (0.079) (0.061) 2,978

Urbanicity

Urban 23.72 17.49 3.47 2.76

(s.e.) (0.178) (0.205) (0.113) (0.081) 2,377

Suburban 23.72 17.61 3.34 2.77

(s.e.) (0.110) (0.120) (0.079) (0.060) 4,972

Rural 23.86 16.90 4.43 2.52

(s.e.) (0.185) (0.175) (0.090) (0.050) 4,268

Absentee rate

0–5% 23.46 17.11 3.70 2.65

(s.e.) (0.141) (0.140) (0.100) (0.068) 3,538

6–10% 24.25 17.90 3.73 2.61

(s.e.) (0.145) (0.153) (0.086) (0.054) 4,379

11% or more 23.82 17.09 4.08 2.65

(s.e.) (0.238) (0.334) (0.204) (0.121) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 23.91 17.94 3.17 2.80

(s.e.) (0.175) (0.192) (0.100) (0.077) 2,568

6–10% 23.79 17.75 3.60 2.44

(s.e.) (0.196) (0.202) (0.129) (0.091) 1,551

11–20% 23.77 17.22 3.89 2.66

(s.e.) (0.156) (0.155) (0.105) (0.076) 2,146

21% or more 23.80 17.00 4.19 2.62

(s.e.) (0.174) (0.184) (0.105) (0.057) 3,468

Percent of students

 taking remedial reading

0% 23.39 17.06 3.78 2.55

(s.e.) (0.202) (0.263) (0.134) (0.063) 1,713

1–5% 24.03 17.86 3.40 2.77

(s.e.) (0.141) (0.142) (0.092) (0.070) 3,523

6–10% 23.89 17.35 3.98 2.56

(s.e.) (0.136) (0.145) (0.111) (0.069) 2,461

11% or more 23.65 16.96 4.07 2.61

(s.e.) (0.241) (0.252) (0.132) (0.072) 2,231

47
Table 9—Average number of Carnegie units accumulated by 1992 public high school graduates by type

of curriculum, by selected school characteristics—Continued

School Personal Unweighted

characteristics Total Academic Vocational use Ns

Percent of students

 in special education

0% 23.17 18.73 2.66 1.78

(s.e.) (0.565) (0.700) (0.445) (0.240) 95

1–5% 23.78 17.51 3.69 2.58

(s.e.) (0.176) (0.187) (0.129) (0.068) 2,452

6–10% 23.93 17.45 3.83 2.65

(s.e.) (0.158) (0.171) (0.085) (0.059) 4,018

11% or more 24.01 17.57 3.75 2.69

(s.e.) (0.199) (0.190) (0.117) (0.088) 2,089

First row, first column reads: 1992 public high school graduates earned on average a total of 23.75 Carnegie

units in high school.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

48
Table 10—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected student

characteristics

Number of Carnegie units in vocational education

UnStudent 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00 weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Total19.33 16.75 15.98 14.44 12.54 10.00 7.21 5.20 8.55

(s.e.) (0.639) (0.762) (0.764) (0.623) (0.577) (0.495) (0.358) (0.344) (0.479) 11,707

Sex

Male 8.17 14.91 15.89 15.45 12.58 10.65 7.21 6.02 9.12

(s.e.) (0.581) (1.043) (1.297) (1.084) (0.835) (0.765) (0.455) (0.543) (0.642) 5,760

Female 10.59 18.75 16.19 13.62 12.51 9.28 7.19 4.20 7.66

(s.e.) (1.080) (1.028) (0.850) (0.643) (0.738) (0.572) (0.534) (0.365) (0.627) 5,917

Race–ethnicity

White, non-Hispanic 10.16 17.54 15.89 14.42 11.54 9.45 6.95 4.88 9.17

(s.e.) (0.823) (0.896) (0.924) (0.755) (0.622) (0.542) (0.394) (0.350) (0.574) 8,269

Black, non-Hispanic 5.52 11.23 17.89 15.77 16.82 12.63 8.30 5.75 6.09

(s.e.) (1.015) (1.441) (2.598) (2.186) (2.204) (1.747) (1.202) (0.996) (0.952) 1,023

Hispanic 6.52 17.53 16.09 14.45 13.45 10.99 8.42 6.62 5.94

(s.e.) (1.072) (2.719) (1.483) (1.489) (1.749) (1.495) (1.499) (1.814) (0.934) 1,365

Asian 14.45 21.62 14.16 12.58 14.49 8.79 5.34 2.62 5.96

(s.e.) (1.567) (2.369) (1.746) (1.607) (2.266) (1.731) (1.469) (0.824) (3.221) 855

Native American 4.64 5.91 16.10 17.22 18.20 11.45 7.30 9.34 9.83

(s.e.) (2.148) (1.980) (3.772) (4.541) (3.812) (2.985) (2.386) (3.437) (4.250) 118

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 49.46 32.88 10.59 3.81 0.98 0.65 0.84 0.32 0.46

(s.e.) (2.111) (1.957) (1.165) (0.617) (0.322) (0.306) (0.615) (0.234) (0.219) 1,598

0.01–0.99 28.38 42.92 13.76 8.71 1.67 3.99 0.42 0.06 0.09

(s.e.) (4.224) (3.764) (1.641) (3.380) (0.545) (1.657) (0.186) (0.064) (0.066) 1,131

1.00–1.99 (

2

) 36.35 35.98 14.84 7.77 2.66 1.11 0.54 0.75

(s.e.) (

2

) (2.221) (2.287) (1.084) (1.062) (0.392) (0.232) (0.161) (0.244) 2,639

2.00–2.99 (

2

) (

2

) 30.13 35.31 19.59 9.27 3.21 1.79 0.71

(s.e.) (

2

) (

2

) (1.997) (2.146) (1.571) (1.420) (0.457) (0.361) (0.208) 1,998

3.00–3.99 (

2

) (

2

) (

2

) 29.89 33.72 19.62 9.45 4.75 2.57

(s.e.) (

2

) (

2

) (

2

) (1.878) (2.009) (1.494) (0.942) (0.829) (0.509) 1,475

4.00 or more (

2

) (

2

) (

2

) (

2

) 11.99 19.64 20.39 16.54 31.45

(s.e.) (

2

) (

2

) (

2

) (

2

) (1.299) (1.172) (1.109) (1.107) (1.572) 2,866
Table 10—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected student

characteristics—Continued

Number of Carnegie units in vocational education UnStudent 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00 weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Area of specialization3

College prep 18.53 28.32 21.77 14.35 8.79 4.79 1.98 0.59 0.90

(s.e.) (1.611) (1.506) (1.156) (0.766) (0.690) (0.445) (0.336) (0.150) (0.452) 3,951

Vocational (

2

) (

2

) (

2

) (

2

) 5.86 9.37 15.76 18.25 50.75

(s.e.) (

2

) (

2

) (

2

) (

2

) (1.064) (1.201) (1.925) (1.833) (2.580) 902

Other 5.55 12.65 14.93 16.38 15.43 12.91 8.94 6.00 7.20

(s.e.) (0.427) (0.825) (1.067) (0.940) (0.874) (0.733) (0.496) (0.462) (0.491) 6,854

Area of vocational

 program concentration4

None 12.33 22.14 21.13 17.39 12.34 7.16 3.54 2.23 1.75

(s.e.) (0.823) (0.952) (0.990) (0.808) (0.698) (0.508) (0.270) (0.263) (0.209) 8,865

Agriculture (

2

) (

2

) (

2

) 1.86 10.63 14.04 17.34 15.83 40.3

(s.e.) (

2

) (

2

) (

2

) (0.865) (2.113) (2.207) (2.787) (3.092) (5.065) 306

Business & office (

2

) (

2

) (

2

) 6.51 14.70 21.38 22.57 10.78 24.05

(s.e.) (

2

) (

2

) (

2

) (1.035) (1.648) (2.096) (2.360) (1.229) (2.399) 898

Marketing & 

 distribution (

2

) (

2

) (

2

) 5.16 22.78 19.30 19.56 15.38 17.82

(s.e.) (

2

) (

2

) (

2

) (1.604) (7.154) (4.268) (4.078) (3.783) (3.519) 159

Health (

2

) (

2

) (

2

) 3.61 8.72 20.88 20.67 9.18 36.94

(s.e.) (

2

) (

2

) (

2

) (1.705) (3.446) (5.983) (5.300) (3.199) (6.433) 79

Occupational home

 economics (

2

) (

2

) (

2

) 3.50 10.53 13.95 18.39 18.60 35.03

(s.e.) (

2

) (

2

) (

2

) (2.211) (3.733) (5.198) (3.834) (4.782) (5.869) 195

Trade & industry (

2

) (

2

) (

2

) 5.43 12.26 17.70 16.09 16.24 32.29

(s.e.) (

2

) (

2

) (

2

) (0.804) (1.252) (1.804) (1.424) (1.662) (2.241) 1,142

Technical &

 communications (

2

) (

2

) (

2

) 9.29 10.33 38.80 11.51 14.59 15.48

(s.e.) (

2

) (

2

) (

2

) (3.947) (3.998) (8.290) (4.269) (5.545) (4.969) 63

First row, first column reads: Of all 1992 public high school graduates, 9.33 percent earned fewer than 1.00 Carnegie units in vocational education.

1

Included in the total are graduates who may be missing data on particular row variables.

2Not applicable.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program

area, with at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college

preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra

or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in

a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are included in the vocational specialist

group. Students who are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program

area. If students complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the

area in which they completed the most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 11—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected special

populations characteristics

Number of Carnegie units in vocational education

UnSpecial populations 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00

weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Total19.33 16.75 15.98 14.44 12.54 10.00 7.21 5.20 8.55

(s.e.) (0.639) (0.762) (0.764) (0.623) (0.577) (0.495) (0.358) (0.344) (0.479) 11,707

Socioeconomic status

Lowest quartile 3.73 10.58 11.50 14.24 14.65 11.97 11.40 7.68 14.25

(s.e.) (0.473) (1.504) (1.043) (1.512) (1.318) (0.910) (0.904) (0.771) (1.354) 2,274

Second quartile 4.51 12.90 15.17 15.02 13.56 11.60 8.13 6.67 12.44

(s.e.) (0.564) (1.138) (2.118) (1.281) (1.294) (1.245) (0.670) (0.716) (1.040) 2,846

Third quartile 7.79 17.33 20.16 14.51 13.03 9.92 6.31 4.26 6.67

(s.e.) (0.661) (1.185) (1.491) (0.983) (1.017) (0.890) (0.538) (0.727) (0.724) 3,011

Highest quartile 20.26 26.28 17.32 15.43 8.25 5.87 2.90 1.93 1.76

(s.e.) (1.944) (1.822) (1.057) (1.577) (0.723) (0.552) (0.548) (0.302) (0.276) 3,063

Special needs status2

Special needs 3.95 9.89 13.14 13.85 17.44 12.93 9.40 8.32 11.07

(s.e.) (0.580) (1.090) (1.159) (1.355) (1.470) (1.046) (0.785) (0.939) (0.883) 2,688

No special needs 11.80 18.68 17.48 14.83 10.97 8.87 6.12 4.02 7.24

(s.e.) (0.906) (0.802) (0.981) (0.756) (0.588) (0.547) (0.360) (0.307) (0.521) 8,137

Limited English

 proficiency status

Limited English

 proficient 6.97 11.59 13.75 12.58 19.15 13.36 8.29 4.51 9.80

(s.e.) (2.461) (3.611) (2.581) (2.713) (3.263) (4.118) (2.283) (1.719) (2.83) 225

English proficient 9.92 16.70 16.55 14.77 12.41 9.62 6.88 4.98 8.18

(s.e.) (0.714) (0.705) (0.836) (0.662) (0.622) (0.479) (0.358) (0.341) (0.489) 10,349
Table 11—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected special

populations characteristics—Continued

Number of Carnegie units in vocational education

UnSpecial populations 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00

weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Handicap status3

Handicapped 4.36 8.48 14.38 10.84 14.19 11.76 9.65 8.18 18.17

(s.e.) (0.932) (1.302) (3.182) (1.677) (2.104) (1.410) (1.615) (2.231) (2.655) 611

Not handicapped 10.15 17.56 16.58 14.81 12.42 9.45 6.71 4.76 7.56

(s.e.) (0.738) (0.821) (0.860) (0.685) (0.625) (0.490) (0.365) (0.331) (0.470) 9,923

Secondary GPA

3.3 or higher 18.09 30.01 18.66 11.74 7.19 6.82 3.14 1.52 2.83

(s.e.) (1.270) (2.007) (1.477) (0.824) (0.741) (0.751) (0.428) (0.283) (0.457) 2,238

2.6 to less than 3.3 9.96 18.66 19.25 15.12 11.68 7.79 5.99 3.36 8.20

(s.e.) (0.684) (1.046) (1.718) (1.228) (0.872) (0.795) (0.507) (0.353) (0.821) 3,936

1.6 to less than 2.6 6.52 11.49 13.15 15.27 14.36 11.93 9.34 7.13 10.81

(s.e.) (1.164) (1.131) (0.861) (1.059) (0.950) (0.702) (0.650) (0.577) (0.724) 4,928

Less than 1.6 2.38 8.45 11.71 12.30 18.60 16.31 9.61 11.13 9.52

(s.e.) (0.740) (1.500) (1.952) (1.684) (3.017) (3.040) (1.873) (2.326) (1.409) 600
Table 11—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected special

populations characteristics—Continued

Number of Carnegie units in vocational education

UnSpecial populations 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00

weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Remedial Carnegie

 units accumulated4

Zero 9.99 18.51 16.89 15.04 11.66 9.86 6.67 4.26 7.13

(s.e.) (0.529) (0.808) (0.865) (0.707) (0.565) (0.555) (0.412) (0.295) (0.469) 9,589

0.01–0.99 13.53 14.84 10.82 14.82 18.32 7.87 6.96 4.96 7.88

(s.e.) (7.546) (5.604) (2.120) (3.854) (3.984) (1.621) (1.464) (1.280) (1.836) 542

1.00–1.99 4.70 9.49 13.48 10.69 14.33 11.22 10.74 10.47 14.89

(s.e.) (0.864) (1.347) (2.014) (1.205) (1.537) (1.477) (1.468) (1.710) (1.914) 972

2.00–2.99 2.76 5.18 13.82 11.13 19.83 12.81 7.96 11.93 14.57

(s.e.) (1.221) (1.255) (3.218) (2.355) (7.293) (2.521) (2.077) (5.073) (2.840) 277

3.00–3.99 2.17 4.54 16.21 14.27 11.22 10.38 13.49 5.25 22.47

(s.e.) (1.278) (1.452) (4.070) (3.845) (3.982) (3.694) (3.395) (2.135) (4.884) 139

4.00 or more 2.42 4.28 7.62 9.55 14.74 13.64 9.61 13.37 24.76

(s.e.) (1.403) (1.476) (3.211) (2.925) (3.350) (3.449) (2.479) (3.353) (4.440) 188

Student parent status

Parent 1.33 17.54 10.10 8.83 16.82 13.10 9.62 7.92 14.73

(s.e.) (0.938) (8.179) (2.257) (2.085) (3.322) (2.946) (2.023) (2.858) (4.482) 242

Nonparent 9.93 17.39 16.53 14.87 12.07 9.54 6.82 4.84 8.03

(s.e.) (0.704) (0.788) (0.819) (0.660) (0.590) (0.495) (0.356) (0.352) (0.479) 10,784

Expecting 1.90 6.88 17.06 12.58 14.06 12.38 11.30 6.66 17.18

(s.e.) (1.211) (2.115) (6.638) (3.065) (3.723) (3.782) (3.228) (2.098) (4.708) 137

First row, first column reads: Of all 1992 public high school graduates, 9.33 percent earned fewer than 1.00 Carnegie units in vocational education.

1

Included in the total are graduates who may be missing data on particular row variables.

2Students with special needs are defined as having one or more of the following: a handicap, limited English proficiency, or a grade-point average

(GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative definition of handicap status—based on special

education program participation as indicated by student transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation

in Secondary Vocational Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education), forthcoming.

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math, and social studies. 

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 12—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected school

characteristics

Number of Carnegie units in vocational education

UnSchool 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00

weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Total*9.33 16.75 15.98 14.44 12.54 10.00 7.21 5.20 8.55

(s.e.) (0.639) (0.762) (0.764) (0.623) (0.577) (0.495) (0.358) (0.344) (0.479) 11,707

School size

1–500 2.63 10.48 11.28 12.51 16.21 16.00 10.02 5.95 14.90

(s.e.) (0.600) (2.151) (1.036) (1.025) (1.806) (1.995) (0.877) (0.671) (1.717) 1,571

501–1,000 8.08 15.82 14.44 13.55 12.46 9.25 8.96 7.28 10.17

(s.e.) (0.797) (1.113) (0.960) (1.000) (0.953) (0.620) (0.909) (0.658) (1.000) 2,844

1,001–1,500 11.92 17.24 18.67 13.99 10.68 8.88 6.64 5.44 6.54

(s.e.) (0.958) (1.046) (1.360) (0.773) (0.981) (0.796) (0.571) (0.838) (0.705) 2,919

1,501 or more 11.57 21.90 17.82 14.67 12.33 8.55 4.81 3.63 4.72

(s.e.) (1.027) (1.405) (1.090) (0.850) (0.894) (0.792) (0.489) (0.707) (0.628) 2,978

Urbanicity

Urban 10.82 19.86 16.80 13.16 13.71 8.96 6.49 3.42 6.78

(s.e.) (0.985) (1.916) (1.676) (1.020) (1.547) (0.868) (0.853) (0.696) (0.984) 2,377

Suburban 11.66 18.69 17.69 15.63 11.67 8.79 5.82 4.18 5.86

(s.e.) (1.257) (1.168) (1.382) (1.187) (0.821) (0.722) (0.475) (0.433) (0.541) 4,972

Rural 5.64 12.64 13.59 13.73 12.96 11.62 9.54 7.43 12.86

(s.e.) (0.580) (0.943) (0.835) (0.753) (0.812) (0.919) (0.692) (0.648) (0.976) 4,268

Absentee rate

0–5% 10.83 15.72 15.25 14.03 12.48 10.91 7.75 5.43 7.61

(s.e.) (0.984) (1.009) (1.100) (0.929) (0.753) (1.003) (0.606) (0.525) (0.756) 3,538

6–10% 9.42 17.73 16.49 14.02 12.15 9.30 7.35 4.87 8.66

(s.e.) (0.682) (0.917) (0.878) (0.666) (0.935) (0.689) (0.548) (0.454) (0.762) 4,379

11% or more 4.88 18.28 14.16 11.98 14.16 11.67 8.27 7.05 9.54

(s.e.) (1.327) (3.371) (1.451) (1.408) (2.039) (1.771) (1.143) (1.370) (1.940) 833
Table 12—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in vocational education, by selected school

characteristics—Continued

Number of Carnegie units in vocational education

UnSchool 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00

weighted

characteristics 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 or more Ns

Percent of students

 receiving free or

 reduced-price lunch

0–5% 12.64 22.01 16.97 14.21 11.19 8.54 5.34 3.63 5.48

(s.e.) (1.192) (1.553) (1.300) (1.041) (1.162) (1.147) (0.649) (0.545) (0.727) 2,568

6–10% 10.96 19.20 17.78 13.85 10.22 7.10 6.69 4.88 9.33

(s.e.) (0.902) (1.420) (1.583) (1.003) (0.907) (0.682) (0.975) (0.604) (1.233) 1,551

11–20% 9.07 14.87 15.77 15.03 10.75 10.94 8.09 6.16 9.32

(s.e.) (1.009) (1.085) (0.922) (1.120) (0.837) (0.850) (0.685) (0.792) (1.055) 2,146

21% or more 5.98 14.04 14.94 13.11 15.37 11.33 8.76 6.66 9.82

(s.e.) (0.608) (1.171) (0.996) (0.726) (1.128) (0.837) (0.635) (0.791) (0.995) 3,468

Percent of students

 taking remedial reading

0% 8.91 17.07 14.03 14.35 12.38 11.09 8.32 5.18 8.67

(s.e.) (0.927) (1.995) (1.179) (0.988) (1.295) (1.724) (1.243) (0.801) (1.115) 1,713

1–5% 12.15 19.02 17.84 14.31 11.24 8.03 5.98 4.29 7.16

(s.e.) (1.007) (1.200) (1.275) (0.861) (0.860) (0.542) (0.580) (0.460) (0.696) 3,523

6–10% 7.68 16.39 14.17 14.38 12.89 10.99 8.31 5.87 9.31

(s.e.) (0.794) (1.150) (0.913) (1.007) (1.162) (0.947) (0.696) (0.887) (1.088) 2,461

11% or more 6.75 14.57 16.45 12.88 14.00 11.28 7.81 6.98 9.28

(s.e.) (0.841) (1.220) (1.112) (0.834) (1.209) (1.100) (0.688) (0.992) (1.245) 2,231

Percent of students

 in special education

0% 24.96 28.31 11.48 9.86 6.95 5.79 4.62 2.64 5.38

(s.e.) (7.321) (14.046) (3.931) (2.609) (3.138) (2.730) (2.624) (1.648) (3.459) 95

1–5% 9.84 17.35 16.65 13.51 13.40 9.97 6.31 4.69 8.27

(s.e.) (1.075) (1.270) (1.538) (0.907) (1.211) (1.345) (0.678) (0.616) (1.101) 2,452

6–10% 8.39 16.39 15.64 14.35 12.88 9.47 7.98 6.04 8.85

(s.e.) (0.740) (0.877) (0.832) (0.791) (0.956) (0.566) (0.609) (0.545) (0.768) 4,018

11% or more 9.57 16.86 16.51 13.88 10.98 11.48 8.25 4.28 8.20

(s.e.) (1.089) (1.257) (1.113) (1.015) (0.839) (1.196) (0.708) (0.534) (1.043) 2,089

First row, first column reads: Of all 1992 public high school graduates, 9.33 percent earned fewer than 1.00 Carnegie units in vocational education.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 13—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by selected student characteristics

Number of Carnegie units in specific labor market preparation

UnStudent 0.01– 1.00– 2.00– 3.00– 4.00

weighted

characteristics 0.00 0.99 1.99 2.99 3.99 or more Ns

Total112.93 10.33 22.19 17.29 12.22 25.04

(s.e.) (0.559) (0.803) (0.824) (0.701) (0.485) (0.824) 11,707

Sex

Male 10.85 7.38 20.37 18.41 12.91 30.07

(s.e.) (0.661) (0.974) (1.326) (1.157) (0.748) (1.242) 5,760

Female 14.97 13.34 24.07 16.18 11.66 19.78

(s.e.) (0.811) (1.214) (1.051) (0.784) (0.615) (0.971) 5,917

Race–ethnicity

White, non-Hispanic 13.45 10.84 22.21 17.01 12.28 24.21

(s.e.) (0.684) (0.978) (1.037) (0.785) (0.585) (0.910) 8,269

Black, non-Hispanic 11.45 7.95 21.10 21.54 12.07 25.89

(s.e.) (1.367) (1.815) (2.002) (2.907) (1.220) (2.141) 1,023

Hispanic 10.41 10.39 22.71 16.18 11.14 29.17

(s.e.) (1.271) (2.343) (2.042) (1.571) (1.367) (2.952) 1,365

Asian 14.70 10.75 26.48 14.16 14.25 19.67

(s.e.) (1.631) (1.307) (2.602) (1.560) (2.453) (3.468) 855

Native American 8.53 6.26 17.09 13.44 17.17 37.51

(s.e.) (2.625) (1.886) (4.136) (3.737) (4.148) (5.351) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 40.83 28.24 30.93 (

2

) (

2

) (

2

)

(s.e.) (1.809) (2.051) (1.813) (

2

) (

2

) (

2

) 3,127

2.00–3.99 6.12 7.63 37.06 37.18 12.01 (

2

)

(s.e.) (0.584) (1.315) (1.806) (1.732) (0.869) (

2

) 3,587

4.00–5.99 0.93 2.59 10.27 22.14 28.93 35.14

(s.e.) (0.256) (0.796) (1.102) (1.542) (1.489) (1.845) 2,565

6.00–7.99 1.21 0.40 2.95 6.96 13.98 74.50

(s.e.) (0.682) (0.161) (0.519) (0.846) (1.201) (1.724) 1,469

8.00 or more 0.70 0.10 1.94 1.43 3.67 92.15

(s.e.) (0.332) (0.079) (0.633) (0.420) (0.718) (1.147) 959

Area of specialization3

College prep 21.76 14.23 29.73 16.85 9.78 7.64

(s.e.) (1.121) (1.531) (1.452) (0.973) (0.706) (0.789) 3,951

Vocational (

2

) (

2

) (

2

) (

2

) (

2

) 100.00

(s.e.) (

2

) (

2

) (

2

) (

2

) (

2

) (0.000) 902

Other 9.82 9.55 20.98 19.78 15.13 24.73

(s.e.) (0.649) (0.981) (1.053) (1.010) (0.695) (0.994) 6,854

56
Table 13—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by selected student characteristics—Continued

Number of Carnegie units in specific labor market preparation

UnStudent 0.01– 1.00– 2.00– 3.00– 4.00

weighted

characteristics 0.00 0.99 1.99 2.99 3.99 or more Ns

Area of vocational

 program concentration4

None 17.09 13.65 29.33 22.86 10.30 6.76

(s.e.) (0.723) (1.023) (1.043) (0.907) (0.553) (0.529) 8,865

Agriculture (

2

) (

2

) (

2

) (

2

) 6.97 93.03

(s.e.) (

2

) (

2

) (

2

) (

2

) (1.958) (1.958) 306

Business & office (

2

) (

2

) (

2

) (

2

) 26.61 73.39

(s.e.) (

2

) (

2

) (

2

) (

2

) (1.951) (1.951) 898

Marketing & 

 distribution (

2

) (

2

) (

2

) (

2

) 23.78 76.22

(s.e.) (

2

) (

2

) (

2

) (

2

) (6.864) (6.864) 159

Health (

2

) (

2

) (

2

) (

2

) 21.05 78.95

(s.e.) (

2

) (

2

) (

2

) (

2

) (6.491) (6.491) 79

Occupational home

 economics (

2

) (

2

) (

2

) (

2

) 13.77 86.23

(s.e.) (

2

) (

2

) (

2

) (

2

) (3.016) (3.016) 195

Trade & industry (

2

) (

2

) (

2

) (

2

) 14.65 85.35

(s.e.) (

2

) (

2

) (

2

) (

2

) (1.565) (1.565) 1,142

Technical &

 communications (

2

) (

2

) (

2

) (

2

) 12.06 87.94

(s.e.) (

2

) (

2

) (

2

) (

2

) (4.314) (4.314) 63

First row, first column reads: Of all 1992 public high school graduates, 12.93 percent earned no Carnegie

units in specific labor market preparation courses.

1

Included in the total are graduates who may be missing data on particular row variables.

2Not applicable.

3Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry

or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the vocational

specialist and college preparatory criteria are included in the vocational specialist group. Students who

are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific

labor market preparation program area. If students complete 3.00 or more Carnegie units in more than one

specific labor market preparation program area, they are assigned to the area in which they completed the

most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may not sum to 100 percent due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

57
Table 14—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by selected special populations characteristics

Number of Carnegie units in specific labor market preparation

UnSpecial populations 0.01– 1.00– 2.00– 3.00– 4.00 weighted

characteristics 0.00 0.99 1.99 2.99 3.99 or more Ns

Total112.93 10.33 22.19 17.29 12.22 25.04

(s.e.) (0.559) (0.803) (0.824) (0.701) (0.485) (0.824) 11,707

Socioeconomic status

Lowest quartile 7.57 7.96 17.15 17.60 14.77 34.95

(s.e.) (0.650) (1.430) (1.129) (1.525) (1.102) (1.819) 2,274

Second quartile 9.86 6.50 21.09 19.39 13.72 29.44

(s.e.) (1.012) (0.690) (2.088) (1.684) (1.077) (1.500) 2,846

Third quartile 12.09 9.83 24.39 18.17 11.79 23.73

(s.e.) (0.920) (0.908) (1.483) (1.321) (0.857) (1.405) 3,011

Highest quartile 21.70 17.32 25.32 14.98 10.18 10.49

(s.e.) (1.360) (2.519) (1.737) (1.019) (0.841) (0.881) 3,063

Special needs status2

Special needs 8.29 7.15 17.76 18.25 13.97 34.58

(s.e.) (0.869) (1.173) (1.091) (1.596) (1.161) (1.652) 2,688

No special needs 15.11 11.19 23.87 17.13 11.75 20.94

(s.e.) (0.710) (1.002) (1.035) (0.779) (0.537) (0.824) 8,137

Limited English

 proficiency status

Limited English

 proficient 10.23 4.77 18.24 22.64 10.69 33.44

(s.e.) (2.522) (1.520) (2.997) (3.825) (2.084) (5.093) 225

English proficient 13.51 10.25 22.40 17.41 12.41 24.02

(s.e.) (0.609) (0.830) (0.842) (0.751) (0.533) (0.826) 10,349

Handicap status3

Handicapped 7.91 5.30 16.81 17.19 14.26 38.52

(s.e.) (1.169) (1.064) (1.917) (3.325) (1.928) (3.265) 611

Not handicapped 13.69 10.42 23.15 17.29 12.20 23.25

(s.e.) (0.624) (0.864) (0.935) (0.748) (0.544) (0.834) 9,923

Secondary GPA

3.3 or higher 22.45 14.55 28.42 13.46 10.25 10.86

(s.e.) (1.568) (1.639) (1.727) (0.918) (0.902) (0.876) 2,238

2.6 to less than 3.3 14.46 11.15 24.68 18.57 10.43 20.70

(s.e.) (0.878) (1.263) (1.702) (1.198) (0.683) (1.145) 3,936

1.6 to less than 2.6 8.88 8.50 18.59 17.80 14.23 32.00

(s.e.) (0.705) (1.269) (1.081) (1.183) (0.837) (1.332) 4,928

Less than 1.6 8.09 7.69 17.77 16.55 12.82 37.09

(s.e.) (1.693) (2.634) (2.226) (2.097) (2.634) (3.150) 600

58
Table 14—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by selected special populations characteristics—Continued

Number of Carnegie units in specific labor market preparation

UnSpecial populations 0.01– 1.00– 2.00– 3.00– 4.00 weighted

characteristics 0.00 0.99 1.99 2.99 3.99 or more Ns

Remedial Carnegie

 units accumulated4

Zero 14.18 10.73 23.11 17.54 12.01 22.43

(s.e.) (0.643) (0.797) (0.891) (0.746) (0.531) (0.826) 9,589

0.01–0.99 6.74 15.41 23.10 16.15 13.24 25.35

(s.e.) (1.992) (7.422) (5.783) (3.819) (2.738) (4.275) 542

1.00–1.99 8.94 5.89 19.67 14.28 13.60 37.62

(s.e.) (1.643) (1.073) (1.948) (1.525) (1.421) (2.697) 972

2.00–2.99 5.87 6.86 12.45 23.56 11.02 40.24

(s.e.) (1.692) (1.961) (2.442) (7.199) (2.157) (5.661) 277

3.00–3.99 7.77 8.10 11.99 21.14 13.57 37.42

(s.e.) (2.439) (3.562) (3.049) (4.879) (4.595) (5.251) 139

4.00 or more 10.21 3.33 11.33 12.75 12.22 50.16

(s.e.) (2.991) (1.268) (3.394) (3.187) (3.275) (4.845) 188

Student parent status

Parent 4.03 17.37 21.70 13.79 12.60 30.51

(s.e.) (1.349) (8.255) (3.552) (3.078) (3.321) (5.267) 242

Nonparent 13.37 10.60 22.47 17.59 12.31 23.66

(s.e.) (0.589) (0.878) (0.874) (0.752) (0.499) (0.833) 10,784

Expecting 5.89 5.20 26.74 18.28 10.24 33.65

(s.e.) (2.178) (1.785) (6.414) (3.825) (2.766) (5.740) 137

First row, first column reads: Of all 1992 public high school graduates, 12.93 percent earned no

Carnegie units in specific labor market preparation courses.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students with special needs are defined as having one or more of the following: a handicap, limited

English proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative

definition of handicap status—based on special education program participation as indicated by student

transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary

Vocational Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S.

Department of Education), forthcoming.

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English,

math, and social studies. 

NOTE: Estimates may not sum to 100 percent due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

59
Table 15—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by selected school characteristics

Number of Carnegie units in specific labor market preparation

UnSchool 0.01– 1.00– 2.00– 3.00– 4.00 weighted

characteristics 0.00 0.99 1.99 2.99 3.99 or more Ns

Total*12.93 10.33 22.19 17.29 12.22 25.04

(s.e.) (0.559) (0.803) (0.824) (0.701) (0.485) (0.824) 11,707

School size

1–500 6.45 7.52 18.38 17.45 16.94 33.25

(s.e.) (0.939) (2.584) (1.424) (1.929) (1.751) (2.395) 1,571

501–1,000 12.73 8.53 21.04 17.70 12.15 27.85

(s.e.) (1.144) (0.713) (1.296) (1.163) (0.887) (1.486) 2,844

1,001–1,500 15.53 10.42 21.89 16.23 11.34 24.60

(s.e.) (1.085) (0.955) (1.173) (1.176) (0.692) (1.569) 2,919

1,501 or more 16.40 11.96 22.64 16.74 12.64 19.62

(s.e.) (1.082) (1.243) (1.079) (0.974) (0.947) (1.344) 2,978

Urbanicity

Urban 14.64 11.49 21.71 17.32 11.96 22.88

(s.e.) (1.085) (1.823) (1.542) (1.682) (1.012) (1.799) 2,377

Suburban 13.70 12.62 24.23 16.64 11.43 21.39

(s.e.) (0.904) (1.480) (1.537) (1.037) (0.722) (1.232) 4,972

Rural 10.98 6.72 20.08 17.80 13.79 30.62

(s.e.) (0.865) (0.612) (1.028) (1.081) (0.899) (1.279) 4,268

Absentee rate

0–5% 13.73 9.16 20.57 18.81 13.45 24.28

(s.e.) (1.038) (0.808) (1.050) (1.284) (0.896) (1.312) 3,538

6–10% 14.20 9.97 22.61 16.58 11.71 24.94

(s.e.) (0.854) (0.700) (0.935) (0.829) (0.640) (1.279) 4,379

11% or more 10.59 9.84 20.64 12.34 14.73 31.86

(s.e.) (1.642) (4.422) (2.362) (1.382) (2.059) (3.047) 833

Percent of students

 receiving free or

 reduced price lunch

0–5% 15.70 13.43 22.30 17.47 11.11 20.00

(s.e.) (1.309) (1.648) (1.364) (1.517) (0.931) (1.719) 2,568

6–10% 15.82 10.61 22.05 16.46 12.32 22.74

(s.e.) (1.396) (1.217) (1.256) (1.632) (1.052) (1.730) 1,551

11–20% 12.81 8.73 20.82 19.11 11.53 27.01

(s.e.) (1.076) (0.771) (1.009) (1.285) (0.865) (1.530) 2,146

21% or more 11.08 7.88 21.07 15.21 14.47 30.30

(s.e.) (0.849) (1.023) (1.167) (0.836) (0.923) (1.497) 3,468

Percent of students

 taking remedial reading

0% 13.71 9.99 22.53 17.99 11.99 23.79

(s.e.) (1.260) (2.416) (1.562) (1.779) (1.337) (1.886) 1,713

1–5% 14.98 11.32 21.92 18.16 11.83 21.79

(s.e.) (1.142) (1.043) (1.023) (1.181) (0.789) (1.295) 3,523

6–10% 12.42 9.11 19.33 16.49 13.86 28.79

(s.e.) (1.084) (0.958) (0.976) (1.119) (1.084) (1.759) 2,461

11% or more 11.68 8.41 21.62 15.22 13.70 29.37

(s.e.) (1.083) (1.032) (1.507) (0.865) (1.073) (1.804) 2,231

60
Table 15—Percentage of 1992 public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by selected school characteristics—Continued

Number of Carnegie units in specific labor market preparation

UnSchool 0.01– 1.00– 2.00– 3.00– 4.00 weighted

characteristics 0.00 0.99 1.99 2.99 3.99 or more Ns

Percent of students

 in special education

0% 26.35 30.36 11.30 9.84 5.27 16.88

(s.e.) (7.711) (18.749) (4.021) (3.974) (2.631) (6.192) 95

1–5% 12.79 10.06 21.91 18.03 13.20 24.01

(s.e.) (1.192) (0.994) (1.305) (1.649) (0.943) (1.833) 2,452

6–10% 12.62 8.59 21.91 17.85 12.66 26.37

(s.e.) (0.865) (0.658) (1.038) (0.822) (0.777) (1.259) 4,018

11% or more 14.76 9.25 21.86 15.85 12.87 25.41

(s.e.) (1.408) (1.032) (1.062) (1.145) (1.165) (1.782) 2,089

First row, first column reads: Of all 1992 public high school graduates, 12.93 percent earned no Carnegie

units in specific labor market preparation courses.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

61
Table 16—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected student characteristics

Trade & industry

Marketing Occupational Mechanics Technical UnStudent Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total19.74 55.65 8.44 3.99 11.21 34.83 5.29 9.43 29.20 1.06 23.06

(s.e.) (0.654) (1.039) (0.521) (0.440) (0.626) (0.909) (0.381) (0.515) (0.885) (0.223) (0.904) 11,707

Sex

Male 14.05 48.09 8.49 2.46 5.41 54.14 9.57 17.36 44.64 1.78 25.32

(s.e.) (1.083) (1.471) (0.771) (0.424) (0.596) (1.474) (0.722) (0.999) (1.440) (0.377) (1.135) 5,760

Female 5.25 63.47 8.47 5.46 16.56 15.83 1.08 1.50 14.00 0.37 21.19

(s.e.) (0.551) (1.270) (0.582) (0.601) (0.925) (0.879) (0.234) (0.215) (0.865) (0.198) (1.155) 5,917

Race–ethnicity

White, non-Hispanic 10.67 55.51 8.66 3.63 10.51 34.47 4.81 9.49 29.52 1.11 23.22

(s.e.) (0.770) (1.270) (0.632) (0.481) (0.716) (1.051) (0.381) (0.607) (1.050) (0.240) (1.060) 8,269

Black, non-Hispanic 8.32 55.89 7.84 4.17 15.29 30.95 7.70 5.61 22.62 0.60 19.72

(s.e.) (2.004) (2.474) (1.239) (1.078) (2.107) (2.871) (1.613) (0.904) (2.323) (0.289) (2.701) 1,023

Hispanic 5.65 57.85 8.42 5.58 12.51 37.72 5.19 11.05 30.55 1.71 25.58

(s.e.) (0.780) (2.614) (1.417) (1.678) (1.611) (2.448) (0.983) (1.488) (2.399) (1.354) (2.694) 1,365

Asian 2.46 60.46 6.77 5.30 5.96 36.61 4.57 9.35 31.88 0.29 29.22

(s.e.) (0.650) (3.198) (1.102) (1.321) (1.101) (3.518) (1.781) (1.963) (3.626) (0.183) (3.414) 855

Native American 10.93 56.31 8.84 7.69 15.44 51.16 13.66 17.51 41.11 0.50 15.25

(s.e.) (4.263) (5.334) (3.864) (3.037) (3.178) (6.433) (3.799) (4.404) (5.488) (0.510) (4.712) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 1.35 33.87 1.45 1.56 3.31 12.11 0.53 1.17 10.72 0.08 15.53

(s.e.) (0.266) (2.073) (0.283) (0.357) (0.531) (1.464) (0.123) (0.189) (1.461) (0.036) (1.497) 3,127

2.00–3.99 5.80 60.43 8.09 3.22 9.86 32.90 2.81 6.25 28.26 0.89 27.19

(s.e.) (0.849) (1.769) (1.042) (0.517) (1.146) (1.567) (0.335) (0.640) (1.517) (0.248) (1.506) 3,587

4.00–5.99 13.27 68.65 13.38 6.21 14.37 44.39 7.08 12.44 37.77 0.79 24.44

(s.e.) (1.540) (1.723) (1.189) (1.110) (1.166) (1.712) (0.946) (1.214) (1.676) (0.180) (1.471) 2,565

6.00–7.99 18.64 65.91 13.79 5.51 19.29 53.03 9.52 19.01 42.29 3.28 24.28

(s.e.) (1.807) (2.026) (1.397) (0.827) (1.635) (1.893) (1.026) (1.456) (2.069) (1.345) (1.706) 1,469

8.00 or more 27.12 55.95 10.23 6.06 20.06 59.33 17.76 24.13 47.38 2.09 25.97

(s.e.) (2.368) (2.617) (1.232) (1.129) (2.068) (2.362) (1.954) (2.224) (2.531) (0.777) (2.601) 959
Table 16—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected student characteristics—Continued

Trade & industry

Marketing Occupational Mechanics Technical UnStudent Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total specific labor

market preparation

Carnegie units

accumulated

Zero (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

(s.e.) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) 1,598

0.01–0.99 2.01 53.66 1.77 3.30 9.06 14.33 2.23 1.56 10.41 0.15 17.35

(s.e.) (0.526) (3.934) (0.504) (0.890) (1.584) (2.348) (1.586) (0.380) (1.751) (0.080) (2.841) 1,131

1.00–1.99 4.26 66.33 4.11 3.01 8.13 24.56 1.57 3.48 20.94 0.29 27.10

(s.e.) (0.567) (1.957) (0.521) (0.568) (0.869) (1.802) (0.259) (0.482) (1.787) (0.102) (1.778) 2,639

2.00–2.99 10.62 66.18 10.83 4.01 13.38 41.09 3.57 7.55 36.24 0.88 28.53

(s.e.) (2.057) (2.413) (1.600) (0.760) (1.590) (2.214) (0.516) (0.946) (2.232) (0.375) (1.856) 1,998

3.00–3.99 12.66 67.52 15.30 4.81 16.09 48.56 5.72 12.07 41.62 1.47 31.78

(s.e.) (1.449) (2.045) (1.729) (0.798) (1.512) (2.057) (0.741) (1.212) (2.156) (0.362) (1.885) 1,475

4.00 or more 20.78 62.69 14.39 6.77 16.74 59.32 13.54 22.83 48.43 2.57 25.72

(s.e.) (1.483) (1.544) (1.082) (0.918) (1.267) (1.522) (1.066) (1.483) (1.692) (0.739) (1.489) 2,866

Area of specialization3

College prep 2.95 52.24 4.46 3.38 5.76 23.50 1.50 2.80 21.63 0.27 27.27

(s.e.) (0.389) (1.732) (0.542) (0.692) (0.700) (1.514) (0.287) (0.354) (1.499) (0.095) (1.433) 3,951

Vocational 18.76 45.94 12.82 4.29 13.12 62.01 17.68 25.33 48.54 0.87 19.31

(s.e.) (2.047) (2.459) (1.773) (0.785) (1.510) (2.435) (1.961) (2.338) (2.630) (0.322) (2.373) 902

Other 12.25 58.77 10.03 4.27 13.92 37.43 5.73 10.96 30.8 1.50 21.27

(s.e.) (0.908) (1.264) (0.723) (0.480) (0.827) (1.139) (0.500) (0.705) (1.097) (0.360) (1.079) 6,854
Table 16—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected student characteristics—Continued

Trade & industry

Marketing Occupational Mechanics Technical UnStudent Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Area of vocational

 program concentration4

None 7.22 55.35 7.33 3.56 10.08 28.40 2.56 5.51 24.23 0.73 23.57

(s.e.) (0.644) (1.180) (0.568) (0.494) (0.651) (1.034) (0.303) (0.460) (0.985) (0.208) (0.999) 8,865

Agriculture 100.00 42.92 7.07 1.51 6.70 44.98 11.83 15.68 31.94 2.15 17.63

(s.e.) (0.000) (4.075) (3.078) (0.628) (1.793) (3.932) (2.902) (3.348) (4.386) (2.058) (3.868) 306

Business & office 3.10 100.00 9.97 3.08 9.55 17.57 1.39 2.43 13.66 1.61 26.79

(s.e.) (0.619) (0.000) (1.313) (0.866) (1.350) (2.198) (0.466) (0.655) (1.978) (1.217) (2.746) 898

Marketing &

 distribution 8.45 42.31 100.00 2.69 10.38 24.61 7.25 3.65 17.25 0.52 11.51

(s.e.) (3.185) (5.579) (0.000) (1.143) (3.171) (4.285) (2.855) (1.377) (3.496) (0.523) (3.073) 159

Health 0.95 45.37 4.48 100.00 16.92 8.37 0.00 1.34 6.97 1.40 10.04

(s.e.) (0.955) (7.414) (2.217) (0.000) (5.419) (4.020) (0.000) (1.340) (3.801) (1.396) (3.721) 79

Occupational home

 economics 8.44 40.04 8.27 1.17 100.00 18.61 0.64 5.66 14.50 0.00 9.43

(s.e.) (3.343) (5.668) (2.372) (0.870) (0.000) (3.998) (0.491) (2.131) (3.613) (0.000) (2.336) 195

Trade & industry 14.48 32.90 4.63 3.14 4.26 100.00 27.86 45.29 84.47 3.15 18.35

(s.e.) (1.479) (2.277) (1.300) (0.865) (0.975) (0.000) (2.173) (2.470) (1.534) (0.680) (1.896) 1,142

Technical &

 communications 0.00 46.05 4.00 4.56 3.47 55.27 19.16 10.48 29.97 0.00 100.00

(s.e.) (0.000) (7.383) (2.461) (2.555) (2.481) (9.060) (9.152) (5.189) (8.013) (0.000) (0.000) 63

First row, first column reads: Of all 1992 public high school graduates, 9.74 percent completed one or more courses in agriculture.

1

Included in the total are graduates who may be missing data on particular row variables.

2Not applicable.

3Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program

area, with at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college

preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra

or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in

a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are included in the vocational specialist

group. Students who are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program

area. If students complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the

area in which they completed the most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may sum to greater than 100 percent because students may have completed courses in more than one vocational program area.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 17—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected special populations characteristics

Trade & industry

Marketing Occupational Mechanics Technical UnSpecial populations Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total19.74 55.65 8.44 3.99 11.21 34.83 5.29 9.43 29.20 1.06 23.06

(s.e.) (0.654) (1.039) (0.521) (0.440) (0.626) (0.909) (0.381) (0.515) (0.885) (0.223) (0.904) 11,707

Socioeconomic status

Lowest quartile 13.41 58.43 11.08 5.59 16.47 36.40 6.51 11.20 29.54 0.87 20.62

(s.e.) (1.240) (1.836) (1.575) (1.055) (1.394) (1.633) (0.734) (1.090) (1.585) (0.229) (1.512) 2,274

Second quartile 12.82 58.59 7.94 3.76 11.68 37.73 6.75 11.02 31.66 1.16 21.73

(s.e.) (1.476) (1.967) (0.815) (0.539) (1.071) (1.764) (0.732) (0.905) (1.708) (0.335) (1.496) 2,846

Third quartile 8.80 57.03 9.06 3.71 10.16 35.99 5.01 8.77 30.11 1.39 24.25

(s.e.) (0.940) (1.623) (0.911) (0.517) (1.100) (1.660) (0.739) (1.032) (1.596) (0.577) (1.469) 3,011

Highest quartile 4.30 50.63 6.219 2.93 6.71 27.15 1.96 5.49 24.02 0.85 24.51

(s.e.) (0.594) (2.063) (0.607) (0.665) (0.723) (1.793) (0.281) (0.630) (1.762) (0.387) (1.663) 3,063

Special needs status2

Special needs 12.95 52.32 11.93 3.99 14.17 47.76 8.97 15.56 38.04 1.98 19.59

(s.e.) (1.287) (1.728) (1.188) (0.545) (1.167) (1.769) (0.914) (1.252) (1.716) (0.594) (1.431) 2,688

No special needs 8.38 58.14 7.06 4.02 9.75 28.42 3.71 6.92 25.55 0.73 24.56

(s.e.) (0.692) (1.227) (0.466) (0.572) (0.676) (0.982) (0.336) (0.469) (0.958) (0.208) (1.035) 8,137

Limited English

 proficiency status

Limited English

 proficient 12.17 54.37 5.97 2.20 9.74 43.12 9.62 11.15 32.08 0.42 29.48

(s.e.) (3.233) (4.686) (1.729) (0.987) (2.476) (5.651) (4.297) (2.607) (4.228) (0.302) (4.850) 225

English proficient 9.42 57.11 8.19 4.14 10.58 33.67 4.67 9.12 28.68 1.15 23.42

(s.e.) (0.678) (1.065) (0.500) (0.485) (0.635) (0.948) (0.339) (0.545) (0.925) (0.256) (0.950) 10,349
Table 17—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected special populations characteristics—Continued

Trade & Industry

Marketing Occupational Mechanics Technical UnSpecial populations Business & home & Precision Transpor- & Comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Handicap status3

Handicapped 15.31 53.05 8.16 4.51 16.00 51.33 9.68 15.64 42.78 1.16 19.15

(s.e.) (2.089) (3.290) (1.445) (1.201) (2.098) (3.260) (1.569) (1.737) (3.349) (0.422) (2.711) 611

Not handicapped 9.08 57.11 8.11 4.04 10.16 33.02 4.43 8.67 28.16 1.06 23.74

(s.e.) (0.673) (1.106) (0.512) (0.466) (0.629) (0.995) (0.333) (0.547) (0.973) (0.255) (0.959) 9,923

Secondary GPA

3.3 or higher 4.63 53.38 3.80 3.40 6.60 19.75 2.09 3.13 17.33 0.23 29.99

(s.e.) (0.622) (2.027) (0.520) (0.777) (0.805) (1.206) (0.397) (0.478) (1.111) (0.128) (2.080) 2,238

2.6 to less than 3.3 8.89 57.45 6.81 3.36 10.87 28.26 3.40 6.28 24.76 0.42 24.26

(s.e.) (0.987) (1.670) (0.575) (0.472) (0.968) (1.301) (0.462) (0.554) (1.277) (0.109) (1.342) 3,936

1.6 to less than 2.6 11.86 55.69 10.88 4.59 13.10 43.25 6.86 13.55 35.60 1.72 20.81

(s.e.) (0.943) (1.462) (0.885) (0.581) (0.892) (1.430) (0.539) (0.925) (1.412) (0.449) (1.126) 4,928

Less than 1.6 13.03 51.89 12.39 4.32 12.06 50.28 12.60 13.92 39.13 1.95 14.01

(s.e.) (1.910) (3.293) (2.717) (1.095) (1.771) (3.416) (2.687) (1.897) (3.236) (0.641) (1.685) 600
Table 17—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected special populations characteristics—Continued

Trade & Industry

Marketing Occupational Mechanics Technical UnSpecial populations Business & home & Precision Transpor- & Comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Remedial Carnegie

 units accumulated4

Zero 8.76 56.57 8.21 3.97 9.62 32.04 4.30 7.76 27.18 0.79 24.84

(s.e.) (0.662) (1.121) (0.528) (0.487) (0.623) (0.936) (0.388) (0.465) (0.906) (0.209) (1.020) 9,589

0.01–0.99 7.20 54.35 13.48 3.17 16.50 41.24 5.08 13.87 37.09 2.26 16.03

(s.e.) (1.468) (6.275) (4.090) (0.904) (3.092) (6.118) (1.073) (3.463) (6.054) (0.806) (2.639) 542

1.00–1.99 12.20 55.90 7.52 4.45 17.57 45.48 8.32 16.56 38.68 1.18 18.53

(s.e.) (1.627) (2.408) (1.081) (1.004) (2.015) (2.438) (1.172) (1.838) (2.476) (0.353) (2.021) 972

2.00–2.99 25.92 52.90 8.69 3.63 11.24 50.63 14.62 14.23 32.21 7.52 19.20

(s.e.) (7.109) (5.867) (1.824) (1.070) (2.761) (6.038) (2.641) (2.749) (4.561) (5.040) (7.312) 277

3.00–3.99 15.23 40.97 9.62 5.25 16.04 55.78 12.02 21.72 43.75 0.51 6.32

(s.e.) (3.720) (5.996) (2.998) (2.163) (4.278) (5.747) (3.806) (4.702) (6.242) (0.506) (2.191) 139

4.00 or more 23.67 32.70 5.49 4.92 30.72 49.42 17.21 19.44 33.28 0.00 6.56

(s.e.) (4.622) (4.901) (1.723) (1.993) (4.725) (5.039) (3.729) (3.675) (4.846) (0.000) (1.707) 188

Student parent status

Parent 5.94 68.80 8.39 5.08 27.73 22.35 4.48 7.61 17.93 0.00 13.37

(s.e.) (1.471) (5.333) (2.544) (1.450) (5.334) (3.822) (1.257) (1.801) (3.455) (0.000) (2.758) 242

Nonparent 9.62 55.70 8.42 3.90 10.37 34.53 4.92 8.84 29.10 1.09 23.35

(s.e.) (0.678) (1.110) (0.548) (0.435) (0.628) (0.977) (0.378) (0.514) (0.963) (0.247) (0.965) 10,784

Expecting 10.87 58.93 10.08 4.31 17.08 39.80 11.04 18.99 31.79 2.08 20.42

(s.e.) (3.287) (5.834) (3.213) (1.863) (4.354) (5.526) (3.105) (4.436) (5.228) (1.588) (5.052) 137

First row, first column reads: Of all 1992 public high school graduates, 9.74 percent completed one or more courses in agriculture.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students with special needs are defined as having one or more of the following: a handicap, limited English proficiency, or a grade-point average

(GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative definition of handicap status—based on special

education program participation as indicated by student transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation

in Secondary Vocational Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education), forthcoming. 

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math, and social studies. 

NOTE: Estimates may sum to greater than 100 percent because students may have completed courses in more than one vocational program area.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 18—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected school characteristics

Trade & industry

Marketing Occupational Mechanics Technical UnSchool Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total*9.74 55.65 8.44 3.99 11.21 34.83 5.29 9.43 29.20 1.06 23.06

(s.e.) (0.654) (1.039) (0.521) (0.440) (0.626) (0.909) (0.381) (0.515) (0.885) (0.223) (0.904) 11,707

School size

1–500 23.81 64.53 4.84 5.29 9.34 36.45 7.69 10.93 30.34 0.77 28.91

(s.e.) (2.686) (3.024) (1.167) (1.662) (1.662) (2.679) (1.486) (1.509) (2.679) (0.479) (3.030) 1,571

501–1,000 11.07 58.13 7.32 3.34 10.26 36.40 5.42 8.85 30.25 1.38 23.94

(s.e.) (1.313) (1.778) (1.056) (0.856) (1.132) (1.421) (0.635) (0.815) (1.501) (0.618) (1.822) 2,844

1,001–1,500 7.85 53.05 9.46 4.25 11.08 33.97 5.09 9.03 28.08 1.27 19.91

(s.e.) (1.183) (1.870) (0.896) (0.906) (1.123) (1.670) (0.713) (1.123) (1.568) (0.614) (1.250) 2,919

1,501 or more 4.45 49.42 11.20 3.72 12.41 32.40 3.83 10.01 27.58 1.03 22.69

(s.e.) (0.605) (1.589) (0.986) (0.586) (1.270) (1.592) (0.558) (1.003) (1.546) (0.231) (1.671) 2,978

Urbanicity

Urban 5.10 52.42 8.83 4.68 10.18 32.31 4.22 7.38 27.13 1.56 28.23

(s.e.) (1.303) (1.915) (1.060) (0.966) (1.254) (1.824) (0.797) (0.927) (1.706) (0.672) (2.043) 2,377

Suburban 6.18 55.12 9.15 3.09 10.98 34.32 4.78 9.18 29.22 0.78 21.12

(s.e.) (0.745) (1.801) (0.854) (0.625) (1.050) (1.514) (0.562) (0.837) (1.441) (0.190) (1.285) 4,972

Rural 17.12 59.52 7.12 4.68 11.75 36.50 6.55 10.44 29.92 1.14 22.89

(s.e.) (1.365) (1.553) (0.847) (0.807) (0.964) (1.405) (0.686) (0.825) (1.494) (0.442) (1.609) 4,268

Absentee rate

0–5% 15.17 55.36 9.78 4.02 11.09 33.27 5.05 9.07 28.53 1.09 20.72

(s.e.) (1.562) (1.723) (1.068) (0.836) (1.063) (1.520) (0.683) (0.797) (1.580) (0.309) (1.410) 3,538

6–10% 7.76 56.07 7.83 4.48 10.02 35.15 5.45 8.62 29.50 0.75 24.12

(s.e.) (0.931) (1.522) (0.678) (0.815) (0.923) (1.309) (0.616) (0.826) (1.325) (0.200) (1.280) 4,379

11% or more 9.75 56.33 9.70 4.33 10.51 38.25 5.94 13.66 34.22 0.88 28.53

(s.e.) (2.203) (3.375) (2.080) (1.154) (2.275) (3.230) (1.272) (2.414) (3.070) (0.448) (3.708) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 7.58 51.07 9.99 2.29 10.48 34.61 3.59 9.14 30.89 0.79 23.99

(s.e.) (1.436) (2.147) (1.035) (0.566) (1.323) (1.945) (0.554) (1.328) (1.930) (0.268) (1.919) 2,568

6–10% 9.22 55.69 7.60 3.75 11.70 34.26 4.34 9.62 29.79 1.29 21.17

(s.e.) (1.762) (2.528) (1.157) (0.878) (1.826) (2.221) (0.952) (1.349) (2.214) (0.550) (1.788) 1,551

11–20% 12.84 56.69 11.21 4.08 9.84 35.44 5.84 10.12 29.37 0.64 24.02

(s.e.) (1.667) (2.087) (1.470) (1.051) (1.218) (1.619) (0.822) (1.063) (1.661) (0.205) (1.909) 2,146

21% or more 11.85 58.11 6.57 4.81 11.08 34.38 6.57 8.99 27.37 1.35 22.63

(s.e.) (1.221) (1.527) (0.756) (0.893) (1.045) (1.522) (0.840) (0.883) (1.441) (0.545) (1.625) 3,468
Table 18—Percentage of 1992 public high school graduates completing one or more courses in specific labor market preparation programs, by

selected school characteristics—Continued

Trade & industry

Marketing Occupational Mechanics Technical UnSchool Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Percent of students

 taking remedial reading

0% 13.97 51.38 8.05 2.95 9.03 35.31 4.23 8.55 29.24 1.58 25.89

(s.e.) (2.265) (2.421) (1.219) (0.655) (1.158) (2.351) (0.713) (1.156) (2.298) (0.973) (2.673) 1,713

1–5% 8.11 54.28 9.80 3.04 11.17 34.59 4.66 8.63 30.43 0.80 22.89

(s.e.) (1.153) (1.807) (0.905) (0.587) (1.065) (1.513) (0.599) (0.897) (1.537) (0.230) (1.421) 3,523

6–10% 12.28 58.94 7.52 7.19 10.27 35.00 5.66 10.60 27.70 1.54 21.93

(s.e.) (1.455) (2.012) (1.003) (1.590) (1.211) (1.712) (0.759) (1.091) (1.655) (0.762) (1.796) 2,461

11% or more 8.27 56.13 8.97 3.45 13.01 35.22 6.59 10.76 28.84 1.16 22.99

(s.e.) (1.209) (1.969) (1.121) (0.662) (1.585) (1.721) (1.051) (1.240) (1.702) (0.396) (1.965) 2,231

Percent of students

 in special education

0% 5.09 34.06 6.20 1.14 4.43 22.16 2.44 1.44 19.86 0.00 34.38

(s.e.) (2.174) (8.159) (3.266) (0.547) (2.652) (7.844) (1.632) (1.083) (7.172) (0.000) (12.818) 95

1–5% 10.68 56.73 8.34 6.22 8.85 34.57 4.62 8.63 30.42 0.22 22.67

(s.e.) (1.795) (2.126) (1.016) (1.435) (1.266) (1.908) (0.864) (0.985) (1.871) (0.087) (1.802) 2,452

6–10% 11.45 56.63 9.64 3.19 11.83 35.91 5.79 9.84 30.10 1.38 24.54

(s.e.) (1.167) (1.542) (0.934) (0.564) (1.026) (1.329) (0.650) (1.021) (1.381) (0.316) (1.418) 4,018

11% or more 9.45 55.48 6.68 3.83 9.97 35.49 5.41 10.33 30.33 0.95 20.93

(s.e.) (1.264) (2.272) (0.901) (0.935) (1.139) (1.930) (0.752) (1.175) (1.997) (0.319) (1.640) 2,089

First row, first column reads: Of all 1992 public high school graduates, 9.74 percent completed one or more courses in agriculture.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may sum to greater than 100 percent because students may have completed courses in more than one vocational program area.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 19—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected student characteristics

Trade & industry

Marketing Occupational Mechanics Technical UnStudent Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total10.19 0.85 0.13 0.06 0.18 0.79 0.11 0.17 0.51 0.01 0.22

(s.e.) (0.015) (0.022) (0.009) (0.007) (0.015) (0.029) (0.013) (0.013) (0.020) (0.002) (0.011) 11,707

Sex

Male 0.30 0.59 0.13 0.02 0.07 1.36 0.19 0.32 0.84 0.01 0.26

(s.e.) (0.027) (0.023) (0.013) (0.003) (0.010) (0.052) (0.017) (0.027) (0.034) (0.003) (0.015) 5,760

Female 0.08 1.10 0.13 0.10 0.28 0.23 0.03 0.01 0.19 0.00 0.19

(s.e.) (0.008) (0.036) (0.012) (0.012) (0.026) (0.029) (0.020) (0.002) (0.020) (0.001) (0.011) 5,917

Race–ethnicity

White, non-Hispanic 0.22 0.84 0.13 0.05 0.15 0.80 0.11 0.17 0.51 0.01 0.22

(s.e.) (0.018) (0.026) (0.011) (0.006) (0.017) (0.036) (0.017) (0.016) (0.023) (0.002) (0.012) 8,269

Black, non-Hispanic 0.12 0.93 0.14 0.08 0.35 0.61 0.13 0.09 0.38 0.01 0.20

(s.e.) (0.023) (0.052) (0.027) (0.026) (0.062) (0.060) (0.022) (0.017) (0.051) (0.004) (0.031) 1,023

Hispanic 0.09 0.92 0.13 0.09 0.21 0.71 0.08 0.15 0.47 0.02 0.26

(s.e.) (0.014) (0.064) (0.021) (0.032) (0.040) (0.057) (0.020) (0.026) (0.043) (0.014) (0.035) 1,365

Asian 0.03 0.85 0.07 0.07 0.06 0.88 0.07 0.15 0.66 0.00 0.26

(s.e.) (0.011) (0.159) (0.014) (0.030) (0.012) (0.178) (0.030) (0.040) (0.169) (0.000) (0.034) 855

Native American 0.20 0.75 0.10 0.06 0.35 1.73 0.17 0.40 1.16 0.00 0.12

(s.e.) (0.088) (0.097) (0.042) (0.027) (0.123) (0.344) (0.055) (0.133) (0.332) (0.003) (0.039) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 0.01 0.24 0.01 0.01 0.02 0.09 0.00 0.01 0.08 0.00 0.11

(s.e.) (0.002) (0.014) (0.002) (0.002) (0.003) (0.014) (0.000) (0.001) (0.014) (0.000) (0.010) 3,127

2.00–3.99 0.06 0.70 0.09 0.03 0.08 0.43 0.02 0.05 0.34 0.01 0.25

(s.e.) (0.009) (0.024) (0.013) (0.004) (0.010) (0.025) (0.004) (0.006) (0.023) (0.002) (0.017) 3,587

4.00–5.99 0.22 1.17 0.20 0.09 0.19 0.89 0.08 0.17 0.63 0.01 0.25

(s.e.) (0.026) (0.042) (0.023) (0.018) (0.028) (0.040) (0.011) (0.017) (0.032) (0.002) (0.019) 2,565

6.00–7.99 0.42 1.39 0.29 0.10 0.40 1.56 0.20 0.36 0.97 0.03 0.28

(s.e.) (0.051) (0.060) (0.040) (0.018) (0.049) (0.082) (0.029) (0.034) (0.073) (0.012) (0.024) 1,469

8.00 or more 0.83 1.60 0.21 0.18 0.68 2.88 0.63 0.78 1.46 0.01 0.31

(s.e.) (0.091) (0.126) (0.027) (0.043) (0.119) (0.201) (0.131) (0.116) (0.127) (0.004) (0.038) 959
Table 19—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected student characteristics—Continued

Trade & industry

Marketing Occupational Mechanics Technical UnStudent Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

(s.e.) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) 1,598

0.01–0.99 0.01 0.27 0.01 0.01 0.04 0.07 0.01 0.01 0.05 0.00 0.08

(s.e.) (0.003) (0.020) (0.003) (0.003) (0.008) (0.012) (0.008) (0.002) (0.009) (0.000) (0.011) 1,131

1.00–1.99 0.04 0.62 0.03 0.02 0.05 0.21 0.01 0.02 0.17 0.00 0.21

(s.e.) (0.005) (0.021) (0.005) (0.003) (0.005) (0.017) (0.002) (0.004) (0.017) (0.000) (0.015) 2,639

2.00–2.99 0.12 0.92 0.12 0.04 0.12 0.55 0.03 0.06 0.45 0.01 0.27

(s.e.) (0.028) (0.038) (0.021) (0.009) (0.013) (0.037) (0.005) (0.009) (0.036) (0.002) (0.020) 1,998

3.00–3.99 0.19 1.20 0.20 0.07 0.21 0.88 0.07 0.13 0.66 0.01 0.33

(s.e.) (0.024) (0.045) (0.030) (0.013) (0.025) (0.045) (0.012) (0.014) (0.042) (0.004) (0.026) 1,475

4.00 or more 0.56 1.51 0.30 0.15 0.47 2.15 0.36 0.53 1.24 0.02 0.31

(s.e.) (0.049) (0.059) (0.028) (0.023) (0.052) (0.092) (0.051) (0.049) (0.063) (0.006) (0.024) 2,886

Area of specialization3

College prep 0.04 0.68 0.05 0.04 0.05 0.31 0.01 0.03 0.27 0.00 0.27

(s.e.) (0.007) (0.037) (0.007) (0.008) (0.008) (0.019) (0.003) (0.003) (0.017) (0.001) (0.018) 3,951

Vocational 0.59 1.36 0.42 0.16 0.51 3.42 0.70 0.93 1.78 0.01 0.25

(s.e.) (0.082) (0.113) (0.062) (0.043) (0.066) (0.202) (0.146) (0.118) (0.140) (0.004) (0.034) 902

Other 0.22 0.87 0.13 0.06 0.21 0.72 0.08 0.14 0.48 0.01 0.19

(s.e.) (0.019) (0.025) (0.011) (0.008) (0.022) (0.027) (0.008) (0.011) (0.022) (0.003) (0.011) 6,854
Table 19—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected student characteristics—Continued

Trade & industry

Marketing Occupational Mechanics Technical UnStudent Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Area of vocational

 program concentration4

None 0.08 0.63 0.08 0.03 0.09 0.34 0.02 0.05 0.27 0.01 0.21

(s.e.) (0.008) (0.016) (0.007) (0.006) (0.006) (0.014) (0.002) (0.004) (0.012) (0.002) (0.011) 8,865

Agriculture 4.37 0.48 0.12 0.01 0.07 0.71 0.16 0.16 0.38 0.01 0.19

(s.e.) (0.135) (0.056) (0.069) (0.003) (0.021) (0.101) (0.057) (0.039) (0.060) (0.007) (0.054) 306

Business & office 0.04 4.08 0.11 0.02 0.09 0.19 0.02 0.02 0.15 0.01 0.25

(s.e.) (0.008) (0.079) (0.017) (0.007) (0.016) (0.024) (0.008) (0.006) (0.022) (0.006) (0.031) 898

Marketing & 

 distribution 0.09 0.42 3.88 0.02 0.10 0.32 0.06 0.05 0.20 0.00 0.08

(s.e). (0.032) (0.061) (0.119) (0.008) (0.029) (0.058) (0.026) (0.025) (0.042) (0.003) (0.023) 159

Health 0.00 0.51 0.03 4.45 0.34 0.06 0.00 0.01 0.05 0.01 0.06

(s.e.) (0.005) (0.089) (0.018) (0.329) (0.149) (0.029) (0.000) (0.007) (0.024) (0.007) (0.021) 79

Occupational home

 economics 0.14 0.46 0.07 0.00 4.81 0.26 0.00 0.05 0.21 0.00 0.08

(s.e.) (0.064) (0.101) (0.022) (0.002) (0.269) (0.068) (0.002) (0.017) (0.061) (0.000) (0.027) 195

Trade and industry 0.22 0.31 0.07 0.02 0.04 4.99 0.85 1.26 2.85 0.03 0.16

(s.e.) (0.025) (0.028) (0.030) (0.005) (0.010) (0.115) (0.122) (0.109) (0.108) (0.008) (0.018) 1,142

Technical &

 communications 0.00 0.55 0.03 0.05 0.03 0.76 0.20 0.12 0.44 0.00 3.86

(s.e.) (0.000) (0.092) (0.022) (0.037) (0.021) (0.135) (0.097) (0.092) (0.118) (0.000) (0.160) 63

First row, first column reads: 1992 public high school graduates earned on average 0.19 Carnegie units in agriculture.

1

Included in the total are graduates who may be missing data on particular row variables.

2Not applicable.

3Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program

area, with at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college

preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra

or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in

a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are included in the vocational specialist

group. Students who are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program

area. If students complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the

area in which they completed the most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Trade and industry estimates may not sum to the “all” column estimates due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 20—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected special populations characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnSpecial populations Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total10.19 0.85 0.13 0.06 0.18 0.79 0.11 0.17 0.51 0.01 0.22

(s.e.) (0.015) (0.022) (0.009) (0.007) (0.015) (0.029) (0.013) (0.013) (0.020) (0.002) (0.011) 11,707

Socioeconomic status

Lowest quartile 0.29 1.05 0.17 0.10 0.28 0.93 0.16 0.22 0.55 0.01 0.19

(s.e.) (0.030) 0.062) (0.028) (0.021) (0.030) (0.074) (0.022) (0.035) (0.046) (0.002) (0.016) 2,274

Second quartile 0.26 0.96 0.12 0.06 0.22 0.98 0.16 0.21 0.61 0.01 0.22

(s.e.) (0.030) (0.040) (0.013) (0.009) (0.041) (0.066) (0.046) (0.022) (0.042) (0.002) (0.017) 2,846

Third quartile 0.17 0.85 0.14 0.05 0.15 0.74 0.07 0.13 0.53 0.01 0.23

(s.e.) (0.018) (0.035) (0.018) (0.011) (0.020) (0.046) (0.010) (0.013) (0.041) (0.006) (0.016) 3,011

Highest quartile 0.07 0.62 0.09 0.03 0.07 0.44 0.03 0.07 0.34 0.01 0.22

(s.e.) (0.011) (0.028) (0.012) (0.006) (0.008) (0.029) (0.005) (0.009) (0.025) (0.002) (0.016) 3,063

Special needs status2

Special needs 0.24 0.79 0.19 0.06 0.25 1.18 0.17 0.29 0.70 0.01 0.19

(s.e.) (0.024) (0.043) (0.021) (0.009) (0.026) (0.056) (0.020) (0.028) (0.042) (0.006) (0.019) 2,688

No special needs 0.17 0.88 0.11 0.06 0.14 0.63 0.08 0.11 0.44 0.01 0.23

(s.e.) (0.016) (0.024) (0.008) (0.008) (0.017) (0.032) (0.017) (0.011) (0.022) (0.002) (0.011) 8,137

Limited English

proficiency status

Limited English

 proficient 0.29 0.82 0.07 0.03 0.21 0.92 0.17 0.21 0.54 0.00 0.42

(s.e.) (0.103) (0.101) (0.018) (0.016) (0.073) (0.148) (0.074) (0.084) (0.087) (0.002) (0.164) 225

English proficient 0.19 0.86 0.13 0.06 0.16 0.76 0.10 0.16 0.50 0.01 0.22

(s.e.) (0.015) (0.023) (0.009) (0.007) (0.015) (0.031) (0.014) (0.013) (0.021) (0.002) (0.011) 10,349

Handicap status3

Handicapped 0.33 0.88 0.15 0.07 0.27 1.37 0.20 0.35 0.82 0.01 0.17

(s.e.) (0.057) (0.123) (0.037) (0.024) (0.049) (0.128) (0.047) (0.053) (0.115) (0.002) (0.026) 611

Not handicapped 0.18 0.86 0.12 0.06 0.16 0.72 0.09 0.14 0.48 0.01 0.23

(s.e.) (0.015) (0.023) (0.009) (0.007) (0.015) (0.030) (0.014) (0.012) (0.021) (0.002) (0.012) 9,923

Secondary GPA

3.3 or higher 0.10 0.72 0.06 0.03 0.06 0.33 0.04 0.04 0.25 0.00 0.28

(s.e.) (0.016) (0.032) (0.010) (0.008) (0.009) (0.031) (0.012) (0.010) (0.022) (0.001) (0.019) 2,238

2.6 to less than 3.3 0.18 0.89 0.10 0.05 0.18 0.58 0.08 0.10 0.40 0.00 0.23

(s.e.) (0.022) (0.038) (0.011) (0.009) (0.033) (0.045) (0.032) (0.013) (0.028) (0.001) (0.015) 3,936

1.6 to less than 2.6 0.24 0.87 0.17 0.08 0.22 1.06 0.13 0.25 0.66 0.01 0.20

(s.e.) (0.020) (0.032) (0.015) (0.012) (0.019) (0.047) (0.013) (0.022) (0.034) (0.004) (0.014) 4,928

Less than 1.6 0.24 0.81 0.21 0.05 0.25 1.28 0.23 0.28 0.75 0.01 0.12

(s.e.) (0.043) (0.089) (0.059) (0.013) (0.059) (0.126) (0.044) (0.064) (0.106) (0.003) (0.018) 600
Table 20—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected special populations characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnSpecial populations Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Remedial Carnegie

 units accumulated4

Zero 0.17 0.87 0.13 0.06 0.14 0.69 0.08 0.14 0.46 0.01 0.24

(s.e.) (0.015) (0.026) (0.009) (0.007) (0.015) (0.030) (0.015) (0.013) (0.021) (0.001) (0.012) 9,589

0.01–0.99 0.14 0.76 0.21 0.06 0.27 0.87 0.07 0.22 0.57 0.02 0.14

(s.e.) (0.042) (0.107) (0.077) (0.022) (0.062) (0.117) (0.020) (0.060) (0.076) (0.005) (0.025) 542

1.00–1.99 0.29 0.86 0.11 0.05 0.31 1.21 0.17 0.27 0.76 0.01 0.17

(s.e.) (0.056) (0.058) (0.018) (0.010) (0.038) (0.108) (0.030) (0.035) (0.094) (0.003) (0.025) 972

2.00–2.99 0.37 0.63 0.12 0.08 0.29 1.37 0.29 0.34 0.66 0.07 0.19

(s.e.) (0.071) (0.080) (0.029) (0.033) (0.110) (0.173) (0.062) (0.089) (0.122) (0.050) (0.075) 277

3.00–3.99 0.37 0.55 0.09 0.12 0.43 1.57 0.31 0.47 0.78 0.00 0.09

(s.e.) (0.107) (0.105) (0.027) (0.091) (0.208) (0.243) (0.135) (0.127) (0.153) (0.003) (0.046) 139

4.00 or more 0.53 0.46 0.12 0.13 0.69 1.85 0.53 0.42 0.90 0.00 0.07

(s.e.) (0.126) (0.083) (0.046) (0.078) (0.136) (0.279) (0.146) (0.103) (0.227) (0.000) (0.018) 188

Student parent status

Parent 0.09 1.00 0.11 0.09 0.84 0.42 0.08 0.11 0.23 0.00 0.10

(s.e.) (0.028) (0.109) (0.043) (0.035) (0.381) (0.083) (0.029) (0.041) (0.048) (0.000) (0.025) 242

Nonparent 0.19 0.85 0.13 0.05 0.15 0.77 0.10 0.15 0.51 0.01 0.22

(s.e.) (0.016) (0.024) (0.010) (0.006) (0.012) (0.031) (0.014) (0.012) (0.022) (0.002) (0.011) 10,784

Expecting 0.21 1.11 0.15 0.07 0.38 0.95 0.20 0.27 0.47 0.01 0.15

(s.e.) (0.083) (0.225) (0.049) (0.042) (0.149) (0.159) (0.073) (0.068) (0.096) (0.008) (0.044) 137

First row, first column reads: 1992 public high school graduates earned on average 0.19 Carnegie units in agriculture.

1

Included in the total are graduates who may be missing data on particular row variables.

2Students with special needs are defined as having one or more of the following: a handicap, limited English proficiency, or a grade-point average

(GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative definition of handicap status—based on special

education program participation as indicated by student transcript data—is included in John Tuma and Shelley K. Burns, Patterns of Participation

in Secondary Vocational Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education), forthcoming.

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math, and social studies. 

NOTE: Trade and industry estimates may not sum to the “all” column due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 21—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected school characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnSchool Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Total*0.19 0.85 0.13 0.06 0.18 0.79 0.11 0.17 0.51 0.01 0.22

(s.e.) (0.015) (0.022) (0.009) (0.007) (0.015) (0.029) (0.013) (0.013) (0.020) (0.002) (0.011) 11,707

School size

1–500 0.57 1.06 0.05 0.08 0.13 0.87 0.12 0.19 0.55 0.00 0.25

(s.e.) (0.068) (0.065) (0.014) (0.030) (0.025) (0.088) (0.029) (0.035) (0.068) (0.002) (0.031) 1,571

501–1,000 0.25 0.94 0.11 0.05 0.18 0.85 0.11 0.18 0.54 0.01 0.21

(s.e.) (0.036) (0.046) (0.017) (0.012) (0.027) (0.046) (0.017) (0.020) (0.035) (0.004) (0.018) 2,844

1,001–1,500 0.12 0.81 0.15 0.06 0.17 0.77 0.13 0.14 0.49 0.01 0.20

(s.e.) (0.017) (0.043) (0.019) (0.014) (0.026) (0.058) (0.047) (0.015) (0.033) (0.006) (0.016) 2,919

1,501 or more 0.06 0.72 0.16 0.06 0.20 0.65 0.06 0.14 0.44 0.01 0.22

(s.e.) (0.009) (0.035) (0.016) (0.010) (0.027) (0.037) (0.011) (0.016) (0.028) (0.002) (0.020) 2,978

Urbanicity

Urban 0.05 0.79 0.16 0.07 0.16 0.71 0.10 0.11 0.49 0.01 0.28

(s.e.) (0.009) (0.051) (0.023) (0.020) (0.023) (0.072) (0.049) (0.014) (0.051) (0.006) (0.025) 2,377

Suburban 0.10 0.79 0.14 0.05 0.17 0.73 0.09 0.15 0.49 0.01 0.20

(s.e.) (0.014) (0.033) (0.015) (0.008) (0.023) (0.036) (0.013) (0.014) (0.027) (0.002) (0.015) 4,972

Rural 0.39 0.98 0.10 0.06 0.20 0.91 0.13 0.22 0.54 0.01 0.21

(s.e.) (0.036) (0.038) (0.013) (0.008) (0.031) (0.055) (0.017) (0.031) (0.037) (0.003) (0.018) 4,268

Absentee rate

0–5% 0.33 0.85 0.14 0.05 0.16 0.71 0.09 0.14 0.49 0.01 0.19

(s.e.) (0.039) (0.036) (0.015) (0.009) (0.018) (0.040) (0.015) (0.013) (0.031) (0.003) (0.014) 3,538

6–10% 0.15 0.88 0.13 0.08 0.16 0.79 0.12 0.15 0.51 0.01 0.23

(s.e.) (0.019) (0.036) (0.014) (0.014) (0.021) (0.048) (0.032) (0.016) (0.030) (0.002) (0.015) 4,379

11% or more 0.17 0.94 0.16 0.06 0.16 0.90 0.09 0.23 0.58 0.01 0.28

(s.e.) (0.043) (0.091) (0.034) (0.024) (0.040) (0.094) (0.024) (0.040) (0.066) (0.004) (0.038) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 0.13 0.71 0.14 0.03 0.15 0.70 0.07 0.15 0.46 0.01 0.22

(s.e.) (0.027) (0.042) (0.018) (0.006) (0.027) (0.046) (0.015) (0.018) (0.035) (0.003) (0.019) 2,568

6–10% 0.19 0.89 0.09 0.07 0.20 0.72 0.08 0.13 0.50 0.01 0.18

(s.e.) (0.036) (0.060) (0.015) (0.025) (0.029) (0.051) (0.019) (0.017) (0.042) (0.004) (0.015) 1,551

11–20% 0.25 0.90 0.19 0.05 0.12 0.81 0.09 0.14 0.56 0.00 0.22

(s.e.) (0.042) (0.046) (0.027) (0.009) (0.015) (0.059) (0.017) (0.022) (0.048) (0.001) (0.022) 2,146

21% or more 0.27 0.94 0.10 0.08 0.21 0.85 0.16 0.18 0.50 0.01 0.23

(s.e.) (0.034) (0.041) (0.013) (0.016) (0.030) (0.059) (0.043) (0.021) (0.034) (0.006) (0.020) 3,468
Table 21—Average number of Carnegie units accumulated by 1992 public high school graduates in specific labor market preparation programs,

by selected school characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnSchool Business & home & Precision Transpor- & comweighted

characteristics Agriculture & office distribution Health economics All Construction repairs production tation munications Ns

Percent of students

 taking remedial reading

0% 0.29 0.80 0.14 0.05 0.15 0.67 0.08 0.12 0.46 0.01 0.25

(s.e.) (0.048) (0.052) (0.025) (0.013) (0.026) (0.052) (0.016) (0.019) (0.040) (0.007) (0.027) 1,713

1–5% 0.14 0.81 0.13 0.04 0.14 0.75 0.08 0.14 0.52 0.01 0.21

(s.e.) (0.021) (0.040) (0.013) (0.007) (0.015) (0.038) (0.013) (0.014) (0.030) (0.002) (0.014) 3,523

6–10% 0.26 0.97 0.11 0.10 0.17 0.77 0.10 0.18 0.47 0.01 0.21

(s.e.) (0.041) (0.054) (0.016) (0.025) (0.028) (0.053) (0.016) (0.026) (0.039) (0.007) (0.021) 2,461

11% or more 0.18 0.88 0.13 0.07 0.25 0.93 0.18 0.19 0.55 0.01 0.23

(s.e.) (0.035) (0.044) (0.021) (0.014) (0.040) (0.079) (0.060) (0.021) (0.050) (0.004) (0.024) 2,231

Percent of students

 in special education

0% 0.06 0.55 0.09 0.01 0.04 0.74 0.02 0.03 0.70 0.00 0.23

(s.e.) (0.026) (0.182) (0.057) (0.004) (0.021) (0.390) (0.012) (0.024) (0.386) (0.000) (0.054) 95

1–5% 0.19 0.90 0.12 0.09 0.13 0.79 0.13 0.14 0.51 0.00 0.22

(s.e.) (0.032) (0.052) (0.017) (0.022) (0.023) (0.071) (0.057) (0.018) (0.037) (0.001) (0.021) 2,452

6–10% 0.24 0.87 0.16 0.05 0.17 0.78 0.10 0.17 0.50 0.01 0.23

(s.e.) (0.030) (0.032) (0.017) (0.008) (0.016) (0.040) (0.014) (0.019) (0.029) (0.003) (0.017) 4,018

11% or more 0.21 0.88 0.10 0.06 0.20 0.79 0.10 0.16 0.52 0.01 0.19

(s.e.) (0.035) (0.054) (0.015) (0.019) (0.038) (0.053) (0.019) (0.018) (0.042) (0.002) (0.015) 2,089

First row, first column reads: 1992 public high school graduates earned on average 0.19 Carnegie units in agriculture.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Trade and industry estimates may not sum to the “all” column due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 22—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected student characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnStudent Business & home Con- & Precision & comweighted

characteristics Total Agriculture & office distribution Health economics All struction repairs production munications Ns

Total10.15 0.01 0.04 0.04 0.01 0.02 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.013) (0.002) (0.006) (0.005) (0.003) (0.005) (0.009) (0.008) (0.000) (0.004) (0.000) 11,707

Sex

Male 0.11 0.01 0.01 0.04 0.00 0.01 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.014) (0.004) (0.003) (0.009) (0.001) (0.005) (0.007) (0.001) (0.002) (0.006) (0.000) 5,760

Female 0.19 0.00 0.07 0.03 0.02 0.03 0.03 0.02 0.00 0.01 0.00

(s.e.) (0.022) (0.000) (0.011) (0.005) (0.005) (0.005) (0.017) (0.016) (0.000) (0.004) (0.000) 5,917

Race–ethnicity

White, non-Hispanic 0.14 0.01 0.04 0.04 0.01 0.01 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.016) (0.003) (0.005) (0.007) (0.002) (0.003) (0.012) (0.011) (0.001) (0.004) (0.000) 8,269

Black, non-Hispanic 0.16 0.00 0.06 0.03 0.02 0.02 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.031) (0.000) (0.019) (0.008) (0.011) (0.008) (0.018) (0.002) (0.000) (0.018) (0.000) 1,023

Hispanic 0.21 0.01 0.08 0.04 0.01 0.06 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.048) (0.004) (0.038) (0.008) (0.006) (0.037) (0.004) (0.000) (0.001) (0.004) (0.000) 1,365

Asian 0.07 0.00 0.03 0.01 0.02 0.00 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.018) (0.000) (0.010) (0.004) (0.013) (0.002) (0.004) (0.003) (0.000) (0.003) (0.000) 855

Native American 0.07 0.00 0.04 0.00 0.02 0.00 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.045) (0.000) (0.039) (0.000) (0.019) (0.000) (0.010) (0.004) (0.000) (0.009) (0.000) 118

Total vocational Carnegie

 units accumulated

0.00–1.99 0.01 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.002) (0.000) (0.001) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) 3,127

2.00–3.99 0.06 0.00 0.01 0.02 0.00 0.01 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.013) (0.001) (0.001) (0.011) (0.001) (0.006) (0.004) (0.000) (0.000) (0.004) (0.000) 3,587

4.00–5.99 0.16 0.01 0.04 0.05 0.02 0.02 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.016) (0.005) (0.008) (0.007) (0.005) (0.006) (0.005) (0.001) (0.000) (0.004) (0.000) 2,565

6.00–7.99 0.36 0.02 0.14 0.10 0.02 0.05 0.04 0.00 0.00 0.04 0.00

(s.e.) (0.047) (0.005) (0.032) (0.023) (0.007) (0.029) (0.009) (0.000) (0.003) (0.009) (0.000) 1,469

8.00 or more 0.57 0.02 0.15 0.07 0.06 0.05 0.22 0.11 0.01 0.10 0.00

(s.e.) (0.108) (0.007) (0.036) (0.014) (0.022) (0.014) (0.100) (0.096) (0.007) (0.035) (0.000) 959
Table 22—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected student characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnStudent Business & home Con- & Precision & comweighted

characteristics Total Agriculture & office distribution Health economics All struction repairs production munications Ns

Total specific labor market

 preparation Carnegie units

 accumulated

Zero (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

(s.e.) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) 1,598

0.01–0.99 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.001) (0.000) (0.001) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) 1,131

1.00–1.99 0.02 0.00 0.00 0.00 0.00 0.01 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.004) (0.000) (0.001) (0.000) (0.000) (0.003) (0.001) (0.000) (0.000) (0.001) (0.000) 2,639

2.00–2.99 0.08 0.00 0.01 0.04 0.00 0.01 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.021) (0.001) (0.003) (0.020) (0.002) (0.003) (0.006) (0.000) (0.000) (0.006) (0.000) 1,998

3.00–3.99 0.15 0.01 0.04 0.04 0.02 0.03 0.02 0.00 0.00 0.01 0.00

(s.e.) (0.020) (0.005) (0.009) (0.006) (0.008) (0.013) (0.005) (0.002) (0.000) (0.005) (0.000) 1,475

4.00 or more 0.45 0.02 0.13 0.10 0.04 0.05 0.10 0.04 0.01 0.06 0.00

(s.e.) (0.047) (0.006) (0.021) (0.014) (0.009) (0.016) (0.035) (0.033) (0.003) (0.014) (0.000) 2,866

Area of specialization3

College prep 0.04 0.00 0.01 0.01 0.01 0.01 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.007) (0.001) (0.002) (0.003) (0.002) (0.005) (0.001) (0.000) (0.000) (0.001) (0.000) 3,951

Vocational 1.06 0.04 0.36 0.21 0.08 0.10 0.28 0.12 0.02 0.14 0.00

(s.e.) (0.125) (0.010) (0.064) (0.040) (0.026) (0.028) (0.111) (0.105) (0.009) (0.041) (0.000) 902

Other 0.09 0.01 0.02 0.03 0.01 0.02 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.010) (0.002) (0.003) (0.006) (0.002) (0.005) (0.003) (0.000) (0.000) (0.003) (0.000) 6,854
Table 22—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected student characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnStudent Business & home Con- & Precision & comweighted

characteristics Total Agriculture & office distribution Health economics All struction repairs production munications Ns

Area of vocational

 program concentration4

None 0.04 0.00 0.01 0.02 0.00 0.01 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.006) (0.000) (0.002) (0.005) (0.001) (0.003) (0.002) (0.000) (0.000) (0.002) (0.000) 8,865

Agriculture 0.21 0.16 0.00 0.01 0.00 0.02 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.054) (0.048) (0.003) (0.006) (0.001) (0.011) (0.008) (0.000) (0.003) (0.005) (0.000) 306

Business & office 0.50 0.00 0.47 0.01 0.01 0.01 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.071) (0.002) (0.070) (0.005) (0.005) (0.002) (0.000) (0.000) (0.000) (0.000) (0.000) 898

Marketing & distribution 1.65 0.01 0.02 1.61 0.00 0.02 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.225) (0.006) (0.012) (0.223) (0.000) (0.013) (0.007) (0.000) (0.000) (0.007) (0.000) 159

Health 1.42 0.00 0.00 0.00 1.41 0.01 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.305) (0.000) (0.000) (0.003) (0.305) (0.005) (0.000) (0.000) (0.000) (0.000) (0.000) 79

Occupational

 home economics 0.64 0.00 0.00 0.01 0.00 0.58 0.05 0.00 0.00 0.05 0.00

(s.e.) (0.171) (0.000) (0.000) (0.010) (0.000) (0.165) (0.034) (0.000) (0.000) (0.034) (0.000) 195

Trade & industry 0.29 0.01 0.00 0.02 0.00 0.00 0.25 0.10 0.02 0.14 0.00

(s.e.) (0.090) (0.006) (0.000) (0.018) (0.001) (0.001) (0.088) (0.083) (0.007) (0.034) (0.000) 1,142

Technical &

 communications 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) 636

First row, first column reads: 1992 public high school graduates earned on average a total of 0.15 Carnegie units in cooperative education and

work experience courses.

1

Included in the total are graduates who may be missing data on particular row variables.

2Not applicable.

3Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program

area, with at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college

preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra

or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in

a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are included in the vocational specialist

group. Students who are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program

area. If students complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the

area in which they completed the most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 23—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected special populations characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnSpecial populations Business & home Con- & Precision & comweighted

characteristics Total Agriculture & office distribution Health economics All struction repairs production munications Ns

Total10.15 0.01 0.04 0.04 0.01 0.02 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.013) (0.002) (0.006) (0.005) (0.003) (0.005) (0.009) (0.008) (0.000) (0.004) (0.000) 11,707

Socioeconomic status

Lowest quartile 0.20 0.02 0.05 0.05 0.02 0.04 0.03 0.0 0.00 0.03 0.00

(s.e.) (0.030) (0.005) (0.011) (0.019) (0.006) (0.014) (0.012) (0.000) (0.002) (0.012) (0.000) 2,274

Second quartile 0.17 0.01 0.05 0.03 0.01 0.01 0.06 0.04 0.00 0.02 0.00

(s.e.) (0.038) (0.003) (0.011) (0.006) (0.004) (0.003) (0.035) (0.035) (0.000) (0.006) (0.000) 2,846

Third quartile 0.15 0.00 0.04 0.04 0.01 0.03 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.017) (0.002) (0.007) (0.011) (0.005) (0.009) (0.005) (0.001) (0.001) (0.004) (0.000) 3,011

Highest quartile 0.07 0.00 0.02 0.03 0.01 0.01 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.010) (0.002) (0.004) (0.006) (0.003) (0.003) (0.005) (0.000) (0.000) (0.005) (0.000) 3,063

Special needs status2

Special needs 0.18 0.01 0.03 0.05 0.01 0.04 0.04 0.00 0.00 0.03 0.00

(s.e.) (0.021) (0.003) (0.007) (0.009) (0.003) (0.015) (0.009) (0.001) (0.003) (0.009) (0.000) 2,688

No special needs 0.13 0.01 0.04 0.03 0.01 0.01 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.016) (0.002) (0.006) (0.003) (0.003) (0.003) (0.013) (0.012) (0.000) (0.004) (0.000) 8,137

Limited English

 proficiency status

Limited English

 proficient 0.17 0.02 0.08 0.02 0.02 0.01 0.02 0.00 0.01 0.01 0.00

(s.e.) (0.048) (0.017) (0.038) (0.009) (0.015) (0.009) (0.010) (0.000) (0.009) (0.005) (0.000) 225

English proficient 0.14 0.01 0.04 0.03 0.01 0.02 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.013) (0.002) (0.005) (0.004) (0.003) (0.003) (0.010) (0.010) (0.000) (0.004) (0.000) 10,349
Table 23—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected special populations characteristics—Continued

 Trade & Industry 

Marketing Occupational Mechanics Technical UnSpecial populations Business & Home Con- & Precision & Comweighted

characteristics Total Agriculture & office distribution Health Economics All struction repairs production munications Ns

Handicap status3

Handicapped 0.18 0.01 0.03 0.07 0.01 0.03 0.02 0.00 0.01 0.01 0.00

(s.e.) (0.040) (0.006) (0.009) (0.034) (0.006) (0.014) (0.007) (0.000) (0.005) (0.005) (0.000) 611

Not handicapped 0.13 0.01 0.04 0.03 0.01 0.02 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.013) (0.002) (0.005) (0.003) (0.003) (0.004) (0.011) (0.010) (0.000) (0.004) (0.000) 9,923

Secondary GPA

3.3 or higher 0.06 0.00 0.02 0.02 0.01 0.00 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.008) (0.001) (0.005) (0.005) (0.003) (0.002) (0.002) (0.000) (0.000) (0.001) (0.000) 2,238

2.6 to less than 3.3 0.14 0.01 0.04 0.02 0.01 0.02 0.04 0.03 0.00 0.01 0.00

(s.e.) (0.027) (0.002) (0.008) (0.005) (0.003) (0.005) (0.025) (0.025) (0.000) (0.003) (0.000) 3,936

1.6 to less than 2.6 0.18 0.01 0.05 0.05 0.02 0.02 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.018) (0.003) (0.010) (0.011) (0.005) (0.006) (0.007) (0.000) (0.001) (0.007) (0.000) 4,928

Less than 1.6 0.19 0.00 0.03 0.05 0.01 0.05 0.05 0.00 0.01 0.04 0.00

(s.e.) (0.040) (0.001) (0.015) (0.015) (0.006) (0.025) (0.024) (0.004) (0.010) (0.022) (0.000) 600
Table 23—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected special populations characteristics—Continued

 Trade & Industry 

Marketing Occupational Mechanics Technical UnSpecial populations Business & Home Con- & Precision & Comweighted

characteristics Total Agriculture & office distribution Health Economics All struction repairs production munications Ns

Remedial Carnegie

 units accumulated4

Zero 0.14 0.01 0.04 0.03 0.01 0.01 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.015) (0.002) (0.007) (0.005) (0.003) (0.003) (0.011) (0.010) (0.000) (0.004) (0.000) 9,589

0.01–0.99 0.20 0.00 0.05 0.08 0.01 0.03 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.063) (0.003) (0.019) (0.054) (0.007) (0.022) (0.006) (0.000) (0.000) (0.006) (0.000) 542

1.00–1.99 0.17 0.01 0.03 0.03 0.01 0.05 0.04 0.00 0.00 0.04 0.00

(s.e.) (0.027) (0.003) (0.012) (0.008) (0.003) (0.016) (0.016) (0.000) (0.002) (0.016) (0.000) 972

2.00–2.99 0.16 0.00 0.02 0.05 0.03 0.01 0.04 0.00 0.00 0.04 0.00

(s.e.) (0.046) (0.000) (0.017) (0.017) (0.022) (0.008) (0.028) (0.000) (0.000) (0.028) (0.000) 277

3.00–3.99 0.20 0.02 0.00 0.01 0.01 0.02 0.15 0.00 0.02 0.13 0.00

(s.e.) (0.101) (0.016) (0.004) (0.006) (0.006) (0.011) (0.101) (0.000) (0.019) (0.100) (0.000) 139

4.00 or more 0.16 0.01 0.03 0.02 0.01 0.08 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.069) (0.007) (0.021) (0.013) (0.009) (0.065) (0.003) (0.000) (0.000) (0.003) (0.000) 188

Student parent status

Parent 0.18 0.01 0.08 0.02 0.02 0.05 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.050) (0.005) (0.038) (0.010) (0.016) (0.023) (0.002) (0.000) (0.000) (0.002) (0.000) 242

Nonparent 0.14 0.01 0.04 0.04 0.01 0.02 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.014) (0.002) (0.005) (0.006) (0.003) (0.005) (0.010) (0.009) (0.000) (0.004) (0.000) 10,784

Expecting 0.29 0.01 0.17 0.03 0.01 0.05 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.119) (0.007) (0.113) (0.020) (0.005) (0.024) (0.025) (0.004) (0.002) (0.025) (0.000) 137

First row, first column reads: 1992 public high school graduates earned on average a total of 0.15 Carnegie units in cooperative education and

work experience courses.

1

Included in the total are graduates who may be missing data on particular row variables.

2Students with special needs are defined as having one or more of the following: a handicap, limited English proficiency, or a grade-point average

(GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative definition of handicap status—based on special

education program participation as indicated by student transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation

in Secondary Vocational Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education), forthcoming.

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math, and social studies. 

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 24—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected school characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnSchool Business & home Con- & Precision & comweighted

characteristics Total Agriculture & office distribution Health economics All struction repairs production munications Ns

Total*0.15 0.01 0.04 0.04 0.01 0.02 0.03 0.01 0.00 0.02 0.00

(s.e.) (0.013) (0.002) (0.006) (0.005) (0.003) (0.005) (0.009) (0.008) (0.000) (0.004) (0.000) 11,707

School size

1–500 0.11 0.02 0.03 0.01 0.01 0.01 0.03 0.00 0.01 0.02 0.00

(s.e.) (0.039) (0.013) (0.018) (0.004) (0.008) (0.008) (0.013) (0.005) (0.003) (0.011) (0.000) 1,571

501–1,000 0.11 0.00 0.04 0.02 0.01 0.01 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.016) (0.002) (0.009) (0.005) (0.004) (0.004) (0.007) (0.000) (0.003) (0.006) (0.000) 2,844

1,001–1,500 0.18 0.01 0.04 0.05 0.02 0.01 0.06 0.04 0.00 0.02 0.00

(s.e.) (0.040) (0.002) (0.010) (0.012) (0.008) (0.003) (0.036) (0.036) (0.000) (0.009) (0.000) 2,919

1,501 or more 0.18 0.01 0.04 0.05 0.02 0.05 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.022) (0.002) (0.009) (0.008) (0.005) (0.018) (0.007) (0.000) (0.001) (0.007) (0.000) 2,978

Urbanicity

Urban 0.21 0.00 0.05 0.05 0.02 0.02 0.06 0.04 0.00 0.02 0.00

(s.e.) (0.043) (0.002) (0.018) (0.010) (0.008) (0.007) (0.038) (0.037) (0.000) (0.009) (0.000) 2,377

Suburban 0.14 0.01 0.05 0.04 0.01 0.01 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.018) (0.004) (0.009) (0.010) (0.003) (0.004) (0.006) (0.000) (0.000) (0.006) (0.000) 4,942

Rural 0.12 0.01 0.03 0.02 0.01 0.03 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.017) (0.002) (0.007) (0.005) (0.003) (0.011) (0.007) (0.002) (0.002) (0.005) (0.000) 4,268

Absentee rate

0–5% 0.13 0.01 0.03 0.03 0.01 0.03 0.02 0.00 0.00 0.01 0.00

(s.e.) (0.021) (0.006) (0.007) (0.007) (0.004) (0.009) (0.006) (0.002) (0.001) (0.006) (0.000) 3,538

6–10% 0.18 0.01 0.04 0.04 0.02 0.01 0.06 0.03 0.00 0.03 0.00

(s.e.) (0.029) (0.003) (0.009) (0.009) (0.006) (0.003) (0.025) (0.024) (0.002) (0.009) (0.000) 4,379

11% or more 0.15 0.00 0.07 0.04 0.02 0.01 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.038) (0.004) (0.025) (0.013) (0.011) (0.005) (0.007) (0.000) (0.000) (0.007) (0.000) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 0.11 0.00 0.02 0.03 0.01 0.01 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.017) (0.001) (0.006) (0.009) (0.002) (0.008) (0.010) (0.000) (0.001) (0.010) (0.000) 2,568

6–10% 0.14 0.01 0.04 0.02 0.02 0.02 0.02 0.00 0.00 0.01 0.00

(s.e.) (0.023) (0.003) (0.011) (0.006) (0.015) (0.007) (0.006) (0.000) (0.003) (0.005) (0.000) 1,551

11–20% 0.17 0.01 0.06 0.06 0.01 0.01 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.026) (0.004) (0.016) (0.014) (0.003) (0.002) (0.014) (0.000) (0.001) (0.014) (0.000) 2,146

21% or more 0.18 0.01 0.03 0.03 0.02 0.03 0.05 0.04 0.00 0.01 0.00

(s.e.) (0.038) (0.006) (0.008) (0.007) (0.005) (0.014) (0.031) (0.032) (0.002) (0.006) (0.000) 3,468
Table 24—Average number of Carnegie units accumulated by 1992 public high school graduates in cooperative education and work experience

courses by specific labor market preparation program, by selected school characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnSchool Business & home Con- & Precision & comweighted

characteristics Total Agriculture & office distribution Health economics All struction repairs production munications Ns

Percent of students

 taking remedial reading

0% 0.14 0.01 0.05 0.04 0.01 0.01 0.01 0.00 0.00 0.01 0.00

(s.e.) (0.023) (0.004) (0.013) (0.014) (0.005) (0.005) (0.004) (0.002) (0.000) (0.004) (0.000) 1,713

1–5% 0.15 0.01 0.04 0.03 0.01 0.02 0.04 0.00 0.00 0.03 0.00

(s.e.) (0.021) (0.005) (0.010) (0.007) (0.004) (0.007) (0.010) (0.000) (0.002) (0.010) (0.000) 3,523

6–10% 0.12 0.01 0.03 0.02 0.02 0.01 0.02 0.00 0.00 0.02 0.00

(s.e.) (0.018) (0.002) (0.006) (0.006) (0.010) (0.006) (0.012) (0.000) (0.002) (0.012) (0.000) 2,461

11% or more 0.20 0.01 0.05 0.04 0.02 0.03 0.06 0.05 0.00 0.01 0.00

(s.e.) (0.052) (0.004) (0.014) (0.011) (0.005) (0.019) (0.044) (0.044) (0.000) (0.003) (0.000) 2,231

Percent of students

 in special education

0% 0.06 0.02 0.03 0.01 0.00 0.00 0.00 0.00 0.00 0.00 0.00

(s.e.) (0.034) (0.017) (0.023) (0.011) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) (0.000) 95

1–5% 0.19 0.01 0.07 0.03 0.01 0.01 0.06 0.05 0.00 0.01 0.00

(s.e.) (0.049) (0.003) (0.018) (0.008) (0.005) (0.004) (0.044) (0.044) (0.001) (0.003) (0.000) 2,452

6–10% 0.14 0.01 0.03 0.04 0.01 0.02 0.03 0.00 0.00 0.03 0.00

(s.e.) (0.020) (0.005) (0.006) (0.009) (0.004) (0.007) (0.010) (0.002) (0.001) (0.009) (0.000) 4,018

11% or more 0.15 0.00 0.03 0.03 0.03 0.02 0.04 0.00 0.01 0.03 0.00

(s.e.) (0.022) (0.002) (0.007) (0.011) (0.012) (0.007) (0.013) (0.001) (0.004) (0.011) (0.000) 2,089

First row, first column reads: 1992 public high school graduates earned on average a total of 0.15 Carnegie units in cooperative education and

work experience courses.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 25—Percentage of 1992 public high school graduates completing one or more courses in specific

labor market preparation by level of course, by selected student characteristics

 Specific labor market preparation 

Second or

Student First higher SpecialtyUnweighted

characteristics All levels course course course1 Ns

Total287.07 75.34 35.06 38.15

(s.e.) (0.559) (0.879) (0.964) (1.190) 11,707

Sex

Male 89.15 80.45 39.69 36.47

(s.e.) (0.661) (1.069) (1.386) (1.416) 5,760

Female 85.03 70.32 30.33 39.79

(s.e.) (0.811) (1.238) (1.159) (1.502) 5,917

Race–ethnicity

White, non-Hispanic 86.55 74.73 35.51 38.46

(s.e.) (0.684) (1.070) (1.139) (1.421) 8,269

Black, non-Hispanic 88.55 77.47 31.00 32.27

(s.e.) (1.367) (2.566) (2.431) (2.582) 1,023

Hispanic 89.59 77.82 36.01 39.87

(s.e.) (1.271) (1.796) (2.718) (2.855) 1,365

Asian 85.30 72.04 29.62 44.44

(s.e.) (1.631) (2.322) (3.302) (3.387) 855

Native American 91.47 81.46 48.64 45.29

(s.e.) (2.625) (4.376) (5.092) (5.001) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 59.17 38.10 5.33 27.48

(s.e.) (1.809) (1.983) (0.665) (2.154) 3,127

2.00–3.99 93.88 80.52 24.71 36.67

(s.e.) (0.584) (1.468) (1.439) (1.793) 3,587

4.00–5.99 99.07 93.30 48.58 44.40

(s.e.) (0.256) (0.725) (1.933) (1.955) 2,565

6.00–7.99 98.79 94.68 67.27 45.44

(s.e.) (0.682) (0.973) (1.940) (2.011) 1,469

8.00 or more 99.30 95.06 80.19 48.90

(s.e.) (0.332) (1.033) (1.957) (2.749) 959

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 0.00 0.00 0.00 0.00

(s.e.) (0.000) (0.000) (0.000) (0.000) 1,598

0.01–0.99 100.00 55.26 3.87 43.34

(s.e.) (0.000) (4.181) (0.735) (4.028) 1,131

1.00–1.99 100.00 81.33 15.92 36.69

(s.e.) (0.000) (1.560) (1.307) (2.179) 2,639

2.00–2.99 100.00 92.30 34.05 40.35

(s.e.) (0.000) (1.638) (2.249) (2.086) 1,998

3.00–3.99 100.00 94.02 51.75 48.61

(s.e.) (0.000) (0.892) (2.093) (2.140) 1,475

4.00 or more 100.00 96.38 75.55 50.38

(s.e.) (0.000) (0.476) (1.571) (1.785) 2,866

85
Table 25—Percentage of 1992 public high school graduates completing one or more courses in specific

labor market preparation by level of course, by selected student characteristics—Continued

 Specific labor market preparation 

Second or

Student First higher SpecialtyUnweighted

characteristics All levels course course course1 Ns

Area of specialization3

College prep 78.24 62.15 21.99 35.95

(s.e.) (1.121) (1.742) (1.239) (2.002) 3,951

Vocational 100.00 95.46 100.00 35.86

(s.e.) (0.000) (0.944) (0.000) (2.677) 902

Other 90.18 79.87 33.71 39.64

(s.e.) (0.649) (0.916) (1.179) (1.346) 6,854

Area of vocational

 program concentration4

None 82.91 68.58 22.54 35.73

(s.e.) (0.723) (1.093) (0.946) (1.323) 8,865

Agriculture 100.00 99.41 73.08 65.04

(s.e.) (0.000) (0.356) (3.754) (5.174) 306

Business & office 100.00 98.10 72.23 53.68

(s.e.) (0.000) (0.590) (2.339) (2.908) 898

Marketing &

 distribution 100.00 79.09 89.69 43.18

(s.e.) (0.000) (4.553) (2.539) (6.263) 159

Health 100.00 84.89 54.34 43.65

(s.e.) (0.000) (5.071) (7.913) (7.433) 79

Occupational home

 economics 100.00 91.05 51.34 32.22

(s.e.) (0.000) (2.830) (6.194) (5.439) 195

Trade & industry 100.00 98.15 80.29 37.43

(s.e.) (0.000) (0.520) (1.854) (2.304) 1,142

Technical &

 communications 100.00 99.13 55.30 57.90

(s.e.) (0.000) (0.877) (9.062) (9.115) 63

First row, first column reads: Of all 1992 public high school graduates, 87.07 percent completed at least

one specific labor market preparation course.

1

Specialty courses are nonsequential courses in a vocational program area, usually covering topics of special

interest to students.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry

or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the vocational

specialist and college preparatory criteria are included in the vocational specialist group. Students who

are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific

labor market preparation program area. If students complete 3.00 or more Carnegie units in more than one

specific labor market preparation program area, they are assigned to the area in which they completed the

most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may sum to greater than the “all levels” column because students may have completed

vocational courses at more than one level.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

86
Table 26—Percentage of 1992 public high school graduates completing one or more courses in specific

labor market preparation by level of course, by selected special populations characteristics

 Specific labor market preparation 

Second or

Special populations First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Total287.07 75.34 35.06 38.15

(s.e.) (0.559) (0.879) (0.964) (1.190) 11,707

Socioeconomic status

Lowest quartile 92.43 81.48 43.45 40.45

(s.e.) (0.650) (1.557) (2.017) (1.919) 2,274

Second quartile 90.14 80.57 38.64 38.71

(s.e.) (1.012) (1.360) (1.757) (2.008) 2,846

Third quartile 87.91 75.66 35.15 38.09

(s.e.) (0.920) (1.425) (1.621) (1.846) 3,011

Highest quartile 78.30 63.57 22.71 36.55

(s.e.) (1.360) (2.053) (1.362) (2.175) 3,063

Special needs status3

Special needs 91.71 83.12 41.25 37.77

(s.e.) (0.869) (1.227) (1.726) (1.799) 2,688

No special needs 84.89 72.58 32.55 38.47

(s.e.) (0.710) (1.093) (1.069) (1.394) 8,137

Limited English

 proficiency status

Limited English proficient 89.77 81.26 41.02 39.63

(s.e.) (2.522) (3.391) (5.134) (4.815) 225

English proficient 86.49 75.12 34.45 38.66

(s.e.) (0.609) (0.942) (0.997) (1.257) 10,349

Handicap status4

Handicapped 92.09 80.44 45.70 40.88

(s.e.) (1.169) (3.191) (3.372) (3.395) 611

Not handicapped 86.31 74.99 33.68 38.28

(s.e.) (0.624) (0.960) (1.028) (1.269) 9,923

Secondary GPA

3.3 or higher 77.55 63.57 23.62 37.11

(s.e.) (1.568) (1.789) (1.404) (2.025) 2,238

2.6 to less than 3.3 85.54 73.03 33.42 37.71

(s.e.) (0.878) (1.286) (1.517) (1.697) 3,936

1.6 to less than 2.6 91.12 80.18 39.78 38.97

(s.e.) (0.705) (1.355) (1.504) (1.555) 4,928

Less than 1.6 91.91 84.77 40.62 37.26

(s.e.) (1.693) (2.044) (3.194) (3.440) 600

87
Table 26—Percentage of 1992 public high school graduates completing one or more courses in specific

labor market preparation by level of course, by selected special populations characteristics—Continued

 Specific labor market preparation 

Second or

Special populations First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Remedial Carnegie units

 accumulated5

Zero 85.82 74.44 32.66 37.79

(s.e.) (0.643) (0.844) (0.984) (1.233) 9,589

0.01–0.99 93.26 70.53 41.82 44.44

(s.e.) (1.992) (7.236) (5.911) (6.642) 542

1.00–1.99 91.06 82.00 45.09 40.39 

(s.e.) (1.643) (1.850) (2.706) (2.626) 972

2.00–2.99 94.13 87.01 49.03 31.68

(s.e.) (1.692) (2.454) (6.000) (4.601) 277

3.00–3.99 92.23 82.11 43.67 35.52 

(s.e.) (2.439) (4.224) (5.595) (5.403) 139

4.00 or more 89.79 78.46 46.15 33.69

(s.e.) (2.991) (4.279) (5.193) (4.841) 188

Student parent status

Parent 95.97 82.67 37.63 33.93

(s.e.) (1.349) (3.222) (5.382) (4.945) 242

Nonparent 86.63 74.54 34.20 38.62

(s.e.) (0.589) (0.931) (1.008) (1.254) 10,784

Expecting 94.11 86.94 44.90 31.12 

(s.e.) (2.178) (3.039) (6.161) (4.872) 137

First row, first column reads: Of all 1992 public high school graduates, 87.07 percent completed at least

one specific labor market preparation course.

1Specialty courses are nonsequential courses in a vocational program area, usually covering topics of special

interest to students.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students with special needs are defined as having one or more of the following: a handicap, limited English

proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

4

In this table, handicap status was constructed from teacher and parent responses. An alternative definition

of handicap status—based on special education program participation as indicated by student transcript

data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary Vocational

Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education),

forthcoming.

5Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math,

and social studies. 

NOTE: Estimates may sum to greater than the “all levels” column because students may have completed

vocational courses at more than one level.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

88
Table 27—Percentage of 1992 public high school graduates completing one or more courses in specific

labor market preparation by level of course, by selected school characteristics

 Specific labor market preparation 

Second or

School First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Total287.07 75.34 35.06 38.15

(s.e.) (0.559) (0.879) (0.964) (1.190) 11,707

School size

1–500 93.55 86.54 42.25 44.19

(s.e.) (0.939) (1.450) (3.039) (3.619) 1,571

501–1,000 87.27 76.40 39.43 38.82

(s.e.) (1.144) (1.491) (1.638) (2.419) 2,844

1,001–1,500 84.47 71.92 32.68 37.26

(s.e.) (1.085) (1.584) (1.714) (2.053) 2,919

1,501 or more 83.60 71.73 30.90 34.67

(s.e.) (1.082) (1.283) (1.544) (1.829) 2,798

Urbanicity

Urban 85.36 71.40 33.58 37.33

(s.e.) (1.085) (1.791) (2.069) (2.176) 2,377

Suburban 86.30 73.72 31.83 36.56

(s.e.) (0.904) (1.474) (1.489) (1.958) 4,972

Rural 89.02 79.75 39.84 41.00

(s.e.) (0.865) (1.175) (1.514) (1.951) 4,268

Absentee rate

0–5% 86.27 75.33 36.48 39.84

(s.e.) (1.038) (1.519) (1.695) (2.090) 3,538

6–10% 85.80 74.77 34.43 37.77

(s.e.) (0.854) (1.097) (1.412) (1.859) 4,379

11% or more 89.41 80.65 39.95 36.89

(s.e.) (1.642) (2.536) (3.433) (3.579) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 84.30 73.01 31.76 36.24

(s.e.) (1.309) (1.659) (1.994) (2.352) 2,568

6–10% 84.18 74.45 34.19 34.96

(s.e.) (1.396) (1.888) (2.193) (2.659) 1,551

11–20% 87.19 75.72 37.92 42.57

(s.e.) (1.076) (1.722) (1.986) (2.423) 2,146

21% or more 88.92 77.19 38.05 37.87

(s.e.) (0.849) (1.212) (1.593) (2.216) 3,468

Percent of students

 taking remedial reading

0% 86.29 77.41 33.10 32.34

(s.e.) (1.260) (1.813) (2.438) (2.221) 1,713

1–5% 85.02 73.30 33.25 38.72

(s.e.) (1.142) (1.440) (1.624) (2.021) 3,523

6–10% 87.58 78.11 39.68 42.69

(s.e.) (1.084) (1.376) (1.886) (2.393) 2,461

11% or more 88.32 75.01 37.88 37.38

(s.e.) (1.083) (1.692) (1.912) (2.760) 2,231

89
Table 27—Percentage of 1992 public high school graduates completing one or more courses in specific 

labor market preparation by level of course, by selected school characteristics—Continued

 Specific labor market preparation 

Second or

School First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Percent of students

 in special education

0% 73.65 67.69 22.06 32.73

(s.e.) (7.711) (9.192) (7.420) (7.917) 95

1–5% 87.21 73.95 34.83 41.69

(s.e.) (1.192) (1.840) (2.152) (2.664) 2,452

6–10% 87.38 77.10 36.53 38.98

(s.e.) (0.865) (1.175) (1.463) (1.998) 4,018

11% or more 85.24 75.90 35.96 34.69

(s.e.) (1.408) (1.660) (1.956) (2.128) 2,089

First row, first column reads: Of all 1992 public high school graduates, 87.07 percent completed at least

one specific labor market preparation course.

1Specialty courses are nonsequential courses in a vocational program area, usually covering topics of special

interest to students.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may sum to greater than the “all levels” column because students may have completed

vocational courses at more than one level.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

90
Table 28—Average number of Carnegie units accumulated by 1992 public high school graduates in specific 

labor market preparation courses by level of course, by selected student characteristics

 Specific labor market preparation 

Second or

Student First higher SpecialtyUnweighted

characteristics All levels course course course1 Ns

Total22.53 1.48 0.66 0.39

(s.e.) (0.046) (0.030) (0.025) (0.015) 11,707

Sex

Male 2.86 1.70 0.78 0.38

(s.e.) (0.066) (0.040) (0.037) (0.018) 5,760

Female 2.19 1.25 0.54 0.40

(s.e.) (0.057) (0.038) (0.030) (0.019) 5,917

Race–ethnicity

White, non-Hispanic 2.52 1.46 0.67 0.38

(s.e.) (0.054) (0.035) (0.030) (0.016) 8,269

Black, non-Hispanic 2.50 1.58 0.57 0.36

(s.e.) (0.095) (0.082) (0.049) (0.039) 1,023

Hispanic 2.58 1.41 0.70 0.47

(s.e.) (0.113) (0.059) (0.080) (0.057) 1,365

Asian 2.26 1.36 0.47 0.43

(s.e.) (0.205) (0.133) (0.084) (0.044) 855

Native American 3.36 1.95 0.98 0.43

(s.e.) (0.351) (0.229) (0.219) (0.064) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 0.49 0.28 0.03 0.17

(s.e.) (0.017) (0.016) (0.005) (0.013) 3,127

2.00–3.99 1.68 1.09 0.26 0.32

(s.e.) (0.032) (0.028) (0.025) (0.019) 3,587

4.00–5.99 3.11 1.89 0.72 0.50

(s.e.) (0.050) (0.044) (0.033) (0.031) 2,565

6.00–7.99 4.67 2.67 1.43 0.58

(s.e.) (0.069) (0.067) (0.069) (0.036) 1,469

8.00 or more 7.18 3.73 2.71 0.74

(s.e.) (0.134) (0.127) (0.138) (0.053) 959

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 0.00 0.00 0.00 0.00

(s.e.) (0.000) (0.000) (0.000) (0.000) 1,598

0.01–0.99 0.50 0.27 0.02 0.21

(s.e.) (0.006) (0.020) (0.004) (0.020) 1,131

1.00–1.99 1.19 0.80 0.12 0.28

(s.e.) (0.010) (0.018) (0.010) (0.019) 2,639

2.00–2.99 2.21 1.45 0.38 0.38

(s.e.) (0.012) (0.036) (0.043) (0.025) 1,998

3.00–3.99 3.19 1.99 0.69 0.51

(s.e.) (0.009) (0.036) (0.034) (0.030) 1,475

4.00 or more 5.78 3.14 1.92 0.72

(s.e.) (0.068) (0.064) (0.069) (0.035) 2,866

91
Table 28—Average number of Carnegie units accumulated by 1992 public high school graduates in specific

labor market preparation courses by level of course, by selected student characteristics—Continued

 Specific labor market preparation 

Second or

Student First higher SpecialtyUnweighted

characteristics All levels course course course1 Ns

Area of specialization3

College prep 1.48 0.91 0.26 0.31

(s.e.) (0.049) (0.037) (0.019) (0.020) 3,951

Vocational 6.82 2.81 3.63 0.38

(s.e.) (0.123) (0.082) (0.106) (0.032) 902

Other 2.55 1.62 0.49 0.44

(s.e.) (0.048) (0.037) (0.023) (0.019) 6,854

Area of vocational

 program concentration4

None 1.57 0.96 0.30 0.32

(s.e.) (0.029) (0.020) (0.018) (0.014) 8,865

Agriculture 6.01 3.39 1.56 1.07

(s.e.) (0.197) (0.159) (0.148) (0.109) 306

Business & office 4.86 2.90 1.32 0.64

(s.e.) (0.088) (0.081) (0.072) (0.051) 898

Marketing & distribution 4.92 1.77 2.44 0.71

(s.e.) (0.204) (0.138) (0.189) (0.135) 159

Health 5.55 2.93 1.67 0.94

(s.e.) (0.359) (0.407) (0.320) (0.215) 79

Occupational home

 economics 5.96 3.73 1.61 0.62

(s.e.) (0.218) (0.362) (0.241) (0.134) 195

Trade & industry 5.94 3.28 2.20 0.46

(s.e.) (0.126) (0.082) (0.117) (0.040) 1,142

Technical &

 communications 5.29 3.02 1.12 1.15

(s.e.) (0.198) (0.212) (0.229) (0.213) 63

First row, first column reads: 1992 public high school graduates earned on average a total of 2.53 Carnegie

units in specific labor market preparation courses.

1

Specialty courses are nonsequential courses in a vocational program area, usually covering topics of special

interest to students.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry

or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the vocational

specialist and college preparatory criteria are included in the vocational specialist group. Students who

are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific

labor market preparation program area. If students complete 3.00 or more Carnegie units in more than one

specific labor market preparation program area, they are assigned to the area in which they completed the

most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Estimates may not sum to the “all levels” column due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

92
Table 29—Average number of Carnegie units accumulated by 1992 public high school graduates in specific 

labor market preparation courses by level of course, by selected special populations characteristics

 Specific labor market preparation 

Second or

Special populations First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Total22.53 1.48 0.66 0.39 

(s.e.) (0.046) (0.030) (0.025) (0.015) 11,707

Socioeconomic status

Lowest quartile 3.17 1.81 0.87 0.49

(s.e.) (0.103) (0.068) (0.055) (0.036) 2,274

Second quartile 2.92 1.74 0.78 0.40

(s.e.) (0.088) (0.055) (0.054) (0.024) 2,846

Third quartile 2.44 1.41 0.64 0.39

(s.e.) (0.064) (0.042) (0.039) (0.024) 3,011

Highest quartile 1.59 0.94 0.33 0.32

(s.e.) (0.055) (0.037) (0.025) (0.019) 3,063

Special needs status3

Special needs 3.08 1.83 0.81 0.43 

(s.e.) (0.078) (0.050) (0.042) (0.026) 2,688

No special needs 2.30 1.34 0.59 0.38

(s.e.) (0.050) (0.033) (0.027) (0.016) 8,137

Limited English

 proficiency status

Limited English

 proficient 2.94 1.62 0.86 0.46

(s.e.) (0.235) (0.130) (0.128) (0.081) 225

English proficient 2.48 1.46 0.63 0.39

(s.e.) (0.047) (0.031) (0.025) (0.015) 10,349

Handicap status

Handicapped 3.49 2.07 0.93 0.49

(s.e.) (0.170) (0.137) (0.087) (0.058) 611

Not handicapped 2.42 1.42 0.61 0.39

(s.e.) (0.047) (0.030) (0.025) (0.015) 9,923

Secondary GPA

3.3 or higher 1.60 0.94 0.32 0.34

(s.e.) (0.058) (0.036) (0.026) (0.025) 2,238

2.6 to less than 3.3 2.32 1.36 0.60 0.36

(s.e.) (0.073) (0.047) (0.042) (0.018) 3,936

1.6 to less than 2.6 2.96 1.73 0.80 0.43

(s.e.) (0.068) (0.044) (0.039) (0.020) 4,928

Less than 1.6 3.14 1.85 0.85 0.43

(s.e.) (0.156) (0.103) (0.082) (0.057) 600

93
Table 29—Average number of Carnegie units accumulated by 1992 public high school graduates in specific

labor market preparation courses by level of course, by selected special populations 

characteristics—Continued

 Specific labor market preparation 

Second or

Special populations First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Remedial Carnegie units

 accumulated5

Zero 2.38 1.40 0.60 0.38

(s.e.) (0.047) (0.030) (0.025) (0.016) 9,589

0.01–0.99 2.58 1.50 0.69 0.39

(s.e.) (0.248) (0.181) (0.116) (0.049) 542

1.00–1.99 3.21 1.85 0.92 0.44

(s.e.) (0.139) (0.081) (0.079) (0.039) 972

2.00–2.99 3.43 1.92 1.16 0.34

(s.e.) (0.220) (0.132) (0.175) (0.053) 277

3.00–3.99 3.51 1.94 1.14 0.43

(s.e.) (0.285) (0.238) (0.230) (0.093) 139

4.00 or more 4.04 2.46 1.09 0.50

(s.e.) (0.281) (0.242) (0.149) (0.106) 188

Student parent status

Parent 2.82 1.78 0.70 0.33

(s.e.) (0.375) (0.352) (0.116) (0.053) 242

Nonparent 2.46 1.43 0.64 0.39

(s.e.) (0.047) (0.029) (0.026) (0.015) 10,784

Expecting 3.11 1.93 0.84 0.34

(s.e.) (0.301) (0.173) (0.146) (0.078) 137

First row, first column reads: 1992 public high school graduates earned on average a total of 2.53 Carnegie

units in all specific labor market preparation courses.

1

Specialty courses are nonsequential courses in a vocational program area, usually covering topics of special

interest to students.

2

Included in the total are graduates who may be missing data on particular row variables.

3Students with special needs are defined as having one or more of the following: a handicap, limited English

proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

4

In this table, handicap status was constructed from teacher and parent responses. An alternative definition

of handicap status—based on special education program participation as indicated by student transcript

data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary Vocational

Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education),

forthcoming.

5Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math,

and social studies. 

NOTE: Estimates may not sum to the “all levels” column due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

94
Table 30—Average number of Carnegie units accumulated by 1992 public high school graduates in specific

labor market preparation courses by level of course, by selected school characteristics

 Specific labor market preparation 

Second or

School First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Total22.53 1.48 0.66 0.39

(s.e.) (0.046) (0.030) (0.025) (0.015) 11,707

School size

1–500 3.10 1.87 0.74 0.49

(s.e.) (0.134) (0.089) (0.075) (0.056) 1,571

501–1,000 2.72 1.58 0.75 0.39

(s.e.) (0.089) (0.059) (0.045) (0.028) 2,844

1,001–1,500 2.43 1.38 0.67 0.38

(s.e.) (0.085) (0.052) (0.057) (0.026) 2,919

1,501 or more 2.16 1.26 0.55 0.35

(s.e.) (0.064) (0.043) (0.039) (0.023) 2,978

Urbanicity

Urban 2.36 1.28 0.68 0.40

(s.e.) (0.092) (0.049) (0.064) (0.034) 2,377

Suburban 2.29 1.36 0.58 0.35

(s.e.) (0.066) (0.045) (0.036) (0.022) 4,972

Rural 2.93 1.75 0.74 0.44

(s.e.) (0.074) (0.052) (0.039) (0.023) 4,268

Absentee rate

0–5% 2.51 1.50 0.61 0.40

(s.e.) (0.077) (0.052) (0.039) (0.025) 3,538

6–10% 2.51 1.43 0.69 0.39

(s.e.) (0.071) (0.044) (0.043) (0.026) 4,379

11% or more 2.82 1.68 0.75 0.39

(s.e.) (0.179) (0.109) (0.087) (0.045) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 2.17 1.31 0.50 0.35

(s.e.) (0.085) (0.061) (0.039) (0.027) 2,568

6–10% 2.46 1.45 0.67 0.35

(s.e.) (0.105) (0.064) (0.058) (0.034) 1,551

11–20% 2.63 1.51 0.71 0.42

(s.e.) (0.087) (0.053) (0.057) (0.026) 2,146

21% or more 2.82 1.60 0.78 0.43

(s.e.) (0.085) (0.055) (0.053) (0.032) 3,468

Percent of students

 taking remedial reading

0% 2.44 1.51 0.60 0.33

(s.e.) (0.113) (0.077) (0.057) (0.031) 1,713

1–5% 2.33 1.35 0.59 0.38

(s.e.) (0.070) (0.046) (0.040) (0.023) 3,523

6–10% 2.74 1.56 0.73 0.45

(s.e.) (0.092) (0.060) (0.049) (0.037) 2,461

11% or more 2.77 1.56 0.81 0.40

(s.e.) (0.108) (0.065) (0.072) (0.035) 2,231

95
Table 30—Average number of Carnegie units accumulated by 1992 public high school graduates in specific

labor market preparation courses by level of course, by selected school characteristics—Continued

 Specific labor market preparation 

Second or

School First higher Specialty Unweighted

characteristics All levels course course course1 Ns

Percent of students

 in special education

0% 1.77 0.87 0.60 0.30

(s.e.) (0.514) (0.212) (0.281) (0.118) 95

1–5% 2.55 1.45 0.66 0.44

(s.e.) (0.105) (0.061) (0.069) (0.039) 2,452

6–10% 2.58 1.52 0.64 0.41

(s.e.) (0.067) (0.045) (0.034) (0.024) 4,018

11% or more 2.55 1.49 0.73 0.33

(s.e.) (0.105) (0.067) (0.057) (0.026) 2,089

First row, first column reads: 1992 public high school graduates earned on average a total of 2.53 Carnegie

units in specific labor market preparation courses.

1

Specialty courses are nonsequential courses in a vocational program area, usually covering topics of special

interest to students.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the “all levels” column due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

96
Table 31—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses by

program area, by selected student characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnStudent Agri- Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Total12.75 11.80 2.71 0.66 1.88 12.93 1.44 2.69 9.87 0.06 2.60 

(s.e.) (0.386) (0.559) (0.333) (0.110) (0.269) (0.600) (0.189) (0.239) (0.541) (0.028) (0.260) 11,707

Sex

Male 4.85 6.27 2.70 0.24 0.91 22.48 2.62 5.18 16.78 0.13 3.27 

(s.e.) (0.736) (0.499) (0.532) (0.109) (0.283) (1.111) (0.328) (0.481) (0.975) (0.058) (0.357) 5,760

Female 0.56 17.28 2.77 1.08 2.84 3.42 0.26 0.15 3.04 0.00 1.98 

(s.e.) (0.120) (0.911) (0.353) (0.180) (0.381) (0.467) (0.185) (0.062) (0.432) (0.000) (0.343) 5,917

Race–ethnicity

White,

 non-Hispanic 3.17 12.03 2.93 0.62 1.42 13.40 1.45 2.86 10.31 0.06 2.88 

(s.e.) (0.497) (0.668) (0.433) (0.120) (0.231) (0.745) (0.228) (0.296) (0.662) (0.028) (0.317) 8,269

Black,

 non-Hispanic 1.32 11.41 2.56 0.60 4.46 8.72 1.48 1.15 6.17 0.08 0.80 

(s.e.) (0.419) (1.559) (0.600) (0.220) (1.377) (1.137) (0.405) (0.359) (1.054) (0.075) (0.293) 1,023

Hispanic 1.40 12.07 2.25 0.76 2.91 10.68 1.29 2.03 8.37 0.11 2.70 

(s.e.) (0.309) (1.608) (0.418) (0.308) (1.184) (1.178) (0.555) (0.420) (1.139) (0.082) (0.935) 1,365

Asian 0.55 9.67 0.99 1.39 0.36 14.29 0.72 2.50 11.48 0.00 2.73 

(s.e.) (0.318) (2.147) (0.316) (0.875) (0.233) (3.171) (0.339) (0.828) (3.007) (0.000) (0.662) 855

Native American 3.17 12.98 1.49 0.47 4.35 25.07 3.38 7.22 17.21 0.00 2.94

(s.e.) (2.206) (3.804) (1.102) (0.479) (2.296) (4.699) (1.770) (2.995) (4.660) (0.000) (2.903) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 0.00 2.20 0.15 0.17 0.17 0.97 0.03 0.03 0.91 0.00 1.32 

(s.e.) (0.000) (0.387) (0.062) (0.172) (0.065) (0.234) (0.021) (0.034) (0.227) (0.000) (0.442) 3,127

2.00–3.99 0.61 8.66 2.33 0.25 1.16 6.88 0.22 0.87 5.84 0.03 2.94 

(s.e.) (0.144) (0.773) (0.772) (0.091) (0.509) (0.652) (0.084) (0.220) (0.599) (0.022) (0.397) 3,587

4.00–5.99 3.89 16.70 4.05 1.04 1.79 18.77 0.98 3.35 15.41 0.08 2.58 

(s.e.) (1.103) (1.161) (0.645) (0.277) (0.318) (1.513) (0.228) (0.546) (1.512) (0.063) (0.422) 2,565

6.00–7.99 5.62 22.95 5.94 1.09 4.29 26.31 3.36 5.97 19.90 0.21 3.41 

(s.e.) (0.993) (1.637) (1.033) (0.316) (1.121) (1.708) (0.581) (0.801) (1.620) (0.142) (0.604) 1,469

8.00 or more 11.56 23.18 3.65 1.97 6.35 36.09 8.55 10.77 22.33 0.12 4.14 

(s.e.) (1.792) (2.369) (0.627) (0.511) (1.017) (2.500) (1.582) (1.500) (2.055) (0.088) (1.208) 959
Table 31—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses

by program area, by selected student characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnStudent Agri- Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

)

(s.e.) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) (

2

) 1,598

0.01–0.99 0.00 2.63 0.16 0.00 0.12 0.51 0.00 0.00 0.51 0.00 0.28 

(s.e.) (0.000) (0.606) (0.116) (0.000) (0.089) (0.274) (0.000) (0.000) (0.274) (0.000) (0.177) 1,131

1.00–1.99 0.22 6.77 0.50 0.26 1.01 2.76 0.13 0.33 2.30 0.01 2.25 

(s.e.) (0.108) (0.749) (0.164) (0.208) (0.521) (0.426) (0.061) (0.163) (0.392) (0.010) (0.543) 2,639

2.00–2.99 2.08 13.17 3.27 0.41 1.20 10.11 0.30 1.23 8.81 0.00 2.76 

(s.e.) (1.242) (1.314) (1.317) (0.152) (0.263) (1.500) (0.158) (0.309) (1.483) (0.000) (0.418) 1,998

3.00–3.99 2.72 17.40 4.29 1.33 2.83 17.16 0.71 2.18 14.47 0.15 4.60 

(s.e.) (0.616) (1.331) (0.985) (0.465) (1.017) (1.597) (0.221) (0.490) (1.541) (0.087) (0.772) 1,475

4.00 or more 8.00 22.45 5.95 1.48 4.35 33.62 5.10 8.53 24.01 0.17 4.11

(s.e.) (1.030) (1.307) (0.674) (0.268) (0.656) (1.621) (0.700) (0.835) (1.439) (0.084) (0.627) 2,866

Area of specialization3

College prep 0.40 10.00 1.24 0.42 0.80 5.87 0.11 0.41 5.45 0.07 4.02 

(s.e.) (0.146) (0.877) (0.238) (0.122) (0.343) (0.601) (0.067) (0.118) (0.598) (0.036) (0.565) 3,951

Vocational 10.36 22.16 9.16 2.72 8.30 55.16 11.70 17.97 34.33 0.13 3.29 

(s.e.) (1.604) (2.253) (1.552) (0.600) (1.186) (2.507) (1.777) (1.939) (2.408) (0.092) (0.714) 902

Other 3.03 11.43 2.67 0.52 1.62 11.26 0.83 1.93 9.08 0.05 1.73 

(s.e.) (0.528) (0.645) (0.476) (0.138) (0.330) (0.740) (0.164) (0.263) (0.697) (0.029) (0.232) 6,854
Table 31—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses

by program area, by selected student characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnStudent Agri- Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Area of vocational

 program concentration4

None 1.13 7.85 1.71 0.36 1.22 5.98 0.20 0.78 5.18 0.03 2.33 

(s.e.) (0.320) (0.523) (0.340) (0.099) (0.279) (0.513) (0.055) (0.162) (0.501) (0.020) (0.253) 8,865

Agriculture 65.60 7.94 0.59 0.21 1.57 13.77 3.20 5.11 7.67 0.00 1.17 

(s.e.) (4.312) (2.308) (0.428) (0.213) (1.032) (3.369) (1.771) (2.389) (2.045) (0.000) (0.667) 306

Business & office0.36 68.14 1.22 0.80 0.93 2.95 0.08 0.32 2.46 0.08 3.56 

(s.e.) (0.184) (2.448) (0.405) (0.318) (0.310) (0.684) (0.083) (0.209) (0.643) (0.083) (1.147) 898

Marketing & 

 distribution 1.97 5.88 86.23 0.00 0.80 5.28 0.51 0.66 4.10 0.00 0.59

(s.e.) (1.237) (2.023) (3.172) (0.000) (0.569) (1.694) (0.513) (0.663) (1.465) (0.000) (0.596) 159

Health 0.00 4.64 1.36 49.39 1.08 0.73 0.00 0.00 0.73 0.00 1.58

(s.e.) (0.000) (2.301) (0.998) (7.824) (1.083) (0.716) (0.000) (0.000) (0.716) (0.000) (1.571) 79

Occupational home

 economics 1.38 5.85 1.21 0.00 39.68 2.94 0.00 0.45 2.49 0.00 1.27

(s.e.) (1.064) (2.454) (0.762) (0.000) (6.142) (1.335) (0.000) (0.332) (1.288) (0.000) (1.229) 195

Trade & industry 2.92 2.33 1.45 0.10 0.24 77.30 11.88 19.56 54.78 0.36 2.04 

(s.e.) (0.742) (0.525) (0.900) (0.100) (0.188) (1.923) (1.634) (1.716) (2.314) (0.209) (0.543) 1,142

Technical &

 communications 0.00 2.88 2.19 0.00 0.00 14.31 5.13 0.00 9.19 0.00 51.41 

(s.e.) (0.000) (2.066) (2.135) (0.000) (0.000) (5.914) (3.471) (0.000) (3.722) (0.000) (9.376) 63

First row, first column reads: Of all 1992 public high school graduates, 2.75 percent completed at least one second-level or higher agriculture course.

1

Included in the total are graduates who may be missing data on particular row variables.

2Not applicable.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program

area, with at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college

preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra

or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in

a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are included in the vocational specialist

group. Students who are classified as “other” do not meet the criteria for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program

area. If students complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the

area in which they completed the most credits. The number of cases where the number of credits was the same was too few to pose a significant

problem.

NOTE: Trade & industry estimates may sum to greater than the “all” column because students may have participated in more than one trade &

industry program area.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 32—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses by

program area, by selected special populations characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnSpecial populations Agri- Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Total12.75 11.80 2.71 0.66 1.88 12.93 1.44 2.69 9.87 0.06 2.60

(s.e.) (0.386) (0.559) (0.333) (0.110) (0.269) (0.600) (0.189) (0.239) (0.541) (0.028) (0.260) 11,707

Socioeconomic status

Lowest quartile 4.35 14.93 4.40 1.07 3.55 13.31 1.89 2.86 9.62 0.13 1.69

(s.e.) (0.682) (1.220) (1.379) (0.269) (0.808) (1.134) (0.361) (0.540) (0.943) (0.074) (0.342) 2,274

Second quartile 3.97 12.74 1.94 0.17 2.20 15.35 1.66 3.57 11.47 0.09 2.33

(s.e.) (1.023) (0.963) (0.307) (0.176) (0.502) (1.245) (0.449) (0.534) (1.155) (0.056) (0.394) 2,846

Third quartile 2.01 11.38 2.54 0.44 0.92 13.28 1.21 2.34 10.63 0.09 3.47

(s.e.) (0.366) (0.921) (0.493) (0.135) (0.492) (1.156) (0.236) (0.322) (1.095) (0.047) (0.627) 3,011

Highest quartile 0.75 8.57 2.23 0.51 0.74 7.45 0.51 1.00 6.44 0.00 2.80

(s.e.) (0.171) (0.797) (0.342) (0.227) (0.192) (0.741) (0.143) (0.184) (0.715) (0.000) (0.408) 3,063

Special needs status2

Special needs 3.32 8.40 3.41 0.64 3.98 17.59 2.39 4.20 12.51 0.09 1.46

(s.e.) (0.506) (0.800) (0.604) (0.142) (0.835) (1.181) (0.386) (0.512) (1.060) (0.050) (0.312) 2,688

No special needs 2.45 13.24 2.12 0.71 1.20 10.88 1.07 1.92 8.75 0.05 3.11

(s.e.) (0.452) (0.696) (0.212) (0.149) (0.189) (0.670) (0.205) (0.238) (0.612) (0.028) (0.328) 8,137

Limited English

 proficiency status

Limited English

 proficient 6.50 7.66 1.04 1.68 3.29 16.85 2.90 4.80 11.60 0.00 4.17

(s.e.) (2.521) (1.931) (0.589) (0.938) (1.766) (3.426) (1.776) (2.097) (2.861) (0.000) (3.665) 225

English proficient2.57 12.15 2.39 0.70 1.77 12.41 1.33 2.46 9.64 0.06 2.71

(s.e.) (0.395) (0.598) (0.247) (0.123) (0.271) (0.639) (0.186) (0.243) (0.575) (0.028) (0.273) 10,349
Table 32—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses by

program area, by selected special populations characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnSpecial populations Agri– Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Handicap status3

Handicapped 4.72 10.70 2.92 0.80 2.75 16.76 2.69 4.53 11.62 0.00 2.22

(s.e.) (1.280) (2.493) (1.059) (0.335) (0.777) (2.088) (0.932) (1.144) (1.707) (0.000) (0.583) 661

Not handicapped 2.51 12.09 2.33 0.71 1.74 12.15 1.29 2.32 9.48 0.07 2.74

(s.e.) (0.393) (0.597) (0.245) (0.128) (0.283) (0.660) (0.193) (0.241) (0.591) (0.029) 0.279 9,923

Secondary GPA

3.3 or higher 1.50 11.21 1.16 0.74 0.69 5.60 0.55 0.34 5.10 0.00 3.78

(s.e.) (0.378) (0.961) (0.281) (0.312) (0.206) (0.691) (0.213) (0.166) (0.662) (0.000) (0.547) 2,238

2.6 to less than 3.3 2.81 13.83 2.04 0.57 1.39 9.98 0.83 1.75 8.16 0.06 3.22

(s.e.) (0.738) (0.995) (0.292) (0.141) (0.283) (0.915) (0.308) (0.351) (0.858) (0.030) (0.465) 3,936

1.6 to less than 2.6 3.06 11.06 3.48 0.71 2.51 17.15 2.00 3.98 12.58 0.10 1.95

(s.e.) (0.413) (0.763) (0.617) (0.159) (0.431) (1.023) (0.287) (0.400) (0.915) (0.057) (0.330) 4,928

Less than 1.6 3.57 7.64 5.03 0.61 3.17 17.97 3.19 4.85 12.01 0.00 0.69

(s.e.) (1.006) (1.260) (1.946) (0.261) (1.034) (2.056) (0.872) (1.042) (1.685) (0.000) (0.358) 600
Table 32—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses by

program area, by selected special populations characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnSpecial populations Agri– Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Remedial Carnegie

 units accumulated4

Zero 2.52 12.44 2.46 0.72 1.35 11.32 1.15 2.04 8.98 0.05 2.80

(s.e.) (0.422) (0.645) (0.249) (0.127) (0.225) (0.614) (0.194) (0.225) (0.568) (0.026) (0.286) 9,589

0.01–0.99 1.73 9.53 7.31 0.33 2.41 15.99 0.49 3.18 12.82 0.18 2.29

(s.e.) (0.655) (1.820) (3.960) (0.239) (0.803) (3.504) (0.257) (1.079) (3.296) (0.130) (1.002) 542

1.00–1.99 4.02 11.08 1.92 0.37 4.86 19.18 2.20 5.93 13.33 0.12 2.03

(s.e.) (1.167) (1.469) (0.438) (0.177) (1.456) (2.006) (0.647) (1.067) (1.793) (0.084) (0.670) 972

2.00–2.99 3.76 7.42 3.40 0.72 1.65 23.73 4.24 7.34 15.74 0.00 0.84

(s.e.) (1.515) (2.246) (1.132) (0.392) (0.664) (3.700) (1.316) (1.982) (2.918) (0.000) (0.519) 277

3.00–3.99 6.70 5.51 1.29 0.62 2.74 24.65 7.11 7.10 15.56 0.00 0.49

(s.e.) (2.585) (1.879) (0.764) (0.616) (1.145) (4.979) (3.164) (3.053) (4.325) (0.000) (0.486) 139

4.00 or more 5.85 4.97 2.38 0.56 9.05 20.87 6.16 4.73 10.65 0.00 1.18

(s.e.) (2.245) (2.304) (1.142) (0.399) (2.993) (4.029) (2.533) (1.707) (3.212) (0.000) (0.686) 188

Student parent status

Parent 1.77 17.65 2.72 0.65 7.41 5.18 0.77 1.56 3.08 0.00 0.83

(s.e.) (0.772) (3.327) (1.373) (0.483) (2.911) (1.371) (0.452) (0.817) (0.972) (0.000) (0.612) 242

Nonparent 2.68 11.34 2.67 0.65 1.78 12.51 1.32 2.41 9.72 0.07 2.76

(s.e.) (0.401) (0.571) (0.361) (0.114) (0.281) (0.645) (0.189) (0.230) (0.582) (0.032) (0.272) 10,784

Expecting 4.58 18.52 1.76 1.18 8.15 12.35 3.55 3.12 8.64 0.00 0.00

(s.e.) (2.057) (4.727) (1.035) (0.941) (3.819) (3.238) (1.880) (1.961) (2.766) (0.000) (0.000) 137

First row, first column reads: Of all 1992 public high school graduates, 2.75 percent completed at least one second-level or higher agriculture course.

1

Included in the total are graduates who may be missing data on particular row variables.

2Students with special needs are defined as having one or more of the following: a handicap, limited English proficiency, or a grade-point average

(GPA) of 2.0 or less on a 4-point scale.

3

In this table, handicap status was constructed from teacher and parent responses. An alternative definition of handicap status—based on special

education program participation as indicated by student transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation

in Secondary Vocational Education: 1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education), forthcoming.

4Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math, and social studies. 

NOTE: Trade & industry estimates may sum to greater than the “all” column because students may have participated in more than one trade &

industry program area.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 33—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses by

program area, by selected school characteristics

 Trade & industry 

Marketing Occupational Mechanics Technical UnSchool Agri- Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Total*2.75 11.80 2.71 0.66 1.88 12.93 1.44 2.69 9.87 0.06 2.60

(s.e.) (0.386) (0.559) (0.333) (0.110) (0.269) (0.600) (0.189) (0.239) (0.541) (0.028) (0.260) 11,707

School size

1–500 10.68 16.51 0.90 0.78 1.42 15.88 2.00 2.66 12.84 0.00 2.46

(s.e.) (2.390) (2.048) (0.426) (0.452) (0.718) (2.236) (0.725) (0.700) (2.212) (0.000) (0.615) 1,571

501–1,000 3.27 14.10 1.65 0.49 2.30 14.40 1.61 2.98 11.06 0.03 3.41

(s.e.) (0.710) (1.180) (0.334) (0.201) (0.558) (1.106) (0.311) (0.411) (1.094) (0.029) (0.628) 2,844

1,001–1,500 1.19 9.64 3.57 0.66 1.14 12.43 1.93 2.19 9.24 0.12 2.34

(s.e.) (0.296) (0.913) (0.600) (0.172) (0.244) (1.176) (0.524) (0.441) (1.064) (0.087) (0.405) 2,919

1,501 or more 0.64 10.39 3.31 1.12 2.68 10.41 0.63 2.37 8.21 0.12 2.08

(s.e.) (0.159) (0.844) (0.469) (0.325) (0.749) (0.742) (0.241) (0.348) (0.695) (0.069) (0.439) 2,978

Urbanicity

Urban 0.25 11.17 3.73 0.89 2.22 10.80 1.21 1.60 8.65 0.10 2.38

(s.e.) (0.114) (1.081) (0.725) (0.314) (0.579) (1.126) (0.505) (0.300) (0.991) (0.082) (0.540) 2,377

Suburban 1.25 10.28 3.01 0.53 1.50 12.38 1.07 2.70 9.56 0.03 2.83

(s.e.) (0.396) (0.782) (0.620) (0.136) (0.383) (0.841) (0.213) (0.319) (0.754) (0.020) (0.378) 4,972

Rural 6.10 14.47 1.58 0.72 2.25 14.61 2.04 3.22 10.79 0.09 2.55

(s.e.) (0.974) (1.128) (0.287) (0.195) (0.511) (1.163) (0.351) (0.517) (1.087) (0.061) (0.508) 4,268

Absentee rate

0–5% 5.24 12.26 2.43 0.66 2.38 13.43 1.21 2.44 10.84 0.06 1.72

(s.e.) (1.215) (0.933) (0.413) (0.238) (0.586) (1.179) (0.313) (0.412) (1.123) (0.064) (0.316) 3,538

6–10% 2.10 12.25 2.56 0.93 1.07 13.33 1.68 2.18 10.60 0.11 3.27

(s.e.) (0.396) (0.971) (0.400) (0.220) (0.182) (1.011) (0.390) (0.333) (0.979) (0.057) (0.442) 4,379

11% or more 2.11 13.93 3.14 1.03 2.60 13.53 1.97 4.39 9.74 0.06 2.65

(s.e.) (0.716) (2.173) (0.855) (0.592) (1.419) (1.695) (0.804) (0.986) (1.402) (0.058) (0.796) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 1.93 9.18 2.58 0.40 1.21 13.82 0.78 2.67 11.56 0.06 2.88

(s.e.) (1.028) (0.897) (0.468) (0.177) (0.518) (1.614) (0.277) (0.522) (1.540) (0.041) (0.453) 2,568

6–10% 2.42 13.18 2.43 1.07 1.51 11.47 0.96 2.25 9.19 0.22 3.60

(s.e.) (0.756) (1.474) (0.545) (0.500) (0.351) (1.115) (0.373) (0.588) (0.994) (0.158) (0.980) 1,551

11–20% 3.15 14.26 3.99 0.38 1.41 13.86 1.17 2.38 11.49 0.01 2.16

(s.e.) (0.959) (1.602) (0.823) (0.145) (0.329) (1.224) (0.373) (0.478) (1.148) (0.014) (0.443) 2,146

21% or more 4.50 12.86 1.72 1.06 3.06 12.47 2.51 2.75 8.38 0.08 2.32

(s.e.) (0.837) (1.011) (0.299) (0.287) (0.705) (0.917) (0.542) (0.362) (0.799) (0.063) (0.459) 3,468
Table 33—Percentage of 1992 public high school graduates participating in second-level or higher specific labor market preparation courses by

program area, by selected school characteristics—Continued

 Trade & industry 

Marketing Occupational Mechanics Technical UnSchool Agri- Business & home & Precision Transpor- & comweighted

characteristics culture & office distribution Health economics All Construction repairs production tation munications Ns

Percent of students

 taking remedial reading

0% 4.72 11.72 2.85 0.53 1.19 12.19 0.74 1.53 10.51 0.00 1.86

(s.e.) (1.756) (1.314) (0.666) (0.207) (0.273) (1.863) (0.226) (0.428) (1.845) (0.000) (0.468) 1,713

1–5% 1.91 10.80 2.47 0.57 1.55 12.53 1.00 2.21 10.18 0.03 3.09

(s.e.) (0.580) (0.869) (0.365) (0.187) (0.441) (1.014) (0.220) (0.294) (1.006) (0.025) (0.500) 3,523

6–10% 3.15 15.06 2.26 1.05 1.33 13.43 1.40 3.40 10.47 0.11 2.57

(s.e.) (0.822) (1.488) (0.441) (0.382) (0.325) (1.205) (0.398) (0.674) (1.126) (0.080) (0.506) 2,461

11% or more 3.35 11.47 2.61 0.97 3.61 14.51 3.13 2.92 9.74 0.17 2.86

(s.e.) (0.899) (1.151) (0.603) (0.307) (0.961) (1.315) (0.761) (0.458) (1.176) (0.109) (0.604) 2,231

Percent of students

 in special education

0% 1.15 9.34 1.43 0.00 0.00 11.07 0.00 0.48 10.60 0.00 0.53

(s.e.) (0.655) (4.486) (1.448) (0.000) (0.000) (4.868) (0.000) (0.473) (4.781) (0.000) (0.427) 95

1–5% 3.08 12.81 1.80 0.91 0.93 12.86 1.26 2.27 10.11 0.02 3.28

(s.e.) (1.208) (1.267) (0.376) (0.333) (0.217) (1.422) (0.574) (0.356) (1.329) (0.021) (0.698) 2,452

6–10% 3.67 11.50 3.34 0.55 2.48 14.21 1.63 2.76 11.10 0.18 2.25

(s.e.) (0.764) (0.956) (0.497) (0.165) (0.586) (1.065) (0.331) (0.444) (0.996) (0.085) (0.330) 4,018

11% or more 2.85 13.32 1.63 1.18 1.39 13.66 1.70 2.65 11.20 0.00 2.82

(s.e.) (0.710) (1.355) (0.386) (0.402) (0.331) (1.372) (0.466) (0.489) (1.327) (0.000) (0.497) 2,089

First row, first column reads: Of all 1992 public high school graduates, 2.75 percent completed at least one second-level or higher agriculture course.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Trade & industry estimates may sum to greater than the “all” column because students may have participated in more than one trade &

industry program area.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up

and High School Transcript Files,” 1992.
Table 34—Percentage of 1992 public high school graduates by area of specialization, by selected student

characteristics

Student College Unweighted

characteristics prep1 Vocational1 Other1 Ns

Total232.42 7.78 59.80

(s.e.) (1.080) (0.428) (1.105) 11,707

Sex

Male 29.19 9.69 61.12

(s.e.) (1.342) (0.653) (1.389) 5,760

Female 36.05 5.71 58.24

(s.e.) (1.363) (0.513) (1.363) 5,917

Race–ethnicity

White, non-Hispanic 34.44 7.74 57.82

(s.e.) (1.265) (0.496) (1.322) 8,269

Black, non-Hispanic 26.62 7.73 65.65

(s.e.) (2.328) (1.075) (2.418) 1,023

Hispanic 23.65 6.45 69.90

(s.e.) (2.360) (1.262) (2.380) 1,365

Asian 44.89 7.47 47.63

(s.e.) (3.215) (2.870) (3.110) 855

Native American 11.56 13.16 75.28

(s.e.) (3.162) (5.376) (5.844) 118

Total vocational Carnegie

 units accumulated 

0.00–1.99 58.25 (

3

) 41.75

(s.e.) (1.942) (

3

) (1.942) 3,127

2.00–3.99 38.48 (

3

) 61.52

(s.e.) (1.720) (

3

) (1.720) 3,587

4.00–5.99 19.53 5.26 75.21

(s.e.) (1.307) (0.580) (1.408) 2,565

6.00–7.99 6.70 21.31 71.99

(s.e.) (0.948) (1.544) (1.751) 1,469

8.00 or more 3.41 46.18 50.41

(s.e.) (1.684) (2.483) (2.585) 959

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero 54.56 (

3

) 45.44

(s.e.) (2.002) (

3

) (2.002) 1,598

0.01–0.99 44.69 (

3

) 55.31

(s.e.) (4.037) (

3

) (4.037) 1,131

1.00–1.99 43.45 (

3

) 56.55

(s.e.) (2.206) (

3

) (2.206) 2,639

2.00–2.99 31.60 (

3

) 68.40

(s.e.) (1.957) (

3

) (1.957) 1,998

3.00–3.99 25.95 (

3

) 74.05

(s.e.) (1.782) (

3

) (1.782) 1,475

4.00 or more 9.89 31.05 59.06

(s.e.) (0.993) (1.422) (1.580) 2,866

105
Table 34—Percentage of 1992 public high school graduates by area of specialization, by selected student

characteristics—Continued

Student College Unweighted

characteristics prep1 Vocational1 Other1 Ns

Area of vocational

 program concentration4

None 39.20 (

3

) 60.80

(s.e.) (1.288) (

3

) (1.288) 8,865

Agriculture 6.33 28.24 65.43

(s.e.) (1.711) (4.189) (4.309) 306

Business & office 20.36 20.57 59.08

(s.e.) (2.358) (2.293) (2.672) 898

Marketing & distribution 10.84 43.99 45.17

(s.e.) (2.912) (6.227) (6.318) 159

Health 5.63 30.68 63.69

(s.e.) (2.550) (6.653) (7.139) 79

Occupational home

 economics 3.63 29.66 66.71

(s.e.) (1.262) (4.765) (5.062) 195

Trade & industry 6.10 41.27 52.63

(s.e.) (0.815) (2.295) (2.299) 1,142

Technical &

 communications 38.29 18.21 43.50

(s.e.) (9.212) (5.514) (8.432) 63

First row, first column reads: Of all 1992 public high school graduates, 32.42 percent were classified as

college preparatory.

1

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single

specific labor market preparation program area, with at least 2.00 of those units in a second or later course

in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those

units in algebra or higher; 3.00 or more Carnegie units in science, with 1.00 or more of those units in chemistry

or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students

who are classified as “other” do not meet the criteria for either specialization.

2

Included in the total are graduates who may be missing data on particular row variables.

3Not applicable.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific

labor market preparation program area. If students complete 3.00 or more Carnegie units in more than

one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose

a significant problem.

NOTE: Estimates may not sum to 100 percent due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

106
Table 35—Percentage of 1992 public high school graduates by area of specialization, by selected

special populations characteristics

Special populations College Unweighted

characteristics prep1 Vocational1 Other1 Ns

Total232.42 7.78 59.80

(s.e.) (1.080) (0.428) (1.105) 11,707

Socioeconomic status

Lowest quartile 17.91 10.57 71.52

(s.e.) (1.357) (1.041) (1.660) 2,274

Second quartile 22.67 9.95 67.38

(s.e.) (1.341) (0.801) (1.598) 2,846

Third quartile 35.61 7.29 57.10

(s.e.) (1.777) (0.800) (1.759) 3,011

Highest quartile 53.00 2.58 44.42

(s.e.) (2.155) (0.348) (2.125) 3,063

Special needs status3

Special needs 11.83 10.04 78.13

(s.e.) (1.220) (0.752) (1.333) 2,688

No special needs 40.74 6.51 52.75

(s.e.) (1.334) (0.451) (1.375) 8,137

Limited English

 proficiency status

Limited English proficient 21.82 12.61 65.57

(s.e.) (4.884) (3.837) (4.920) 225

English proficient 34.24 7.14 58.62

(s.e.) (1.123) (0.409) (1.169) 10,349

Handicap status4

Handicapped 18.23 10.69 71.08

(s.e.) (3.670) (1.425) (3.507) 611

Not handicapped 35.47 6.95 57.58

(s.e.) (1.200) (0.415) (1.238) 9,923

Secondary GPA

3.3 or higher 60.86 2.95 36.19

(s.e.) (2.014) (0.446) (2.004) 2,238

2.6 to less than 3.3 41.50 6.55 51.95

(s.e.) (1.714) (0.669) (1.801) 3,936

1.6 to less than 2.6 18.93 10.04 71.03

(s.e.) (1.567) (0.676) (1.555) 4,928

Less than 1.6 3.67 11.28 85.05

(s.e.) (1.096) (1.657) (1.926) 600

Remedial Carnegie

 units accumulated5

Zero 36.76 6.82 56.42

(s.e.) (1.109) (0.451) (1.154) 9,589

0.01–0.99 29.35 6.67 63.98

(s.e.) (7.951) (1.511) (7.460) 542

1.00–1.99 13.23 11.94 74.82

(s.e.) (2.554) (1.646) (2.645) 972

2.00–2.99 4.87 14.35 80.78

(s.e.) (1.700) (2.818) (3.321) 277

3.00–3.99 2.96 14.26 82.78

(s.e.) (1.849) (3.740) (4.498) 139

4.00 or more 1.10 20.14 78.75

(s.e.) (0.794) (3.977) (4.029) 188

107
Table 35—Percentage of 1992 public high school graduates by area of specialization, by selected

special populations characteristics—Continued

Special populations College Unweighted

characteristics prep1 Vocational1 Other1 Ns

Student parent status

Parent 8.96 7.26 83.77

(s.e.) (2.394) (1.938) (3.147) 242

Nonparent 34.62 7.29 58.09

(s.e.) (1.146) (0.425) (1.164) 10,784

Expecting 8.15 12.82 79.03

(s.e.) (2.519) (4.378) (4.768) 137

First row, first column reads: Of all 1992 public high school graduates, 32.42 percent were classified

as college preparatory.

1

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units

in a single specific labor market preparation program area, with at least 2.00 of those units in a

second or later course in the sequence. Students who meet the following criteria are defined as

college preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie

units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie

units in a single foreign language. Students who meet both the vocational specialist and college

preparatory criteria are included in the vocational specialist group. Students who are classified

as “other” do not meet the criteria for either specialization.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students with special needs are defined as having one or more of the following: a handicap, limited

English proficiency, or a grade-point average (GPA) of 2.0 or less on a 4-point scale.

4

In this table, handicap status was constructed from teacher and parent responses. An alternative

definition of handicap status—based on special education program participation as indicated by

student transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation

in Secondary Vocational Education: 1982–92 (Washington, D.C.: National Center for Education

Statistics, U.S. Department of Education), forthcoming.

5Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English,

math, and social studies. 

NOTE: Estimates may not sum to 100 percent due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

108
Table 36—Percentage of 1992 public high school graduates by area of specialization, by selected 

school characteristics

School College

Unweighted

characteristics prep1 Vocational1 Other1 Ns

Total232.42 7.78 59.80

(s.e.) (1.080) (0.428) (1.105) 11,707

School size

1–500 22.09 7.46 70.45

(s.e.) (2.198) (1.133) (2.493) 1,571

501–1,000 32.51 9.72 57.77

(s.e.) (2.147) (0.945) (2.175) 2,844

1,001–1,500 36.90 7.88 55.21

(s.e.) (1.662) (0.837) (1.699) 2,919

1,501 or more 37.18 5.77 57.04

(s.e.) (1.989) (0.580) (2.020) 2,978

Urbanicity

Urban 31.77 7.52 60.72

(s.e.) (1.815) (1.042) (1.847) 2,377

Suburban 37.27 6.49 56.24

(s.e.) (1.851) (0.623) (1.865) 4,972

Rural 27.83 9.35 62.82

(s.e.) (1.647) (0.704) (1.859) 4,268

Absentee rate

0–5% 31.85 6.32 61.84

(s.e.) (1.698) (0.636) (1.762) 3,538

6–10% 38.37 8.17 53.47

(s.e.) (1.618) (0.648) (1.617) 4,379

11% or more 29.30 10.21 60.49

(s.e.) (3.433) (2.081) (3.820) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 41.58 4.44 53.98

(s.e.) (2.202) (0.598) (2.224) 2,568

6–10% 38.58 7.97 53.45

(s.e.) (2.242) (0.943) (2.287) 1,551

11–20% 31.13 9.02 59.85

(s.e.) (1.847) (1.160) (1.978) 2,146

21% or more 26.73 9.53 63.75

(s.e.) (1.761) (0.768) (1.850) 3,468

Percent of students

 taking remedial reading

0% 30.28 6.79 62.93

(s.e.) (2.405) (1.090) (2.661) 1,713

1–5% 36.89 6.50 56.62

(s.e.) (1.845) (0.650) (1.839) 3,523

6–10% 34.22 7.93 57.85

(s.e.) (1.910) (0.867) (1.995) 2,461

11% or more 30.34 10.29 59.37

(s.e.) (2.224) (1.105) (2.261) 2,231

109
Table 36—Percentage of 1992 public high school graduates by area of specialization, by selected 

school characteristics—Continued

School College

Unweighted

characteristics prep1 Vocational1 Other1 Ns

Percent of students

 in special education

0% 31.15 6.14 62.71

(s.e.) (8.261) (3.628) (10.052) 95

1–5% 36.45 7.46 56.09

(s.e.) (2.163) (1.044) (2.281) 2,452

6–10% 33.80 7.62 58.58

(s.e.) (1.648) (0.644) (1.688) 4,018

11% or more 34.76 8.10 57.14

(s.e.) (2.341) (0.913) (2.308) 2,089

First row, first column reads: Of all 1992 public high school graduates, 32.42 percent were classified

as college preparatory.

1

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units

in a single specific labor market preparation program area, with at least 2.00 of those units in a

second or later course in the sequence. Students who meet the following criteria are defined as

college preparatory: completing 4.00 or more Carnegie units in English; 3.00 or more Carnegie

units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie

units in a single foreign language. Students who meet both the vocational specialist and the college

preparatory criteria are included in the vocational specialist group. Students who are classified

as “other” do not meet the criteria for either specialization.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

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

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.

110
Table 37—Percentage of 1992 public high school graduates completing three or more courses in a specific labor market preparation program by

program area, by selected student characteristics

 Trade & industry1 

Marketing Occupational Mechanics Technical UnStudent Total Agri- Business & home & PrecisionTranspor- & com-weighted

characteristicsconcentrators2culture & office distribution Health economics All Construction repairs production tation munications Ns

Total324.36 2.53 7.72 1.52 0.64 2.10 10.25 1.27 2.03 5.40 0.02 0.61 

(s.e.) (0.778) (0.280) (0.431) (0.205) (0.097) (0.276) (0.487) (0.178) (0.230) (0.360) (0.012) (0.108)11,707

Sex

Male 28.13 4.11 3.58 1.42 0.09 0.84 18.56 2.32 3.94 9.31 0.03 0.91 

(s.e.) (1.164) (0.508) (0.438) (0.261) (0.040) (0.244) (0.909) (0.306) (0.457) (0.628) (0.018) (0.180) 5,760

Female 20.32 0.81 11.86 1.65 1.12 3.23 1.88 0.20 0.04 1.51 0.01 0.33 

(s.e.) (0.960) (0.158) (0.704) (0.299) (0.163) (0.424) (0.406) (0.182) (0.024) (0.359) (0.010) (0.102) 5,917

Race–ethnicity

White,

 non-Hispanic24.12 2.95 7.65 1.58 0.56 1.54 10.30 1.31 2.09 5.46 0.03 0.63

(s.e.) (0.917) (0.343) (0.508) (0.263) (0.087) (0.276) (0.566) (0.212) (0.285) (0.421) (0.017) (0.133) 8,269

Black,

 non-Hispanic24.25 1.03 8.32 2.03 0.59 5.32 6.96 1.45 0.99 3.64 0.00 0.48

(s.e.) (2.088) (0.382) (1.043) (0.544) (0.219) (1.319) (0.956) (0.407) (0.332) (0.726) (0.000) (0.268) 1,023

Hispanic 24.13 0.97 9.16 1.11 0.63 2.80 9.32 0.87 1.25 4.28 0.00 0.96

(s.e.) (2.050) (0.252) (1.445) (0.267) (0.258) (0.983) (1.415) (0.380) (0.363) (0.801) (0.000) (0.361) 1,365

Asian 21.13 0.38 6.98 0.61 1.34 0.09 11.95 0.52 1.71 8.09 0.00 0.11

(s.e.) (3.745) (0.270) (2.576) (0.300) (0.863) (0.066) (3.255) (0.311) (0.665) (2.896) (0.000) (0.080) 855

Native

 American 35.73 3.66 2.22 0.93 0.47 4.56 25.56 0.93 7.43 14.18 0.00 0.00

(s.e.) (5.350) (2.214) (1.261) (0.941) (0.479) (2.459) (4.715) (0.941) (2.997) (4.355) (0.000) (0.000) 118

Total vocational

 Carnegie units

 accumulated

0.00–1.99 (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) 3,127

(s.e.) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

)

2.00–3.99 4.24 0.14 1.63 0.22 0.07 0.23 1.77 0.12 0.16 1.19 0.00 0.17

(s.e.) (0.437) (0.069) (0.268) (0.067) (0.035) (0.149) (0.262) (0.065) (0.065) (0.215) (0.000) (0.076) 3,587

4.00–5.99 34.59 2.54 12.23 2.42 0.82 2.20 13.16 0.56 1.61 6.95 0.07 1.22

(s.e.) (1.711) (0.420) (1.019) (0.583) (0.221) (0.729) (1.047) (0.170) (0.350) (0.772) (0.051) (0.356) 2,565

6.00–7.99 64.86 6.21 20.61 5.03 1.57 6.08 26.21 2.88 5.26 14.81 0.00 1.24

(s.e.) (1.753) (1.156) (1.574) (1.014) (0.366) (1.066) (1.816) (0.582) (0.772) (1.606) (0.000) (0.369) 1,469

8.00 or more 84.55 13.41 22.36 3.35 2.75 9.18 40.92 8.73 11.29 19.06 0.05 1.50

(s.e.) (1.746) (1.741) (2.189) (0.586) (0.667) (1.550) (2.553) (1.497) (1.694) (1.980) (0.047) (0.466) 959
Table 37—Percentage of 1992 public high school graduates completing three or more courses in a specific labor market preparation program by program

area, by selected student characteristics—Continued

 Trade & industry1

 

Marketing Occupational Mechanics Technical UnStudent Total Agri- Business & home & Precision Transpor- & com-weighted

characteristics concentrators2culture & office distribution Health economics All Construction repairs production tation munications Ns

Total specific labor

 market preparation

 Carnegie units

 accumulated

Zero (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

)

(s.e.) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) 1,598

0.01–0.99 (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

)

(s.e.) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) 1,131

1.00–1.99 (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

)

(s.e.) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) 2,639

2.00–2.99 (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

)

(s.e.) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) (

4

) 1,998

3.00–3.99 36.25 1.32 16.63 2.53 1.08 2.28 11.87 0.50 0.94 7.04 0.04 0.55

(s.e.) (2.007) (0.394) (1.332) (0.936) (0.378) (0.568) (1.296) (0.203) (0.268) (1.161) (0.041) (0.206) 1,475

4.00 or more 79.59 9.46 22.72 4.85 2.02 7.29 35.15 4.82 7.65 18.11 0.06 2.16

(s.e.) (1.360) (1.034) (1.267) (0.624) (0.337) (0.942) (1.513) (0.676) (0.855) (1.203) (0.034) (0.403) 2,866

Area of specialization5

College prep 8.54 0.45 4.80 0.44 0.13 0.23 1.88 0.00 0.10 1.35 0.00 0.66

(s.e.) (0.755) (0.134) (0.629) (0.123) (0.055) (0.077) (0.254) (0.000) (0.046) (0.220) (0.000) (0.239) 3,951

Vocational (

4

) 9.77 20.71 8.99 2.47 7.71 54.31 10.02 15.38 28.39 0.13 1.81

(s.e.) (

4

) (1.555) (2.179) (1.558) (0.576) (1.134) (2.569) (1.697) (1.885) (2.386) (0.092) (0.519) 902

Other 23.11 2.72 7.62 1.14 0.67 2.39 9.07 0.82 1.34 4.60 0.02 0.42

(s.e.) (0.933) (0.361) (0.519) (0.244) (0.141) (0.419) (0.548) (0.145) (0.218) (0.424) (0.016) (0.091) 6,854

First row, first column reads: Of all 1992 public high school graduates, 24.36 percent were vocational concentrators, completing three or more courses in a single

specific labor market preparation program area.

1The construction, mechanics and repairs, precision production, and transportation columns include graduates who completed three or more courses in these specific

program areas. The “all” column includes graduates who completed any three or more trade & industry courses, regardless of specific program area.

2Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. The specific

program area columns may sum to more than the “total concentrators” column because some students completed 3.00 or more Carnegie units in more than one

specific labor market preparation program area.

3

Included in the total are graduates who may be missing data on particular row variables.

4Not applicable.

5

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 38—Percentage of 1992 public high school graduates completing three or more courses in a specific labor market preparation program by program area,

by selected special populations characteristics

 Trade & industry1 

Marketing Occupational Mechanics Technical UnSpecial populationsTotal Agri- Business & home & Precision Transpor- & com- weighted

characteristics concentrators2culture & office distribution Health economics All Construction repairs production tation munications Ns

Total324.36 2.53 7.72 1.52 0.64 2.10 10.25 1.27 2.03 5.40 0.02 0.61 

(s.e.) (0.778) (0.280) (0.431) (0.205) (0.097) (0.276) (0.487) (0.178) (0.230) (0.360) (0.012) (0.108) 11,707

Socioeconomic status

Lowest quartile33.55 3.78 10.66 2.04 0.87 3.78 13.17 2.25 2.90 6.21 0.03 0.47

(s.e.) (1.724) (0.552) (1.084) (0.684) (0.212) (0.662) (1.126) (0.399) (0.643) (0.747) (0.027) (0.146) 2,274

Second quartile30.00 3.32 9.38 1.21 0.70 2.32 13.32 1.79 2.42 7.15 0.06 0.76

(s.e.) (1.529) (0.491) (0.857) (0.247) (0.161) (0.564) (1.037) (0.483) (0.379) (0.835) (0.037) (0.187) 2,846

Third quartile 21.82 2.34 7.58 1.91 0.45 1.69 8.97 0.63 1.37 5.32 0.00 0.27

(s.e.) (1.202) (0.404) (0.696) (0.479) (0.137) (0.385) (0.885) (0.155) (0.224) (0.730) (0.000) (0.109) 3,011

Highest quartile11.59 0.91 4.32 0.95 0.19 0.40 4.44 0.36 0.71 2.61 0.00 0.62

(s.e.) (0.893) (0.177) (0.577) (0.221) (0.075) (0.128) (0.469) (0.126) (0.175) (0.339) (0.000) (0.210) 3,063

Special needs status4

Special needs 32.59 3.06 7.14 2.41 0.82 3.33 16.62 2.41 3.64 7.67 0.04 0.74 

(s.e.) (1.578) (0.491) (0.865) (0.565) (0.164) (0.539) (1.115) (0.386) (0.519) (0.800) (0.042) (0.264) 2,688

No special needs20.61 2.21 7.94 1.16 0.48 1.33 7.64 0.88 1.32 4.45 0.01 0.55

(s.e.) (0.820) (0.290) (0.493) (0.152) (0.095) (0.258) (0.483) (0.182) (0.209) (0.383) (0.006) (0.110) 8,137

Limited English

proficiency status

Limited English

 proficient 33.70 4.74 8.45 0.35 0.18 3.30 12.75 1.49 3.02 5.78 0.00 5.87

(s.e.) (4.909) (2.074) (2.394) (0.252) (0.185) (1.648) (3.263) (1.286) (1.986) (2.004) (0.000) (3.832) 225

English

 proficient 23.20 2.45 7.73 1.45 0.58 1.68 9.69 1.17 1.82 5.27 0.02 0.55

(s.e.) (0.796) (0.288) (0.458) (0.203) (0.085) (0.228) (0.493) (0.169) (0.235) (0.380) (0.012) (0.097) 10,349

Handicap status5

Handicapped 37.06 4.69 9.05 1.40 0.60 2.98 20.45 3.00 4.54 10.82 0.00 0.11

(s.e.) (3.265) (1.216) (2.547) (0.586) (0.269) (0.811) (2.673) (1.012) (0.927) (2.472) (0.000) (0.108) 611

Not handicapped22.49 2.37 7.65 1.43 0.57 1.63 9.02 1.08 1.63 4.91 0.02 0.67

(s.e.) (0.803) (0.278) (0.456) (0.208) (0.087) (0.235) (0.480) (0.167) (0.238) (0.356) (0.013) (0.125) 9,923

Secondary GPA

3.3 or higher 12.97 1.65 6.52 0.63 0.33 0.18 3.20 0.42 0.48 1.99 0.00 0.76

(s.e.) (0.959) (0.376) (0.696) (0.200) (0.139) (0.097) (0.468) (0.193) (0.195) (0.358) (0.000) (0.270) 2,238

2.6 to less 

than 3.3 19.84 2.23 7.79 1.13 0.50 1.86 6.73 0.80 0.89 4.07 0.03 0.47

(s.e.) (1.122) (0.351) (0.632) (0.221) (0.179) (0.498) (0.632) (0.304) (0.204) (0.504) (0.022) (0.129) 3,936

1.6 to less 

than 2.6 30.62 3.08 8.12 1.88 0.87 2.76 14.61 1.72 3.36 7.26 0.02 0.69

(s.e.) (1.191) (0.367) (0.650) (0.316) (0.155) (0.396) (0.841) (0.242) (0.414) (0.607) (0.022) (0.166) 4,928

Less than 1.6 34.83 2.60 7.90 3.52 0.54 3.97 17.07 2.85 2.77 8.42 0.00 0.33

(s.e.) (3.240) (0.895) (2.053) (1.855) (0.233) (1.298) (2.323) (0.782) (0.752) (2.066) (0.000) (0.277) 600
Table 38—Percentage of 1992 public high school graduates completing three or more courses in a specific labor market preparation program by program area,

by selected special populations characteristics—Continued

 Trade & industry1 

Marketing Occupational Mechanics Technical UnSpecial populationsTotal Agri- Business & home & Precision Transpor- & com- weighted

characteristics concentrators2culture & office distribution Health economics All Construction repairs production tation munications Ns

Remedial Carnegie

 units accumulated6

Zero 22.25 2.19 8.29 1.48 0.56 1.47 8.43 0.92 1.58 4.71 0.02 0.66

(s.e.) (0.801) (0.278) (0.516) (0.194) (0.091) (0.254) (0.474) (0.172) (0.203) (0.359) (0.011) (0.125) 9,589

0.01–0.99 23.81 1.38 5.54 2.75 0.90 4.35 9.40 0.91 2.82 4.60 0.00 0.27

(s.e.) (3.806) (0.587) (1.328) (1.898) (0.392) (1.561) (1.762) (0.389) (1.109) (0.929) (0.000) (0.147) 542

1.00–1.99 34.00 4.34 6.61 1.39 0.51 3.51 18.02 1.77 3.31 9.45 0.06 0.65

(s.e.) (2.507) (1.107) (1.096) (0.369) (0.201) (0.641) (2.130) (0.450) (0.828) (1.907) (0.056) (0.356) 972

2.00–2.99 34.60 5.49 4.09 0.87 1.10 3.16 21.54 3.86 4.52 10.16 0.00 0.50

(s.e.) (4.593) (1.794) (1.332) (0.417) (0.513) (1.481) (3.389) (1.243) (1.653) (2.324) (0.000) (0.495) 277

3.00–3.99 38.51 5.61 3.49 0.00 1.49 6.15 25.81 4.91 7.11 7.93 0.00 0.00

(s.e.) (5.497) (2.390) (1.490) (0.000) (1.487) (3.508) (4.923) (2.399) (2.989) (2.543) (0.000) (0.000) 139

4.00 or more 49.52 6.58 3.04 2.19 2.62 11.56 30.16 9.29 6.35 10.90 0.00 0.00

(s.e.) (4.908) (2.495) (1.300) (1.179) (1.838) (3.449) (4.852) (3.072) (2.048) (3.426) (0.000) (0.000) 188

Student parent status

Parent 29.54 1.25 10.62 1.45 1.92 9.59 4.72 1.05 0.92 1.39 0.00 0.26

(s.e.) (5.189) (0.647) (2.331) (1.193) (0.823) (4.394) (1.344) (0.648) (0.698) (0.603) (0.000) (0.258) 242

Nonparent 23.23 2.51 7.61 1.49 0.49 1.67 9.85 1.22 1.79 5.34 0.02 0.55

(s.e.) (0.790) (0.287) (0.439) (0.219) (0.071) (0.245) (0.511) (0.181) (0.217) (0.384) (0.014) (0.099) 10,784

Expecting 32.88 3.48 9.84 1.76 1.59 4.27 14.57 2.13 2.65 5.27 0.00 0.00

(s.e.) (5.521) (1.821) (4.277) (1.035) (1.135) (2.262) (3.493) (1.118) (1.434) (2.139) (0.000) (0.000) 137

First row, first column reads: Of all 1992 public high school graduates, 24.36 percent were vocational concentrators, completing three or more courses in a single

specific labor market preparation program area.

1The construction, mechanics and repairs, precision production, and transportation columns include graduates who completed three or more courses in these specific

program areas. The “all” column includes graduates who completed any three or more trade & industry courses, regardless of specific program area.

2Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. The specific

program area columns may sum to more than the “total concentrators” column because some students completed 3.00 or more Carnegie units in more than one

specific labor market preparation program area.

3

Included in the total are graduates who may be missing data on particular row variables.

4

Students with special needs are defined as having one or more of the following: a handicap, limited English proficiency, or a grade-point average (GPA) of

2.0 or less on a 4-point scale.

5

In this table, handicap status was constructed from teacher and parent responses. An alternative definition of handicap status—based on special education program

participation as indicated by student transcript data—is included in John Tuma and Shelley K. Burns, Trends in Participation in Secondary V ocational Education:

1982–92 (Washington, D.C.: National Center for Education Statistics, U.S. Department of Education), forthcoming.

6Remedial Carnegie units accumulated is defined as the sum of units completed in remedial English, math, and social studies. 

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 39—Percentage of 1992 public high school graduates completing three or more courses in a specific labor market preparation program by program area,

by selected school characteristics

 Trade & industry1 

Marketing Occupational Mechanics Technical UnSchool Total Agri- Business & home & Precision Transpor- & com-weighted

characteristics concentrators2culture & office distribution Health economics All Construction repairs production tation munications Ns

Total324.36 2.53 7.72 1.52 0.64 2.10 10.25 1.27 2.03 5.40 0.02 0.61

(s.e.) (0.778) (0.280) (0.431) (0.205) (0.097) (0.276) (0.487) (0.178) (0.230) (0.360) (0.012) (0.108) 11,707

School size

1–500 30.79 8.68 9.18 0.31 0.54 1.15 12.28 1.57 2.92 5.50 0.00 0.58

(s.e.) (2.338) (1.348) (1.235) (0.124) (0.256) (0.281) (1.634) (0.596) (0.911) (1.264) (0.000) (0.339) 1,571

501–1,000 26.28 3.24 9.51 1.20 0.47 1.89 10.48 1.47 2.29 5.80 0.04 0.46

(s.e.) (1.422) (0.718) (0.920) (0.356) (0.158) (0.418) (0.787) (0.270) (0.369) (0.621) (0.044) (0.165) 2,844

1,001–1,500 23.16 1.36 7.23 1.98 0.75 2.26 10.09 1.38 1.56 5.63 0.03 0.66

(s.e.) (1.408) (0.265) (0.773) (0.488) (0.176) (0.593) (0.878) (0.459) (0.272) (0.651) (0.026) (0.203) 2,919

1,501 or more 21.04 0.61 6.64 1.79 0.87 2.52 8.32 0.55 1.51 4.05 0.02 0.76

(s.e.) (1.333) (0.146) (0.683) (0.274) (0.233) (0.640) (0.781) (0.174) (0.304) (0.459) (0.018) (0.268) 2,978

Urbanicity

Urban 21.43 0.26 7.75 2.20 0.54 1.64 8.37 0.84 0.92 4.72 0.02 1.01

(s.e.) (1.489) (0.084) (0.969) (0.592) (0.196) (0.330) (1.079) (0.454) (0.198) (0.816) (0.018) (0.302) 2,377

Suburban 20.93 1.25 6.49 1.52 0.63 2.31 9.09 1.09 1.76 4.95 0.02 0.55

(s.e.) (1.170) (0.284) (0.574) (0.299) (0.129) (0.503) (0.619) (0.212) (0.253) (0.463) (0.022) (0.150) 4,972

Rural 30.23 5.49 9.60 1.00 0.64 2.00 12.58 1.76 2.96 6.23 0.02 0.38

(s.e.) (1.272) (0.675) (0.829) (0.213) (0.143) (0.432) (0.927) (0.333) (0.547) (0.712) (0.018) (0.147) 4,268

Absentee rate

0–5% 25.22 4.98 7.83 1.61 0.51 1.76 9.82 0.97 1.58 5.34 0.00 0.33

(s.e.) (1.406) (0.802) (0.739) (0.345) (0.160) (0.285) (0.763) (0.249) (0.270) (0.574) (0.000) (0.150) 3,538

6–10% 23.34 1.73 7.83 1.54 0.81 1.87 9.80 1.44 1.72 5.50 0.05 0.66

(s.e.) (1.110) (0.299) (0.621) (0.333) (0.152) (0.434) (0.767) (0.344) (0.350) (0.609) (0.034) (0.158) 4,379

11% or more 29.75 2.12 10.92 1.37 0.94 0.95 12.82 0.83 3.62 4.75 0.06 1.23

(s.e.) (2.922) (0.633) (1.861) (0.523) (0.557) (0.398) (1.885) (0.439) (0.914) (0.910) (0.058) (0.735) 833

Percent of students

 receiving free or

 reduced-price lunch

0–5% 18.71 1.40 5.57 1.67 0.32 1.89 8.01 0.72 1.94 4.10 0.05 0.58

(s.e.) (1.445) (0.358) (0.694) (0.381) (0.114) (0.621) (0.788) (0.190) (0.348) (0.596) (0.046) (0.258) 2,568

6–10% 24.12 2.49 9.49 0.62 0.81 2.15 9.24 0.91 1.40 5.30 0.05 0.18

(s.e.) (1.606) (0.662) (1.207) (0.238) (0.263) (0.453) (0.831) (0.300) (0.338) (0.684) (0.053) (0.094) 1,551

11–20% 24.74 3.62 7.47 2.56 0.46 1.21 10.56 1.16 1.45 6.58 0.00 0.49

(s.e.) (1.451) (0.961) (0.819) (0.684) (0.142) (0.268) (1.131) (0.364) (0.383) (0.933) (0.000) (0.210) 2,146

21% or more 28.54 3.72 8.93 0.99 0.93 2.68 11.46 1.77 2.54 5.13 0.02 0.92

(s.e.) (1.418) (0.635) (0.789) (0.212) (0.234) (0.604) (0.904) (0.464) (0.463) (0.550) (0.015) (0.230) 3,468
Table 39—Percentage of 1992 public high school graduates completing three or more courses in a specific labor market preparation program by program area,

by selected school characteristics—Continued

 Trade & industry1 

Marketing Occupational Mechanics Technical UnSchool Total Agri- Business & home & Precision Transpor- & com- weighted

characteristics concentrators2culture & office distribution Health economics All Construction repairs production tation munications Ns

Percent of students

 taking remedial

 reading

0% 22.42 3.77 7.22 1.78 0.66 1.83 8.29 0.97 1.40 4.81 0.08 0.16

(s.e.) (1.755) (0.754) (1.133) (0.540) (0.248) (0.522) (0.951) (0.253) (0.411) (0.784) (0.076) (0.098) 1,713

1–5% 20.73 1.57 6.86 1.28 0.59 1.25 9.22 0.90 1.61 5.62 0.00 0.58

(s.e.) (1.136) (0.383) (0.621) (0.239) (0.151) (0.241) (0.649) (0.202) (0.262) (0.536) (0.000) (0.164) 3,523

6–10% 26.38 3.61 9.57 1.13 0.64 1.73 9.97 1.46 2.08 4.87 0.00 0.61

(s.e.) (1.558) (0.843) (1.057) (0.293) (0.184) (0.379) (1.096) (0.366) (0.600) (0.844) (0.000) (0.288) 2,461

11% or more 30.02 2.78 8.48 1.71 0.81 3.64 13.41 1.84 2.77 5.91 0.05 0.93

(s.e.) (1.737) (0.732) (0.874) (0.554) (0.267) (0.942) (1.195) (0.609) (0.412) (0.825) (0.038) (0.291) 2,231

Percent of students

 in special education

0% 15.47 0.26 8.73 0.00 0.00 0.00 6.00 0.00 0.48 5.52 0.00 0.48

(s.e.) (5.700) (0.265) (3.940) (0.000) (0.000) (0.000) (3.602) (0.000) (0.473) (3.498) (0.000) (0.486) 95

1–5% 23.71 2.13 8.53 1.11 0.67 1.60 10.04 1.45 1.57 5.23 0.02 0.64

(s.e.) (1.687) (0.432) (0.998) (0.377) (0.228) (0.461) (1.020) (0.573) (0.315) (0.632) (0.021) (0.287) 2,452

6–10% 24.40 3.32 7.11 2.01 0.65 1.64 10.52 1.09 2.29 5.58 0.05 0.80

(s.e.) (1.064) (0.646) (0.562) (0.387) (0.158) (0.229) (0.741) (0.233) (0.430) (0.571) (0.039) (0.205) 4,018

11% or more 26.25 3.02 8.69 0.93 0.86 2.49 10.50 1.11 1.66 5.67 0.00 0.19

(s.e.) (1.769) (0.624) (1.002) (0.271) (0.242) (0.803) (1.114) (0.292) (0.317) (0.958) (0.000) (0.081) 2,089

First row, first column reads: Of all 1992 public high school graduates, 24.36 percent were vocational concentrators, completing three or more courses in a single

specific labor market preparation program area.

1The construction, mechanics and repairs, precision production, and transportation columns include graduates who completed three or more courses in these specific

program areas. The “all” column includes graduates who completed any three or more trade & industry courses, regardless of specific program area.

2Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. The specific

program area columns may sum to more than the “total concentrators” column because some students completed 3.00 or more Carnegie units in more than one

specific labor market preparation program area.

3

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 40—Percentage of 1992 public high school graduates meeting the New Basics standards,1

 by number of Carnegie

units accumulated in vocational education and areas of specialization and vocational concentration

3 years 0.5 years UnParticipation in 4 years 3 years 3 years social computer All weighted

vocational education English math science studies science standards2 Ns

Total383.19 72.82 55.95 87.41 37.13 17.23

(s.e.) (0.843) (0.965) (1.146) (0.797) (1.149) (0.873) 11,707

Total vocational Carnegie

 units accumulated

0.00–1.99 86.91 88.04 78.79 91.50 29.35 19.38

(s.e.) (1.053) (1.257) (1.703) (1.060) (2.179) (2.016) 3,127

2.00–3.99 86.79 81.38 62.52 90.42 39.85 22.27

(s.e.) (0.977) (1.465) (2.052) (0.979) (1.764) (1.332) 3,587

4.00–5.99 81.44 65.65 46.13 85.40 43.42 16.37

(s.e.) (1.539) (1.903) (1.860) (1.573) (1.843) (1.209) 2,565

6.00–7.99 77.66 54.29 32.12 83.35 37.28 8.76

(s.e.) (1.911) (2.243) (1.881) (1.639) (1.929) (1.151) 1,469

8.00 or more 71.72 41.79 23.36 75.47 34.43 7.31

(s.e.) (2.461) (2.639) (2.893) (2.405) (2.857) (2.245) 959

Area of specialization4

College prep 100.00 98.57 100.00 92.96 43.17 39.68

(s.e.) (0.000) (0.362) (0.000) (0.926) (1.893) (1.889) 3,951

Vocational 77.15 51.83 28.01 80.03 27.83 7.93

(s.e.) (2.258) (2.776) (2.817) (2.177) (2.479) (1.993) 902

Other 74.87 61.60 35.70 85.37 35.07 6.27

(s.e.) (1.233) (1.320) (1.199) (1.021) (1.337) (0.484) 6,854

Area of vocational

 program concentration5

None 84.72 78.27 62.55 89.10 36.99 19.08

(s.e.) (0.850) (1.020) (1.302) (0.798) (1.275) (0.993) 8,865

Agriculture 78.82 50.82 34.58 73.42 25.06 4.60

(s.e.) (3.631) (4.188) (4.097) (4.157) (4.343) (1.665) 306

Business & office 80.84 65.59 47.67 85.62 62.60 22.52

(s.e.) (2.368) (2.634) (2.783) (1.766) (2.715) (2.763) 898

Marketing & 

 distribution 86.59 59.42 32.28 87.66 20.27 5.97

(s.e.) (3.038) (6.509) (4.800) (3.222) (4.166) (2.042) 159

Health 73.99 47.78 29.26 79.92 25.49 6.57

(s.e.) (5.802) (7.411) (6.097) (5.065) (5.764) (3.004) 79

Occupational home

 economics 74.11 40.55 16.08 86.87 16.61 1.22

(s.e.) (5.173) (6.161) (4.954) (3.326) (3.021) (0.601) 195

Trade & industry 76.16 51.63 29.28 79.34 26.56 6.51

(s.e.) (1.937) (2.345) (2.472) (2.159) (2.349) (1.426) 1,142

Technical &

communications 86.35 77.45 65.87 94.10 72.03 32.92

(s.e.) (4.675) (6.269) (7.710) (3.196) (8.060) (8.922) 63

First row, first column reads: Of all 1992 public high school graduates, 83.19 percent completed the New Basics

standard of 4 years of English.

1National Commission on Excellence in Education, A Nation A t Risk (Cambridge, MA: USA Research, 1984). 

2The table includes all standards recommended by A Nation at Risk for high school graduates who are not college

bound.

3

Included in the total are graduates who may be missing data on particular row variables.

4

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific

labor market preparation program area, with at least 2.00 of those units in a second or later course in the sequence.

Students who meet the following criteria are defined as college preparatory: completing 4.00 or more Carnegie units in

English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more

Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in

a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are included

in the vocational specialist group. Students who are classified as “other” do not meet the criteria for either specialization.

5Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor

market preparation program area. If students complete 3.00 or more Carnegie units in more than one specific labor

market preparation program area, they are assigned to the area in which they completed the most credits. The number

of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates sum to greater than 100 percent because students generally satisfied more than one of the New

Basics standards; however, only 17.23 percent of students satisfied all of the standards included in the table.

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

Study, “Second Follow-Up and High School Transcript Files,” 1992.

117
Table 41—Average number of Carnegie units accumulated in academic subjects by 1992 public high school graduates, by number of Carnegie units

accumulated in vocational education and by sex and race–ethnicity

AP or Algebra 1 Chemistry

All honors All or All or Social Fine Foreign UnTotal vocational English English math higher science physics studies arts language 

weighted

Carnegie units accumulated Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1

Ns

Total24.18 0.14 3.38 2.41 2.88 0.85 3.58 1.62 1.67

(s.e.) (0.018) (0.008) (0.021) (0.030) (0.027) (0.019) (0.023) (0.034) (0.034) 11,707

All graduates

0.00–1.99 4.30 100.0 0.27 100.0 3.78 100.0 3.22 100.0 3.41 100.0 1.37 100.0 3.76 100.0 2.28 100.0 2.63 100.0

(s.e.) (0.024) (0.017) (0.039) (0.039) (0.035) (0.029) (0.034) (0.067) (0.058) 3,127

2.00–3.99 4.25 98.8 0.15 55.6 3.57 94.4 2.68 83.2 3.00 88.0 0.97 70.8 3.70 98.4 1.80 78.9 1.88 71.5

(s.e.) (0.030) (0.013) (0.049) (0.049) (0.046) (0.034) (0.043) (0.072) (0.048) 3,587

4.00–5.99 4.16 96.7 0.09 33.3 3.21 84.9 2.08 64.6 2.67 78.3 0.60 43.8 3.51 93.4 1.28 56.1 1.24 47.1

(s.e.) (0.036) (0.015) (0.046) (0.046) (0.037) (0.027) (0.035) (0.046) (0.046) 2,565

6.00–7.99 4.02 93.5 0.03 11.1 2.92 77.2 1.52 47.2 2.32 68.0 0.35 25.5 3.31 88.0 1.01 44.3 0.75 28.5

(s.e.) (0.034) (0.006) (0.050) (0.050) (0.036) (0.023) (0.032) (0.048) (0.037) 1,469

8.00 or more 3.85 89.5 0.03 11.1 2.62 69.3 1.11 34.5 2.14 62.8 0.21 15.3 3.14 83.5 0.71 31.1 0.44 16.7

(s.e.) (0.041) (0.011) (0.067) (0.067) (0.046) (0.031) (0.051) (0.043) (0.046) 959

Sex

Male

0.00–1.99 4.23 100.0 0.25 100.0 3.80 100.0 3.16 100.0 3.48 100.0 1.46 100.0 3.72 100.0 2.05 100.0 2.36 100.0

(s.e.) (0.035) (0.029) (0.033) (0.051) (0.045) (0.041) (0.039) (0.074) (0.049) 1,432

2.00–3.99 4.23 100.0 0.13 52.0 3.60 94.7 2.64 83.5 3.03 87.1 1.00 68.5 3.72 100.0 1.65 80.5 1.74 73.7

(s.e.) (0.054) (0.017) (0.044) (0.082) (0.063) (0.049) (0.068) (0.122) (0.081) 1,757

4.00–5.99 4.09 96.7 0.06 24.0 3.20 84.2 2.02 63.9 2.69 77.3 0.64 43.8 3.50 94.1 1.09 53.2 1.04 44.1

(s.e.) (0.048) (0.012) (0.052) (0.058) (0.048) (0.039) (0.048) (0.059) (0.056) 244

6.00–7.99 3.99 94.3 0.02 8.0 2.91 76.6 1.52 48.1 2.31 66.4 0.35 24.0 3.28 88.2 0.88 42.9 0.60 25.4

(s.e.) (0.038) (0.007) (0.047) (0.078) (0.052) (0.030) (0.042) (0.067) (0.040) 774

8.00 or more 3.83 90.5 0.02 8.0 2.60 68.4 0.98 31.0 2.09 60.1 0.20 13.7 3.08 82.8 0.65 31.7 0.31 13.1

(s.e.) (0.048) (0.005) (0.053) (0.062) (0.056) (0.031) (0.055) (0.045) (0.047) 543

Female

0.00–1.99 4.34 100.0 0.029 100.0 3.77 100.0 3.26 100.0 3.36 100.0 1.30 100.0 3.79 100.0 2.46 100.0 2.83 100.0

(s.e.) (0.029) (0.020) (0.035) (0.053) (0.045) (0.036) (0.047) (0.100) (0.082) 1,694

2.00–3.99 4.27 98.4 0.17 58.6 3.54 93.9 2.73 83.7 2.97 88.4 0.95 73.1 3.69 97.4 1.93 78.5 2.04 72.1

(s.e.) (0.026) (0.015) (0.035) (0.047) (0.060) (0.046) (0.046) (0.061) (0.042) 1,826

4.00–5.99 4.24 97.7 0.12 41.4 3.23 85.7 2.17 66.6 2.67 79.5 0.58 44.6 3.53 93.1 1.46 59.3 1.48 52.3

(s.e.) (0.048) (0.027) (0.047) (0.060) (0.045) (0.032) (0.043) (0.059) (0.068) 1,303

6.00–7.99 4.05 93.3 0.04 13.8 2.97 78.8 1.58 48.5 2.35 69.9 0.35 26.9 3.35 88.4 1.15 46.7 0.94 33.2

(s.e.) (0.047) (0.009) (0.043) (0.071) (0.042) (0.037) (0.039) (0.061) (0.059) 687

8.00 or more 3.87 89.2 0.05 17.2 2.62 69.5 1.30 39.9 2.23 66.4 0.23 17.7 3.22 85.0 0.81 32.9 0.61 21.6

(s.e.) (0.049) (0.023) (0.063) (0.116) (0.064) (0.053) (0.071) (0.067) (0.074) 407
Table 41—Average number of Carnegie units accumulated in academic subjects by 1992 public high school graduates, by number of Carnegie units accumulated

in vocational education and by sex and race–ethnicity—Continued

AP or Algebra 1 Chemistry

All honors All or All or Social Fine Foreign UnTotal vocational English English math higher science physics studies arts language weighted

Carnegie units accumulated Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units

Percent1 Ns

Race–ethnicity

White, non-Hispanic

1.00–1.99 4.42 100.0 0.12 100.0 3.73 100.0 2.86 100.0 2.93 100.0 0.95 100.0 3.49 100.0 1.92 100.0 2.46 100.0

(s.e.) (0.124) (0.025) (0.072) (0.096) (0.071) (0.047) (0.075) (0.163) (0.099) 316

2.00–3.99 4.29 97.1 0.14 116.7 3.48 93.3 2.31 80.8 2.73 93.2 0.77 81.1 3.41 97.7 1.76 91.7 1.88 76.4

(s.e.) (0.059) (0.038) (0.081) (0.121) (0.079) (0.106) (0.051) (0.114) (0.088) 455

4.00–5.99 4.14 93.7 0.17 141.7 3.26 87.4 1.88 65.7 2.48 84.6 0.47 49.5 3.38 96.8 1.17 60.9 1.63 66.3

(s.e.) (0.069) (0.114) (0.085) (0.126) (0.061) (0.056) (0.070) (0.117) (0.105) 350

6.00–7.99 4.27 96.6 0.02 16.7 2.88 77.2 1.38 48.3 2.25 76.8 0.31 32.6 3.18 91.1 0.76 39.6 1.06 43.1

(s.e.) (0.096) (0.009) (0.093) (0.088) (0.066) (0.052) (0.094) (0.095) (0.083) 164

8.00 or more 4.02 91.0 0.01 8.3 2.80 75.1 0.92 32.2 2.06 70.3 0.10 10.5 3.30 94.6 0.75 39.1 0.63 25.6

(s.e.) (0.109) (0.015) (0.105) (0.120) (0.106) (0.036) (0.128) (0.104) (0.097) 80

Black, non-Hispanic

0.00–1.99 4.33 100.0 0.13 100.0 3.76 100.0 2.68 100.0 3.25 100.0 1.03 100.0 3.77 100.0 2.17 100.0 2.00 100.0

(s.e.) (0.066) (0.030) (0.088) (0.136) (0.084) (0.110) (0.135) (0.142) (0.155) 180

2.00–3.99 4.29 99.1 0.17 130.8 3.54 94.1 2.31 86.2 2.87 88.3 0.80 77.7 3.74 99.2 1.96 90.3 1.53 76.5

(s.e.) (0.081) (0.050) (0.081) (0.119) (0.113) (0.090) (0.092) (0.339) (0.137) 329

4.00–5.99 4.18 96.5 0.08 61.5 3.30 87.8 1.87 69.8 2.63 80.9 0.50 48.5 3.51 93.1 0.97 44.7 1.04 52.0

(s.e.) (0.129) (0.020) (0.099) (0.120) (0.090) (0.070) (0.099) (0.112) (0.137) 298

6.00–7.99 4.02 92.8 0.04 30.8 2.97 79.0 1.33 49.6 2.33 71.7 0.39 37.9 3.40 90.2 0.71 32.7 0.78 39.0

(s.e.) (0.077) (0.017) (0.090) (0.156) (0.102) (0.101) (0.075) (0.083) (0.137) 150

8.00 or more 3.83 88.5 0.01 7.7 2.71 72.1 0.96 35.8 2.01 61.8 0.10 9.7 3.04 80.6 0.73 33.6 0.24 12.0

(s.e.) (0.069) (0.014) (0.152) (0.214) (0.093) (0.052) (0.134) (0.176) (0.077) 66

Hispanic

0.00–1.99 4.29 100.0 0.30 100.0 3.78 100.0 3.31 100.0 3.46 100.0 1.41 100.0 3.79 100.0 2.36 100.0 2.67 100.0

(s.e.) (0.025) (0.021) (0.031) (0.046) (0.041) (0.032) (0.039) (0.082) (0.068) 2,236

2.00–3.99 4.24 98.8 0.15 50.0 3.57 94.4 2.78 84.0 3.04 87.9 1.01 71.6 3.74 98.7 1.79 75.8 1.93 72.3

(s.e.) (0.038) (0.013) (0.036) (0.061) (0.058) (0.040) (0.054) (0.071) (0.059) 2,477

4.00–5.99 4.17 97.2 0.09 30.0 3.18 84.1 2.17 65.6 2.73 78.9 0.65 46.1 3.54 93.4 1.37 58.1 1.22 45.7

(s.e.) (0.042) (0.012) (0.046) (0.052) (0.047) (0.033) (0.043) (0.058) (0.056) 1,703

6.00–7.99 3.98 92.8 0.03 10.0 2.96 78.3 1.64 49.5 2.35 67.9 0.35 24.8 3.31 87.3 1.09 46.2 0.71 26.6

(s.e.) (0.040) (0.007) (0.040) (0.059) (0.044) (0.025) (0.038) (0.060) (0.039) 1,074

8.00 or more 3.82 89.0 0.03 10.0 2.57 68.0 1.12 33.8 2.17 62.7 0.22 15.6 3.14 82.8 0.72 30.5 0.45 16.9

(s.e.) (0.044) (0.008) (0.046) (0.067) (0.049) (0.031) (0.057) (0.048) (0.053) 779
Table 41—Average number of Carnegie units accumulated in academic subjects by 1992 public high school graduates, by number of Carnegie units accumulated

in vocational education by sex and race–ethnicity—Continued

AP or Algebra 1 Chemistry

All honors All or All or Social Fine Foreign UnTotal vocational English English math higher science physics studies arts language weighted

Carnegie units accumulated Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units Percent1Units

Percent1 Ns

Asian

0.00–1.99 4.20 100.0 0.34 100.0 3.92 100.0 3.35 100.0 3.76 100.0 1.81 100.0 3.81 100.0 1.85 100.0 3.27 100.0

(s.e.) (0.074) (0.039) (0.066) (0.108) (0.098) (0.095) (0.069) (0.109) (0.114) 366

2.00–3.99 4.12 98.1 0.15 44.1 3.96 101.0 3.23 96.4 3.44 91.5 1.42 78.5 3.48 91.3 1.26 68.1 2.61 79.8

(s.e.) (0.077) (0.026) (0.069) (0.103) (0.092) (0.088) (0.076) (0.102) (0.109) 273

4.00–5.99 4.14 98.6 0.05 14.7 3.38 86.2 2.47 73.7 2.65 70.5 0.82 45.3 3.39 89.0 1.06 57.3 1.90 58.1

(s.e.) (0.117) (0.020) (0.155) (0.227) (0.138) (0.134) (0.106) (0.137) (0.166) 157

6.00–7.99 3.85 91.7 0.02 5.9 2.63 67.1 1.28 38.2 2.22 59.0 0.25 13.8 3.39 89.0 1.12 60.5 0.75 22.9

(s.e.) (0.161) (0.017) (0.144) (0.275) (0.205) (0.081) (0.143) (0.297) (0.159) 47

8.00 or more — — — — — — — — —

(s.e.) — — — — — — — — — 12

Native American

0.00–1.99 — — — — — — — — —

(s.e.) — — — — — — — — — 15

2.00–3.99 4.22 0.10 3.53 2.25 2.83 0.88 3.73 1.69 1.32

(s.e.) (0.139) (0.073) (0.165) (0.165) (0.175) (0.191) (0.146) (0.282) (0.194) 38

4.00–5.99 4.03 0.01 3.07 1.39 2.46 0.32 3.64 1.31 0.71

(s.e.) (0.143) (0.008) (0.198) (0.220) (0.139) (0.087) (0.176) (0.216) (0.127) 39

6.00–7.99 — — — — — — — — —

(s.e.) — — — — — — — — — 18

8.00 or more — — — — — — — — —

(s.e.) — — — — — — — — — 8

Fifth row, first and second columns read: 1992 public high school graduates accumulating more than 1.99 and up to 3.99 units in vocational education earned

on average 4.25 Carnegie units in English. These 4.25 units represent 98.8 percent of the 4.30 Carnegie units earned by graduates who had accumulated 1.99

or fewer vocational credits.

—Sample size was too small for reliable estimate.

1Academic Carnegie units earned by graduates with greater than 1.99 Carnegie units in vocational education are expressed as a percent of the academic Carnegie

units earned by graduates with 1.99 or fewer Carnegie units in vocational education.

2

Included in the total are graduates who may be missing data on particular row variables.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 42—Average number of Carnegie units accumulated in academic subjects by 1992 public high school graduates, by areas of specialization and

vocational concentration

AP or Algebra 1 Chemistry UnParticipation in All honors All or All or Social Fine Foreign weighted

vocational education English English math higher science physics studies arts language Ns

Total1

4.18 0.14 3.38 2.41 2.88 0.85 3.58 1.62 1.67 

(s.e.) (0.018) (0.008) (0.021) (0.030) (0.027) (0.019) (0.023) (0.034) (0.034) 11,707

Area of specialization2

College prep 4.39 0.30 3.99 3.57 3.74 1.61 3.71 1.65 2.76 

(s.e.) (0.018) (0.017) (0.021) (0.024) (0.043) (0.029) (0.034) (0.064) (0.034) 3,951

Vocational 3.94 0.05 2.83 1.34 2.28 0.32 3.18 0.80 0.64 

(s.e.) (0.036) (0.010) (0.046) (0.071) (0.044) (0.030) (0.041) (0.047) (0.048) 902

Other 4.09 0.07 3.13 1.91 2.48 0.50 3.55 1.71 1.21 

(s.e.) (0.026) (0.007) (0.025) (0.033) (0.020) (0.018) (0.029) (0.040) (0.040) 6,854

Area of vocational

 program concentration3

None 4.23 0.17 3.52 2.64 3.02 0.98 3.67 1.82 1.93 

(s.e.) (0.020) (0.010) (0.022) (0.033) (0.029) (0.022) (0.026) (0.042) (0.040) 8,865

Agriculture 4.02 0.04 2.83 1.45 2.38 0.39 3.14 0.79 0.51 

(s.e.) (0.088) (0.012) (0.093) (0.106) (0.069) (0.056) (0.073) (0.094) (0.060) 306

Business & office 4.08 0.12 3.17 2.20 2.64 0.58 3.39 1.08 1.28 

(s.e.) (0.043) (0.021) (0.050) (0.062) (0.045) (0.038) (0.041) (0.062) (0.054) 898

Marketing &

 distribution 4.11 0.05 3.07 1.65 2.27 0.34 3.46 1.23 1.09 

(s.e.) (0.048) (0.017) (0.100) (0.190) (0.148) (0.049) (0.081) (0.123) (0.142) 159

Health 3.87 0.05 2.90 1.24 2.31 0.29 3.25 0.99 0.88 

(s.e.) (0.084) (0.030) (0.120) (0.203) (0.117) (0.066) (0.114) (0.148) (0.140) 79

Occupational home 

 economics 4.08 0.02 2.54 1.06 2.12 0.20 3.23 1.07 0.53 

(s.e.) (0.139) (0.009) (0.088) (0.139) (0.066) (0.051) (0.079) (0.145) (0.070) 195

Trade & industry 3.97 0.03 2.85 1.40 2.32 0.37 3.22 0.91 0.62 

(s.e.) (0.034) (0.008) (0.041) (0.061) (0.049) (0.031) (0.038) (0.044) (0.042) 1,142

Technical & 

 communications 4.15 0.18 3.48 2.65 3.03 1.03 3.53 1.08 1.74 

(s.e.) (0.093) (0.063) (0.159) (0.225) (0.220) (0.145) (0.091) (0.186) (0.208) 63

First row, first column reads: 1992 public high school graduates earned on average a total of 4.18 Carnegie units in English.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

3Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. If students

complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose a significant problem.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 43—Average number of Carnegie units accumulated in English by 1992 public high school graduates by level

of course, by number of Carnegie units accumulated in vocational education and areas of specialization

and vocational concentration

Participation in All AP or All Unweighted

vocational education English Remedial honors other Ns

Total14.18 0.16 0.14 3.87 

(s.e.) (0.018) (0.011) (0.008) (0.020) 11,707

Total vocational Carnegie

 units accumulated

0.00–1.99 4.30 0.07 0.27 3.95

(s.e.) (0.024) (0.013) (0.017) (0.029) 3,127

2.00–3.99 4.25 0.12 0.15 3.98

(s.e.) (0.030) (0.013) (0.013) (0.034) 3,587

4.00–5.99 4.16 0.20 0.09 3.87

(s.e.) (0.036) (0.026) (0.015) (0.041) 2,565

6.00–7.99 4.02 0.27 0.03 3.72

(s.e.) (0.034) (0.027) (0.006) (0.038) 1,469

8.00 or more 3.85 0.34 0.03 3.48

(s.e.) (0.041) (0.048) (0.011) (0.054) 959

Area of specialization2

College prep 4.39 0.04 0.30 4.04

(s.e.) (0.018) (0.009) (0.017) (0.023) 3,951

Vocational 3.94 0.30 0.05 3.59

(s.e.) (0.036) (0.051) (0.010) (0.052) 902

Other 4.09 0.21 0.07 3.82

(s.e.) (0.026) (0.015) (0.007) (0.030) 6,854

Area of vocational

 program concentration3

None 4.23 0.14 0.17 3.92

(s.e.) (0.020) (0.011) (0.010) (0.023) 8,865

Agriculture 4.02 0.37 0.04 3.60

(s.e.) (0.088) (0.085) (0.012) (0.115) 306

Business & office 4.08 0.09 0.12 3.87

(s.e.) (0.043) (0.018) (0.021) (0.043) 898

Marketing & distribution 4.11 0.13 0.05 3.93

(s.e.) (0.048) (0.053) (0.017) (0.067) 159

Health 3.87 0.33 0.05 3.49

(s.e.) (0.084) (0.152) (0.030) (0.189) 79

Occupational home

 economics 4.08 0.45 0.02 3.61

(s.e.) (0.139) (0.102) (0.009) (0.189) 195

Trade & industry 3.97 0.31 0.03 3.63

(s.e.) (0.034) (0.039) (0.008) (0.048) 1,142

Technical &

 communications 4.15 0.13 0.18 3.84

(s.e.) (0.093) (0.070) (0.063) (0.108) 63

First row, first column reads: 1992 public high school graduates earned on average a total of 4.18 Carnegie units

in English.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific

labor market preparation program area, with at least 2.00 of those units in a second or later course in the sequence.

Students who meet the following criteria are defined as college preparatory: completing 4.00 or more Carnegie units

in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more

Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units

in a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are

included in the vocational specialist group. Students who are classified as “other” do not meet the criteria for either

specialization.

3Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor

market preparation program area. If students complete 3.00 or more Carnegie units in more than one specific labor

market preparation program area, they are assigned to the area in which they completed the most credits. The number

of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may not sum to the “all English” column due to rounding.

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

Study, “Second Follow-Up and High School Transcript Files,” 1992.

122
Table 44—Percentage of 1992 public high school graduates accumulating Carnegie units in English by level of course,

by number of Carnegie units accumulated in vocational education and areas of specialization and vocational

concentration

Participation in All AP or All Unweighted

vocational education English Remedial honors other Ns

Total1100.00 11.76 14.49 99.09

(s.e.) (0.000) (0.787) (0.765) (0.144) 11,707

Number of Carnegie

 units accumulated in

 vocational education

0.00–1.99 100.00 7.64 27.11 99.74

(s.e.) (0.000) (1.955) (1.704) (0.126) 3,127

2.00–3.99 100.00 9.80 15.49 99.64

(s.e.) (0.000) (0.861) (1.271) (0.162) 3,587

4.00–5.99 100.00 13.17 8.80 98.96

(s.e.) (0.000) (1.300) (1.077) (0.279) 2,565

6.00–7.99 100.00 18.67 3.47 98.56

(s.e.) (0.000) (1.676) (0.626) (0.380) 1,469

8.00 or more 100.00 17.56 3.42 96.25

(s.e.) (0.000) (2.000) (1.132) (0.905) 959

Area of specialization2

College prep 100.00 5.38 30.41 100.00

(s.e.) (0.000) (1.591) (1.659) (0.000) 3,951

Vocational 100.00 16.00 4.80 97.82

(s.e.) (0.000) (1.833) (1.073) (0.730) 902

Other 100.00 14.67 7.11 98.76

(s.e.) (0.000) (0.883) (0.589) (0.216) 6,854

Area of vocational

 program concentration3

None 100.00 10.63 17.04 99.55

(s.e.) (0.000) (0.929) (0.909) (0.101) 8,865

Agriculture 100.00 19.88 4.53 93.69

(s.e.) (0.000) (4.091) (1.249) (2.302) 306

Business & office 100.00 7.03 11.69 99.60

(s.e.) (0.000) (1.217) (2.114) (0.186) 898

Marketing & distribution 100.00 6.59 5.66 98.70

(s.e.) (0.000) (1.958) (1.861) (0.929) 159

Health 100.00 17.05 5.34 93.90

(s.e.) (0.000) (5.366) (2.993) (4.897) 79

Occupational home 

 economics 100.00 26.61 1.56 94.50

(s.e.) (0.000) (4.318) (0.904) (2.661) 195

Trade & industry 100.00 19.55 3.64 97.71

(s.e.) (0.000) (1.820) (0.815) (0.599) 1,142

Technical & 

 communications 100.00 10.78 17.46 100.00

(s.e.) (0.000) (5.376) (6.296) (0.000) 63

First row, second column reads: Of all 1992 public high school graduates, 11.76 percent completed one or more courses

in remedial English.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific

labor market preparation program area, with at least 2.00 of those units in a second or later course in the sequence.

Students who meet the following criteria are defined as college preparatory: completing 4.00 or more Carnegie units

in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more

Carnegie units in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units

in a single foreign language. Students who meet both the vocational specialist and college preparatory criteria are

included in the vocational specialist group. Students who are classified as “other” do not meet the criteria for either

specialization.

3Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor

market preparation program area. If students complete 3.00 or more Carnegie units in more than one specific labor

market preparation program area, they are assigned to the area in which they completed the most credits. The number

of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may sum to greater than 100 percent because students may have taken English courses at more

than one level.

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

Study, “Second Follow-Up and High School Transcript Files,” 1992.

123
Table 45—Average number of Carnegie units accumulated in math by 1992 public high school graduates by type and level of course, by number of Carnegie

units accumulated in vocational education and areas of specialization and vocational concentration

 Less than Algebra 1 Algebra 1 or higher UnParticipation in All Basic General Applied Pre- All Advanced Computer weighted

vocational education types math math math algebra types Algebra 1 Geometry math1 Calculus science Ns

Total20.98 0.10 0.23 0.35 0.30 2.41 0.71 0.68 0.93 0.09 0.35

(s.e.) (0.022) (0.007) (0.012) (0.012) (0.012) (0.030) (0.010) (0.010) (0.019) (0.005) (0.012) 11,707

Total vocational

 Carnegie units

 accumulated

0.00–1.99 0.56 0.03 0.09 0.27 0.17 3.22 0.74 0.88 1.41 0.19 0.20

(s.e.) (0.027) (0.005) (0.010) (0.017) (0.017) (0.039) (0.017) (0.010) (0.031) (0.011) (0.014) 3,127

2.00–3.99 0.89 0.08 0.18 0.34 0.29 2.68 0.75 0.77 1.05 0.10 0.38

(s.e.) (0.038) (0.009) (0.021) (0.021) (0.022) (0.049) (0.018) (0.018) (0.030) (0.010) (0.020) 3,587

4.00–5.99 1.14 0.12 0.28 0.39 0.35 2.08 0.73 0.60 0.71 0.04 0.44

(s.e.) (0.036) (0.012) (0.022) (0.021) (0.020) (0.046) (0.017) (0.019) (0.030) (0.005) (0.021) 2,565

6.00–7.99 1.40 0.17 0.35 0.45 0.43 1.52 0.63 0.43 0.44 0.01 0.41

(s.e.) (0.041) (0.020) (0.028) (0.023) (0.025) (0.050) (0.019) (0.019) (0.026) (0.003) (0.028) 1,469

8.00 or more 1.51 0.20 0.53 0.42 0.36 1.11 0.53 0.29 0.29 0.01 0.41

(s.e.) (0.059) (0.032) (0.043) (0.029) (0.028) (0.067) (0.025) (0.025) (0.032) (0.005) (0.047) 959

Area of specialization3

College prep 0.42 0.01 0.04 0.24 0.13 3.57 0.76 0.95 1.65 0.22 0.40

(s.e.) (0.020) (0.002) (0.005) (0.014) (0.014) (0.024) (0.016) (0.007) (0.025) (0.012) (0.019) 3,951

Vocational 1.50 0.19 0.49 0.40 0.41 1.34 0.57 0.36 0.39 0.02 0.29

(s.e.) (0.061) (0.026) (0.044) (0.026) (0.028) (0.071) (0.026) (0.026) (0.034) (0.005) (0.031) 902

Other 1.21 0.14 0.30 0.41 0.37 1.91 0.70 0.57 0.61 0.03 0.34

(s.e.) (0.027) (0.009) (0.017) (0.015) (0.016) (0.033) (0.013) (0.014) (0.019) (0.003) (0.015) 6,854
Table 45—Average number of Carnegie units accumulated in math by 1992 public high school graduates by type and level of course, by number of Carnegie

units accumulated in vocational education and areas of specialization and vocational concentration—Continued

 Less than Algebra 1 Algebra 1 or higher UnParticipation in All Basic General Applied Pre- All Advanced Computer weighted

vocational education types math math math algebra types Algebra 1 Geometry math1 Calculus science Ns

Area of vocational

 program concentration4

None 0.88 0.08 0.18 0.34 0.27 2.64 0.74 0.74 1.05 0.11 0.33

(s.e.) (0.024) (0.006) (0.012) (0.014) (0.013) (0.033) (0.012) (0.011) (0.022) (0.006) (0.013) 8,865

Agriculture 1.38 0.14 0.43 0.52 0.28 1.45 0.55 0.40 0.48 0.01 0.20

(s.e.) (0.065) (0.039) (0.060) (0.065) (0.037) (0.106) (0.034) (0.032) (0.069) (0.006) (0.038) 306

Business & office 0.97 0.07 0.21 0.36 0.33 2.20 0.76 0.65 0.76 0.03 0.80

(s.e.) (0.052) (0.012) (0.022) (0.028) (0.029) (0.062) (0.023) (0.024) (0.041) (0.006) (0.051) 898

Marketing &

 distribution 1.43 0.11 0.30 0.51 0.51 1.65 0.60 0.50 0.54 0.01 0.14

(s.e.) (0.142) (0.038) (0.077) (0.064) (0.068) (0.190) (0.064) (0.060) (0.089) (0.006) (0.027) 159

Health 1.66 0.17 0.85 0.36 0.27 1.24 0.57 0.28 0.37 0.01 0.27

(s.e.) (0.209) (0.061) (0.201) (0.072) (0.071) (0.203) (0.077) (0.057) (0.099) (0.008) (0.069) 79

Occupational home

 economics 1.48 0.25 0.54 0.35 0.34 1.06 0.52 0.26 0.26 0.01 0.13

(s.e.) (0.148) (0.078) (0.100) (0.056) (0.057) (0.139) (0.057) (0.055) (0.074) (0.009) (0.030) 195

Trade & industry 1.46 0.22 0.43 0.38 0.42 1.40 0.57 0.40 0.41 0.02 0.26

(s.e.) (0.052) (0.028) (0.036) (0.023) (0.027) (0.061) (0.023) (0.023) (0.032) (0.005) (0.029) 1,142

Technical &

 communications 0.84 0.02 0.22 0.42 0.17 0.69 2.65 0.66 0.16 0.13 1.76

(s.e.) (0.163) (0.017) (0.064) (0.091) (0.054) (0.078) (0.225) (0.086) (0.192) (0.059) (0.284) 63

First row, first column reads: 1992 public high school graduates earned on average a total of 0.98 Carnegie units in high school in math courses below the Algebra

I level.

1

Includes Algebra 2 and 3, Trigonometry, Analytic Geometry, Precalculus, and Probability and Statistics.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. If students

complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may not sum to the “all types” columns due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 46—Percentage of 1992 public high school graduates accumulating Carnegie units in math by type and level of course, by number of Carnegie units accumulated

in vocational education and areas of specialization and vocational concentration

 Less than Algebra 1 Algebra 1 or higher UnParticipation in All Basic General Applied Pre- All Advanced Computer weighted

vocational education types math math math algebra types Algebra 1 Geometry math1 Calculus science Ns

Total2

64.59 8.57 17.77 41.98 26.53 85.81 69.30 68.17 61.23 9.25 37.46 

(s.e.) (1.094) (0.495) (0.803) (1.275) (1.052) (0.648) (0.909) (1.015) (0.990) (0.451) (1.145) 11,707

Total vocational

 Carnegie units

 accumulated

0.00–1.99 49.65 3.26 7.63 36.28 15.02 96.87 71.87 87.91 84.50 19.08 29.85

(s.e.) (2.084) (0.445) (0.768) (2.013) (1.539) (0.611) (1.623) (1.018) (1.123) (1.113) (2.186) 3,127

2.00–3.99 61.92 7.00 14.59 41.92 26.78 91.45 72.87 77.18 70.05 10.10 40.15

(s.e.) (1.790) (0.648) (1.585) (2.155) (2.081) (1.295) (1.673) (1.703) (1.658) (0.958) (1.766) 3,587

4.00–5.99 71.41 10.94 21.25 44.70 31.13 84.39 71.59 60.89 50.70 4.05 43.73

(s.e.) (1.621) (1.018) (1.359) (1.938) (1.699) (1.076) (1.508) (1.867) (1.872) (0.499) (1.833) 2,565

6.00–7.99 78.70 14.80 27.20 48.07 37.95 70.55 62.32 44.48 35.26 1.55 37.4

(s.e.) (1.729) (1.574) (1.857) (1.868) (1.976) (1.778) (1.854) (1.848) (1.775) (0.349) (1.931) 1,469

8.00 or more 81.19 15.11 37.11 43.50 32.07 57.89 52.89 29.50 24.32 1.11 34.64

(s.e.) (2.451) (1.880) (2.552) (2.573) (2.272) (2.298) (2.360) (2.560) (2.388) (0.510) (2.861) 959

Area of specialization3

College prep 44.42 1.24 3.53 33.95 11.49 100.00 73.83 94.45 94.62 21.77 43.57

(s.e.) (2.023) (0.250) (0.439) (1.954) (1.277) (0.000) (1.449) (0.654) (0.597) (1.165) (1.876) 3,951

Vocational 80.37 15.13 35.00 44.18 37.26 62.46 56.62 36.89 30.13 2.07 27.83

(s.e.) (2.457) (1.847) (2.494) (2.547) (2.376) (2.414) (2.439) (2.599) (2.455) (0.596) (2.479) 902

Other 73.47 11.69 23.24 46.04 33.29 81.15 68.50 58.00 47.17 3.39 35.40

(s.e.) (1.094) (0.700) (1.118) (1.467) (1.427) (0.933) (1.165) (1.354) (1.294) (0.292) (1.339) 6,854
Table 46—Percentage of 1992 public high school graduates accumulating Carnegie units in math by type and level of course, by number of Carnegie units accumulated

in vocational education and areas of specialization and vocational concentration—Continued

 Less than Algebra 1 Algebra 1 or higher UnParticipation in All Basic General Applied Pre- All Advanced Computer weighted

vocational education types math math math algebra types Algebra 1 Geometry Math Calculus science Ns

Area of vocational

 program concentration4

None 61.58 7.16 14.56 41.83 24.37 90.12 71.52 74.58 68.22 11.29 37.39

(s.e.) (1.312) (0.484) (0.855) (1.486) (1.195) (0.683) (1.057) (1.085) (1.128) (0.574) (1.272) 8,865

Agriculture 80.41 10.64 33.41 48.86 27.19 63.54 55.47 40.49 35.03 1.42 25.37

(s.e.) (2.519) (2.241) (4.203) (4.490) (3.650) (3.222) (3.230) (3.163) (3.498) (0.632) (4.351) 306

Business & office 64.94 7.16 17.58 40.25 29.29 87.05 74.37 66.03 53.95 3.87 62.72

(s.e.) (2.745) (1.087) (1.785) (2.605) (2.424) (1.528) (2.087) (2.291) (2.609) (0.685) (2.709) 898

Marketing &

 distribution 74.11 16.13 23.66 51.20 44.80 69.38 58.67 50.84 37.69 0.79 20.27

(s.e.) (4.361) (7.393) (5.043) (5.560) (6.213) (7.075) (6.164) (5.993) (5.062) (0.583) (4.166) 159

Health 80.84 12.87 53.12 38.89 24.30 64.13 60.35 29.19 28.33 1.71 25.49

(s.e.) (4.938) (3.861) (7.498) (7.207) (5.484) (8.017) (7.868) (5.899) (6.020) (1.273) (5.764) 79

Occupational home

 economics 79.57 18.89 35.76 38.43 35.84 61.44 53.89 27.14 23.55 2.27 16.61

(s.e.) (6.114) (4.110) (5.788) (5.293) (5.882) (5.946) (5.728) (5.591) (6.036) (1.747) (3.021) 195

Trade & industry 78.78 16.92 31.91 42.41 37.20 65.40 56.73 40.48 32.01 2.38 26.61

(s.e.) (2.012) (1.809) (2.096) (2.279) (2.209) (2.091) (2.184) (2.279) (2.108) (0.498) (2.348) 1,142

Technical &

 communications 55.56 2.81 19.84 43.94 15.43 89.85 70.63 67.78 68.81 13.44 72.03

(s.e.) (9.289) (1.802) (5.662) (8.748) (4.785) (3.799) (7.765) (8.607) (6.772) (5.861) (8.060) 63

First row, first column reads: Of all 1992 public high school graduates, 64.59 percent completed one or more high school math courses below the Algebra I

level.

1

Includes Algebra 2 and 3, Trigonometry, Analytic Geometry, Precalculus, and Probability and Statistics.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. If students

complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may sum to greater than the “all types” columns because students may have taken courses in more than one type of math.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 47—Average number of Carnegie units accumulated in science by 1992 public high school graduates by type and level of course, by number of Carnegie

units accumulated in vocational education and areas of specialization and vocational concentration

 Biology Chemistry 

Participation in Survey All Chemistry All Unweighted

vocational education science levels Regular Advanced and physics levels Regular Advanced Physics Ns

Total1

0.84 1.19 0.92 0.26 0.85 0.58 0.54 0.05 0.26

(s.e.) (0.015) (0.014) (0.013) (0.012) (0.019) (0.012) (0.011) (0.004) (0.010) 11,707

Total vocational

 Carnegie units

 accumulated

0.00–1.99 0.69 1.35 0.90 0.46 1.37 0.91 0.81 0.11 0.45

(s.e.) (0.026) (0.023) (0.017) (0.024) (0.029) (0.016) (0.015) (0.010) (0.021) 3,127

2.00–3.99 0.82 1.21 0.95 0.26 0.97 0.67 0.62 0.04 0.30

(s.e.) (0.024) (0.021) (0.021) (0.016) (0.034) (0.020) (0.019) (0.005) (0.019) 3,587

4.00–5.99 0.92 1.15 0.95 0.20 0.60 0.44 0.43 0.02 0.16

(s.e.) (0.020) (0.020) (0.018) (0.017) (0.027) (0.019) (0.019) (0.003) (0.012) 2,565

6.00–7.99 0.95 1.02 0.91 0.12 0.35 0.26 0.26 0.01 0.08

(s.e.) (0.027) (0.024) (0.023) (0.016) (0.023) (0.018) (0.017) (0.003) (0.010) 1,469

8.00 or more 1.02 0.92 0.84 0.08 0.21 0.13 0.12 0.00 0.08

(s.e.) (0.027) (0.025) (0.023) (0.012) (0.031) (0.020) (0.019) (0.002) (0.020) 959

Area of specialization2

College prep 0.72 1.41 0.93 0.48 1.61 1.07 0.97 0.11 0.54

(s.e.) (0.022) (0.026) (0.029) (0.023) (0.029) (0.013) (0.013) (0.010) (0.022) 3,951

Vocational 0.97 0.99 0.88 0.12 0.32 0.21 0.21 0.01 0.10

(s.e.) (0.031) (0.031) (0.028) (0.017) (0.030) (0.023) (0.022) (0.002) (0.018) 902

Other 0.89 1.09 0.93 0.17 0.50 0.37 0.35 0.02 0.14

(s.e.) (0.018) (0.012) (0.011) (0.010) (0.018) (0.013) (0.013) (0.002) (0.008) 6,854
Table 47—Average number of Carnegie units accumulated in science by 1992 public high school graduates by type and level of course, by number of Carnegie

units accumulated in vocational education and areas of specialization and vocational concentration—Continued

 Biology Chemistry 

Participation in Survey All Chemistry All Unweighted

vocational education science levels Regular Advanced and physics levels Regular Advanced Physics Ns

Area of vocational

 program concentration3

None 0.81 1.23 0.93 0.30 0.98 0.67 0.61 0.06 0.31

(s.e.) (0.017) (0.016) (0.015) (0.014) (0.022) (0.014) (0.013) (0.005) (0.012) 8,865

Agriculture 0.92 1.07 0.94 0.13 0.39 0.31 0.30 0.01 0.08

(s.e.) (0.046) (0.038) (0.034) (0.023) (0.056) (0.044) (0.043) (0.005) (0.019) 306

Business & office 0.90 1.16 0.99 0.17 0.58 0.44 0.42 0.01 0.15

(s.e.) (0.028) (0.025) (0.023) (0.017) (0.038) (0.028) (0.028) (0.003) (0.022) 898

Marketing &

 distribution 0.93 1.00 0.84 0.16 0.34 0.27 0.27 0.00 0.07

(s.e.) (0.093) (0.064) (0.049) (0.044) (0.049) (0.041) (0.041) (0.004) (0.018) 159

Health 0.98 1.05 0.85 0.19 0.29 0.26 0.26 0.00 0.03

(s.e.) (0.053) (0.078) (0.059) (0.062) (0.066) (0.057) (0.057) (0.000) (0.020) 79

Occupational home

 economics 0.89 1.03 0.94 0.09 0.20 0.19 0.19 0.01 0.01

(s.e.) (0.061) (0.054) (0.042) (0.036) (0.051) (0.051) (0.051) (0.005) (0.006) 195

Trade & industry 1.00 0.96 0.84 0.12 0.37 0.22 0.21 0.01 0.14

(s.e.) (0.029) (0.026) (0.028) (0.018) (0.031) (0.019) (0.018) (0.004) (0.017) 1,142

Technical &

 communications 0.70 1.30 0.96 0.35 1.03 0.65 0.63 0.02 0.38

(s.e.) (0.148) (0.103) (0.145) (0.115) (0.145) (0.083) (0.083) (0.013) (0.090) 63

First row, first column reads: 1992 public high school graduates earned on average 0.84 Carnegie units in survey science courses in high school.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

3Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. If students

complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may not sum to the “all levels” columns due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 48—Percentage of 1992 public high school graduates accumulating Carnegie units in science by type and level of course, by number of Carnegie units

accumulated in vocational education and areas of specialization and vocational concentration

 Biology Chemistry 

Participation in Survey All Chemistry All Unweighted

vocational education science levels Regular Advanced and physics levels Regular Advanced Physics Ns

Total1

76.41 94.04 85.08 24.70 57.52 54.25 53.20 4.82 25.30

(s.e.) (1.197) (0.409) (0.720) (1.012) (1.033) (1.028) (1.027) (0.364) (0.882) 11,707

Total vocational

 Carnegie units

 accumulated

0.00–1.99 64.63 97.95 82.30 40.49 84.11 81.54 78.87 10.89 42.49

(s.e.) (2.264) (0.305) (1.325) (2.089) (1.148) (1.216) (1.330) (0.960) (1.895) 3,127

2.00–3.99 74.82 95.27 85.84 24.49 65.22 62.10 61.38 4.74 28.48

(s.e.) (2.019) (0.591) (1.085) (1.414) (1.760) (1.773) (1.772) (0.546) (1.492) 3,587

4.00–5.99 82.97 94.45 88.73 19.42 46.01 42.45 42.10 1.76 16.57

(s.e.) (1.423) (0.721) (1.039) (1.450) (1.812) (1.744) (1.750) (0.299) (1.186) 2,565

6.00–7.99 83.97 88.92 85.19 12.31 30.22 27.13 26.76 0.96 8.71

(s.e.) (1.991) (1.365) (1.628) (1.692) (1.819) (1.782) (1.782) (0.288) (1.072) 1,469

8.00 or more 89.79 84.10 81.14 9.14 19.01 13.48 13.36 0.31 8.64

(s.e.) (1.467) (1.961) (2.074) (1.289) (2.506) (2.074) (2.075) (0.203) (1.983) 959

Area of specialization2

College prep 69.02 98.57 81.75 41.31 97.27 95.05 92.56 11.13 49.01

(s.e.) (1.966) (0.398) (1.373) (1.922) (0.375) (0.613) (0.830) (0.948) (1.745) 3,951

Vocational 85.57 86.53 83.12 11.85 26.57 21.59 21.42 0.70 10.69

(s.e.) (2.137) (1.758) (1.901) (1.615) (2.575) (2.347) (2.347) (0.239) (1.794) 902

Other 79.23 92.57 87.15 17.36 40.00 36.37 35.98 1.94 14.34

(s.e.) (1.431) (0.547) (0.755) (0.958) (1.320) (1.300) (1.294) (0.216) (0.853) 6,854
Table 48—Percentage of 1992 public high school graduates accumulating Carnegie units in science by type and level of course, by number of Carnegie 

units accumulated in vocational education and areas of specialization and vocational concentration—Continued

 Biology Chemistry 

Participation in Survey All Chemistry All Unweighted

vocational education science levels Regular Advanced and physics levels Regular Advanced Physics Ns

Area of vocational

 program concentration3

None 73.82 95.24 85.01 28.07 64.91 61.85 60.51 6.02 29.27

(s.e.) (1.404) (0.399) (0.812) (1.185) (1.167) (1.182) (1.187) (0.465) (1.009) 8,865

Agriculture 82.10 90.88 87.53 14.22 31.41 30.64 30.42 0.83 8.77

(s.e.) (3.278) (2.205) (2.476) (2.614) (4.282) (4.302) (4.308) (0.472) (1.975) 306

Business & office 83.05 96.06 91.30 16.61 46.98 43.28 43.18 1.22 14.90

(s.e.) (2.206) (0.729) (1.113) (1.652) (2.698) (2.664) (2.665) (0.348) (2.178) 898

Marketing &

 distribution 81.36 92.65 86.66 15.41 31.85 28.87 28.45 0.42 9.27

(s.e.) (7.230) (2.632) (3.579) (3.941) (4.666) (4.289) (4.278) (0.424) (2.670) 159

Health 90.55 85.49 80.98 17.39 28.58 28.58 28.58 0.00 3.29

(s.e.) (3.494) (4.664) (4.914) (4.388) (6.244) (6.244) (6.244) (0.000) (2.020) 79

Occupational home

 economics 83.16 90.86 88.79 10.55 20.37 19.58 19.58 0.55 0.78

(s.e.) (5.082) (3.014) (3.177) (4.172) (5.105) (5.120) (5.120) (0.544) (0.565) 195

Trade & industry 87.93 85.53 79.98 11.99 27.61 21.69 21.49 1.31 14.48

(s.e.) (1.647) (1.636) (2.125) (1.812) (2.109) (1.803) (1.801) (0.411) (1.720) 1,142

Technical &

 communications 57.45 92.69 77.33 27.79 66.59 62.85 62.85 1.51 40.60

(s.e.) (9.693) (3.598) (7.865) (7.740) (7.723) (8.148) (8.148) (1.296) (9.447) 63

First row, first column reads: Of all 1992 public high school graduates, 76.41 percent completed one or more survey science courses in high school.

1

Included in the total are graduates who may be missing data on particular row variables.

2

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

3Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. If students

complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may sum to greater than the “all levels” columns because students may have taken courses at more than one biology or chemistry level.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 49—Percentage of 1992 public high school graduates completing math courses by highest level of course completed, by number of Carnegie units accumulated

in vocational education and areas of specialization and vocational concentration

Participation in Less than Other Unweighted

vocational education prealgebra Prealgebra Algebra 1 Geometry Algebra 2 advanced1 Calculus Ns

Total27.88 6.25 10.83 13.66 31.02 21.11 9.25

(s.e.) (0.443) (0.517) (0.569) (0.630) (0.973) (0.909) (0.452) 11,698

Total vocational

 Carnegie units

 accumulated

0.00–1.99 1.93 1.12 3.61 8.52 30.39 35.33 19.09

(s.e.) (0.554) (0.254) (0.505) (0.755) (1.886) (2.124) (1.114) 3,124

2.00–3.99 4.04 4.44 8.14 13.20 36.61 23.47 10.10

(s.e.) (0.514) (1.234) (1.051) (0.949) (1.928) (1.306) (0.959) 3,584

4.00–5.99 8.19 7.42 15.02 18.66 31.61 15.05 4.05

(s.e.) (0.733) (0.825) (1.330) (1.596) (1.626) (1.101) (0.499) 2,565

6.00–7.99 15.79 13.58 17.71 17.62 25.75 8.00 1.55

(s.e.) (1.489) (1.564) (1.427) (1.430) (1.609) (0.868) (0.350) 1,468

8.00 or more 27.38 14.60 21.37 12.02 19.13 4.38 1.12

(s.e.) (2.031) (1.564) (1.742) (1.478) (2.257) (1.228) (0.511) 957

Area of specialization3

College prep 0.00 0.00 0.80 4.50 35.08 37.85 21.77

(s.e.) (0.000) (0.000) (0.200) (0.553) (1.716) (1.852) (1.165) 3,951

Vocational 21.47 15.92 19.47 12.93 22.24 5.89 2.07

(s.e.) (2.001) (1.786) (1.769) (1.363) (2.407) (1.028) (0.598) 900

Other 10.38 8.38 15.15 18.72 29.96 14.01 3.39

(s.e.) (0.631) (0.784) (0.849) (0.943) (1.239) (0.926) (0.293) 6,847
Table 49—Percentage of 1992 public high school graduates completing math courses by highest level of course completed, by number of Carnegie units 

accumulated in vocational education and areas of specialization and vocational concentration—Continued

Participation in Less than Other Unweighted

vocational education prealgebra Prealgebra Algebra 1 Geometry Algebra 2 advanced1 Calculus Ns

Area of vocational

 program concentration4

None 5.14 4.69 8.79 12.98 32.74 24.36 11.30

(s.e.) (0.394) (0.585) (0.613) (0.715) (1.182) (1.089) (0.575) 8,860

Agriculture 27.07 9.40 14.96 13.54 23.06 10.55 1.42

(s.e.) (3.721) (2.119) (2.248) (2.181) (3.271) (2.428) (0.632) 306

Business & office 5.81 6.94 14.39 18.78 33.27 16.93 3.88

(s.e.) (0.886) (1.228) (1.545) (2.384) (2.504) (1.901) (0.687) 896

Marketing

 & distribution 10.58 20.05 15.52 16.17 23.48 13.42 0.79

(s.e.) (3.791) (7.385) (3.381) (3.207) (3.922) (3.363) (0.583) 159

Health 26.03 9.84 29.25 6.55 21.96 4.66 1.71

(s.e.) (8.057) (3.967) (6.666) (2.560) (5.147) (2.913) (1.273) 79

Occupational home

 economics 29.52 9.05 23.47 14.42 19.71 1.57 2.27

(s.e.) (5.402) (2.156) (6.019) (3.009) (5.151) (0.835) (1.747) 195

Trade & industry 19.87 14.59 18.49 14.97 21.75 7.95 2.38

(s.e.) (1.692) (1.500) (1.720) (1.628) (1.950) (1.089) (0.499) 1,140

Technical &

 communications 9.44 0.71 8.58 12.07 32.73 23.03 13.44

(s.e.) (3.710) (0.721) (3.636) (4.253) (9.045) (8.299) (5.861) 63

First row, first column reads: Of all 1992 public high school graduates, 7.88 percent completed a less-than-prealgebra-level course as their highest math course. 

1

Includes Algebra 3, Trigonometry, Analytic Geometry, Precalculus, and Probability and Statistics.

2

Included in the total are graduates who may be missing data on particular row variables.

3

Students who are vocational specialists are defined as completing 4.00 or more Carnegie units in a single specific labor market preparation program area, with

at least 2.00 of those units in a second or later course in the sequence. Students who meet the following criteria are defined as college preparatory: completing

4.00 or more Carnegie units in English; 3.00 or more Carnegie units in math, with 1.00 or more of those units in algebra or higher; 3.00 or more Carnegie units

in science, with 1.00 or more of those units in chemistry or physics; and 2.00 or more Carnegie units in a single foreign language. Students who meet both the

vocational specialist and college preparatory criteria are included in the vocational specialist group. Students who are classified as “other” do not meet the criteria

for either specialization.

4Vocational program concentration is defined as completing 3.00 or more Carnegie units in a single specific labor market preparation program area. If students

complete 3.00 or more Carnegie units in more than one specific labor market preparation program area, they are assigned to the area in which they completed

the most credits. The number of cases where the number of credits was the same was too few to pose a significant problem.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.
Table 50—Percentage of public high school graduates completing one or more courses in vocational education by

type of vocational education, by sex and race–ethnicity: 1982–1992

Consumer & General labor Specific labor

Sex and All vocational homemaking market market Unweighted

race–ethnicity education education preparation preparation Ns

1982 graduates

Total*97.8 49.9 78.6 86.7

(s.e.) (0.20) (0.92) (0.70) (0.53) 9,510

Sex

Male 97.6 34.0 72.2 89.4

(s.e.) (0.29) (1.16) (1.01) (0.62) 4,622

Female 98.0 64.9 86.0 83.9

(s.e.) (0.26) (1.06) (0.75) (0.75) 4,888

Race–ethnicity

White, non-Hispanic 97.3 47.7 80.0 86.0

(s.e.) (0.27) (1.05) (0.77) (0.62) 5,604

Black, non-Hispanic 99.3 60.4 76.1 87.5

(s.e.) (0.19) (2.27) (2.05) (1.28) 1,326

Hispanic 99.0 56.3 77.5 89.6

(s.e.) (0.25) (1.78) (1.48) (1.01) 2,045

Asian 96.1 34.7 79.4 76.8

(s.e.) (1.25) (4.84) (3.21) (3.36) 295

Native American 99.4 50.0 85.9 93.0

(s.e.) (0.61) (7.80) (3.49) (2.23) 161

1987 graduates

Total*97.8 47.1 78.5 88.5

(s.e.) (0.35) (1.22) (1.04) (0.61) 24,426

Sex

Male 97.9 34.5 73.9 91.3

(s.e.) (0.28) (1.43) (1.08) (0.61) 12,251

Female 97.7 59.0 82.9 85.8

(s.e.) (0.47) (1.45) (1.21) (0.77) 12,105

Race–ethnicity

White, non-Hispanic 97.8 46.2 79.4 88.2

(s.e.) (0.33) (1.43) (1.18) (0.71) 15,628

Black, non-Hispanic 98.7 53.6 77.7 88.3

(s.e.) (0.25) (2.09) (1.59) (1.24) 3,584

Hispanic 97.8 51.3 76.5 89.1

(s.e.) (0.80) (3.53) (2.44) (1.19) 2,782

Asian 93.6 36.6 69.7 82.8

(s.e.) (3.12) (6.91) (9.21) (2.98) 844

Native American 98.4 51.1 78.0 92.2

(s.e.) (0.84) (4.02) (2.83) (2.73) 302

134
Table 50—Percentage of public high school graduates completing one or more courses in vocational education

by type of vocational education, by sex and race–ethnicity: 1982–1992—Continued

Consumer & General labor Specific labor

Sex and All vocational homemaking market market Unweighted

race–ethnicity education education preparation preparation Ns

1990 graduates

Total*97.4 48.1 71.6 86.8

(s.e.) (0.30) (1.95) (1.81) (0.93) 16,456

Sex

Male 97.5 37.3 66.6 90.9

(s.e.) (0.33) (2.24) (1.85) (0.66) 7,821

Female 97.3 58.1 76.2 82.9

(s.e.) (0.35) (2.01) (1.91) (1.27) 8,626

Race–ethnicity

White, non-Hispanic 97.2 47.4 71.4 86.3

(s.e.) (0.27) (2.28) (2.29) (0.99) 11,386

Black, non-Hispanic 98.2 56.5 74.5 87.37

(s.e.) (0.37) (2.69) (2.37) (1.85) 2,307

Hispanic 97.5 46.7 71.8 90.3

(s.e.) (0.56) (3.04) (2.35) (1.08) 1,437

Asian 96.8 35.2 70.5 83.1

(s.e.) (1.06) (2.87) (6.56) (2.05) 677

Native American 96.5 52.7 64.4 91.5

(s.e.) (2.20) (6.75) (10.07) (2.56) 84

1992 graduates

Total*96.5 45.4 62.4 87.1

(s.e.) (0.26) (1.18) (1.25) (0.56) 11,707

Sex

Male 96.5 35.8 59.3 89.1

(s.e.) (0.35) (1.59) (1.55) (0.66) 5,760

Female 96.5 54.5 65.3 85.0

(s.e.) (0.36) (1.41) (1.51) (0.81) 5,917

Race–ethnicity

White, non-Hispanic 96.1 44.9 61.9 86.6

(s.e.) (0.32) (1.41) (1.48) (0.68) 8,269

Black, non-Hispanic 98.1 50.8 61.7 88.6

(s.e.) (0.49) (2.75) (2.96) (1.37) 1,023

Hispanic 97.1 43.0 69.1 89.6

(s.e.) (0.76) (2.76) (2.82) (1.27) 1,365

Asian 96.3 41.5 57.0 85.30

(s.e.) (0.72) (3.48) (3.68) (1.63) 855

Native American 98.3 44.4 60.3 91.5

(s.e.) (1.20) (5.01) (6.68) (2.63) 118

First row, first column reads: Of 1982 public high school graduates, 97.8 percent completed one or more courses

in some type of vocational education.

*

Included in the total are graduates who may be missing data on particular row variables.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990

High School Transcript Studies, and the National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.

135
Table 51—Average number of Carnegie units accumulated by public high school graduates by type of curriculum,

by sex and race–ethnicity: 1982–1992

Sex and Unweighted

race–ethnicity Total Academic Vocational Personal use Ns

1982 graduates

Total*21.4 14.2 4.6 2.6

(s.e.) (0.06) (0.07) (0.06) (0.04) 9,510

Sex

Male 21.3 13.9 4.6 2.8

(s.e.) (0.07) (0.08) (0.07) (0.04) 4,622

Female 21.6 14.4 4.7 2.5

(s.e.) (0.07) (0.08) (0.07) (0.04) 4,888

Race–ethnicity

White, non-Hispanic 21.5 14.4 4.5 2.6

(s.e.) (0.07) (0.08) (0.06) (0.04) 5,604

Black, non-Hispanic 21.1 13.7 4.8 2.6

(s.e.) (0.15) (0.19) (0.14) (0.08) 1,326

Hispanic 21.2 13.0 5.3 2.9

(s.e.) (0.11) (0.11) (0.10) (0.07) 2,045

Asian 22.2 16.0 3.1 3.10

(s.e.) (0.17) (0.25) (0.18) (0.12) 295

Native American 21.3 13.3 5.1 2.93

(s.e.) (0.29) (0.25) (0.26) (0.12) 161

1987 graduates

Total*22.8 15.6 4.4 2.7

(s.e.) (0.09) (0.11) (0.07) (0.07) 24,426

Sex

Male 22.6 15.3 4.5 2.8

(s.e.) (0.09) (0.12) (0.08) (0.07) 12,251

Female 22.9 16.0 4.4 2.6

(s.e.) (0.09) (0.11) (0.08) (0.07) 12,105

Race–ethnicity

White, non-Hispanic 22.9 15.7 4.5 2.6

(s.e.) (0.10) (0.13) (0.09) (0.08) 15,628

Black, non-Hispanic 22.14 15.00 4.5 2.7

(s.e.) (0.15) (0.15) (0.10) (0.10) 3,584

Hispanic 22.5 15.1 4.3 3.2

(s.e.) (0.14) (0.20) (0.16) (0.10) 2,782

Asian 23.9 17.8 2.9 3.2

(s.e.) (0.63) (0.62) (0.26) (0.29) 844

Native American 23.2 15.3 4.7 3.1

(s.e.) (0.54) (0.34) (0.18) (0.18) 302

136
Table 51—Average number of Carnegie units accumulated by public high school graduates by type of

curriculum, by sex and race–ethnicity: 1982–1992—Continued

Sex and Unweighted

race–ethnicity Total Academic Vocational Personal use Ns

1990 graduates

Total*23.5 16.7 4.1 2.7

(s.e.) (0.12) (0.12) (0.08) (0.08) 16,456

Sex

Male 23.3 16.2 4.2 2.9

(s.e.) (0.13) (0.14) (0.08) (0.09) 7,821

Female 23.6 17.1 4.0 2.6

(s.e.) (0.12) (0.13) (0.09) (0.07) 8,626

Race–ethnicity

White, non-Hispanic 23.5 16.7 4.1 2.7

(s.e.) (0.13) (0.16) (0.09) (0.08) 11,386

Black, non-Hispanic 23.3 16.2 4.4 2.7

(s.e.) (0.21) (0.18) (0.16) (0.11) 2,307

Hispanic 23.8 16.6 4.0 3.1

(s.e.) (0.18) (0.18) (0.15) (0.09) 1,437

Asian 24.1 18.2 2.9 3.0

(s.e.) (0.22) (0.29) (0.27) (0.18) 677

Native American 22.6 15.3 4.4 2.9

(s.e.) (0.25) (0.40) (0.25) (0.16) 84

1992 graduates

Total*23.8 17.3 3.8 2.7

(s.e.) (0.09) (0.09) (0.06) (0.03) 11,707

Sex

Male 23.6 16.8 3.9 2.9

(s.e.) (0.10) (0.11) (0.07) (0.05) 5,760

Female 23.9 17.9 3.6 2.5

(s.e.) (0.10) (0.10) (0.07) (0.04) 5,917

Race–ethnicity

White, non-Hispanic 23.8 17.5 3.7 2.6

(s.e.) (0.10) (0.10) (0.07) (0.04) 8,269

Black, non-Hispanic 23.2 16.6 3.9 2.7

(s.e.) (0.25) (0.32) (0.11) (0.10) 1,023

Hispanic 23.6 16.8 3.8 3.0

(s.e.) (0.12) (0.16) (0.13) (0.07) 1,365

Asian 24.5 18.4 3.2 2.9

(s.e.) (0.21) (0.28) (0.22) (0.08) 855

Native American 23.4 15.9 4.5 3.0

(s.e.) (0.33) (0.33) (0.35) (0.22) 118

First row, first column reads: 1982 public high school graduates earned on average a total of 21.4 Carnegie units

in high school.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990

High School Transcript Studies, and the National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.

137
Table 52—Percentage of public high school graduates by number of Carnegie units accumulated in vocational education,

by sex and race–ethnicity: 1982–1992

 Number of Carnegie units in vocational education UnSex and 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00 or weighted

race–ethnicity 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 more Ns

1982 graduates

Total*6.0 11.4 12.5 12.5 12.6 12.0 9.8 8.5 14.7

(s.e.) (0.37) (0.50) (0.48) (0.44) (0.50) (0.48) (0.44) (0.38) (0.63) 9,510

Sex

Male 6.1 11.4 12.9 12.3 13.4 11.8 8.7 9.0 14.5

(s.e.) (0.49) (0.62) (0.63) (0.63) (0.73) (0.70) (0.58) (0.57) (0.81) 4,622

Female 6.0 11.3 12.1 12.8 11.8 12.3 10.9 8.0 14.9

(s.e.) (0.45) (0.67) (0.67) (0.67) (0.65) (0.66) (0.57) (0.46) (0.78) 4,888

Race–ethnicity

White, non-Hispanic 7.2 12.0 12.6 12.8 11.8 11.7 9.1 8.4 14.4

(s.e.) (0.48) (0.59) (0.59) (0.55) (0.60) (0.57) (0.50) (0.45) (0.69) 5,604

Black, non-Hispanic 1.9 9.8 11.9 12.7 16.2 15.2 10.7 7.7 13.9

(s.e.) (0.34) (1.42) (1.22) (1.15) (1.37) (1.38) (1.29) (0.95) (1.87) 1,326

Hispanic 2.5 7.8 11.3 11.1 14.3 11.6 12.6 9.6 19.2

(s.e.) (0.42) (0.79) (1.02) (1.03) (1.16) (0.99) (1.10) (1.14) (1.49) 2,045

Asian 12.1 20.1 19.1 14.4 13.4 7.8 5.3 3.4 4.4

(s.e.) (2.02) (2.78) (3.17) (2.06) (2.26) (3.22) (1.71) (1.21) (1.69) 295

Native American 3.3 7.2 10.9 9.0 10.1 21.0 17.8 8.8 11.9

(s.e.) (1.31) (2.15) (3.23) (2.68) (2.97) (6.57) (9.70) (3.16) (3.06) 161

1987 graduates

Total*5.8 12.3 14.4 13.0 12.8 11.4 9.1 8.0 13.2

(s.e.) (0.57) (0.49) (0.46) (0.42) (0.42) (0.40) (0.32) (0.40) (0.60) 24,426

Sex

Male 5.2 11.9 14.4 12.7 12.5 12.2 8.7 8.2 14.0

(s.e.) (0.50) (0.59) (0.61) (0.45) (0.41) (0.55) (0.39) (0.50) (0.72) 12,251

Female 6.3 12.6 14.3 13.2 13.2 10.7 9.4 7.9 12.5

(s.e.) (0.73) (0.59) (0.54) (0.56) (0.68) (0.48) (0.46) (0.48) (0.71) 12,105

Race–ethnicity

White, non-Hispanic 5.8 12.2 13.9 12.7 12.5 11.2 8.9 8.0 14.8

(s.e.) (0.67) (0.64) (0.53) (0.46) (0.52) (0.46) (0.43) (0.50) (0.81) 15,628

Black, non-Hispanic 4.7 10.9 12.6 13.2 14.4 13.5 10.2 9.8 10.7

(s.e.) (0.91) (1.19) (1.05) (0.83) (0.98) (0.85) (0.73) (1.04) (0.92) 3,584

Hispanic 4.5 11.4 15.5 14.5 13.5 13.7 10.9 7.5 8.5

(s.e.) (0.83) (1.16) (1.27) (1.34) (1.18) (0.94) (1.02) (1.24) (1.32) 2,782

Asian 12.0 20.4 24.2 15.7 10.5 6.2 4.9 2.6 3.6

(s.e.) (2.71) (2.67) (2.33) (3.33) (1.89) (1.31) (1.29) (0.76) (1.00) 844

Native American 3.0 5.9 14.9 14.3 15.4 15.2 9.8 10.0 11.5

(s.e.) (1.21) (1.36) (2.14) (3.06) (2.46) (2.39) (1.48) (1.63) (2.17) 302

138
Table 52—Percentage of public high school graduates by number of Carnegie units accumulated in vocational

education, by sex and race–ethnicity: 1982–1992—Continued

 Number of Carnegie units in vocational education UnSex and 0.00– 1.00– 2.00– 3.00– 4.00– 5.00– 6.00– 7.00– 8.00 or weighted

race–ethnicity 0.99 1.99 2.99 3.99 4.99 5.99 6.99 7.99 more Ns

1990 graduates

Total*7.5 15.5 15.6 13.6 11.7 9.4 8.4 6.7 11.5

(s.e.) (0.70) (0.60) (0.49) (0.46) (0.40) (0.39) (0.39) (0.30) (0.71) 16,456

Sex

Male 6.7 14.2 15.4 14.8 11.5 9.7 8.2 6.9 12.5

(s.e.) (0.66) (0.67) (0.60) (0.50) (0.47) (0.41) (0.50) (0.45) (0.74) 7,821

Female 8.3 16.6 15.8 12.5 12.0 9.2 8.6 6.5 10.6

(s.e.) (0.85) (0.73) (0.67) (0.60) (0.49) (0.53) (0.44) (0.40) (0.83) 8,626

Race–ethnicity

White, non-Hispanic 8.0 16.0 15.4 13.1 11.2 8.9 7.9 6.8 12.7

(s.e.) (0.88) (0.63) (0.58) (0.52) (0.46) (0.45) (0.38) (0.34) (0.88) 11,386

Black, non-Hispanic 4.4 10.8 15.4 15.1 13.7 11.9 10.7 8.0 10.0

(s.e.) (0.67) (1.21) (1.15) (1.00) (0.68) (0.88) (1.09) (0.96) (1.30) 2,307

Hispanic 6.4 15.0 16.5 14.8 12.6 10.8 9.1 6.1 8.7

(s.e.) (0.80) (1.83) (1.07) (1.05) (1.31) (1.23) (0.85) (0.63) (0.96) 1,437

Asian 12.6 23.5 18.6 16.6 11.9 6.8 5.2 3.0 1.8

(s.e.) (2.70) (3.19) (2.25) (1.87) (2.02) (1.75) (1.46) (0.91) (0.73) 677

Native American 6.5 10.9 12.3 10.5 14.6 15.7 11.8 11.1 6.6

(s.e.) (2.69) (4.48) (3.56) (3.60) (4.13) (4.82) (3.10) (5.24) (2.91) 84

1992 graduates

Total*9.3 16.8 16.0 14.4 12.5 10.0 7.2 5.2 8.6

(s.e.) (0.64) (0.76) (0.76) (0.62) (0.58) (0.50) (0.36) (0.34) (0.48) 11,707

Sex

Male 8.2 14.9 15.9 15.5 12.6 10.7 7.2 6.0 9.1

(s.e.) (0.58) (1.04) (1.30) (1.08) (0.84) (0.77) (0.45) (0.54) (0.64) 5,760

Female 10.6 18.7 16.2 13.6 12.5 9.3 7.2 4.2 7.7

(s.e.) (1.18) (1.03) (0.85) (0.64) (0.74) (0.57) (0.53) (0.37) (0.63) 5,917

Race–ethnicity

White, non-Hispanic 10.2 17.5 15.9 14.4 11.5 9.5 7.0 4.9 9.2

(s.e.) (0.82) (0.90) (0.92) (0.76) (0.62) (0.54) (0.39) (0.35) (0.57) 8,269

Black, non-Hispanic 5.5 11.2 17.9 15.8 16.8 12.6 8.3 5.7 6.1

(s.e.) (1.01) (1.44) (2.60) (2.19) (2.20) (1.75) (1.20) (1.00) (0.95) 1,023

Hispanic 6.5 17.5 16.1 14.5 13.5 11.0 8.4 6.6 5.9

(s.e.) (1.07) (2.72) (1.48) (1.49) (1.75) (1.49) (1.50) (1.81) (0.93) 1,365

Asian 14.5 21.6 14.2 12.6 14.5 8.8 5.3 2.6 6.0

(s.e.) (1.57) (2.37) (1.75) (1.61) (2.27) (1.73) (1.47) (0.82) (3.22) 855

Native American 4.6 5.9 16.1 17.2 18.2 11.5 7.3 9.3 9.8

(s.e.) (2.15) (1.98) (3.77) (4.54) (3.81) (2.99) (2.39) (3.44) (4.25) 118

First row, first column reads: Of 1982 public high school graduates, 6.0 percent earned fewer than 1.00 Carnegie

units in vocational education.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990

High School Transcript Studies, and the National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.

139
Table 53—Average number of Carnegie units accumulated in vocational education by public high school graduates

by type of vocational education, by sex and race–ethnicity: 1982–1992

Consumer & General labor market preparation Specific UnSex and homemaking Industrial Career labor market weighted

race–ethnicity Total education arts education Total1preparation Ns

1982 graduates

Total24.6 0.7 0.2 0.2 1.1 2.9

(s.e.) (0.06) (0.02) (0.01) (0.01) (0.02) (0.05) 9,510

Sex

Male 4.6 0.3 0.3 0.3 1.0 3.3

(s.e.) (0.07) (0.01) (0.02) (0.02) (0.03) (0.07) 4,622

Female 4.7 1.0 0.0 0.2 1.1 2.5

(s.e.) (0.07) (0.03) (0.01) (0.01) (0.02) (0.05) 4,888

Race–ethnicity

White, non-Hispanic 4.5 0.6 0.2 0.2 1.0 2.9

(s.e.) (0.06) (0.02) (0.01) (0.01) (0.02) (0.05) 5,604

Black, non-Hispanic 4.8 0.9 0.1 0.3 1.1 2.8

(s.e.) (0.14) (0.05) (0.02) (0.04) (0.05) (0.14) 1,326

Hispanic 5.3 0.9 0.2 0.3 1.2 3.2

(s.e.) (0.10) (0.04) (0.03) (0.03) (0.04) (0.10) 2,045

Asian 3.1 0.3 0.1 0.3 1.0 1.9

(s.e.) (0.18) (0.03) (0.03) (0.07) (0.07) (0.15) 295

Native American 5.1 0.5 0.2 0.3 1.3 3.3

(s.e.) (0.26) (0.07) (0.06) (0.11) (0.12) (0.24) 161

1987 graduates

Total24.4 0.6 0.1 0.1 0.9 2.9

(s.e.) (0.07) (0.02) (0.01) (0.01) (0.02) (0.05) 24,426

Sex

Male 4.5 0.3 0.2 0.1 0.9 3.3

(s.e.) (0.08) (0.02) (0.02) (0.01) (0.03) (0.07) 12,251

Female 4.4 0.9 0.0 0.1 0.9 2.6

(s.e.) (0.08) (0.03) (0.01) (0.01) (0.03) (0.05) 12,105

Race–ethnicity

White, non-Hispanic 4.5 0.2 0.1 0.9 3.0 3.0

(s.e.) (0.09) (0.02) (0.01) (0.01) (0.03) (0.07) 15,628

Black, non-Hispanic 4.5 0.7 0.1 0.2 1.0 2.8

(s.e.) (0.10) (0.03) (0.01) (0.03) (0.03) (0.09) 3,584

Hispanic 4.3 0.6 0.1 0.3 1.0 2.7

(s.e.) (0.15) (0.06) (0.02) (0.04) (0.06) (0.09) 2,782

Asian 2.9 0.3 0.0 0.1 0.7 1.9

(s.e.) (0.26) (0.07) (0.01) (0.03) (0.09) (0.13) 844

Native American 4.7 0.6 0.2 0.1 0.9 3.2

(s.e.) (0.18) (0.06) (0.07) (0.02) (0.10) (0.16) 302

140
Table 53—Average number of Carnegie units accumulated in vocational education by public high school

graduates by type of vocational education, by sex and race–ethnicity: 1982–1992—Continued

Consumer & General labor market preparation Specific UnSex and homemaking Industrial Career labor market weighted

race–ethnicity Total education arts education Total1preparation Ns

1990 graduates

Total24.1 0.6 0.1 0.2 0.8 2.7

(s.e.) (0.08) (0.03) (0.01) (0.01) (0.03) (0.07) 16,456

Sex

Male 4.2 0.3 0.2 0.2 0.8 3.1

(s.e.) (0.08) (0.02) (0.01) (0.02) (0.03) (0.07) 7,821

Female 4.0 0.8 0.0 0.2 0.9 2.3

(s.e.) (0.09) (0.04) (0.01) (0.01) (0.03) (0.08) 8,626

Race–ethnicity

White, non-Hispanic 4.1 0.5 0.1 0.2 0.8 2.8

(s.e.) (0.09) (0.03) (0.01) (0.02) (0.04) (0.07) 11,386

Black, non-Hispanic 4.4 0.8 0.1 0.2 1.0 2.6

(s.e.) (0.17) (0.06) (0.02) (0.03) (0.05) (0.14) 2,307

Hispanic 4.0 0.5 0.1 0.2 0.8 2.6

(s.e.) (0.15) (0.05) (0.01) (0.02) (0.04) (0.11) 1,437

Asian 2.9 0.3 0.1 0.2 0.7 1.9

(s.e.) (0.27) (0.03) (0.03) (0.07) (0.10) (0.16) 677

Native American 4.4 0.7 0.2 0.1 0.8 2.9

(s.e.) (0.25) (0.13) (0.09) (0.04) (0.17) (0.19) 84

1992 graduates

Total23.8 0.5 0.1 0.2 0.7 2.5

(s.e.) (0.06) (0.02) (0.01) (0.01) (0.02) (0.05) 11,707

Sex

Male 3.9 0.4 0.2 0.1 0.7 2.9

(s.e.) (0.07) (0.02) (0.02) (0.01) (0.03) (0.07) 5,760

Female 3.6 0.7 0.0 0.2 0.7 2.2

(s.e.) (0.07) (0.02) (0.00) (0.01) (0.02) (0.06) 5,917

Race–ethnicity

White, non-Hispanic 3.7 0.5 0.1 0.1 0.7 2.5

(s.e.) (0.07) (0.02) (0.01) (0.01) (0.02) (0.05) 8,269

Black, non-Hispanic 3.9 0.7 0.1 0.2 0.7 2.5

(s.e.) (0.11) (0.06) (0.03) (0.03) (0.05) (0.09) 1,023

Hispanic 3.8 0.5 0.1 0.2 0.7 2.6

(s.e.) (0.13) (0.03) (0.01) (0.03) (0.05) (0.11) 1,365

Asian 3.2 0.4 0.1 0.2 0.6 2.3

(s.e.) (0.22) (0.04) (0.01) (0.04) (0.05) (0.20) 855

Native American 4.5 0.5 0.1 0.2 0.7 3.4

(s.e.) (0.35) (0.08) (0.04) (0.05) (0.09) (0.35) 118

First row, first column reads: 1982 public high school graduates earned on average a total of 4.6 Carnegie units in

vocational education.

1

Participation in Typewriting I and some miscellaneous general labor market skills courses—such as business math,

business English, and vocational English—are not shown separately.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990

High School Transcript Studies, and the National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.

141
Table 54—Percentage of public high school graduates by number of Carnegie units accumulated in specific labor

market preparation courses, by sex and race–ethnicity: 1982–1992

 Number of Carnegie units in specific labor market preparation UnSex and 0.01– 1.00– 2.00– 3.00– 4.00 or weighted

race–ethnicity 0.00 0.99 1.99 2.99 3.99 more Ns

1982 graduates

Total*13.5 7.3 18.5 16.3 13.3 31.2

(s.e.) (0.53) (0.41) (0.53) (0.54) (0.48) (0.80) 9,510

Sex

Male 10.6 6.6 16.5 15.6 14.0 36.8

(s.e.) (0.62) (0.51) (0.74) (0.75) (0.69) (1.16) 4,622

Female 16.1 8.0 20.4 17.0 12.6 25.9

(s.e.) (0.75) (0.59) (0.76) (0.76) (0.66) (0.91) 4,888

Race–ethnicity

White, non-Hispanic 14.0 7.4 18.7 16.3 12.7 30.9

(s.e.) (0.63) (0.48) (0.64) (0.67) (0.57) (0.93) 5,604

Black, non-Hispanic 12.6 7.0 18.9 17.9 14.2 29.4

(s.e.) (1.29) (0.97) (1.52) (1.41) (1.31) (2.20) 1,326

Hispanic 10.4 6.5 17.0 15.8 16.2 34.2

(s.e.) (1.01) (0.76) (1.23) (1.18) (1.19) (1.70) 2,045

Asian 23.2 9.0 22.1 17.4 11.3 17.0

(s.e.) (3.36) (1.93) (2.39) (2.53) (3.31) (3.11) 295

Native American 7.0 3.9 17.2 12.0 15.8 44.1

(s.e.) (2.23) (1.50) (3.77) (2.70) (3.69) (8.05) 161

1987 graduates

Total*11.5 7.6 20.2 16.1 13.2 31.5

(s.e.) (0.61) (0.56) (0.53) (0.42) (0.44) (0.95) 24,426

Sex

Male 8.7 6.5 18.0 16.1 13.8 36.9

(s.e.) (0.61) (0.59) (0.63) (0.49) (0.55) (1.18) 12,251

Female 14.2 8.7 22.1 16.0 12.5 26.5

(s.e.) (0.77) (0.66) (0.69) (0.55) (0.61) (1.03) 12,105

Race–ethnicity

White, non-Hispanic 11.8 7.0 19.5 15.9 13.1 32.8

(s.e.) (0.71) (0.66) (0.71) (0.51) (0.53) (1.15) 15,628

Black, non-Hispanic 11.7 8.5 19.3 15.3 14.7 30.5

(s.e.) (1.24) (1.21) (1.20) (0.70) (0.96) (1.66) 3,584

Hispanic 10.9 7.1 21.1 18.5 13.0 29.4

(s.e.) (1.19) (0.83) (1.28) (1.07) (1.02) (2.13) 2,782

Asian 17.2 11.4 25.7 24.1 9.0 12.7

(s.e.) (2.98) (3.38) (2.74) (2.43) (1.73) (2.17) 844

Native American 7.8 3.1 20.5 17.3 13.7 37.5

(s.e.) (2.73) (1.04) (2.67) (2.92) (2.67) (3.22) 302

142
Table 54—Percentage of public high school graduates by number of Carnegie units accumulated in

specific labor market preparation courses, by sex and race–ethnicity: 1982–1992—Continued

 Number of Carnegie units in specific labor market preparation UnSex and 0.01– 1.00– 2.00– 3.00– 4.00 or weighted

race–ethnicity 0.00 0.99 1.99 2.99 3.99 more Ns

1990 graduates

Total*13.3 8.9 22.1 15.6 12.2 28.0

(s.e.) (0.93) (0.54) (0.56) (0.44) (0.47) (1.01) 16,456

Sex

Male 9.1 7.0 21.0 16.0 14.1 32.9

(s.e.) (0.66) (0.50) (0.75) (0.61) (0.49) (1.19) 7,821

Female 17.1 10.6 23.0 15.3 10.5 23.5

(s.e.) (1.27) (0.67) (0.69) (0.59) (0.60) (1.24) 8,626

Race–ethnicity

White, non-Hispanic 13.7 8.7 21.5 15.3 11.5 29.4

(s.e.) (0.99) (0.59) (0.58) (0.53) (0.49) (1.12) 11,386

Black, non-Hispanic 12.7 7.4 22.6 16.5 14.1 26.7

(s.e.) (1.85) (0.87) (1.51) (1.35) (1.11) (2.53) 2,307

Hispanic 9.7 10.7 22.8 16.9 14.1 25.7

(s.e.) (1.08) (1.12) (1.32) (1.15) (1.07) (1.82) 1,437

Asian 16.9 13.0 27.6 16.0 13.1 13.4

(s.e.) (2.05) (2.54) (2.64) (1.26) (2.84) (2.36) 677

Native American 8.5 9.8 18.8 16.0 13.1 33.8

(s.e.) (2.56) (2.99) (4.81) (4.12) (3.71) (4.61) 84

1992 graduates

Total*12.9 10.3 22.2 17.3 12.2 25.0

(s.e.) (0.56) (0.80) (0.82) (0.70) (0.49) (0.82) 11,707

Sex

Male 10.9 7.4 20.4 18.4 12.9 30.1

(s.e.) (0.66) (0.97) (1.33) (1.16) (0.75) (1.24) 5,760

Female 15.0 13.4 24.1 16.2 11.7 19.8

(s.e.) (0.81) (1.21) (1.05) (0.78) (0.62) (0.97) 5,917

Race–ethnicity

White, non-Hispanic 13.5 10.8 22.2 17.0 12.3 24.2

(s.e.) (0.68) (0.98) (1.04) (0.79) (0.58) (0.91) 8,269

Black, non-Hispanic 11.5 8.0 21.1 21.5 12.1 25.9

(s.e.) (1.37) (1.81) (2.00) (2.91) (1.22) (2.14) 1,023

Hispanic 10.4 10.4 22.7 16.2 11.1 29.2

(s.e.) (1.27) (2.34) (2.04) (1.57) (1.37) (2.95) 1,365

Asian 14.7 10.8 26.5 14.2 14.3 19.7

(s.e.) (1.63) (1.31) (2.60) (1.56) (2.45) (3.47) 855

Native American 8.5 6.3 17.1 13.4 17.2 37.5

(s.e.) (2.63) (1.89) (4.14) (3.74) (4.15) (5.35) 118

First row, first column reads: Of 1982 public high school graduates, 13.5 percent earned no Carnegie units in specific

labor market preparation courses.

*

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990

High School Transcript Studies, and the National Education Longitudinal Study, “Second Follow-Up and High School

Transcript Files,” 1992.

143
Table 55—Percentage of public high school graduates completing one or more courses in specific labor market preparation programs, by sex and 

race–ethnicity: 1982–1992

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commuweighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1982 graduates

Total286.6 10.1 53.0 9.2 4.5 11.5 39.7 7.2 33.3 13.0 0.5 12.9

(s.e.) (0.53) (0.58) (0.83) (0.48) (0.48) (0.56) (0.80) (0.41) (0.82) (0.57) (0.09) (0.67) 9,510

Sex

Male 89.4 14.9 38.7 8.6 3.2 4.6 64.7 14.0 53.8 24.8 0.7 15.2

(s.e.) (0.62) (0.92) (1.11) (0.63) (0.51) (0.51) (1.10) (0.79) (1.23) (1.05) (0.14) (0.91) 4,622

Female 83.9 5.6 66.3 9.7 5.8 17.9 16.3 0.9 14.2 1.9 0.3 10.8

(s.e.) (0.75) (0.54) (1.02) (0.61) (0.56) (0.87) (0.84) (0.19) (0.81) (0.30) (0.09) (0.71) 4,888

Race–ethnicity

White, non-Hispanic 86.0 10.2 53.7 9.0 4.0 11.3 38.8 7.0 32.8 13.0 0.4 14.0

(s.e.) (0.63) (0.66) (0.98) (0.56) (0.50) (0.66) (0.92) (0.49) (0.93) (0.67) (0.10) (0.80) 5,604

Black, non-Hispanic 87.5 7.1 52.4 12.3 7.1 13.6 36.3 7.7 28.3 8.4 0.6 11.3

(s.e.) (1.28) (1.18) (2.31) (1.40) (1.41) (1.49) (2.16) (1.05) (2.09) (1.01) (0.29) (1.44) 1,326

Hispanic 89.6 12.4 53.3 8.3 5.0 12.0 44.7 8.4 37.7 15.0 0.5 8.2

(s.e.) (1.01) (1.25) (1.87) (0.81) (0.95) (1.20) (1.73) (0.97) (1.74) (1.30) (0.18) (0.88) 2,045

Asian 76.8 4.0 37.8 3.1 4.9 4.7 44.6 4.0 36.9 12.3 1.5 15.5

(s.e.) (3.36) (1.24) (3.58) (1.42) (2.15) (1.27) (3.98) (1.30) (4.06) (3.57) (0.91) (2.68) 295

Native American 93.0 15.3 41.2 8.2 5.4 8.6 59.4 8.6 53.2 32.4 0.0 6.4

(s.e.) (2.22) (4.77) (6.92) (2.50) (2.24) (2.23) (6.58) (2.80) (7.24) (9.23) (0.00) (2.07) 161
Table 55—Percentage of public high school graduates completing one or more courses in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992—Continued

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1987 graduates

Total288.5 8.0 53.8 8.7 4.9 10.6 37.5 5.0 32.4 10.6 0.5 24.7

(s.e.) (0.61) (0.58) (1.05) (0.66) (0.60) (0.56) (0.81) (0.42) (0.82) (0.53) (0.11) (1.21) 24,426

Sex

Male 91.3 12.5 42.5 7.4 2.7 5.2 61.3 9.9 52.3 20.1 0.8 28.2

(s.e.) (0.61) (0.93) (1.25) (0.71) (0.53) (0.56) (1.20) (0.82) (1.22) (0.99) (0.19) (1.41) 12,251

Female 85.8 3.8 64.6 9.9 6.9 15.6 15.2 0.5 13.8 1.6 0.2 21.4

(s.e.) (0.77) (1.14) (0.79) (0.74) (0.80) (0.76) (0.09) (0.75) (0.22) (0.05) (1.22) (1.22) 12,105

Race–ethnicity

White, non-Hispanic 88.2 9.4 53.5 8.1 4.5 10.2 37.3 4.8 32.8 10.3 0.3 26.8

(s.e.) (0.71) (0.68) (1.32) (0.79) (0.69) (0.69) (0.84) (0.41) (0.87) (0.62) (0.08) (1.47) 15,628

Black, non-Hispanic 88.3 5.8 54.2 9.6 6.1 12.4 33.7 5.6 26.6 8.0 0.4 16.8

(s.e.) (1.24) (1.11) (1.88) (1.21) (0.79) (1.15) (2.03) (0.86) (1.98) (1.02) (0.20) (1.99) 3,584

Hispanic 89.1 4.1 53.3 9.5 7.0 10.9 44.6 5.7 38.7 13.9 0.2 14.5

(s.e.) (1.19) (0.79) (2.10) (1.29) (2.20) (1.33) (1.87) (0.81) (1.97) (1.47) (0.11) (1.49) 2,782

Asian 82.8 0.4 46.1 8.1 9.5 4.5 30.7 0.8 24.8 8.7 0.5 29.8

(s.e.) (2.98) (0.19) (5.08) (3.60) (3.31) (1.47) (4.60) (0.35) (3.90) (2.41) (0.26) (5.68) 844

Native American 92.2 10.5 64.7 4.0 7.7 7.2 50.9 11.8 44.7 10.3 0.6 20.2

(s.e.) (2.73) (3.58) (8.71) (1.53) (2.65) (2.76) (3.31) (3.65) (3.44) (2.19) (0.57) (6.15) 302
Table 55—Percentage of public high school graduates completing one or more courses in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992—Continued

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1990 graduates

Total286.8 9.1 55.0 9.4 2.8 9.9 36.2 5.5 30.9 10.1 1.1 25.7

(s.e.) (0.93) (0.88) (1.50) (0.65) (0.59) (0.69) (1.17) (0.56) (1.15) (0.73) (0.25) (1.41) 16,456

Sex

Male 90.9 13.8 46.9 7.9 2.0 4.3 59.3 10.5 50.1 19.3 2.1 28.7

(s.e.) (0.66) (1.41) (1.63) (0.67) (0.65) (0.49) (1.45) (1.06) (1.57) (1.36) (0.51) (1.56) 7,821

Female 82.9 4.8 62.5 10.7 3.5 15.1 15.2 0.9 13.3 1.8 0.1 23.1

(s.e.) (1.27) (0.61) (1.64) (0.76) (0.59) (1.12) (1.04) (0.20) (0.96) (0.29) (0.05) (1.46) 8,626

Race–ethnicity

White, non-Hispanic 86.3 10.4 54.3 9.2 2.7 9.0 36.9 5.6 31.8 10.6 1.2 26.3

(s.e.) (0.99) (1.06) (1.63) (0.75) (0.62) (0.76) (1.17) (0.65) (1.12) (0.88) (0.32) (1.50) 11,386

Black, non-Hispanic 87.3 4.8 60.2 10.1 3.9 13.2 31.4 5.7 25.1 6.3 0.3 24.9

(s.e.) (1.85) (0.81) (2.83) (1.18) (1.66) (1.31) (2.76) (0.82) (2.81) (0.81) (0.11) (3.11) 2,307

Hispanic 90.3 8.7 56.6 12.3 2.2 15.9 37.8 3.7 31.5 12.0 0.7 21.4

(s.e.) (1.08) (1.63) (2.07) (1.51) (1.05) (2.20) (1.69) (0.63) (1.89) (1.33) (0.31) (2.16) 1,437

Asian 83.2 4.0 44.4 4.4 2.1 4.4 39.1 3.4 33.5 11.3 0.6 30.0

(s.e.) (2.05) (0.92) (3.03) (1.00) (1.16) (1.17) (4.29) (1.02) (3.86) (1.87) (0.5) (2.71) 677

Native American 91.5 17.7 57.5 10.7 0.8 8.6 36.9 6.2 33.8 9.6 0.0 16.2

(s.e.) (2.56) (5.18) (5.13) (3.77) (0.79) (3.75) (7.56) (3.22) (8.41) (3.44) (0.00) (3.65) 84
Table 55—Percentage of public high school graduates completing one or more courses in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992—Continued

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1992 graduates

Total287.1 9.7 55.7 8.4 4.0 11.2 34.8 5.3 29.2 9.4 1.1 23.1

(s.e.) (0.56) (0.65) (1.04) (0.52) (0.44) (0.63) (0.91) (0.38) (0.86) (0.51) (0.22) (0.90) 11,707

Sex

Male 89.2 14.0 48.1 8.5 2.5 5.4 54.1 9.6 44.6 17.4 1.8 25.3

(s.e.) (0.66) (1.08) (1.47) (0.77) (0.42) (0.60) (1.47) (0.72) (1.44) (1.0) (0.38) (1.13) 5,760

Female 85.0 5.3 63.5 8.5 5.5 16.6 15.8 1.1 14.0 1.5 0.4 21.2

(s.e.) (0.81) (0.55) (1.27) (0.58) (0.60) (0.93) (0.88) (0.23) (0.87) (0.21) (0.20) (1.15) 5,917

Race–ethnicity

White, non-Hispanic 86.6 10.7 55.5 8.7 3.6 10.5 34.5 4.8 29.5 9.5 1.1 23.2

(s.e.) (0.68) (0.77) (1.27) (0.63) (0.48) (0.72) (1.05) (0.38) (1.05) (0.61) (0.24) (1.06) 8,269

Black, non-Hispanic 88.6 8.3 55.9 7.8 4.2 15.3 31.0 7.7 22.6 5.6 0.6 19.7

(s.e.) (1.37) (2.00) (2.47) (1.24) (1.08) (2.11) (2.87) (1.61) (2.32) (0.90) (0.29) (2.70) 1,023

Hispanic 89.6 5.6 57.9 8.4 5.6 12.5 37.7 5.2 30.6 11.0 1.7 25.6

(s.e.) (1.27) (0.78) (2.61) (1.42) (1.68) (1.61) (2.45) (0.98) (2.40) (1.49) (1.35) (2.69) 1,365

Asian 85.3 2.5 60.5 6.8 5.3 6.0 36.6 4.6 31.9 9.4 0.3 29.2

(s.e.) (1.63) (0.65) (3.20) (1.10) (1.32) (1.10) (3.52) (1.78) (3.63) (1.96) (0.18) (3.41) 855

Native American 91.5 10.9 56.3 8.8 7.7 15.4 51.2 13.7 41.1 17.5 0.5 15.2

(s.e.) (2.63) (4.26) (5.33) (3.86) (3.04) (3.18) (6.43) (3.80) (5.49) (4.40) (0.51) (4.71) 118

First row, first column reads: Of 1982 public high school graduates, 86.6 percent completed one or more courses in specific labor market preparation.

1

“Health” includes only vocational courses preparing students for work in health fields. General health or personal health courses are classified as “personal use” in table 51.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may sum to greater than the total because graduates may have completed credits in more than one program area.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990 High School Transcript Studies, and the National Education

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.
Table 56—Average number of Carnegie units accumulated by public high school graduates in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1982 graduates

Total22.9 0.2 1.0 0.2 0.1 0.2 1.1 0.1 0.7 0.3 0.0 0.1

(s.e.) (0.05) (0.01) (0.02) (0.01) (0.01) (0.01) (0.03) (0.01) (0.02) (0.02) (0.00) (0.01) 9,510

Sex

Male 3.3 0.3 0.5 0.1 0.0 0.1 2.0 0.3 1.2 0.5 0.0 0.1

(s.e.) (0.07) (0.03) (0.02) (0.01) (0.00) (0.01) (0.06) (0.02) (0.04) (0.03) (0.00) (0.01) 4,622

Female 2.5 0.1 1.5 0.2 0.1 0.3 0.2 0.0 0.2 0.0 0.0 0.1

(s.e.) (0.05) (0.01) (0.04) (0.02) (0.01) (0.02) (0.02) (0.00) (0.01) (0.00) (0.00) (0.01) 4,888

Race–ethnicity

White, non-Hispanic 2.9 0.2 1.1 0.1 0.0 0.2 1.0 0.1 0.6 0.3 0.0 0.1

(s.e.) (0.05) (0.02) (0.03) (0.01) (0.01) (0.02) (0.04) (0.01) (0.02) (0.02) (0.00) (0.01) 5,604

Black, non-Hispanic 2.8 0.1 1.0 0.2 0.1 0.2 1.0 0.2 0.6 0.2 0.0 0.1

(s.e.) (0.14) (0.02) (0.06) (0.03) (0.03) (0.04) (0.09) (0.04) (0.06) (0.03) (0.01) (0.02) 1,326

Hispanic 3.2 0.2 1.0 0.2 0.1 0.2 1.4 0.2 0.8 0.3 0.0 0.1

(s.e.) (0.10) (0.03) (0.05) (0.02) (0.02) (0.03) (0.09) (0.03) (0.06) (0.05) (0.00) (0.01) 2,045

Asian 1.9 0.1 0.6 0.0 0.0 0.0 0.9 0.0 0.6 0.2 0.0 0.2

(s.e.) (0.15) (0.02) (0.09) (0.02) (0.01) (0.02) (0.10) (0.02) (0.07) (0.07) (0.02) (0.05) 295

Native American 3.3 0.3 0.7 0.1 0.1 0.1 1.8 0.2 1.2 0.5 0.0 0.1

(s.e.) (0.24) (0.09) (0.13) (0.04) (0.04) (0.04) (0.40) (0.09) (0.30) (0.16) (0.00) (0.02) 161
Table 56—Average number of Carnegie units accumulated by public high school graduates in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992—Continued

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1987 graduates

Total22.9 0.2 2.0 0.2 0.1 0.2 1.0 0.1 0.6 0.2 0.0 0.2

(s.e.) (0.06) (0.02) (0.03) (0.01) (0.01) (0.01) (0.03) (0.01) (0.02) (0.01) (0.00) (0.01) 24,426

Sex

Male 3.3 0.3 0.6 0.1 0.0 0.1 1.7 0.2 1.1 0.4 0.0 0.3

(s.e.) (0.07) (0.03) (0.02) (0.01) (0.00) (0.01) (0.06) (0.02) (0.04) (0.02) (0.00) (0.02) 12,251

Female 2.6 0.1 1.3 0.2 0.1 0.3 0.2 0.0 0.2 0.0 0.0 0.2

(s.e) (0.05) (0.01) (0.04) (0.02) (0.01) (0.02) (0.02) (0.00) (0.02) (0.00) (0.00) (0.01) 12,105

Race–ethnicity

White, non-Hispanic 3.0 0.2 1.0 0.2 0.1 0.2 1.0 0.1 0.7 0.2 0.0 0.3

(s.e.) (0.07) (0.02) (0.03) (0.02) (0.01) (0.01) (0.03) (0.01) (0.03) (0.01) (0.00) (0.02) 15,628

Black, non-Hispanic 2.8 0.1 1.0 0.2 0.1 0.3 0.7 0.1 0.5 0.2 0.0 0.2

(s.e.) (0.09) (0.02) (0.05) (0.02) (0.02) (0.03) (0.06) (0.02) (0.03) (0.03) (0.00) (0.02) 3,584

Hispanic 2.7 0.1 1.0 0.2 0.1 0.2 1.0 0.1 0.6 0.2 0.0 0.1

(s.e.) (0.09) (0.01) (0.08) (0.03) (0.02) (0.02) (0.06) (0.02) (0.03) (0.03) (0.00) (0.02) 2,782

Asian 1.9 0.0 0.6 0.2 0.1 0.1 0.4 0.0 0.3 0.1 0.0 0.3

(s.e.) (0.13) (0.01) (0.08) (0.09) (0.04) (0.02) (0.07) (0.00) (0.05) (0.03) (0.00) (0.08) 844

Native American 3.2 0.2 1.1 0.1 0.1 0.1 1.3 0.2 0.8 0.2 0.0 0.2

(s.e.) (0.16) (0.07) (0.18) (0.04) (0.02) (0.04) (0.14) (0.07) (0.12) (0.06) (0.02) (0.07) 302
Table 56—Average number of Carnegie units accumulated by public high school graduates in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992—Continued

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1990 graduates

Total22.7 0.2 0.9 0.2 0.0 0.2 0.9 0.1 0.6 0.2 0.0 0.2

(s.e.) (0.07) (0.02) (0.04) (0.01) (0.01) (0.01) (0.04) (0.01) (0.03) (0.02) (0.00) (0.01) 16,456

Sex

Male 3.1 0.3 0.6 0.1 0.0 0.1 1.6 0.2 1.0 0.4 0.0 0.3

(s.e.) (0.07) (0.04) (0.03) (0.01) (0.00) (0.01) (0.06) (0.02) (0.05) (0.03) (0.00) (0.02) 7,821

Female 2.3 0.1 1.2 0.2 0.1 0.3 0.2 0.0 0.2 0.0 0.0 0.2

(s.e.) (0.08) (0.02) (0.05) (0.02) (0.01) (0.02) (0.02) (0.00) (0.02) (0.00) (0.00) (0.01) 8,626

Race–ethnicity

White, non-Hispanic 2.8 0.2 0.9 0.2 0.0 0.2 0.9 0.1 0.6 0.2 0.0 0.2

(s.e.) (0.07) (0.03) (0.03) (0.01) (0.01) (0.01) (0.05) (0.01) (0.04) (0.02) (0.00) (0.01) 11,386

Black, non-Hispanic 2.6 0.1 1.1 0.2 0.0 0.3 0.6 0.1 0.4 0.1 0.0 0.2

(s.e.) (0.14) (0.01) (0.08) (0.02) (0.01) (0.04) (0.06) (0.02) (0.05) (0.02) (0.00) (0.04) 2,307

Hispanic 2.6 0.2 1.0 0.2 0.0 0.3 0.7 0.0 0.5 0.2 0.0 0.2

(s.e.) (0.11) (0.03) (0.10) (0.03) (0.01) (0.04) (0.06) (0.01) (0.04) (0.04) (0.00) (0.02) 1,437

Asian 1.8 0.0 0.7 0.1 0.0 0.0 0.7 0.0 0.5 0.2 0.0 0.3

(s.e.) (0.16) (0.01) (0.06) (0.01) (0.01) (0.01) (0.15) (0.02) (0.10) (0.04) (0.01) (0.03) 677

Native American 2.9 0.4 1.0 0.2 0.0 0.1 0.9 0.1 0.7 0.1 0.0 0.2

(s.e.) (0.19) (0.12) (0.12) (0.06) (0.02) (0.04) (0.21) (0.08) (0.21) (0.08) (0.00) (0.04) 84
Table 56—Average number of Carnegie units accumulated by public high school graduates in specific labor market preparation programs, by sex and

race–ethnicity: 1982–1992—Continued

Occupational Trade & industry Technical UnSex and Agri- Busi- Marketing home Precision Mechanics Trans- & commu- weighted

race–ethnicity Total culture ness & distribution Health1economics All Construction production & repairs portation nications Ns

1992 graduates

Total22.5 0.2 0.9 0.1 0.1 0.2 0.8 0.1 0.5 0.2 0.0 0.2

(s.e.) (0.05) (0.01) (0.02) (0.01) (0.01) (0.02) (0.03) (0.01) (0.02) (0.01) (0.00) (0.01) 11,707

Sex

Male 2.9 0.3 0.6 0.1 0.0 0.1 1.4 0.2 0.8 0.3 0.0 0.3

(s.e.) (0.07) (0.03) (0.02) (0.01) (0.00) (0.01) (0.05) (0.02) (0.03) (0.03) (0.00) (0.02) 5,760

Female 2.2 0.1 1.1 0.1 0.1 0.3 0.2 0.0 0.2 0.0 0.0 0.2

(s.e.) (0.06) (0.01) (0.04) (0.01) (0.01) (0.03) (0.03) (0.02) (0.02) (0.00) (0.00) (0.01) 5,917

Race–ethnicity

White, non-Hispanic 2.5 0.2 0.8 0.1 0.0 0.2 0.8 0.1 0.5 0.2 0.0 0.2

(s.e.) (0.05) (0.02) (0.03) (0.01) (0.01) (0.02) (0.04) (0.02) (0.02) (0.02) (0.00) (0.01) 8,269

Black, non-Hispanic 2.5 0.1 0.9 0.1 0.1 0.4 0.6 0.1 0.4 0.1 0.0 0.2

(s.e.) (0.09) (0.02) (0.05) (0.03) (0.03) (0.06) (0.06) (0.02) (0.05) (0.02) (0.00) (0.03) 1,023

Hispanic 2.6 0.1 0.9 0.1 0.1 0.2 0.7 0.1 0.5 0.2 0.0 0.3

(s.e.) (0.11) (0.01) (0.06) (0.02) (0.03) (0.04) (0.06) (0.02) (0.04) (0.03) (0.01) (0.04) 1,365

Asian 2.3 0.0 0.8 0.1 0.1 0.1 0.9 0.1 0.7 0.2 0.0 0.3

(s.e.) (0.20) (0.01) (0.16) (0.01) (0.03) (0.01) (0.18) (0.03) (0.17) (0.04) (0.00) (0.03) 855

Native American 3.4 0.2 0.7 0.1 0.1 0.3 1.7 0.2 1.2 0.4 0.0 0.1

(s.e.) (0.35) (0.09) (0.10) (0.04) (0.03) (0.12) (0.34) (0.06) (0.33) (0.13) (0.00) (0.04) 118

First row, first column reads: 1982 public high school graduates earned on average 2.9 Carnegie units in specific labor market preparation courses.

1

“Health” includes only vocational courses preparing students for work in health fields. General health or personal health courses are classified as “personal use” in table 51.

2

Included in the total are graduates who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990 High School Transcript Studies, and the National Education

Longitudinal Study, “Second Follow-Up and High School Transcript Files,” 1992.
Table 57—Average number of Carnegie units accumulated in academic subject areas by public high school graduates, by number of Carnegie units

accumulated in vocational education: 1982–1992

Total number of Total Advanced or Total Calculus or Total Chemistry Foreign Unweighted

vocational Carnegie units English honors English math advanced math science or physics Social studies Fine arts language Ns

1982 graduates

Total*3.9 0.2 2.6 0.6 2.2 0.5 3.2 1.4 1.0

(s.e.) (0.02) (0.02) (0.02) (0.01) (0.02) (0.01) (0.02) (0.03) (0.02) 9,510

0.00–1.99 4.1 0.5 3.4 1.3 3.0 1.2 3.3 2.1 2.1

(s.e.) (0.04) (0.04) (0.03) (0.04) (0.04) (0.03) (0.04) (0.07) (0.05) 1,666

2.00–3.99 4.0 0.3 2.9 0.8 2.5 0.7 3.3 1.8 1.3

(s.e.) (0.03) (0.02) (0.03) (0.03) (0.03) (0.02) (0.03) (0.06) (0.04) 2,465

4.00–5.99 3.8 0.2 2.4 0.4 2.0 0.3 3.2 1.4 0.7

(s.e.) (0.03) (0.02) (0.03) (0.02) (0.03) (0.02) (0.03) (0.05) (0.03) 2,340

6.00–7.99 3.8 0.1 2.1 0.2 1.7 0.2 3.0 1.1 0.4

(s.e.) (0.03) (0.02) (0.03) (0.02) (0.03) (0.02) (0.03) (0.05) (0.02) 1,694

8.00 or more 3.6 0.1 1.8 0.1 1.5 0.1 2.8 0.7 0.2

(s.e.) (0.04) (0.01) (0.04) (0.02) (0.03) (0.02) (0.04) (0.04) (0.02) 1,345

1987 graduates

Total*4.0 0.4 3.0 0.8 2.5 0.7 3.3 1.4 1.4

(s.e.) (0.02) (0.03) (0.03) (0.03) (0.03) (0.03) (0.03) (0.03) (0.04) 24,426

0.00–1.99 4.2 1.0 3.6 1.5 3.2 1.3 3.6 2.3 2.5

(s.e.) (0.04) (0.09) (0.04) (0.05) (0.05) (0.04) (0.07) (0.08) (0.11) 4,092

2.00–3.99 4.1 0.5 3.4 1.1 2.9 0.9 3.5 1.6 1.8

(s.e.) (0.03) (0.04) (0.04) (0.04) (0.05) (0.04) (0.03) (0.05) (0.04) 6,735

4.00–5.99 4.0 0.3 3.0 0.6 2.4 0.5 3.3 1.3 1.1

(s.e.) (0.02) (0.02) (0.03) (0.03) (0.04) (0.03) (0.04) (0.04) (0.04) 6,013

6.00–7.99 3.9 0.1 2.5 0.3 2.0 0.2 3.1 1.0 0.6

(s.e.) (0.03) (0.02) (0.03) (0.02) (0.03) (0.02) (0.04) (0.04) (0.03) 4,337

8.00 or more 3.8 0.1 2.2 0.2 1.8 0.1 2.9 0.7 0.3

(s.e.) (0.04) (0.04) (0.04) (0.01) (0.04) (0.02) (0.05) (0.04) (0.03) 3,249
Table 57—Average number of Carnegie units accumulated in academic subject areas by public high school graduates, by number of Carnegie units

accumulated in vocational education: 1982–1992—Continued

Total number of Total Advanced or Total Calculus or Total Chemistry Foreign Unweighted

vocational Carnegie units English honors English math advanced math science or physics Social studies Fine arts language Ns

1990 graduates

Total*4.1 0.4 3.2 0.9 2.7 0.8 3.5 1.6 1.6

(s.e.) (0.03) (0.04) (0.03) (0.02) (0.03) (0.02) (0.05) (0.05) (0.05) 16,456

0.00–1.99 4.2 1.2 3.6 1.7 3.3 1.3 3.8 2.4 2.6

(s.e.) (0.06) (0.16) (0.03) (0.07) (0.05) (0.03) (0.07) (0.07) (0.07) 3,904

2.00–3.99 4.2 0.7 3.4 1.2 3.0 1.0 3.6 1.6 1.9

(s.e.) (0.04) (0.06) (0.03) (0.03) (0.04) (0.03) (0.04) (0.06) (0.05) 4,883

4.00–5.99 4.1 0.2 3.1 0.7 2.6 0.6 3.5 1.3 1.3

(s.e.) (0.03) (0.03) (0.04) (0.04) (0.04) (0.03) (0.04) (0.05) (0.05) 3,487

6.00–7.99 4.0 0.1 2.8 0.4 2.3 0.3 3.3 1.0 0.8

(s.e.) (0.03) (0.02) (0.04) (0.03) (0.04) (0.02) (0.05) (0.06) (0.04) 2,400

8.00 or more 3.8 0.1 2.4 0.2 2.0 0.1 3.0 0.7 0.4

(s.e.) (0.05) (0.02) (0.04) (0.02) (0.05) (0.01) (0.07) (0.08) (0.03) 1,782

1992 graduates

Total*4.2 0.5 3.4 1.0 2.9 0.9 3.6 1.6 1.7

(s.e.) (0.02) (0.02) (0.02) (0.02) (0.03) (0.02) (0.02) (0.03) (0.03) 11,707

0.00–1.99 4.3 1.0 3.8 1.6 3.4 1.4 3.8 2.3 2.6

(s.e.) (0.02) (0.06) (0.03) (0.04) (0.03) (0.03) (0.03) (0.07) (0.06) 3,127

2.00–3.99 4.3 0.5 3.6 1.2 3.0 1.0 3.7 1.8 1.9

(s.e.) (0.03) (0.04) (0.03) (0.04) (0.05) (0.03) (0.04) (0.07) (0.05) 3,587

4.00–5.99 4.2 0.3 3.2 0.8 2.7 0.6 3.5 1.3 1.2

(s.e.) (0.04) (0.03) (0.04) (0.03) (0.04) (0.03) (0.04) (0.05) (0.05) 2,565

6.00–7.99 4.0 0.1 2.9 0.5 2.3 0.4 3.3 1.0 0.7

(s.e.) (0.03) (0.02) (0.03) (0.03) (0.04) (0.02) (0.03) (0.05) (0.04) 1,469

8.00 or more 3.9 0.1 2.6 0.3 2.1 0.2 3.1 0.7 0.4

(s.e.) (0.04) (0.02) (0.04) (0.03) (0.05) (0.03) (0.05) (0.04) (0.05) 959

First row, first column reads: 1982 public high school graduates earned on average a total of 3.9 Carnegie units in English.

*

Included in the total are graduates who may be missing data on particular row variables.

SOURCE: The High School and Beyond Sophomore Cohort 1982 High School Transcript Study, the 1987 and 1990 High School Transcript Studies, the National Education Longitudinal

Study, “Second Follow-Up and High School Transcript Files,” 1992.
Table 58—Percentage of nonbaccalaureate students attending postsecondary institutions enrolled in academic

and vocational programs, by selected educational characteristics: 1989–901

Educational Unweighted

characteristics Academic2 Vocational2 Other2 Ns

Total324.16 51.21 24.64 

(s.e.) (1.002 ) (1.227 ) (1.464 ) 21,237

Attendance status4

Full-time 24.35 60.16 15.49

(s.e.) (1.185) (1.397) (1.141) 13,263

Part-time 24.64 43.88 31.48

(s.e.) (1.335) (1.587) (2.048) 6,760

Term enrollment

Fall 22.71 46.87 30.42

(s.e.) (1.451) (1.847) (2.215) 2,738

Spring 23.39 48.68 27.94

(s.e.) (2.159) (2.841) (3.462) 1,585

Both 25.88 49.79 24.34

(s.e.) (1.05) (1.229) (1.396) 11,619

Summers only 24.49 50.29 25.21

(s.e.) (4.436) (4.792) (4.282) 311

Award type being pursued

Certificate 21.22 68.33 10.45

(s.e.) (1.758) (2.132) (1.448) 8,402

Associate degree 26.16 53.48 20.37

(s.e.) (1.373) (1.544) (1.742) 6,186

Other523.50 34.22 42.27

(s.e.) (1.605) (1.885) (2.673) 6,649

Institution type

Public 4-year 32.82 34.69 32.49

(s.e.) (1.904) (2.438) (2.935) 2,688

Private, nonprofit 4-year 29.63 39.44 30.92

(s.e.) (3.175) (3.282) (2.423) 3,177

Public 2- to 3-year 25.38 45.75 28.87

(s.e.) (1.386) (1.549) (2.042) 5,300

Private, nonprofit less-than-4-year 24.04 65.30 10.66

(s.e.) (4.174) (4.563) (2.277) 2,055

Public vocational–technical 8.28 89.51 2.21

(s.e.) (1.766) (1.965) (0.714) 947

Private proprietary 12.28 85.75 1.97

(s.e.) (1.705) (1.715) (0.426) 7,070

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 24.16 percent reported

majoring in academic programs.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year

1989–90 and who were seeking less than a bachelor’s degree. Since institutions used different criteria for determining who was

enrolled, the sample may include coursetakers as well as students enrolled in formal programs.

2Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy

developed for less-than-4-year postsecondary institutions. All programs were classified as either academic (including mathematics

and science; letters, humanities, and communications; among others), vocational (including agriculture; business and office; among

others), or other (covering personal or avocational courses, such as basic skills, citizenship activities, health-related knowledge and

skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

3

Included in the total are students who may be missing data on particular row variables.

4

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full

time.

5

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.

154
Table 59—Percentage of nonbaccalaureate students attending postsecondary institutions enrolled in academic

and vocational programs, by selected student characteristics: 1989–901

Student Unweighted

characteristics Academic2 Vocational2 Other2 Ns

Total324.16 51.21 24.64

(s.e.) (1.002) (1.227) (1.464) 21,237

Sex

Male 22.71 52.89 24.40

(s.e.) (1.138) (1.355) (1.453) 8,072

Female 26.38 47.86 25.76

(s.e.) (1.189) (1.392) (1.750) 11,943

Race–ethnicity

White, non-Hispanic 25.26 49.17 25.57

(s.e.) (1.118) (1.350) (1.731) 15,094

Black, non-Hispanic 17.71 64.78 17.51

(s.e.) (1.596) (2.377) (1.960) 3,023

Hispanic 24.17 52.56 23.27

(s.e.) (2.357) (2.738) (2.489) 2,181

Asian 22.06 48.00 29.94

(s.e.) (2.958) (3.391) (3.599) 743

Native American 26.82 46.75 26.43

(s.e.) (6.040) (5.840) (5.294) 196

Age

20 years or under 27.57 48.04 24.39

(s.e.) (1.370) (1.276) (1.528) 6,781

21–23 years 27.26 50.97 21.77

(s.e.) (1.581) (1.658) (1.510) 3,600

24–29 years 21.92 54.48 23.60

(s.e.) (1.340) (1.601) (1.633) 3,822

30 years or over 22.27 49.03 28.70

(s.e.) (1.235) (1.927) (2.393) 5,977

Dependency status

Dependent 28.47 46.91 24.62

(s.e.) (1.303) (1.211) (1.404) 8,093

Independent 21.72 53.64 24.65

(s.e.) (1.050) (1.547) (1.818) 13,037

Working for pay

Fall 26.05 48.87 25.08

(s.e.) (2.157) (2.424) (2.411) 1,263

Spring 24.16 55.88 19.96

(s.e.) (2.392) (3.267) (3.169) 752

Both 24.57 48.43 27.00

(s.e.) (1.174) (1.363) (1.727) 10,660

Neither 25.16 50.38 24.46

(s.e.) (1.325) (1.612) (1.793) 3,978

First row, first column reads: Of all nonbaccaluareate students attending postsecondary institutions in 1989–90, 24.16 percent reported

majoring in academic programs.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year

1989–90 and who were seeking less than a bachelor’s degree. Since institutions used different criteria for determining who was

enrolled, the sample may include coursetakers as well as students enrolled in formal programs.

2Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy

developed for less-than-4-year postsecondary institutions. All programs were classified as either academic (including mathematics

and science; letters, humanities, and communications; among others), vocational (including agriculture; business and office; among

others), or other (covering personal or avocational courses, such as basic skills, citizenship activities, health-related knowledge and

skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

3

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.

155
Table 60—Percentage of nonbaccalaureate students attending postsecondary institutions enrolled in academic and vocational programs,

by selected special populations characteristics: 1989–901

Special populations Unweighted

characteristics Academic2 Vocational2 Other2 Ns

Total324.16 51.21 24.64

(s.e.) (1.002) (1.227) (1.464) 21,237

Financial aid status4

Aided 21.42 62.14 16.45

(s.e.) (1.102) (1.472) (1.391) 12,824

Not aided 25.86 44.42 29.72

(s.e.) (1.188) (1.321) (1.638) 8,413

Family background,5

 dependent students

Lowest quartile 25.38 54.67 19.95

(s.e.) (1.751) (1.802) (1.937) 2,808

Second quartile 27.48 51.45 21.07

(s.e.) (1.861) (1.888) (1.838) 2,092

Third quartile 30.27 41.72 28.01

(s.e.) (1.859) (1.848) (1.889) 1,731

Highest quartile 32.16 35.51 32.33

(s.e.) (2.432) (2.134) (2.540) 1,461

Family background,5

 independent students

Lowest quartile 20.50 56.13 23.38

(s.e.) (1.653) (2.149) (1.958) 2,436

Second quartile 21.86 54.20 23.93

(s.e.) (1.588) (2.164) (2.515) 2,164

Third quartile 25.57 47.78 26.65

(s.e.) (1.817) (2.303) (2.444) 1,626

Highest quartile 26.16 45.06 28.78

(s.e.) (1.913) (2.285) (2.480) 1,433

Postsecondary GPA

3.5 or over 25.54 48.76 25.70

(s.e.) (1.399) (1.713) (1.734) 4,392

2.6–3.49 27.19 50.26 22.56

(s.e.) (1.285) (1.479) (1.492) 4,919

1.6–2.59 25.69 50.82 23.49

(s.e.) (1.553) (1.673) (1.589) 3,861

Under 1.6 22.43 46.87 30.70

(s.e.) (1.957) (2.100) (2.339) 1,392

156
Table 60—Percentage of nonbaccalaureate students attending postsecondary institutions enrolled in academic and vocational programs,

by selected special populations characteristics: 1989–90—Continued1

Special populations Unweighted

characteristics Academic2 Vocational2 Other2 Ns

Disability status

Disabled 23.41 49.14 27.44

(s.e.) (1.787) (2.416) (2.618) 1,445

Physically impaired 24.52 48.66 26.82

(s.e.) (2.122) (2.632) (2.743) 987

Learning disabled 17.14 52.36 30.49

(s.e.) (3.724) (5.675) (5.417) 194

Multiple disabilities 24.73 48.13 27.14

(s.e.) (4.381) (4.385) (4.762) 264

Not disabled 25.01 49.59 25.40

(s.e.) (1.104) (1.256) (1.569) 10,512

Missing information 23.08 53.92 23.00

(s.e.) (1.256) (1.472) (1.549) 9,280

Marital status

Not married, no dependents 27.46 46.92 25.61

(s.e.) (1.206) (1.259) (1.452) 9,765

Not married, with dependents 19.88 59.11 21.01

(s.e.) (1.777) (2.680) (2.638) 1,522

Married, no dependents 20.64 51.69 27.66

(s.e.) (1.315) (1.958) (2.064) 1,994

Married, with dependents 22.37 50.52 27.11

(s.e.) (1.518) (1.947) (2.392) 3,095

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 24.16

percent reported majoring in academic programs.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during

academic year 1989–90 and who were seeking less than a bachelor’s degree. Since institutions used different criteria

for determining who was enrolled, the sample may include coursetakers as well as students enrolled in formal programs.

2

Students were asked to report the programs in which they were majoring; then these programs were classified using

a taxonomy developed for less-than-4-year postsecondary institutions. All programs were classified as either academic

(including mathematics and science; letters, humanities, and communications; among others), vocational (including

agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic

skills, citizenship activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational

activities, and personal awareness and self-improvement).

3

Included in the total are students who may be missing data on particular row variables.

4

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional

aid. The state and institutional financial aid categories include both need-based and merit-based aid.

5

Family background is a composite variable created from data on family income (for dependent students only); father’s

and mother’s education levels; and father’s and mother’s occupations, which were assigned values from the Duncan

socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student

Aid Study.

157
Table 61—Percentage of nonbaccalaureate students attending postsecondary institutions by type of institution,

by selected educational characteristics: 1989–901

Private,

Private, Public nonprofit Public Private UnEducational Public nonprofit 2- to less-than- vocational– pro- weighted

characteristics 4-year 4-year 3-year 4-year technical prietary Ns

Total210.20 4.69 66.78 2.63 2.30 13.40

(s.e.) (0.976) (0.465) (1.613) (0.290) (0.542) (1.007) 21,237

Program type3

Academic 13.86 5.75 70.17 2.62 0.79 6.81

(s.e.) (1.542) (0.852) (2.141) (0.538) (0.319) (1.040) 4,495

Vocational 6.91 3.61 59.66 3.36 4.01 22.45

(s.e.) (0.931) (0.483) (1.985) (0.438) (0.902) (1.627) 13,182

Other 13.45 5.89 78.25 1.14 0.21 1.07

(s.e.) (1.674) (0.778) (2.128) (0.279) (0.066) (0.244) 3,560

Attendance status4

Full-time 14.55 6.13 47.04 4.34 2.98 24.96

(s.e.) (1.733) (0.751) (2.052) (0.565) (0.553) (1.891) 13,263

Part-time 6.87 3.60 83.13 1.01 1.54 3.84

(s.e.) (0.765) (0.447) (1.327) (0.193) (0.622) (0.548) 6,760

Term enrollment

Fall 7.32 3.39 75.85 1.52 2.50 9.42

(s.e.) (0.835) (0.434) (1.597) (0.214) (0.726) (0.905) 2,738

Spring 5.74 2.43 73.60 2.99 3.28 11.95

(s.e.) (1.012) (0.544) (2.859) (0.704) (1.116) (1.685) 1,585

Both 12.22 5.27 70.10 2.36 1.78 8.28

(s.e.) (1.251) (0.576) (1.538) (0.217) (0.369) (0.548) 11,619

Summers only 13.93 3.25 55.75 2.12 2.91 22.04

(s.e.) (3.149) (1.053) (5.470) (0.798) (1.927) (4.082) 311

Award type being pursued

Certificate 12.17 7.14 35.14 4.41 6.72 34.42

(s.e.) (2.578) (1.490) (3.986) (0.879) (2.139) (3.333) 8,402

Associate degree 2.85 1.65 87.54 2.34 0.04 5.59

(s.e.) (0.507) (0.368) (1.102) (0.430) (0.038) (0.691) 6,186

Other519.60 7.29 60.92 1.67 2.15 8.38

(s.e.) (2.333) (0.897) (2.967) (0.353) (0.503) (1.160) 6,649

First row, first column reads: Of all nonbaccalaureate students in 1989–90, 10.20 percent attended public 4-year

postsecondary institutions.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during

academic year 1989–90 and who were seeking less than a bachelor’s degree. Since institutions used different criteria

for determining who was enrolled, the sample may include coursetakers as well as students enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using

a taxonomy developed for less-than-4-year postsecondary institutions. All programs were classified as either academic

(including mathematics and science; letters, humanities, and communications; among others), vocational (including

agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic

skills, citizenship activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational

activities, and personal awareness and self-improvement).

4

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount

less than full time.

5

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student

Aid Study.

158
Table 62—Percentage of nonbaccalaureate students attending postsecondary institutions by type of institution,

by selected student characteristics: 1989–901

Private,

Private, Public nonprofit Public Private UnStudent Public nonprofit 2- to less-than- vocational– pro- weighted

characteristics 4-year 4-year 3-year 4-year technical prietary Ns

Total210.20 4.69 66.78 2.63 2.30 13.40

(s.e.) (0.976) (0.465) (1.613) (0.290) (0.542) (1.007) 21,237

Sex

Male 11.05 4.73 69.29 2.36 2.78 9.78

(s.e.) (1.173) (0.560) (1.744) (0.329) (0.884) (0.931) 8,072

Female 10.07 4.75 68.13 2.60 1.89 12.56

(s.e.) (0.963) (0.511) (1.673) (0.279) (0.403) (1.087) 11,943

Race–ethnicity

White, non-Hispanic 11.21 5.08 68.38 2.48 2.51 10.34

(s.e.) (1.153) (0.553) (1.700) (0.289) (0.612) (0.849) 15,094

Black, non-Hispanic 7.14 3.34 56.18 2.76 2.56 28.02

(s.e.) (1.057) (0.843) (4.450) (0.788) (0.721) (3.720) 3,023

Hispanic 6.37 4.23 61.61 4.50 1.37 21.92

(s.e.) (1.333) (1.048) (4.018) (1.828) (0.542) (3.296) 2,181

Asian 10.09 2.71 77.30 1.29 0.38 8.23

(s.e.) (2.541) (0.510) (3.200) (0.318) (0.173) (1.450) 743

Native American 7.43 4.71 71.33 1.07 1.06 14.41

(s.e.) (1.864) (1.733) (4.845) (0.382) (0.567) (3.665) 196

Age

20 years or under 14.30 5.30 63.89 3.15 1.99 11.37

(s.e.) (1.647) (0.684) (1.964) (0.438) (0.432) (0.851) 6,781

21–23 years 14.89 6.37 62.13 2.53 1.79 12.30

(s.e.) (1.649) (0.752) (2.071) (0.317) (0.327) (1.022) 3,600

24–29 years 7.27 4.14 70.35 2.57 2.19 13.46

(s.e.) (0.771) (0.501) (1.736) (0.401) (0.466) (1.165) 3,822

30 years or over 6.60 3.67 75.86 1.84 2.83 9.19

(s.e.) (0.761) (0.473) (1.697) (0.267) (0.993) (0.829) 5,977

Dependency status

Dependent 16.37 6.44 62.58 3.08 1.65 9.88

(s.e.) (1.763) (0.771) (1.978) (0.397) (0.343) (0.752) 8,093

Independent 6.66 3.62 69.46 2.33 2.65 15.27

(s.e.) (0.660) (0.402) (1.733) (0.303) (0.693) (1.284) 13,037

Working for pay

Fall 19.66 6.68 55.22 3.81 1.62 13.01

(s.e.) (2.397) (0.930) (2.711) (0.608) (0.451) (1.405) 1,263

Spring 11.03 3.94 55.95 3.03 4.20 21.85

(s.e.) (2.015) (0.745) (3.344) (0.664) (1.171) (2.225) 752

Both 9.97 4.51 74.36 2.01 1.88 7.27

(s.e.) (0.957) (0.486) (1.476) (0.246) (0.544) (0.605) 10,660

Neither 8.39 3.49 68.15 2.72 3.34 13.91

(s.e.) (0.955) (0.461) (1.832) (0.365) (0.699) (1.119) 3,978

First row, first column reads: Of all nonbaccalaureate students in 1989–90, 10.20 percent attended public 4-year

postsecondary institutions.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during

academic year 1989–90 and who were seeking less than a bachelor’s degree. Since institutions used different criteria

for determining who was enrolled, the sample may include coursetakers as well as students enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student

Aid Study.

159
Table 63—Percentage of nonbaccalaureate students attending postsecondary institutions by type of institution, by

selected special populations characteristics: 1989–901

Private,

Private, Public nonprofit Public Private UnSpecial populations Public nonprofit 2- to less-than- vocational– pro- weighted

characteristics 4-year 4-year 3-year 4-year technical prietary Ns

Total210.20 4.69 66.78 2.63 2.30 13.40

(s.e.) (0.976) (0.465) (1.613) (0.290) (0.542) (1.007) 21,237

Financial aid status3

Aided 10.33 6.91 48.17 4.08 2.27 28.23

(s.e.) (1.141) (0.773) (2.248) (0.532) (0.533) (1.999) 12,824

Not aided 10.12 3.31 78.32 1.74 2.31 4.20

(s.e.) (0.970) (0.375) (1.387) (0.227) (0.614) (0.430) 8,413

Family background,4

 dependent students

Lowest quartile 11.65 5.76 56.18 3.76 2.80 19.86

(s.e.) (1.305) (0.863) (2.302) (0.520) (0.671) (1.578) 2,808

Second quartile 14.52 5.47 67.08 3.07 1.49 8.37

(s.e.) (1.845) (0.711) (2.180) (0.443) (0.403) (0.892) 2,092

Third quartile 17.23 5.65 67.59 2.65 1.32 5.55

(s.e.) (2.046) (0.814) (2.348) (0.489) (0.465) (0.679) 1,731

Highest quartile 25.04 9.95 58.97 2.68 0.57 2.80

(s.e.) (3.103) (1.645) (3.326) (0.614) (0.194) (0.464) 1,461

Family background,4

 independent students

Lowest quartile 4.98 2.89 72.48 1.90 4.03 13.72

(s.e.) (0.636) (0.460) (1.915) (0.377) (1.005) (1.314) 2,436

Second quartile 6.83 3.85 73.49 2.05 2.14 11.64

(s.e.) (0.814) (0.527) (1.811) (0.297) (0.673) (1.098) 2,164

Third quartile 7.90 3.55 76.13 1.93 1.92 8.57

(s.e.) (0.962) (0.476) (1.752) (0.295) (0.624) (0.868) 941

Highest quartile 9.90 4.67 75.76 2.04 1.51 6.13

(s.e.) (1.204) (0.616) (1.948) (0.382) (0.439) (0.787) 1,433

Disability status

Disabled 7.03 3.18 72.48 2.16 3.17 11.99

(s.e.) (0.984) (0.504) (2.036) (0.339) (0.620) (1.246) 1,445

Physically impaired 7.16 3.17 72.34 2.27 3.09 11.97

(s.e.) (1.054) (0.488) (2.132) (0.386) (0.727) (1.257) 987

Learning disabled 6.92 3.64 76.56 2.15 2.91 7.82

(s.e.) (1.852) (1.108) (3.643) (0.753) (1.900) (1.664) 194

Multiple disabilities 6.58 2.77 69.21 1.73 3.74 15.98

(s.e.) (1.570) (0.834) (3.951) (0.478) (1.072) (2.758) 264

Not disabled 11.29 4.69 70.98 2.15 2.10 8.79

(s.e.) (1.115) (0.498) (1.549) (0.235) (0.522) (0.672) 10,512

Missing information 9.27 5.00 59.64 3.43 2.40 20.27

(s.e.) (0.898) (0.521) (1.961) (0.473) (0.641) (1.645) 9,280

160
Table 63—Percentage of nonbaccalaureate students attending postsecondary institutions by type of institution,

by selected special populations characteristics: 1989–90—Continued1

Private,

Private, Public nonprofit Public Private UnSpecial populations Public nonprofit 2- to less-than- vocational– pro- weighted

characteristics 4-year 4-year 3-year 4-year technical prietary Ns

Marital status

Not married, no dependents13.16 5.16 68.49 2.69 1.63 8.87

(s.e.) (1.375) (0.588) (1.700) (0.306) (0.328) (0.670) 9,765

Not married, with dependents 5.57 2.47 67.01 2.36 2.47 20.13

(s.e.) (0.808) (0.549) (2.526) (0.533) (0.652) (2.011) 1,522

Married, no dependents 7.51 3.99 75.08 2.08 3.12 8.22

(s.e.) (0.929) (0.511) (1.742) (0.354) (0.787) (0.837) 1,994

Married, with dependents 6.42 3.46 76.89 1.51 3.04 8.69

(s.e.) (0.915) (0.480) (1.763) (0.268) (0.989) (0.826) 3,095

First row, first column reads: Of all nonbaccalaureate students in 1989–90, 10.20 percent attended public

4-year postsecondary institutions.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled

during academic year 1989–90 and who were seeking less than a bachelor’s degree. Since institutions used

different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Indicates whether a student received any financial aid, including federal loans and grants, and state and

institutional aid. The state and institutional financial aid categories include both need-based and merit-based

aid.

4

Family background is a composite variable created from data on family income (for dependent students

only); father’s and mother’s education levels; and father’s and mother’s occupations, which were assigned

values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary

Student Aid Study.

161
Table 64—Percentage of nonbaccalaureate students attending public 4-year; private, nonprofit 4-year; and public 2- to 3-year postsecondary institutions

enrolled in academic and vocational programs by type of institution, by selected educational characteristics: 1989–901

 Public 4-year Private, nonprofit 4-year Public 2- to 3-year 

Un- Un- UnEducational Voca- weighted Voca- weighted Vocaweighted

characteristics Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns

Total332.82 34.69 32.49 29.63 39.44 30.92 25.38 45.75 28.87

(s.e.) (1.904) (2.438) (2.935) 2,688 (3.175) (3.282) (2.423) 3,177 (1.386) (1.549) (2.042) 5,300

Attendance status4

Full-time 34.54 42.12 23.34 38.24 39.24 22.52 26.76 52.07 21.17

(s.e.) (2.162) (2.747) (3.129) 1,628 (3.789) (3.715) (2.893) 1,852 (1.930) (2.008) (2.015) 1,868

Part-time 30.63 23.73 45.64 20.24 38.60 41.17 25.06 43.13 31.81

(s.e.) (2.816) (2.638) (3.449) 911 (3.695) (4.471) (3.627) 1,123 (1.566) (1.809) (2.412) 3,218

Term enrollment

Fall 35.79 27.05 37.16 26.89 33.95 39.16 22.74 42.93 34.32

(s.e.) (4.023) (3.936) (4.399) 287 (4.018) (4.649) (4.643) 327 (1.823) (2.260) (2.782) 879

Spring 28.77 20.93 50.30 26.74 37.45 35.82 25.25 42.77 31.97

(s.e.) (4.490) (4.083) (5.159) 187 (9.832) (7.965) (6.067) 168 (2.829) (3.390) (4.441) 614

Both 32.81 38.17 29.02 29.92 40.84 29.24 26.31 46.81 26.88

(s.e.) (2.047) (2.552) (2.985) 1,762 (3.213) (3.465) (2.671) 2,014 (1.407) (1.602) (1.870) 3,162

Summers only 25.85 21.56 52.60 — — — 31.64 40.62 27.74

(s.e.) (6.942) (6.701) (6.879) 63 — — — 24 (7.572) (6.953) (6.830) 62

Award type being pursued

Certificate 37.89 45.98 16.14 35.16 42.71 22.14 25.27 57.66 17.07

(s.e.) (2.397) (3.298) (2.205) 764 (6.432) (6.799) (3.346) 1,151 (3.576) (3.922) (3.756) 741

Associate degree 31.25 56.92 11.83 20.20 69.29 10.51 26.37 51.26 22.37

(s.e.) (4.373) (4.235) (3.162) 369 (3.764) (3.507) (2.585) 482 (1.536) (1.722) (1.967) 3,148

Other530.67 24.30 45.03 28.52 26.83 44.65 23.31 28.46 48.22

(s.e.) (2.796) (3.187) (4.603) 1,555 (4.214) (2.792) (4.239) 1,544 (2.332) (2.423) (3.818) 1,411

First row, first column reads: Of all nonbaccalaureate students enrolled in public 4-year postsecondary institutions in 1989–90, 32.82 percent reported

majoring in academic programs.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and

who were seeking less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include

coursetakers as well as students enrolled in formal programs.

2

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for

less-than-4-year postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities,

and communications; among others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational

courses, such as basic skills, citizenship activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities,

and personal awareness and self-improvement).

3

Included in the total are students who may be missing data on particular row variables.

4

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

5

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates within institution categories may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 65—Percentage of nonbaccalaureate students attending public vocational–technical; private proprietary; and private, nonprofit less–than–4–year

postsecondary institutions enrolled in academic and vocational programs by type of institution, by selected educational characteristics: 

1989–901

 Public vocational–technical2

 Private proprietary2 Private, nonprofit less-than-4-year

Un- Un- UnEducational Voca- weighted Voca- weighted Vocaweighted

characteristics Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns

Total4 8.28 89.51 2.21 12.28 85.75 1.97 24.04 65.30 10.66

(s.e.) (1.766) (1.965) (0.714) 947 (1.705) (1.715) (0.426) 7,070 (4.174) (4.563) (2.277) 2,055

Attendance status5

Full-time 8.86 90.01 1.13 11.88 86.75 1.37 26.82 64.52 8.66

(s.e.) (3.112) (3.031) (0.568) 663 (1.876) (1.903) (0.359) 5,678 (5.079) (5.660) (2.533) 1,574

Part-time 9.68 86.97 3.35 16.14 80.00 3.86 20.30 58.49 21.21

(s.e.) (3.537) (4.847) (1.661) 205 (3.942) (4.080) (1.957) 972 (4.693) (5.074) (4.953) 331

Term enrollment

Fall 8.14 88.97 2.89 14.98 83.95 1.07 20.73 68.36 10.91

(s.e.) (2.564) (2.680) (1.563) 158 (2.425) (2.370) (0.389) 885 (5.431) (5.918) (3.454) 202

Spring 7.22 90.63 2.15 12.48 85.04 2.48 25.74 64.99 9.28

(s.e.) (4.013) (3.585) (1.177) 75 (3.177) (3.454) (1.832) 451 (9.656) (9.785) (3.273) 90

Both 8.25 89.92 1.83 13.69 84.83 1.48 24.03 65.36 10.61

(s.e.) (2.296) (2.243) (1.064) 527 (1.782) (1.826) (0.468) 2,922 (3.808) (4.068) (2.302) 1,232

Summers only — — — 8.43 89.64 1.93 — — —

(s.e.) — — — 8 (2.887) (3.207) (1.238) 142 — — — 12

Award type being pursued

Certificate 8.21 90.41 1.38 11.17 87.11 1.71 18.68 76.15 5.17

(s.e.) (2.152) (2.152) (0.436) 615 (2.226) (2.237) (0.434) 4,250 (5.522) (6.326) (2.175) 881

Associate degree — — — 19.96 78.85 1.19 31.33 59.63 9.05

(s.e.) — — — 4 (3.010) (2.999) (0.488) 1,391 (6.779) (6.438) (2.521) 792

Other6 8.65 87.01 4.34 8.24 88.18 3.58 20.07 54.36 25.57

(s.e.) (3.745) (5.439) (2.147) 328 (2.138) (2.662) (1.681) 1,429 (7.260) (8.761) (7.913) 382

First row, first column reads: Of all nonbaccalaureate students enrolled in public vocational–technical institutes in 1989–90, 8.28 percent reported

majoring in academic programs.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and

who were seeking less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include

coursetakers as well as students enrolled in formal programs.

2While students enrolled in these institutions are typically considered to be vocational, some declared they were enrolled in academic programs

such as law, education, and journalism/communications.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for

less-than-4-year postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities,

and communications; among others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational

courses, such as basic skills, citizenship activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities,

and personal awareness and self-improvement).

4

Included in the total are students who may be missing data on particular row variables.

5Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

6

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 66—Percentage of nonbaccalaureate students attending public 4–year; private, nonprofit 4–year; and public 2– to 3–year postsecondary institutions

enrolled in academic and vocational programs by type of institution, by selected student characteristics: 1989–901

 Public 4-year Private, nonprofit 4-year Public 2- to 3-year 

Un- Un- UnStudent Voca- weighted Voca- weighted Vocaweighted

characteristics Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns

Total332.82 34.69 32.49 29.63 39.44 30.92 25.38 45.75 28.87

(s.e.) (1.904) (2.438) (2.935) 2,688 (3.175) (3.282) (2.423) 3,177 (1.386) (1.549) (2.042) 5,300

Sex

Male 28.20 40.56 31.24 29.42 40.71 29.87 23.39 49.19 27.43

(s.e.) (2.227) (2.900) (3.289) 1,188 (4.846) (4.724) (3.121) 1,341 (1.490) (1.679) (1.949) 2,233

Female 36.68 30.28 33.05 29.80 38.43 31.77 27.33 42.71 29.96

(s.e.) (2.246) (2.340) (3.056) 1,449 (2.850) (3.131) (2.836) 1,729 (1.641) (1.753) (2.406) 2,964

Race–ethnicity

White, non-Hispanic 33.60 33.88 32.53 28.92 38.87 32.21 25.73 45.39 28.87

(s.e.) (2.149) (2.728) (3.154) 2,168 (3.431) (3.512) (2.708) 2,563 (1.520) (1.736) (2.403) 4,052

Black, non-Hispanic 26.83 38.78 34.39 26.29 48.29 25.42 21.86 54.22 23.92

(s.e.) (3.658) (4.364) (4.344) 82 (5.342) (4.392) (4.586) 39 (2.367) (2.863) (2.967) 649

Hispanic 31.34 37.80 30.86 36.94 37.87 25.19 28.63 40.10 31.27

(s.e.) (4.417) (5.142) (4.348) 157 (3.870) (4.326) (4.767) 252 (3.546) (3.349) (3.521) 405

Asian 32.68 37.69 29.64 — — — 20.91 45.66 33.44

(s.e.) (5.673) (5.271) (5.806) 47 — — — 13 (3.672) (4.133) (4.455) 357

Native American — — — — — — 28.67 39.98 31.35

(s.e.) — — — 20 — — — 24 (8.098) (7.348) (7.006) 57

Age

20 years or under 30.30 36.56 33.14 33.95 34.79 31.25 29.53 43.11 27.36

(s.e.) (2.674) (3.443) (4.219) 1,110 (4.493) (3.888) (3.829) 1,132 (1.973) (1.679) (2.136) 1,544

21–23 years 37.84 38.73 23.43 33.05 38.13 28.82 27.20 47.48 25.32

(s.e.) (2.394) (2.328) (2.702) 616 (3.854) (4.078) (3.258) 679 (2.333) (2.423) (2.263) 755

24–29 years 33.52 35.01 31.47 22.41 49.51 28.08 22.51 49.36 28.14

(s.e.) (3.148) (3.209) (3.650) 357 (3.913) (4.561) (3.407) 490 (1.775) (2.067) (2.210) 1,000

30 years or over 31.98 27.84 40.18 26.34 40.58 33.08 23.05 44.97 31.98

(s.e.) (3.152) (3.006) (3.921) 576 (3.809) (4.704) (3.381) 776 (1.564) (2.294) (2.998) 1,956
Table 66—Percentage of nonbaccalaureate students attending public 4–year; private, nonprofit 4–year; and public 2– to 3–year postsecondary institutions

enrolled in academic and vocational programs by type of institution, by selected student characteristics: 1989–901—Continued

 Public 4-year Private, nonprofit 4-year Public 2- to 3-year 

Un- Un- UnStudent Voca- weighted Voca- weighted Vocaweighted

characteristics Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns

Dependency status

Dependent 33.27 36.76 29.97 34.00 35.72 30.28 29.40 43.11 27.49

(s.e.) (2.293) (2.852) (3.606) 1,545 (3.783) (3.576) (3.065) 1,648 (1.893) (1.642) (1.995) 1,797

Independent 32.27 31.92 35.80 25.43 43.49 31.08 23.26 47.17 29.56

(s.e.) (2.315) (2.682) (3.136) 1,137 (3.506) (4.103) (2.733) 1,493 (1.412) (1.877) (2.428) 3,491

Working for pay

Fall 34.32 33.94 31.74 32.59 36.43 30.98 26.14 44.40 29.45

(s.e.) (2.995) (3.883) (4.387) 254 (4.318) (4.911) (4.298) 240 (3.590) (3.855) (3.936) 221

Spring 38.63 34.60 26.77 32.97 35.60 31.43 24.63 48.02 27.35

(s.e.) (6.128) (7.271) (6.772) 82 (7.459) (7.813) (6.548) 79 (3.678) (4.948) (5.086) 139

Both 30.96 34.55 34.49 27.16 40.79 32.05 24.90 45.89 29.21

(s.e.) (2.149) (2.598) (3.009) 1,608 (3.207) (3.647) (2.704) 1,838 (1.512) (1.690) (2.234) 3,465

Neither 37.12 34.93 27.95 33.54 36.74 29.72 27.14 42.90 29.96

(s.e.) (2.877) (3.721) (3.555) 395 (4.738) (4.550) (3.298) 439 (1.823) (2.019) (2.427) 1,014

First row, first column reads: Of all nonbaccalaureate students enrolled in public 4-year postsecondary institutions in 1989–90, 32.82 percent reported

majoring in academic programs.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and

who were seeking less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include

coursetakers as well as students enrolled in formal programs.

2Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for

less-than-4-year postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities,

and communications; among others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational

courses, such as basic skills, citizenship activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities,

and personal awareness and self-improvement).

3

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 67—Percentage of nonbaccalaureate students attending public vocational–technical; private proprietary; and private, nonprofit less–than–4–year

postsecondary institutions enrolled in academic and vocational programs by type of institution, by selected student characteristics: 1989–901

 Public vocational–technical2 Private proprietary2 Private, nonprofit less-than-4-year

Un- Un- UnStudent Voca- weighted Voca- weighted Vocaweighted

characteristics Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns

Total48.28 89.51 2.21 12.28 85.75 1.97 24.04 65.30 10.66

(s.e.) (1.766) (1.965) (0.714) 947 (1.705) (1.715) (0.426) 7,070 (4.174) (4.563) (2.277) 2,055

Sex

Male 8.66 89.43 1.91 11.89 85.75 2.35 25.21 64.48 10.31

(s.e.) (2.992) (2.621) (0.953) 387 (2.820) (2.882) (0.817) 2,179 (4.876) (5.404) (2.319) 744

Female 7.71 89.60 2.70 14.92 83.49 1.60 24.33 65.68 9.99

(s.e.) (1.875) (2.340) (0.903) 531 (1.857) (1.891) (0.559) 4,040 (4.370) (4.586) (2.169) 1,230

Race–ethnicity

White, non-Hispanic 9.03 88.95 2.02 14.35 83.75 1.90 28.93 59.08 11.99

(s.e.) (2.028) (2.185) (0.817) 780 (1.931) (1.954) (0.546) 4,047 (4.912) (4.876) (2.568) 1,484

Black, non-Hispanic 5.96 91.07 2.97 7.77 90.63 1.60 10.94 80.08 8.98

(s.e.) (2.274) (3.049) (1.763) 109 (1.541) (1.637) (0.558) 1,680 (3.563) (5.816) (4.332) 236

Hispanic 4.53 95.11 0.37 10.97 85.95 3.08 11.17 82.25 6.58

(s.e.) (4.737) (4.795) (0.398) 40 (2.994) (2.954) (0.886) 1,062 (4.746) (6.711) (2.630) 265

Asian — — — 15.45 83.42 1.14 36.43 54.29 9.28

(s.e.) — — — 11 (4.729) (4.706) (0.790) 208 (11.814) (11.199) (4.775) 55

Native American — — — 14.32 85.68 0.00 — — —

(s.e.) — — — 7 (6.218) (6.218) (0.000) 73 — — — 15

Age

20 years or under 6.07 91.16 2.78 13.25 86.02 0.73 30.07 58.23 11.69

(s.e.) (1.674) (1.968) (1.475) 204 (1.835) (1.849) (0.307) 1,945 (4.744) (4.322) (2.413) 846

21–23 years 9.04 87.00 3.95 14.47 82.98 2.54 26.79 59.83 13.38

(s.e.) (5.968) (7.291) (2.186) 107 (2.501) (2.574) (0.814) 1,108 (6.584) (6.020) (3.372) 335

24–29 years 15.62 83.54 0.84 13.90 84.71 1.40 19.81 74.70 5.49

(s.e.) (3.860) (3.815) (0.595) 190 (2.721) (2.711) (0.428) 1,450 (5.328) (5.728) (1.441) 335

30 years or over 7.23 90.62 2.15 12.27 84.26 3.47 20.25 69.28 10.48

(s.e.) (2.008) (2.581) (1.038) 426 (2.202) (2.259) (1.149) 1,762 (4.671) (5.499) (2.752) 481
Table 67—Percentage of nonbaccalaureate students attending public vocational–technical; private proprietary; and private, nonprofit less–than–4–year

postsecondary institutions enrolled in academic and vocational programs by type of institution, by selected student characteristics:

1989–90—Continued1

 Public vocational–technical2 Private proprietary2 Private, nonprofit less-than-4-year 

Un- Un- UnStudent Voca- weighted Voca- weighted Vocaweighted

characteristics Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns

Dependency status

Dependent 8.23 88.85 2.92 13.90 84.72 1.38 29.95 57.82 12.23

(s.e.) (3.370) (3.295) (1.454) 198 (1.994) (2.063) (0.551) 1,929 (4.727) (4.404) (2.462) 976

Independent 8.41 89.60 1.99 11.80 86.11 2.09 19.97 70.29 9.74

(s.e.) (1.974) (2.343) (0.709) 742 (1.874) (1.878) (0.502) 5,103 (4.231) (4.969) (2.491) 1,071

Working for pay

Fall 12.83 86.75 0.42 9.11 89.81 1.08 34.03 56.57 9.40

(s.e.) (6.724) (6.763) (0.438) 41 (2.404) (2.509) (0.792) 340 (6.492) (6.833) (3.135) 167

Spring 6.66 93.34 0.00 16.12 82.72 1.16 33.56 59.53 6.91

(s.e.) (3.921) (3.921) (0.000) 54 (3.804) (3.830) (0.723) 326 (9.530) (11.843) (4.024) 72

Both 8.52 89.25 2.23 15.19 82.79 2.02 23.54 65.92 10.54

(s.e.) (2.454) (2.302) (0.896) 409 (2.300) (2.299) (0.708) 2,409 (4.841) (4.961) (2.334) 931

Not working for pay 7.53 89.55 2.93 11.04 87.26 1.70 21.96 66.22 11.82

(s.e.) (3.624) (3.868) (1.312) 285 (2.235) (2.267) (0.612) 1,449 (4.604) (5.518) (2.880) 396

First row, first column reads: Of all nonbaccalaureate students enrolled in public vocational–technical institutes in 1989–90, 8.28 percent reported majoring in

academic programs.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2While students enrolled in these institutions are typically considered to be vocational, some declared they were enrolled in academic programs such as law,

education, and journalism/communications.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

4

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study. 
Table 68—Percentage of nonbaccalaureate students attending public 4–year; private, nonprofit 4–year; and public 2– to 3–year postsecondary institutions

enrolled in academic and vocational programs by type of institution, by selected special populations characteristics: 1989–901

 Public 4-year Private, nonprofit 4-year Public 2- to 3-year 

Un- Un- UnSpecial populations Voca- weighted Voca- weighted Voca- weighted

characteristics Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns

Total332.82 34.69 32.49 29.63 39.44 30.92 25.38 45.75 28.87

(s.e.) (1.904) (2.438) (2.935) 2,688 (3.175) (3.282) (2.423) 3,177 (1.386) (1.549) (2.042) 5,300

Financial aid status4

Aided 32.24 42.86 24.90 31.07 41.73 27.20 24.09 52.92 23.00

(s.e.) (1.993) (2.829) (2.710) 1,165 (3.645) (3.498) (2.772) 1,960 (1.811) (2.129) (2.541) 1,848

Not aided 33.20 29.51 37.29 27.77 36.48 35.75 25.88 43.01 31.11

(s.e.) (2.311) (2.318) (3.229) 1,523 (3.712) (3.820) (3.152) 1,217 (1.452) (1.573) (2.010) 3,452

Family background,5

 dependent students

Lowest quartile 34.66 35.45 29.89 37.14 35.05 27.81 27.68 47.20 25.13

(s.e.) (3.208) (3.214) (3.914) 329 (5.884) (3.779) (4.368) 434 (2.836) (2.606) (3.121) 483

Second quartile 29.10 42.95 27.95 30.87 41.93 27.19 29.14 48.40 22.46

(s.e.) (2.537) (3.963) (4.437) 391 (3.769) (4.597) (3.648) 380 (2.646) (2.580) (2.553) 534

Third quartile 37.11 34.81 28.09 28.12 36.41 35.47 30.16 39.33 30.51

(s.e.) (3.105) (3.659) (3.684) 406 (4.136) (4.633) (4.558) 365 (2.564) (2.460) (2.581) 479

Highest quartile 32.29 34.23 33.48 38.26 30.77 30.97 31.12 34.26 34.62

(s.e.) (3.378) (3.170) (4.575) 419 (5.821) (4.707) (3.736) 469 (3.658) (3.219) (3.743) 301

Family background,5

 independent students

Lowest quartile 27.02 36.92 36.05 24.48 46.55 28.97 22.80 49.00 28.20

(s.e.) (3.978) (4.744) (5.471) 166 (5.730) (5.909) (3.975) 211 (2.211) (2.774) (2.584) 707

Second quartile 31.19 32.89 35.92 23.88 44.66 31.46 22.88 50.05 27.07

(s.e.) (4.096) (4.272) (4.740) 209 (5.078) (5.487) (3.987) 284 (2.077) (2.712) (3.259) 663

Third quartile 38.57 27.89 33.54 23.45 41.92 34.63 26.11 44.62 29.28

(s.e.) (3.982) (3.940) (4.723) 198 (3.615) (4.482) (4.357) 211 (2.308) (2.848) (3.090) 543

Highest quartile 33.04 30.52 36.44 21.47 43.08 35.45 26.04 43.30 30.66

(s.e.) (3.912) (3.988) (4.296) 229 (3.286) (4.616) (4.219) 279 (2.415) (2.877) (3.174) 485
Table 68—Percentage of nonbaccalaureate students attending public 4–year; private, nonprofit 4–year; and public 2– to 3–year postsecondary institutions

enrolled in academic and vocational programs by type of institution, by selected special populations characteristics: 1989–901—Continued

 Public 4-year Private, nonprofit 4-year Public 2- to 3-year 

Un- Un- UnSpecial populations Voca- weighted Voca- weighted Voca- weighted

characteristics Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns

Postsecondary GPA

3.5 or over 33.40 27.77 38.83 31.77 34.28 33.95 27.42 43.10 29.49

(s.e.) (2.917) (3.070) (4.051) 450 (4.466) (4.085) (3.655) 734 (1.845) (2.074) (2.351) 1,107

2.6–3.49 35.83 37.43 26.74 28.80 44.74 26.45 27.69 47.07 25.24

(s.e.) (2.519) (2.434) (3.028) 758 (3.946) (4.387) (2.837) 1,041 (1.700) (1.950) (2.061) 1,316

1.6–2.59 31.90 38.36 29.74 28.25 40.89 30.86 25.22 50.58 24.19

(s.e.) (2.571) (3.499) (4.023) 836 (3.453) (3.661) (2.985) 719 (2.079) (2.181) (2.050) 1,181

Under 1.6 27.73 31.18 41.09 16.18 43.52 40.30 23.19 44.87 31.95

(s.e.) (3.940) (5.049) (4.890) 244 (3.646) (5.084) (5.486) 151 (2.398) (2.462) (2.832) 572

Disability status

Disabled 37.05 31.47 31.48 33.43 33.48 33.09 24.11 43.53 32.37

(s.e.) (4.504) (4.234) (5.179) 144 (6.406) (6.351) (5.791) 149 (2.346) (3.031) (3.408) 446

Physically impaired 43.32 31.11 25.57 28.03 39.62 32.36 25.60 42.28 32.13

(s.e.) (5.025) (4.788) (4.707) 99 (5.921) (6.717) (5.906) 105 (2.802) (3.301) (3.585) 304

Learning disabled — — — — — — 13.98 52.73 33.29

(s.e.) — — — 22 — — — 22 (4.439) (7.126) (6.840) 69

Multiple disabilities — — — — — — 28.17 39.39 32.44

(s.e.) — — — 23 — — — 22 (5.986) (5.689) (6.694) 73

Not disabled 33.22 35.53 31.25 29.32 40.25 30.43 25.38 46.35 28.27

(s.e.) (2.232) (2.756) (2.927) 1,609 (3.351) (3.570) (2.693) 1,736 (1.459) (1.595) (2.104) 3,010

Missing information 31.51 33.71 3.478 29.57 39.12 31.31 25.69 45.26 29.05

(s.e.) (2.266) (2.658) (3.412) 935 (3.769) (3.337) (2.660) 1,292 (1.864) (1.858) (2.356) 1,844
Table 68—Percentage of nonbaccalaureate students attending public 4–year; private, nonprofit 4–year; and public 2– to 3–year postsecondary institutions

enrolled in academic and vocational programs by type of institution, by selected special populations characteristics: 1989–901—Continued

 Public 4-year Private, nonprofit 4-year Public 2- to 3-year 

Un- Un- UnSpecial populations Voca- weighted Voca- weighted Voca- weighted

characteristics Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns Academic2tional2 Other2 Ns

Marital status

Not married,

 no dependents 33.27 36.04 30.69 30.97 38.96 30.07 28.19 43.30 28.51

(s.e.) (2.180) (2.754) (3.310) 1,680 (3.514) (3.877) (2.891) 1,755 (1.641) (1.644) (1.983) 2,603

Not married,

 with dependents 21.87 40.45 37.69 26.70 47.76 25.54 23.05 50.17 26.78

(s.e.) (4.345) (5.552) (5.914) 99 (6.965) (8.528) (5.657) 109 (2.543) (3.464) (3.611) 370

Married, 

 no dependents 29.27 32.73 38.00 24.48 37.97 37.56 20.73 49.06 30.20

(s.e.) (3.477) (3.804) (4.693) 233 (3.589) (4.003) (3.682) 292 (1.656) (2.453) (2.614) 658

Married, 

 with dependents 35.17 26.80 38.03 24.35 40.54 35.11 23.06 46.77 30.16

(s.e.) (3.307) (4.041) (4.447) 300 (4.266) (4.512) (3.887) 387 (1.918) (2.281) (2.964) 1,073

First row, first column reads: Of all nonbaccalaureate students enrolled in public 4-year postsecondary institutions in 1989–90, 32.82 percent reported majoring

in academic programs.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

3

Included in the total are students who may be missing data on particular row variables.

4

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial

aid categories include both need-based and merit-based aid.

5

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father's

and mother's occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 69—Percentage of nonbaccalaureate students attending public vocational–technical; private proprietary; and private, nonprofit less–than–4–year

postsecondary institutions enrolled in academic and vocational programs by type of institution, by selected special populations characteristics:

1989–901

 Public vocational–technical2

 Private proprietary2 Private, nonprofit less-than-4-year 

Un- Un- UnSpecial populations Voca- weighted Voca- weighted Voca- weighted

characteristics Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns

Total4 8.28 89.51 2.21 12.28 85.75 1.97 24.04 65.30 10.66

(s.e.) (1.766) (1.965) (0.714) 947 (1.705) (1.715) (0.426) 7,070 (4.174) (4.563) (2.277) 2,055

Financial aid status5

Aided 8.90 89.39 1.71 11.54 86.72 1.74 21.49 68.99 9.52

(s.e.) (2.496) (2.773) (0.533) 512 (1.656) (1.664) (0.335) 6,002 (3.915) (4.674) (2.701) 1,337

Not aided 7.89 89.59 2.51 15.38 81.71 2.92 27.75 59.92 12.33

(s.e.) (2.024) (2.382) (1.014) 435 (3.542) (3.548) (1.094) 1,068 (5.495) (5.734) (2.760) 718

Family background,6

 dependent students

Lowest quartile 13.50 83.17 3.33 11.75 86.84 1.41 24.98 64.95 10.07

(s.e.) (4.716) (4.806) (2.466) 108 (1.916) (2.024) (0.571) 1,126 (4.661) (5.366) (3.706) 328

Second quartile 3.40 93.60 3.00 14.37 85.25 0.38 24.96 62.52 12.52

(s.e.) (2.266) (2.670) (2.010) 45 (2.890) (2.900) (0.277) 464 (4.809) (5.375) (3.274) 278

Third quartile 4.30 92.91 2.80 18.01 80.78 1.21 32.02 51.61 16.37

(s.e.) (2.994) (4.181) (2.929) 30 (3.643) (3.723) (0.980) 242 (7.274) (6.578) (3.834) 209

Highest quartile — — — 24.23 69.83 5.94 46.09 43.07 10.84

(s.e.) — — — 15 (7.516) (7.712) (3.784) 96 (7.151) (6.332) (4.450) 161

Family background,6

 independent students

Lowest quartile 7.27 91.71 1.02 9.70 89.14 1.16 15.58 78.83 5.59

(s.e.) (2.753) (3.085) (0.711) 224 (1.814) (1.866) (0.592) 952 (4.139) (5.393) (2.398) 176

Second quartile 9.86 88.16 1.97 12.21 86.23 1.57 17.80 74.79 7.41

(s.e.) (5.968) (6.102) (1.432) 109 (2.483) (2.486) (0.570) 717 (4.370) (5.395) (2.958) 182

Third quartile 5.97 90.81 3.22 14.96 81.99 3.05 21.70 70.29 8.01

(s.e.) (3.694) (3.860) (1.690) 70 (2.907) (3.034) (1.367) 459 (6.521) (7.370) (3.149) 145

Highest quartile 17.54 81.94 0.52 21.78 75.92 2.30 27.10 65.53 7.37

(s.e.) (5.543) (5.496) (0.552) 54 (4.849) (4.813) (1.073) 277 (8.086) (8.894) (4.044) 109
Table 69—Percentage of nonbaccalaureate students attending public vocational–technical; private proprietary; and private, nonprofit less–than–4–year

postsecondary institutions enrolled in academic and vocational programs by type of institution, by selected special populations characteristics:

1989–901—Continued

 Public vocational–technical2

 Private proprietary2 Private, nonprofit less-than-4-year

Un- Un- UnSpecial populations Voca- weighted Voca- weighted Voca- weighted

characteristics Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns

Postsecondary GPA

3.5 or greater 5.41 92.15 2.45 12.41 85.90 1.69 24.35 61.02 14.63

(s.e) (3.426) (4.325) (2.386) 86 (2.157) (2.158) (0.487) 1,738 (5.509) (6.530) (5.037) 277

2.6-3.49 1.54 97.18 1.28 14.33 83.96 1.71 28.11 63.67 8.23

(s.e,) (1.072) (1.718) (1.293) 78 (2.472) (2.542) (0.882) 1,275 (6.210) (5.969) (2.567) 451

1.6-2.59 — — — 13.73 84.79 1.48 30.81 60.16 9.02

(s.e.) — — — 28 (2.589) (2.631) (0.615) 7.09 (5.669) (5.577) (2.070) 388

Under 1.6 — — — 8.16 88.97 2.87 20.94 73.94 5.12

(s.e.) — — — 28 (2.418) (2.472) (1.263) 288 (5.666) (6.074) (2.095) 109

Hours of remedial

instruction

None 7.67 89.83 2.50 12.34 85.55 2.10 23.73 64.82 11.45

(s.e.) (1.600) (1.942) (0.889) 608 (1.866) (1.881) (0.459) 4,902 (4.103) (4.656) (2.500) 1,430

1–100 15.17 82.95 1.88 16.53 81.70 1.78 30.01 68.90 1.09

(s.e.) (9.613) (9.865) (1.958) 48 (4.159) (4.097) (1.031) 163 (9.668) (9.618) (1.062) 62

Greater than 100 — — — 17.90 82.10 0.00 — — —

(s.e.) — — — 8 (6.648) (6.648) (0.000) 48 — — — 16

Disability status

Disabled 9.37 85.94 4.69 10.09 87.23 2.69 35.55 52.81 11.64

(s.e.) (4.258) (4.487) (2.422) 90 (1.952) (2.255) (1.233) 486 (5.877) (6.447) (4.488) 130

Physically impaired 5.57 88.41 6.02 9.01 88.45 2.54 33.38 56.25 10.38

(s.e.) (3.786) (4.529) (3.522) 61 (2.051) (2.516) (1.556) 333 (7.395) (8.386) (4.555) 85

Learning disabled — — — 18.42 77.49 4.09 — — —

(s.e.) — — — 8 (7.212) (7.932) (4.014) 52 — — — 21

Multiple disabilities — — — 9.60 87.90 2.50 — — —

(s.e.) — — — 21 (4.505) (4.827) (2.193) 101 — — — 24

Not disabled 5.24 93.53 1.24 13.92 84.38 1.69 25.09 65.52 9.39

(s.e.) (1.825) (1.786) (0.684) 492 (1.954) (1.961) (0.600) 2,689 (4.916) (4.877) (2.311) 976

Missing information 11.79 85.42 2.78 11.52 86.43 2.06 21.66 66.66 11.68

(s.e.) (2.551) (2.829) (1.183) 365 (1.958) (1.966) (0.398) 3,895 (4.201) (5.109) (2.749) 949
Table 69—Percentage of nonbaccalaureate students attending public vocational–technical; private proprietary; and private, nonprofit less–than–4–year

postsecondary institutions enrolled in academic and vocational programs by type of institution, by selected special populations characteristics:

1989–901—Continued

 Public vocational–technical2

 Private proprietary2 Private, nonprofit less-than-4-year

Un- Un- UnSpecial populations Voca- weighted Voca- weighted Voca- weighted

characteristics Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns Academic3tional3 Other3 Ns

Marital status

Not married,

 no dependents 5.97 90.77 3.26 15.40 83.04 1.56 26.52 62.07 11.40

(s.e.) (1.555) (1.799) (1.376) 290 (2.382) (2.391) (0.568) 2,356 (4.698) (4.661) (2.538) 1,081

Not married,

 with dependents 10.90 86.43 2.67 9.74 89.48 0.78 14.05 81.41 4.54

(s.e.) (5.724) (5.163) (2.261) 95 (1.807) (1.812) (0.368) 743 (5.309) (6.061) (2.935) 106

Married,

 no dependents 11.35 85.93 2.72 12.77 83.40 3.82 23.88 65.00 11.12

(s.e.) (6.511) (6.307) (1.750) 139 (2.265) (2.613) (1.692) 524 (7.405) (7.867) (4.254) 148

Married,

 with dependents 5.10 94.64 0.26 12.28 86.45 1.27 20.65 69.47 9.88

(s.e.) (1.666) (1.660) (0.225) 246 (2.128) (2.116) (0.445) 871 (5.777) (7.083) (3.525) 218

First row, first column reads: Of all nonbaccalaureate students enrolled in public vocational–technical institutes in 1989–90, 8.28 percent reported majoring in

academic programs.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2While students enrolled in these institutions are typically considered to be vocational, some declared they were enrolled in academic programs such as law,

education, and journalism/communications.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

4

Included in the total are students who may be missing data on particular row variables.

5

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional aid categories

include both need-based and merit-based aid.

6

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father’s

and mother’s occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 70—Percentage of nonbaccalaureate students attending postsecondary institutions majoring in vocational fields by program area, by postsecondary

institution type: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnInstitution vocational & & Home data science Protective cations & weighted

type enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Total251.21 0.40 17.38 1.09 10.62 2.18 3.85 5.49 2.17 0.10 7.92

(s.e.) (1.227) (0.072) (0.684) (0.180) (0.583) (0.198) (0.334) (0.354) (0.258) (0.034) (0.622) 21,237

Institution type

Public 4-year 34.69 1.12 10.40 1.62 8.11 2.80 1.74 6.34 0.79 0.06 1.72

(s.e.) (2.438) (0.382) (1.018) (0.362) (0.853) (0.560) (0.300) (0.707) (0.205) (0.046) (0.318) 2,688

Private, nonprofit

 4-year 39.44 0.32 17.25 0.97 8.05 2.66 3.08 5.84 0.60 0.04 0.64

(s.e.) (3.282) (0.162) (1.732) (0.262) (1.345) (0.688) (0.634) (2.415) (0.193) (0.039) (0.277) 3,177

Public 2- to 3-year 45.75 0.33 16.81 0.62 10.79 1.72 3.18 5.18 2.52 0.07 4.53

(s.e.) (1.549) (0.080) (0.754) (0.136) (0.726) (0.208) (0.316) (0.434) (0.294) (0.033) (0.515) 5,300

Public vocational–

 technical389.51 0.12 17.89 0.79 15.91 4.92 5.61 5.13 7.66 0.05 31.44

(s.e.) (1.965) (0.126) (2.835) (0.486) (3.854) (2.136) (1.920) (1.044) (5.728) (0.054) (4.094) 947

Private proprietary385.75 0.01 24.91 3.21 10.10 2.50 9.01 6.73 1.24 0.31 27.73

(s.e.) (1.715) (0.011) (2.952) (1.066) (2.092) (0.673) (1.785) (1.119) (0.491) (0.185) (3.376) 7,070

Private, nonprofit

 less-than-4-year 65.30 1.72 20.34 0.71 18.71 6.68 2.63 3.49 1.39 0.00 9.62

(s.e.) (4.563) (0.764) (4.628) (0.223) (3.625) (2.303) (0.607) (0.882) (0.688) (0.000) (2.599) 2,055

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 51.21 percent reported majoring in a vocational

field.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3While students enrolled in these institutions are typically considered to be vocational, some declared they were enrolled in academic programs such as law,

education, and journalism/communications.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 71—Percentage of nonbaccalaureate students attending public 4-year postsecondary institutions majoring in vocational fields by program area,

by selected educational characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnEducational vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Total234.69 1.12 10.40 1.62 8.11 2.80 1.74 6.34 0.79 0.06 1.72

(s.e.) (2.438) (0.382) (1.018) (0.362) (0.853) (0.560) (0.300) (0.707) (0.205) (0.046) (0.318) 2,688

Attendance status3

Full-time 42.12 1.71 12.94 1.98 9.26 2.79 1.98 8.58 0.80 0.11 1.97

(s.e.) (2.747) (0.575) (1.323) (0.467) (1.027) (0.475) (0.377) (0.974) (0.277) (0.081) (0.398) 1,628

Part-time 23.73 0.39 6.27 1.07 6.27 2.36 1.48 3.71 0.72 0.00 1.46

(s.e.) (2.638) (0.216) (1.057) (0.460) (1.263) (0.854) (0.445) (0.659) (0.284) (0.000) (0.472) 911

Term enrollment

Fall 27.05 0.00 8.83 0.37 5.45 2.84 2.20 5.05 1.68 0.00 0.64

(s.e.) (3.936) (0.000) (1.536) (0.362) (1.354) (1.229) (1.096) (1.428) (0.898) (0.000) (0.445) 287

Spring 20.93 0.00 6.11 2.15 4.02 3.85 0.99 2.60 0.28 0.00 0.94

(s.e.) (4.083) (0.000) (1.723) (1.595) (1.804) (1.839) (0.684) (1.075) (0.277) (0.000) (0.675) 187

Both 38.17 1.42 11.55 1.58 8.98 2.65 1.73 7.57 0.63 0.10 1.97

(s.e.) (2.552) (0.483) (1.146) (0.371) (1.074) (0.513) (0.331) (0.850) (0.211) (0.071) (0.383) 1,762

Summers only 21.56 0.00 5.28 1.82 6.81 2.20 0.78 1.10 1.65 0.00 1.92

(s.e.) (6.701) (0.000) (2.938) (1.776) (3.245) (2.121) (0.790) (1.119) (1.646) (0.000) (1.869) 63

Award type being pursued

Certificate 45.98 1.70 14.00 3.13 9.46 4.46 3.09 6.90 1.11 0.10 2.02

(s.e.) (3.298) (0.671) (1.739) (0.777) (1.587) (0.777) (0.559) (1.194) (0.469) (0.102) (0.577) 764

Associate degree 56.92 0.26 15.04 1.41 17.64 5.93 1.34 7.93 1.85 0.00 5.53

(s.e.) (4.235) (0.264) (2.975) (0.760) (3.738) (2.978) (0.816) (2.161) (0.879) (0.000) (1.482) 369

Other424.30 1.01 7.61 0.91 5.38 1.30 1.16 5.72 0.40 0.06 0.74

(s.e.) (3.187) (0.537) (1.076) (0.407) (0.958) (0.309) (0.355) (0.952) (0.173) (0.061) (0.224) 1,555

First row, first column reads: Of all nonbaccalaureate students attending public 4-year postsecondary institutions in 1989–90, 34.69 percent reported majoring

in a vocational field.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

4

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 72—Percentage of nonbaccalaureate students attending public 4-year postsecondary institutions majoring in vocational fields by program area,

by selected student characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total234.69 1.12 10.40 1.62 8.11 2.80 1.74 6.34 0.79 0.06 1.72

(s.e.) (2.438) (0.382) (1.018) (0.362) (0.853) (0.560) (0.300) (0.707) (0.205) (0.046) (0.318) 2,688

Sex

Male 40.56 1.74 12.13 1.67 4.51 1.60 3.04 12.00 0.86 0.15 2.86

(s.e.) (2.900) (0.613) (1.321) (0.452) (0.705) (0.369) (0.557) (1.222) (0.287) (0.103) (0.676) 1,188

Female 30.28 0.64 9.08 1.48 11.36 3.73 0.73 1.81 0.69 0.00 0.76

(s.e.) (0.230) (2.340) (1.229) (0.360) (1.426) (0.836) (0.229) (0.407) (0.237) (0.000) (0.230) 1,449

Race–ethnicity

White, 

 non-Hispanic 33.88 1.18 10.08 1.68 7.97 2.89 1.49 5.83 0.88 0.08 1.80

(s.e.) (2.728) (0.420) (1.146) (0.401) (0.906) (0.520) (0.317) (0.783) (0.247) (0.057) (0.365) 2,168

Black, 

 non-Hispanic 38.78 0.00 11.78 1.84 8.64 3.59 3.05 8.19 0.37 0.00 1.31

(s.e.) (4.364) (0.000) (2.383) (0.882) (2.021) (2.086) (1.072) (2.156) (0.370) (0.000) (0.748) 222

Hispanic 37.80 1.25 12.46 1.92 10.24 1.76 1.00 7.37 0.73 0.00 1.08

(s.e.) (5.142) (0.837) (3.260) (1.354) (2.506) (1.339) (0.717) (2.727) (0.679) (0.000) (0.778) 157

Asian 37.69 1.95 10.96 0.00 6.86 0.73 4.48 11.25 0.00 0.00 1.45

(s.e.) (5.271) (1.276) (2.982) (0.000) (2.239) (0.755) (2.187) (2.672) (0.000) (0.000) (0.869) 121

Native American — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 20

Age

20 years or under 36.56 1.08 11.97 1.47 6.74 3.01 1.87 7.84 0.72 0.00 1.85

(s.e.) (3.443) (0.358) (1.643) (0.405) (1.042) (0.643) (0.457) (1.139) (0.253) (0.000) (0.415) 1,110

21–23 years 38.73 2.00 11.03 2.69 9.10 3.58 2.05 5.64 1.19 0.00 1.45

(s.e.) (2.328) (0.747) (1.343) (0.778) (1.375) (0.817) (0.561) (1.088) (0.516) (0.000) (0.490) 616

24–29 years 35.01 1.20 8.04 1.60 6.80 3.90 1.78 8.29 1.00 0.27 2.12

(s.e.) (3.209) (0.561) (1.449) (0.723) (1.309) (1.370) (0.741) (1.491) (0.515) (0.271) (0.696) 357

30 years or over 27.84 0.23 8.48 0.79 10.74 0.98 1.19 3.31 0.38 0.14 1.60

(s.e.) (3.006) (0.224) (1.535) (0.396) (1.924) (0.474) (0.488) (0.803) (0.224) (0.139) (0.587) 576
Table 72—Percentage of nonbaccalaureate students attending public 4-year postsecondary institutions majoring in vocational fields by program area, 

by selected student characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Dependency status

Dependent 36.76 1.56 11.38 1.84 7.21 3.16 1.87 7.22 0.83 0.00 1.68

(s.e.) (2.852) (0.499) (1.346) (0.452) (0.904) (0.528) (0.383) (0.957) (0.265) (0.000) (0.367) 1,545

Independent 31.92 0.49 9.06 1.30 9.44 2.30 1.55 5.13 0.72 0.16 1.78

(s.e.) (2.682) (0.244) (1.155) (0.395) (1.320) (0.761) (0.363) (0.827) (0.269) (0.111) (0.444) 1,137

Working for pay

Fall 33.94 2.25 8.33 1.69 7.20 3.35 1.42 7.44 0.32 0.00 1.93

(s.e.) (3.883) (0.953) (1.987) (0.972) (1.457) (1.478) (0.696) (2.074) (0.322) (0.000) (0.831) 254

Spring 34.60 0.00 5.82 2.41 7.78 4.50 1.28 12.80 0.00 0.00 0.00

(s.e.) (7.271) (0.000) (3.230) (1.739) (2.930) (2.028) (1.218) (3.654) (0.000) (0.000) (0.000) 82

Both 34.55 0.67 11.24 1.44 8.08 2.76 1.59 6.16 0.63 0.11 1.89

(s.e.) (2.598) (0.276) (1.109) (0.382) (1.024) (0.663) (0.345) (0.738) (0.205) (0.076) (0.481) 1,608

Neither 34.93 2.32 9.46 1.52 7.82 2.29 2.52 6.32 1.67 0.00 1.00

(s.e.) (3.721) (0.864) (1.587) (0.616) (1.602) (1.041) (0.820) (1.243) (0.793) (0.000) (0.483) 395

First row, first column reads: Of all nonbaccalaureate students attending public 4-year postsecondary institutions in 1989–90, 34.69 percent reported majoring

in a vocational field.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 73—Percentage of nonbaccalaureate students attending public 4-year postsecondary institutions majoring in vocational fields by program area,

by selected special populations characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

 characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total234.69 1.12 10.40 1.62 8.11 2.80 1.74 6.34 0.79 0.06 1.72

(s.e.) (2.438) (0.382) (1.018) (0.362) (0.853) (0.560) (0.300) (0.707) (0.205) (0.046) (0.318) 2,688

Financial aid status3

Aided 42.86 1.42 13.55 1.66 10.15 3.05 1.84 8.52 0.95 0.07 1.65

(s.e.) (2.829) (0.492) (1.409) (0.430) (1.158) (0.746) (0.377) (1.133) (0.347) (0.075) (0.368) 1,165

Not aided 29.51 0.92 8.40 1.59 6.82 2.63 1.67 4.96 0.68 0.06 1.76

(s.e.) (2.318) (0.341) (1.044) (0.416) (0.935) (0.636) (0.382) (0.643) (0.237) (0.058) (0.472) 1,523

Family background,4

 dependent students

Lowest quartile 35.45 1.54 12.28 2.57 6.54 1.30 1.97 6.56 1.19 0.00 1.49

(s.e.) (3.214) (0.624) (1.712) (0.925) (1.480) (0.688) (0.817) (1.505) (0.598) (0.000) (0.615) 329

Second quartile 42.95 2.29 13.99 1.25 10.95 3.25 1.92 7.60 0.48 0.00 1.22

(s.e.) (3.963) (0.728) (2.471) (0.573) (1.990) (1.033) (0.714) (1.481) (0.341) (0.000) (0.722) 391

Third quartile 34.81 0.91 11.77 2.27 4.88 3.57 1.77 7.51 0.30 0.00 1.83

(s.e.) (3.659) (0.435) (1.923) (0.801) (1.170) (1.050) (0.607) (1.499) (0.302) (0.000) (0.669) 406

Highest quartile 34.23 1.56 8.16 1.45 6.67 3.99 1.87 7.08 1.36 0.00 2.08

(s.e.) (3.170) (0.878) (1.372) (0.585) (1.287) (0.879) (0.741) (1.378) (0.696) (0.000) (0.757) 419

Family background,4

 independent students

Lowest quartile 36.92 0.00 10.48 0.00 14.12 1.13 2.51 5.21 0.74 0.00 2.72

(s.e.) (4.744) (0.000) (2.146) (0.000) (3.088) (0.808) (1.119) (1.815) (0.746) (0.000) (1.319) 166

Second quartile 32.89 0.00 8.98 1.47 11.16 2.67 1.30 5.24 0.66 0.00 1.42

(s.e.) (4.272) (0.000) (2.511) (0.854) (2.512) (1.353) (0.722) (1.615) (0.465) (0.000) (0.815) 209

Third quartile 27.89 0.67 10.01 0.41 5.84 2.88 0.79 4.76 1.07 0.00 1.46

(s.e.) (3.940) (0.667) (2.201) (0.401) (2.059) (1.178) (0.582) (1.530) (0.615) (0.000) (0.844) 198

Highest quartile 30.52 1.27 6.97 1.45 7.42 2.67 1.51 7.48 0.00 0.42 1.32

(s.e.) (3.988) (0.686) (1.718) (0.793) (1.719) (0.982) (0.767) (1.889) (0.000) (0.420) (0.778) 229
Table 73—Percentage of nonbaccalaureate students attending public 4-year postsecondary institutions majoring in vocational fields by program area, by selected

special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade

UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Postsecondary GPA

3.5 or over 27.77 0.84 8.64 1.24 6.66 1.59 1.78 5.84 0.30 0.18 0.71

(s.e.) (3.070) (0.498) (1.531) (0.620) (1.287) (0.707) (0.680) (1.382) (0.216) (0.176) (0.399) 450

2.6–3.49 37.43 1.05 11.83 1.46 8.96 2.06 1.24 7.63 0.79 0.00 2.40

(s.e.) (2.434) (0.545) (1.341) (0.479) (1.137) (0.805) (0.373) (1.051) (0.363) (0.000) (0.559) 758

1.6–2.59 38.36 1.71 12.35 2.28 8.03 3.65 1.28 6.36 1.05 0.12 1.53

(s.e.) (3.499) (0.635) (1.978) (0.656) (1.287) (0.666) (0.459) (0.972) (0.419) (0.116) (0.441) 836

Under 1.6 31.18 1.26 5.32 0.82 10.33 0.36 3.38 7.74 0.00 0.00 1.97

(s.e.) (5.049) (0.734) (1.914) (0.774) (2.736) (0.351) (1.205) (1.712) (0.000) (0.000) (1.550) 244

Disability status

Disabled 31.47 0.94 10.90 0.00 8.05 1.85 0.00 6.60 0.54 0.56 2.04

(s.e.) (4.234) (0.943) (3.068) (0.000) (2.300) (1.009) (0.000) (2.057) (0.541) (0.562) (1.182) 144

Physically

 impaired 31.11) 0.00 12.13 0.00 9.42 1.82 0.00 4.18 0.77 0.81 1.97

(s.e.) (4.788) (0.000) (3.883) (0.000) (3.102) (1.175) (0.000) (2.048) (0.779) (0.807) (1.390) 99

Learning

 disabled — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 22

Multiple

 disabilities — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 23

Not disabled 35.53 1.12 10.45 1.47 8.39 2.93 1.75 6.98 0.76 0.06 1.62

(s.e.) (2.756) (0.415) (1.155) (0.458) (0.966) (0.581) (0.341) (0.886) (0.254) (0.059) (0.419) 1,609

Missing 

 information 33.71 1.15 10.24 2.10 7.63 2.71 1.97 5.19 0.87 0.00 1.85

(s.e.) (2.658) (0.460) (1.337) (0.613) (1.201) (0.789) (0.458) (0.835) (0.286) (0.000) (0.458) 935
Table 73—Percentage of nonbaccalaureate students attending public 4-year postsecondary institutions majoring in vocational fields by program area, by selected

special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Marital status

Not married,

 no dependents 36.04 1.32 11.02 1.82 7.23 3.02 1.71 7.30 0.93 0.00 1.69

(s.e.) (2.754) (0.470) (1.197) (0.460) (0.865) (0.566) (0.354) (0.880) (0.267) (0.000) (0.387) 1,680

Not married,

 with dependents 40.45 2.31 12.45 2.74 9.05 1.77 4.11 4.05 0.73 0.00 3.24

(s.e.) (5.552) (1.590) (3.692) (1.865) (3.359) (1.198) (1.934) (1.897) (0.732) (0.000) (2.430) 99

Married,

 no dependents 32.73 0.00 8.19 0.93 9.96 4.01 2.04 5.80 0.00 0.00 1.80

(s.e.) (3.804) (0.000) (2.056) (0.658) (2.072) (1.624) (0.815) (1.628) (0.000) (0.000) (0.879) 233

Married,

 with dependents 26.80 0.00 8.68 0.00 9.62 1.25 0.92 4.43 0.39 0.57 0.94

(s.e.) (4.041) (0.000) (1.688) (0.000) (2.456) (0.642) (0.532) (1.253) (0.391) (0.407) (0.548) 300

First row, first column reads: Of all nonbaccalaureate students attending public 4-year postsecondary institutions in 1989–90, 34.69 percent reported majoring

in a vocational field.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial

aid categories include both need-based and merit-based aid.

4

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father’s

and mother’s occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 74—Percentage of nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions majoring in vocational fields by

program area, by selected educational characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnEducational vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total239.44 0.32 17.25 0.97 8.05 2.66 3.08 5.84 0.60 0.04 0.64

(s.e.) (3.282) (0.162) (1.732) (0.262) (1.345) (0.688) (0.634) (2.415) (0.193) (0.039) (0.277) 3,177

Attendance status3

Full-time 39.24 0.17 15.40 0.93 9.34 4.01 2.57 5.19 0.54 0.07 1.01

(s.e.) (3.715) (0.099) (1.782) (0.324) (1.544) (1.064) (0.606) (2.040) (0.211) (0.074) (0.514) 1,852

Part-time 38.60 0.52 18.96 1.06 7.07 1.12 3.38 5.60 0.62 0.00 0.26

(s.e.) (4.471) (0.311) (2.710) (0.349) (1.820) (0.458) (0.944) (3.239) (0.249) (0.000) (0.153) 1,123

Term enrollment

Fall 33.95 0.17 17.10 0.60 4.29 2.71 1.87 7.05 0.17 0.00 0.00

(s.e.) (4.649) (0.165) (2.827) (0.406) (1.462) (0.939) (1.110) (3.588) (0.166) (0.000) (0.000) 327

Spring 37.45 1.81 20.08 1.03 5.37 0.82 1.83 4.53 1.98 0.00 0.00

(s.e.) (7.965) (1.324) (5.637) (0.813) (1.822) (0.827) (0.895) (2.522) (1.082) (0.000) (0.000) 168

Both 40.84 0.27 16.52 1.07 9.15 3.30 2.82 6.15 0.69 0.06 0.79

(s.e.) (3.465) (0.151) (1.718) (0.329) (1.572) (0.886) (0.622) (2.653) (0.222) (0.064) (0.336) 2,014

Summer only — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 24

Award type being pursued

Certificate 42.71 0.19 15.79 0.64 7.83 1.50 2.57 13.21 0.74 0.00 0.22

(s.e.) (6.799) (0.117) (2.344) (0.280) (2.339) (0.924) (0.691) (5.769) (0.410) (0.000) (0.133) 1,151

Associate degree 69.29 1.12 29.91 2.12 17.70 7.02 5.51 2.29 1.73 0.00 1.89

(s.e.) (3.507) (0.783) (5.696) (0.939) (5.760) (3.161) (1.379) (1.002) (0.709) (0.000) (1.346) 482

Other426.83 0.14 14.11 0.84 4.97 2.08 2.65 1.31 0.11 0.08 0.54

(s.e.) (2.792) (0.103) (1.672) (0.369) (0.877) (0.492) (0.873) (0.423) (0.113) (0.082) (0.336) 1,544

First row, first column reads: Of all nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions in 1989–90, 39.44 percent reported

majoring in vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

4

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 75—Percentage of nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions majoring in vocational fields by

program area, by selected student characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total239.44 0.32 17.25 0.97 8.05 2.66 3.08 5.84 0.60 0.04 0.64

(s.e.) (3.282) (0.162) (1.732) (0.262) (1.345) (0.688) (0.634) (2.415) (0.193) (0.039) (0.277) 3,177

Sex

Male 40.71 0.43 18.18 0.76 3.85 2.35 4.40 9.24 0.51 0.09 0.89

(s.e.) (4.724) (0.342) (2.210) (0.309) (0.725) (1.004) (0.964) (3.623) (0.279) (0.094) (0.400) 1,341

Female 38.43 0.25 16.26 1.20 11.37 3.07 1.92 3.26 0.61 0.00 0.48

(s.e.) (3.131) (0.123) (2.010) (0.371) (1.979) (0.746) (0.558) (1.618) (0.208) (0.000) (0.248) 1,729

Race–ethnicity

White, 

 non-Hispanic 38.87 0.30 16.92 1.00 7.55 3.04 2.91 5.88 0.62 0.05 0.60

(s.e.) (3.512) (0.181) (1.908) (0.289) (1.421) (0.778) (0.733) (2.550) (0.212) (0.049) (0.270) 2,563

Black, 

 non-Hispanic 48.29 0.00 21.78 1.52 10.60 1.85 2.89 6.92 1.35 0.00 1.37

(s.e.) (4.392) (0.000) (4.275) (0.646) (2.239) (0.994) (0.893) (3.210) (0.849) (0.000) (0.668) 244

Hispanic 37.87 0.92 17.75 0.54 10.48 0.47 4.62 3.08 0.00 0.00 0.00

(s.e.) (4.326) (0.942) (2.640) (0.535) (3.708) (0.355) (1.012) (1.044) (0.000) (0.000) (0.000) 252

Asian 36.98 0.00 11.04 0.00 7.13 1.54 4.87 12.39 0.00 0.00 0.00

(s.e.) (6.433) (0.000) (3.957) (0.000) (2.928) (1.545) (2.328) (5.370) (0.000) (0.000) (0.000) 94

Native American — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 24

Age

20 years or under 34.79 0.16 14.34 1.20 6.36 4.26 2.21 4.38 0.66 0.00 1.23

(s.e.) (3.888) (0.114) (1.802) (0.429) (1.341) (1.284) (0.585) (1.531) (0.324) (0.000) (0.607) 1,132

21–23 years 38.13 0.16 17.36 1.42 6.92 2.60 1.99 6.94 0.23 0.18 0.33

(s.e.) (4.078) (0.155) (2.199) (0.519) (1.261) (0.743) (0.630) (2.991) (0.216) (0.176) (0.233) 679

24–29 years 49.51 1.26 21.09 0.54 9.08 2.08 4.65 9.01 1.29 0.00 0.51

(s.e.) (4.561) (0.786) (2.827) (0.384) (2.070) (0.826) (1.651) (4.643) (0.575) (0.000) (0.361) 490

30 years or over 40.58 0.12 18.58 0.68 10.88 1.14 3.62 4.80 0.50 0.00 0.27

(s.e.) (4.704) (0.115) (2.862) (0.388) (2.382) (0.436) (1.176) (2.975) (0.294) (0.000) (0.196) 776
Table 75—Percentage of nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions majoring in vocational fields by

program area, by selected student characteristics: 1989–901—Continued

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Dependency status

Dependent 35.72 0.18 15.38 1.11 6.27 3.70 2.26 5.35 0.50 0.08 0.89

(s.e.) (3.576) (0.099) (1.714) (0.363) (1.143) (0.988) (0.503) (2.000) (0.265) (0.077) (0.450) 1,648

Independent 43.49 0.47 19.30 0.85 9.93 1.64 3.78 6.41 0.72 0.00 0.38

(s.e.) (4.103) (0.265) (2.492) (0.300) (1.931) (0.477) (0.974) (3.343) (0.243) (0.000) (0.175) 1,493

Working for pay

Fall 36.43 0.25 14.62 1.12 6.71 3.44 2.93 4.35 1.44 0.00 1.56

(s.e.) (4.911) (0.240) (2.823) (0.685) (1.590) (1.419) (1.197) (1.533) (0.999) (0.000) (1.170) 240

Spring 35.60 0.00 10.65 0.00 11.78 3.85 0.83 6.92 0.00 1.59 0.00

(s.e.) (7.813) (0.000) (4.750) (0.000) (5.331) (2.342) (0.790) (3.176) (0.000) (1.595) (0.000) 79

Both 40.79 0.45 18.16 0.85 7.44 3.01 2.88 6.94 0.64 0.00 0.43

(s.e.) (3.647) (0.268) (1.870) (0.309) (1.460) (0.798) (0.740) (3.181) (0.215) (0.000) (0.222) 1,838

Neither 36.74 0.27 15.52 1.54 10.68 1.78 1.55 3.75 0.80 0.00 0.85

(s.e.) (4.550) (0.182) (2.846) (0.743) (2.525) (0.720) (0.845) (2.254) (0.451) (0.000) (0.493) 439

First row, first column reads: Of all nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions in 1989–90, 39.44 percent reported

majoring in vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 76—Percentage of nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions majoring in vocational fields by 

program area, by selected special populations characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Total239.44 0.32 17.25 0.97 8.05 2.66 3.08 5.84 0.60 0.04 0.64

(s.e.) (3.282) (0.162) (1.732) (0.262) (1.345) (0.688) (0.634) (2.415) (0.193) (0.039) (0.277) 3,177

Financial aid status3

Aided 41.73 0.38 16.68 0.59 10.19 3.08 3.92 5.73 0.63 0.00 0.54

(s.e.) (3.498) (0.253) (1.809) (0.220) (1.776) (0.849) (0.859) (2.207) (0.229) (0.000) (0.285) 1,960

Not aided 36.48 0.25 17.99 1.46 5.29 2.10 1.99 5.99 0.56 0.09 0.76

(s.e.) (3.820) (0.188) (2.107) (0.434) (1.140) (0.727) (0.590) (2.780) (0.231) (0.089) (0.320) 1,217

Family background,4

 dependent students

Lowest quartile 35.05 0.28 16.74 0.99 6.45 2.36 3.57 3.82 0.41 0.00 0.44

(s.e.) (3.779) (0.267) (2.378) (0.486) (1.614) (1.111) (1.160) (1.391) (0.303) (0.000) (0.329) 434

Second quartile 41.93 0.15 20.02 0.79 8.75 2.47 2.01 5.87 0.63 0.00 1.25

(s.e.) (4.597) (0.143) (2.996) (0.560) (2.244) (1.004) (0.812) (2.771) (0.365) (0.000) (0.885) 380

Third quartile 36.41 0.32 12.77 0.77 6.56 6.17 2.31 6.03 0.79 0.00 0.69

(s.e.) (4.633) (0.209) (2.087) (0.481) (1.432) (2.083) (0.759) (2.718) (0.425) (0.000) (0.469) 365

Highest quartile 30.77 0.00 12.43 1.74 3.91 3.98 1.26 5.76 0.27 0.26 1.16

(s.e.) (4.707) (0.000) (2.403) (0.703) (1.109) (1.278) (0.495) (2.145) (0.263) (0.265) (0.661) 469

Family background,4

 independent students

Lowest quartile 46.55 1.42 22.89 0.53 10.86 1.98 4.97 3.91 0.00 0.00 0.00

(s.e.) (5.909) (1.326) (4.052) (0.520) (3.258) (0.953) (1.779) (2.210) (0.000) (0.000) (0.000) 211

Second quartile 44.66 0.73 22.71 0.76 7.68 0.76 2.97 7.54 1.12 0.00 0.40

(s.e.) (5.487) (0.519) (3.842) (0.565) (2.286) (0.537) (1.144) (4.460) (0.782) (0.000) (0.396) 284

Third quartile 41.92 0.00 23.30 0.30 8.20 0.78 3.53 4.14 1.10 0.00 0.56

(s.e.) (4.482) (0.000) (3.516) (0.295) (1.997) (0.596) (1.482) (2.466) (0.771) (0.000) (0.561) 211

Highest quartile 43.08 0.45 14.93 1.00 10.80 3.17 2.91 8.95 0.87 0.00 0.00

(s.e.) (4.616) (0.446) (2.738) (0.706) (3.029) (1.206) (1.251) (4.788) (0.581) (0.000) (0.000) 279
Table 76—Percentage of nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions majoring in vocational fields by

program area, by selected special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Postsecondary GPA

3.5 or over 34.28 0.08 14.28 0.39 6.19 1.84 3.50 6.89 0.79 0.00 0.33

(s.e.) (4.085) (0.076) (2.759) (0.234) (1.341) (0.872) (1.253) (3.109) (0.388) (0.000) (0.330) 734

2.6–3.49 44.74 0.23 18.24 0.42 10.36 3.17 3.44 7.64 0.47 0.00 0.77

(s.e.) (4.387) (0.139) (2.229) (0.214) (1.987) (1.011) (0.939) (3.176) (0.239) (0.000) (0.410) 1,041

1.6–2.59 40.89 0.72 18.22 1.46 7.91 3.22 2.39 5.16 1.03 0.00 0.78

(s.e.) (3.661) (0.487) (1.923) (0.615) (1.792) (0.854) (0.660) (2.176) (0.518) (0.000) (0.353) 719

Under 1.6 43.52 0.69 21.34 2.58 8.66 0.00 4.64 4.83 0.00 0.00 0.77

(s.e.) (5.084) (0.669) (4.462) (1.491) (2.878) (0.000) (2.264) (2.230) (0.000) (0.000) (0.781) 151

Disability status

Disabled 33.48 0.00 13.64 0.00 5.66 4.05 4.18 3.07 1.41 0.00 1.47

(s.e.) (6.351) (0.000) (3.903) (0.000) (2.153) (1.544) (2.040) (1.598) (1.068) (0.000) (1.462) 149

Physically

 impaired 39.62 0.00 15.58 0.00 7.03 4.30 4.92 3.54 2.08 0.00 2.16

(s.e.) (6.717) (0.000) (3.978) (0.000) (2.959) (1.940) (2.809) (2.116) (1.607) (0.000) (2.127) 105

Learning 

 disabled — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 22

Multiple

 disabilities — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 22

Not disabled 40.25 0.42 17.80 0.90 7.46 2.76 2.91 6.74 0.61 0.07 0.57

(s.e.) (3.570) (0.240) (1.971) (0.298) (1.405) (0.747) (0.635) (2.913) (0.231) (0.071) (0.257) 1,736

Missing 

 information 39.12 0.22 16.96 1.14 9.15 2.34 3.17 4.99 0.49 0.00 0.61

(s.e.) (3.337) (0.123) (1.704) (0.383) (1.514) (0.801) (0.751) (1.976) (0.218) (0.000) (0.359) 1,292
Table 76—Percentage of nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions majoring in vocational fields by

program area, by selected special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Marital status

Not married,

 no dependents 38.96 0.27 15.95 0.97 7.66 3.72 1.99 6.91 0.65 0.07 0.77

(s.e.) (3.877) (0.125) (1.747) (0.334) (1.373) (0.966) (0.405) (2.911) (0.305) (0.072) (0.369) 1,755

Not married,

 with dependents 47.76 0.00 20.31 0.00 17.75 2.06 2.59 5.05 0.00 0.00 0.00

(s.e.) (8.528) (0.000) (6.015) (0.000) (4.251) (2.077) (1.643) (3.822) (0.000) (0.000) (0.000) 109

Married,

 no dependents 37.97 0.00 19.03 0.93 5.88 1.10 2.85 6.03 1.49 0.00 0.66

(s.e.) (4.003) (0.000) (2.924) (0.663) (1.362) (0.654) (1.234) (3.070) (0.830) (0.000) (0.465) 292

Married,

 with dependents 40.54 1.31 19.68 1.00 8.61 1.14 5.27 2.86 0.66 0.00 0.00

(s.e.) (4.512) (0.829) (2.964) (0.576) (2.358) (0.507) (1.875) (1.509) (0.475) (0.000) (0.000) 387

First row, first column reads: Of all nonbaccalaureate students attending private, nonprofit 4-year postsecondary institutions in 1989–90, 39.44 percent reported

majoring in vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial

aid categories include both need-based and merit-based aid.

4

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father’s

and mother’s occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 77—Percentage of nonbaccalaureate students attending public 2- to 3-year postsecondary institutions majoring in vocational fields by program area, by

selected educational characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnEducational vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total245.75 0.33 16.81 0.62 10.79 1.72 3.18 5.18 2.52 0.07 4.53

(s.e.) (1.549) (0.080) (0.754) (0.136) (0.726) (0.208) (0.316) (0.434) (0.294) (0.033) (0.515) 5,300

Attendance status3

Full-time 52.07 0.60 17.84 1.19 13.68 2.09 2.23 5.79 3.02 0.11 5.53

(s.e.) (2.008) (0.190) (1.098) (0.292) (1.165) (0.375) (0.331) (0.686) (0.468) (0.079) (0.873) 1,868

Part-time 43.13 0.25 16.54 0.38 9.78 1.61 3.20 5.00 2.38 0.05 3.94

(s.e.) (1.809) (0.082) (0.920) (0.125) (0.766) (0.262) (0.409) (0.494) (0.337) (0.038) (0.531) 3,218

Term enrollment

Fall 42.93 0.75 16.72 0.40 9.28 1.57 3.06 4.55 2.01 0.00 4.58

(s.e.) (2.260) (0.275) (1.491) (0.202) (1.264) (0.409) (0.678) (0.840) (0.529) (0.000) (0.757) 879

Spring 42.77 0.00 17.12 0.41 7.64 1.37 4.34 4.83 3.59 0.00 3.46

(s.e.) (3.390) (0.000) (1.703) (0.293) (1.186) (0.470) (0.967) (1.078) (0.826) (0.000) (0.932) 614

Both 46.81 0.33 16.87 0.74 11.49 1.99 2.87 5.59 2.21 0.09 4.60

(s.e.) (1.602) (0.112) (0.847) (0.196) (0.876) (0.287) (0.321) (0.522) (0.348) (0.054) (0.633) 3,162

Summer only 40.62 0.00 11.73 0.00 8.32 0.00 2.91 3.75 3.52 0.00 10.40

(s.e.) (6.953) (0.000) (4.254) (0.000) (3.439) (0.000) (2.100) (2.396) (2.598) (0.000) (3.991) 62

Award type being pursued

Certificate 57.66 0.45 17.23 0.77 14.20 0.99 3.44 5.22 3.80 0.00 11.56

(s.e.) (3.922) (0.254) (2.099) (0.390) (1.856) (0.383) (0.929) (1.061) (0.913) (0.000) (2.157) 741

Associate degree 51.26 0.40 19.66 0.82 13.13 1.75 3.48 5.92 2.64 0.11 3.35

(s.e.) (1.722) (0.113) (0.973) (0.199) (1.027) (0.255) (0.424) (0.595) (0.329) (0.057) (0.544) 3,148

Other428.46 0.14 10.49 0.14 4.19 2.00 2.41 3.57 1.68 0.00 3.84

(s.e.) (2.423) (0.093) (1.158) (0.097) (0.654) (0.465) (0.486) (0.694) (0.439) (0.000) (0.751) 1,411

First row, first column reads: Of all nonbaccalaureate students attending public 2- to 3-year postsecondary institutions in 1989–90, 45.75 percent reported majoring

in vocational fields.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

4

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 78—Percentage of nonbaccalaureate students attending public 2- to 3-year postsecondary institutions majoring in vocational fields by program

area, by selected student characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total245.75 0.33 16.81 0.62 10.79 1.72 3.18 5.18 2.52 0.07 4.53

(s.e.) (1.549) (0.080) (0.754) (0.136) (0.726) (0.208) (0.316) (0.434) (0.294) (0.033) (0.515) 5,300

Sex

Male 49.19 0.52 15.12 0.74 5.34 0.95 3.29 10.22 4.42 0.12 8.47

(s.e.) (1.679) (0.142) (0.897) (0.205) (0.577) (0.225) (0.461) (0.827) (0.589) (0.068) (1.006) 2,233

Female 42.71 0.20 18.02 0.50 14.97 2.34 2.81 1.34 1.08 0.03 1.42

(s.e.) (1.753) (0.077) (0.950) (0.155) (1.053) (0.327) (0.363) (0.263) (0.211) (0.031) (0.271) 2,964

Race–ethnicity

White,

 non-Hispanic 45.39 0.42 16.39 0.70 11.35 1.39 3.00 5.32 2.35 0.05 4.42

(s.e.) (1.736) (0.104) (0.870) (0.165) (0.792) (0.218) (0.352) (0.514) (0.315) (0.034) (0.534) 4,052

Black,

 non-Hispanic 54.22 0.00 23.29 0.65 11.99 2.27 3.77 2.89 3.13 0.15 6.09

(s.e.) (2.863) (0.000) (2.041) (0.371) (1.938) (0.556) (0.897) (0.822) (0.851) (0.148) (1.634) 532

Hispanic 40.10 0.00 14.45 0.17 6.01 2.92 3.11 5.04 4.94 0.00 3.47

(s.e.) (3.349) (0.000) (1.955) (0.169) (1.361) (1.008) (0.808) (1.131) (1.334) (0.000) (1.010) 405

Asian 45.66 0.00 15.13 0.36 8.42 3.67 5.16 6.70 0.23 0.32 5.67

(s.e.) (4.133) (0.000) (2.046) (0.359) (1.850) (1.228) (1.534) (1.473) (0.231) (0.327) (1.417) 254

Native American 39.98 1.38 14.69 0.00 10.24 0.74 1.36 9.75 0.58 0.00 1.23

(s.e.) (7.348) (1.389) (4.505) (0.000) (4.376) (0.699) (1.308) (5.769) (0.591) (0.000) (1.188) 57

Age

20 years or

 under 43.11 0.63 17.57 0.68 8.67 1.77 1.92 5.44 3.05 0.07 3.31

(s.e.) (1.679) (0.198) (1.080) (0.219) (0.800) (0.387) (0.356) (0.701) (0.544) (0.069) (0.564) 1,544

21–23 years 47.48 0.00 16.96 1.30 11.70 2.00 1.48 6.62 2.08 0.12 5.22

(s.e.) (2.423) (0.000) (1.613) (0.446) (1.397) (0.568) (0.463) (1.041) (0.602) (0.116) (0.821) 755

24–29 years 49.36 0.21 16.67 0.29 11.57 1.38 4.20 6.38 2.71 0.08 5.86

(s.e.) (2.067) (0.130) (1.372) (0.156) (1.151) (0.388) (0.748) (0.934) (0.611) (0.084) (0.949) 1,000

30 years or over 44.97 0.31 16.37 0.40 11.42 1.79 4.13 3.90 2.09 0.04 4.53

(s.e.) (2.294) (0.124) (1.183) (0.184) (1.005) (0.318) (0.572) (0.516) (0.392) (0.039) (0.690) 1,956
Table 78—Percentage of nonbaccalaureate students attending public 2- to 3-year postsecondary institutions majoring in vocational fields by program

area, by selected student characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Dependency status

Dependent 43.11 0.52 17.66 1.01 8.66 2.04 1.71 5.62 2.49 0.11 3.31

(s.e.) (1.642) (0.166) (1.008) (0.261) (0.778) (0.360) (0.313) (0.664) (0.456) (0.076) (0.535) 1,797

Independent 47.17 0.24 16.39 0.42 11.86 1.56 3.95 4.97 2.55 0.05 5.18

(s.e.) (1.877) (0.086) (0.933) (0.131) (0.884) (0.235) (0.436) (0.478) (0.361) (0.033) (0.611) 3,491

Working for pay

Fall 44.40 0.37 16.36 0.75 9.63 1.27 1.08 6.99 2.43 0.00 5.53

(s.e.) (3.855) (0.369) (2.740) (0.752) (1.987) (0.744) (0.627) (1.875) (1.005) (0.000) (1.852) 221

Spring 48.02 0.00 19.88 0.59 11.68 1.35 1.91 7.20 0.82 0.00 4.58

(s.e.) (4.948) (0.000) (3.846) (0.594) (2.636) (0.860) (1.147) (2.410) (0.820) (0.000) (1.869) 139

Both 45.89 0.41 16.95 0.60 10.30 1.52 3.29 5.72 2.61 0.08 4.42

(s.e.) (1.690) (0.105) (0.862) (0.150) (0.819) (0.245) (0.389) (0.499) (0.328) (0.044) (0.560) 3,465

Neither 42.90 0.10 15.28 0.66 10.79 2.71 3.39 3.20 2.20 0.00 4.58

(s.e.) (2.019) (0.098) (1.208) (0.278) (1.140) (0.534) (0.641) (0.637) (0.529) (0.000) (0.853) 1,014

First row, first column reads: Of all nonbaccalaureate students attending public 2- to 3-year postsecondary institutions in 1989–90, 45.75 percent reported majoring

in vocational fields.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 79—Percentage of nonbaccalaureate students attending public 2- to 3-year postsecondary institutions majoring in vocational fields by program

area, by selected special populations characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total245.75 0.33 16.81 0.62 10.79 1.72 3.18 5.18 2.52 0.07 4.53

(s.e.) (1.549) (0.080) (0.754) (0.136) (0.726) (0.208) (0.316) (0.434) (0.294) (0.033) (0.515) 5,300

Financial aid status3

Aided 52.92 0.47 18.00 1.14 15.97 1.87 2.66 4.67 3.25 0.17 4.72

(s.e.) (2.129) (0.172) (1.259) (0.339) (1.268) (0.376) (0.429) (0.618) (0.579) (0.100) (0.813) 1,848

Not aided 43.01 0.28 16.35 0.42 8.81 1.67 3.38 5.38 2.24 0.03 4.46

(s.e.) (1.573) (0.084) (0.776) (0.111) (0.695) (0.247) (0.385) (0.498) (0.313) (0.027) (0.518) 3,452

Family background,4

 dependent students

Lowest quartile 47.20 0.36 18.41 0.93 11.47 2.69 2.34 4.20 2.28 0.00 4.53

(s.e.) (2.606) (0.230) (2.047) (0.477) (1.649) (0.771) (0.629) (0.954) (0.817) (0.000) (1.080) 483

Second quartile 48.40 0.99 17.64 0.93 9.86 1.61 1.67 7.83 3.56 0.17 4.14

(s.e.) (2.580) (0.401) (1.855) (0.423) (1.275) (0.560) (0.662) (1.413) (0.885) (0.171) (1.008) 534

Third quartile 39.33 0.49 16.72 1.13 7.66 2.66 0.78 4.61 2.57 0.00 2.70

(s.e.) (2.460) (0.282) (1.657) (0.520) (1.212) (0.875) (0.382) (1.082) (0.831) (0.000) (0.760) 479

Highest quartile 34.26 0.00 18.04 1.06 4.15 0.85 2.32 5.53 0.88 0.32 1.11

(s.e.) (3.219) (0.000) (2.509) (0.650) (1.192) (0.484) (0.873) (1.524) (0.480) (0.325) (0.679) 301

Family background,4

 independent students

Lowest quartile 49.00 0.24 16.88 0.31 13.06 2.19 3.34 4.47 2.93 0.00 5.57

(s.e.) (2.774) (0.243) (1.739) (0.189) (1.336) (0.638) (0.787) (0.847) (0.759) (0.000) (1.054) 707

Second quartile 50.05 0.21 18.20 0.59 12.11 0.72 3.09 5.31 2.97 0.00 6.83

(s.e.) (2.712) (0.165) (1.704) (0.352) (1.467) (0.332) (0.840) (1.040) (0.757) (0.000) (1.128) 663

Third quartile 44.62 0.18 14.69 0.52 9.93 0.90 5.19 5.66 2.44 0.15 4.95

(s.e.) (2.848) (0.179) (1.574) (0.303) (1.204) (0.475) (1.030) (1.086) (0.759) (0.149) (0.957) 543

Highest quartile 43.30 0.41 13.58 0.70 12.82 1.51 3.80 5.48 1.89 0.00 3.11

(s.e.) (2.877) (0.292) (1.473) (0.355) (1.977) (0.558) (0.976) (1.215) (0.793) (0.000) (0.855) 485
Table 79—Percentage of nonbaccalaureate students attending public 2- to 3-year postsecondary institutions majoring in vocational fields by program

area, by selected special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Postsecondary GPA

3.5 or over 43.10 0.47 16.56 0.57 8.72 1.11 4.04 4.77 2.24 0.14 4.48

(s.e.) (2.074) (0.194) (1.280) (0.324) (0.853) (0.294) (0.727) (0.680) (0.488) (0.098) (0.749) 1,107

2.6–3.49 47.07 0.26 17.13 0.65 12.88 1.76 3.14 5.57 2.56 0.00 3.12

(s.e.) (1.950) (0.132) (1.226) (0.225) (1.252) (0.379) (0.551) (0.734) (0.539) (0.000) (0.563) 1,316

1.6–2.59 50.58 0.33 20.56 0.50 12.14 2.22 2.47 5.76 2.34 0.08 4.18

(s.e.) (2.181) (0.151) (1.339) (0.232) (1.285) (0.473) (0.552) (0.847) (0.525) (0.078) (0.815) 1,181

Under 1.6 44.87 0.15 18.24 0.44 9.38 2.49 4.71 4.69 2.63 0.00 2.14

(s.e.) (2.462) (0.151) (1.763) (0.315) (1.402) (0.690) (1.073) (1.121) (0.748) (0.000) (0.659) 572

Disability status

Disabled 43.53 0.18 13.01 0.96 7.48 2.18 4.15 5.69 2.72 0.00 7.15

(s.e.) (3.031) (0.185) (1.969) (0.583) (1.295) (0.684) (0.985) (1.278) (0.759) (0.000) (1.376) 446

Physically

 impaired 42.28 0.0 15.10 0.52 8.27 1.68 3.48 4.68 2.93 0.00 5.62

(s.e.) (3.301) (0.000) (2.542) (0.365) (1.628) (0.766) (1.020) (1.488) (0.989) (0.000) (1.445) 304

Learning 

 disabled 52.73 0.00 8.45 3.74 8.28 5.29 2.43 9.82 4.43 0.00 10.29

(s.e.) (7.126) (0.000) (3.795) (2.733) (2.858) (2.511) (2.374) (4.369) (2.562) (0.000) (3.582) 69

Multiple

 disabilities 39.39 1.17 8.76 0.00 3.23 1.09 8.84 5.79 0.00 0.00 10.53

(s.e.) (5.689) (1.173) (3.656) (0.000) (1.813) (1.093) (4.313) (2.531) (0.000) (0.000) (3.592) 73

 Not disabled 46.35 0.42 17.60 0.55 10.69 1.81 3.04 5.56 2.49 0.06 4.13

(s.e.) (1.595) (0.121) (0.837) (0.151) (0.778) (0.277) (0.351) (0.548) (0.342) (0.045) (0.574) 3,010

 Missing 

 information 45.26 0.23 16.37 0.65 11.74 1.46 3.17 4.42 2.54 0.09 4.59

(s.e.) (1.858) (0.108) (1.130) (0.200) (0.997) (0.304) (0.486) (0.501) (0.475) (0.063) (0.625) 1,844
Table 79—Percentage of nonbaccalaureate students attending public 2- to 3-year postsecondary institutions majoring in vocational fields by program

area, by selected special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Marital status

Not married,

 no dependents 43.30 0.36 17.06 0.82 8.45 1.91 2.48 6.09 2.22 0.11 3.80

(s.e.) (1.644) (0.114) (0.870) (0.204) (0.734) (0.290) (0.359) (0.591) (0.343) (0.061) (0.521) 2,603

Not married,

 with dependents 50.17 0.12 16.62 0.82 16.95 2.19 3.01 1.85 4.15 0.00 4.45

(s.e.) (3.464) (0.117) (2.357) (0.484) (2.179) (0.798) (0.965) (0.788) (1.209) (0.000) (1.271) 370

Married,

 no dependents 49.06 0.44 18.86 0.37 7.81 1.15 5.34 6.34 2.62 0.00 6.13

(s.e.) (2.453) (0.254) (1.713) (0.214) (1.252) (0.382) (1.033) (0.961) (0.694) (0.000) (1.039) 658

Married,

 with dependents 46.77 0.34 13.82 0.20 15.46 1.54 3.79 4.15 2.22 0.00 5.26

(s.e.) (2.281) (0.205) (1.162) (0.123) (1.421) (0.389) (0.665) (0.691) (0.507) (0.000) (0.902) 1,073

First row, first column reads: Of all nonbaccalaureate students attending public 2- to 3-year postsecondary institutions in 1989–90, 45.75 percent reported majoring

in vocational fields.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial

aid categories include both need-based and merit-based aid.

4

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father’s

and mother’s occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 80—Percentage of nonbaccalaureate students attending public vocational–technical institutes majoring in vocational fields by program area, 

by selected educational characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnEducational vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total289.51 0.12 17.89 0.79 15.91 4.92 5.61 5.13 7.66 0.05 31.44

(s.e.) (1.965) (0.126) (2.835) (0.486) (3.854) (2.136) (1.920) (1.044) (5.728) (0.054) (4.094) 947

Attendance status3

Full-time 90.01 0.23 15.47 1.40 23.22 3.28 2.75 6.15 2.48 0.00 35.03

(s.e.) (3.031) (0.237) (3.357) (0.914) (5.628) (1.326) (1.471) (1.519) (1.716) (0.000) (5.453) 663

Part-time 86.97 0.00 17.02 0.16 6.36 7.98 11.42 4.96 16.37 0.14 22.55

(s.e.) (4.847) (0.000) (3.167) (0.178) (3.029) (3.639) (5.204) (1.641) (10.723) (0.156) (2.963) 205

Term enrollment

Fall 88.97 0.00 23.63 1.26 11.40 6.48 7.07 4.78 12.69 0.00 21.65

(s.e.) (2.680) (0.000) (6.458) (1.273) (3.834) (4.152) (2.426) (1.900) (7.020) (0.000) (3.883) 158

Spring 90.63 0.30 17.40 1.63 13.38 9.90 7.78 2.48 11.85 0.00 25.91

(s.e.) (3.585) (0.324) (4.036) (1.330) (6.529) (4.648) (4.183) (2.024) (9.911) (0.000) (9.183) 75

Both 89.92 0.14 16.75 0.24 17.76 1.39 3.66 7.09 4.78 0.00 38.12

(s.e.) (2.243) (0.147) (3.148) (0.243) (2.935) (0.704) (1.989) (1.460) (4.068) (0.000) (4.063) 527

Summer only — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 8

Award type being pursued

Certificate 90.41 0.17 17.80 1.11 14.24 6.16 7.00 4.55 10.28 0.00 29.09

(s.e.) (2.152) (0.181) (3.377) (0.686) (3.555) (2.621) (2.811) (1.086) (7.433) (0.000) (4.542) 615

Associate degree — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 4

Other487.01 0.00 18.58 0.00 20.41 1.96 1.90 6.16 1.37 0.18 36.46

(s.e.) (5.439) (0.000) (4.430) (0.000) (9.193) (1.364) (0.908) (1.862) (0.795) (0.187) (7.414) 328

First row, first column reads: Of all nonbaccalaureate students attending public vocational–technical institutes in 1989–90, 89.51 percent reported majoring in

vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

4

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 81—Percentage of nonbaccalaureate students attending public vocational–technical institutes majoring in vocational fields by program area, 

by selected student characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total289.51 0.12 17.89 0.79 15.91 4.92 5.61 5.13 7.66 0.05 31.44

(s.e.) (1.965) (0.126) (2.835) (0.486) (3.854) (2.136) (1.920) (1.044) (5.728) (0.054) (4.094) 947

Sex

Male 89.43 0.12 6.63 0.39 2.74 0.84 3.44 9.29 15.04 0.10 50.84

(s.e.) (2.621) (0.127) (1.482) (0.406) (0.821) (0.572) (1.153) (2.669) (0.065) (0.111) (9.688) 387

Female 89.60 0.14 31.74 1.20 26.24 10.08 7.48 1.18 0.44 0.00 11.10

(s.e.) (2.340) (0.143) (4.762) (0.719) (4.273) (4.582) (2.818) (0.515) (0.433) (0.000) (1.997) 531

Race–ethnicity

White, 

 non-Hispanic 88.95 0.15 17.32 0.98 13.23 4.86 5.94 5.47 8.54 0.00 32.45

(s.e.) (2.185) (0.156) (3.153) (0.603) (2.839) (2.556) (2.133) (1.093) (6.392) (0.000) (4.361) 780

Black, 

 non-Hispanic 91.07 0.00 16.67 0.00 33.86 5.73 0.46 5.74 0.76 0.00 27.86

(s.e.) (3.049) (0.000) (6.186) (0.000) (13.898) (3.582) (0.478) (2.953) (0.782) (0.000) (8.891) 109

Hispanic 95.11 0.00 30.48 0.00 15.83 4.95 11.41 0.00 12.43 0.93 19.07

(s.e.) (4.795) (0.000) (11.001) (0.000) (9.560) (2.800) (7.507) (0.000) (8.845) (0.988) (8.301) 40

Asian — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 11

Native American — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 7

Age

20 years or under 91.16 0.23 15.99 0.00 11.15 0.00 1.70 6.19 4.12 0.20 51.57

(s.e.) (1.968) (0.236) (5.365) (0.000) (3.764) (0.000) (0.818) (2.847) (3.556) (0.209) (6.944) 204

21–23 years 87.00 0.00 30.46 1.69 15.70 0.00 4.19 7.37 0.78 0.00 26.81

(s.e.) (7.291) (0.000) (8.572) (1.614) (5.861) (0.000) (1.919) (3.950) (0.788) (0.000) (6.320) 107

24–29 years 83.54 0.00 16.84 1.06 19.19 4.80 3.50 1.99 2.10 0.00 34.06

(s.e.) (3.815) (0.000) (4.292) (1.057) (5.432) (2.149) (1.960) (1.660) (1.449) (0.000) (5.746) 190

30 years or over 90.62 0.16 16.46 0.84 12.46 10.24 8.35 5.71 15.38 0.00 21.04

(s.e.) (2.581) (0.167) (2.596) (0.742) (3.742) (3.589) (4.163) (1.573) (10.180) (0.000) (2.733) 426
Table 81—Percentage of nonbaccalaureate students attending public vocational–technical institutes majoring in vocational fields by program area, 

by selected student characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Dependency status

Dependent 88.85 0.00 14.40 0.00 8.61 0.00 2.00 6.26 4.04 0.20 53.35

(s.e.) (3.295) (0.000) (4.470) (0.000) (3.705) (0.000) (0.954) (2.630) (3.546) (0.205) (5.823) 198

Independent 89.60 0.17 19.18 1.00 18.69 6.75 6.70 4.80 9.07 0.00 23.25

(s.e.) (2.343) (0.175) (3.146) (0.654) (5.213) (2.728) (2.404) (1.078) (6.506) (0.000) (3.226) 742

Working for pay

Fall 86.75 0.00 18.75 0.00 10.66 0.00 3.20 4.32 0.00 0.00 49.82

(s.e.) (6.763) (0.000) (0.258) (0.000) (5.466) (0.000) (2.783) (2.753) (0.000) (0.000) (1.980) 41

Spring 93.34 0.00 13.76 3.81 31.80 0.00 6.24 9.64 9.96 0.00 18.12

(s.e.) (3.921) (0.000) (5.851) (3.725) (13.572) (0.000) (4.627) (5.331) (8.856) (0.000) (8.869) 54

Both 89.25 0.24 14.11 0.20 10.12 7.25 5.08 4.52 13.17 0.00 34.55

(s.e.) (2.302) (0.252) (3.325) (0.207) (2.636) (3.338) (2.887) (1.472) (9.382) (0.000) (5.764) 409

Neither 89.55 0.00 25.46 1.29 18.79 1.29 4.89 6.43 0.00 0.00 31.40

(s.e.) (3.868) (0.000) (4.214) (1.182) (4.528) (1.182) (2.254) (2.494) (0.000) (0.000) (4.551) 285

First row, first column reads: Of all nonbaccalaureate students attending public vocational–technical institutes in 1989–90, 89.51 percent reported majoring in

vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 82—Percentage of nonbaccalaureate students attending public vocational–technical institutes majoring in vocational fields by program area, 

by selected special populations characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total289.51 0.12 17.89 0.79 15.91 4.92 5.61 5.13 7.66 0.05 31.44

(s.e.) (1.965) (0.126) (2.835) (0.486) (3.854) (2.136) (1.920) (1.044) (5.728) (0.054) (4.094) 947

Financial aid status3

Aided 89.39 0.16 19.37 1.19 21.90 4.93 3.41 5.06 7.69 0.00 25.65

(s.e.) (2.773) (0.168) (5.743) (1.015) (5.890) (1.827) (0.866) (1.395) (5.704) (0.000) (5.117) 512

Not aided 89.59 0.10 16.98 0.54 12.25 4.91 6.95 5.18 7.64 0.08 34.98

(s.e.) (2.382) (0.100) (2.452) (0.469) (3.166) (2.503) (3.021) (1.533) (5.816) (0.087) (4.714) 435

Disability status

Disabled 85.94 0.00 15.56 0.00 4.69 0.15 12.65 4.04 3.34 0.00 45.51

(s.e.) (4.487) (0.000) (4.759) (0.000) (2.299) (0.152) (5.894) (1.832) (3.076) (0.000) (7.907)90

Physically

 impaired 88.41 0.00 20.65 0.00 3.63 0.23 11.51 4.35 5.04 0.00 43.00

(s.e.) (2.516) (0.000) (6.521) (0.000) (1.881) (0.229) (7.849) (2.632) (4.525) (0.000) (10.195) 61

Learning disabled — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 8

Multiple 

 disabilities — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 21

Not disabled 93.53 0.24 18.96 0.38 16.18 6.22 4.49 5.25 8.47 0.00 33.32

(s.e.) (1.786) (0.255) (4.021) (0.394) (3.410) (3.143) (1.589) (0.996) (6.462) (0.000) (4.922)249

Missing 

 information 85.42 0.00 17.14 1.49 18.50 4.52 5.17 5.27 7.76 0.13 25.42

(s.e.) (2.829) (0.000) (3.910) (0.900) (7.138) (1.939) (2.288) (2.164) (5.497) (0.135) (4.359)536
Table 82—Percentage of nonbaccalaureate students attending public vocational–technical institutes majoring in vocational fields by program area, 

by selected special populations characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnSpecial populations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Marital status

Not married,

 no dependents 90.77 0.17 15.44 1.51 12.38 0.59 4.31 6.82 4.32 0.00 45.23

(s.e.) (1.799) (0.174) (3.628) (1.028) (3.160) (0.512) (1.581) (2.040) (3.573) (0.000) (5.427) 290

Not married,

 with dependents 86.43 0.92 33.01 0.00 26.13 6.92 0.60 3.84 0.00 0.00 15.00

(s.e.) (5.163) (0.939) (6.844) (0.000) (4.859) (3.534) (0.617) (2.421) (0.000) (0.000) (3.972) 95

Married,

 no dependents 85.93 0.00 12.45 0.69 19.93 4.27 7.66 2.42 9.34 0.00 29.16

(s.e.) (6.307) (0.000) (3.344) (0.703) (6.777) (3.492) (3.223) (1.908) (8.264) (0.000) (5.330) 139

Married,

 with dependents 94.64 0.00 20.44 0.00 11.58 8.23 6.17 6.29 17.55 0.00 24.39

(s.e.) (1.660) (0.000) (4.399) (0.000) (3.585) (4.219) (3.850) (2.065) (11.298) (0.000) (4.914) 246

First row, first column reads: Of all nonbaccalaureate students attending public vocational–technical institutes in 1989–90, 89.51 percent reported majoring in

vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables. 

3

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial

aid categories include both need-based and merit-based aid.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 83—Percentage of nonbaccalaureate students attending private proprietary institutions majoring in vocational fields by program area, by selected 

educational characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnEducational vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total285.75 0.01 24.91 3.21 10.10 2.50 9.01 6.73 1.24 0.31 27.73

(s.e.) (1.715) (0.011) (2.952) (1.066) (2.092) (0.673) (1.785) (1.119) (0.491) (0.185) (3.376) 7,070

Attendance status3

Full-time 86.75 0.01 25.93 3.70 11.53 2.49 9.26 6.85 1.39 0.41 25.16

(s.e.) (1.903) (0.014) (3.470) (1.375) (2.663) (0.662) (2.142) (1.238) (0.536) (0.249) (3.485) 5,678

Part-time 80.00 0.00 20.56 1.48 3.42 1.66 7.72 4.77 0.90 0.00 39.48

(s.e.) (4.080) (0.000) (3.554) (0.761) (0.978) (1.090) (1.944) (1.699) (0.782) (0.000) (6.581) 972

Award type being pursued

Certificate 87.11 0.00 22.30 3.26 11.46 1.25 10.85 4.48 1.64 0.42 31.46

(s.e.) (2.237) (0.000) (3.818) (1.608) (2.541) (0.550) (2.736) (0.904) (0.654) (0.275) (4.737) 4,250

Associate degree 78.85 0.06 31.21 5.19 5.31 7.76 7.52 16.18 0.17 0.27 5.19

(s.e.) (2.999) (0.056) (3.612) (1.349) (1.098) (2.448) (1.525) (4.450) (0.122) (0.223) (1.498) 1,391

Other488.18 0.00 27.17 1.07 10.41 1.35 4.50 4.68 1.00 0.00 38.01

(s.e.) (2.662) (0.000) (5.920) (0.453) (3.369) (0.642) (1.252) (1.650) (0.710) (0.000) (6.435) 1,429

First row, first column reads: Of all nonbaccalaureate students attending private proprietary institutions in 1989–90, 85.75 percent reported majoring in vocational

fields.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

4

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 84—Percentage of nonbaccalaureate students attending private proprietary institutions majoring in vocational fields by program area, by selected 

student characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total285.75 0.01 24.91 3.21 10.10 2.50 9.01 6.73 1.24 0.31 27.73

(s.e.) (1.715) (0.011) (2.952) (1.066) (2.092) (0.673) (1.785) (1.119) (0.491) (0.185) (3.376) 7,070

Sex

Male 85.75 0.00 14.02 1.16 3.56 1.23 10.54 18.64 1.73 0.80 34.07

(s.e.) (2.882) (0.000) (2.523) (0.458) (0.844) (0.478) (2.834) (2.921) (0.745) (0.506) (4.617) 2,179

Female 83.49 0.02 29.85 4.61 11.82 3.94 9.41 1.07 0.60 0.14 22.03

(s.e.) (1.891) (0.021) (3.271) (1.093) (1.650) (1.171) (1.920) (0.280) (0.216) (0.093) (3.355) 4,040

Race–ethnicity

White, 

 non-Hispanic 83.75 0.02 21.40 3.81 8.88 3.34 8.25 7.21 0.86 0.50 29.47

(s.e.) (1.954) (0.019) (2.667) (1.318) (1.583) (1.039) (1.537) (1.286) (0.294) (0.292) (3.683) 4,047

Black, 

 non-Hispanic 90.63 0.00 29.94 1.95 15.10 1.69 7.66 5.42 2.42 0.10 26.35

(s.e.) (1.637) (0.000) (5.643) (0.965) (5.055) (0.651) (2.013) (1.413) (1.114) (0.104) (5.410) 1,680

Hispanic 85.95 0.00 30.81 2.23 8.37 0.66 12.81 7.13 0.76 0.00 23.19

(s.e.) (2.954) (0.000) (5.915) (0.805) (2.141) (0.356) (4.997) (1.791) (0.500) (0.000) (4.968) 1,062

Asian 83.42 0.00 21.32 5.72 2.32 3.04 15.16 6.40 1.14 0.00 28.31

(s.e.) (4.706) (0.000) (6.396) (2.301) (1.133) (1.708) (5.544) (2.134) (0.861) (0.000) (6.519) 208

Native American 85.68 0.00 23.21 7.31 7.24 0.84 8.87 6.18 2.04 0.00 29.98

(s.e.) (6.218) (0.000) (9.219) (4.208) (3.989) (0.863) (4.815) (3.569) (2.068) (0.000) (9.200) 73

Age

20 years or under 86.02 0.00 22.49 5.01 7.49 4.25 8.89 8.99 0.90 0.63 27.37

(s.e.) (1.849) (0.000) (2.531) (1.261) (1.287) (1.301) (1.988) (2.024) (0.335) (0.349) (3.263) 1,945

21–23 years 82.98 0.00 22.86 2.91 7.88 3.35 12.14 7.34 1.87 0.49 24.16

(s.e.) (2.574) (0.000) (2.887) (0.821) (1.445) (1.698) (2.827) (1.633) (0.854) (0.332) (3.155) 1,108

24–29 years 84.71 0.00 25.10 1.73 10.09 1.94 10.08 7.21 1.03 0.22 27.30

(s.e.) (2.711) (0.000) (3.243) (0.904) (1.722) (0.591) (2.413) (1.301) (0.422) (0.159) (3.525) 1,450

30 years or over 84.26 0.05 25.41 2.99 10.18 2.34 9.01 6.76 0.67 0.18 26.67

(s.e.) (2.259) (0.048) (3.129) (1.039) (1.796) (0.869) (1.973) (1.193) (0.230) (0.182) (3.267) 1,762
Table 84—Percentage of nonbaccalaureate students attending private proprietary institutions majoring in vocational fields by program area, by selected

student characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Dependency status

Dependent 84.72 0.00 20.58 5.05 7.47 4.49 8.68 9.79 1.23 0.62 26.80

(s.e.) (2.063) (0.000) (2.516) (1.279) (1.492) (1.401) (1.921) (2.347) (0.500) (0.347) (3.114) 1,929

Independent 86.11 0.01 26.56 2.57 11.14 1.80 9.18 5.65 1.27 0.20 27.73

(s.e.) (1.878) (0.015) (3.285) (1.104) (2.411) (0.559) (1.933) (0.884) (0.515) (0.134) (3.664) 5,103

First row, first column reads: Of all nonbaccalaureate students attending private proprietary institutions in 1989–90, 85.75 percent reported majoring in vocational

fields.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 85—Percentage of nonbaccalaureate students attending private proprietary institutions majoring in vocational fields by program area, by selected

special populations characteristics: 1989–901

Special Total Business Marketing Computers/ Engineering/ Communi- Trade Unpopulations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total285.75 0.01 24.91 3.21 10.10 2.50 9.01 6.73 1.24 0.31 27.73

 (s.e.) (1.715) (0.011) (2.952) (1.066) (2.092) (0.673) (1.785) (1.119) (0.491) (0.185) (3.376) 7,070

Financial aid status3

Aided 86.72 0.01 26.53 3.32 11.36 1.73 9.62 6.78 1.35 0.21 25.81

(s.e.) (1.664) (0.013) (3.257) (1.249) (2.474) (0.423) (2.013) (1.155) (0.531) (0.130) (3.404) 6,002

Not aided 81.71 0.00 18.19 2.76 4.84 5.69 6.45 6.53 0.77 0.73 35.75

(s.e.) (3.548) (0.000) (3.041) (0.758) (1.190) (2.086) (1.377) (1.502) (0.476) (0.431) (5.153) 1,068

Disability status

Disabled 87.23 0.00 23.17 2.21 8.61 1.79 12.54 9.74 1.05 0.81 27.31

(s.e.) (2.255) (0.000) (3.708) (1.081) (1.712) (0.850) (3.105) (2.495) (0.452) (0.578) (3.930) 486

Physically

 impaired 88.45 0.00 23.17 1.97 9.86 1.95 12.43 10.70 1.01 0.86 26.51

(s.e.) (2.516) (0.000) (3.902) (0.923) (2.241) (1.144) (3.222) (2.585) (0.473) (0.633) (4.161) 333

Learning 

 disabled 77.49 0.00 12.81 3.24 2.13 1.79 3.09 3.73 2.12 2.19 46.38

(s.e.) (7.932) (0.000) (4.620) (2.414) (1.964) (1.797) (2.107) (2.303) (2.081) (2.194) (10.050) 52

Multiple

 disabilities 87.90 0.00 27.89 2.48 7.74 1.30 17.24 9.54 0.68 0.00 21.03

(s.e.) (4.827) (0.000) (6.438) (2.456) (2.980) (0.959) (6.103) (4.341) (0.684) (0.000) (5.278) 101

Not disabled 84.38 0.03 24.28 3.21 8.76 3.89 9.75 7.64 0.83 0.46 25.54

(s.e.) (1.961) (0.030) (2.631) (0.812) (1.355) (1.139) (2.026) (1.448) (0.277) (0.269) (3.008) 2,689

Missing 

 information 86.43 0.00 25.51 3.32 11.10 1.72 8.14 5.82 1.52 0.16 29.14

(s.e.) (1.966) (0.000) (3.483) (1.319) (2.918) (0.460) (1.737) (0.997) (0.699) (0.102) (4.034) 3,895
Table 85—Percentage of nonbaccalaureate students attending private proprietary institutions majoring in vocational fields by program area, by selected

special populations characteristics: 1989–90—Continued1

Special Total Business Marketing Computers/ Engineering/ Communi- Trade Unpopulations vocational & & Home data science Protective cations & weighted

characteristics enrollmentAgriculture office distribution Health economics processing technologies services technologies industry Ns

Marital status

Not married,

 no dependents 83.04 0.00 21.92 4.06 6.59 3.96 9.72 10.37 1.10 0.61 24.70

(s.e.) (2.391) (0.000) (2.596) (1.065) (1.103) (1.128) (1.979) (2.131) (0.412) (0.339) (2.950) 2,356

Not married,

 with dependents 89.48 0.00 32.53 2.63 12.68 2.55 8.38 2.47 1.04 0.00 27.20

(s.e.) (1.812) (0.000) (4.016) (0.922) (2.169) (1.206) (2.402) (0.684) (0.444) (0.000) (4.158) 743

Married,

 no dependents 83.40 0.00 21.05 2.25 9.22 4.31 12.56 6.71 0.86 0.90 25.55

(s.e.) (2.613) (0.000) (3.422) (0.822) (1.997) (2.113) (3.501) (1.516) (0.488) (0.640) (4.093) 524

Married,

 with dependents 86.45 0.09 24.17 1.45 10.95 2.52 9.59 7.78 0.67 0.26 28.96

(s.e.) (2.116) (0.092) (3.337) (0.537) (2.075) (1.136) (2.043) (1.686) (0.516) (0.257) (3.719) 871

First row, first column reads: Of all nonbaccalaureate students attending private proprietary institutions in 1989–90, 85.75 percent reported majoring in vocational

fields.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables. 

3

Indicates whether a student received financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial aid

categories include both need-based and merit-based aid.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 86—Percentage of nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions majoring in vocational fields

by program area, by selected educational characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnEducational vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total265.30 1.72 20.34 0.71 18.71 6.68 2.63 3.49 1.39 0.00 9.62

(s.e.) (4.563) (0.764) (4.628) (0.223) (3.625) (2.303) (0.607) (0.882) (0.688) (0.000) (2.599) 2,055

Attendance status3

Full-time 64.52 2.46 17.77 0.98 22.11 6.23 2.24 2.99 1.34 0.00 8.39

(s.e.) (5.660) (1.115) (5.478) (0.325) (4.715) (2.372) (0.651) (0.772) (0.624) (0.000) (2.702) 1,574

Part-time 58.49 0.47 27.69 0.33 11.76 2.66 3.10 2.70 2.17 0.00 7.61

(s.e.) (5.074) (0.330) (5.134) (0.230) (3.215) (0.890) (1.071) (1.533) (1.853) (0.000) (2.703) 331

Term enrollment

Fall 68.36 0.46 24.02 0.84 19.74 8.89 3.51 2.92 1.03 0.00 6.96

(s.e.) (5.918) (0.467) (6.148) (0.600) (6.201) (4.369) (1.692) (1.202) (0.728) (0.000) (3.003) 202

Spring 64.99 2.41 21.91 0.00 5.87 8.89 2.97 4.01 0.00 0.00 18.92

(s.e.) (9.785) (2.318) (6.688) (0.000) (2.596) (4.615) (1.838) (2.820) (0.000) (0.000) (8.583) 90

Both 65.36 2.61 17.08 1.12 24.12 5.97 2.81 2.89 1.61 0.00 7.15

(s.e.) (4.068) (1.298) (3.023) (0.387) (4.225) (2.173) (0.888) (0.943) (0.725) (0.000) (2.605) 1,232

Summer only — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 12

Award type being pursued

Certificate 76.15 0.35 26.31 0.26 23.64 2.53 2.53 5.14 0.04 0.00 15.35

(s.e.) (6.326) (0.341) (8.448) (0.205) (6.395) (1.446) (1.129) (1.671) (0.030) (0.000) (4.656) 881

Associate degree 59.63 3.81 19.33 1.42 9.84 11.79 3.30 2.73 3.03 0.00 4.38

(s.e.) (6.438) (1.799) (4.024) (0.496) (2.120) (5.050) (0.961) (0.863) (1.543) (0.000) (2.806) 792

Other454.36 0.25 9.91 0.18 26.88 4.70 1.45 1.65 0.81 0.00 8.52

(s.e.) (8.761) (0.252) (3.420) (0.182) (0.296) (3.069) (0.961) (0.797) (0.802) (0.000) (3.454) 382

First row, first column reads: Of all nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions in 1989–90, 65.30 percent

reported majoring in vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

4

Includes coursetakers not enrolled in a formal program.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 87—Percentage of nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions majoring in vocational fields

by program area, by selected student characteristics: 1989–901

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total265.30 1.72 20.34 0.71 18.71 6.68 2.63 3.49 1.39 0.00 9.62

(s.e.) (4.563) (0.764) (4.628) (0.223) (3.625) (2.303) (0.607) (0.882) (0.688) (0.000) (2.599) 2,055

Sex

Male 64.48 2.03 11.00 0.48 9.33 8.63 3.52 7.93 2.30 0.00 19.25

(s.e.) (5.404) (1.119) (1.988) (0.218) (2.179) (4.455) (1.044) (1.870) (1.110) (0.000) (5.508) 744

Female 65.68 1.83 22.87 1.01 26.09 5.93 2.44 0.83 0.93 0.00 3.76

(s.e.) (4.586) (0.828) (5.182) (0.350) (5.104) (1.697) (0.789) (0.350) (0.607) (0.000) (1.762) 1,230

Race–ethnicity

White, 

 non-Hispanic 59.08 2.48 14.93 0.83 19.79 7.12 2.55 2.92 1.64 0.00 6.83

(s.e.) (4.876) (1.076) (3.102) (0.293) (3.653) (2.846) (0.665) (1.016) (0.731) (0.000) (2.523) 1,484

Black,

 non-Hispanic 80.08 0.00 28.49 0.90 23.45 6.15 4.51 1.97 2.01 0.00 12.60

(s.e.) (5.816) (0.000) (10.597) (0.536) (14.282) (3.506) (2.674) (1.142) (1.950) (0.000) (8.888) 236

Hispanic 82.25 0.00 39.12 0.21 11.48 4.81 0.79 6.71 0.10 0.00 19.04

(s.e.) (6.711) (0.000) (13.830) (0.226) (5.646) (3.281) (0.515) (2.985) (0.083) (0.000) (4.468) 265

Asian 54.29 0.00 12.11 0.00 10.27 10.42 7.62 3.69 0.00 0.00 10.19

(s.e.) (11.199) (0.000) (5.212) (0.000) (4.991) (8.157) (5.721) (2.576) (0.000) (0.000) (6.643) 55

Native American — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 15

Age

20 years or under 58.23 3.49 17.35 1.62 16.32 5.39 2.83 4.08 2.76 0.00 4.39

(s.e.) (4.322) (1.513) (3.148) (0.568) (2.998) (1.732) (0.824) (0.984) (1.193) (0.000) (1.698) 846

21–23 years 59.83 1.05 15.02 0.23 22.48 10.29 1.16 2.52 0.00 0.00 7.08

(s.e.) (6.020) (1.062) (3.973) (0.231) (4.423) (3.862) (0.443) (1.074) (0.000) (0.000) (2.364) 335

24–29 years 74.70 0.70 23.50 0.39 17.63 9.52 2.14 5.52 1.77 0.00 13.53

(s.e.) (5.728) (0.532) (6.966) (0.283) (5.498) (4.208) (1.677) (2.837) (1.674) (0.000) (5.995) 335

30 years or over 69.28 0.87 18.97 0.15 23.76 4.02 4.74 2.18 0.44 0.00 14.14

(s.e.) (5.499) (0.690) (4.349) (0.155) (6.033) (1.824) (1.682) (0.863) (0.436) (0.000) (5.209) 481

Dependency status

Dependent 57.82 2.97 17.79 1.43 16.50 6.21 1.86 3.97 2.29 0.00 4.80

(s.e.) (4.404) (1.403) (3.226) (0.483) (2.966) (2.165) (0.412) (0.921) (0.995) (0.000) (1.523) 976

Independent 70.29 0.81 20.90 0.19 20.88 6.77 3.29 3.17 0.74 0.00 13.55

(s.e.) (4.969) (0.380) (5.434) (0.107) (5.008) (2.489) (1.025) (1.233) (0.550) (0.000) (3.926) 1,071
Table 87—Percentage of nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions majoring in vocational fields

by program area, by selected student characteristics: 1989–90—Continued1

Total Business Marketing Computers/ Engineering/ Communi- Trade UnStudent vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Working for pay

Fall 56.57 1.38 13.98 1.03 18.73 15.13 0.94 2.58 0.00 0.00 2.79

(s.e.) (6.833) (1.039) (4.021) (0.746) (4.684) (7.513) (0.544) (1.239) (0.000) (0.000) (1.319) 167

Spring 59.53 1.17 20.29 1.04 18.42 12.32 1.60 0.72 1.06 0.00 2.91

(s.e.) (11.843) (1.194) (7.184) (1.021) (7.548) (7.439) (1.595) (0.708) (1.066) (0.000) (2.133) 72

Both 65.92 2.96 20.35 0.74 18.34 6.38 2.99 3.80 1.04 0.00 9.32

(s.e.) (4.961) (1.292) (4.835) (0.298) (3.425) (2.718) (0.830) (1.447) (0.470) (0.000) (3.698) 931

Neither 66.22 0.85 16.66 0.84 22.10 4.26 3.63 1.99 1.84 0.00 14.06

(s.e.) (5.518) (0.525) (3.841) (0.417) (6.045) (2.585) (1.816) (0.737) (1.520) (0.000) (4.844) 396

First row, first column reads: Of all nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions in 1989–90, 65.30 percent

reported majoring in vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 88—Percentage of nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions majoring in vocational fields

by program area, by selected special populations characteristics: 1989–901

Special Total Business Marketing Computers/ Engineering/ Communi- Trade Unpopulations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Total265.30 1.72 20.34 0.71 18.71 6.68 2.63 3.49 1.39 0.00 9.62

(s.e.) (4.563) (0.764) (4.628) (0.223) (3.625) (2.303) (0.607) (0.882) (0.688) (0.000) (2.599) 2,055

Financial aid status3

Aided 68.99 1.67 23.27 0.94 20.26 6.46 2.60 3.35 1.23 0.00 9.21

(s.e.) (4.674) (0.750) (5.813) (0.319) (4.525) (2.131) (0.695) (0.857) (0.781) (0.000) (2.656) 1,337

Not aided 59.92 1.80 16.07 0.38 16.45 6.99 2.68 3.70 1.63 0.00 10.22

(s.e.) (5.734) (0.850) (3.711) (0.182) (3.219) (3.096) (1.032) (1.478) (0.802) (0.000) (3.917) 718

Family background,4

 dependent students

Lowest quartile 64.95 0.67 30.46 1.22 13.45 3.75 2.92 3.74 2.98 0.00 5.76

(s.e.) (5.366) (0.400) (6.450) (0.653) (3.324) (1.233) (0.875) (1.136) (1.858) (0.000) (2.122) 328

Second quartile 62.52 2.17 12.74 2.03 22.59 10.00 1.15 3.15 1.19 0.00 7.51

(s.e.) (5.375) (1.126) (3.138) (0.819) (4.391) (4.778) (0.581) (0.994) (0.567) (0.000) (3.195) 278

Third quartile 51.61 3.15 9.11 1.25 16.30 7.52 1.61 8.37 1.69 0.00 2.60

(s.e.) (6.578) (1.883) (2.658) (0.719) (3.623) (3.281) (0.803) (3.078) (0.810) (0.000) (0.909) 209

Highest quartile 43.07 8.96 10.99 1.09 12.95 3.27 1.15 0.00 3.50 0.00 1.15

(s.e.) (6.332) (4.125) (2.573) (0.808) (3.364) (2.022) (0.804) (0.000) (3.410) (0.000) (0.825) 161

Family background,4

 independent students

Lowest quartile 78.83 0.55 26.73 0.00 20.95 5.08 1.73 7.63 0.00 0.00 16.16

(s.e.) (5.393) (0.551) (7.793) (0.000) (6.085) (2.553) (1.029) (4.937) (0.000) (0.000) (5.819) 176

Second quartile 74.79 2.14 14.50 0.40 28.83 7.53 4.96 2.17 0.54 0.00 13.72

(s.e.) (5.395) (1.726) (5.114) (0.411) (6.226) (3.948) (2.261) (1.282) (0.539) (0.000) (5.681) 182

Third quartile 70.29 0.72 22.97 0.00 19.54 7.57 5.60 2.14 2.30 0.00 9.45

(s.e.) (7.370) (0.732) (7.270) (0.000) (4.988) (3.850) (4.112) (1.371) (2.293) (0.000) (4.743) 145

Highest quartile 65.53 2.45 17.10 0.00 14.88 12.56 4.30 1.67 0.00 0.00 12.56

(s.e.) (8.894) (1.501) (8.031) (0.000) (4.666) (6.695) (3.537) (1.402) (0.000) (0.000) (7.562) 109
Table 88—Percentage of nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions majoring in vocational fields

by program area, by selected special populations characteristics: 1989–90—Continued1

Special Total Business Marketing Computers/ Engineering/ Communi- Trade Un

populations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Hours of remedial

 instruction

None 64.82 1.44 20.31 0.48 19.85 7.33 2.30 3.85 1.31 0.00 7.94

(s.e.) (4.656) (0.656) (5.358) (0.150) (4.118) (2.568) (0.613) (1.091) (0.854) (0.000) (1.954) 1,430

1–100 68.90 2.26 20.38 2.35 13.50 3.83 2.58 2.07 0.00 0.00 21.93

(s.e.) (9.618) (2.305) (8.346) (1.644) (4.305) (2.337) (1.925) (1.528) (0.000) (0.000) (4.717) 62

Greater than 100 — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 16

Disability status

Disabled 52.81 2.97 18.80 1.20 13.52 4.54 1.01 3.35 0.00 0.00 7.43

(s.e.) (6.447) (2.414) (4.718) (0.851) (4.343) (2.979) (0.718) (1.941) (0.000) (0.000) (3.246) 130

Physically 

 impaired 56.25 3.38 20.61 0.75 14.55 4.65 0.80 3.79 0.00 0.00 7.71

(s.e.) (8.386) (3.274) (6.524) (0.750) (4.466) (3.822) (0.815) (2.572) (0.000) (0.000) (4.116) 85

Learning

 disabled — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 21

Multiple 

 disabilities — — — — — — — — — — —

(s.e.) — — — — — — — — — — — 24

Not disabled 65.52 2.81 17.88 0.88 21.41 8.11 2.95 2.20 0.89 0.00 8.40

(s.e.) (4.877) (1.266) (3.408) (0.339) (3.615) (3.311) (0.749) (0.771) (0.465) (0.000) (2.627) 976

Missing 

 information 66.66 0.60 22.73 0.51 16.94 5.66 2.55 4.67 2.02 0.00 10.98

(s.e.) (5.109) (0.285) (6.757) (0.196) (4.301) (1.977) (0.968) (1.370) (1.041) (0.000) (2.980) 949
Table 88—Percentage of nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions majoring in vocational fields

by program area, by selected special populations characteristics: 1989–90—Continued1

Special Total Business Marketing Computers/ Engineering/ Communi- Trade Unpopulations vocational & & Home data science Protective cations & weighted

characteristics enrollment Agriculture office distribution Health economics processing technologies services technologies industry Ns

Marital status

Not married,

 no dependents 62.07 3.02 17.19 1.15 17.40 8.39 1.74 3.79 1.24 0.00 8.15

(s.e.) (4.661) (1.363) (3.014) (0.407) (3.133) (3.503) (0.453) (1.333) (0.611) (0.000) (3.015) 1,081

Not married,

 with dependents 81.41 0.62 37.56 0.00 25.36 1.55 5.99 0.49 0.64 0.00 9.20

(s.e.) (6.061) (0.642) (11.418) (0.000) (10.042) (1.142) (5.103) (0.503) (0.649) (0.000) (7.272) 106

Married,

 no dependents 65.00 1.57 18.58 0.00 16.79 9.91 6.17 1.39 1.69 0.00 8.91

(s.e.) (7.867) (0.909) (8.273) (0.000) (5.071) (4.366) (3.584) (0.994) (1.677) (0.000) (5.157) 148

Married,

 with dependents 69.47 0.00 15.18 0.35 28.25 0.81 3.92 3.02 0.00 0.00 17.95

(s.e.) (7.083) (0.000) (3.732) (0.351) (7.150) (0.596) (2.179) (1.230) (0.000) (0.000) (7.006) 218

First row, first column reads: Of all nonbaccalaureate students attending private, nonprofit less-than-4-year postsecondary institutions in 1989–90, 65.30 percent

reported majoring in vocational fields.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Indicates whether a student received any financial aid, including federal loans and grants, and state and institutional aid. The state and institutional financial

aid categories include both need-based and merit-based aid.

4

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father’s

and mother’s occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

NOTE: Estimates may not sum to the total due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 89—Percentage of nonbaccalaureate students attending postsecondary institutions by attendance status, term enrollment, and award type, by

type of program and institution: 1989–901

 Attendance status2 Term enrollment Award type 

Program and Full- Part- Summers Associate

institution type time time Fall Spring Both only Certificate degree Other3

Total442.91 57.09 6.57 70.36 20.88 2.20 24.16 45.41 30.43

(s.e.) (1.369) (1.369) (0.737) (1.526) (1.261) (0.401) (1.611) (1.753) (1.615)

Unweighted Ns 20,023 20,023 21,046 21,046 21,046 21,046 21,237 21,237 21,237

Program type5

Academic 42.62 57.38 6.97 71.79 20.54 0.70 21.22 49.17 29.61

(s.e.) (1.881) (1.881) (1.198) (1.964) (1.670) (0.258) (2.324) (2.554) (2.151)

Unweighted Ns 4,295 4,295 4,468 4,468 4,468 4,468 4,495 4,495 4,495

Vocational 50.75 49.25 5.79 69.76 20.53 3.93 32.23 47.43 20.34

(s.e.) (1.622) (1.622) (0.681) (1.646) (1.332) (0.728) (1.956) (1.976) (1.422)

Unweighted Ns 12,390 12,390 13,030 13,030 13,030 13,030 13,182 13,182 13,182

Other 27.00 73.00 7.75 70.18 21.93 0.14 10.25 37.54 52.21

(s.e.) (1.902) (1.902) (1.204) (2.535) (2.331) (0.055) (1.623) (2.712) (3.011)

Unweighted Ns 3,338 3,338 3,548 3,548 3,548 3,548 3,560 3,560 3,560

Institution type

Public 4-year 61.44 38.56 7.54 80.90 11.56 0.00 28.83 12.70 58.47

(s.e.) (3.261) (3.261) (1.432) (2.705) (1.959) (0.000) (5.423) (2.169) (5.137)

Unweighted Ns 2,539 2,539 2,673 2,673 2,673 2,673 2,688 2,688 2,688

Private, nonprofit 4-year 56.11 43.89 3.61 81.17 15.22 0.00 36.75 15.97 47.28

(s.e.) (3.643) (3.643) (0.875) (2.730) (2.523) (0.000) (5.596) (3.384) (4.863)

Unweighted Ns 2,975 2,975 3,167 3,167 3,167 3,167 3,177 3,177 3,177

Public 2- to 3-year 29.84 70.16 5.91 72.59 21.50 0.00 12.71 59.53 27.76

(s.e.) (1.310) (1.310) (1.039) (2.094) (1.703) (0.000) (1.785) (2.383) (2.160)

Unweighted Ns 5,086 5,086 5,277 5,277 5,277 5,277 5,300 5,300 5,300

Public vocational–

 technical 59.16 40.84 7.24 54.50 32.90 5.36 70.71 0.77 28.52

(s.e.) (6.972) (6.972) (2.829) (5.040) (7.283) (3.395) (8.612) (0.775) (8.485)

Unweighted Ns 868 868 931 931 931 931 947 947 947

Private proprietary 83.02 16.98 9.70 50.11 24.83 15.36 62.04 18.93 19.03

(s.e.) (2.142) (2.142) (1.306) (2.669) (2.457) (2.528) (3.228) (2.283) (2.391)

Unweighted Ns 6,650 6,650 6,968 6,968 6,968 6,968 7,070 7,070 7,070

Private, nonprofit

 less-than-4-year 76.27 23.73 9.05 64.42 22.03 4.50 40.45 40.27 19.28

(s.e.) (4.001) (4.001) (2.070) (4.966) (3.187) (3.081) (6.231) (5.709) (3.725)

Unweighted Ns 1,905 1,905 2,030 2,030 2,030 2,030 2,055 2,055 2,055
Table 89—Percentage of nonbaccalaureate students attending postsecondary institutions by attendance status, term enrollment, and award type, by

type of program and institution: 1989–90—Continued1

 Attendance status2 Term enrollment Award type 

Program and Full- Part- Summers Associate

institution type time time Fall Spring Both only Certificate degree Other3

Public 4-year

Academic 64.24 35.76 6.84 82.92 10.23 0.00 33.27 12.09 54.63

(s.e.) (3.676) (3.676) (1.744) (3.026) (2.180) (0.000) (5.923) (2.890) (5.870)

Unweighted Ns 840 840 876 876 876 876 882 882 882

Vocational 73.87 26.13 3.76 89.06 7.17 0.00 38.21 20.84 40.96

(s.e.) (3.128) (3.128) (1.001) (2.332) (1.967) (0.000) (7.673) (4.140) (7.013)

Unweighted Ns 926 926 970 970 970 970 974 974 974

Other 44.89 55.11 12.29 70.13 17.58 0.00 14.32 4.62 81.06

(s.e.) (4.342) (4.342) (2.772) (4.042) (3.021) (0.000) (3.012) (1.314) (3.305)

Unweighted Ns 773 773 827 827 827 827 832 832 832

Private, nonprofit 4-year

Academic 70.72 29.28 2.55 81.80 15.64 0.00 43.60 10.89 45.51

(s.e.) (5.237) (5.237) (0.813) (4.233) (4.133) (0.000) (7.669) (3.226) (7.441)

Unweighted Ns 931 931 957 957 957 957 963 963 963

Vocational 56.52 43.48 2.38 85.32 12.31 0.00 39.79 28.06 32.15

(s.e.) (3.843) (3.843) (0.831) (2.903) (2.769) (0.000) (7.554) (5.775) (5.156)

Unweighted Ns 1,192 1,192 1,294 1,294 1,294 1,294 1,296 1,296 1,296

Other 41.16 58.84 6.20 75.24 18.56 0.00 26.31 5.43 68.26

(s.e.) (5.357) (5.357) (1.895) (3.960) (3.296) (0.000) (5.887) (1.807) (5.724)

Unweighted Ns 852 852 916 916 916 916 918 918 918

Private, nonprofit

 less-than-4-year

Academic 80.94 19.06 15.06 63.60 19.81 1.53 31.43 52.47 16.10

(s.e.) (3.598) (3.598) (5.045) (5.216) (5.251) (1.114) (8.868) (10.348) (5.982)

Unweighted Ns 459 459 494 494 494 494 495 495 495

Vocational 78.00 22.00 6.16 66.83 20.49 6.52 47.18 36.77 16.05

(s.e.) (4.444) (4.444) (2.190) (7.173) (3.986) (4.678) (7.102) (6.013) (4.184)

Unweighted Ns 1,262 1,262 1,339 1,339 1,339 1,339 1,363 1,363 1,363

Other 56.76 43.24 11.53 52.98 35.49 0.00 19.61 34.17 46.22

(s.e.) (10.648) (10.648) (3.762) (9.172) (8.399) (0.000) (8.048) (9.717) (11.038)

Unweighted Ns 184 184 197 197 197 197 197 197 197
Table 89—Percentage of nonbaccalaureate students attending postsecondary institutions by attendance status, term enrollment, and award type, by

type of program and institution: 1989–90—Continued1

 Attendance status2 Term enrollment Award type 

Program and Full- Part- Summers Associate

institution type time time Fall Spring Both only Certificate degree Other3

Public 2- to 3-year

Academic 31.23 68.77 6.80 71.11 22.09 0.00 12.65 61.85 25.50

(s.e.) (2.001) (2.001) (1.633) (2.520) (2.121) (0.000) (2.824) (3.356) (2.638)

Unweighted Ns 1,256 1,256 1,291 1,291 1,291 1,291 1,297 1,297 1,297

Vocational 33.93 66.07 4.73 74.87 20.41 0.00 16.02 66.71 17.27

(s.e.) (1.624) (1.624) (0.986) (2.228) (1.835) (0.000) (2.160) (2.468) (1.858)

Unweighted Ns 2,439 2,439 2,534 2,534 2,534 2,534 2,549 2,549 2,549

Other 22.06 77.94 7.01 70.29 22.70 0.00 7.52 46.12 46.37

(s.e.) (2.023) (2.023) (1.442) (3.139) (2.877) (0.000) (1.877) (3.433) (3.810)

Unweighted Ns 1,391 1,391 1,452 1,452 1,452 1,452 1,454 1,454 1,454

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 42.91 percent were enrolled full time.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Students were defined as attending full time by institutional criteria. Part-time students were attending any amount less than full time.

3

Includes coursetakers not enrolled in a formal program.

4

Included in the total are students who may be missing data on particular row variables.

5

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

NOTE: Estimates may not sum within column groupings to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 90—Percentage of nonbaccalaureate students attending postsecondary institutions by sex, race–ethnicity, and age, by type of program and 

institution: 1989–901

 Sex Race–ethnicity Age 

White, Black, 20 30

Program and non- non- Native years or 21–23 24–29 years or

institution type Male Female Hispanic Hispanic Hispanic Asian American under years years over

Total243.04 56.96 73.57 11.50 9.38 4.59 0.96 30.82 16.69 18.85 33.64

(s.e.) (0.711) (0.711) (1.360) (0.964) (0.748) (0.446) (0.126) (0.859) (0.476) (0.471) (0.938)

Unweighted Ns 20,015 20,015 21,237 21,237 21,237 21,237 21,237 20,180 20,180 20,180 20,180

Program type3

Academic 39.42 60.58 76.93 8.43 9.38 4.19 1.07 34.45 18.43 16.75 30.37

(s.e.) (1.307) (1.307) (1.852) (1.057) (1.103) (0.658) (0.293) (1.232) (1.001) (0.872) (1.254)

Unweighted Ns 4,358 4,358 4,495 4,495 4,495 4,495 4,495 4,379 4,379 4,379 4,379

Vocational 45.51 54.49 70.64 14.55 9.63 4.30 0.88 29.57 16.98 20.51 32.94

(s.e.) (0.947) (0.947) (1.479) (1.163) (0.892) (0.434) (0.140) (0.949) (0.569) (0.630) (1.001)

Unweighted Ns 12,215 12,215 13,182 13,182 13,182 13,182 13,182 12,331 12,331 12,331 12,331

Other 41.72 58.28 76.35 8.18 8.86 5.58 1.03 29.77 14.39 17.61 38.23

(s.e.) (1.402) (1.402) (2.212) (1.182) (1.164) (0.956) (0.248) (1.798) (0.857) (0.857) (2.152)

Unweighted Ns 3,442 3,442 3,560 3,560 3,560 3,560 3,560 3,470 3,470 3,470 3,470

Institution type

Public 4-year 45.32 54.68 80.85 8.05 5.86 4.54 0.70 42.03 23.69 13.08 21.20

(s.e.) (1.455) (1.455) (1.737) (0.887) (1.090) (1.133) (0.153) (2.146) (1.341) (0.809) (2.051)

Unweighted Ns 2,637 2,637 2,688 2,688 2,688 2,688 2,688 2,659 2,659 2,659 2,659

Private, nonprofit

 4-year 42.97 57.03 79.74 8.19 8.46 2.65 0.96 34.68 22.53 16.57 26.21

(s.e.) (2.452) (2.452) (2.636) (1.815) (2.042) (0.373) (0.324) (2.460) (1.263) (1.170) (2.294)

Unweighted Ns 3,070 3,070 3,177 3,177 3,177 3,177 3,177 3,077 3,077 3,077 3,077

Public 2- to 3-year 43.46 56.54 75.33 9.68 8.65 5.32 1.03 28.61 15.06 19.26 37.07

(s.e.) (0.859) (0.859) (1.883) (1.319) (0.970) (0.638) (0.179) (1.102) (0.610) (0.632) (1.205)

Unweighted Ns 5,197 5,197 5,300 5,300 5,300 5,300 5,300 5,255 5,255 5,255 5,255

Public vocational–

 technical 52.62 47.38 80.37 12.84 5.59 0.76 0.44 26.89 13.11 18.14 41.86

(s.e.) (5.726) (5.726) (3.350) (2.963) (1.092) (0.295) (0.249) (3.200) (2.025) (1.971) (5.485)

Unweighted Ns 918 918 947 947 947 947 947 927 927 927 927

Private 

 proprietary 37.05 62.95 56.76 24.05 15.34 2.82 1.03 31.33 18.35 22.69 27.63

(s.e.) (2.519) (2.519) (2.674) (2.322) (2.191) (0.429) (0.254) (1.352) (0.704) (0.791) (1.047)

Unweighted Ns 6,219 6,219 7,070 7,070 7,070 7,070 7,070 6,265 6,265 6,265 6,265

Private, nonprofit

 less-than-4-year 40.74 59.26 69.32 12.04 16.00 2.24 0.39 38.89 16.89 19.42 24.80

(s.e.) (3.085) (3.085) (5.706) (3.172) (5.837) (0.494) (0.130) (3.348) (1.437) (2.324) (2.345)

Unweighted Ns 1,974 1,974 2,055 2,055 2,055 2,055 2,055 1,997 1,997 1,997 1,997
Table 90—Percentage of nonbaccalaureate students attending postsecondary institutions by sex, race–ethnicity, and age, by type of program and 

institution: 1989–901—Continued

 Sex Race–ethnicity Age 

White, Black, 20 30

Program and non- non- Native years or 21–23 24–29 years or

institution type Male Female Hispanic Hispanic Hispanic Asian American under years years over

Public 4-year

Academic 38.93 61.07 82.75 6.58 5.59 4.52 0.56 38.76 27.28 13.34 20.62

(s.e.) (2.159) (2.159) (2.073) (1.152) (1.175) (1.487) (0.257) (2.711) (2.230) (1.298) (2.495)

Unweighted Ns 866 866 882 882 882 882 882 873 873 873 873

Vocational 52.62 47.38 78.95 9.00 6.38 4.94 0.73 43.88 26.20 13.07 16.85

(s.e.) (1.848) (1.848) (2.416) (1.308) (1.536) (1.150) (0.244) (2.781) (1.579) (1.125) (2.113)

Unweighted Ns 962 962 974 974 974 974 974 971 971 971 971

Other 43.94 56.06 80.96 8.52 5.56 4.15 0.82 43.38 17.28 12.82 26.52

(s.e.) (2.233) (2.233) (2.199) (1.266) (1.316) (1.431) (0.323) (3.852) (1.733) (1.437) (3.318)

Unweighted Ns 809 809 832 832 832 832 832 815 815 815 815

Private, nonprofit 4-year

Academic 42.65 57.35 77.82 7.26 10.55 2.86 1.51 39.46 24.96 12.44 23.14

(s.e.) (4.670) (4.670) (3.935) (2.574) (2.622) (0.736) (0.921) (4.341) (2.499) (1.869) (3.498)

Unweighted Ns 929 929 963 963 963 963 963 935 935 935 935

Vocational 44.38 55.62 78.57 10.02 8.12 2.49 0.79 30.55 21.75 20.77 26.93

(s.e.) (3.476) (3.476) (2.818) (2.294) (1.884) (0.486) (0.366) (2.849) (1.958) (1.611) (2.899)

Unweighted Ns 1,254 1,254 1,296 1,296 1,296 1,296 1,296 1,260 1,260 1,260 1,260

Other 41.47 58.53 83.05 6.73 6.89 2.67 0.66 35.36 21.18 15.18 28.28

(s.e.) (2.727) (2.727) (2.839) (1.201) (2.527) (0.609) (0.236) (3.706) (1.808) (1.608) (2.986)

Unweighted Ns 887 887 918 918 918 918 918 882 882 882 882

Public 2- to 3-year

Academic 39.68 60.32 76.37 8.33 9.76 4.38 1.16 33.22 16.11 17.05 33.61

(s.e.) (1.684) (1.684) (2.536) (1.455) (1.495) (0.879) (0.403) (1.547) (1.270) (1.135) (1.631)

Unweighted Ns 1,281 1,281 1,297 1,297 1,297 1,297 1,297 1,288 1,288 1,288 1,288

Vocational 46.95 53.05 74.75 11.47 7.59 5.31 0.90 27.00 15.66 20.82 36.51

(s.e.) (1.095) (1.095) (2.047) (1.564) (1.088) (0.689) (0.207) (1.313) (0.804) (0.920) (1.363)

Unweighted Ns 2,491 2,491 2,549 2,549 2,549 2,549 2,549 2,524 2,524 2,524 2,524

Other 41.31 58.69 75.34 8.02 9.37 6.16 1.11 27.07 13.18 18.75 41.00

(s.e.) (1.709) (1.709) (2.797) (1.487) (1.455) (1.203) (0.312) (2.030) (1.015) (1.062) (2.524)

Unweighted Ns 1,425 1,425 1,454 1,454 1,454 1,454 1,454 1,443 1,443 1,443 1,443
Table 90—Percentage of nonbaccalaureate students attending postsecondary institutions by sex, race–ethnicity, and age, by type of program and 

institution: 1989–901—Continued

 Sex Race–ethnicity Age 

White, Black, 20 30

Program and non- non- Native years or 21–23 24–29 years or

institution type Male Female Hispanic Hispanic Hispanic Asian American under years years over

Private, nonprofit

 less-than-4-year

Academic 41.60 58.40 83.42 5.48 7.44 3.40 0.27 46.62 18.04 15.33 20.01

(s.e.) (3.125) (3.125) (4.038) (1.971) (2.931) (1.492) (0.179) (5.415) (3.024) (3.294) (4.059)

Unweighted Ns 474 474 495 495 495 495 495 483 483 483 483

Vocational 40.30 59.70 62.73 14.77 20.16 1.86 0.48 35.15 15.68 22.51 26.66

(s.e.) (4.327) (4.327) (7.044) (4.242) (7.852) (0.437) (0.184) (3.551) (1.627) (2.903) (2.802)

Unweighted Ns 1,320 1,320 1,363 1,363 1,363 1,363 1,363 1,330 1,330 1,330 1,330

Other 41.52 58.48 77.95 10.14 9.88 1.95 0.09 43.42 21.59 10.18 24.81

(s.e.) (5.107) (5.107) (6.404) (4.526) (3.316) (0.950) (0.093) (4.275) (2.919) (2.415) (4.401)

Unweighted Ns 180 180 197 197 197 197 197 184 184 184 184

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 43.04 percent were male.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

NOTE: Estimates may not sum within column groupings to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 91—Percentage of nonbaccalaureate students attending postsecondary institutions by dependency status 

and working for pay, by type of program and institution: 1989–901

Program and Dependency status Working for pay 

institution type Dependent Independent Fall Spring Both Neither

Total236.68 63.32 5.68 3.33 70.66 20.33

(s.e.) (0.969) (0.969) (0.281) (0.213) (0.688) (0.555)

Unweighted Ns 21,130 21,130 16,653 16,653 16,653 16,653

Program type3

Academic 43.16 56.84 5.98 3.25 70.11 20.67

(s.e.) (1.424) (1.424) (0.530) (0.357) (1.073) (0.980)

Unweighted Ns 4,480 4,480 3,693 3,693 3,693 3,693

Vocational 33.63 66.37 5.65 3.79 69.69 20.86

(s.e.) (1.001) (1.001) (0.355) (0.279) (0.799) (0.653)

Unweighted Ns 13,120 13,120 9,868 9,868 9,868 9,868

Other 36.66 63.34 5.45 2.54 72.99 19.02

(s.e.) (2.104) (2.104) (0.571) (0.454) (1.406) (1.156)

Unweighted Ns 3,530 3,530 3,092 3,092 3,092 3,092

Institution type

Public 4-year 58.74 41.26 10.91 3.59 68.84 16.66

(s.e.) (2.532) (2.532) (0.840) (0.514) (1.295) (0.836)

Unweighted Ns 2,682 2,682 2,339 2,339 2,339 2,339

Private, nonprofit

 4-year 50.72 49.28 8.61 2.97 72.29 16.12

(s.e.) (2.956) (2.956) (0.836) (0.393) (1.350) (1.256)

Unweighted Ns 3,141 3,141 2,596 2,596 2,596 2,596

Public 2- to 3-year 34.29 65.71 4.39 2.61 73.59 19.41

(s.e.) (1.195) (1.195) (0.320) (0.266) (0.868) (0.730)

Unweighted Ns 5,288 5,288 4,839 4,839 4,839 4,839

Public vocational–

 technical 26.44 73.56 4.12 6.24 59.28 30.35

(s.e.) (3.137) (3.137) (1.181) (1.372) (3.754) (2.801)

Unweighted Ns 940 940 789 789 789 789

Private proprietary 27.25 72.75 7.83 7.71 54.48 29.98

(s.e.) (1.417) (1.417) (0.600) (0.552) (1.473) (1.295)

Unweighted Ns 7,032 7,032 4,524 4,524 4,524 4,524

Private, nonprofit

 less-than-4-year 43.36 56.64 9.44 4.41 62.04 24.11

(s.e.) (3.541) (3.541) (1.166) (0.797) (2.734) (2.269)

Unweighted Ns 2,047 2,047 1,566 1,566 1,566 1,566

Public 4-year

Academic 59.47 40.53 11.48 4.25 65.32 18.95

(s.e.) (3.289) (3.289) (1.305) (0.833) (1.941) (1.347)

Unweighted Ns 881 881 764 764 764 764

Vocational 62.11 37.89 10.72 3.59 68.85 16.84

(s.e.) (2.944) (2.944) (1.398) (0.986) (2.405) (1.548)

Unweighted Ns 974 974 842 842 842 842

Other 54.38 45.62 10.55 2.93 72.34 14.18

(s.e.) (3.844) (3.844) (1.234) (0.637) (1.641) (1.272)

Unweighted Ns 827 827 733 733 733 733

215
Table 91—Percentage of nonbaccalaureate students attending postsecondary institutions by dependency status 

and working for pay, by type of program and institution: 1989–901—Continued

Program and Dependency status Working for pay 

institution type Dependent Independent Fall Spring Both Neither

Private, nonprofit 4-year

Academic 57.92 42.08 9.74 3.40 68.10 18.76

(s.e.) (4.815) (4.815) (1.404) (0.744) (2.435) (2.763)

Unweighted Ns 956 956 762 762 762 762

Vocational 45.81 54.19 7.92 2.67 74.45 14.95

(s.e.) (3.446) (3.446) (1.078) (0.593) (1.934) (1.589)

Unweighted Ns 1,286 1,286 1,074 1,074 1,074 1,074

Other 50.07 49.93 8.45 2.96 73.41 15.18

(s.e.) (3.653) (3.653) (1.212) (0.637) (2.021) (1.502)

Unweighted Ns 899 899 760 760 760 760

Private, nonprofit

 less-than-4-year

Academic 53.45 46.55 13.06 6.01 59.39 21.53

(s.e.) (4.943) (4.943) (1.778) (1.572) (3.299) (3.042)

Unweighted Ns 493 493 372 372 372 372

Vocational 38.64 61.36 8.24 4.05 63.09 24.63

(s.e.) (3.836) (3.836) (1.375) (0.878) (3.706) (3.182)

Unweighted Ns 1,357 1,357 1,041 1,041 1,041 1,041

Other 49.02 50.98 8.38 2.88 61.80 26.94

(s.e.) (5.260) (5.260) (2.301) (1.944) (4.074) (2.674)

Unweighted Ns 197 197 153 153 153 153

Public 2- to 3-year

Academic 39.74 60.26 4.52 2.53 72.19 20.75

(s.e.) (1.712) (1.712) (0.641) (0.422) (1.315) (1.268)

Unweighted Ns 1,294 1,294 1,191 1,191 1,191 1,191

Vocational 32.29 67.71 4.31 2.76 74.54 18.38

(s.e.) (1.299) (1.299) (0.441) (0.347) (0.974) (0.862)

Unweighted Ns 2,544 2,544 2,296 2,296 2,296 2,296

Other 32.67 67.33 4.41 2.43 73.32 19.84

(s.e.) (2.369) (2.369) (0.650) (0.555) (1.724) (1.424)

Unweighted Ns 1,450 1,450 1,352 1,352 1,352 1,352

First row, first column reads: Of all nonbaccaluareate students attending postsecondary institutions in 1989–90, 36.68

percent were financially dependent.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during

academic year 1989–90 and who were seeking less than a bachelor’s degree. Since institutions used different criteria

for determining who was enrolled, the sample may include coursetakers as well as students enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using

a taxonomy developed for less-than-4-year postsecondary institutions. All programs were classified as either academic

(including mathematics and science; letters, humanities, and communications; among others), vocational (including

agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic

skills, citizenship activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational

activities, and personal awareness and self- improvement).

NOTE: Estimates may not sum within column groupings to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student

Aid Study.

216
Table 92—Percentage of nonbaccalaureate students attending postsecondary institutions by financial aid status and family background, by type of

program and institution: 1989–901

Financial aid status Family background,2

 dependent students Family background,2 independent students 

Program and Not Lowest Second Third Highest Lowest Second Third Highest

institution type Aided aided quartile quartile quartile quartile quartile quartile quartile quartile

Total338.29 61.71 28.36 27.59 25.21 18.84 29.08 27.41 22.62 20.89

(s.e.) (1.093) (1.093) (1.004) (0.845) (0.786) (0.827) (0.959) (0.833) (0.667) (0.903)

Unweighted Ns 21,237 21,237 8,092 8,092 8,092 8,092 7,659 7,659 7,659 7,659

Program type4

Academic 33.95 66.05 25.28 26.63 26.81 21.28 25.69 25.83 24.93 23.55

(s.e.) (1.516) (1.516) (1.570) (1.521) (1.530) (1.494) (1.640) (1.477) (1.513) (1.728)

Unweighted Ns 4,495 4,495 2,144 2,144 2,144 2,144 1,468 1,468 1,468 1,468

Vocational 46.46 53.54 33.06 30.26 22.42 14.26 31.75 28.91 21.03 18.32

(s.e.) (1.345) (1.345) (1.248) (1.188) (0.946) (0.999) (1.239) (1.080) (0.919) (1.127)

Unweighted Ns 13,182 13,182 4,437 4,437 4,437 4,437 4,873 4,873 4,873 4,873

Other 25.56 74.44 22.98 23.61 28.67 24.74 26.76 25.83 23.73 23.68

(s.e.) (1.371) (1.371) (2.136) (1.582) (1.647) (1.754) (1.755) (1.860) (1.408) (1.507)

Unweighted Ns 3,560 3,560 1,511 1,511 1,511 1,511 1,318 1,318 1,318 1,318

Institution type

Public 4-year 38.77 61.23 20.18 24.47 26.54 28.81 20.18 26.10 24.90 28.82

(s.e.) (1.451) (1.451) (1.376) (1.351) (1.392) (1.703) (1.537) (1.526) (1.308) (1.687)

Unweighted Ns 2,688 2,688 1,545 1,545 1,545 1,545 802 802 802 802

Private, nonprofit

 4-year 56.43 43.57 25.36 23.43 22.11 29.10 22.87 28.70 21.88 26.55

(s.e.) (2.602) (2.602) (2.866) (1.547) (1.541) (2.667) (2.080) (1.428) (1.522) (1.941)

Unweighted Ns 3,177 3,177 1,648 1,648 1,648 1,648 985 985 985 985

Public 2- to 3-year 27.62 72.38 25.46 29.57 27.22 17.75 28.38 27.13 23.18 21.31

(s.e.) (1.253) (1.253) (1.361) (1.262) (1.147) (1.113) (1.228) (1.089) (0.859) (1.172)

Unweighted Ns 5,300 5,300 1,797 1,797 1,797 1,797 2,398 2,398 2,398 2,398

Public vocational–

 technical 37.92 62.08 48.19 25.00 20.28 6.54 46.72 23.39 17.29 12.60

(s.e.) (4.587) (4.587) (5.094) (4.666) (5.059) (2.414) (2.954) (2.930) (2.290) (2.607)

Unweighted Ns 947 947 198 198 198 198 457 457 457 457

Private proprietary 80.66 19.34 57.08 23.40 14.19 5.34 38.35 30.70 18.64 12.31

(s.e.) (1.677) (1.677) (2.375) (1.636) (1.297) (0.776) (1.648) (1.256) (1.055) (1.168)

Unweighted Ns 7,070 7,070 1,928 1,928 1,928 1,928 2,405 2,405 2,405 2,405

Private, nonprofit

 less-than-4-year 59.27 40.73 34.53 27.46 21.65 16.36 27.95 28.40 22.07 21.58

(s.e.) (3.425) (3.425) (3.728) (2.217) (2.057) (2.405) (3.238) (2.580) (2.693) (2.558)

Unweighted Ns 2,055 2,055 976 976 976 976 612 612 612 612
Table 92—Percentage of nonbaccalaureate students attending postsecondary institutions by financial aid status and family background, by type of

program and institution: 1989–901—Continued

Financial aid status Family background,2

 dependent students Family background,2 independent students 

Program and Not Lowest Second Third Highest Lowest Second Third Highest

institution type Aided aided quartile quartile quartile quartile quartile quartile quartile quartile

Public 4-year

Academic 38.07 61.93 21.03 21.40 29.60 27.97 16.67 24.87 29.35 29.10

(s.e.) (1.766) (1.766) (1.966) (1.951) (2.188) (2.201) (2.538) (2.953) (2.622) (2.933)

Unweighted Ns 882 882 514 514 514 514 262 262 262 262 

Vocational 47.91 52.09 19.46 28.58 25.12 26.83 23.45 27.01 21.86 27.68

(s.e.) (1.908) (1.908) (1.817) (2.108) (2.039) (2.412) (2.558) (2.820) (2.432) (3.037)

Unweighted Ns 974 974 588 588 588 588 274 274 274 274

Other 29.72 70.28 20.13 22.82 24.87 32.19 20.49 26.40 23.53 29.58

(s.e.) (2.017) (2.017) (2.008) (2.101) (2.060) (2.774) (2.343) (2.293) (2.523) (3.375)

Unweighted Ns 832 832 443 443 443 443 266 266 266 266

Private, nonprofit 4-year

Academic 59.17 40.83 27.70 21.27 18.28 32.74 24.05 29.43 22.04 24.48

(s.e.) (4.493) (4.493) (5.105) (2.503) (2.359) (5.537) (3.409) (3.973) (2.999) (4.546)

Unweighted Ns 963 963 569 569 569 569 234 234 234 234

Vocational 59.71 40.29 24.89 27.50 22.54 25.07 24.16 29.08 20.81 25.95

(s.e.) (2.499) (2.499) (2.701) (2.027) (2.147) (1.997) (2.936) (2.162) (1.985) (2.342)

Unweighted Ns 1,296 1,296 616 616 616 616 453 453 453 453

Other 49.63 50.37 23.30 21.04 25.90 29.77 20.30 27.66 23.21 28.83

(s.e.) (4.021) (4.021) (3.919) (2.109) (2.377) (2.736) (3.126) (2.283) (2.401) (2.761)

Unweighted Ns 918 918 463 463 463 463 298 298 298 298

Private, nonprofit

 less-than-4-year

Academic 52.99 47.01 28.81 22.88 23.14 25.18 21.72 25.22 23.90 29.17

(s.e.) (4.940) (4.940) (5.221) (3.647) (3.794) (3.247) (3.883) (5.353) (5.816) (6.188)

Unweighted Ns 495 495 276 276 276 276 112 112 112 112

Vocational 62.62 37.38 38.80 29.69 19.32 12.19 30.21 29.12 21.27 19.39

(s.e.) (3.851) (3.851) (4.325) (2.713) (2.293) (2.498) (4.023) (2.949) (3.009) (2.799)

Unweighted Ns 1,363 1,363 597 597 597 597 457 457 457 457

Other — — — — — — — — — —

(s.e.) — — — — — — — — — —

Unweighted Ns — — — — — — — — — —
Table 92—Percentage of nonbaccalaureate students attending postsecondary institutions by financial aid status and family background, by type of

program and institution: 1989–901—Continued

Financial aid status Family background,2

 dependent students Family background,2 independent students 

Program and Not Lowest Second Third Highest Lowest Second Third Highest

institution type Aided aided quartile quartile quartile quartile quartile quartile quartile quartile

Public 2- to 3-year

Academic 26.21 73.79 23.97 29.30 27.93 18.79 26.64 25.57 24.93 22.86

(s.e.) (1.869) (1.869) (2.181) (2.194) (2.226) (2.003) (2.037) (1.818) (1.886) (2.149)

Unweighted Ns 1,297 1,297 516 516 516 516 555 555 555 555

Vocational 31.95 68.05 27.87 33.19 24.83 14.10 29.55 28.85 21.98 19.61

(s.e.) (1.437) (1.437) (1.624) (1.887) (1.430) (1.502) (1.715) (1.514) (1.291) (1.578)

Unweighted Ns 2,549 2,549 810 810 810 810 1,185 1,185 1,185 1,185

Other 22.00 78.00 23.27 24.15 30.22 22.36 27.91 25.62 23.68 22.79

(s.e.) (1.726) (1.726) (2.952) (2.166) (2.282) (2.350) (2.111) (2.203) (1.646) (1.746)

Unweighted Ns 1,454 1,454 471 471 471 471 658 658 658 658

First row, first column reads: Of all nonbaccaluareate students attending postsecondary institutions in 1989–90, 38.29 percent received financial aid.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Family background is a composite variable created from data on family income (for dependent students only); father’s and mother’s education levels; and father’s

and mother’s occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the social value of occupations.

3

Included in the total are students who may be missing data on particular row variables.

4

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

NOTE: Estimates may not sum within column groupings to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 93—Percentage of nonbaccalaureate students attending postsecondary institutions by disability status and marital status, by type of 

program and institution: 1989–901

 Disability status Marital status 

Not Not

 Disabled married, married, Married, Married,

Program and Total Physically Learning Multiple Not Missing no with no with

institution type disabled impaired disabled disabilities disabled information dependents dependents dependents dependents

Total27.53 5.12 1.16 1.24 54.39 38.08 57.59 7.38 13.89 21.13

(s.e.) (0.303) (0.231) (0.124) (0.124) (0.668) (0.640) (0.950) (0.376) (0.419) (0.647)

Unweighted Ns 21,237 21,237 21,237 21,237 21,237 21,237 16,376 16,376 16,376 16,376

Program type3

Academic 7.30 5.20 0.83 1.27 56.32 36.39 63.57 5.90 11.53 19.00

(s.e.) (0.612) (0.506) (0.184) (0.283) (1.215) (1.204) (1.375) (0.576) (0.667) (1.027)

Unweighted Ns 4,495 4,495 4,495 4,495 4,495 4,495 3,633 3,633 3,633 3,633 

Vocational 7.23 4.87 1.19 1.17 52.67 40.10 54.87 8.86 14.58 21.68

(s.e.) (0.381) (0.288) (0.186) (0.140) (0.903) (0.919) (1.057) (0.468) (0.587) (0.767)

Unweighted Ns 13,182 13,182 13,182 13,182 13,182 13,182 9,730 9,730 9,730 9,730

Other 8.39 5.58 1.44 1.37 56.06 35.55 57.01 5.99 14.85 22.14

(s.e.) (0.700) (0.522) (0.279) (0.257) (1.269) (1.198) (1.962) (0.719) (0.769) (1.401)

Unweighted Ns 3,560 3,560 3,560 3,560 3,560 3,560 3,013 3,013 3,013 3,013

Institution type

Public 4-year 5.19 3.60 0.79 0.80 60.21 35.61 72.94 3.96 10.05 13.05

(s.e.) (0.435) (0.347) (0.185) (0.161) (1.090) (1.121) (2.294) (0.440) (0.902) (1.604)

Unweighted Ns 2,688 2,688 2,688 2,688 2,688 2,688 2,312 2,312 2,312 2,312

Private, nonprofit 

4-year 5.10 3.47 0.90 0.73 54.33 40.57 66.98 4.11 12.47 16.44

(s.e.) (0.546) (0.370) (0.241) (0.189) (1.683) (1.795) (2.606) (0.759) (0.959) (1.634) 

Unweighted Ns 3,177 3,177 3,177 3,177 3,177 3,177 2,543 2,543 2,543 2,543 

Public 2- to 3-year 8.17 5.55 1.33 1.29 57.81 34.01 55.50 6.96 14.68 22.86

(s.e.) (0.424) (0.325) (0.175) (0.178) (0.831) (0.726) (1.189) (0.491) (0.545) (0.810) 

Unweighted Ns 5,300 5,300 5,300 5,300 5,300 5,300 4,704 4,704 4,704 4,704 

Public vocational–

 technical 10.38 6.89 1.47 2.02 49.81 39.81 42.78 8.29 19.71 29.21

(s.e.) (1.978) (1.562) (0.999) (0.527) (2.578) (3.008) (3.637) (0.847) (2.154) (3.811)

Unweighted Ns 947 947 947 947 947 947 770 770 770 770

Private proprietary 6.74 4.58 0.68 1.48 35.68 57.58 3.36 15.53 11.93 19.19

(s.e.) (0.464) (0.327) (0.129) (0.201) (1.545) (1.738) (1.410) (0.914) (0.698) (0.920) 

Unweighted Ns 7,070 7,070 7,070 7,070 7,070 7,070 4,494 4,494 4,494 4,494 

Private, nonprofit

 less-than-4-year 6.18 4.42 0.95 0.82 44.29 49.53 66.44 7.47 12.41 13.69

(s.e.) (0.769) (0.611) (0.323) (0.189) (2.550) (2.918) (2.808) (1.529) (1.438) (1.878) 

Unweighted Ns 2,055 2,055 2,055 2,055 2,055 2,055 1,553 1,553 1,553 1,553
Table 93—Percentage of nonbaccalaureate students attending postsecondary institutions by disability status and marital status, by type of 

program and institution: 1989–90—Continued1

 Disability status Marital status 

Not Not

 Disabled married, married, Married, Married,

Program and Total Physically Learning Multiple Not Missing no with no with

institution type disabled impaired disabled disabilities disabled information dependents dependents dependents dependents

Public 4-year

Academic 5.86 4.75 0.65 0.46 60.93 33.22 74.29 2.65 9.01 14.06

(s.e.) (0.821) (0.736) (0.289) 0.201 (2.248) (2.039) (2.625) (0.581) (1.187) (2.090) 

Unweighted Ns 882 882 882 882 882 882 756 756 756 756

Vocational 4.71 3.22 0.58 0.90 61.67 33.63 75.81 4.61 9.49 10.09

(s.e.) (0.712) (0.568) (0.245) (0.279 (1.674) (1.665) (2.423) (0.793) (1.266) (1.386) 

Unweighted Ns 974 974 974 974 974 974 835 835 835 835

Other 5.03 2.83 1.15 1.04 57.92 39.05 68.54 4.56 11.69 15.20

(s.e.) (0.819) (0.535) (0.352) (0.344) (1.631) (1.861) (4.006) (0.796) (1.630) (2.726)

Unweighted Ns 832 832 832 832 832 832 721 721 721 721

Private, nonprofit 4-year

Academic 5.76 3.28 1.57 0.90 53.76 40.49 71.78 3.79 10.57 13.85

(s.e.) (1.025) (0.651) (0.715) (0.363) (3.617) (3.799) (4.087) (1.040) (1.555) (2.414) 

Unweighted Ns 963 963 963 963 963 963 748 748 748 748

Vocational 4.33 3.48 0.38 0.47 55.44 40.23 66.13 4.97 12.00 16.89

(s.e.) (0.764) (0.618) (0.181) (0.213) (1.820) (1.862) (3.276) (1.387) (1.072) (2.242) 

Unweighted Ns 1,296 1,296 1,296 1,296 1,296 1,296 1,047 1,047 1,047 1,047 

Other 5.46 3.63 0.92 0.91 53.47 41.07 63.64 3.31 14.80 18.24

(s.e.) (0.991) (0.705) (0.290) (0.414) (2.340) (2.430) (3.119) (0.662) (1.685 ) (2.123)

Unweighted Ns 918 918 918 918 918 918 748 748 748 748

Private, nonprofit

 less-than-4-year

Academic 9.14 6.14 2.29 0.72 46.23 44.63 72.04 4.29 12.12 11.55

(s.e.) (1.682) (1.432) (1.272) (0.278) (3.963) (3.911) (4.102) (1.769) (3.164) (1.831)

Unweighted Ns 495 495 495 495 495 495 370 370 370 370

Vocational 5.00 3.81 0.44 0.75 44.44 50.56 63.55 9.37 12.43 14.65

(s.e.) (0.832) (0.763) (0.164) (0.245) (3.219) (3.616) (3.587) (2.032) (1.751) (2.613)

Unweighted Ns 1,363 1,363 1,363 1,363 1,363 1,363 1,031 1,031 1,031 1,031

Other 6.75 4.30 1.01 1.44 39.01 54.24 71.15 3.18 12.96 12.70

(s.e.) (2.184) (1.646) (0.481) (0.703) (5.546) (4.945) (5.354) (1.903) (4.076) (3.905)

Unweighted Ns 197 197 197 197 197 197 152 152 152 152
Table 93—Percentage of nonbaccalaureate students attending postsecondary institutions by disability status and marital status, by type of 

program and institution: 1989–90—Continued1

 Disability status Marital status 

Not Not

 Disabled married, married, Married, Married,

Program and Total Physically Learning Multiple Not Missing no with no with

institution type disabled impaired disabled disabilities disabled information dependents dependents dependents dependents

Public 2- to 3-year

Academic 7.76 5.60 0.73 1.43 57.81 34.43 61.20 6.27 11.90 20.62

(s.e.) (0.849) (0.701) (0.241) (0.393) (1.578) (1.568) (1.745) (0.764) (0.845) (1.313)

Unweighted Ns 1,297 1,297 1,297 1,297 1,297 1,297 1,163 1,163 1,163 1,163

Vocational 7.78 5.13 1.54 1.11 58.57 33.65 52.91 7.69 15.86 23.55

(s.e.) (0.583) (0.442) (0.295) (0.216) (1.063) (1.022) (1.407) (0.611) (0.840) (1.021)

Unweighted Ns 2,549 2,549 2,549 2,549 2,549 2,549 2,239 2,239 2,239 2,239

Other 9.16 6.18 1.54 1.45 56.61 34.23 54.53 6.42 15.28 23.77

(s.e.) (0.858) (0.641) (0.349) (0.320) (1.584) (1.473) (2.246) (0.877) (0.908) (1.630)

Unweighted Ns 1,454 1,454 1,454 1,454 1,454 1,454 1,302 1,302 1,302 1,302

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 7.53 percent were disabled.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Included in the total are students who may be missing data on particular row variables.

3

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

NOTE: Estimates may not sum within column groupings to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 94—Percentage of nonbaccalaureate students attending postsecondary institutions who received financial aid and the percentage of aided students by financial

aid source, by type of program and institution: 1989–901

 Students who received financial aid 

 Federal aid 

 Loans Grants 

Any Any Federal Federal Any Federal Federal Federal Any Any

Program and Any financial federal federal Stafford Perkins federal Pell SEOG CWS state institutional

institution type aid aid loan loan loan grant grant grant2grant3aid4aid4

Total538.29 67.55 36.86 33.49 5.63 52.56 50.54 9.10 5.00 23.30 26.70

(s.e.) (1.093) (1.353) (1.728) (1.671) (0.640) (1.294) (1.304) (0.663) (0.433) (1.292) (1.152)

Unweighted Ns 21,237 12,824 12,824 12,824 12,824 12,824 12,824 12,824 12,824 12,824 12,824

Program type6

Academic 33.95 65.60 32.99 29.14 5.61 51.93 49.93 8.19 7.02 26.99 29.68

(s.e.) (1.516) (1.888) (2.101) (1.980) (0.757) (2.006) (2.023) (1.035) (0.956) (2.155) (1.824)

Unweighted Ns 4,495 2,417 2,417 2,417 2,417 2,417 2,417 2,417 2,417 2,417 2,417

Vocational 46.46 73.22 42.63 39.27 5.88 56.54 54.29 10.45 3.90 21.90 24.57

(s.e.) (1.345) (1.472) (2.163) (2.113) (0.860) (1.430) (1.452) (0.832) (0.369) (1.395) (1.200)

Unweighted Ns 13,182 9,019 9,019 9,019 9,019 9,019 9,019 9,019 9,019 9,019 9,019

Other 25.56 48.64 20.14 17.29 4.69 38.37 37.13 5.16 6.54 23.77 30.86

(s.e.) (1.371) (2.649) (1.877) (1.724) (0.998) (2.545) (2.578) (0.816) (1.007) (2.436) (2.959)

Unweighted Ns 3,560 1,388 1,388 1,388 1,388 1,388 1,388 1,388 1,388 1,388 1,388

Institution type

Public 4-year 38.77 65.56 40.60 33.37 11.59 46.98 45.52 9.73 8.34 24.51 32.40

(s.e.) (1.451) (1.954) (2.783) (3.166) (1.466) (2.045) (2.119) (1.211) (1.025) (2.259) (1.955)

Unweighted Ns 2,688 1,165 1,165 1,165 1,165 1,165 1,165 1,165 1,165 1,165 1,165

Private, nonprofit

 4-year 56.43 60.69 43.12 36.90 14.68 41.19 37.71 13.44 16.02 33.33 52.89

(s.e.) (2.602) (3.094) (3.131) (3.314) (1.766) (3.497) (3.290) (2.459) (2.439) (2.998) (4.095)

Unweighted Ns 3,177 1,960 1,960 1,960 1,960 1,960 1,960 1,960 1,960 1,960 1,960

Public 2- to 3-year 27.62 54.67 15.94 13.87 2.66 47.52 45.90 7.35 4.87 28.57 23.97

(s.e.) (1.253) (2.030) (1.325) (1.189) (0.681) (2.044) (2.071) (0.929) (0.662) (2.087) (1.921)

Unweighted Ns 5,300 1,848 1,848 1,848 1,848 1,848 1,848 1,848 1,848 1,848 1,848

Public vocational–

 technical 37.92 52.22 20.51 19.96 0.51 37.56 33.85 1.61 1.57 16.90 13.46

(s.e.) (4.587) (10.475) (6.891) (6.649) (0.320) (7.481) (6.769) (0.688) (0.757) (3.696) (2.051)

Unweighted Ns 947 512 512 512 512 512 512 512 512 512 512

Private proprietary 80.66 92.91 71.29 67.44 6.66 67.48 65.13 11.15 0.94 10.87 23.19

(s.e.) (1.677) (0.891) (2.713) (2.765) (1.694) (1.751) (1.837) (1.411) (0.380) (1.622) (1.862)

Unweighted Ns 7,070 6,002 6,002 6,002 6,002 6,002 6,002 6,002 6,002 6,002 6,002

Private, nonprofit

 less-than-4-year 59.27 69.31 34.66 32.25 5.94 50.56 48.02 10.80 9.38 30.45 31.79

(s.e.) (3.425) (3.964) (4.855) (4.618) (1.544) (4.569) (4.474) (2.180) (2.180) (3.721) (4.221)

Unweighted Ns 2,055 1,337 1,337 1,337 1,337 1,337 1,337 1,337 1,337 1,337 1,337
Table 94—Percentage of nonbaccalaureate students attending postsecondary institutions who received financial aid and the percentage of aided students by financial

aid source, by type of program and institution: 1989–901—Continued

 Students who received financial aid 

 Federal aid 

 Loans Grants 

Any Any Federal Federal Any Federal Federal Federal Any Any

Program and Any financial federal federal Stafford Perkins federal Pell SEOG CWS state institutional

institution type aid aid loan loan loan grant grant grant2grant3aid4aid4

Public 4-year

Academic 38.07 67.19 42.14 35.20 12.59 49.59 47.01 9.90 9.27 25.19 34.59

(s.e.) (1.766) (2.881) (3.129) (3.354) (2.144) (2.681) (2.835) (1.838) (1.409) (3.328) (2.642)

Unweighted Ns 882 372 372 372 372 372 372 372 372 372 372

Vocational 47.91 70.83 45.90 37.45 12.61 51.13 49.66 10.85 7.47 27.62 31.41

(s.e.) (1.908) (2.595) (3.945) (4.588) (2.062) (2.827) (2.824) (1.667) (1.206) (3.276) (2.511)

Unweighted Ns 974 517 517 517 517 517 517 517 517 517 517

Other 29.72 54.38 29.50 24.00 8.57 36.47 36.47 7.56 8.61 18.30 31.27

(s.e.) (2.017) (3.965) (3.280) (3.309) (2.118) (3.474) (3.474) (1.721) (2.688) (2.447) (3.484)

Unweighted Ns 832 276 276 276 276 276 276 276 276 276 276

Private, nonprofit 4-year

Academic 59.17 68.14 47.51 39.62 14.57 49.92 45.79 17.12 22.57 33.40 58.70

(s.e.) (4.493) (4.826) (3.713) (3.614) (1.888) (6.591) (6.243) (4.704) (4.181) (4.752) (6.977)

Unweighted Ns 963 625 625 625 625 625 625 625 625 625 625

Vocational 59.71 60.69 42.96 36.99 14.57 40.90 37.03 14.20 11.61 35.93 45.31

(s.e.) (2.499) (3.659) (4.048) (4.225) (2.200) (2.943) (2.898) (2.197) (2.099) (3.392) (3.699)

Unweighted Ns 1,296 822 822 822 822 822 822 822 822 822 822

Other 49.63 52.20 38.35 33.67 14.99 31.65 29.51 8.08 15.30 29.25 57.86

(s.e.) (4.021) (4.481) (4.881) (5.373) (3.075) (4.268) (4.267) (1.712) (2.463) (4.683) (5.418)

Unweighted Ns 918 513 513 513 513 513 513 513 513 513 513
Table 94—Percentage of nonbaccalaureate students attending postsecondary institutions who received financial aid and the percentage of aided students by financial

aid source, by type of program and institution: 1989–901—Continued

 Students who received financial aid 

 Federal aid 

 Loans Grants 

Any Any Federal Federal Any Federal Federal Federal Any Any

Program and Any financial federal federal Stafford Perkins federal Pell SEOG CWS state institutional

institution type aid aid loan loan loan grant grant grant2grant3aid4aid4

Private, nonprofit

 less-than-4-year

Academic 52.99 72.01 36.92 34.29 7.08 55.33 52.72 11.71 17.71 29.80 41.38

(s.e.) (4.940) (7.509) (7.573) (7.344) (2.600) (6.639) (6.716) (3.479) (4.733) (6.754) (5.544)

Unweighted Ns 495 316 316 316 316 316 316 316 316 316 316

Vocational 62.62 71.64 36.15 33.60 6.23 51.39 48.57 11.74 7.80 27.89 29.22

(s.e.) (3.851) (4.170) (5.901) (5.608) (1.822) (5.356) (5.167) (2.664) (2.148) (3.429) (4.822)

Unweighted Ns 1,363 919 919 919 919 919 919 919 919 919 919

Other 52.89 46.30 18.73 17.90 1.27 33.79 33.46 1.90 2.01 50.42 28.72

(s.e.) (8.234) (13.662) (7.224) (7.098) (0.951) (10.685) (10.629) (1.271) (1.112) (13.760) (9.386)

Unweighted Ns 197 102 102 102 102 102 102 102 102 102 102

Public 2- to 3-year

Academic 26.21 57.54 16.10 13.97 2.20 49.62 48.53 5.82 4.01 29.87 24.90

(s.e.) (1.869) (2.842) (1.981) (1.794) (1.010) (3.183) (3.203) (1.381) (1.062) (3.375) (2.569)

Unweighted Ns 1,297 424 424 424 424 424 424 424 424 424 424

Vocational 31.95 57.15 16.89 14.81 3.03 49.97 48.00 9.48 5.23 30.11 22.40

(s.e.) (1.437) (2.363) (1.815) (1.590) (0.793) (2.266) (2.330) (1.283) (0.737) (2.378) (2.053)

Unweighted Ns 2,549 1,034 1,034 1,034 1,034 1,034 1,034 1,034 1,034 1,034 1,034

Other 22.00 45.94 13.60 11.59 2.28 39.70 38.31 4.05 4.96 23.67 26.61

(s.e.) (1.726) (3.619) (2.043) (1.805) (1.147) (3.598) (3.647) (1.018) (1.199) (3.376) (3.898)

Unweighted Ns 1,454 390 390 390 390 390 390 390 390 390 390

First row, first column reads: Of all nonbaccalaureate students attending postsecondary institutions in 1989–90, 38.29 percent received financial aid.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Supplementary Educational Opportunity Grant.

3College Work–Study.

4The state and institutional financial aid categories include both need-based and merit-based aid.

5

Included in the total are students who may be missing data on particular row variables.

6

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

NOTE: Estimates sum to greater than 100 percent because students may have received financial aid from more than one source.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 95—Average amount awarded to nonbaccalaureate students who received financial aid by financial aid source, by type of program and institution:

1989–901

 Federal aid 

Program and All All Pell SEOG CWS Perkins Stafford State Institutional

institution type Grants Loans Total grant grant2grant3loan loan aid4aid4

Total5$1,705 $2,890 $2,806 $1,371 $501 $1,016 $1,244 $2,262 $1,126 $1,281

(s.e.) (41.4) (77.2) (75.3) (19.5) (24.0) (42.3) (75.0) (26.5) (52.5) (57.6)

Unweighted

 Ns 10,615 6,940 10,014 6,972 1,407 772 967 6,251 2,855 3,736

Program type6

Academic 1,704 2,901 2,635 1,308 594 1,019 1,130 2,267 1,081 1,359

(s.e.) (69.1) (140.7) (115.1) (35.3) (38.8) (68.2) (76.7) (55.7) (67.2) (138.9)

Unweighted Ns 2,056 1,185 1,781 1,260 263 275 214 1,013 663 864

Vocational 1,755 2,855 2,960 1,405 474 1,080 1,283 2,281 1,204 1,240

(s.e.) (45.7) (63.0) (89.5) (23.9) (27.0) (67.0) (106.0) (26.6) (62.5) (57.2)

Unweighted Ns 7,354 5,297 7,469 5,193 1,038 354 629 4,856 1,802 2,305

Other 1,526 3,130 2,235 1,293 523 866 1,237 2,091 925 1,309

(s.e.) (104.5) (360.2) (101.8) (36.1) (47.2) (62.3) (169.0) (91.1) (99.4) (102.4)

Unweighted Ns 1,205 458 764 519 106 143 124 382 390 567

Institution type

Public 4-year 1,928 2,402 2,858 1,487 572 1,131 1,009 2,189 1,185 1,397

(s.e.) (69.5) (100.5) (124.3) (28.9) (57.7) (95.6) (48.9) (57.5) (65.6) (95.0)

Unweighted Ns 963 520 790 561 126 105 139 405 305 386

Private, nonprofit

 4-year 2,931 3,103 3,563 1,536 867 1,052 1,248 2,629 1,948 2,245

(s.e.) (162.5) (102.1) (158.0) (63.4) (73.0) (70.6) (66.8) (56.5) (116.5) (214.6)

Unweighted Ns 1,799 932 1,247 758 273 320 314 776 682 1,035

Public 2- to 3-year 1,321 2,705 1,853 1,198 435 996 1,164 1,968 716 877

(s.e.) (54.2) (271.7) (62.8) (23.9) (39.6) (68.9) (139.0) (74.8) (39.3) (66.9)

Unweighted Ns 1,653 362 1,111 957 161 109 50 279 595 456

Public vocational–

 technical 1,126 2,546 2,171 1,196 — — — 2,238 1,249 1,565

(s.e.) (163.0) (129.3) (226.7) (99.2) — — — (98.6) (251.3) (337.0)

Unweighted Ns 428 133 350 268 18 9 6 125 98 64

Private 

 proprietary 1,988 3,049 3,635 1,522 432 1,134 1,436 2,335 2,005 1,363

(s.e.) (77.1) (73.8) (111.3) (33.5) (40.2) (252.7) (194.7) (29.2) (114.8) (98.6)

Unweighted Ns 4,672 4,448 5,564 3,793 687 74 377 4,180 730 1,291

Private, nonprofit

 less-than-4-year 2,183 2,953 3,016 1,484 602 711 1,247 2,198 1,827 1,384

(s.e.) (100.9) (231.5) (203.7) (53.0) (70.9) (82.8) (85.9) (84.5) (162.0) (141.5)

Unweighted Ns 1,100 545 952 635 142 155 81 486 445 504
Table 95—Average amount awarded to nonbaccalaureate students who received financial aid by financial aid source, by type of program and institution:

1989–90—Continued1

 Federal aid 

Program and All All Pell SEOG CWS Perkins Stafford State Institutional

institution type Grants Loans Total grant grant2grant3loan loan aid4aid4

Public 4-year

Academic $1,894 $2,468 $2,980 $1,502 $618 $1,268 $1,284 $2,274 $1,268 $1,109

(s.e.) (88.9) (151.4) (155.2) (44.2) (102.9) (163.9) (163.9) (106.0) (108.7) (102.1)

Unweighted Ns 315 168 256 182 41 36 36 135 97 127

Vocational 2,090 2,438 2,918 1,484 537 1,229 1,229 2,189 1,192 1,587

(s.e.) (101.8) (125.0) (145.8) (40.2) (69.4) (151.2) (151.2) (69.2) (98.1) (156.5)

Unweighted Ns 425 256 377 272 61 41 41 199 155 169

Other 1,697 2,194 2,528 1,469 — — — 2,030 1,018 1,477

(s.e.) (129.5) (173.0) (155.8) (62.0) — — — (118.7) (111.4) (208.7)

Unweighted Ns 223 96 157 107 24 28 28 71 53 90

Private, nonprofit 4-year

Academic 3,215 2,956 3,611 1,608 867 1,162 1,162 2,758 2,036 2,465

(s.e.) (291.5) (141.7) (205.9) (139.6) (87.3) (98.6) (98.6) (88.2) (137.3) (393.5)

Unweighted Ns 576 316 444 296 99 135 135 255 207 346

Vocational 2,848 3,370 3,661 1,499 873 1,000 1,000 2,672 1,911 2,221

(s.e.) (150.7) (162.4) (173.1) (45.3) (105.2) (89.9) (89.9) (78.6) (135.3) (168.7)

Unweighted Ns 745 394 521 308 130 100 100 331 313 382

Other 2,731 2,858 3,316 1,478 852 926 926 2,381 1,903 2,020

(s.e.) (202.7) (131.1) (207.1) (57.9) (109.9) (80.9) (80.9) (57.8) (185.8) (197.5)

Unweighted Ns 478 222 282 154 44 85 85 190 162 307

Private, nonprofit

 less-than-4-year

Academic 2,303 2,844 3,050 1,492 601 642 642 2,170 1,689 1,321

(s.e.) (200.0) (349.9) (322.5) (85.4) (131.3) (82.3) (82.3) (173.2) (220.2) (196.0)

Unweighted Ns 260 125 214 151 35 58 58 107 101 144

Vocational 2,180 2,976 3,050 1,508 598 693 693 2,217 2,016 1,301

(s.e.) (111.8) (246.4) (208.8) (54.9) (77.4) (90.0) (90.0) (75.4) (198.5) (135.9)

Unweighted Ns 763 397 688 451 103 92 92 358 292 321

Other 1,861 — 2,518 1,206 — — — — 1,273 2,199

(s.e.) (259.0) — (561.0) (113.5) — — — — (99.4) (935.0)

Unweighted Ns 77 23 50 3342 4 5 5 21 52 39
Table 95—Average amount awarded to nonbaccalaureate students who received financial aid by financial aid source, by type of program and institution:

1989–90—Continued1

 Federal aid 

Program and All All Pell SEOG CWS Perkins Stafford State Institutional

institution type Grants Loans Total grant grant2grant3loan loan aid4aid4

Public 2- to 3-year

Academic $1,307 $2,870 $1,765 $1,151 $469 — — $1,991 $709 $995

(s.e.) (84.1) (398.1) (94.6) (40.6) (55.2) — — (149.9) (47.3) (199.1)

Unweighted Ns 376 80 255 218 31 22 8 59 140 113

Vocational 1,351 2,269 1,890 1,213 435 1,091 1,164 1,961 745 778

(s.e.) (55.5) (155.9) (84.9) (32.3) (45.2) (105.9) (160.1) (71.5) (55.3) (51.3)

Unweighted Ns 929 220 661 569 109 64 33 170 344 239

Other 1,264 3,791 1,862 1,217 — — — 1,959 638 953

(s.e.) (128.1) (733.8) (120.3) (49.1) — — — (182.4) (79.5) (123.6)

Unweighted Ns 348 62 195 170 21 23 9 50 111 104

First row, first column reads: Nonbaccalaureate grant recipients in 1989–90 received on average $1,705 in grants.

—Sample size was too small for reliable estimate.

1The sample includes undergraduates who were reported by surveyed postsecondary institutions as enrolled during academic year 1989–90 and who were seeking

less than a bachelor’s degree. Since institutions used different criteria for determining who was enrolled, the sample may include coursetakers as well as students

enrolled in formal programs.

2

Supplementary Educational Opportunity Grant.

3College Work–Study.

4The state and institutional financial aid categories include both need-based and merit-based aid.

5

Included in the total are students who may be missing data on particular row variables.

6

Students were asked to report the programs in which they were majoring; then these programs were classified using a taxonomy developed for less-than-4-year

postsecondary institutions. All programs were classified as either academic (including mathematics and science; letters, humanities, and communications; among

others), vocational (including agriculture; business and office; among others), or other (covering personal or avocational courses, such as basic skills, citizenship

activities, health-related knowledge and skills, interpersonal and social skills, leisure and recreational activities, and personal awareness and self-improvement).

NOTE: Dollar figures under the “federal aid” category do not sum to the total, because students received aid from different mixes of federal sources.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990 National Postsecondary Student Aid Study.
Table 96—Percentage of federal and state prison inmates reporting participation in educational programs

since current admission, by selected characteristics: 1992

Selected Nonvocational Vocational Both nonvocational Unweighted

characteristics No participation only*only and vocational Ns

Total 37 30 13 20

(s.e.) (1.7) (1.6) (1.2) (1.4) 1,144

Sex

Male 37 30 13 20

(s.e.) (1.8) (1.7) (1.2) (1.5) 1,073

Female 27 33 14 26

(s.e.) (3.1) (4.9) (5.4) (5.6) 71

Race–ethnicity

White, non-Hispanic 41 28 16 15

(s.e.) (2.9) (3.2) (1.9) (1.9) 417

Black, non-Hispanic 33 31 13 23

(s.e.) (2.6) (2.1) (1.5) (2.3) 478

Hispanic 38 29 10 23

(s.e.) (4.4) (3.4) (2.8) (3.5) 211

Asian — — — —

(s.e.) — — — — 0

Native American — — — —

(s.e.) — — — — 34

Age

16–19 years 31 29 9 31

(s.e.) (5.4) (6.0) (3.7) (5.5) 51

20–29 years 35 32 12 20

(s.e.) (2.7) (2.6) (1.5) (2.3) 483

30–49 years 36 29 15 20

(s.e.) (1.8) (1.9) (1.7) (1.8) 543

50 or over 58 27 8 7

(s.e.) (6.1) (5.3) (3.4) (3.1) 64

Parent's highest education

0–8 years 33 25 18 24

(s.e.) (3.4) (3.7) (3.4) (3.9) 179

9–12 years 40 32 12 15

(s.e.) (4.5) (4.3) (2.5) (3.8) 131

High school diploma

 or GED 38 26 14 22

(s.e.) (3.1) (2.5) (2.0) (1.9) 341

Postsecondary

 vocational — — — —

(s.e.) — — — — 16

Some college or a

 college degree 36 30 14 20

(s.e.) (3.3) (3.3) (2.7) (2.6) 219

Educational attainment

0–8 years 39 32 7 22

(s.e.) (4.1) (3.9) (2.1) (3.7) 157

9–12 years 33 35 9 22

(s.e.) (3.1) (2.4) (1.6) (2.4) 382

High school diploma

 or GED 42 23 18 16

(s.e.) (2.5) (2.7) (2.2) (1.7) 337

Postsecondary

 vocational — — — —

(s.e.) — — — — 40

Some college or a

 college degree 32 27 18 22

(s.e.) (2.7) (2.4) (2.6) (2.6) 224

229
Table 96—Percentage of federal and state prison inmates reporting participation in educational programs

since current admission, by selected characteristics: 1992—Continued

Selected Nonvocational Vocational Both nonvocational Unweighted

characteristics No participation only*only and vocational Ns

Language currently

 spoken

English only 36 30 14 20

(s.e.) (2.0) (1.8) (1.2) (1.5) 960

Other only — — — —

(s.e.) — — — — 25

English and other 39 27 11 23

(s.e.) (4.3) (3.5) (2.5) (4.2) 150

Expected release date

 (in months)

0 to less than 12 38 30 16 17

(s.e.) (2.8) (2.7) (1.8) (2.0) 439

12 to less than 24 38 26 16 20

(s.e.) (4.3) (3.5) (3.4) (3.9) 159

24 to less than 48 32 35 13 20

(s.e.) (4.0) (3.7) (2.5) (3.4) 158

48 to less than 120 29 31 11 29

(s.e.) (4.0) (4.0) (3.4) (6.1) 117

120 or more — — — —

(s.e.) — — — — 38

Don't expect release 41 26 13 19

(s.e.) (4.7) (4.5) (3.7) (4.4) 96

Don't know 43 38 6 13

(s.e.) (5.3) (4.5) (2.8) (4.4) 67

Length of current

 incarceration (in months)

0 to less than 24 49 26 14 11

(s.e.) (3.3) (3.0) (1.8) (2.0) 339

24 to less than 48 30 32 18 21

(s.e.) (3.0) (3.3) (3.1) (3.2) 224

48 to less than 120 32 31 13 24

(s.e.) (3.2) (2.3) (2.7) (2.8) 301

120 or more 20 32 10 38

(s.e.) (3.6) (4.3) (2.6) (4.6) 116

First row, first column reads: Of all male inmates in 1992, 37 percent did not participate in education or vocational

programs during their current admission.

—Sample size was too small for reliable estimate.

*Nonvocational activities include adult basic education and preparation for the G.E.D., among other activities.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey,

1992.

230
Table 97—Percentage of public high schools integrating academic and vocational education before or during 1991–92 by type of school, by type of 

integration effort: 1991–92

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

vocational vocational vocational high vocational

Type of integration effort Total school high school school Total school school

Schools offering vocational courses

Total 82.4 85.7 88.8 79.8 91.1 89.1 93.5

(s.e) (1.20) (2.79) (3.58) (1.55) (2.49) (4.39) (1.56)

unweighted Ns 1,091 284 130 677 642 214 428

Type of integration effort

Incorporate employability or generic work

 skills into vocational curricula 68.9 71.6 75.3 66.5 83.1 77.4 90.1

(s.e.) (1.60) (3.63) (5.65) (1.96) (2.90) (4.90) (1.76)

Develop integrated curricula 46.7 50.2 56.3 43.3 66.7 65.2 68.5

(s.e.) (1.85) (3.89) (5.59) (2.14) (3.09) (5.38) (2.91)

Establish procedures for teacher collaboration 44.0 50.2 46.9 40.7 56.8 53.4 60.8

(s.e.) (1.69) (3.75) (6.00) (2.52) (3.26) (4.80) (3.24)

Use cross-curriculum materials 43.7 50.0 44.5 40.7 44.2 53.6 32.5

(s.e.) (1.68) (4.07) (4.50) (2.27) (3.04) (5.00) (3.11)

Develop sequence of integrated courses 41.9 42.3 53.8 39.5 53.4 53.1 53.6

(s.e.) (1.65) (4.11) (5.89) (2.09) (3.63) (6.38) (2.83)

Use integrated commercial curricula 32.3 36.3 33.3 30.4 50.7 52.3 48.6

(s.e.) (1.60) (3.04) (4.74) (1.98) (2.48) (4.46) (2.61)

Provide coordinated courses 20.1 20.5 23.1 19.4 31.6 36.0 26.2

(s.e.) (1.79) (4.39) (4.38) (2.44) (2.96) (4.97) (2.88)

Provide common planning periods for teachers 18.7 19.4 32.8 15.7 29.2 32.4 25.2

(s.e.) (1.83) (2.82) (6.01) (2.39) (2.85) (4.49) (2.46)

Increase teacher planning time 16.7 15.7 21.0 16.4 27.0 25.6 28.7

(s.e.) (1.45) (2.34) (4.48) (1.79) (3.00) (4.10) (2.75)

Provide interdisciplinary course 14.4 12.8 15.2 14.9 16.1 20.9 10.0

(s.e.) (1.40) (1.87) (3.87) (1.98) (2.46) (4.22) (1.94)

Other 0.7 0.3 0.7 0.9 1.2 1.31.0

(s.e.) (0.23) (0.35) (0.70) (0.32) (0.57) (1.01) (0.28)
Table 97—Percentage of public high schools integrating academic and vocational education before or during 1991–92 by type of school, by type of

integration effort: 1991–92—Continued

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

vocational vocational vocational high vocational

Type of integration effort Total school high school school Total school school

Schools integrating academic and vocational education

Subject areas integrated

Any subject area 79.2 78.9 83.5 78.4 88.7 87.8 89.7

(s.e.) (1.51) (3.08) (4.93) (1.76) (2.09) (3.45) (1.65)

unweighted Ns 921 250 116 555 595 196 399

Agricultural education 34.1 40.8 43.9 28.8 45.5 52.5 37.1

(s.e.) (1.65) (3.61) (5.01) (2.39) (3.45) (5.50) (2.92)

Business and office 58.4 60.4 56.3 57.9 64.7 62.7 67.0

(s.e.) (1.94) (3.94) (5.48) (2.13) (3.29) (5.40) (3.04)

Marketing/distributive education 23.3 21.8 23.5 24.0 29.0 22.8 36.4

(s.e.) (1.81) (2.66) (4.84) (2.24) (2.75) (4.75) (3.16)

Occupational home economics 27.1 29.6 34.2 24.5 35.4 37.8 32.5

(s.e.) (2.08) (3.44) (5.89) (2.94) (3.06) (5.14) (2.92)

Health occupations 18.5 19.8 20.3 17.5 41.0 27.0 57.7

(s.e.) (1.62) (3.76) (4.64) (1.56) (3.08) (4.38) (2.63)

Trade and industry 41.6 47.1 49.7 37.2 64.7 50.1 82.0

(s.e.) (2.08) (3.64) (6.45) (2.16) (3.46) (5.79) (2.26)

Other 6.8 7.3 4.0 7.2 5.3 6.2 4.2

(s.e.) (0.85) (1.59) (1.63) (1.20) (1.37) (2.31) (1.32)

Schools in which academic and vocational faculty worked together

Amount of time spent by teachers integrating courses

Unweighted Ns 538 159 70 309 402 150 252

No regular schedule 81.7 85.7 87.6 78.1 75.8 77.5 73.5

(s.e.) (1.96) (3.02) (5.20) (2.88) (2.63) (4.22) (3.38)

Less than 1 hour per week 7.0 6.3 4.8 7.8 6.3 4.2 9.2

(s.e.) (1.32) (2.43) (3.80) (1.59) (1.53) (1.43) (2.96)

1 to 2 hours per week 6.7 4.3 3.2 8.8 7.5 6.6 8.8

(s.e.) (0.83) (1.40) (1.78) (1.54) (1.40) (2.33) (1.16)

2 to 3 hours per week 2.8 1.7 2.9 3.5 4.6 3.9 5.4

(s.e.) (1.09) (0.78) (2.02) (1.84) (1.63) (2.33) (2.01)

More than 3 hours per week 1.9 2.1 1.4 1.9 5.9 7.8 3.1

(s.e.) (0.48) (1.20) (1.23) (0.65) (1.78) (3.03) (1.21)
Table 97—Percentage of public high schools integrating academic and vocational education before or during 1991–92 by type of school, by type of 

integration effort: 1991–92—Continued

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

vocational vocational vocational high vocational

Type of integration effort Total school high school school Total school school

Schools in which academic and vocational faculty worked together—Continued

Type of interactions between academic and vocational educators

Any interaction 63.2 69.3 62.2 60.8 72.4 79.2 64.6

(s.e.) (1.74) (3.58) (6.42) (2.07) (2.88) (2.90) (2.40)

Develop academic materials for

vocational courses 41.2 48.1 47.1 36.6 49.4 52.3 45.8

(s.e.) (2.03) (4.15) (6.10) (2.05) (3.57) (3.57) (2.50)

Develop applied academic materials

for academic courses 32.3 36.5 34.9 30.0 42.1 45.5 38.4

(s.e.) (2.15) (4.23) (6.17) (1.95) (3.25) (3.56) (2.44)

Engage in cross-curriculum efforts 30.4 37.6 23.6 28.6 26.6 37.6 13.9

(s.e.) (2.06) (4.03) (4.86) (1.92) (2.56) (3.46) (1.74)

Create new applied academic or

interdisciplinary courses 21.5 22.2 18.3 22.0 23.3 23.9 22.9

(s.e.) (1.88) (3.40) (4.43) (1.76) (2.72) (3.05) (2.11)

Team teaching 14.1 14.8 4.7 15.8 17.3 15.3 19.8

(s.e.) (1.11) (2.57) (1.77) (2.02) (2.02) (2.57) (2.00)

Develop coordinated academic

and vocational courses 13.6 12.0 13.7 14.3 19.4 22.0 16.4

(s.e.) (1.74) (2.42) (3.35) (1.49) (2.41) (2.96) (1.86)

Other 3.8 3.4 1.1 4.6 5.0 5.8 4.0

(s.e.) (0.76) (1.20) (0.78) (1.15) (1.24) (2.25) (1.20)

Schools offering vocational courses—First row, first column reads: 82.4 percent of comprehensive schools offering vocational courses reported taking steps

to integrate vocational and academic education by 1991–92.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Public Secondary Schools, Spring 1992.
Table 98—Percentage of public high schools offering school-to-work transition programs by 1991–92 by type of school, by program type and

program characteristics: 1991–92

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

Program type and vocational vocational vocational high vocational

program characteristics Total school high school school Total school school

All schools

Unweighted Ns 1,207 308 134 765 651 222 429

School-based enterprise 15.4 19.6 13.4 13.8 32.5 25.7 41.6

(s.e.) (1.02) (2.29) (4.16) (1.16) (2.65) (3.90) (2.91)

Cooperative education program 47.8 45.6 53.9 47.9 58.5 53.5 65.1

(s.e.) (1.59) (3.68) (5.63) (1.81) (3.31) (5.55) (3.30)

Other work experience 20.6 17.6 28.3 20.6 30.1 22.5 40.2

(s.e.) (1.23) (2.51) (4.70) (1.32) (2.81) (4.07) (2.90)

Schools offering vocational courses

Unweighted Ns 1,091 284 130 677 642 214 428

School-based enterprise 18.0 23.5 14.2 16.3 34.3 28.0 42.2

(s.e.) (1.12) (2.36) (4.43) (1.34) (2.51) (3.88) (2.85)

Cooperative education program 55.9 54.5 55.9 56.5 61.8 58.3 66.1

(s.e.) (1.93) (4.02) (6.06) (2.13) (3.48) (5.93) (3.23)

Program features

Employer assurance of supervision 48.6 50.1 44.3 48.7 58.5 55.4 62.2

(s.e.) (1.90) (3.74) (5.30) (2.17) (3.28) (5.73) (3.22)

Employer assurance of on-the-job

learning opportunities 48.2 48.5 44.3 48.8 58.7 55.8 62.2

(s.e.) (1.85) (3.57) (5.30) (2.22) (3.33) (5.66) (3.23)

Employer evaluation influences

students' grades 48.0 50.0 41.7 48.3 59.8 56.2 62.0

(s.e.) (1.75) (3.73) (4.94) (2.14) (3.37) (5.72) (3.22)

Coordinators have release time 

to visit job sites 47.8 49.2 45.1 47.7 55.5 52.0 60.0

(s.e.) (2.03) (3.73) (5.36) (2.28) (3.36) (5.69) (3.62)

Written plan for each student 44.9 46.6 43.1 44.5 56.1 53.2 59.8

(s.e.) (1.93) (3.63) (5.19) (2.19) (3.29) (5.65) (3.24)

Coordinators meet employer before

student placed 41.3 40.8 33.8 42.0 47.7 39.4 58.1

(s.e.) (1.99) (3.94) (5.34) (2.33) (3.00) (4.89) (3.17)
Table 98—Percentage of public high schools offering school-to-work transition programs by 1991–92 by type of school, by program type and

program characteristics: 1991–92—Continued

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

Program type and vocational vocational vocational high vocational

program characteristics Total school high school school Total school school

Schools offering vocational courses—Continued

Cooperative education program—Continued

Program features—Continued

Students absent from school prohibited

from working that day 38.0 38.3 34.1 38.5 49.4 47.7 51.5

(s.e.) (1.51) (3.15) (4.82) (1.99) (3.47) (6.01) (2.95)

Limit on number of students

per coordinator 36.4 36.1 31.8 37.4 36.5 35.6 37.5

(s.e.) (1.61) (3.66) (4.75) (1.79) (3.08) (6.01) (2.90)

Coordinators only work in own

subject area 34.8 34.8 32.3 35.3 39.1 41.5 36.1

(s.e.) (1.81) (2.80) (4.61) (2.33) (2.94) (4.95) (3.06)

Coordinators find student jobs 26.0 21.5 28.2 27.5 30.7 26.7 35.7

(s.e.) (1.57) (2.83) (4.80) (2.38) (2.43) (3.92) (2.33)

Coordinators paid at least one

month in summer 21.4 19.4 23.1 22.0 31.2 34.9 26.5

(s.e.) (1.46) (2.38) (4.18) (1.72) (3.14) (4.88) (2.75)

Eligibility for program participation

Completion of course of instruction 38.1 39.3 36.5 37.8 40.0 40.0 40.1

(s.e.) (1.78) (3.66) (5.27) (2.12) (3.38) (5.48) (3.15)

Minimum GPA 16.2 14.9 20.3 15.9 32.3 28.2 37.3

(s.e.) (1.23) (2.66) (3.38) (1.66) (3.10) (5.30) (3.03)

Other work experience 284.1 21.1 29.9 24.3 31.8 24.6 40.8

(s.e.) (1.33) (2.85) (4.91) (1.51) (2.79) (4.19) (2.83)

Program features

Employer assurance of supervision 18.4 15.4 24.1 18.7 29.3 23.2 36.9

(s.e.) (1.18) (2.67) (4.44) (1.31) (2.70) (4.24) (2.74)

Employer assurance of on-the-job

learning opportunities 17.8 14.0 24.1 18.3 28.6 22.1 36.8

(s.e.) (1.21) (2.61) (4.44) (1.42) (2.62) (4.07) (2.76)

Employer evaluation influences

students' grades 17.6 15.5 20.7 17.9 28.8 22.6 36.4

(s.e.) (1.24) (2.71) (4.17) (1.37) (2.56) (4.00) (2.76)

Coordinators have release time 

to visit job sites 16.5 14.4 21.5 16.5 24.2 18.6 31.1

(s.e.) (1.19) (2.45) (4.29) (1.42) (2.22) (3.23) (2.33)

Written plan for each student 16.4 13.5 22.5 16.7 22.6 16.6 30.2

(s.e.) (1.04) (2.19) (4.53) (1.37) (1.92) (2.78) (2.43)

Coordinators meet employer before

student placed 14.0 11.4 18.2 14.4 26.2 19.1 35.0

(s.e.) (1.29) (2.44) (3.98) (1.59) (2.47) (3.77) (2.81)
Table 98—Percentage of public high schools offering school-to-work transition programs by 1991–92 by type of school, by program type and

program characteristics: 1991–92—Continued

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

Program type and vocational vocational vocational high vocational

program characteristics Total school high school school Total school school

Schools offering vocational courses—Continued

Other work experience—Continued

Program features—Continued

Students absent from school prohibited

from working that day 13.7 11.3 15.3 14.4 21.9 15.6 29.8

(s.e.) (1.05) (1.96) (3.53) (1.27) (1.92) (2.52) (2.89)

Limit on number of students

per coordinator 12.7 10.7 21.1 11.9 17.9 16.9 19.2

(s.e.) (0.89) (1.80) (3.96) (1.26) (2.05) (3.52) (1.62)

Coordinators only work in own

subject area 11.8 10.7 15.7 11.5 20.7 16.8 25.4

(s.e.) (1.00) (2.24) (3.45) (1.50) (2.21) (3.15) (2.39)

Coordinators find student jobs 9.2 8.2 11.6 9.2 18.4 15.5 22.1

(s.e.) (1.04) (2.04) (3.01) (1.23) (2.20) (3.77) (1.95)

Coordinators paid at least one

month in summer 6.8 5.3 16.7 5.6 9.7 10.4 8.7

(s.e.) (0.83) (1.73) (4.03) (0.96) (1.64) (2.87) (1.34)

Eligibility for program participation

Completion of course of instruction 11.2 8.0 16.1 11.8 18.7 16.2 21.8

(s.e.) (1.94) (1.68) (4.06) (1.23) (0.99) (3.16) (1.91)

Minimum GPA 6.9 4.6 8.6 7.6 14.4 8.9 21.3

(s.e.) (0.88) (1.47) (3.28) (1.08) (1.75) (2.59) (2.51)

All schools—Second row, first column reads: Of all comprehensive public high schools, 15.4 percent reported offering school-based enterprise programs by

1991–92.

Schools offering vocational courses—Second row, first column reads: Of comprehensive public high schools offering vocational courses, 18.0 percent

reported offering school-based enterprise programs by 1991–92.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Public Secondary Schools, Spring 1992.
Table 99—Percentage of public high schools involving business, labor, and community groups in their vocational education activities by type of

school, by type of private sector involvement: 1991–92

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

Program type and vocational vocational vocational high vocational

program characteristics Total school high school school Total school school

Schools offering vocational courses

Unweighted Ns 1,091 284 130 677 642 214 428

Business involvement 74.1 70.3 73.3 75.9 83.6 83.2 84.2

(s.e.) (1.58) (3.46) (5.58) (1.94) (2.37) (3.86) (2.59)

Place students in jobs 44.8 40.4 46.9 46.3 44.4 45.1 43.5

(s.e.) (1.98) (3.48) (5.65) (2.21) (4.32) (6.79) (3.28)

Provide career guidance 43.7 41.2 39.3 45.6 42.5 37.4 48.8

(s.e.) (1.79) (3.49) (5.01) (2.23) (2.61) (4.83) (3.17)

Provide equipment and supplies 36.3 39.9 35.4 34.9 50.8 43.7 59.7

(s.e.) (1.85) (3.75) (5.25) (2.17) (2.89) (4.68) (3.35)

Determine adequacy of equipment 36.1 38.9 41.5 33.8 39.4 36.9 42.6

(s.e.) (1.56) (3.05) (5.63) (2.28) (3.10) (5.30) (2.70)

Provide internships, co-ops, or

 other work-based experience 31.5 28.2 26.4 33.9 31.3 34.9 26.7

(s.e.) (1.75) (3.18) (4.61) (2.01) (3.67) (6.36) (2.87)

Tutor or instruct students 22.7 22.8 20.8 23.1 32.1 32.6 31.5

(s.e.) (1.53) (2.77) (4.39) (1.80) (2.66) (4.41) (2.78)

Other 0.7 0.5 0.3 0.8 0.7 0.4 0.9

(s.e.) (0.27) (0.46) (0.21) (0.39) (0.28) (0.31) (0.51)

Labor involvement 46.1 45.3 49.6 45.7 57.9 54.7 62.0

(s.e.) (1.50) (3.33) (7.19) (2.30) (3.89) (6.96) (3.29)

Provide career guidance 25.7 24.1 29.2 25.7 28.3 25.4 32.0

(s.e.) (1.18) (2.69) (5.29) (1.62) (2.52) (4.47) (2.98)

Place students in jobs 25.5 23.9 25.5 26.2 30.8 26.1 36.7

(s.e.) (1.51) (2.57) (5.13) (2.31) (2.43) (3.68) (2.85)

Determine adequacy of equipment 20.8 21.8 22.4 20.0 28.4 20.9 37.4

(s.e.) (1.36) (2.98) (4.88) (1.84) (2.40) (3.79) (3.53)

Provide internships, co-ops, or

 other work-based experience 18.2 14.5 21.0 19.3 25.1 23.8 26.7

(s.e.) (1.36) (2.01) (4.53) (1.77) (2.54) (3.83) (2.94)

Provide equipment and supplies 13.5 12.8 12.8 14.0 18.9 12.7 26.6

(s.e.) (1.22) (2.17) (3.47) (1.49) (2.25) (2.76) (3.41)

Tutor or instruct students 10.7 12.2 12.1 9.8 18.3 17.3 19.4

(s.e.) (0.79) (2.11) (2.72) (1.25) (3.04) (5.30) (2.20)

Other 0.5 0.1 0.2 0.7 0.7 0.3 1.2

(s.e.) (0.22) (0.01) (0.21) (0.35) (0.25) (0.03) (0.56)
Table 99—Percentage of public high schools involving business, labor, and community groups in their vocational education activities by type of

school, by type of private sector involvement: 1991–92—Continued

 Comprehensive high schools Vocational schools 

Not served Served by Served by area Full-time Area or

by external full-time or regional vocational regional

Program type and vocational vocational vocational high vocational

program characteristics Total school high school school Total school school

Schools offering vocational courses

Community groups’ involvement 55.5 58.8 61.8 52.8 62.7 58.7 67.5

(s.e.) (2.06) (4.42) (6.20) (2.79) (3.33) (5.73) (2.80)

Provide career guidance 32.2 31.0 34.7 32.1 31.8 26.6 38.2

(s.e.) (1.65) (3.43) (5.09) (2.21) (2.68) (5.25) (2.43)

Place students in jobs 27.6 29.3 29.0 26.6 31.1 21.4 43.3

(s.e.) (1.64) (3.69) (4.64) (2.51) (2.65) (4.10) (3.16)

Determine adequacy of equipment 26.1 28.9 40.6 22.1 32.3 28.8 36.6

(s.e.) (1.73) (3.36) (5.61) (2.11) (3.16) (5.23) (2.91)

Provide equipment and supplies 23.9 25.2 27.0 22.7 30.2 25.1 36.6

(s.e.) (1.57) (4.08) (4.94) (1.76) (3.02) (4.29) (2.93)

Provide internships, co-ops, or

 other work-based experience 21.5 22.3 17.4 21.9 27.2 22.7 32.8

(s.e.) (1.62) (3.33) (3.76) (1.86) (2.65) (4.13) (2.77)

Tutor or instruct students 21.1 23.8 22.4 19.7 27.8 30.3 24.6

(s.e.) (1.38) (2.64) (4.84) (1.82) (3.74) (6.49) (2.15)

Other 0.7 0.6 0.3 0.7 1.1 1.2 0.9

(s.e.) (0.26) (0.54) (0.21) (0.36) (0.56) (0.94) (0.51)

Second row, first column reads: Of all comprehensive public high schools offering vocational courses, 74.1 percent reported some type of business

involvement in their vocational education activities.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Public Secondary Schools, Spring 1992.
Table 100—Percentage of public postsecondary institutions integrating academic and vocational curricula by type of institution, by type of

integration effort: 1991–92

Comprehensive Postsecondary Area/regional vocational

community vocational–technical school serving

Type of integration effort college institute postsecondary students

All institutions

Total 98.8 96.0 97.2

Institutions that had begun integrating curricula by 1991–92

Type of integration effort

Support remedial/developmental education 96.4 92.6 93.1

Establish general education competencies for vocational students 83.7 84.6 84.7

Develop applied academics course 78.1 78.3 63.9

Hold planning meetings to develop programs 77.8 71.4 73.6

Use cross-curriculum materials 67.4 45.1 27.8

Conduct in-service training for occupational/technical staff 47.6 48.6 50.0

Provide coordinated courses 42.4 46.9 41.7

Conduct in-service training for general/transfer education staff 37.8 38.9 27.8

Provide interdisciplinary courses 35.1 35.4 16.7

Use commercially available courses 21.0 26.3 41.7

Other 9.8 12.0 5.6

Programs in which integrated curricula are found

None 14.2 14.4 14.5

Associate degree programs in occupational/technical fields 63.1 41.8 6.5

All occupational/technical fields 35.9 52.3 51.6

All programs 31.2 24.2 17.7

Remedial/developmental programs for occupational students 27.1 37.3 27.4

Remedial/developmental programs for all students 25.3 35.3 25.8

Other 3.5 6.5 4.8

Amount of time spent by faculty developing integrated programs

No regular schedule 73.8 75.6 89.6

Less than 1 hour per week 10.7 10.1 4.2

1–2 hours per week 11.3 6.7 0.0

2–3 hours per week 2.1 3.4 2.1

More than 3 hours per week 2.1 4.2 4.2
Table 100—Percentage of public postsecondary institutions integrating academic and vocational curricula by type of institution, by type of

integration effort: 1991–92—Continued

Comprehensive Postsecondary Area/regional vocational

community vocational–technical school serving

Type of integration effort college institute postsecondary students

Institutions that had begun integrating curricula by 1991–92—Continued

Types of faculty involvement in developing integrated curricula

Review general education requirements 70.7 53.3 45.1

Develop academic materials for vocational courses 53.0 51.1 56.9

Engage in cross-curriculum efforts (e.g., writing across curriculum) 52.0 23.4 9.8

Create applied academic or interdisciplinary courses 46.9 32.1 25.5

Develop applied academic materials for general ed. or transfer courses 45.2 38.0 29.4

Develop coordinated courses 30.8 22.6 19.6

Teach in teams 22.1 20.4 7.8

Other 4.8 5.1 2.0

All institutions—First row, first column reads: Of all comprehensive community colleges, 98.8 percent reported either that they had taken steps toward

integration of academic and vocational education by 1991–92 or that they planned to take such steps in 1992–93.

Institutions that had begun integrating curricula by 1991-92—First row, first column reads: Of comprehensive community colleges that had begun

integrating academic and vocational curricula by 1991-92, 96.4 percent reported supporting remedial or developmental education.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Two-Year Public Postsecondary Institutions, Spring

1992.
Table 101—Percentage of public postsecondary institutions offering tech-prep programs by type of institution, by selected program characteristics:

1991–92*

Comprehensive Postsecondary Area/regional vocational

community vocational–technical school serving

Selected program characteristics college institute postsecondary students

All institutions

Date of tech-prep program arrangement

Before 1991–92 44.3 30.9 19.4

Starting or continuing in 1991–92 74.2 57.1 34.7

Planned for or continuing in 1992–93 86.7 76.6 44.4

Planned for or continuing in future years 92.1 82.3 65.3

Institutions that had begun a tech-prep program or planned to do so

Steps taken toward tech-prep implementation by 1991–92

Planning meetings held with local school districts/schools 87.4 75.4 41.7

Articulation agreements developed with local school districts/schools 83.7 65.7 37.5

Secondary and postsecondary instructors collaborated 70.7 58.9 31.9

Postsecondary credit for high school courses granted 65.8 53.7 34.7

Secondary/postsecondary majors or career paths established 62.1 49.7 34.7

Policy adopted by governing board 58.5 53.1 31.9

Non-duplicative sequences of secondary/postsecondary courses established 58.1 48.0 30.6

High school students given written publicity 53.2 45.1 27.8

Secondary and postsecondary instructors trained jointly 50.7 46.3 27.8

Postsecondary curricula modified 48.7 32.0 23.6

Tech-prep coordinator hired 48.0 40.6 23.6

“All aspects of the industry” curriculum developed 31.9 31.4 23.6

Other 3.9 5.1 1.4
Table 101—Percentage of public postsecondary institutions offering tech-prep programs by type of institution, by selected program characteristics:

1991–92*—Continued

Comprehensive Postsecondary Area/regional vocational

community vocational–technical school serving

Selected program characteristics college institute postsecondary students

Institutions that had begun a tech-prep program or planned to do so—Continued

Tech-prep program areas

Agriculture 18.1 16.6 6.9

Business and management 64.3 38.9 16.7

Office support occupations 68.1 50.9 37.5

Marketing and distribution 34.2 23.4 13.9

Health 56.7 44.6 40.3

Occupational home economics 19.6 18.9 8.3

Protective services 20.6 7.4 0.0

Computers/data processing 53.2 48.0 26.4

Communications, engineering, and science technologies 53.5 46.3 16.7

Trade and industrial 61.8 60.6 43.1

All institutions—First row, first column reads: Of all comprehensive community colleges, 44.3 percent offered a tech-prep program before 1991–92.

Institutions that had begun a tech-prep program or planned to do so—First row, first column reads: Of comprehensive community colleges that had begun a

tech-prep program or planned to do so, 87.4 percent reported holding planning meetings with local school districts or schools.

*For the purposes of the survey, tech-prep programs were defined as programs that involve articulation agreements with at least one secondary district or

school and that provide at least two years of secondary and two years of postsecondary coursework leading to an associate’s degree or a two-year certificate

in a specific career field.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Two-Year Public Postsecondary Institutions, Spring

1992.
Table 102—Average number of tech-prep consortium members and students by type of public postsecondary institution, by types of consortium

members and students: 1991–92*

Comprehensive Postsecondary Area/regional vocational

Types of consortium community vocational–technical school serving

members and students college institute postsecondary students

Institutions that had begun tech-prep programs by 1991–92

Tech-prep consortium members

Regular or comprehensive high schools 8.4 5.4 4.9

Regular secondary school districts 7.9 7.5 5.5

Postsecondary occupational/technical programs 5.9 9.6 4.6

Other postsecondary institutions 1.4 0.9 1.6

Secondary vocational schools 1.0 1.0 1.0

Vocational secondary school districts 0.9 1.7 1.2

Tech-prep students

Secondary students 41.6 40.3 66.6

Postsecondary students 8.3 5.1 2.7

First row, first column reads: Comprehensive community colleges that had begun tech-prep programs by 1991–92 reported that, on average, 8.4 regular or

comprehensive high schools participated in their tech-prep consortia.

*

For the purposes of the survey, tech-prep programs were defined as programs that involve articulation agreements with at least one secondary district or

school and that provide at least 2 years of secondary and 2 years of postsecondary coursework leading to an associate’s degree or a 2-year certificate in a

specific career field.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Two-Year Public Postsecondary Institutions, Spring

1992.
Table 103—Percentage of public postsecondary institutions offering various school-to-work transition programs by type of institution, by type of

program: 1991–92

Comprehensive Postsecondary Area/regional vocational

community vocational–technical school serving

Type of school-to-work program college institute postsecondary students

All institutions

Job placement services

Offered to all students 82.1 78.3 68.1

Offered to occupational/technical students only 3.6 6.9 12.5

Cooperative education or work experience program 75.9 54.9 52.8

Apprenticeship program 16.9 18.3 9.7

School-based enterprises 9.2 7.4 15.3

First row, first column reads: Of all comprehensive community colleges, 82.1 percent offered job placement services to all students in 1991–92.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Two-Year Public Postsecondary Institutions, Spring

1992.
Table 104—Percentage of public postsecondary institutions offering cooperative education or work experience programs by type of institution, by

various program characteristics: 1991–92

Comprehensive Postsecondary Area/regional vocational

community vocational–technical school serving

Program characteristics college institute postsecondary students

Institutions offering cooperative education or work experience programs

Employer provides assurance of on-the-job learning 69.5 50.3 50.0

Employer provides assurance of supervision 69.2 49.1 45.8

Employer evaluation influences student grade 68.0 48.0 47.2

Students have written training plans 64.1 42.3 44.4

Students complete specific number of credit hours for eligibility 61.3 45.1 41.7

Coordinators/faculty supervise in own subject only 53.5 45.7 36.1

Coordinators/faculty supervise limited number of students 46.2 27.4 36.1

Students need minimum GPA for eligibility 42.1 38.9 27.8

Coordinators/faculty find student jobs 29.6 29.7 22.2

Students complete separate course of related instruction 2.0 2.2 2.1

First row, first column reads: Of comprehensive community colleges offering cooperative education or work experience programs, 69.5

percent reported that employers provided assurances of on-the-job training as part of their cooperative education or work experience

program.

SOURCE: U.S. Department of Education, National Assessment of Vocational Education, Survey of Two-Year Public Postsecondary

Institutions, Spring 1992.
Table 105—Average NAEP mathematics scores for public high school graduates by vocational credits earned, 

by selected curriculum characteristics: 1990

Students earning varying Population

Curriculum All numbers of vocational credits distribution

characteristics students Less than 4.00 4.00–7.99 8.00 or more (percent)

Total 296.4 308.5 285.4 269.5 100.0

(s.e.) (1.29) (1.45) (1.29) (1.64) N/A

unweighted Ns 3,061 1,718 1,037 306 3,061

Area of specialization1

College prep 318.5 320.9 308.9 — 32.8

(s.e.) (1.21) (1.26) (2.66) — (1.99)

unweighted Ns 1,076 883 178 15 1,076

Vocational 276.3 — 281.0 268.4 22.2

(s.e.) (1.43) — (1.73) (1.74) (1.45)

unweighted Ns 656 16 386 254 656

Other 290.3 296.7 281.1 268.1 45.1

(s.e.) (2.12) (2.75) (1.84) (5.20) (1.80)

unweighted Ns 1,329 819 473 37 1,329

Compliance with New

 Basics Standards2

Met all standards 319.4 323.1 308.5 — 15.7

(s.e.) (1.98) (1.85) (4.22) — (1.73)

unweighted Ns 483 370 102 11 483

Met English, math, science, 

 and social studies standards 307.8 313.4 293.9 — 25.4

(s.e.) (2.35) (1.90) (3.47) — (1.46)

unweighted Ns 870 644 203 23 870

Met English and math standards,

 and had at least 2 years of

 science and social studies 290.2 296.8 286.4 276.0 18.9

(s.e.) (1.87) (2.54) (2.22) (3.60) (1.31)

unweighted Ns 603 275 272 56 603

Met English standards and

 had at least 2 years of math,

 science, and social studies 277.5 286.7 273.6 267.2 14.5

(s.e.) (1.58) (2.28) (1.89) (2.30) (1.30)

unweighted Ns 434 163 184 87 434

All other graduates 286.4 303.7 279.9 267.4 25.5

(s.e.) (4.04) (6.26) (2.64) (2.23) (2.48)

unweighted Ns 671 266 276 129 671

Academic credits accumulated

0.00–11.99 264.8 — 269.1 262.9 5.7

(s.e.) (2.27) — (5.85) (2.37) (0.87)

unweighted Ns 145 4 40 101 145

12.00–15.99 276.9 280.3 277.2 272.4 29.2

(s.e.) (1.63) (3.85) (1.66) (2.05) (1.39)

unweighted Ns 880 182 521 177 880

16.00–19.99 301.7 305.1 295.8 — 42.7

(s.e.) (1.48) (1.73) (1.80) — (1.54)

unweighted Ns 1,309 855 431 23 1,309

20.00 or more 320.0 321.5 301.0 — 22.4

(s.e.) (1.92) (1.70) (7.18) — (1.62)

unweighted Ns 727 677 45 5 727

246
Table 105—Average NAEP mathematics scores for public high school graduates by vocational credits earned, 

by selected curriculum characteristics: 1990—Continued

Students earning varying Population

Curriculum All numbers of vocational credits distribution

characteristics students Less than 4.00 4.00–7.99 8.00 or more (percent)

Mathematics credits accumulated

0.00–1.99 266.0 — 264.4 — 3.2

(s.e.) (4.41) — (7.51) — (0.63)

unweighted Ns 81 20 37 24 81

2.00–2.99 276.2 287.1 274.4 266.1 22.6

(s.e.) (1.48) (2.45) (1.87) (1.93) (1.40)

unweighted Ns 624 201 264 159 624

3.00 or more 303.9 312.3 291.3 276.6 74.2

(s.e.) (1.58) (1.50) (1.63) (3.29) (1.35)

unweighted Ns 2,356 1,497 736 123 2,356

Highest mathematics

 course completed

Trigonometry or higher3326.0 329.3 314.3 — 33.2

(s.e.) (1.49) (1.33) (3.31) — (1.93)

unweighted Ns 1,067 836 219 12 1,067

Algebra II 300.1 302.6 296.8 293.3 26.0

(s.e.) (0.99) (1.30) (1.12) (3.63) (1.28)

unweighted Ns 769 467 263 39 769

Geometry 284.2 287.7 281.3 281.6 14.7

(s.e.) (1.88) (1.92) (2.57) (3.30) (1.20)

unweighted Ns 472 216 206 50 472

Algebra I 270.0 270.6 269.7 270.0 10.9

(s.e.) (1.45) (3.09) (2.02) (2.22) (0.92)

unweighted Ns 317 90 157 70 317

Less than algebra 256.4 257.9 255.5 256.4 15.2

(s.e.) (1.32) (2.59) (2.00) (2.04) (0.90)

unweighted Ns 436 109 192 135 436

First row, first column reads: 1990 public high school graduates scored on average 296.4 on the NAEP mathematics

assessment.

—Sample size was too small for a reliable estimate.

N/A means not applicable.

1

Students meeting the criteria for both the college prep and vocational specializations are included in the college

prep group. This classification differs from that included in the NELS tables, where students meeting both criteria

were included in the vocational group.

2New Basics standards include 4 years of English, 3 years of math, 3 years of science, 3 years of social studies, 2

years of a single foreign language, and one-half year of computer science. National Commission on Excellence in

Education, A Nation at Risk (Cambridge, MA: USA Research, 1984).

3

Precalculus and calculus are included in this category.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational

Progress, 1990 High School Transcript Study and 1990 National Assessment of Educational Progress 12th Grade

Assessment File.

247
Table 106—Average NAEP mathematics scores for public high school graduates by vocational credits earned,

by selected student characteristics: 1990

Students earning varying Population

Student All numbers of vocational credits distribution

characteristics students Less than 4.00 4.00–7.99 8.00 or more (percent)

Total 296.4 308.5 285.4 269.5 100.0

(s.e.) (1.29) (1.45) (1.29) (1.64) N/A

unweighted Ns 3,061 1,718 1,037 306 3,061

Sex

Male 298.5 310.1 289.9 271.6 48.1

(s.e.) (1.53) (1.80) (1.45) (2.00) (0.92)

unweighted Ns 1,445 793 488 164 1,445

Female 294.6 307.2 281.3 266.6 51.9

(s.e.) (1.43) (1.56) (1.79) (2.49) (0.92)

unweighted Ns 1,616 925 549 142 1,616

Race–ethnicity*

White, non-Hispanic 302.0 314.1 291.2 272.8 74.4

(s.e.) (1.30) (1.51) (1.27) (1.83) (0.63)

unweighted Ns 2,236 1,286 711 239 2,236

Black, non-Hispanic 272.1 281.9 265.1 253.0 14.5

(s.e.) (2.01) (2.37) (2.78) (4.95) (0.52)

unweighted Ns 440 216 184 40 440

Hispanic 279.4 288.2 271.0 — 7.4

(s.e.) (2.92) (3.47) (3.56) — (0.46)

unweighted Ns 255 133 96 26 255

Asian/Pacific Islander 316.9 323.9 304.0 — 3.1

(s.e.) (5.51) (4.23) (5.39) — (0.32)

unweighted Ns 108 74 34 0 108

Parents' educational attainment

Less than high school graduate 273.2 282.6 271.1 264.1 7.3

(s.e.) (2.42) (3.92) (2.90) (4.72) (0.76)

unweighted Ns 244 80 114 50 244

High school graduate 283.0 294.9 277.9 268.8 24.3

(s.e.) (1.68) (2.60) (1.92) (2.14) (1.13)

unweighted Ns 708 290 303 115 708

Some postsecondary education 297.9 308.1 288.4 270.5 27.7

(s.e.) (1.15) (1.76) (1.69) (3.13) (0.91)

unweighted Ns 831 470 297 64 831

Bachelor's degree or higher 309.1 316.9 295.7 274.1 40.7

(s.e.) (1.62) (1.79) (1.99) (2.65) (1.28)

unweighted Ns 1,210 849 299 62 1,210

First row, first cloumn reads: 1990 public high school graduates scored on average 296.4 on the NAEP mathematics

assessment.

—Sample size was too small for a reliable estimate.

N/A means not applicable.

*The number of Native Americans in the sample was too small for reliable estimates. The population distribution

for race–ethnicity does not sum to 100 percent because Native Americans were not included in this table.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational

Progress, 1990 High School Transcript Study and 1990 National Assessment of Educational Progress 12th Grade

Assessment File.

248
Table 107—Average number of credits earned by public high school graduates in vocational, academic, and personal use courses by NAEP mathematics

assessment score quartiles, by selected curriculum characteristics: 1990

 Credits earned in vocational courses Credits earned in academic courses Credits earned in personal use courses 

 NAEP score quartile NAEP score quartile NAEP score quartile 

Curriculum All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top

characteristics students 25% 25% 25% 25% students 25% 25% 25% 25% students 25% 25% 25% 25%

Total 3.9 5.7 4.6 3.2 2.3 17.1 14.7 16.0 18.1 19.5 2.7 2.9 2.8 2.6 2.6

(s.e.) (0.11) (0.17) (0.16) (0.15) (0.09) (0.16) (0.25) (0.19) (0.19) (0.16) (0.08) (0.10) (0.09) (0.10) (0.10)

unweighted Ns 3,061 776 727 780 778 3,061 776 727 780 778 3,061 776 727 780 778 

Area of specialization1

College prep 2.4 4.10 2.9 2.4 2.1 19.7 18.4 18.9 19.6 20.2 2.5 2.9 2.9 2.4 2.5

(s.e.) (0.12) (0.46) (0.29) (0.15) (0.10) (0.14) (0.47) (0.21) (0.19) (0.14) (0.10) (0.20) (0.10) (0.13) (0.11)

unweighted Ns 1,076 36 163 358 519 1,076 36 163 358 519 1,076 36 163 358 519

Vocational 7.3 7.9 7.2 6.6 5.7 13.8 13.2 13.7 15.3 16.1 2.4 2.4 2.4 2.3 2.3 

(s.e.) (0.16) (0.21) (0.21) (0.26) (0.27) (0.13) (0.20) (0.17) (0.36) (0.33) (0.10) (0.13) (0.11) (0.13) (0.14)

unweighted Ns 656 318 209 96 33 656 318 209 96 33 656 318 209 96 33

Other 3.4 4.2 3.7 2.8 2.3 16.7 15.5 16.2 17.5 18.6 3.1 3.3 3.1 3.0 2.8

(s.e.) (0.11) (0.15) (0.14) (0.15) (0.16) (0.19) (0.29) (0.21) (0.25) (0.38) (0.09) (0.13) (0.11) (0.13) (0.16)

unweighted Ns 1,329 422 355 326 226 1,329 422 355 326 226 1,329 422 355 326 226

Compliance with New 

 Basics Standards2

Met all standards 2.8 — 3.4 2.8 2.4 19.7 — 18.4 19.4 20.3 2.5 — 3.1 2.4 2.4 

(s.e.) (0.17) — (0.34) (0.17) (0.15) (0.16) — (0.29) (0.19) (0.19) (0.12) — (0.20) (0.15) (0.12)

unweighted Ns 483 18 64 156 245 483 18 64 156 245 483 18 64 156 245

Met English, math,

 science, and social

 studies standards 2.7 4.7 3.1 2.6 2.0 19.1 17.7 18.4 19.1 20.0 2.7 3.3 2.9 2.5 2.6

(s.e.) (0.17) (0.49) (0.27) (0.22) (0.10) (0.20) (1.03) (0.20) (0.24) (0.15) (0.11) (0.20) (0.15) (0.13) (0.12)

unweighted Ns 870 123 174 270 303 870 123 174 270 303 870 123 174 270 303

Met English and math

 standards and had at

 least 2 years of science

 and social studies 4.2 5.1 4.6 3.5 3.2 16.5 15.4 16.0 17.4 17.8 2.9 2.9 2.9 3.0 2.6

(s.e.) (0.18) (0.26) (0.28) (0.24) (0.22) (0.23) (0.26) (0.28) (0.38) (0.30) (0.11) (0.15) (0.13) (0.18) (0.22)

unweighted Ns 603 179 174 156 94 603 179 174 156 94 603 179 174 156 94

Met English standards

 and had at least 2

 years of math, science,

 and social studies 5.0 5.6 5.2 3.6 — 15.4 14.4 15.2 17.5 — 2.7 2.9 2.6 2.5 —

(s.e.) (0.18) (0.19) (0.26) (0.38) — (0.19) (0.20) (0.19) (0.46) — (0.13) (0.14) (0.19) (0.17) —

unweighted Ns 434 205 138 75 16 434 205 138 75 16 434 205 138 75 16

All other graduates 5.1 6.5 5.5 4.2 2.2 14.8 13.1 14.1 16.0 18.5 2.8 2.8 2.8 2.8 2.9

(s.e.) (0.29) (0.28) (0.27) (0.32) (0.27) (0.33) (0.24) (0.29) (0.40) (0.74) (0.12) (0.19) (0.14) (0.17) (0.20)

unweighted Ns 671 251 177 123 120 671 251 177 123 120 671 251 177 123 120
Table 107—Average number of credits earned by public high school graduates in vocational, academic, and personal use courses by NAEP mathematics

assessment score quartiles, by selected curriculum characteristics: 1990—Continued

 Credits earned in vocational courses Credits earned in academic courses Credits earned in personal use courses 

 NAEP score quartile NAEP score quartile NAEP score quartile 

Curriculum All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top

characteristics students 25% 25% 25% 25% students 25% 25% 25% 25% students 25% 25% 25% 25%

Academic credits

 accumulated

0.00–11.99 8.8 9.1 8.2 — — 10.5 10.4 10.6 — — 2.5 2.6 2.4 — —

(s.e.) (0.29) (0.32) (0.48) — — (0.10) (0.10) (0.16) — — (0.20) (0.27) (0.24) — —

unweighted Ns 145 96 37 9 3 145 96 37 9 3 145 96 37 9 3

12.00–15.99 5.8 6.0 5.9 5.2 4.7 14.0 13.8 13.9 14.3 14.8 3.0 3.0 3.0 3.1 3.0

(s.e.) (0.13) (0.16) (0.19) (0.30) (0.37) (0.04) (0.07) (0.08) (0.08) (0.09) (0.10) (0.12) (0.12) (0.19) (0.21)

unweighted Ns 880 416 288 142 34 880 416 288 142 34 880 416 288 142 34

16.00–19.99 3.3 3.8 3.4 3.2 2.8 17.7 17.3 17.4 17.8 18.1 2.8 3.0 2.8 2.7 2.7 

(s.e.) (0.11) (0.20) (0.16) (0.15) (0.11) (0.03) (0.08) (0.07) (0.06) (0.08) (0.10) (0.12) (0.11) (0.12) (0.13)

unweighted Ns 1,309 230 308 407 364 1,309 230 308 407 364 1,309 230 308 407 364

20.00 or more 1.6 4.1 1.8 1.5 1.5 21.6 23.0 21.2 21.7 21.6 2.4 3.3 2.5 2.2 2.4

(s.e.) (0.13) (1.58) (0.18) (0.11) (0.08) (0.14) (2.41) (0.17) (0.13) (0.10) (0.11) (0.47) (0.14) (0.12) (0.12)

unweighted Ns 727 34 94 222 377 727 34 94 222 377 727 34 94 222 377

Vocational credits

 accumulated

0.00–3.99 1.9 2.5 2.2 1.9 1.7 18.9 16.7 17.8 19.2 20.0 2.9 3.5 3.2 2.7 2.6

(s.e.) (0.05) (0.06) (0.06) (0.07) (0.06) (0.14) (0.25) (0.16) (0.20) (0.16) (0.10) (0.13) (0.11) (0.14) (0.11)

unweighted Ns 1,718 221 328 532 637 1,718 221 328 532 637 1,718 221 328 532 637

4.00–7.99 5.4 5.7 5.5 5.2 4.9 15.5 14.6 15.2 16.3 17.3 2.7 2.9 2.7 2.5 2.5 

(s.e.) (0.04) (0.06) (0.07) (0.08) (0.09) (0.18) (0.22) (0.24) (0.24) (0.23) (0.10) (0.14) (0.11) (0.13) (0.14)

unweighted Ns 1,037 382 302 217 136 1,037 382 302 217 136 1,037 382 302 217 136

8.00 or more 9.6 9.8 9.3 9.5 — 12.6 12.4 12.6 13.5 — 2.1 2.2 2.1 2.1 —

(s.e.) (0.13) (0.19) (0.13) (0.37) — (0.33) (0.51) (0.29) (0.35) — (0.12) (0.16) (0.13) (0.21) —

unweighted Ns 306 173 97 31 5 306 173 97 31 5 306 173 97 31 5

Mathematics credits

 accumulated

0.00–1.99 6.2 6.5 — — — 12.5 12.3 — — — 2.8 2.8 — — —

(s.e.) (0.63) (0.75) — — — (0.65) (0.70) — — — (0.27) (0.39) — — —

unweighted Ns 81 49 25 6 1 81 49 25 6 1 81 49 25 6 1

2.00–2.99 5.6 6.4 5.5 4.1 — 14.5 13.5 14.5 16.3 — 2.6 2.7 2.7 2.6 —

(s.e.) (0.18) (0.27) (0.21) (0.36) — (0.17) (0.18) (0.19) (0.43) — (0.12) (0.15) (0.15) (0.14) —

unweighted Ns 624 303 200 94 27 624 303 200 94 27 624 303 200 94 27

3.00 or more 3.4 5.0 4.1 3.0 2.38 18.1 16.1 16.9 18.4 19.6 2.8 3.1 2.9 2.7 2.6

(s.e.) (0.13) (0.21) (0.18) (0.15) (0.10) (0.16) (0.35) (0.19) (0.18) (0.16) (0.08) (0.13) (0.08) (0.11) (0.11)

unweighted Ns 2356 424 502 680 750 2356 424 502 680 750 2356 424 502 680 750
Table 107—Average number of credits earned by public high school graduates in vocational, academic, and personal use courses by NAEP mathematics

assessment score quartiles, by selected curriculum characteristics: 1990—Continued

 Credits earned in vocational courses Credits earned in academic courses Credits earned in personal use courses 

 NAEP score quartile NAEP score quartile NAEP score quartile 

Curriculum All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top

characteristics students 25% 25% 25% 25% students 25% 25% 25% 25% students 25% 25% 25% 25%

Highest mathematics

 course completed

Trigonometry

 or higher32.5 4.8 3.3 2.7 2.2 19.4 16.2 18.3 19.1 19.8 2.6 2.5 2.9 2.6 2.6

(s.e.) (0.11) (0.39) (0.30) (0.21) (0.10) (0.20) (0.52) (0.39) (0.28) (0.19) (0.11) (0.52) (0.20) (0.14) (0.11)

unweighted Ns 1067 40 73 286 668 1067 40 73 286 668 1067 40 73 286 668

Algebra II 3.6 4.7 4.1 3.2 2.9 17.6 17.0 16.9 18.0 18.1 2.8 3.5 2.9 2.7 2.4

(s.e.) (0.13) (0.58) (0.20) (0.14) (0.21) (0.21) (1.16) (0.25) (0.21) (0.31) (0.09) (0.23) (0.11) (0.09) (0.12)

unweighted Ns 769 62 252 364 91 769 62 252 364 91 769 62 252 364 91

Geometry 4.3 4.8 4.4 3.8 — 16.0 15.6 15.8 16.4 — 2.8 2.9 2.8 2.7 —

(s.e.) (0.17) (0.27) (0.23) (0.28) — (0.20) (0.31) (0.25) (0.33) — (0.13) (0.17) (0.14) (0.23) —

unweighted Ns 472 132 219 105 16 472 132 219 105 16 472 132 219 105 16

Algebra I 5.5 5.5 5.7 — — 15.1 15.3 14.5 — — 2.7 2.8 2.7 — —

(s.e.) (0.21) (0.26) (0.26) — — (0.25) (0.34) (0.33) — — (0.10) (0.14) (0.14) — —

unweighted Ns 317 184 110 21 2 317 184 110 21 2 317 184 110 21 2

Less than algebra 6.3 6.3 3.0 — — 13.6 13.6 13.5 — — 2.9 2.9 2.7 — —

(s.e.) (0.21) (0.22) (0.33) — — (0.22) (0.23) (0.33) — — (0.14) (0.15) (0.18) — —

unweighted Ns 436 358 73 4 1 436 358 73 4 1 436 358 73 4 1

First row, first column reads: 1990 public high school graduates earned on average 3.9 credits in vocational courses.

—Sample size was too small for a reliable estimate.

N/A means not applicable.

1

Students meeting the criteria for both the college prep and vocational specializations are included in the college prep group. This classification differs from

that included in the NELS tables, where students meeting both criteria were included in the vocational group.

2New Basics standards include 4 years of English, 3 years of math, 3 years of science, 3 years of social studies, 2 years of a single foreign language, and one-half

year of computer science. National Commission on Excellence in Education, A Nation at Risk (Cambridge, MA: USA Research, 1984).

3

Precalculus and calculus are included in this category.

NOTE: Quartile assessment score ranges are as follows: below 272, 272–296, 297–319, and 320 or higher.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress, 1990 High School Transcript

Study and 1990 National Assessment of Educational Progress 12th Grade Assessment File.
Table 108—Average number of credits earned by public high school graduates in vocational, academic, and personal use courses by NAEP mathematics

assessment score quartiles, by selected student characteristics: 1990

 Credits earned in vocational courses Credits earned in academic courses Credits earned in personal use courses 

 NAEP score quartile NAEP score quartile NAEP score quartile 

Student All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top

characteristics students 25% 25% 25% 25% students 25% 25% 25% 25% students 25% 25% 25% 25%

Total 3.9 5.7 4.6 3.2 2.3 17.1 14.7 16.0 18.1 19.5 2.7 2.9 2.8 2.6 2.6

(s.e.) (0.11) (0.17) (0.16) (0.15) (0.09) (0.16) (0.25) (0.19) (0.19) (0.16) (0.08) (0.10) (0.09) (0.10) (0.10)

unweighted Ns 3,061 776 727 780 778 3,061 776 727 780 778 3,061 776 727 780 778 

Sex

Male 4.1 5.8 4.8 3.5 2.5 16.5 14.1 15.2 17.3 19.1 2.9 3.1 3.0 2.9 2.6

(s.e.) (0.13) (0.20) (0.19) (0.22) (0.12) (0.17) (0.20) (0.21) (0.26) (0.17) (0.09) (0.13) (0.12) (0.13) (0.11)

unweighted Ns 1,445 371 318 345 411 1,445 371 318 345 411 1,445 371 318 345 411

Female 3.8 5.6 4.4 2.9 2.1 17.6 15.2 16.6 18.7 20.0 2.6 2.7 2.7 2.4 2.6 

(s.e.) (0.12) (0.21) (0.17) (0.14) (0.11) (0.17) (0.37) (0.19) (0.19) (0.21) (0.09) (0.11) (0.10) (0.10) (0.12)

unweighted Ns 1,616 405 409 435 367 1,616 405 409 435 367 1,616 405 409 435 367 

Race–ethnicity*

White, non-Hispanic 3.9 6.2 4.8 3.3 2.3 17.1 13.9 15.5 18.0 19.5 2.6 2.7 2.8 2.6 2.6 

(s.e.) (0.13) (0.24) (0.19) (0.18) (0.08) (0.18) (0.24) (0.22) (0.22) (0.19) (0.09) (0.14) (0.10) (0.10) (0.10)

unweighted Ns 2,236 410 518 640 668 2,236 410 518 640 668 2,236 410 518 640 668

Black, non-Hispanic 4.3 5.3 3.8 2.6 — 17.0 15.9 17.5 19.2 — 3.0 3.1 2.9 3.0 —

(s.e.) (0.23) (0.27) (0.34) (0.20) — (0.33) (0.58) (0.26) (0.37) — (0.15) (0.18) (0.16) (0.29) —

unweighted Ns 440 228 126 65 21 440 228 126 65 21 440 228 126 65 21

Hispanic 3.9 4.7 3.9 2.9 — 16.7 15.3 17.2 17.7 — 3.3 3.5 3.2 3.0 —

(s.e.) (0.19) (0.32) (0.33) (0.35) — (0.40) (0.42) (0.50) (0.51) — (0.17) (0.25) (0.19) (0.28) —

unweighted Ns 255 119 64 43 29 255 119 64 43 29 255 119 64 43 29

Asian/

 Pacific Islander 2.9 — — — 2.3 18.7 — — — 20.1 2.8 — — — 2.7

(s.e.) (0.66) — — — (0.54) (0.57) — — — (0.26) (0.36) — — — (0.39)

unweighted Ns 108 15 12 26 55 108 15 12 26 55 108 15 12 26 55
Table 108—Average number of credits earned by public high school graduates in vocational, academic, and personal use courses by NAEP mathematics 

assessment score quartiles, by selected student characteristics: 1990—Continued

 Credits earned in vocational courses Credits earned in academic courses Credits earned in personal use courses 

 NAEP score quartile NAEP score quartile NAEP score quartile 

Student All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top All Bottom 2nd 3rd Top

characteristics students 25% 25% 25% 25% students 25% 25% 25% 25% students 25% 25% 25% 25%

Parents' educational attainment

Less than high school 

 graduate 5.4 6.2 4.8 — — 15.3 14.1 16.1 — — 2.7 2.7 2.7 — —

(s.e.) (0.23) (0.34) (0.27) — — (0.29) (0.38) (0.41) — — (0.13) (0.18) (0.18) — —

unweighted Ns 244 129 67 27 21 244 129 67 27 21 244 129 67 27 21

High school graduate 5.0 6.0 5.3 3.6 2.8 15.9 14.3 15.3 18.2 18.8 2.7 3.0 2.6 2.4 2.4

(s.e.) (0.17) (0.20) (0.24) (0.30) (0.21) (0.21) (0.29) (0.24) (0.33) (0.34) (0.12) (0.14) (0.15) (0.16) (0.18)

unweighted Ns 708 257 225 148 78 708 257 225 148 78 708 257 225 148 78

Some postsecondary 

 education 3.8 5.5 4.1 3.5 2.4 17.1 15.0 16.1 17.4 19.4 2.8 2.8 3.1 2.8 2.5 

(s.e.) (0.11) (0.23) (0.24) (0.19) (0.11) (0.16) (0.27) (0.25) (0.24) (0.22) (0.09) (0.13) (0.15) (0.12) (0.14)

unweighted Ns 831 183 198 254 196 831 183 198 254 196 831 183 198 254 196

Bachelor’s degree

 or higher 3.1 5.2 4.2 2.7 2.1 18.2 15.3 16.5 18.6 19.8 2.7 3.0 2.9 2.6 2.6 

(s.e.) (0.13) (0.25) (0.25) (0.15) (0.12) (0.17) (0.33) (0.23) (0.21) (0.19) (0.10) (0.17) (0.13) (0.11) (0.11)

unweighted Ns 1,210 168 221 343 478 1,210 168 221 343 478 1,210 168 221 343 478

First row, first column reads: 1990 public high school graduates earned on average 3.9 credits in vocational courses.

—Sample size was too small for a reliable estimate.

*The number of Native Americans in the sample was too small for reliable estimates.

NOTE: Quartile assessment score ranges are as follows: below 272, 272–296, 297–319, and 320 or higher.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress, 1990 High School Transcript

Study and 1990 National Assessment of Educational Progress 12th Grade Assessment File.
Table 109—Percentage distribution of U.S. population 18–34 years old by postsecondary completion status and type of postsecondary award, by

selected demographic characteristics: Summer 1990

 Completers3 

Selected Never Un- A.A. or Certificate Undemographic attended Current Non- weighted B.A. or Non- weighted

characteristics postsecondary student1completer2 Completer3 Ns higher Total Vocational4vocational Ns

Total 50.3 17.0 11.7 20.9 68.8 31.2 26.8 4.4

(s.e.) (0.44) (0.33) (0.28) (0.36) 10,237 (0.91) (0.91) (0.87) (0.40) 2,100

Age 

18–24 years 54.1 31.1 8.6 6.2 54.1 45.9 43.0 2.9

(s.e.) (0.79) (0.73) (0.44) (0.38) 3,384 (3.15) (3.15) (3.13) (1.06) 205

25–34 years 48.6 10.4 13.1 27.9 70.3 29.7 25.1 4.6

(s.e.) (0.54) (0.33) (0.36) (0.48) 6,853 (0.94) (0.94) (0.89) (0.43) 1,895

Sex

Male 51.3 16.8 11.8 20.0 73.1 26.9 22.9 4.0

(s.e.) (0.65) (0.48) (0.42) (0.52) 4,708 (1.29) (1.29) (1.22) (0.57) 938

Female 49.5 17.2 11.6 21.7 65.3 34.7 29.9 4.8

(s.e.) (0.62) (0.47) (0.39) (0.51) 5,529 (1.25) (1.25) (1.20) (0.56) 1,162

Race–ethnicity

White, non-Hispanic 47.0 18.0 11.6 23.4 68.7 31.3 26.9 4.4

(s.e.) (0.52) (0.40) (0.33) (0.44) 7,692 (1.01) (1.01) (0.97) (0.45) 1,793

Minority, total 62.7 13.4 11.9 12.1 69.4 30.6 26.1 4.5

(s.e.) (0.93) (0.66) (0.62) (0.63) 2,545 (2.55) (2.55) (2.43) (1.15) 307

Black, non-Hispanic 64.2 13.4 13.6 8.8 60.9 39.1 34.3 4.8

(s.e.) (1.15) (0.82) (0.82) (0.68) 1,065 (3.98) (3.98) (3.87) (1.74) 98

Hispanic 68.8 10.8 9.9 10.6 68.1 31.9 26.1 5.9

(s.e.) (1.42) (0.95) (0.92) (0.94) 1,124 (4.39) (4.39) (4.14) (2.22) 111

Asian 38.4 20.9 12.7 27.9 80.8 19.2 17.0 2.2

(s.e.) (2.61) (2.19) (1.79) (2.41) 299 (4.00) (4.00) (3.81) (1.49) 90

Native American 60.9 15.6 7.5 16.0 — — — —

(s.e.) (6.33) (4.70) (3.41) (4.75) 57 — — — — 8

First row, first column reads: Of all persons aged 18–34 in summer 1990, 50.3 percent had never attended a postsecondary institution.

—Sample size was too small for reliable estimate.

1

Some current students had previously attained a postsecondary degree or certificate.

2Noncompleters are defined as persons who attended a postsecondary institution but did not receive a degree or certificate and are not current students.

3Completers are defined as persons who attained a postsecondary degree or certificate and are not current students.

4Vocational completers are defined as postsecondary completers who earned an associate’s degree or a certificate in a vocational field.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Survey of Income and Program Participation, 1990 Panel.
Table 110—Percentage distribution of U.S. population 18–34 years old by employment status, by

postsecondary completion status and type of award by sex: Summer 1990

 Population Employed persons 

Postsecondary Un- Uncompletion status Percent weighted weighted

and type of award employed1 Ns Full time2Part time3 Ns

All persons

Total 77.4 81.3 18.7

(s.e.) (0.36) 10,143 (0.37) (0.37) 7,795

Never attended postsecondary 72.3 81.4 18.6

(s.e.) (0.54) 5,132 (0.54) (0.54) 3,671

Current student473.8 61.9 38.1

(s.e.) (0.90) 1,687 (1.17) (1.17) 1,237

Noncompleter582.1 88.2 11.8

(s.e.) (0.95) 1,208 (0.88) (0.88) 983

Completer, total689.9 90.5 9.5

(s.e.) (0.55) 2,088 (0.57) (0.57) 1,883

Bachelor's degree or higher 91.4 91.6 8.4

(s.e.) (0.62) 1,451 (0.65) (0.65) 1,329

Associate's degree or certificate, total 86.6 87.8 12.2

(s.e.) (1.10) 637 (1.14) (1.14) 554

Vocational786.1 87.2 12.8

(s.e.) (1.24) 549 (1.29) (1.29) 478

Nonvocational 89.2 91.1 8.9

(s.e.) (2.36) 88 (2.32) (2.32) 76

Males

Total 86.6 87.7 12.3

(s.e.) (0.42) 4,647 (0.44) (0.44) 4,025

Never attended postsecondary 84.2 88.3 11.7

(s.e.) (0.63) 2,397 (0.61) (0.61) 2,014

Current student475.1 66.4 33.6

(s.e.) (1.31) 761 (1.66) (1.66) 575

Noncompleter594.7 92.4 7.6

(s.e.) (0.81) 542 (0.98) (0.98) 512

Completer, total697.6 97.2 2.8

(s.e.) (0.42) 933 (0.46) (0.46) 913

Bachelor's degree or higher 98.6 97.5 2.5

(s.e.) (0.38) 699 (0.51) (0.51) 689

Associate's degree or certificate, total 94.7 96.3 3.7

(s.e.) (1.16) 234 (1.01) (1.01) 224

Vocational794.0 96.8 3.2

(s.e.) (1.37) 200 (1.04) (1.04) 191

Nonvocational 98.9 93.5 6.5

(s.e.) (1.25) 34 (3.04) (3.04) 33

255
Table 110—Percentage distribution of U.S. population 18–34 years old by employment status, by

postsecondary completion status and type of award by sex: Summer 1990—Continued

 Population Employed persons 

Postsecondary Un- Uncompletion status Percent weighted weighted

and type of award employed1 Ns Full time2Part time3 Ns

Females

Total 69.4 74.3 25.7

(s.e.) (0.54) 5,496 (0.61) (0.61) 3,770

Never attended postsecondary 61.5 72.8 27.2

(s.e.) (0.80) 2,735 (0.93) (0.93) 1,657

Current student472.6 57.9 42.1

(s.e.) (1.26) 926 (1.62) (1.62) 662

Noncompleter570.9 83.2 16.8

(s.e.) (1.54) 666 (1.51) (1.51)

Completer, total683.7 84.1 15.9

(s.e.) (0.91) 1,155 (0.98) (0.98) 970

Bachelor's degree or higher 85.0 85.4 14.6

(s.e.) (1.10) 752 (1.17) (1.17) 640

Associate's degree or certificate, total 81.4 81.5 18.5

(s.e.) (1.61) 403 (1.78) (1.78) 330

Vocational781.2 80.2 19.8

(s.e.) (1.78) 349 (2.02) (2.02) 287

Nonvocational 82.8 89.1 10.9

(s.e.) (3.71) 54 (3.38) (3.38) 43

First row, first column reads: In summer 1990, 77.4 percent of persons aged 18–34 were employed.

1

SIPP respondents are defined as employed if they indicated they had worked at least once during the month

prior to their interview in summer 1990. 

2

SIPP respondents are defined as employed full time if they indicated they had worked an average of 35 or more

hours per week during the 4-month period prior to their interview in summer 1990.

3

SIPP respondents are defined as employed part time if they had worked an average of less than 35 hours per

week during the 4-month period prior to their interview in summer 1990.

4

Some current students had previously attained a postsecondary degree or certificate.

5Noncompleters are defined as persons who attended a postsecondary institution but did not receive a degree or

certificate and are not current students.

6Completers are defined as persons who attained a postsecondary degree or certificate and are not current

students.

7Vocational completers are defined as postsecondary completers who earned an associate’s degree or a certificate

in a vocational field.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Survey of Income and Program Participation,

1990 Panel.

256
Table 111—Percentage of employed postsecondary vocational completers 18–34 years old working in a

field related to training, by employment status and selected demographic characteristics:

Summer 1990

Selected

demographic Employed

characteristics in a field related to training1 Unweighted Ns

All employed postsecondary vocational completers2,3

Total 50.8 

(s.e.) (1.93) 475

Age

18–24 years 60.1 

(s.e) (4.82) 79

25–34 years 49.1 

(s.e.) (2.10) 396

Sex

Male 49.5 

(s.e.) (2.96) 191

Female 51.8 

(s.e.) (2.54) 284

Minority status

White, non-Hispanic 51.9 

(s.e.) (2.05) 407

Minority 42.8 

(s.e.) (5.57) 68

Vocational completers employed full time4

Total 50.4 

(s.e.) (2.07) 411

Age

18–24 years 61.3 

(s.e.) (5.16) 67

25–34 years 48.4 

(s.e.) (2.24) 344

Sex

Male 50.3 

(s.e.) (3.02) 182

Female 50.4 

(s.e.) (2.85) 229

Minority status

White, non-Hispanic 51.6 

(s.e.) (2.21) 349

Minority 41.5 

(s.e.) (5.78) 62

257
Table 111—Percentage of employed postsecondary vocational completers 18–34 years old working in a

field related to training, by employment status and selected demographic characteristics:

Summer 1990—Continued

Selected

demographic Employed

characteristics in a field related to training Unweighted Ns

Vocational completers employed part time4

Total 54.7 

(s.e.) (5.29) 64

Age

18–24 years —

(s.e.) — 12

25–34 years 55.0 

(s.e.) (5.79) 52

Sex

Male —

(s.e.) — 9

Female 57.5 

(s.e.) (5.60) 55

Minority status

White, Non-Hispanic 54.6 

(s.e.) (5.51) 58

Minority —

(s.e.) — 6

First row, first column reads: In summer 1990, 50.8 percent of all employed vocational postsecondary

completers aged 18–34 were employed in a field related to their training.

—Sample size was too small for reliable estimate.

1

Persons employed in a field related to their training are those whose postsecondary vocational field of study

was related to their occupation during summer 1990.

2Vocational completers are defined as postsecondary completers who earned an associate’s degree or certificate

in a vocational field.

3

SIPP respondents are defined as employed if they indicated they had worked at least once during the month

prior to their interview in summer 1990. 

4

SIPP respondents are defined as employed full time if they met the definition of employed in footnote 3 and

indicated they had worked an average of 35 or more hours per week during the 4-month period prior to their

interview in summer 1990. Part-time workers met the definition of employed in footnote 3 and had worked an

average of less than 35 hours per week during the same 4-month period.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Survey of Income and Program Participation,

1990 Panel.

258
Table 112—Percentage of postsecondary vocational completers 18–34 years old employed in summer 1990

by the number of sampling periods they were employed between summer 1990 and winter

1992, by relatedness of employment to training, by employment status, sex, and age

Employment status, sex, 1–2 3–5 6 Un–

age, and relatedness of sampling sampling sampling weighted

employment to training1periods2periods2periods2 Ns

Employed vocational completers3,4

Total 4.7 17.2 78.1 

(s.e.) (0.81) (1.44) (1.58) 482

In field related to training 3.1 17.5 79.4 

(s.e.) (0.94) (2.05) (2.19) 245

In field unrelated to training 6.3 16.9 76.8 

(s.e.) (1.31) (2.01) (2.27) 237

Employed full time54.3 15.4 80.3

(s.e.) (0.83) (1.47) (1.62) 420

In field related to training 3.1 16.3 80.6

(s.e.) (1.01) (2.15) (2.30) 213

In field unrelated to training 5.5 14.7 79.8

(s.e.) (1.30) (2.03) (2.30) 207

Employed part time57.1 29.4 63.5

(s.e.) (2.78) (4.93) (5.21) 62

In field related to training 3.0 25.4 71.6

(s.e.) (2.52) (6.43) (6.66) 32

In field unrelated to training — — —

(s.e.) — — — 30

Male 1.5 16.1 82.4

(s.e.) (0.71) (2.15) (2.23) 193

In field related to training 1.6 18.0 80.4

(s.e.) (1.06) (3.23) (3.34) 96

In field unrelated to training 1.4 14.2 84.4

(s.e.) (0.96) (2.85) (2.96) 97

Female 7.0 18.0 75.0

(s.e.) (1.28) (1.93) (2.18) 289

In field related to training 4.1 17.2 78.7

(s.e.) (1.40) (2.67) (2.90) 149

In field unrelated to training 10.1 18.9 71.0

(s.e.) (2.15) (2.80) (3.24) 140

259
Table 112—Percentage of postsecondary vocational completers 18–34 years old employed in summer 1990

by the number of sampling periods they were employed between summer 1990 and winter

1992, by relatedness of employment to training, by employment status, sex, and 

age—Continued

Employment status, sex, 1–2 3–5 6 Un–

age, and relatedness of sampling sampling sampling weighted

employment to training1periods2periods2periods2 Ns

Age 18–24 2.4 32.6 65.0

(s.e.) (1.49) (4.55) (4.63) 81

In field related to training 1.6 36.4 62.0

(s.e.) (1.59) (6.10) (6.16) 46

In field unrelated to training 3.6 27.2 69.2

(s.e.) (2.82) (6.73) (6.98) 35

Age 25–34 5.1 14.4 80.5

(s.e.) (0.91) (1.45) (1.64) 401

In field related to training 3.4 13.3 83.3

(s.e.) (1.09) (2.04) (2.24) 199

In field unrelated to training 6.7 15.4 77.9

(s.e.) (1.44) (2.08) (2.39) 202

First row, first column reads: Of all employed vocational postsecondary completers aged 18–34 in summer 1990,

4.7 percent were employed during one or two of the six possible sampling periods between summer 1990 and

winter 1992.

—Sample size was too small for reliable estimate.

1

Persons employed in a field related to their training are those whose postsecondary vocational field of study

was related to their occupation during summer 1990.

2A sampling period covers 4 months. SIPP respondents were interviewed six times between summer 1990 and

winter 1992 covering six sampling periods.

3Vocational completers are defined as postsecondary completers who earned an associate’s degree or certificate

in a vocational field.

4

SIPP respondents are defined as employed if they indicated they had worked at least once during the month

prior to their interview in summer 1990. 

5

SIPP respondents are defined as employed full time if they met the definition of employed in footnote 4 and

indicated they had worked an average of 35 or more hours per week during the 4-month period prior to their

interview in summer 1990. Part-time workers met the definition of employed in footnote 4 and had worked an

average of less than 35 hours per week during the same 4-month period.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Survey of Income and Program Participation,

1990 Panel.

260
Table 113—Percentage of employed postsecondary vocational completers 18–34 years old by employment status and monthly earnings, by

relatedness of employment to training, sex and age: Summer 1990 (December 1992 dollars)

All employed Vocational completers Vocational completers

Sex, age, and vocational completers1,2 Un- employed full time3 Un- employed part time3 Unrelatedness of Under $1,100– Over weighted Under $1,100– Over weighted Under $1,100– Over weighted

employment to training4$1,100 2,000 $2,000 Ns $1,100 2,000 $2,000 Ns $1,100 2,000 $2,000 Ns

Employed vocational completers

Total 21.1 44.1 34.8 16.0 46.0 38.0 55.8 31.2 13.0 

(s.e.) (1.57) (1.92) (1.84) 475 (1.52) (2.06) (2.01) 411 (5.28) (4.92) (3.57) 64

In field related

 to training 17.4 43.6 39.0 13.6 44.4 42.0 42.6 36.6 20.8 

(s.e.) (2.05) (2.68) (2.64) 246 (1.99) (2.89) (2.87) 213 (7.18) (6.99) (5.89) 33

In field unrelated

 to training 25.0 44.6 30.4 18.5 47.7 33.8 71.8 24.7 3.5 

(s.e.) (2.38) (2.74) (2.53) 229 (2.28) (2.94) (2.78) 198 (7.03) (6.74) (2.87) 31

Male 10.2 40.0 49.8 8.6 40.6 50.8 — — —

(s.e.) (1.79) (2.90) (2.96) 191 (1.69) (2.97) (3.02) 182 — — — 9

In field related

 to training 11.5 41.0 47.5 9.6 41.9 48.5 — — —

(s.e.) (2.68) (4.14) (4.20) 96 (2.51) (4.20) (4.25) 93 — — — 3

In field unrelated

 to training 8.9 38.9 52.2 7.5 39.3 53.2 — — —

(s.e.) (2.38) (4.07) (4.17) 95 (2.26) (4.19) (4.28) 89 — — — 6

Female 29.2 47.1 23.7 22.6 50.8 26.6 55.5 31.7 12.8

(s.e.) (2.31) (2.54) (2.17) 284 (2.38) (2.85) (2.52) 229 (5.63) (5.27) (3.78) 55

In field related

 to training 21.6 45.4 33.0 17.1 46.6 36.3 38.7 39.0 22.3 

(s.e.) (2.90) (3.51) (3.32) 150 (3.01) (3.99) (3.85) 120 (7.32) (7.33) (6.25) 30

In field unrelated

 to training 37.3 48.9 13.8 28.3 55.0 16.7 — — —

(s.e.) (3.53) (3.65) (2.52) 134 (3.63) (4.01) (3.01) 109 — — — 25
Table 113—Percentage of employed postsecondary vocational completers 18–34 years old by employment status and monthly earnings, by

relatedness of employment to training, sex and age: Summer 1990 (December 1992 dollars)—Continued

All employed Vocational completers Vocational completers

Sex, age, and vocational completers1,2 Un- employed full time3 Un- employed part time3 Unrelatedness of Under $1,100– Over weighted Under $1,100– Over weighted Under $1,100– Over weighted

employment to training4$1,100 2,000 $2,000 Ns $1,100 2,000 $2,000 Ns $1,100 2,000 $2,000 Ns

Age 18–24 33.4 50.2 16.4 26.8 54.1 19.1 — — —

(s.e.) (4.64) (4.92) (3.64) 79 (4.69) (5.28) (4.16) 67 — — — 12

In field related

 to training 28.7 52.4 18.9 25.6 52.8 21.6 — — —

(s.e.) (5.74) (6.33) (4.96) 46 (5.91) (6.76) (5.57) 40 — — — 6

In field unrelated

 to training 40.5 46.9 12.6 — — — — — —

(s.e.) (7.64) (7.76) (5.16) 33 — — — 27 — — — 6

Age 25–34 18.9 43.0 38.1 14.1 44.6 41.3 52.1 32.2 15.7

(s.e.) (1.65) (2.08) (2.04) 396 (1.56) (2.23) (2.21) 344 (5.81) (5.44) (4.23) 52

In field related

 to training 14.9 41.6 43.5 10.8 42.5 46.7 — — —

(s.e.) (2.13) (2.95) (2.96) 200 (2.00) (3.19) (3.22) 173 — — — 27

In field unrelated

 to training 22.7 44.3 33.0 17.2 46.5 36.3 — — —

(s.e.) (2.46) (2.92) (2.77) 196 (2.36) (3.12) (3.01) 171 — — — 25

First row, first column reads: In summer 1990, 21.1 percent of all employed vocational postsecondary completers aged 18–34 earned a monthly salary of

less than $1,100 in December 1992 dollars.

—Sample size was too small for reliable estimate.

1Vocational completers are defined as postsecondary completers who earned an associate’s degree or certificate in a vocational field.

2

SIPP respondents are defined as employed if they indicated they had worked at least once during the month prior to their interview in summer 1990. 

3

SIPP respondents are defined as employed full time if they met the definition of employed in footnote 2 and indicated they had worked an average of 35

or more hours per week during the 4-month period prior to their interview in summer 1990. Part-time workers met the definition of employed in footnote 2

and had worked an average of less than 35 hours per week during the same 4-month period.

4

Persons employed in a field related to their training are those whose postsecondary vocational field of study was related to their occupation during summer

1990.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Survey of Income and Program Participation, 1990 Panel.
Table 114—Percentage of public school teachers of grades 9 through 12 by type of teaching assignment

and type of school, by selected demographic characteristics: 1990–91

 Vocational teachers1 

Selected Non- Comprehensive Other

demographic All vocational high Vocational high

characteristics teachers teachers Total schools schools schools2

Total 100.0 100.0 100.0 100.0 100.0 100.0

 Unweighted Ns 23,650 19,266 4,384 3,374 661 185

Sex

Male 48.6 48.0 51.7 49.5 68.6 55.1 

(s.e.) (0.49) (0.54) (1.11) (1.31) (2.74) (4.54)

Female 51.4 52.0 48.3 50.5 31.4 44.9 

(s.e.) (0.49) (0.54) (1.11) (1.31) (2.74) (4.54)

Race–ethnicity

White, non-Hispanic 89.1 89.4 87.8 87.9 90.3 83.7

(s.e.) (0.41) (0.47) (0.63) (0.69) (1.77) (3.59)

Black, non-Hispanic 6.6 6.1 8.7 8.6 7.0 11.1

(s.e.) (0.42) (0.51) (0.53) (0.51) (1.56) (3.44)

Hispanic 2.8 3.0 2.0 2.1 1.4 1.6

(s.e.) (0.18) (0.20) (0.35) (0.44) (0.58) (1.47)

Asian 0.8 0.8 0.7 0.7 0.4 1.1

(s.e.) (0.06) (0.07) (0.08) (0.07) (0.36) (0.45)

Native American 0.7 0.7 0.9 0.8 0.8 2.5

(s.e.) (0.06) (0.06) (0.23) (0.26) (0.39) (1.49)

Age

Under 30 years 11.0 11.5 8.4 9.0 5.1 7.6

(s.e.) (0.34) (0.38) (0.60) (0.65) (0.85) (2.77)

30–39 years 26.9 27.3 24.8 25.2 23.5 21.7

(s.e.) (0.37) (0.47) (0.72) (0.81) (1.41) (4.77)

40–49 years 41.1 41.4 39.6 39.5 40.4 40.4 

(s.e.) (0.47) (0.54) (0.93) (0.99) (2.06) (4.52)

50 years or over 21.0 19.7 27.2 26.3 31.0 30.3

(s.e.) (0.45) (0.49) (0.92) (1.12) (2.07) (3.90)

Third row, first column reads: Of all public school teachers of grades 9 through 12 in 1990–91, 48.6 percent

were male.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational

subjects.

2Other high schools include high schools with a special program emphasis, special education high schools

(primarily serving handicapped students), and alternative high schools (offering a curriculum designed to address

the needs of students that typically cannot be met in a regular school).

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and

Staffing Survey.

263
Table 115—Percentage of public school teachers of grades 9 through 12 by type of teaching assignment

and type of school, by selected teacher characteristics: 1990–91

 Vocational teachers1 

Selected Non- Comprehensive Other

teacher All vocational high Vocational high

characteristics teachers teachers Total schools schools schools2

Total 100.0 100.0 100.0 100.0 100.0 100.0

 Unweighted Ns 23,650 19,266 4,384 3,374 661 185

Highest degree

Less than a bachelor’s 1.7 0.3 8.3 4.1 43.5 7.9

(s.e.) (0.14) (0.05) (0.71) (0.45) (2.53) (2.75)

Bachelor’s 45.4 45.3 45.5 47.2 30.2 46.7

(s.e.) (0.58) (0.69) (0.97) (1.03) (1.72) (5.45)

Master’s 46.4 47.4 41.4 43.6 22.3 44.1

(s.e.) (0.61) (0.67) (1.04) (1.19) (2.45) (5.49)

Education specialist35.3 5.5 4.5 4.8 3.0 1.3

(s.e.) (0.26) (0.28) (0.39) (0.44) (0.58) (0.60)

Doctor’s or first professional 1.3 1.5 0.3 0.3 1.1 0.0

(s.e.) (0.11) (0.12) (0.12) (0.12) (0.66) (0.00)

Major field of study (associate's or

 bachelor's degree)

Mathematics and sciences 10.4 12.3 1.0 0.9 1.8 1.4

(s.e.) (0.27) (0.31) (0.22) (0.25) (0.91) (0.71)

Social sciences 8.7 10.0 1.9 2.0 1.5 1.6

(s.e.) (0.32) (0.36) (0.33) (0.38) (0.57) (0.78)

Letters and humanities 12.4 14.6 1.5 1.3 2.3 1.2

(s.e.) (0.30) (0.35) (0.25) (0.25) (0.94) (0.75)

Education

General education 45.3 52.2 9.5 9.5 10.7 8.9

(s.e.) (0.46) (0.55) (0.51) (0.63) (2.04) (2.30)

Special education 4.0 4.7 0.1 0.1 0.4 0.9

(s.e.) (0.15) (0.19) (0.06) (0.06) (0.29) (0.64)

Vocational education 13.9 2.8 71.7 72.6 58.5 72.8

(s.e.) (0.30) (0.17) (1.10) (1.21) (2.32) (4.03)

Occupationally specific43.8 2.3 11.6 11.5 15.1 10.4

(s.e.) (0.17) (0.16) (0.65) (0.75) (1.99) (2.74)

Other51.4 1.1 2.7 2.2 9.7 2.9

(s.e.) (0.10) (0.11) (0.33) (0.32) (1.78) (1.42)

Age at which first began to 

 teach full or part time

25 years or under 69.8 71.3 62.6 67.1 31.2 48.0

(s.e.) (0.43) (0.50) (1.24) (1.24) (2.79) (4.96)

26–35 years 22.9 22.4 25.4 23.3 36.6 34.6

(s.e.) (0.37) (0.46) (0.96) (1.00) (2.37) (5.81)

36–45 years 6.0 5.2 9.9 8.0 25.2 14.3

(s.e.) (0.21) (0.22) (0.67) (0.74) (1.64) (3.51)

46–55 years 1.1 1.0 1.9 1.4 6.4 3.1

(s.e.) (0.10) (0.10) (0.28) (0.26) (1.31) (1.44)

Over 55 years 0.1 0.1 0.3 0.3 0.7 0.0

(s.e.) (0.03) (0.03) (0.10) (0.12) (0.29) (0.00)

264
Table 115—Percentage of public school teachers of grades 9 through 12 by type of teaching assignment 

and type of school, by selected teacher characteristics: 1990–91—Continued

 Vocational teachers1 

Selected Non- Comprehensive Other

teacher All vocational high Vocational high

characteristics teachers teachers Total schools schools schools2

Number of years of

 teaching experience

Under 3 years 6.1 6.4 5.1 4.9 7.3 5.3

(s.e.) (0.19) (0.25) (0.39) (0.43) (1.15) (2.02)

3–9 years 21.4 21.6 20.5 20.0 27.2 24.4

(s.e.) (0.42) (0.48) (0.84) (0.97) (2.27) (4.94)

10–20 years 40.9 40.6 42.5 41.9 48.5 39.1

(s.e.) (0.44) (0.50) (0.83) (1.17) (2.97) (4.82)

Over 20 years 31.6 31.5 31.9 33.2 17.0 31.2

(s.e.) (0.51) (0.59) (0.84) (1.10) (2.05) (5.05)

Type of credential in primary 

 assignment field

None 2.2 2.4 1.0 0.9 1.6 0.7

(s.e.) (0.15) (0.17) (0.24) (0.23) (0.75) (0.48)

Standard state certificate 76.3 76.1 77.4 78.5 70.4 72.6 

(s.e.) (0.42) (0.45) (0.81) (0.91) (2.01) (3.71)

Probationary certificate 2.6 2.7 2.1 2.1 1.4 4.2

(s.e.) (0.15) (0.17) (0.28) (0.32) (0.45) (1.70)

Temporary, provisional, or

 emergency certificate 3.1 3.0 3.9 3.0 9.6 4.8

(s.e.) (0.16) (0.19) (0.37) (0.37) (1.26) (1.48)

Other 15.9 15.9 15.7 15.5 17.0 17.6

(s.e.) (0.34) (0.36) (0.70) (0.75) (1.93) (3.46)

Third row, first column reads: Of all public school teachers of grades 9 through 12 in 1990–91, 1.7 percent had

less than a bachelor's degree.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational

subjects.

2Other high schools include high schools with a special program emphasis, special education high schools

(primarily serving handicapped students), and alternative high schools (offering a curriculum designed to address

the needs of students that typically cannot be met in a regular school).

3Education specialist degrees or certificates are generally awarded for one year's work beyond the master's level.

4Unlike the more general “vocational education” field of study, “occupationally specific” fields of study

emphasize preparation in specific technical fields, such as computer and information sciences and health

professions and occupations.

5Other fields of study include general studies, interdisciplinary studies, and educational administration.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and

Staffing Survey.

265
Table 116—Percentage of public school teachers of grades 9 through 12 by vocational program area, by selected demographic characteristics:

1990–91

Selected Vocational program area1 

demographic Non- Agri- Business & Career Health Home Trade & Industrial

characteristics vocational Total culture accounting education occupations Technical economics industry arts Other Mixed2

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Unweighted Ns 19,266 4,384 348 1,310 59 87 117 814 522 651 346 130

Sex

Male 48.0 51.7 93.3 33.6 48.1 14.4 95.1 2.9 90.5 95.8 56.1 50.0

(s.e.) (0.54) (1.11) (2.15) (1.78) (8.41) (5.78) (2.66) (0.74) (1.61) (1.26) (3.71) (7.37)

Female 52.0 48.3 6.7 66.4 51.9 85.6 4.9 97.1 9.5 4.2 43.9 50.0

(s.e.) (0.54) (1.11) (2.15) (1.78) (8.41) (5.78) (2.66) (0.74) (1.61) (1.26) (3.71) (7.37)

Race–ethnicity

White, non-Hispanic 89.4 87.8 92.3 86.0 87.7 85.4 85.0 87.2 91.0 90.2 83.3 91.5

(s.e.) (0.47) (0.63) (2.08) (1.17) (5.10) (6.31) (7.91) (1.79) (1.45) (1.84) (2.63) (4.28)

Black, non-Hispanic 6.1 8.7 4.8 10.5 9.6 5.4 13.3 9.4 6.0 6.0 13.1 3.5

(s.e.) (0.51) (0.53) (1.24) (1.04) (4.81) (2.59) (7.99) (1.56) (1.14) (1.39) (2.55) (1.60)

Hispanic 3.0 2.0 1.8 1.9 0.0 7.2 0.4 1.6 2.4 2.3 1.3 4.4

(s.e.) (0.20) (0.35) (1.30) (0.50) (0.00) (6.14) (0.39) (0.73) (0.92) (0.98) (0.86) (3.83)

Asian 0.8 0.7 0.7 0.7 2.7 0.0 1.2 0.4 0.1 1.3 0.5 0.4

(s.e.) (0.07) (0.08) (0.59) (0.15) (1.43) (0.00) (0.47) (0.18) (0.10) (0.32) (0.29) (0.44)

Native American 0.7 0.9 0.4 0.9 0.0 2.1 0.1 1.5 0.5 0.2 1.8 0.1

(s.e.) (0.06) (0.23) (0.24) (0.55) (0.00) (1.80) (0.10) (0.59) (0.21) (0.10) (0.89) (0.09)

Age

Under 30 years 11.5 8.4 20.2 9.7 9.5 6.8 7.6 7.9 2.9 7.1 5.5 6.4

(s.e.) (0.38) (0.60) (3.17) (0.98) (5.40) (4.75) (2.87) (1.16) (0.89) (1.53) (1.35) (2.96)

30–39 years 27.3 24.8 36.0 21.6 24.9 28.3 17.2 32.8 21.9 22.5 22.2 21.3

(s.e.) (0.47) (0.72) (3.97) (1.41) (6.35) (4.76) (3.98) (2.00) (2.18) (1.98) (2.47) (3.31)

40–49 years 41.4 39.6 32.4 38.2 46.0 32.7 35.2 38.4 41.1 46.4 40.5 38.4

(s.e.) (0.54) (0.93) (3.06) (1.61) (7.28) (6.70) (5.97) (2.31) (2.14) (2.27) (3.28) (5.70)

50 years and over 19.7 27.2 11.5 30.5 19.6 32.3 39.9 21.0 34.1 24.0 31.8 33.9

(s.e.) (0.49) (0.92) (2.18) (1.70) (6.35) (7.06) (6.97) (1.71) (2.68) (2.13) (3.49) (5.99)

Third row, first column reads: Of all nonvocational public school teachers of grades 9 through 12 in 1990–91, 48.0 percent were male.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational subjects.

2

“Mixed” indicates that the teacher taught equal proportions in two or more vocational subjects.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and Staffing Survey.
Table 117—Percentage of public school teachers of grades 9 through 12 by vocational program area, by selected teacher characteristics: 1990–91

Selected Vocational program area1

 

teacher Non- Agri- Business & Career Health Home Trade & Industrial

characteristics vocational Total culture accounting education occupations Technical economics industry arts Other Mixed2

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

 Unweighted Ns 19,266 4,384 348 1,310 59 87 117 814 522 651 346 130

Highest degree

Less than a bachelor's 0.3 8.3 1.5 0.6 0.5 17.9 24.7 0.3 45.4 4.0 18.1 2.9

(s.e.) (0.05) (0.71) (0.66) (0.33) (0.45) (5.48) (4.72) (0.13) (3.19) (1.00) (3.57) (1.54)

Bachelor's 45.3 45.5 51.3 43.1 42.7 44.4 39.0 58.8 29.3 46.9 43.4 41.8

(s.e.) (0.69) (0.97) (3.05) (1.63) (9.13) (7.19) (8.56) (2.11) (3.36) (2.28) (3.54) (5.05)

Master's 47.4 41.4 42.7 50.4 47.5 26.1 33.1 37.9 21.8 44.8 32.2 51.7

(s.e.) (0.67) (1.04) (3.23) (1.77) (9.52) (7.84) (7.46) (2.09) (2.21) (2.23) (3.12) (5.08)

Education specialist35.5 4.5 3.9 5.6 9.2 11.6 3.2 2.7 3.3 4.3 4.8 3.6

(s.e.) (0.28) (0.39) (1.18) (0.88) (2.99) (6.01) (1.97) (0.55) (1.02) (1.11) (1.00) (1.95)

Doctor's or first

 professional 1.5 0.3 0.6 0.3 0.0 0.0 0.0 0.4 0.2 0.0 1.6 0.0

(s.e.) (0.12) (0.12) (0.43) (0.19) (0.00) (0.00) (0.00) (0.24) (0.14) (0.00) (1.08) (0.00)

Major field of study

Mathematics and sciences 12.3 1.0 1.0 0.7 4.4 0.8 1.3 0.5 2.4 0.4 2.7 0.6

(s.e.) (0.31) (0.22) (0.54) (0.37) (2.85) (0.74) (0.84) (0.26) (1.26) (0.25) (0.94) (0.60)

Social sciences 10.0 1.9 0.2 2.3 8.3 0.0 5.8 0.6 3.0 0.9 4.4 0.2

(s.e.) (0.36) (0.33) (0.23) (0.67) (4.48) (0.00) (5.14) (0.29) (1.16) (0.33) (2.08) (0.26)

Letters and humanities 14.6 1.5 1.1 1.5 3.8 5.8 3.6 0.8 1.8 1.1 2.2 0.5

(s.e.) (0.35) (0.25) (0.81) (0.41) (2.90) (5.08) (2.21) (0.36) (0.67) (0.61) (0.83) (0.49)

Education

General education 52.2 9.5 1.9 8.8 39.3 28.2 19.2 4.2 17.1 5.9 20.3 6.6

(s.e.) (0.55) (0.51) (0.99) (0.88) (8.15) (7.17) (6.74) (0.98) (2.72) (1.31) (3.08) (2.04)

Special education 4.7 0.1 0.0 0.0 2.5 0.0 0.0 0.0 0.0 0.0 1.2 0.0

(s.e.) (0.19) (0.06) (0.00) (0.00) (2.64) (0.00) (0.00) (0.00) (0.00) (0.00) (0.52) (0.00)

Vocational education 2.8 71.7 81.0 71.6 29.1 7.4 58.8 77.6 59.3 87.8 49.3 83.6

(s.e.) (0.17) (1.10) (1.97) (1.56) (7.24) (3.13) (7.25) (1.66) (3.58) (1.54) (4.06) (4.63)

Occupationally specific42.3 11.6 14.2 13.8 12.6 45.5 6.8 16.2 6.0 1.4 12.8 3.0

(s.e.) (0.16) (0.65) (2.12) (1.28) (8.64) (5.58) (2.00) (1.60) (1.52) (0.76) (2.69) (1.70)

Other51.1 2.7 0.6 1.4 0.0 12.3 4.4 0.0 10.6 2.5 7.1 5.4

(s.e.) (0.11) (0.33) (0.60) (0.55) (0.00) (4.25) (2.28) (0.00) (2.19) (0.85) (2.14) (3.87)
Table 117—Percentage of public school teachers of grades 9 through 12 by vocational program area, by selected teacher characteristics:

1990–91—Continued

Selected Vocational program area1 

teacher Non- Agri- Business & Career Health Home Trade & Industrial

characteristics vocational Total culture accounting education occupations Technical economics industry arts Other Mixed2

Age at which first began

 to teach full or part time

25 years or under 71.3 62.6 75.8 68.0 77.6 37.0 42.7 75.8 28.4 64.6 49.4 65.3

(s.e.) (0.50) (1.24) (3.51) (1.71) (7.55) (7.74) (6.52) (1.93) (2.60) (2.76) (3.97) (5.71)

26–35 years 22.4 25.4 19.9 23.1 20.8 32.1 38.8 16.8 39.6 27.1 29.5 27.7

(s.e.) (0.46) (0.96) (3.23) (1.51) (7.53) (7.26) (6.49) (1.63) (2.80) (2.63) (3.19) (5.63)

36–45 years 5.2 9.9 4.0 8.3 1.1 21.7 15.1 6.3 23.9 6.8 15.6 6.4

(s.e.) (0.22) (0.67) (1.17) (1.30) (0.79) (5.59) (3.39) (1.35) (2.37) (1.34) (3.26) (2.72)

46–55 years 1.0 1.9 0.3 0.5 0.5 6.2 3.4 1.0 7.2 1.0 5.1 0.6

(s.e.) (0.10) (0.28) (0.28) (0.20) (0.64) (6.06) (1.52) (0.48) (1.62) (0.41) (1.51) (0.46)

Over 55 years 0.1 0.3 0.0 0.1 0.0 2.9 0.0 0.0 0.9 0.5 0.4 0.0

(s.e.) (0.03) (0.10) (0.00) (0.06) (0.00) (3.34) (0.00) (0.01) (0.41) (0.44) (0.24) (0.00)

Number of years of teaching

 experience

Under 3 years 6.4 5.1 5.0 6.5 2.9 11.4 6.6 4.5 5.4 3.0 3.4 6.0

(s.e.) (0.25) (0.39) (1.09) (0.90) (1.73) (4.95) (2.75) (0.94) (1.14) (0.80) (1.16) (2.05)

3–9 years 21.6 20.5 33.3 16.7 17.4 23.6 17.7 21.6 27.7 17.2 22.8 16.4

(s.e.) (0.48) (0.84) (3.80) (1.21) (6.59) (6.59) (3.72) (2.24) (2.30) (2.02) (2.74) (4.38)

10–20 years 40.6 42.5 37.5 40.0 45.8 52.9 36.6 47.7 43.5 41.1 46.8 38.0

(s.e.) (0.50) (0.83) (4.16) (1.82) (8.34) (7.91) (6.92) (2.42) (2.83) (2.53) (2.64) (6.50)

Over 20 years 31.5 31.9 24.2 36.8 33.9 12.1 39.1 26.2 23.5 38.7 26.9 39.5

(s.e.) (0.59) (0.84) (2.92) (1.59) (8.73) (4.55) (7.00) (2.21) (2.53) (2.31) (3.21) (6.03)
Table 117—Percentage of public school teachers of grades 9 through 12 by vocational program area, by selected teacher characteristics:

1990–91—Continued

Selected Vocational program area1 

teacher Non- Agri- Business & Career Health Home Trade & Industrial

characteristics vocational Total culture accounting education occupations Technical economics industry arts Other Mixed2

Type of credential in primary

 assignment field

None 2.4 1.0 0.0 0.5 2.0 0.5 4.6 0.3 0.8 1.6 3.2 0.9

(s.e.) (0.17) (0.24) (0.00) (0.25) (1.21) (0.53) (4.22) (0.14) (0.37) (0.71) (1.23) (0.66)

Standard state certificate 76.1 77.4 78.7 78.8 68.2 68.2 77.7 79.4 81.6 71.6 71.0 72.5

(s.e.) (0.45) (0.81) (2.85) (1.46) (8.74) (9.66) (5.46) (1.83) (2.19) (2.47) (3.33) (5.76)

Probationary certificate 2.7 2.1 2.7 2.4 0.8 3.1 1.1 1.4 1.5 2.7 2.0 2.7

(s.e.) (0.17) (0.28) (1.13) (0.55) (0.86) (2.96) (0.59) (0.63) (0.64) (0.81) (0.86) (1.23)

Temporary, provisional, or

 emergency certificate 3.0 3.9 2.5 2.2 8.9 10.5 7.5 3.2 2.9 7.5 7.0 3.9

(s.e.) (0.19) (0.37) (1.13) (0.59) (6.17) (3.25) (1.83) (0.79) (0.94) (1.54) (1.87) (2.65)

Other 15.9 15.7 16.1 16.1 20.1 17.7 9.1 15.6 13.2 16.7 16.8 20.0

(s.e.) (0.36) (0.70) (3.04) (1.31) (6.58) (8.32) (2.60) (1.68) (1.86) (1.92) (2.36) (4.53)

Third row, first column reads: Of all nonvocational public school teachers of grades 9 through 12 in 1990–91, 0.3 percent had less than a bachelor's degree.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational subjects.

2

“Mixed” indicates that the teacher taught equal proportions in two or more vocational subjects. 

3Education specialist degrees or certificates are generally awarded for one year's work beyond the master's level.

4Unlike the more general “vocational education” field of study, “occupationally specific” fields of study emphasize preparation in specific technical fields, such

as computer and information sciences and health professions and occupations.

5Other fields of study include general studies, interdisciplinary studies, and educational administration.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and Staffing Survey.
Table 118—Percentage of public school teachers of grades 9 through 12 by vocational program area, by selected school characteristics: 1990–91

Selected Vocational program area1

 

school Non- Agri- Business & Career Health Home Trade & Industrial

characterisitcs vocational Total culture accounting education occupations Technical economics industry arts Other Mixed2

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

 Unweighted Ns 18,518 4,220 335 1,261 56 85 116 786 511 624 322 124

School type

Comprehensive 90.9 85.1 91.8 91.4 90.0 67.6 59.5 92.6 56.1 91.1 75.1 87.4

(s.e.) (0.94) (1.08) (2.06) (1.06) (4.55) (6.25) (7.12) (1.17) (3.16) (1.44) (3.91) (3.67)

Vocational 1.1 10.3 5.0 4.7 2.3 29.7 37.1 2.6 38.1 3.7 21.0 4.3

(s.e.) (0.15) (0.91) (1.45) (0.72) (1.88) (6.15) (6.92) (0.60) (2.91) (0.98) (3.81) (2.35)

Other 8.0 4.6 3.2 4.0 7.6 2.7 3.4 4.8 5.8 5.2 3.9 8.4

(s.e.) (0.94) (0.48) (1.35) (0.73) (4.31) (2.01) (2.43) (0.95) (1.56) (0.92) (1.37) (3.25)

Urbanicity of school

Urban 24.5 20.7 4.9 22.0 27.9 23.5 21.3 20.5 21.3 19.1 27.1 25.1

(s.e.) (0.78) (1.19) (1.96) (1.65) (7.92) (6.80) (6.85) (2.06) (3.08) (2.31) (3.70) (7.12)

Suburban 31.5 27.4 9.2 29.5 30.3 38.4 42.4 25.0 27.7 29.3 26.2 28.0

(s.e.) (0.95) (1.18) (2.48) (1.82) (7.40) (6.29) (7.52) (2.59) (3.79) (2.69) (3.41) (5.67)

Rural 44.0 51.9 85.8 48.5 41.7 38.0 36.4 54.5 51.0 51.6 46.7 46.9

(s.e.) (0.83) (1.26) (2.85) (1.77) (8.98) (6.32) (7.28) (2.63) (3.51) (2.38) (4.33) (7.30)

Percent of students in the

 school participating

 in remedial reading

None 20.9 23.2 25.7 24.1 24.0 26.9 21.1 20.8 28.3 20.9 22.2 18.7

(s.e.) (0.84) (1.10) (2.94) (1.64) (6.39) (7.60) (5.29) (1.79) (2.92) (2.29) (3.27) (3.87)

1–10% 57.7 55.4 53.4 56.9 57.8 44.5 49.5 58.4 44.1 61.4 49.3 60.2

(s.e.) (1.15) (1.40) (3.95) (2.04) (7.66) (8.50) (6.90) (2.59) (2.88) (3.27) (4.61) (5.44)

11–40% 19.9 19.8 19.9 17.6 13.5 22.8 22.6 19.4 26.3 16.4 26.8 20.4

(s.e.) (1.09) (1.03) (3.46) (1.25) (4.77) (6.78) (6.11) (2.04) (3.20) (2.02) (4.23) (4.37)

41% or more 1.5 1.6 1.0 1.4 4.7 5.8 6.8 1.4 1.3 1.3 1.8 0.7

(s.e.) (0.21) (0.33) (0.47) (0.34) (4.06) (2.89) (4.55) (0.42) (0.45) (0.49) (0.77) (0.71)
Table 118—Percentage of public school teachers of grades 9 through 12 by vocational program area, by selected school characteristics:

1990–91—Continued

Selected Vocational program area1 

school Non- Agri- Business & Career Health Home Trade & Industrial

characteristics vocational Total culture accounting education occupations Technical economics industry arts Other Mixed2

Percent of students in

 the school receiving free

 or reduced-price lunch

None 0.3 0.2 0.0 0.0 0.0 1.1 0.4 0.2 0.3 0.3 0.3 0.0

(s.e.) (0.11) (0.11) (0.00) (0.01) (0.0) (0.87) (0.44) (0.12) (0.28) (0.25) (0.20) (0.00)

1–10% 34.6 33.0 16.4 35.7 37.0 39.4 39.2 27.2 34.0 38.6 32.2 31.4

(s.e.) (1.18) (1.52) (2.96) (2.19) (8.57) (9.54) (8.86) (2.31) (2.85) (3.58) (4.09) (5.55)

11–40% 47.1 49.7 65.3 48.4 51.0 47.7 45.6 51.9 49.4 46.0 47.7 45.5

(s.e.) (1.21) (1.62) (3.60) (2.26) (9.03) (9.02) (9.16) (2.52) (3.47) (3.50) (4.89) (5.86)

41% or more 18.0 17.2 18.3 15.9 11.9 11.8 14.8 20.7 16.2 15.1 19.9 23.1

(s.e.) (0.93) (1.07) (2.99) (1.52) (5.28) (4.36) (6.27) (1.94) (2.28) (1.97) (3.36) (6.27)

Third row, first column reads: Of all nonvocational public school teachers of grades 9 through 12 in 1990–91, 90.9 percent taught in comprehensive high

schools.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational subjects.

2

“Mixed” indicates that the teacher taught equal proportions in two or more vocational subjects.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and Staffing Survey.
Table 119—Percentage of public school teachers of grades 9 through 12 who have taken college-level courses in teaching methods or education by

number of courses taken at the undergraduate and graduate levels, by type of teaching assignment and vocational program area:

1990–91

 All teachers Teachers taking at least one education or methods course 

Teaching assignment Un- Number of undergraduate courses Number of graduate courses Unand vocational weighted 10 or more 10 or more weighted

program area Total Ns None 1–4 courses 5–9 courses courses None 1–4 courses 5–9 courses courses Ns

Total 97.8 12.4 31.3 35.9 20.4 27.1 33.4 20.4 19.0

(s.e.) (0.14) 23,650 (0.33) (0.39) (0.38) (0.38) (0.44) (0.40) (0.32) (0.42) 23,146

Nonvocational teachers, total 97.9 12.6 30.5 36.3 20.6 26.3 33.0 21.1 19.5

(s.e.) (0.16) 19,266 (0.36) (0.44) (0.46) (0.41) (0.48) (0.43) (0.37) (0.50) 18,890

Academic 98.4 12.0 31.6 38.6 17.8 26.7 32.7 22.0 18.5

(s.e.) (0.16) 12,145 (0.53) (0.51) (0.60) (0.42) (0.55) (0.50) (0.56) (0.62) 11,957

Other197.2 13.6 28.7 32.2 25.6 25.8 33.6 19.5 21.2

(s.e.) (0.30) 7,121 (0.55) (0.75) (0.71) (0.91) (0.80) (0.76) (0.63) (0.95) 6,933

Vocational teachers,2 total 97.4 11.4 34.9 34.1 19.6 31.0 35.2 17.2 16.6

(s.e.) (0.28) 4,384 (0.77) (0.96) (1.08) (0.81) (1.10) (0.97) (0.72) (0.89) 4,256

Agriculture 96.0 11.3 40.2 35.0 13.4 24.2 39.8 17.6 18.4

(s.e.) (1.75) 348 (2.43) (3.25) (3.06) (2.19) (3.52) (3.39) (2.53) (3.13) 336

Business & accounting 98.0 12.6 35.0 33.7 18.6 26.5 34.5 19.2 19.8

(s.e.) (0.60) 1,310 (1.32) (1.75) (1.86) (1.51) (1.80) (1.78) (1.31) (1.82) 1,285

Career education 99.4 16.4 22.4 41.4 19.7 10.8 51.3 21.4 16.5

(s.e.) (0.60) 59 (3.75) (7.26) (7.24) (5.74) (4.04) (6.40) (5.15) (4.43) 58

Health occupations 94.3 21.1 21.8 28.6 28.5 43.8 32.3 7.2 16.7

(s.e.) (2.46) 87 (7.43) (6.67) (8.08) (6.69) (6.83) (7.61) (4.22) (5.46) 79

Technical 96.9 9.1 24.4 48.9 17.5 39.8 37.4 12.5 10.3

(s.e.) (1.71) 117 (4.70) (5.89) (7.16) (5.29) (6.33) (8.90) (3.54) (3.88) 111

Home economics 98.2 9.0 35.0 39.4 16.6 28.0 40.2 18.6 13.2

(s.e.) (0.65) 814 (1.39) (2.36) (2.48) (1.57) (2.31) (2.06) (1.71) (1.75) 800

Trade & industry 96.2 7.9 29.3 32.7 30.1 56.8 21.0 9.7 12.4

(s.e.) (0.93) 522 (1.44) (3.22) (2.94) (3.15) (2.93) (2.53) (1.72) (1.98) 496

Industrial arts 98.5 14.1 37.5 29.7 18.7 26.1 36.9 18.8 18.2

(s.e.) (0.52) 651 (2.11) (2.69) (2.40) (1.87) (2.62) (2.74) (1.99) (1.80) 639

Other 93.9 10.1 36.2 31.1 22.6 39.2 32.0 12.4 16.3

(s.e.) (1.94) 346 (2.08) (3.42) (3.69) (3.26) (3.91) (3.24) (2.13) (2.63) 325

Mixed397.6 6.3 47.1 26.9 19.6 24.7 40.3 21.9 13.1

(s.e.) (1.81) 130 (2.78) (6.37) (5.65) (3.56) (5.12) (5.99) (5.29) (2.29) 127

First row, first column reads: 97.8 percent of all public school teachers of grades 9 through 12 in 1990–91 took at least one college-level course in teaching

methods or education.

First row, third column reads: Among public school teachers of grades 9 through 12 in 1990–91 who took at least one college-level course in teaching methods

or education, 12.4 percent did not take any undergraduate-level courses in teaching methods or education.

1Teachers were defined as “other” if fewer than one-half of the classes they taught were in vocational subjects and fewer than one-half were in academic

subjects.

2Teachers were defined as vocational if more than one-half of the classes the teacher taught were in vocational subjects.

3

“Mixed” indicates that the teacher taught equal proportions in two or more vocational subjects.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Educational Statistics, 1990–91 Schools and Staffing Survey.
Table 120—Percentage of public school teachers of grades 9 through 12 who have taken college-level courses in their main assignment field by number

of courses taken at the undergraduate and graduate levels, by type of teaching assignment and vocational program area: 1990–91

 All teachers Teachers taking at least one course in main assignment field 

Teaching assignment Un- Number of undergraduate courses Number of graduate courses Unand vocational weighted 10 or more 10 or more weighted

program area Total Ns None 1–4 courses 5–9 courses courses None 1–4 courses 5–9 courses courses Ns

Total 94.9 7.0 9.6 19.1 64.3 32.1 23.8 21.5 22.7

(s.e.) (0.25) 21,378 (0.35) (0.34) (0.41) (0.48) (0.60) (0.49) (0.57) (0.41) 20,289

Nonvocational teachers, total 95.9 6.8 9.1 19.7 64.4 31.5 23.5 21.9 23.1

(s.e.) (0.24) 16,994 (0.38) (0.32) (0.51) (0.55) (0.61) (0.55) (0.61) (0.48) 16,321

Academic 97.0 5.0 8.6 22.2 64.2 32.3 24.8 21.2 21.7

(s.e.) (0.24) 12,145 (0.34) (0.45) (0.60) (0.80) (0.77) (0.64) (0.75) (0.60) 11,763

Other193.0 11.6 10.4 13.0 64.9 29.4 20.0 23.8 26.7

(s.e.) (0.51) 4,849 (0.70) (0.60) (0.72) (0.88) (1.06) (0.85) (0.95) (0.98) 4,558

Vocational teachers,2 total 90.9 8.1 11.8 16.4 63.7 35.0 25.1 19.3 20.6

(s.e.) (0.63) 4,384 (0.70) (0.71) (0.73) (0.97) (1.25) (0.99) (0.92) (0.82) 3,968

Agriculture 95.1 7.5 7.9 9.7 75.0 27.7 19.5 27.9 24.9

(s.e.) (1.48) 348 (2.19) (2.16) (1.84) (3.17) (3.36) (2.82) (3.45) (2.69) 335

Business & accounting 95.5 6.5 11.6 17.9 64.0 32.3 26.6 20.5 20.6

(s.e.) (0.89) 1,310 (1.09) (1.15) (1.38) (1.78) (2.03) (1.79) (1.40) (1.54) 1,265

Career education 89.6 31.0 2.9 19.6 46.5 11.5 30.6 31.9 26.0

(s.e.) (4.71) 59 (7.06) (2.02) (9.85) (11.57) (5.97) (8.70) (9.17) (7.24) 52

Health occupations 91.5 6.0 19.7 21.4 52.9 46.1 28.2 10.3 15.3

(s.e.) (2.98) 87 (3.02) (6.32) (7.28) (7.04) (7.04) (6.62) (4.27) (7.13) 74

Technical 83.4 11.7 7.9 21.2 59.2 41.0 14.1 20.3 24.6

(s.e.) (4.68) 117 (5.73) (3.45) (5.86) (6.51) (7.40) (5.97) (6.04) (6.80) 94

Home economics 96.0 8.6 6.6 10.6 74.1 32.3 27.1 18.3 22.3

(s.e.) (0.80) 814 (1.53) (1.28) (1.28) (1.74) (2.37) (2.11) (1.80) (1.74) 782

Trade & industry 72.3 8.1 30.4 23.8 37.7 59.4 17.3 9.2 14.2

(s.e.) (2.78) 522 (2.11) (3.93) (2.96) (4.26) (3.45) (2.97) (1.58) (2.48) 354

Industrial arts 93.8 7.1 10.0 17.0 65.8 33.9 26.9 21.8 17.4

(s.e.) (1.29) 651 (1.48) (1.55) (1.82) (2.44) (2.85) (2.10) (2.52) (2.27) 610

Other 79.7 13.9 13.4 18.6 54.1 39.3 22.4 14.7 23.6

(s.e.) (2.83) 346 (2.78) (2.50) (3.01) (4.38) (3.73) (3.35) (2.28) (3.64) 284

Mixed389.4 1.8 13.5 15.8 68.9 26.6 29.6 17.5 26.3

(s.e.) (3.60) 130 (1.18) (4.18) (4.69) (5.29) (4.93) (4.87) (4.94) (6.08) 118

First row, first column reads: 94.9 percent of all public school teachers of grades 9 through 12 in 1990–91 took at least one college-level course in their main

assignment field.

First row, third column reads: Among public teachers of grades 9 through 12 in 1990–91 who took at least one college-level course in their main assignment

field, 7.0 percent did not take any undergraduate-level courses in their main assignment field.

1Teachers were defined as “other” if fewer than one-half of the classes they taught were in vocational subjects and fewer than one-half were in academic

subjects.

2Teachers were defined as vocational if more than one-half of the classes they taught were in vocational subjects.

3

“Mixed” indicates that the teacher taught equal proportions in two or more vocational subjects.

NOTE: Estimates may not sum to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and Staffing Survey.
Table 121—Average salaries of vocational and nonvocational public school teachers of grades 9 through 

12, by selected teacher and school characteristics: 1990–91 (1990 dollars)

Selected teacher and

school characteristics Average salary Unweighted Ns

All teachers

Total $32,052

(s.e.) (172) 23,650

Teaching assignment

Nonvocational teachers, total 32,145

(s.e.) (198) 19,266

Vocational teachers,1 total 31,595

(s.e.) (222) 4,384

Vocational teachers only

Highest degree

Less than a bachelor’s 29,153

(s.e.) (526) 412

Bachelor’s 28,082

(s.e.) (318) 2,160

Master’s 35,363

(s.e.) (359) 1,606

Education specialist 36,281

(s.e.) (1,193) 191

Doctor’s or first professional —

(s.e.) — 15

Number of years of teaching experience

Under 3 years 21,660

(s.e.) (618) 288

3–9 years 24,830

(s.e.) (277) 991

10–20 years 31,788

(s.e.) (386) 1,848

Over 20 years 37,294

(s.e.) (370) 1,257

Urbanicity of school

Urban 34,035

(s.e.) (416) 735

Suburban 36,014

(s.e.) (605) 854

Rural 28,007

(s.e.) (213) 2,631

First row, first column reads: Public school teachers of grades 9 through 12 earned an average salary of $32,052

in 1990–91.

—Sample size was too small for reliable estimate.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational

subjects.

2Education specialist degrees or certificates are generally awarded for one year's work beyond the master's level.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and

Staffing Survey.

274
Table 122—Average size of vocational and nonvocational public school classes in grades 9 through 12, by

type of school: 1990–91

 All classes Vocational classes Nonvocational classes 

Average Un- Average Un- Average Unnumber of weighted number of weighted number of weighted

School type students Ns students Ns students Ns

Total 21.8 17.4 22.2

(s.e.) (0.09) 20,334 (0.20) 2,981 (0.10) 18,629

School type

Comprehensive 21.8 17.5 22.2

(s.e.) (0.11) 17,945 (0.24) 2,351 (0.11) 16,691

Vocational 16.9 16.0 17.9

(s.e.) (0.53) 536 (0.52) 389 (0.76) 231

Other*21.9 16.5 22.3

(s.e.) (0.57) 1,074 (0.90) 125 (0.59) 998

First row, first column reads: On average, public school classes in grades 9 through 12 in 1990–91 contained

21.8 students.

*Other high schools include high schools with a special program emphasis, special education high schools

(primarily serving handicapped students), and alternative high schools (offering a curriculum designed to address

the needs of students that typically cannot be met in a regular school).

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and

Staffing Survey.

275
Table 123—Average number of students instructed per week by vocational and nonvocational public

school teachers of grades 9 through 12, by selected teacher and school characteristics: 1990–91

Selected teacher and Average number of students

school characteristics instructed per week Unweighted Ns

Total 109.2

(s.e.) (0.44) 20,633

Nonvocational teachers, total 113.4

(s.e.) (0.47) 16,755

Academic 111.3

(s.e.) (0.51) 11,754

Other1118.3

(s.e.) (1.10) 5,001

Vocational teachers,2 total 89.3

(s.e.) (0.90) 3,878

Vocational program area

Agriculture 82.0

(s.e.) (3.07) 321

Business & accounting 94.3

(s.e.) (1.80) 1,234

Career education 92.1

(s.e.) (7.92) 59

Health occupations 88.1

(s.e.) (8.30) 53

Technical 93.5

(s.e.) (7.55) 94

Home economics 90.5

(s.e.) (1.18) 780

Trade & industry 75.0

(s.e.) (3.31) 369

Industrial arts 86.5

(s.e.) (2.72) 596

Other vocational 92.2

(s.e.) (4.87) 242

Mixed386.1

(s.e.) (3.85) 130

School type

Comprehensive 90.2

(s.e.) (0.94) 3,194

Vocational 75.2

(s.e.) (3.36) 376

Other486.0

(s.e.) (3.38) 158

First row, first column reads: On average, public school teachers of grades 9 through 12 in 1990–91 instructed

109.2 students per week.

1Teachers were defined as “other” if fewer than one-half of the classes they taught were in vocational subjects

and fewer than one-half were in academic subjects.

2Teachers were defined as vocational if more than one-half of the classes the teacher taught were in vocational

subjects.

3

“Mixed” indicates that the teacher taught equal proportions in two or more vocational subjects.

4Other high schools include high schools with a special program emphasis, special education high schools

(primarily serving handicapped students), and alternative high schools (offering a curriculum designed to address

the needs of students that typically cannot be met in a regular school).

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1990–91 Schools and

Staffing Survey.

276
Table 124—Percentage of public school teachers of grades 9 through 12 by type of teaching assignment,

by selected demographic characteristics: 1987–88 and 1990–91

Selected 1987–88 1990–91 

demographic All Non- All Noncharacteristics teachers Vocational*

vocational teachers Vocational*vocational

Total 100.0 100.0 100.0 100.0 100.0 100.0

Unweighted Ns 18,178 3,863 14,315 23,650 4,384 19,266

Sex

Unweighted Ns 18,114 3,854 14,254 23,650 4,384 19,266

Male 49.9 53.6 49.0 48.6 51.7 48.0

(s.e.) (0.43) (0.83) (0.48) (0.49) (1.11) (0.54)

Female 50.1 46.5 51.0 51.4 48.3 52.0

(s.e.) (0.43) (0.83) (0.48) (0.49) (1.11) (0.54)

Race–ethnicity

Unweighted Ns 17,940 3,825 14,115 23,650 4,384 19,266

White, non-Hispanic 88.6 87.5 88.9 89.1 87.8 89.4

(s.e.) (0.28) (0.76) (0.34) (0.41) (0.63) (0.47)

Black, non-Hispanic 7.1 8.2 6.8 6.6 8.7 6.1

(s.e.) (0.28) (0.56) (0.31) (0.42) (0.53) (0.51)

Hispanic 2.5 2.2 2.5 2.8 2.0 3.0

(s.e.) (0.13) (0.22) (0.17) (0.18) (0.35) (0.20)

Asian 0.8 0.7 0.8 0.8 0.7 0.8

(s.e.) (0.07) (0.14) (0.09) (0.06) (0.08) (0.07)

Native American 1.1 1.4 1.0 0.7 0.9 0.7

(s.e.) (0.09) (0.20) (0.11) (0.06) (0.23) (0.06)

Age

Unweighted Ns 17,986 3,832 14,154 23,650 4,384 19,266

Under 30 years 10.7 8.6 11.2 11.0 8.4 11.5

(s.e.) (0.23) (0.45) (0.28) (0.34) (0.60) (0.38)

30–39 years 31.8 29.0 32.5 26.9 24.8 27.3

(s.e.) (0.38) (0.75) (0.38) (0.37) (0.72) (0.47)

40–49 years 37.4 35.7 37.9 41.1 39.6 41.4

(s.e.) (0.34) (1.00) (0.40) (0.47) (0.93) (0.54)

50 years or over 20.1 26.8 18.5 21.0 27.2 19.7

(s.e.) (0.32) (1.05) (0.28) (0.45) (0.92) (0.49)

Fourth row, first column reads: Of all public school teachers of grades 9 through 12 in 1987–88, 49.9 percent

were male.

*Teachers were defined as vocational if more than one-half of the classes they taught were in vocational

subjects.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: 1987–88 data are from Phillip Kaufman, A Comparison of V ocational and Non-V ocational Public

School Teachers of Grades 9 to 12, prepared for the U.S. Department of Education, National Center for

Education Statistics, (Washington, DC: 1992), p. 5; 1990–91 data are from the 1990–91 Schools and Staffing

Survey.

277
Table 125—Percentage of public school teachers of grades 9 through 12 by type of teaching assignment,

by highest degree and teaching experience: 1987–88 and 1990–91

Highest degree 1987–88 1990–91 

and teaching All Non- All Nonexperience teachers Vocational1

vocational teachers Vocational1vocational

Total 100.0 100.0 100.0 100.0 100.0 100.0

Unweighted Ns 18,178 3,863 14,315 23,650 4,384 19,266

Highest college degree

Unweighted Ns 18,178 3,863 14,315 23,650 4,384 19,266

Less than a bachelor’s 1.7 7.4 0.3 1.7 8.3 0.3

(s.e.) (0.12) (0.50) (0.05) (0.14) (0.71) (0.05)

Bachelor’s 45.9 46.9 45.6 45.4 45.5 45.3

(s.e.) (0.39) (0.84) (0.43) (0.58) (0.97) (0.69)

Master’s 44.1 39.3 45.3 46.4 41.4 47.4

(s.e.) (0.40) (0.78) (0.42) (0.61) (1.04) (0.67)

Education specialist27.0 5.8 7.3 5.3 4.5 5.5

(s.e.) (0.19) (0.48) (0.19) (0.26) (0.39) (0.28)

Doctor’s or first professional 1.4 0.6 1.5 1.3 0.3 1.5

(s.e.) (0.09) (0.13) (0.11) (0.11) (0.12) (0.12)

Number of years of

 teaching experience

Unweighted Ns 18,178 3,863 14,315 23,650 4,384 19,266

Under 3 years 6.2 5.4 6.4 6.1 5.1 6.4

(s.e.) (0.15) (0.39) (0.21) (0.19) (0.39) (0.25)

3–9 years 23.4 22.5 23.6 21.4 20.5 21.6

(s.e.) (0.32) (0.63) (0.40) (0.42) (0.84) (0.48)

10–20 years 45.5 46.6 45.3 40.9 42.5 40.6

(s.e.) (0.36) (0.91) (0.44) (0.44) (0.83) (0.50)

Over 20 years 24.9 25.6 24.7 31.6 31.9 31.5

(s.e.) (0.30) (0.83) (0.32) (0.51) (0.84) (0.59)

Fourth row, first column reads: Of all public school teachers of grades 9 through 12 in 1987–88, 1.7 percent had

less than a bachelor’s degree.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational

subjects.

2Education specialist degrees or certificates are generally awarded for one year’s work beyond the master’s level.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: 1987–88 data are from Phillip Kaufman, A Comparison of V ocational and Non-V ocational Public

School Teachers in Grades 9 to 12, prepared for the U.S. Department of Education, National Center for

Education Statistics, (Washington, DC: 1992), p. 7; 1990–91 data are from the 1990–91 Schools and Staffing

Survey.

278
Table 126—Percentage of public school vocational teachers of grades 9 through 12 by selected vocational program areas, by highest degree and

teaching experience: 1987–88 and 1990–91

Highest degree 1987–881 1990–911 

and teaching Business & Career Home Business & Career Home

experience accounting education Agriculture economics accounting education Agriculture economics

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Highest degree

Unweighted Ns 1,201 84 261 606 1,310 59 348 814

Less than a bachelor's 0.2 2.7 0.0 0.1 0.6 0.5 1.5 0.3

(s.e.) (0.11) (2.03) (0.00) (0.08) (0.33) (0.45) (0.66) (0.13)

Bachelor's 44.7 45.3 53.4 59.9 43.1 42.7 51.3 58.8

(s.e.) (1.71) (6.02) (2.78) (1.91) (1.63) (9.13) (3.05) (2.11)

Master's 49.0 38.3 36.4 35.7 50.4 47.5 42.7 37.9

(s.e.) (1.72) (5.18) (2.66) (1.96) (1.77) (9.52) (3.23) (2.09)

Education specialist25.6 12.7 8.8 4.3 5.6 9.2 3.9 2.7

(s.e.) (0.74) (4.03) (1.89) (0.81) (0.88) (2.99) (1.18) (0.55)

Doctor's or first professional 0.5 1.1 1.4 0.1 0.3 0.0 0.6 0.4

(s.e.) (0.20) (1.17) (0.69) (0.09) (0.19) (0.00) (0.43) (0.24)

Number of years of teaching

 experience

Unweighted Ns 1,201 84 261 606 1,310 59 348 814

Under 3 years 4.6 4.9 5.7 5.8 6.5 2.9 5.0 4.5

(s.e.) (0.59) (2.63) (1.31) (1.16) (0.90) (1.73) (1.09) (0.94)

3–9 years 19.2 19.0 35.9 20.4 16.7 17.4 33.3 21.6

(s.e.) (1.24) (4.73) (3.79) (1.57) (1.21) (6.59) (3.80) (2.24)

10–20 years 45.1 43.7 40.0 52.0 40.0 45.8 37.5 47.7

(s.e.) (1.54) (5.52) (3.30) (1.91) (1.82) (8.34) (4.16) (2.42)

Over 20 years 31.1 32.4 18.4 21.8 36.8 33.9 24.2 26.2

(s.e.) (1.34) (6.61) (2.59) (1.89) (1.59) (8.73) (2.92) (2.21)

Third row, first column reads: Of public school teachers of grades 9 through 12 who were in a business and accounting vocational program area in 1987-

88, 0.2 percent had less than a bachelor's degree.

1Vocational teachers were assigned to the program area in which they taught the most classes.

2Education specialist degrees or certificates are generally awarded for one year's work beyond the master's level.

NOTE: Estimates sum vertically within columns but may not sum to 100 percent due to rounding.

SOURCE: 1987–88 data are from Phillip Kaufman, A Comparison of V ocational and Non-V ocational Public School Teachers in Grades 9 to 12, prepared

for the U.S. Department of Education, National Center for Education Statistics, (Washington, DC: 1992), pp. 18–19; 1990–91 data are from the 1990–91

Schools and Staffing Survey.
Table 127—Average salaries of vocational1

 public school teachers of grades 9 through 12, by highest 

degree and teaching experience: 1987–88 and 1990–91 (1990 dollars)

Highest degree 1987–88 1990–91 

and teaching Average Unweighted Average Unweighted

experience salary2 Ns salary2 Ns

Total $30,141 $31,595

(s.e.) (196) 3,618 (222) 4,384

Highest degree

Less than a bachelor's 28,354 29,153

(s.e.) (550) 330 (526) 412

Bachelor's 27,050 28,082

(s.e.) (245) 1,724 (318) 2,160

Master’s 33,345 35,363

(s.e.) (283) 1,332 (359) 1,606

Education specialist335,441 36,281

(s.e.) (811) 205 (1,193) 191

Doctor's or first professional — —

(s.e.) — 27 — 15

Number of years of teaching experience

Under 3 years 20,779 21,660

(s.e.) (324) 222 (618) 288

3–9 years 24,303 24,830

(s.e.) (224) 877 (277) 991

10–20 years 31,212 31,788

(s.e.) (284) 1,664 (386) 1,848

Over 20 years 35,576 37,294

(s.e.) (419) 855 (370) 1,257

First row, first column reads: Public school vocational teachers of grades 9 through 12 earned an average salary

of $30,141 in 1987–88, in 1990 dollars.

—Sample size was too small for reliable estimate.

1Teachers were defined as vocational if more than one-half of the classes they taught were in vocational

subjects.

2Amount reflects only academic base-year salaries.

3Education specialist degrees or certificates are generally awarded for one year’s work beyond the master’s level.

SOURCE: U.S. Department of Education, National Center for Education Statistics, the 1987–88 and 1990–91

Schools and Staffing Surveys.

280
APPENDIX B

DATA SOURCES AND TECHNICAL NOTES

281
DATA SOURCES AND TECHNICAL NOTES

This appendix describes the data sources included in this publication, the information provided on

targeted populations, and the methods used to prepare and analyze the data.

DATA SOURCES

This report used data from a wide variety of sources. These include the following:

1987 High School Transcript Study

1990 National Assessment of Educational Progress and High School Transcript Study

1990 National Postsecondary Student Aid Study

High School and Beyond Sophomore Cohort 1982 High School Transcript Study

National Adult Literacy Survey

National Assessment of Vocational Education Omnibus Survey

National Education Longitudinal Study of 1988

Schools and Staffing Survey

Survey of Income and Program Participation

Most of the datasets covered secondary vocational education data, although the 1990 National Postsecondary Student Aid Study (NPSAS:90) provided information on postsecondary students reporting

majors in vocational programs; the National Assessment of Vocational Education (NAVE) Omnibus

Survey provided information on the implementation of 1990 Perkins Act reforms in both secondary

schools and postsecondary institutions; the Survey of Income and Program Participation (SIPP)

provided information on employment and earnings outcomes associated with participation in postsecondary vocational education; and the National Adult Literacy Survey (NALS) provided information on

inmates in federal and state prisons. Additionally, while most datasets provided information on

students, the Schools and Staffing Survey (SASS) provided information on secondary school teachers

and the NAVE Omnibus Survey provided information at the school and institution level.

Because of the nature of the different data collection efforts, some of the information presented in the

report is not parallel at the secondary and postsecondary education levels. First, several datasets—the

most recent among them being the National Education Longitudinal Study of 1988 (NELS:88)—provided transcript data at the secondary level, permitting a detailed examination of high school academic

and vocational course-taking patterns. However, NPSAS:90 was based on self-reported majors,

limiting the types of inquiry that could be made. Second, while a new SASS provided updated

information on high school teachers, the newest National Survey of Postsecondary Faculty (NSOPF)

was not available while the tables for this report were being prepared. Third, while the SIPP provided

information on labor market outcomes for postsecondary vocational completers, the NELS Second

Follow-Up provided data on secondary students through high school graduation only. The NELS Third

Follow-Up, which surveyed cohort members 2 years after graduation, was not available while the

report was being prepared. Thus, Vocational Education in the United States: 1969–1990 contains the

latest available information on labor market outcomes for students who participated in vocational

education in high school, based on the High School and Beyond Sophomore Cohort Second FollowUp Survey.

This publication incorporates the most recent data on vocational education that were available during

report preparation. However, several new datasets have or will become available during 1995. These

include (1) High School and Beyond (HS&B) Sophomore Cohort Fourth Follow-Up Survey, providing

information on 1982 high school graduates 10 years after graduation in 1992; (2) NELS:88 Third

Follow-Up, providing information on 1992 high school graduates 2 years after graduation in 1994; (3)

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SASS:94, providing information on a cross-section of secondary teachers during 1993–94; (4) NSOPF-

:93, providing information on a cross-section of postsecondary faculty during 1992–93; (5) NPSAS:93,

providing information on a cross-section of postsecondary students during 1992–93; (6) Beginning

Postsecondary Students (BPS) Second Follow-Up, providing information on postsecondary students

enrolled in 1989–90 4 years later in 1994; and (7) Baccalaureate and Beyond (B&B) First Follow-Up,

providing information on bachelor’s degree recipients in 1992–93 1 year later in 1994.56

A brief description of each data source included in this publication follows.

1987 High School Transcript Study

The 1987 High School Transcript Study (1987 HSTS) provided information on course-taking patterns

for high school students who were in the 11th grade in the 1985–86 school year. This stratified,

nationally representative sample included 34,140 students from approximately 300 schools. Course

data from student transcripts were coded into a standardized format based on the six-digit codes in the

Classification of Secondary School Courses (CSSC).

This report included transcript information from 24,426 students who graduated from public high

schools in 1987. The variable STYPE was used to distinguish between public and private high school

students, and the variable EXSTAT was used to further limit the sample to graduates. Only those

graduates who earned between 16 and 32 total Carnegie units in high school, and a positive number of

Carnegie units in English, were included in the sample. Standard errors for the data were computed

using the Taylor Series approximation method. For further information on the 1987 HSTS, consult

Judy Thorne et al., The 1987 High School Transcript Study Data File User’s Manual, Washington,

D.C.: National Center for Education Statistics, U.S. Department of Education, 1989. You may also

speak to Andrew Kolstad at (202) 219-1023.

1990 High School Transcript Study and National Assessment of Educational Progress

The 1990 High School Transcript Study (1990 HSTS) provided information on course-taking patterns

for high school students (tables 50–57 and 105–108). The 1990 HSTS collected transcript data from a

stratified, nationally representative sample of 21,531 graduates from 330 high schools in 1990. Only

those graduates who earned between 16 and 32 total Carnegie units in high school, and a positive

number of Carnegie units in English, were included in the sample. Of this transcript sample, 16,456

students also participated in the National Assessment of Educational Progress (NAEP) in 1990. The

NAEP is an ongoing assessment of academic achievement in a variety of subject areas and is administered to students in grades 4, 8, and 12 across the country. The 1990 HSTS assigned a course identification code number, based on the Classification of Secondary School Courses (CSSC), for each course

taken by a student. This served to standardize all of the transcripts included in the sample. Additionally, demographic data on each of the students were collected. For the students who were assessed by

the NAEP, a linked weighting system was used in order to compare the NAEP scores and coursetaking patterns (tables 105–108). In this report, the sample was limited to public high school graduates. Standard errors were computed using the Taylor Series approximation method. For further

information on the 1990 HSTS, see Stanley Legum et al., The 1990 High School Transcript Study,

Final Technical Report, Washington, D.C.: National Center for Education Statistics, U.S. Department

of Education, December 1992. You may also speak to Steve Gorman at (202) 219-1937.

 

Celestine Davis and Bill Sonnenberg, eds., Programs and Plans (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics, 1995).

284
1990 National Postsecondary Student Aid Study

The 1990 National Postsecondary Student Aid Study (NPSAS:90) collected data on the characteristics

of postsecondary students, particularly those who received student aid. NPSAS:90 was comprised of a

stratified sample of almost 70,000 postsecondary students taking courses for credit at approximately

1,100 institutions in 35 geographical areas throughout the 1989–90 academic year. Of this sample,

47,000 were undergraduates and 21,000 were nonbaccalaureate students. The data collection process

included three sources. Records were collected from the sampled institutions, a sample of students

from their institutions were interviewed by telephone and the parents or guardians of a subset of these

sampled students also had phone interviews. The sample was stratified as a function of institution

location, institution control, type, and enrollment, and student enrollment during the sampled academic

year. Standard errors for the data were computed using the Taylor Series approximation method. Some

items on the NPSAS:90 survey had high item nonresponse. Individuals who did not respond to an

item were reported in a separate category under a variable, if item nonresponse for that variable

exceeded 30 percent. For more information on the NPSAS:90 survey, consult Andrew G. Malizio et

al., Methodology Report for the 1990 National Postsecondary Student Aid Study, Washington, D.C.:

National Center for Education Statistics, U.S. Department of Education, April 1992. You may also

speak to Andrew Malizio at (202) 219-1448.

High School and Beyond Sophomore Cohort 1982 High School Transcript Study

The estimates for high school seniors in 1982 are based on a subsample of 1980 sophomores whose

high school transcripts were collected as a part of the High School and Beyond (HS&B) study. This

longitudinal survey was first administered in 1980 to a stratified, nationally representative sample of

roughly 30,000 high school sophomores and 28,000 high school seniors from more than 1,000 high

schools. Follow-up surveys were administered in 1982, 1984, 1986, and 1992. This report uses data

from the sophomore cohort of the First Follow-Up survey. The sample was limited to public high

school students by using the variable HSTYPE. This group was further reduced by including only high

school graduates. Graduation status was defined by using a “student type” variable, which was a

composite of the graduation status variables RESNLEFT, FUSTTYPE, and SY12, from the Transcript,

First Follow-Up, and Second Follow-Up surveys, respectively. Only those graduates who earned

between 16 and 32 total Carnegie units in high school, and a positive number of Carnegie units in

English, were included in the sample. The final sample comprised 9,510 public high school seniors.

Standard errors were computed using the Taylor Series approximation method. For further information

on HS&B, consult Calvin Jones et al., High School and Beyond Transcript Survey: 1982 Data File

Users Manual, Washington, D.C.: National Center for Education Statistics, U.S. Department of

Education, 1984. You may also speak to Aurora D’Amico at (202) 219-1365.

National Adult Literacy Survey

The National Adult Literacy Survey (NALS) collected data on the educational skills and work experiences of persons incarcerated in federal and state prisons. To conduct the survey, a sample of 1,073

male and 71 female inmates aged 16 and older was drawn from approximately 80 state and federal

prisons in the winter and spring of 1992. Surveys were administered by trained interviewers to an

average of 12 to 15 inmates per facility, with each interview lasting approximately 1 hour. Survey

questions included 15 minutes of background questions and 45 minutes of literacy simulation tasks.

Since clusters of adults from the same facility and residential block were selected, observations were

more similar than might be expected from independently selected adults in a simple random sample.

Accordingly, jackknife variance estimators were used to obtain estimates of total sampling error for

population estimates—a total of 45 replicate weights were created for use with jackknife estimates. To

account for sampling design, all responses were weighted to reflect the appropriate proportional

285
representation of individuals in the population. For further information on this survey, consult Anne

Campbell et al., Assessing Literacy: The Framework for the National Adult Literacy Survey, Washington, D.C.: National Center for Education Statistics, U.S. Department of Education, October 1992. You

may also speak to Andy Kolstad at (202) 219-1773.

Generally, this publication followed the standard data suppression rule of not reporting estimates in

tables when the unweighted N for a cell is less than 30. However, because of particular study design

effects, the NALS table suppressed estimates when the unweighted N for a cell was less than 45.

National Assessment of Vocational Education Omnibus Survey

The National Assessment of Vocational Education (NAVE) Omnibus Survey included seven questionnaires. This report uses data collected from two of those questionnaires (the Survey of Public Secondary Schools and the Survey of Two-Year Public Postsecondary Institutions). These questionnaires

asked school- and institution-level administrators about reform efforts related to vocational education,

including integration of academic and vocational education and school-to-work program offerings

(such as cooperative education, work experience, and school-based enterprises). Because of the

confusing wording of certain survey items, data on tech prep and apprenticeship program offerings

were excluded from this report. Further information regarding these surveys can be found in the

NAVE’s Report to Congress. You may also speak to David Boesel at (202) 219-1598.

The frame from which secondary schools were sampled was developed from the Quality Education

Data list of districts and schools, supplemented by the Department of Education’s Common Core of

Data. Public secondary schools and districts were divided into two categories—vocational and regular—using the following criteria: schools that offered only vocational education were defined as

vocational schools; all other schools were defined as regular schools; districts with only vocational

schools were defined as vocational districts; and districts with at least one regular school were defined

as regular districts.

Regular school districts were sampled within three community type strata: urban, suburban, and rural.

One school was selected, with probability proportionate to size, from each sampled regular secondary

district, resulting in a sample of 2,000 regular schools out of 15,421 schools nationwide. Vocational

schools in vocational districts were sampled with certainty, and all vocational schools in the regular

school districts that were sampled were sampled with certainty, resulting in a total sample of 1,130 out

of 1,477 vocational schools across the country. Sampling weights were assigned to schools based on

their selection probabilities and an adjustment for nonresponse. Due to the complex sampling design,

replicate weights were created to estimate standard errors using the jackknife replication procedure.

A census was taken of all 1992 2-year public postsecondary institutions included in the Department of

Education’s Integrated Postsecondary Data System (IPEDS), which itself contains the universe of 2-

year public postsecondary institutions. The data were collected between March and October 1992, and

79 percent of the institutions responded. Because the survey was administered to the universe of

institutions, standard errors of the estimates were not computed.

National Education Longitudinal Study of 1988

The National Education Longitudinal Study of 1988 (NELS:88), was a stratified, nationally representative sample of almost 26,000 students in the eighth grade from more than 1,000 public and private

junior high schools. Follow-up surveys were administered in 1990 and 1992, when the students were

sophomores and seniors in high school. The Second Follow-Up “freshened” the sample to make it

representative of students enrolled in the 12th grade in the spring of 1992, by adding students who

286
were not in the base year either because they were not in the country or because they were not in the

eighth grade in the spring of 1988. Data from the student and transcript files were used in this report.

Transcript data were available for about 17,200 students. Only those graduates who earned between 16

and 32 total Carnegie units in high school, and a positive number of Carnegie units in English, were

included in the sample.

The sample used for this report was also limited to public high school graduates who earned a regular

high school diploma. Graduates earning special education diplomas were excluded from the sample.

The variable G12CTRL2 was used to restrict the sample to students attending public high schools, and

the variable F2REASL was used to further limit the sample to those students who graduated from high

school. The final sample size included 11,707 students. Standard errors for the data were computed

using the Taylor Series approximation method. For further information on NELS and the Second

Follow-Up, consult Steven J. Ingels et al., National Education Longitudinal Study of 1988 Second

Follow-Up: Data File User’s Manual , Washington, D.C.: National Center for Education Statistics,

U.S. Department of Education, September 1994. You may also speak to Peggy Quinn at (202) 219-

1743.

Schools and Staffing Survey

The 1990–91 Schools and Staffing Survey (SASS) collected data on elementary and secondary

teachers during the 1990–91 school year. The sample consisted of over 65,000 teachers from more

than 12,500 schools. The report used data from the Teacher File on approximately 23,600 public

school teachers of grades 9 through 12 to analyze differences between vocational and nonvocational

teachers. Teachers who taught 50 percent or more of their courses in vocational subjects were considered vocational. The report also relied on the School File, which provided information on characteristics of the schools in which teachers taught. For a detailed description of the procedures employed, see

Steven Kaufman and Hertz Huang, 1990–91 Schools and Staffing Survey: Sample Design and Estimation, Technical Report, Washington, D.C.: National Center for Educational Statistics, U.S. Department

of Education, 1993.

This report also makes use of the 1987–88 SASS Teacher File, which collected data on elementary

and secondary teachers during the 1987–88 school year. The 1987–88 survey consisted of over 65,000

teachers from more than 12,800 schools. This report used data on about 18,000 public school teachers

of grades 9 through 12 from the 1987–88 survey. For a detailed description of the procedures employed, see Phillip Kaufman, A Comparison of Vocational and Non-Vocational Public School Teachers in Grades 9 to 12, Washington, D.C.: National Center for Educational Statistics, U.S. Department

of Education, 1991. You may also speak to Kerry Gruber at (202) 219-1370.

Survey of Income and Program Participation

The 1990 panel of the Survey of Income and Program Participation (SIPP) was a nationally representative longitudinal survey of all households. The survey was conducted in approximately 230 primary

sampling units and more than 800 housing units, covering eight sampling periods from February 1990

to September 1992 (every 4 months). In addition, an education and training topical module, which

includes questions pertaining to the field of study of postsecondary degree and nondegree holders, was

administered during the second sampling period (from June to September 1992).

About 45,000 persons were interviewed for all of the eight sampling periods. This report used data

from the first seven sampling periods, including data from the education and training topical module.

The sample was limited in this report to persons aged 18–34 (approximately 10,200 persons). The

standard errors for the estimates were calculated using generalized variance equations. Further infor287
mation on this survey can be found in Daniel Kasprzyk, “The Survey of Income and Program Participation: An Overview and Discussion of Research Issues” SIPP Working Paper No. 8830, U.S. Department of Commerce, Bureau of the Census, December 1988.

Although this publication generally followed the suppression rule of not reporting estimates in tables

when the unweighted N for a cell was less than 30, the SIPP data followed a separate rule recommended by the Census Bureau for Current Population Survey and related data. In the SIPP tables,

estimates were suppressed when the base for a calculation was less than 200,000 persons. 

PROVIDING INFORMATION ON TARGETED POPULATIONS

Section 421 of the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 (1990

Perkins Act) established a national data system that would include information on the extent of

participation in vocational education of the following populations:

Women;

American Indians;

Individuals with handicaps;

Individuals of limited English proficiency;

Economically disadvantaged individuals (including students in rural and urban areas);

Adults who are in need of training and retraining;

Single parents;

Incarcerated youths and adults; 

Individuals who participate in programs designed to eliminate sex bias; 

Minorities; and

Displaced homemakers.

This publication provides up-to-date information on most of these targeted populations, as well as on

an additional special population group—academically disadvantaged individuals.

This report does not provide information on adults in need of training and retraining or displaced

homemakers. In the former case, the term must be defined before the population can be identified.57

For example, a broad definition of adults in need of training or retraining might include all adults who

are unemployed or employed in low-wage jobs. A more restrictive definition might include adults who

have experienced long periods of unemployment or those who are employed in low-paying occupations outside their field of training. The Survey of Income and Program Participation (SIPP) could

provide a potential source of information on this population, once defined. In the latter case, the

federal regulations associated with the 1990 Perkins Act define displaced homemakers as adults who

have worked primarily without pay to care for the home and family and for that reason have diminished marketable skills, among other criteria. While the SIPP dataset could potentially provide information on this population, the 1990 panel did not permit creation of a reliable measure. The survey

questions followed a complex skip pattern, failing to ask respondents who had never worked about the

reasons why they had not worked. Instead, all of the questions that asked whether “taking care of

home and family” was a reason for not working were asked only of respondents who had worked at

some time in the recent past and then stopped working.

 

E. Gareth Hoachlander and Karen A. Levesque, Improving National Data for Vocational Education:

Strengthening A Multiform System (Berkeley, CA: National Center for Research in Vocational

Education, 1993) p. 33.

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Including data on the remaining targeted populations sometimes required constructing relevant variables from other available information. The following discussion provides descriptions of how information on each targeted population is reported in this publication.

W omen, American Indians, and Minorities

Information on sex and race–ethnicity was included as a basic data element in all of the datasets

except for the National Assessment of Vocational Education (NAVE) Omnibus Survey, which included schools and institutions as the basic unit of analysis rather than individuals. This publication uses

the term Native American in lieu of American Indian/Alaskan Native.

Individuals with Disabilities

In the National Education Longitudinal Study of 1988 (NELS:88), high school students were classified

as either disabled or not disabled based on teacher and parent reports of student disability status in the

eighth grade.58 The NELS:88 dataset also permitted reporting information on students in schools with

higher and lower proportions of the student body participating in special education.

In the 1990 National Postsecondary Student Aid Study (NPSAS:90), postsecondary students were

classified as disabled if they reported any disabling conditions. It was also possible to report disability

types for these students. However, a large number of postsecondary students (more than 30 percent)

were missing information on disability status, necessitating reporting participation data separately for

this unclassified group.

Individuals of Limited English Proficiency

In NELS:88, high school students were classified as limited English proficient or English proficient

based on teacher and parent responses about the student during the eighth grade. Data on students’

English proficiency were not available at the postsecondary level.

Economically Disadvantaged Individuals

The 1990 Perkins Act regulations define economically disadvantaged families or individuals as those

(1) eligible for (a) Aid to Families with Dependent Children, (b) food stamps, (c) Chapter 1 of Title I

of the Elementary and Secondary Education Act, (d) free or reduced-price school lunches, or (e) Job

Training Partnership Act Title II programs; (2) in receipt of a Pell grant or assistance under a comparable state need-based tuition aid program; (3) determined to be low income according to the latest

available data from the Departments of Commerce or Health and Human Services; or (4) identified as

low income according to other indices of economic status. Section 421 of the 1990 Perkins Act also

included students in rural and urban areas among economically disadvantaged individuals.

This publication includes several measures of economic disadvantage. Using the NELS:88 dataset, the

report provides information on the socioeconomic status of high school students, grouping students

into four quartiles constructed from data on father’s occupation, father’s and mother’s education,

family income, and material possessions in the household. NELS:88 also provides information on

 

An alternative definition of handicap statusóbased on special education program participation

as indicated by student transcript dataóis included in John Tuma and Shelley K. Burns, Trends in

Participation in Secondary Vocational Education: 1982ñ1992 (Washington, D.C.: U.S. Department of

Education, National Center for Education Statistics), forthcoming. The Tuma and Burns report

used the alternative definition in order to make the disability status data consistent across

datasets for 1982, 1987, 1990, and 1992. Because their definition is more restrictive, the

participation of students with disabilities appears to be more limited in that report than

it does in this publication. 

289
students in urban, suburban, and rural schools, and schools with higher and lower proportions of the

student body receiving free or reduced-price lunches. The NPSAS:90 dataset provides information on

postsecondary students, including financial aid status and family background (a composite variable

created from data on family income for dependent students only, and father’s and mother’s occupations and education levels).59 Finally, the Schools and Staffing Survey (SASS) provides information on

teachers in urban, suburban, and rural schools, and schools with higher and lower proportions of the

student body receiving free or reduced-price lunches.

Academically Disadvantaged Individuals

The 1990 Perkins Act regulations define academically disadvantaged individuals as those (1) who

score at or below the 25th percentile on a standardized achievement or aptitude test; (2) whose

secondary school grades are below 2.0 on a 4.0 scale; or (3) who fail to attain minimum academic

competencies. The definition does not include individuals with learning disabilities, who are included

under “individuals with handicaps.”

This publication includes several measures of academic disadvantage. Both NELS:88 and NPSAS:90

provide information on students with higher and lower grade point averages in high school and

postsecondary education, respectively.60 NELS:88 also provides information on high school students

accumulating greater and fewer numbers of credits in remedial coursework, and both NELS:88 and

SASS provide information on schools with higher and lower proportions of the student body taking

remedial reading. Finally, the 1990 National Assessment of Educational Progress (NAEP) provides

information on high school students scoring in higher and lower mathematics test quartiles.

Single Parents

The NELS:88 study asked students whether they were parents or expecting, but did not ask about

marital status. Consequently, it was possible to report “student parent status” for high school graduates, but not “single parent status.” In contrast, the NPSAS:90 study asked students about marital

status and whether they had any dependents, but did not ask specifically whether they had children.

Consequently, for postsecondary students, it was possible to report information on “unmarried students

with dependents,” but not “unmarried students with children.”

Incarcerated Y ouths and Adults

Data on incarcerated persons 16 years old and older were provided through the National Adult

Literacy Survey (NALS).

Individuals W ho Participate in Programs Designed to Eliminate Sex Bias

None of the datasets identified individuals participating in programs to eliminate sex bias.61 However,

it was possible using NELS:88 and NPSAS:90 to compare the participation patterns of male and

female students in specific occupational programs, and to identify programs with significant gender

imbalances. Using SASS, it was also possible to compare the proportion of male and female teachers

in different vocational areas.

 

For a few NPSAS tables, the number of postsecondary students missing information on family

background was so high that the variable was removed from the table.

For a few NPSAS tables, the number of postsecondary students missing information on postsecondary

GPA was so high that the variable was removed from the table.

E. Gareth Hoachlander and Karen A. Levesque, Improving National Data for Vocational Education:

Strengthening A Multiform System (Berkeley, CA: National Center for Research in Vocational

Education, 1993) p. 35.

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TECHNICAL NOTES

Accuracy of Estimates

The statistics in this report are estimates derived from samples. Two broad categories of error occur in

such estimates: sampling and nonsampling error. Sampling errors happen because observations are

made only on samples of students, not on entire populations. Nonsampling errors occur not only in

surveys of sample groups but also in complete censuses of entire populations.

Nonsampling errors can be caused by a number of factors: inability to obtain complete information

about all students in all schools in the sample (some students or schools 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 in collecting, processing, sampling, and estimating missing data.

The accuracy of a survey result is determined by the effect of sampling and nonsampling errors. In

surveys with sample sizes as large as those used in this report, the sampling errors generally are not

the primary concern, except where separate estimates are made for relatively small subpopulations,

such as Asians or Native Americans. In this report, small sample sizes were generally not a problem.

Complex Sampling

The 1987 and 1990 HSTS, NAEP, HS&B, NALS, NELS:88, NPSAS:90, SASS, and SIPP all use

multistage sample designs. The resulting samples, while representative, are not simple random samples. For example, students in both HSTS and in HS&B were initially selected within high schools

that were grouped within strata. Because of the effects of the multistage designs (students within

schools and schools within strata) and because of the effects of certain adjustments to the sampling

weights (poststratification and weighting adjustments), observations made on different students cannot

be assumed to be independent of one another. As a result, ordinary formulas used to estimate the

variance of sample statistics, based on assumptions of independence and simple random samples, will

tend to underestimate the true sample variability. To overcome this problem, standard errors for most

estimates in this report were calculated using either replication procedures or Taylor residual techniques. The standard errors for the estimates using SIPP were calculated using generalized variance

equations.

All estimates, standard errors, unweighted Ns, and weighted Ns are available from NCES in commaseparated form for use with all major spreadsheet software and microcomputers. In addition, hard

copies of the taxonomies used to categorize courses and programs are also available, as well as hard

copies of the standard errors, unweighted Ns, and weighted Ns for tables in appendix A. Those

interested in this information should contact the Data Development Division, National Center for

Education Statistics, 555 New Jersey Avenue NW, Washington, D.C. 20208.

Statistical Procedures

Most statistical tests used in this report were based on t statistics, and included estimates of the

probability of a Type I error, or significance level. The significance levels were determined by

calculating t values for the differences between each pair of means or proportions and by comparing

these to published tables of significance levels for two-tailed hypothesis testing. These t values may be

computed for comparisons using independent estimates with the following formula:

291
where P1

 and P2are the estimates to be compared and se1and se2 are their corresponding standard

errors.

In some cases, comparisons within and among rows or columns of data were made, and one of several

tests of dependence was used. These tests included linear trend and chi-square tests for tables of

proportions, and weighted least squares (WLS) regression and analysis of variance (ANOVA) for

tables of means. Linear trend and WLS tests were used to examine whether an increasing or decreasing trend existed within a single row or column of ordered data and to compare rows or columns of

ordered data. Chi-square and ANOVA tests were used to compare rows or columns of unordered data.

Multiple Comparisons

As the number of comparisons on the same set of data increases, so does the likelihood that the t

value for at least one of the comparisons will exceed 1.96 simply due to increases in sampling error.

For a single comparison, there is a 5 percent chance that the t value will exceed 1.96 due to sampling

error. For five tests, the risk of getting at least one t value that high increases to 23 percent, and for

20 comparisons, 64 percent.

One way to compensate for this risk when making multiple comparisons is to adjust the alpha level to

take into account the number of comparisons being made. For example, rather than establishing an

alpha level of 0.05 for a single comparison, the alpha level is set to ensure that the likelihood is less

than 0.05 that the t value for any of the comparisons exceeds the critical value by chance alone when

there are truly no differences for any of the comparisons. This Bonferroni adjustment is calculated by

taking the desired alpha level and dividing it by the number of possible comparisons, based on the

variables(s) being compared. The t value corresponding to the revised lower alpha level must be

exceeded in order for any of the comparisons to be considered significant. For example, to test for

differences in dropout rates between whites, blacks, and Hispanics, the following steps would be

involved:

Establish the number of comparisons—in this case three (whites and blacks, whites and Hispanics,

and blacks and Hispanics). The number of two-way comparisons that can be made equals [(n)(n1)]/2, where n is the number of variable categories. Thus, with three categories, the number of

possible comparisons is [(3)(2)]/2 = 3.

Divide the desired alpha level, 0.05, by the number of comparisons (e.g., three) to obtain the new

alpha level (0.05/3 = 0.0166).

Consult a table of t statistics (or the standard normal table for z values if the N is large) to find

the two-tailed t value that corresponds to that alpha (t = 2.39 for alpha = 0.0166).

All comparisons in this report were tested using the Bonferroni adjustment for the t tests. Where

categories of two variables were involved, the number of comparisons used to make the Bonferroni

adjustment was based on the relationship(s) being tested.

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APPENDIX C

GLOSSARY

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GLOSSARY

Academic subjects: The high school academic curriculum is divided into the main subject areas listed

below. These courses are not exhaustive of the courses included in each subject area.

Mathematics: Courses at the level “less than Algebra 1” include basic math, general math, applied

math, and pre-algebra; courses at the level “Algebra 1 or higher” include Algebra 1, geometry,

advanced math (including Algebra 2 and 3, trigonometry, analytic geometry, precalculus, and

probability and statistics), and calculus.

Science: Includes courses in biology, chemistry, and physics, as well as survey courses and those in

other areas.

English: Includes survey and skills courses, as well as courses in literature, composition and

writing, and speech.

Social studies: Includes courses in American history, world history, American government and

politics, social sciences such as economics and anthropology, and humanities such as philosophy.

Fine arts: Includes courses that fulfill a general art requirement, as well as performing arts and

advanced courses. Media courses include arts and crafts, music, drama, and dance.

Foreign languages: Includes all courses that teach second languages, including English as a second

language, as well as classes in languages other than English.

Carnegie unit: A standard of measurement used for secondary education that represents the completion

of a course that meets 1 period per day for 1 year. See credit.

College prep/College preparatory: See specialization. 

Community college: A public 2- to 3-year postsecondary institution. See postsecondary institutions.

Comprehensive high school: See high school types. 

Concentrator: See program concentration. 

Cooperative education and work experience: See school-to-work transition programs. 

Courses completed: Students were said to have completed a course in a subject area if they earned a

Carnegie unit, or a fraction of a unit, in that subject area.

Credit: For simplicity’s sake, the publication refers to a Carnegie unit as a credit. See Carnegie unit. 

Curriculum types: At its most aggregated level, the Secondary School Taxonomy divides the high

school curriculum into three distinct curricula:

Academic: See academic subjects.

Vocational: See vocational education.

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Personal use/other: Included in this curriculum are courses intended for personal development, such

as courses in driver’s education, personal health and physical education, religion, and military

science.

Degrees: See postsecondary award types.

Dependency status: Postsecondary students reported whether they were financially dependent on or

independent from their parents.

Disability status: Postsecondary students were classified as disabled if they reported any of the

following disabling conditions:

Physically impaired: Includes either deafness, speech impairment, orthopedic impairment, visual

impairment, or other health impairment, but not learning disability.

Learning disabled: Includes learning disability only.

Multiple disabilities: Includes two or more of the following disabilities: deafness, speech impairment, orthopedic impairment, visual impairment, other health impairment, and learning disability. 

Employment status: Persons who reported working for pay were classified by full- or part-time status:

Employed full time: A person was said to have been employed full time if that person worked on

average 35 or more hours per week.

Employed part time: A person was said to have been employed part time if that person worked on

average fewer than 35 hours per week.

Family background: A composite variable created from data on postsecondary students’ family income

(for dependent students only); father’s and mother’s education levels; and father’s and mother’s

occupations, which were assigned values from the Duncan socioeconomic index (SEI) indicating the

social value of occupations.

Handicap status: High school students were classified as either handicapped or not handicapped based

on teacher and parent reports of student handicap status in the eighth grade. 

High school types: Public high schools were classified into the following types:

Comprehensive high school: The typical U.S. high school, offering, at minimum, academic studies

and usually some vocational education.

Vocational school: Vocational schools, including full-time vocational high schools and area or

regional vocational schools. See vocational school. 

Inmate: A person incarcerated in either a federal or state prison.

Minority status: Persons were classified as belonging to a minority group, if they were black, nonHispanic; Hispanic; Asian; or Native American. See race–ethnicity.

296
New Basics standards: The coursework standards recommended by A Nation At Risk for noncollegebound high school graduates included 4 years of English, 3 years of math, 3 years of science, 3 years

of social studies, and a half year of computer science.

Nonbaccalaureate student: A postsecondary student who reported that he or she was seeking less than

a bachelor’s degree.

Nonvocational teacher: See teaching assignment. 

Occupationally specific education: Another term for specific labor market preparation. See vocational

education. 

Postsecondary attendance: A student was said to have attended a postsecondary institution if the

institution reported that the student was enrolled during academic year 1989–90. 

Postsecondary award types: Certificates and degrees awarded by postsecondary institutions are defined

as follows:

Certificate: An award granted for the successful completion of a program of studies, requiring less

than 4 years (or equivalent) of full-time college-level study. Certificates are usually awarded in a

vocational field, and may cover the same coursework as a vocational associate’s degree, but

without the general education requirements. 

Associate’s degree: A degree granted for the successful completion of a subbaccalaureate program

of studies, usually requiring at least 2 years (or equivalent) of full-time college-level study. This

includes degrees awarded in vocational and nonvocational fields.

Bachelor’s degree: A degree granted for the successful completion of a baccalaureate program of

studies, usually requiring at least 4 years (or equivalent) of full-time college-level study. This

includes degrees granted in a cooperative or work-study program.

Master’s degree: A degree awarded for successful completion of a program generally requiring 1 or

2 years of full-time college-level study beyond the bachelor’s degree. 

Doctor’s degree: An earned degree carrying the title of Doctor. Many doctor’s degrees in both

academic and professional fields require an earned master’s degree as a prerequisite. First-professional degrees, such as M.D. and D.D.S., are not included under this heading.

First-professional degree: A degree that signifies both completion of the academic requirement for

beginning practice in a given profession and a level of professional skill beyond that normally

required for a bachelor’s degree. This degree is usually based on a program requiring at least 2

academic years of work before entrance and a total of at least 6 academic years of work to complete the degree program, including both previously required college work and the professional

program itself. 

297
Postsecondary institutions: Institutions are defined as follows:

Public 4-year: Includes public, baccalaureate degree-granting institutions.

Private, nonprofit 4-year: Includes private, baccalaureate degree-granting institutions.

Public 2- to 3-year: Includes public, less-than-4-year degree-granting institutions. See community

college. 

Public vocational–technical institute: Includes public, less-than-4-year nondegree-granting institutions.

Private proprietary: Includes private, for-profit less-than-4-year institutions.

Private less-than-4-year: Includes private, nonprofit less-than-4-year institutions.

Postsecondary major: See postsecondary program type. 

Postsecondary program type: Nonbaccalaureate programs are classified into the following areas:

Academic: Includes mathematics and science; letters, humanities, and communications; social

science; art and design; and education, among others.

Vocational: Includes program areas listed under postsecondary vocational program areas.

Other: Includes personal or avocational courses, such as basic skills, citizenship activities, healthrelated knowledge and skills, interpersonal and social skills, leisure and recreational activities, and

personal awareness and self-improvement.

Program concentration: High school students were classified as vocational program concentrators if

they earned 3 or more Carnegie units in a single vocational program area.

Race–ethnicity: Classification indicating general racial or ethnic heritage based on self-identification.

These categories are in accordance with the classification scheme presented below:

White, non-Hispanic: A person having origins in any of the peoples of Europe, North Africa, or the

Middle East, excluding persons of Hispanic origin.

Black, non-Hispanic: A person having origins in any of the black racial groups in Africa, excluding

persons of Hispanic origin.

Hispanic: A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish

culture or origin, regardless of race.

Asian: A person having origins in any of the peoples of the Far East, Southeast Asia, the Indian

subcontinent, or the Pacific Islands including, for example, China, India, Japan, Korea, the Philippine Islands, and Samoa.

298
Native American: A person having origins in any of the peoples of North America and maintaining

cultural identification through tribal affiliation or community recognition. This category includes

Alaskan Natives. NCES survey forms use the term American Indian/Alaskan Native when collecting data on this population.

Related employment: Persons were considered to be employed in a related field if their postsecondary

vocational field of study was related to their occupation.

School-to-work transition programs: Includes the following programs:

Tech prep: Programs consisting of the 2 or 4 years of secondary school preceding graduation and 2

years of higher education, or an apprenticeship program of at least 2 years following secondary

instruction, with a common core of required proficiency in mathematics, science, communications,

and technologies, designed to lead to an associate degree or certificate in a specific career field.

Also referred to as 2+2 programs.

Apprenticeship training: Programs registered with the Department of Labor or a state apprenticeship agency in accordance with the Act of August 16, 1937, commonly known as the National

Apprenticeship Act, which is conducted or sponsored by an employer, a group of employers, or a

joint apprenticeship committee representing both employers and a union, and which contains all

terms and conditions for the qualification, recruitment, selection, employment, and training of

apprentices. 

School-based enterprise: A class-related activity that engages students in producing goods or

services for sale or use to people other than the participating students themselves.

Cooperative education: Allows students to earn school credit in conjunction with paid or unpaid

employment that is in their vocational field of study. These programs usually involve employers in

developing a training plan and evaluating students.

Work experience: Allows students to earn school credit in conjunction with paid or unpaid employment. In contrast with cooperative education programs, these programs may or may not involve

employment that is in the student’s vocational field of study or involve employers in developing a

training plan and evaluating students. 

Socioeconomic status: Constructed from data on father’s occupation, father’s education, mother’s

education, family income, and material possessions in the household. See family background.

Special education: Curriculum provided to secondary students who have a disability and have developed an Individualized Education Plan (IEP). 

Special populations: The federal regulations pertaining to the Carl D. Perkins Vocational and Applied

Technology Education Act of 1990 define special populations as individuals with disabilities, educationally and economically disadvantaged individuals, individuals of limited English proficiency,

individuals who participate in programs designed to eliminate sex bias, and individuals in correctional

institutions.

299
Specialization: Students were classified as college prep or vocational specialists, or as nonspecialists,

according to the following criteria: 

College prep/College preparatory: High school students who earned 4 or more Carnegie units in

English; 3 or more Carnegie units in math, with 1 of those units in algebra or higher; 3 or more

Carnegie units in science, with 1 or more of those units in chemistry or physics; and 2 or more

Carnegie units in a single foreign language; and who did not meet the vocational specialist criteria

were all classified as college prep specialists.

Vocational: High school students who earned 4 or more Carnegie units in a single vocational

program area, with at least 2 of those units in a second or later course in the sequence, were

classified as vocational specialists. Students who met both the vocational specialist and college prep

criteria were classified as vocational specialists in the NELS tables (tables 1–49). In the NAEP

tables (tables 105–108), they were classified as college prep.

Other: High school students who met neither specialization criteria were classified as nonspecialists.

Specialty courses: Nonsequential courses in a vocational program area, usually covering topics of

special interest to students. 

Teaching assignment: Teachers of grades 9–12 were assigned vocational teaching status if 50 percent

or more of the courses they taught were in a vocational area as defined by the Secondary School

Taxonomy, or their primary assignment was in a vocational area when course information was not

available. 

Tech prep: See school-to-work transition programs. 

Urbanicity: Schools were classified based on standards used by the U.S. Census:

Urban: A school was located in the central city of a Standard Metropolitan Statistical Area (SMSA).

Suburban: A school was located either (1) within a SMSA, but outside the central city; or (2)

outside a SMSA, but in a town with a population of 2,500 or more and that was defined as urban.

Rural: A school was located in a community with a population of less than 2,500 and that was

defined as rural.

Vocational education: Organized educational programs, services, and activities that are directly related

to the preparation of individuals for paid or unpaid employment or for additional preparation for a

career, requiring other than a bachelor’s or an advanced degree. This publication refers to the following types of vocational education at the high school level:

Consumer and homemaking education: Consists of courses intended to prepare students for roles

outside the paid labor market. Topics covered include child care, meal preparation, nutrition, and

household management.

300
General labor market preparation: Consists of courses that teach general employment skills but do

not have as their primary objective preparing students for paid employment in a specific field.

These courses include introductory typewriting, industrial arts, career education, agricultural math,

and business English, among others. 

Specific labor market preparation: Consists of courses that teach skills and provide information

required in a particular vocation. Courses are organized into first-level, second- or higher level, and

specialty courses. See occupationally specific education and vocational program areas.

Vocational program areas: 

Secondary level:

Agriculture: Includes courses that prepare students for employment in farming, horticulture,

fishing, or forestry. In addition, courses in natural resources teach skills in conservation, wildlife, forestry, logging, and paper production.

Business and office: Offers training in business support and business management, including

data processing, accounting, shorthand, stenography, advanced typing, and recordkeeping, as

well as finance, investments, personnel, and other aspects of management. Also included are

courses in library science and security services.

Marketing and distribution: Includes courses related to the selling and distribution of goods and

services, teaching skills ranging from cash register operation to marketing and management

research (once called distributive education).

Health: Includes courses intended to prepare students for careers in the health professions, such

as those that train students to become nurses and dental assistants, lab technicians, and ambulance operators.

Occupational home economics: Includes courses intended to prepare students for employment in

the service sector, such as child care, food preparation, cleaning services, plant maintenance,

cosmetology, and fashion and interior design. Unlike consumer and homemaking education,

occupational home economics emphasizes skills and training for the paid labor force.

Trade and industry: Includes coursework in construction, mechanics and repairs, precision

production, and transportation. Construction includes courses in carpentry, plumbing, electrical

wiring, and welding. Mechanics and repairs includes courses in repairing a variety of consumer

goods. Precision production includes courses that teach students how to design and manufacture

goods, such as woodworking, graphic design, printing, sheet metal, and architecture.

Technical and communications: Includes courses related to skills used in television and radio, as

well as computer courses such as programming.

Postsecondary level:

Agriculture: Includes courses in agricultural business and production including horticulture,

agricultural sciences such as animal sciences, and conservation and renewable natural resources.

Business and office: Includes courses in business administration and management such as

accounting, and in administrative and secretarial services such as typing and word-processing.

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Marketing and distribution: Includes courses in the marketing operations of apparel and accessories, business and personal services, financial services, and hospitality and recreation, as well as

retailing and wholesaling operations.

Health: Includes courses in nursing and other allied health fields such as dental and physical

therapy assisting, and in health sciences such as medical laboratory and clinical anatomy.

Home economics: Includes courses in family and community studies, foods and nutrition

science, child care provider/assistant, and clothing, apparel, and textile workers and managers.

Technical education: Includes the following subgroupings:

Protective services: Includes courses in criminal justice and fire protection.

Computers/data processing: Includes courses in computer programming, data processing, and

computer and information sciences.

Engineering/science technologies: Includes courses in architectural engineering technology;

computer engineering technology; heating, air conditioning, and refrigeration technology;

industrial/manufacturing technology; biological technology; and nuclear and industrial radiologic

technologies.

Communication technologies: Includes courses in educational media, photographic technology,

and radio and television broadcasting technology.

Trade and industry: Includes courses in construction; automotive and other mechanics and

repairers; drafting and other precision production; transportation and materials moving; and

consumer, personal, and miscellaneous services.

Vocational teacher: See teaching assignment. 

Vocational school: Includes full-time vocational high schools and area or regional vocational

schools. The latter type of school may serve postsecondary and adult students in addition to high

school students. 

Vocational–technical institute: See postsecondary institution types. 

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APPENDIX D

BIBLIOGRAPHY

303
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307