Skip Navigation
small NCES header image

Table 40. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and involvement in math: 2009

Involvement No mathe-matics   Basic mathe-matics1   Pre-algebra   Algebra I   Geometry   Algebra II   Other2   Two or more
Total 10.3 0.4 4.3 48.7 20.5 5.0 6.9 4.0  
                               
Participation in extracurricular
math activities3
                               
Yes 9.1 3.0 36.3 29.3 7.6 6.7 7.9
No 10.4 0.4 4.5 50.1 19.5 4.7 6.9 3.6
                               
Mathematics achievement score4                                
Lowest quintile  19.0 1.0 7.9 48.6 4.6 2.3 11.4 5.1
Middle three quintiles 9.6 0.3 4.5 56.3 16.9 3.1 5.9 3.4
Highest quintile  3.8 0.4 ! 25.8 46.9 13.2 5.3 4.6
                               
Self-identify as a math person                                
Strongly agree 7.8 0.1 ! 2.2 40.5 30.6 8.4 5.1 5.3
Agree 10.6 0.3 3.8 45.6 23.4 5.4 6.6 4.2
Disagree 10.3 0.4 5.3 52.0 18.0 3.8 6.9 3.4
Strongly disagree 11.5 0.8 5.5 56.1 10.5 3.3 8.8 3.5
                               
Seen by others as a math person                                
Strongly agree 7.8 2.4 36.3 31.5 10.1 5.6 6.1
Agree 9.3 0.2 3.1 47.1 24.8 5.3 6.2 3.9
Disagree 10.9 0.4 5.9 52.9 15.9 3.5 7.1 3.5
Strongly disagree 12.7 1.1 5.7 54.4 10.4 3.2 9.0 3.6
                               
Understand math assignments                                
Never 16.0 1.2 ! 8.2 ! 50.7 6.9 2.9 ! 11.0 3.1 !
Rarely 12.6 0.5 7.0 50.8 12.6 3.0 8.8 4.6
Sometimes 12.9 0.6 5.0 50.7 15.3 3.8 7.8 3.8
Often 7.8 0.2 3.2 46.7 26.1 6.3 5.7 4.1
! 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).
‡ Reporting standards are not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error represents 50 percent or more of the estimate).
1 Basic mathematics contains review or remedial mathematics including basic, business, consumer, functional, or general mathematics..
2 Other mathematics contains extremely low-incidence subjects including trigonometry, integrated mathematics, statistics or probability, and advanced mathematics courses such as precalculus and calculus.
3 Black, non-Hispanic includes African American. Hispanic includes Latino. All other races, non-Hispanic includes American Indian, Alaska Native, Native Hawaiian, Other Pacific Islander, and Two or more races. Parent's race/ethnicity is the race/ethnicity of the interviewed parent or guardian.
4 The marital status of the interviewed parent/guardian only. Not married includes divorced, separated, never married, or widowed.
NOTE: Totals, student's sex and student race/ethnicity are weighted by W1STUDENT and other variables are weighted by W1PARENT. Totals may not fall within the range of categorical values due to missing data. Details may not sum to 100 percent due to rounding.
SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), Base-Year.


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.