Table 14. Percentage distribution of 2002 high school sophomores ever enrolled in a postsecondary institution, by sector of first postsecondary institution, intended major and self-efficacy in high school math classes: 2006

Public 4-year   Private 4-year1   Less than 4-year2
Self-efficacy in high school math classes STEM major     Non-STEM major
or undecided
STEM major     Non-STEM major
or undecided
STEM major   Non-STEM major
or undecided

Total 20.5     79.5   17.9     82.1   10.3   89.7

I'm certain I can understand the most difficult
material presented in math texts

Almost never 7.7     92.3   9.4     90.6   6.6   93.4
Sometimes 13.8     86.2   13.9     86.1   9.9   90.1
Often 23.0     77.0   18.8     81.2   12.3   87.7
Almost always 33.8     66.2   29.7     70.3   11.8   88.2

I'm confident I can understand the most complex
material presented by my math teacher

Almost never 8.1     91.9   8.8 !   91.2   6.9   93.1
Sometimes 14.4     85.6   13.0     87.0   9.2   90.8
Often 21.2     78.8   19.4     80.6   11.0   89.0
Almost always 31.7     68.3   28.0     72.0   15.5   84.5

I'm certain I can master the skills being taught
in my math class

Almost never 7.0 !   93.0   9.4 !   90.6   6.5   93.5
Sometimes 11.6     88.4   11.9     88.1   8.7   91.3
Often 20.5     79.5   16.3     83.7   10.9   89.1
Almost always 29.3     70.7   27.5     72.5   13.5   86.5

! Interpret data with caution. Estimate is unstable because the coefficient of variation (CV) for this estimate is 30 percent or greater (i.e., the standard error represents 30 percent or more of the estimate).
1 Private includes both private for-profit and private not-for-profit postsecondary institutions.
2 Less than 4-year includes 2-year or less postsecondary institutions that are public, private for-profit, or private not-for-profit.
NOTE: Totals are weighted by F2QWT and other estimates are weighted by F2BYWT. The flag variable G10COHRT was used to produce data that are based on 2002 high school sophomores interviewed in both 2002 and 2006. Details may not sum to 100 percent due to rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "Education Longitudinal Study of 2002 (ELS: 2002) Second Follow-up, 2006."