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Youth Indicators, 2005: Trends in the Well-Being of American Youth

Indicator 21: Mathematics and Educational Attainment

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Table 21. Percentage distribution of 1988 eighth-graders' educational attainment by 2000, by eighth-grade mathematics achievement and selected student characteristics: 2000
 Highest educational attainment
Student characteristicTotalLess than high school completionCompleted high schoolSome collegeReceived certificate or licenseReceived associate's degreeReceived bachelor's or higher
Low mathematics score1
 White, non-Hispanic100.020.529.724.312.14.49.1
 Black, non-Hispanic100.010.720.335.425.24.34.1
Socio-economic status2
 Middle two quartiles100.09.527.631.719.64.96.7
Middle mathematics score3
 White, non-Hispanic100.05.119.931.
 Black, non-Hispanic100.02.717.430.620.25.323.9
Socio-economic status2
 Middle two quartiles100.03.719.835.910.29.121.3
High mathematics score4
 White, non-Hispanic100.00.85.625.04.45.858.4
 Black, non-Hispanic100.
Socio-economic status2
 Middle two quartiles100.
‡ Reporting standards not met.
# Rounds to zero.
1Scores within the bottom 25 percent of the weighted distribution.
2Socioeconomic status was measured by a composite score on parental education and occupations, and family income.
3Scores within the middle 2 quartiles of the weighted distribution.
4Scores within the top 25 percent of the weighted distribution.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88/2000), 'Fourth Follow-up,' unpublished data.

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National Center for Education Statistics -
U.S. Department of Education