Career and Technical Education (CTE) Statistics

Tables: Secondary/High School

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Table H201. Percentage of public high school graduates with each career and technical education (CTE) coursetaking pattern, by student race/ethnicity and sex: 2013

CTE coursetaking pattern	Race/ethnicity¹					Sex
CTE coursetaking pattern	White	Black	Hispanic	Asian/ Pacific Islander		Male	Female
Number of CTE credits
0.00–0.99 credits	18.0	17.2	21.6	29.5		15.3	23.1
At least 1 credit	82.0	82.8	78.4	70.5		84.7	76.9
1.00–2.99 credits	40.1	41.5	44.1	46.9		40.5	43.0
3.00 or more credits	41.9	41.3	34.3	23.6		44.2	34.0

Any credits earned
CTE	89.3	89.0	86.5	77.8		91.0	85.1
Agriculture and natural resources	17.4	9.3	12.7	5.2		16.4	12.3
Business, finance, and marketing	42.8	50.8	43.2	36.0		44.5	42.2
Communication and communication technologies	30.5	23.9	28.5	23.8		26.5	30.5
Computer and information sciences	20.6	18.9	19.9	24.6		24.2	16.5
Construction	13.6	5.5	6.7	6.4		17.6	3.7
Consumer services	21.2	24.7	22.6	14.8		14.1	28.5
Engineering, design, and production	25.2	15.8	17.2	14.9		33.1	10.5
Health care	10.1	15.8	11.4	13.0	!	6.9	15.8
Mechanical repair and operation	7.4	4.0	5.6	4.5	!	11.9	1.4
Public services	12.1	15.0	14.8	9.6		11.5	14.6

CTE-related	50.4	43.9	35.6	29.7		42.3	48.2
Family and consumer sciences education	42.0	36.6	26.7	25.7		32.6	41.3
Career exploration	17.4	14.0	13.2	6.9	!	15.8	15.3

2-credit CTE concentrator status²
Non-concentrator, total	58.9	59.7	66.6	74.4		56.9	66.0
Earned fewer than 2 CTE credits	39.2	38.3	46.3	55.6		36.5	46.6
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	19.7	21.3	20.3	18.8		20.4	19.4
2-credit concentrator	41.1	40.3	33.4	25.6		43.1	34.0

3-credit CTE concentrator status²
Non-concentrator, total	78.0	81.8	83.6	87.9		77.2	83.3
Earned fewer than 3 CTE credits	58.1	58.7	65.7	76.4		55.8	66.0
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	19.9	23.2	17.9	11.5		21.4	17.3
3-credit concentrator	22.0	18.2	16.4	12.1		22.8	16.7

! Interpret data with caution. Estimate is unstable because the standard error is between 30 and 50 percent of the estimate.
¹ Black includes African American, Hispanic includes Latino, and Asian/Pacific Islander includes Native Hawaiian. Race categories exclude persons of Hispanic origin. American Indian or Alaska Native students and students of Two or more races are not shown separately, but are included in the total row and in rows for other student characteristics.
² The 2- and 3-credit CTE concentrators are students who earned at least 2 or at least 3 credits, respectively, in 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. 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 subject 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 (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. See https://nces.ed.gov/surveys/ctes/xls/SSCT2018.xls for the taxonomy used to define subject areas. Detail may not sum to totals because of rounding.
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, and High School Transcript File.

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