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Tables: Secondary/High School

Table H243. Among 2013 public high school graduates who ever enrolled in postsecondary education, percentage whose postsecondary credential or most recent major was in an occupational field, by sex and career and technical education (CTE) coursetaking pattern in high school: 2016
CTE coursetaking pattern in high school Total   Female   Male
Public high school graduates who ever enrolled in
postsecondary education
70.3   69.7   71.0
Number of CTE credits earned          
0.00–0.99 60.3   60.9   59.3
1.00–2.99 69.0   69.4   68.6
3.00 or more 77.7   77.4   78.0
2-credit CTE concentrator status1          
Concentrators 77.3   77.5   77.1
Nonconcentrators 66.4   66.2   66.5
Earned at least 2 CTE credits, but fewer
than 2 credits in any single CTE area
71.2   71.3   71.2
Earned fewer than 2 CTE credits 64.3   64.2   64.3
3-credit CTE concentrator status1          
Concentrators 79.6   79.8   79.5
Nonconcentrators 68.3   67.9   68.8
Earned at least 3 CTE credits, but fewer
than 3 credits in any single CTE area
75.9   75.0   76.5
Earned fewer than 3 CTE credits 66.1   66.3   65.9
1The 2- and 3-credit CTE concentrators are graduates who earned at least 2 and at least 3 credits, respectively, in at least one of the following 10 CTE areas: agriculture and natural resources; business, finance, and marketing; communications and communication technologies; computer and information sciences; construction; consumer services; engineering, design, and production; health care; mechanical repair and operation; and public services. Graduates who concentrated in more than one CTE area were counted only once.
NOTE: Public high school graduates are defined as students who graduated from a public high school with an honors or standard diploma by August 31 of their scheduled graduation year (2013). The table includes the 82.5 percent of public high school graduates who had a complete grade 9–12 transcript, defined as one that recorded at least 16 Carnegie units (a Carnegie unit is a credit hour, i.e., the equivalent of a course taken every school day, one period per day, for a full school year), with a positive, nonzero number of units completed in English. See for the taxonomy used to define high school subject areas. See for the crosswalk linking secondary and postsecondary occupational fields.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), Base-year, 2013 Update, High School Transcript, and Second Follow-Up.