Career and Technical Education (CTE) Statistics

Tables: Secondary/High School

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Table H241. Among 2013 public high school graduates who ever enrolled in postsecondary education, percentage who reported that they took a remedial course, percentage who agreed that postsecondary education would be a good financial investment, and percentage distribution of the level of postsecondary program first enrolled in, by career and technical education (CTE) coursetaking pattern in high school and sex: 2016

	Reported taking remedial course		Agreed that postsecondary education is good financial investment	Level of first postsecondary program
						Subbaccalaureate credential
CTE coursetaking pattern in high school and sex				Non- credential		Total	Certificate		Associate’s degree		Bachelor’s degree
Public high school graduates who ever enrolled in postsecondary education	24.0		89.2	9.3		38.3	7.5		30.8		52.4
Number of CTE credits earned
0.00–0.99	20.4		92.5	7.6		33.0	6.0		27.0		59.4
1.00–2.99	24.4		88.0	10.5		33.9	5.6		28.3		55.6
3.00 or more	25.5		88.7	8.9		46.3	10.5		35.8		44.8
2-credit CTE concentrator status¹
Concentrators	25.4		89.0	8.5		45.1	10.4		34.7		46.4
Agriculture and natural resources	28.5		89.6	12.5		55.3	18.3		36.9		32.2
Business, finance, and marketing	24.1		90.5	8.9		41.8	11.0		30.8		49.3
Communication and communication technologies	24.4		88.8	6.5		42.8	6.3		36.5		50.7
Computer and information sciences	15.8		87.1	9.7	!	37.0	9.8	!	27.2		53.3
Construction	29.0		77.7	8.6	!	63.4	23.7		39.7		28.0
Consumer services	35.0		91.4	8.2		56.2	9.6		46.6		35.6
Engineering, design, and production	24.7		88.8	7.2		41.5	4.5		37.0		51.3
Health care	27.9		92.6	7.3	!	38.4	6.9		31.5		54.3
Mechanical repair and operation	26.1		91.0	9.0	!	69.3	20.9	!	48.4		21.7	!
Public services	30.3		87.5	‡		50.7	8.9		41.8		43.7
Nonconcentrators	23.2		89.3	9.7		34.4	5.8		28.6		55.9
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	25.8		89.2	12.7		37.8	6.1		31.7		49.5
Earned fewer than 2 CTE credits	22.0		89.4	8.4		32.8	5.7		27.2		58.7
3-credit CTE concentrator status¹
Concentrators	27.1		89.3	7.6		50.0	12.5		37.6		42.3
Agriculture and natural resources	30.6		92.7	11.1	!	64.1	19.9		44.2		24.8
Business, finance, and marketing	24.6		91.6	7.7	!	46.2	17.4	!	28.8		46.1
Communication and communication technologies	22.8		84.7	5.5	!	42.1	8.0	!	34.1		52.4
Computer and information sciences	18.9	!	81.1	‡		39.5	‡		26.9	!	48.4
Construction	33.0		77.8	14.5	!	64.1	15.8		48.3		21.3	!
Consumer services	40.5		91.9	10.3	!	56.9	13.8	!	43.0		32.9
Engineering, design, and production	25.0	!	90.0	4.5	!	41.8	6.5	!	35.2		53.8
Health care	24.6		91.4	‡		38.9	8.3	!	30.7		56.4
Mechanical repair and operation	21.5	!	88.2	‡		81.6	23.6	!	58.0		‡
Public services	35.8		82.1	‡		60.9	‡		53.2		34.4
Nonconcentrators	23.3		89.2	9.7		35.6	6.4		29.3		54.7
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	24.0		88.1	10.1		42.6	8.5		34.1		47.3
Earned fewer than 3 CTE credits	23.1		89.5	9.5		33.6	5.8		27.9		56.9
Female	24.8		91.2	9.3		37.4	7.2		30.2		53.3
Number of CTE credits earned
0.00–0.99	20.0		93.0	7.2		31.1	4.3	!	26.8		61.7
1.00–2.99	24.3		90.5	10.5		33.7	5.5		28.2		55.8
3.00 or more	29.3		90.7	9.4		47.3	11.8		35.5		43.3
2-credit CTE concentrator status¹
Concentrators	27.7		91.0	8.5		46.7	11.7		35.0		44.8
Nonconcentrators	23.5		91.3	9.7		33.0	5.1		28.0		57.3
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	28.6		90.9	13.4		37.4	5.7		31.6		49.2
Earned fewer than 2 CTE credits	21.4		91.5	8.3		31.3	4.8		26.5		60.4
3-credit CTE concentrator status¹
Concentrators	30.4		91.6	7.9		50.8	16.1		34.7		41.3
Nonconcentrators	23.7		91.1	9.6		34.8	5.5		29.3		55.6
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	28.0		89.7	11.0		43.6	7.3		36.3		45.4
Earned fewer than 3 CTE credits	22.7		91.4	9.3		32.7	5.0		27.7		58.0
Male	23.0		86.9	9.2		39.3	7.8		31.5		51.5
Number of CTE credits earned
0.00–0.99	21.2		91.8	8.3		36.2	8.9		27.3		55.5
1.00–2.99	24.5		84.8	10.4		34.2	5.8		28.4		55.3
3.00 or more	22.3		87.0	8.4		45.4	9.3		36.1		46.2
2-credit CTE concentrator status¹
Concentrators	23.4		87.2	8.5		43.7	9.2		34.4		47.9
Nonconcentrators	22.7		86.7	9.7		36.2	6.8		29.4		54.1
Earned at least 2 CTE credits, but fewer than 2 credits in any single CTE area	22.5		87.3	11.8		38.4	6.6		31.8		49.8
Earned fewer than 2 CTE credits	22.8		86.3	8.7		35.1	7.0		28.1		56.2
3-credit CTE concentrator status¹
Concentrators	24.0		87.1	7.4		49.3	9.2		40.1		43.3
Nonconcentrators	22.8		86.8	9.7		36.7	7.5		29.2		53.6
Earned at least 3 CTE credits, but fewer than 3 credits in any single CTE area	20.7		86.9	9.4		41.8	9.5		32.2		48.9
Earned fewer than 3 CTE credits	23.5		86.8	9.8		34.8	6.7		28.1		55.4

! Interpret data with caution. Estimate is unstable because the standard error is between 30 and 50 percent of the estimate.

‡ Reporting standards not met. Either there are too few cases for a reliable estimate or the standard error is greater than 50 percent of the estimate.

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 in the "Concentrators" row.

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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