| Characteristic | Entire 12th grade cohort |
Immediate enrollees in a postsecondary institution |
| Total | 100.0 | 100.0 |
| Sex | ||
| Male | 49.1 | 45.9 |
| Female | 50.9 | 54.1 |
| Race/ethnicity | ||
| White | 62.0 | 67.6 |
| Black | 13.3 | 11.1 |
| Hispanic | 15.1 | 11.2 |
| Asian/Pacific Islander | 4.5 | 5.4 |
| American Indian/Alaska Native | 0.9 | 0.7 |
| More than one race | 4.2 | 4.1 |
| Socioeconomic status | ||
| Lowest 25 percent | 22.0 | 14.7 |
| Middle 50 percent | 50.5 | 49.9 |
| Highest 25 percent | 27.2 | 35.3 |
| Parent’s highest level of education | ||
| Did not finish high school | 5.3 | 3.3 |
| High school completer or GED | 20.1 | 15.1 |
| Some college | 34.1 | 32.1 |
| Graduated from college | 22.9 | 27.1 |
| Completed master’s or equivalent | 11.7 | 14.7 |
| Completed Ph.D., M.D., or other advanced degree | 5.9 | 7.7 |
| Student’s family’s income from all sources in 2001 | ||
| $20,000 or less | 13.0 | 8.7 |
| $20,001–35,000 | 17.9 | 14.8 |
| $35,001–50,000 | 19.1 | 18.2 |
| $50,001–75,000 | 21.8 | 23.2 |
| $75,001–100,000 | 14.0 | 16.9 |
| More than $100,000 | 14.1 | 18.3 |
| Cumulative GPA for grade 12 | ||
| Nonrespondent and missing | 6.6 | 5.6 |
| 1.50 or below | 3.5 | 0.9 |
| 1.51–2.00 | 9.8 | 4.5 |
| 2.01–2.50 | 18.0 | 13.1 |
| 2.51–3.00 | 21.8 | 22.6 |
| 3.01–3.50 | 22.0 | 27.6 |
| 3.51–4.00 | 18.2 | 25.7 |
| 12th-grade standardized mathematics score | ||
| Lowest 25 percent | 23.9 | 13.6 |
| Lower middle quarter | 24.7 | 22.1 |
| Upper middle quarter | 25.1 | 29.1 |
| Top 25 percent | 26.0 | 35.1 |
| Highest level of mathematics completed in high school | ||
| Nonrespondent | 6.6 | 5.6 |
| Low academic, nonacademic, or no mathematics coursework | 6.0 | 1.9 |
| Algebra I/geometry | 18.9 | 10.6 |
| Algebra II | 22.9 | 22.2 |
| Trigonometry/algebra III | 16.4 | 19.3 |
| Precalculus | 16.6 | 22.2 |
| Calculus | 12.6 | 18.3 |
| Highest level of science completed in high school | ||
| Nonrespondent | 6.6 | 5.6 |
| Low academic or no science | 7.2 | 2.8 |
| General biology | 23.9 | 16.5 |
| Chemistry I or physics I | 30.4 | 33.2 |
| Chemistry I and physics I | 15.5 | 20.3 |
| Chemistry II or physics II or advanced biology | 16.4 | 21.6 |
| Highest level of foreign language study completed in high school | ||
| Nonrespondent | 6.6 | 5.6 |
| No credit | 19.5 | 10.3 |
| Year 1 | 14.2 | 10.7 |
| Year 2 | 30.0 | 33.4 |
| Year 3 | 15.7 | 20.6 |
| Year 4 | 8.2 | 11.5 |
| Advanced placement (AP) | 5.8 | 7.9 |
| Post-high school educational plans | ||
| Plan to get postsecondary education | 92.4 | 98.1 |
| Vocational, technical, or trade school | 8.0 | 3.6 |
| 2-year community college | 22.3 | 17.0 |
| 4-year college or university | 62.2 | 77.5 |
| Don’t plan to continue | 1.3 | 0.1! |
| Don’t know or unspecified plans | 5.7 | 1.7 |
| Early high school graduation, already attending postsecondary school | 0.3 | #! |
| Missing | 0.2 | 0.1! |
| Highest educational attainment expected when in 12th-grade (2004) | ||
| Don’t know | 8.0 | 4.2 |
| High school diploma or less | 4.5 | 0.6 |
| Attend or complete 2-year college | 15.1 | 8.9 |
| Attend or complete 4-year college | 36.7 | 40.2 |
| Obtain graduate degree | 35.5 | 46.0 |
| Highest educational attainment expected 2 years later (2006) | ||
| Don’t know | 7.5 | 5.3 |
| High school diploma or less | 5.5 | ‡ |
| Attend or complete 2-year college | 14.5 | 8.7 |
| Attend or complete 4-year college | 35.2 | 36.8 |
| Obtain graduate degree | 37.3 | 49.2 |
| # Rounds to zero. |
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| ! Interpret data with caution (estimates are unstable). |
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| ‡ Reporting standards not met (sample size too small or standard error greater than estimate). |
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| NOTE: Race categories exclude persons of Hispanic ethnicity. Academic levels are labeled according to the most commonly known course at that level; courses with different names or on topics of different but similar academic difficulty may be included under these rubrics. For details on coursework classification, see the Technical Notes and Methodology in Planty, M., Provasnik, S., and Daniel, B. (2007). High School Coursetaking: Findings From the Condition of Education 2007 (NCES 2007-065). Detail may not sum to totals because of rounding. |
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| SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), “Second Follow-up, 2006.” |
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