Career and Technical Education (CTE) Statistics

Tables: Secondary/High School

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Table H177. Percentage distributions of public high school graduates across career and technical education (CTE) coursetaking patterns: 1992, 2004, and 2013

CTE coursetaking pattern	All graduates			Graduates who earned CTE credits¹
CTE coursetaking pattern	1992	2004	2013	1992	2004	2013
Total, all graduates	100.0	100.0	100.0	100.0	100.0	100.0

Number of CTE credits earned
0.00-0.99	12.1	16.1	19.3	7.1	8.3	8.2
1.00-2.99	40.6	39.9	41.8	42.9	43.6	47.5
3.00 or more	47.3	44.0	38.9	50.0	48.1	44.3

2-credit CTE concentrator status¹
Non-concentrators, total	49.3	58.0	61.6	46.4	54.2	56.3
Earned less than 2 CTE credits	32.6	36.5	41.7	28.7	30.7	33.7
Earned at least 2 CTE credits, but fewer than
2 credits in any single CTE area	16.7	21.5	19.9	17.7	23.5	22.6
Concentrators	50.7	42.0	38.4	53.6	45.8	43.7

3-credit CTE concentrator status¹
Non-concentrators, total	73.0	78.9	80.3	71.4	76.9	77.7
Earned less than 3 CTE credits	52.7	56.0	61.1	50.0	51.9	55.7
Earned at least 3 CTE credits, but fewer than
3 credits in any single CTE area	20.2	22.9	19.3	21.4	25.0	21.9
Concentrators	27.0	21.1	19.7	28.6	23.1	22.3

¹ CTE credits are credits in these 10 subject 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.

² The 2- and 3-credit CTE concentrators are students who earned at least 2 and at least 3 credits, respectively, in one of the 10 CTE subject areas listed in footnote 1. Graduates who concentrated in more than one CTE area were counted only once. The 2- and 3-credit non-concentrators are students who did not earn at least 2 or at least 3 credits, respectively, in one CTE area.

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 (1992, 2004, or 2013). The table includes only 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. Detail may not sum to totals because of rounding. See https://nces.ed.gov/surveys/ctes/xls/SSCT2018.xls for the taxonomy used to define subject areas.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Education Longitudinal Study of 1988 (NELS:88), Second Follow-up and High School Transcript File; Education Longitudinal Study of 2002 (ELS:2002), First Follow-up and High School Transcript File; and High School Longitudinal Study of 2009 (HSLS:09), Base-year, 2013 Update, and High School Transcript File.

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