Table 12a. Percentage distribution of high school graduates, by highest level of mathematics courses completed and race/ethnicity: 1998, 2000, and 2004

Status and Trends in the Education of Racial and Ethnic Minorities

NCES 2007-039
September 2007

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Table 12a.

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

Year and race/ethnicity	No math- ematics ¹	Non- academic	Low academic	Middle academic			Advanced academic
Year and race/ethnicity	No math- ematics ¹	Non- academic	Low academic	Total	Algebra I/ Geo-metry	Algebra II	Total	Trig- onometry/ Algebra III	Pre- calculus	Calculus
1998
Total	0.8	3.6	5.3	48.9	21.2	27.7	41.4	14.4	15.2	11.8
White	0.8 !	3.2	4.6	46.3	19.0	27.4	45.1	15.7	16.5	13.0
Black	0.9 !	3.6 !	8.3	56.8	26.0	30.8	30.4	14.1	9.3	7.0 !
Hispanic	0.9	6.3	7.5	59.1	30.9	28.2	26.2	8.4	10.7	7.1
Asian/Pacific Islander	0.2 !	2.8 !	2.6 !	38.8	16.0	22.8	55.5	10.3	25.3	19.9
American Indian/Alaska Native	0.7 !	8.6 !	6.3 !	57.4	27.5	29.9	26.9	9.3 !	10.8 !	6.7 !

2000
Total	0.8	2.5	4.1	48.0	18.6	29.4	44.6	14.1	18.0	12.5
White	0.7	2.4	4.3	45.3	17.5	27.7	47.4	15.2	18.8	13.4
Black	1.4 !	2.3	4.3	59.6	22.0	37.6	32.4	14.0	13.3	5.1
Hispanic	1.1 !	3.4	3.9	60.4	24.4	36.1	31.1	9.5	15.2	6.4
Asian/Pacific Islander	0.5 !	1.0 !	0.9 !	29.0	10.4	18.7	68.6	9.9	25.1	33.5
American Indian/Alaska Native	2.3 !	3.9 !	4.7 !	60.0	27.3	32.7	29.2	15.4 !	9.8 !	3.9 !

2004
Total	0.6	1.8	3.0	44.6	18.7	25.9	50.0	17.6	18.5	13.9
White	0.5 !	1.6 0.0	2.6	41.0	16.9	24.0	54.3	18.2	20.1	16.0
Black	1.3 !	1.8 !	3.8 !	51.3	19.8	31.5	41.7	22.9	14.0	4.7
Hispanic	0.3 !	2.5 !	4.2 !	58.6	27.0	31.6	34.3	13.0	14.5	6.8
Asian/Pacific Islander	0.4 !	0.3 !	1.5 !	28.7	11.3	17.5	69.1	12.5	23.1	33.4
American Indian/Alaska Native	2.4 !	8.5 !	4.5 !	62.9	22.8 !	40.1	21.8 !	8.9 !	7.2 !	5.6 !
! Interpret data with caution. ¹ Students in this category may have taken some mathematics courses, but these courses are not defined as mathematics courses according to the classification used in this analysis. NOTE: The distribution of graduates among the various levels of mathematics courses was determined by the level of the most academically advanced course they had completed. Graduates may have completed advanced levels of courses without having taken courses at lower levels. Academic levels are labeled according to the most commonly known course at that level; courses with different names or on topics of different but similar academic difficulty may be included under these rubrics. See Appendix B: Supplimental Notes for more information on course classifications. 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."