Skip Navigation
small NCES header image
Status and Trends in the Education of Racial and Ethnic Minorities
NCES 2007-039
September 2007

Back Arrow List of Tables Download Excel Excel format (23 KB) Download Excel(se) Excel format (25 KB)  

Table 12d.

Percentage distribution of high school graduates, by highest level of foreign language completed and race/ethnicity: 1998, 2000, and 2004


Year and race/ethnicity Highest level of primary foreign language completed
None Year 1 or less Year 2 Years 3, 4, and Advanced Placement
Year 3 or greater Year 3 Year 4 AP
19981              
Total 19.4 19.2 31.5 30.0 17.4 8.5 4.1
White 17.5 18.4 32.9 31.2 18.0 9.5 3.7
Black 21.4 23.5 33.8 21.2 14.1 4.7 2.4!
Hispanic 24.2 20.7 23.8 31.3 17.6 6.1 7.6
Asian/Pacific Islander 32.7 12.3 21.5 33.5 16.6 10.5 6.4!
American Indian/Alaska Native 23.7! 31.7 24.5 20.2 14.3! 5.7! 0.1!
               
20001              
Total 17.4 18.0 34.9 29.8 16.5 7.8 5.4
White 16.7 17.1 35.4 30.8 17.1 8.6 5.1
Black 17.0 24.9 38.5 19.7 13.8 4.0 2.0!
Hispanic 19.4 18.1 31.9 30.7 15.6 6.2 8.9
Asian/Pacific Islander 24.2 12.1 27.6 36.1 17.0 9.9 9.2
American Indian/Alaska Native 25.7 29.9 27.5 17.0! 14.8! 1.8! 0.3!
               
20042              
Total 15.5 16.1 33.9 34.5 19.1 10.1 5.4
White 14.1 15.6 33.0 37.2 20.6 11.4 5.3
Black 15.9 22.5 42.0 19.6 13.3 5.5 0.8!
Hispanic 20.4 14.6 32.3 32.8 15.1 7.8 10.0
Asian/Pacific Islander 10.8 12.3 26.4 50.5 27.2 14.2 9.1
American Indian/Alaska Native 41.6 19.4! 23.9! 15.1! 9.3! 5.3! 0.5!
! Interpret data with caution.
1 Foreign language coursetaking in 2000 and earlier years based upon classes in French, German, Latin, or Spanish as these were the only foreign languages commonly offered in high schools for 4 years or more.
2 Foreign language coursetaking in 2004 based upon classes in Amharic (Ethiopian), Arabic, Chinese (Cantonese or Mandarin), Czech, Dutch, Finnish, French, German, Greek (Classical or Modern), Hawaiian, Hebrew, Italian, Japanese, Korean, Latin, Norse (Norwegian), Polish, Portuguese, Russian, Spanish, Swahili, Swedish, Turkish, Ukrainian, or Yiddish. For a comparison in 2004 with the former set of languages, see NCES 2007-065, table SA-10.
NOTE: Some graduates in each category may have studied more than one foreign language. The distribution of graduates among the various levels of foreign language courses was determined by the level of the most academically advanced course they completed. Graduates who had completed courses in different languages were counted according to the highest level course completed. Graduates may have completed advanced levels of courses without having taken courses at lower levels. See Appendix B: Supplemental Notes for more details on these levels. Race categories exclude persons of Hispanic origin. Detail may not sum to totals because of rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Education Progress (NAEP), 1998 and 2000 High School Transcript Studies (HSTS); and Education Longitudinal Study of 2002 (ELS:2002/04), "High School Transcript Study."
Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.