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Table E-20-1.  Percentage of spring 2000 first-graders who scored in the top half of the fifth-grade ECLS-K mathematics assessment and of those who scored in the top half, the percentage enrolled in algebra or an advanced course other than algebra in the eighth grade, by sex and race/ethnicity: Spring 2004 and spring 2007

Race/ethnicity Percentage scoring in the top half of the fifth-grade mathematics assessment
Total   Male   Female   Enrolled in algebra or an advanced course other than algebra in eighth grade
      Total   Male   Female  
Total 50.0   53.8   46.2   57.7   51.1   65.6  
White 60.8   64.8   56.6   60.3   53.7   68.3  
Black 24.3   28.3   20.9   25.8   19.8 ! 34.3 !
Hispanic 36.3   36.3   36.2   58.4   51.3   65.6  
Asian 59.7   75.2   49.8   86.4   91.5   81.5  
Native Hawaiian/Pacific Islander            
American Indian/Alaska Native            
Two or more races 59.3       55.4      
! Interpret data with caution. The coefficient of variation (CV) for this estimate is 30 percent or greater.
‡ Reporting standards not met (too few cases).
NOTE: Estimates represent all U.S. students who attended 1st grade in the spring of 2000 and then were in a U.S. 8th grade in the 2006–07 school year. “Algebra or an advanced course other than algebra ” includes algebra I, integrated or sequential mathematics, algebra II, and geometry. Estimates were weighted by C7CPTM0. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), Kindergarten-Eighth Grade Full Sample Public-Use Data File.
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