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| Table H31. Percentage of public high school graduates who earned any credits in each occupational area and among those graduates, average number of credits earned and percentage who concentrated in each area: 2005 | ||||||
|---|---|---|---|---|---|---|
| Occupational area | Percent of graduates earning any credits in occupational area | Among those who earned any credits in the occupational area | ||||
| Average credits earned in occupational area | Percent who were 2-credit concentrators in the area1 | Percent who were 3-credit concentrators in the area2 | ||||
| Agriculture and natural resources | 11.5 | 2.00 | 41.1 | 25.6 | ||
| Business | 39.8 | 1.28 | 21.3 | 7.7 | ||
| Communications and design | 30.2 | 1.19 | 17.9 | 6.8 | ||
| Computer and information sciences | 19.4 | 1.22 | 19.1 | 7.4 | ||
| Construction and architecture | 6.7 | 1.75 | 31.9 | 18.2 | ||
| Consumer and culinary services | 20.0 | 1.33 | 21.8 | 11.0 | ||
| Engineering technologies | 11.8 | 1.28 | 20.7 | 8.7 | ||
| Health sciences | 9.3 | 1.69 | 34.4 | 22.9 | ||
| Manufacturing, repair, and transportation | 22.1 | 1.76 | 34.0 | 20.5 | ||
| Marketing | 9.4 | 1.41 | 28.0 | 14.8 | ||
| Public services | 6.9 | 1.19 | 17.1 | 8.4 | ||
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1 2-credit occupational concentrators are defined as graduates who earned 2.0 or more credits in any one of the 11 occupational areas listed in this table. 2 3-credit occupational concentrators are defined as graduates who earned 3.0 or more credits in any one of the 11 occupational areas listed in this table. NOTE: This table shows, for example, that 11.5 percent of public high school gradutes from the class of 2005 earned any credits in agriculture and natural resources. Also, among graduate who earned any credits in agriculture and natural resources, the average number of such credits earned was 2.00. The total weighted count of public high school graduates in 2005 was 2.4 million. SOURCE: U .S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005. | ||||||
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