Career and Technical Education (CTE) Statistics

Tables: Secondary/High School

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Table H232. Percentage distribution of 2013 public high school graduates’ current employment and postsecondary enrollment status, by career and technical education (CTE) coursetaking pattern in high school and sex: 2016

		Employed
				Enrolled
CTE coursetaking pattern in high school and sex	Neither employed norenrolled	Total, employed	Employed and not enrolled	Employed and enrolled	Enrolled and not employed	Total, enrolled
All public high school graduates	11.3	70.3	34.2	36.1	18.4	54.5
Number of CTE credits earned
0.00–0.99	12.0	67.9	24.7	43.2	20.1	63.3
1.00–2.99	11.8	68.7	33.7	35.0	19.5	54.5
3.00 or more	10.3	73.3	39.6	33.7	16.4	50.1
2-credit CTE concentrator status¹
Concentrators	10.6	72.2	39.3	32.9	17.2	50.1
Nonconcentrators	11.7	69.1	31.0	38.1	19.2	57.3
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	10.2	73.6	39.4	34.1	16.3	50.4
Earned fewer than 2 CTE credits	12.4	67.1	27.1	39.9	20.5	60.4
3-credit CTE concentrator status¹
Concentrators	10.3	72.4	41.0	31.4	17.3	48.7
Nonconcentrators	11.5	69.8	32.5	37.3	18.7	55.9
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	10.3	74.3	38.2	36.1	15.4	51.5
Earned fewer than 3 CTE credits	11.9	68.4	30.8	37.6	19.7	57.3
Female	11.0	72.1	30.7	41.5	16.8	58.3
Number of CTE credits earned
0.00–0.99	11.3	71.3	23.0	48.3	17.4	65.7
1.00–2.99	11.2	70.9	30.7	40.2	17.9	58.2
3.00 or more	10.6	74.4	36.1	38.3	15.0	53.3
2-credit CTE concentrator status¹
Concentrators	11.1	73.4	35.4	38.0	15.5	53.5
Nonconcentrators	11.0	71.5	28.2	43.2	17.5	60.8
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	9.0	76.7	37.7	39.0	14.2	53.3
Earned fewer than 2 CTE credits	11.8	69.4	24.4	45.0	18.8	63.8
3-credit CTE concentrator status¹
Concentrators	11.1	71.8	34.7	37.1	17.1	54.3
Nonconcentrators	11.0	72.2	29.9	42.4	16.8	59.1
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	10.1	77.0	37.5	39.5	12.8	52.4
Earned fewer than 3 CTE credits	11.2	71.0	28.0	43.0	17.8	60.8
Male	11.5	68.4	37.9	30.5	20.1	50.6
Number of CTE credits earned
0.00–0.99	13.1	62.7	27.3	35.3	24.3	59.6
1.00–2.99	12.6	66.3	37.0	29.2	21.2	50.4
3.00 or more	10.0	72.5	42.5	30.0	17.5	47.5
2-credit CTE concentrator status¹
Concentrators	10.1	71.2	42.5	28.7	18.6	47.3
Nonconcentrators	12.6	66.3	34.4	31.9	21.1	53.0
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	11.3	70.4	41.2	29.3	18.3	47.5
Earned fewer than 2 CTE credits	13.3	64.1	30.7	33.3	22.6	56.0
3-credit CTE concentrator status¹
Concentrators	9.6	72.9	46.1	26.8	17.5	44.3
Nonconcentrators	12.1	67.1	35.5	31.6	20.8	52.4
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	10.4	72.1	38.7	33.4	17.5	50.9
Earned fewer than 3 CTE credits	12.7	65.3	34.3	30.9	22.0	53.0

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 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019046 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, High School Transcript, and Second Follow-Up.

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