Tables: Secondary/High School
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 |
|
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. |