- Surveys & Programs
- Data & Tools
- Fast Facts
- News & Events
- Publications & Products
- About Us
 |
| 2009 Tables and Figures | All Years of Tables and Figures | Most Recent Full Issue of the Digest |
 Previous Page |
Download Excel  (48KB) |
| Table 326. | Percentage distribution of 1990 high school sophomores, by highest level of education completed through 2000 and selected student characteristics: 2000 |
| Student characteristic | Total | Less than high school completion | High school completion | Some post- secondary |
Certificate | Associate's degree |
Bachelor's or higher degree | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Total | Bachelor's degree |
Master's degree |
Professional and doctor's degrees |
|||||||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | ||||||||||||
| Total | 100.0 | (†) | 8.8 | (0.73) | 17.8 | (0.73) | 30.2 | (0.90) | 7.9 | (0.44) | 6.6 | (0.37) | 28.7 | (0.89) | 25.5 | (0.81) | 2.8 | (0.23) | 0.4 | (0.06) | ||
| Sex | ||||||||||||||||||||||
| Male | 100.0 | (†) | 8.5 | (1.02) | 19.7 | (1.06) | 32.6 | (1.27) | 6.8 | (0.60) | 6.6 | (0.56) | 25.8 | (1.16) | 23.2 | (1.08) | 2.2 | (0.31) | 0.4 | (0.09) | ||
| Female | 100.0 | (†) | 9.1 | (1.00) | 15.9 | (0.99) | 27.9 | (1.12) | 8.9 | (0.67) | 6.6 | (0.46) | 31.5 | (1.12) | 27.8 | (1.03) | 3.3 | (0.31) | 0.4 | (0.09) | ||
| Race/ethnicity | ||||||||||||||||||||||
| White | 100.0 | (†) | 6.8 | (0.75) | 17.8 | (0.75) | 27.6 | (0.85) | 7.2 | (0.44) | 7.2 | (0.46) | 33.3 | (0.98) | 29.4 | (0.91) | 3.5 | (0.30) | 0.5 | (0.08) | ||
| Black | 100.0 | (†) | 11.1 | (2.14) | 17.9 | (2.29) | 38.5 | (3.51) | 12.0 | (1.91) | 4.1 | (0.66) | 16.4 | (1.68) | 15.4 | (1.64) | 0.8 | (0.25) | 0.2 | (0.08) | ||
| Hispanic | 100.0 | (†) | 16.3 | (3.23) | 18.5 | (2.63) | 37.8 | (2.93) | 8.5 | (1.43) | 7.3 | (1.12) | 11.6 | (1.16) | 10.7 | (1.10) | 0.8 | (0.20) | 0.1 | (0.07) | ||
| Asian/Pacific Islander | 100.0 | (†) | 6.5 | (3.14) | 6.2 | (1.33) | 32.2 | (4.09) | 5.7 | (1.62) | 3.5 | (1.37) | 46.1 | (4.63) | 41.0 | (4.45) | 3.6 | (0.91) | 1.5 | (0.41) | ||
| American Indian/Alaska Native |
100.0 | (†) | 21.6 | (3.81) | 40.1 | (8.24) | 23.0 | (7.29) | 6.4 | (4.00) | 3.0 | (0.97) | 5.9 | (2.35) | 5.3 | (2.25) | ‡ | (†) | ‡ | (†) | ||
| Socioeconomic status in 19901 | ||||||||||||||||||||||
| Low quartile | 100.0 | (†) | 19.9 | (1.97) | 31.7 | (1.84) | 25.4 | (1.71) | 10.6 | (1.12) | 5.4 | (0.69) | 6.9 | (0.60) | 6.5 | (0.59) | 0.3 | (0.10) | # | (†) | ||
| Middle two quartiles | 100.0 | (†) | 6.1 | (0.79) | 17.0 | (0.90) | 34.4 | (1.16) | 8.2 | (0.61) | 8.5 | (0.60) | 25.7 | (1.02) | 23.6 | (1.00) | 1.9 | (0.26) | 0.2 | (0.06) | ||
| High quartile | 100.0 | (†) | 0.3 | (0.10) | 5.2 | (0.81) | 25.5 | (1.47) | 4.5 | (0.79) | 4.6 | (0.56) | 59.8 | (1.58) | 51.2 | (1.48) | 7.3 | (0.68) | 1.4 | (0.23) | ||
| Test score composite in 19902 | ||||||||||||||||||||||
| Low quartile | 100.0 | (†) | 19.3 | (1.99) | 31.8 | (2.00) | 28.1 | (1.93) | 11.2 | (1.27) | 4.9 | (0.76) | 4.7 | (0.50) | 4.5 | (0.50) | 0.2 | (0.08) | 0.1 | (0.05) | ||
| Middle two quartiles | 100.0 | (†) | 4.9 | (1.00) | 17.0 | (0.98) | 34.4 | (1.29) | 8.9 | (0.62) | 9.2 | (0.61) | 25.5 | (1.08) | 23.6 | (1.05) | 1.8 | (0.20) | 0.1 | (0.03) | ||
| High quartile | 100.0 | (†) | 0.7 | (0.09) | 5.3 | (0.72) | 23.4 | (1.23) | 2.7 | (0.59) | 4.7 | (0.57) | 63.2 | (1.44) | 53.9 | (1.43) | 7.7 | (0.75) | 1.5 | (0.24) | ||
| Locus of control in 19903 | ||||||||||||||||||||||
| Low quartile | 100.0 | (†) | 13.6 | (1.91) | 26.2 | (1.85) | 29.9 | (1.82) | 7.6 | (0.93) | 6.4 | (0.84) | 16.2 | (1.29) | 14.9 | (1.26) | 1.2 | (0.24) | 0.1 | (0.05) | ||
| Middle two quartiles | 100.0 | (†) | 6.8 | (0.97) | 15.6 | (0.98) | 30.6 | (1.21) | 8.0 | (0.59) | 7.2 | (0.51) | 31.8 | (1.16) | 28.5 | (1.08) | 2.7 | (0.33) | 0.5 | (0.10) | ||
| High quartile | 100.0 | (†) | 2.3 | (0.60) | 12.4 | (1.24) | 30.6 | (1.73) | 7.1 | (1.05) | 6.7 | (0.76) | 40.9 | (1.74) | 35.2 | (1.60) | 5.0 | (0.62) | 0.7 | (0.17) | ||
| Self-concept in 19904 | ||||||||||||||||||||||
| Low quartile | 100.0 | (†) | 8.7 | (1.08) | 20.6 | (1.26) | 31.9 | (1.51) | 7.1 | (0.62) | 6.9 | (0.72) | 24.8 | (1.32) | 22.2 | (1.26) | 2.5 | (0.44) | 0.2 | (0.08) | ||
| Middle two quartiles | 100.0 | (†) | 7.9 | (1.20) | 18.3 | (1.16) | 28.6 | (1.12) | 7.6 | (0.59) | 7.7 | (0.58) | 29.9 | (1.19) | 26.5 | (1.12) | 2.9 | (0.30) | 0.5 | (0.10) | ||
| High quartile | 100.0 | (†) | 5.3 | (1.20) | 13.3 | (1.39) | 32.4 | (2.26) | 8.3 | (1.16) | 5.2 | (0.66) | 35.5 | (1.81) | 31.4 | (1.66) | 3.4 | (0.54) | 0.7 | (0.15) | ||
| High school completion timing |
||||||||||||||||||||||
| Dropout (never completed) | 100.0 | (†) | 100.0 | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | † | (†) | ||
| Early (before January 1992) |
100.0 | (†) | 1.3 | 5 | (0.71) | 38.2 | (5.06) | 29.1 | (3.87) | 11.9 | (2.68) | 12.1 | (4.28) | 7.3 | (1.78) | 6.0 | (1.43) | ‡ | (†) | ‡ | (†) | |
| Normal (from January 1992 | ||||||||||||||||||||||
| through August 1992) | 100.0 | (†) | # | (†) | 16.2 | (0.80) | 32.7 | (0.99) | 7.9 | (0.47) | 7.4 | (0.41) | 35.7 | (1.00) | 31.7 | (0.92) | 3.4 | (0.28) | 0.5 | (0.08) | ||
| Late (after August 1992) | 100.0 | (†) | 0.1 | (0.08) | 42.0 | (3.00) | 39.2 | (3.14) | 13.0 | (2.35) | 4.0 | (0.95) | 1.9 | (0.52) | 1.9 | (0.52) | ‡ | (†) | ‡ | (†) | ||
| Control of school attended in 1992 |
||||||||||||||||||||||
| Public | 100.0 | (†) | 7.9 | (0.70) | 19.0 | (0.78) | 31.0 | (1.00) | 8.0 | (0.48) | 7.0 | (0.40) | 27.2 | (0.91) | 24.2 | (0.83) | 2.6 | (0.24) | 0.4 | (0.07) | ||
| Private | 100.0 | (†) | 3.3 | (0.99) | 3.2 | (0.56) | 25.3 | (2.37) | 4.2 | (1.10) | 4.1 | (0.77) | 60.0 | (2.69) | 52.4 | (2.64) | 6.5 | (0.99) | 1.1 | (0.28) | ||
| Postsecondary expectations in 1992 |
||||||||||||||||||||||
| None | 100.0 | (†) | 11.7 | (5.67) | 52.6 | (5.00) | 23.3 | (4.45) | 7.4 | (1.43) | 1.7 | (0.60) | 3.3 | (0.79) | 3.3 | (0.79) | ‡ | (†) | ‡ | (†) | ||
| Some postsecondary | 100.0 | (†) | 3.9 | (1.14) | 31.1 | (1.82) | 34.2 | (1.89) | 15.2 | (1.26) | 10.7 | (0.98) | 4.9 | (0.71) | 4.5 | (0.69) | 0.3 | (0.18) | ‡ | (†) | ||
| Bachelor's degree | 100.0 | (†) | 0.6 | (0.33) | 6.7 | (0.71) | 36.5 | (1.47) | 6.5 | (0.92) | 7.6 | (0.62) | 42.1 | (1.48) | 38.9 | (1.42) | 3.0 | (0.44) | 0.2 | (0.08) | ||
| Master's degree | 100.0 | (†) | 0.2 | (0.09) | 5.9 | (0.93) | 26.6 | (1.64) | 3.0 | (0.51) | 6.1 | (1.01) | 58.2 | (1.87) | 50.8 | (1.86) | 6.7 | (0.67) | 0.8 | (0.23) | ||
| First-professional or doctor's degree |
100.0 | (†) | 0.9 | (0.42) | 2.2 | (0.44) | 28.2 | (2.51) | 4.7 | (0.91) | 5.6 | (0.96) | 58.4 | (2.44) | 48.4 | (2.29) | 7.8 | (1.19) | 2.2 | (0.40) | ||
| Type of start in postsecondary education |
||||||||||||||||||||||
| Fall 1992 full-time 4-year |
100.0 | (†) | ‡ | (†) | 0.6 | (0.13) | 22.7 | (1.11) | 2.2 | (0.30) | 3.7 | (0.43) | 70.7 | (1.20) | 61.4 | (1.22) | 8.0 | (0.64) | 1.3 | (0.19) | ||
| Fall 1992 full-time public 2-year |
100.0 | (†) | ‡ | (†) | 2.1 | (0.60) | 41.7 | (2.34) | 13.4 | (1.61) | 19.3 | (1.54) | 23.4 | (1.79) | 22.1 | (1.75) | 1.2 | (0.36) | ‡ | (†) | ||
| Fall 1992 part-time 4-year |
100.0 | (†) | ‡ | (†) | ‡ | (†) | 57.1 | (7.33) | 3.7 | (1.91) | 3.3 | (1.70) | 31.9 | (6.33) | 29.5 | (6.17) | 2.4 | (1.80) | ‡ | (†) | ||
| Fall 1992 part-time | ||||||||||||||||||||||
| public 2-year | 100.0 | (†) | 2.7 | (2.04) | 2.8 | (2.24) | 57.6 | (4.97) | 15.1 | (3.78) | 9.7 | (2.47) | 12.2 | (3.16) | 12.0 | (3.15) | ‡ | (†) | ‡ | (†) | ||
| Other enrollment | 100.0 | (†) | 2.2 | (1.36) | 12.4 | (3.60) | 35.3 | (4.82) | 15.3 | (4.64) | 8.2 | (1.67) | 26.5 | (4.43) | 24.6 | (4.39) | 1.6 | (0.62) | ‡ | (†) | ||
| Never enrolled | 100.0 | (†) | 18.0 | (1.39) | 35.4 | (1.34) | 28.8 | (1.37) | 8.8 | (0.66) | 4.5 | (0.48) | 4.5 | (0.47) | 4.3 | (0.46) | 0.1 | (0.06) | ‡ | (†) | ||
| Parents' educational attainment in 1990 |
||||||||||||||||||||||
| No high school diploma | 100.0 | (†) | 25.9 | (3.46) | 26.7 | (2.51) | 26.8 | (2.81) | 11.0 | (1.77) | 3.7 | (0.64) | 5.9 | (0.99) | 5.5 | (0.97) | 0.4 | (0.17) | ‡ | (†) | ||
| High school graduate | 100.0 | (†) | 12.7 | (1.75) | 30.6 | (2.12) | 26.1 | (1.60) | 8.3 | (0.83) | 9.0 | (1.10) | 13.3 | (1.01) | 12.1 | (1.01) | 1.0 | (0.20) | 0.1 | (0.06) | ||
| Vocational/some college | 100.0 | (†) | 4.6 | (0.53) | 17.3 | (0.94) | 35.1 | (1.20) | 9.1 | (0.81) | 8.1 | (0.60) | 25.7 | (1.09) | 23.7 | (1.08) | 1.9 | (0.24) | 0.2 | (0.06) | ||
| Bachelor's degree | 100.0 | (†) | 2.9 | (1.35) | 7.4 | (1.24) | 29.7 | (2.15) | 5.6 | (0.91) | 5.1 | (0.64) | 49.4 | (2.10) | 43.6 | (2.02) | 5.0 | (0.74) | 0.7 | (0.22) | ||
| Master's degree | 100.0 | (†) | 0.8 | (0.46) | 2.5 | (0.74) | 23.3 | (2.49) | 4.6 | (1.18) | 3.4 | (0.62) | 65.4 | (2.50) | 55.3 | (2.46) | 8.6 | (1.39) | 1.5 | (0.39) | ||
| First-professional or doctor's degree |
100.0 | (†) | 0.6 | (0.38) | 1.8 | (0.70) | 18.3 | (4.50) | 2.0 | (1.20) | 4.1 | (2.00) | 73.3 | (4.66) | 61.1 | (4.47) | 9.3 | (2.24) | 2.9 | (0.78) | ||
| †Not applicable. | ||||||||||||||||||||||
| #Rounds to zero. | ||||||||||||||||||||||
| ‡Reporting standards not met. | ||||||||||||||||||||||
| 1 Socioeconomic status (SES) was measured by a composite score on parental education and occupations, and family income. | ||||||||||||||||||||||
| 2 Standardized quartile of composite of student assessments in mathematics and reading. | ||||||||||||||||||||||
| 3 Locus of control measures whether students attribute the events that happened to them, such as performing well on a test, to being under their own control (i.e., internal locus of control) or to being under the control of others or the environment (external locus of control). Higher scores (highest quartile) means greater internal control and lower scores (lowest quartile) means greater external control. | ||||||||||||||||||||||
| 4 Self-concept measures the degree to which students like and feel positively about themselves and perceive themselves as a person of worth. The NELS:88 variable is the general self-concept scale from Herbert Marsh’s Self-Description Questionnaire (SDQ) II (Marsh 1990). | ||||||||||||||||||||||
| 5 These students’ responses to the educational attainment question were not consistent with their transcript data. | ||||||||||||||||||||||
| NOTE: Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. Standard errors appear in parentheses. | ||||||||||||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/2000), "Fourth Follow-up, Student Survey, 2000." (This table was prepared December 2005.) | ||||||||||||||||||||||
