Skip Navigation

Tables: Secondary/High School


Table H252. Percentage of 2013 public high school graduates whose current job pays more than $10 per hour, by sex and career and technical education (CTE) coursetaking pattern in high school: 2016
  All graduates   Graduates employed full time1
CTE coursetaking pattern in high school Total   Female   Male   Total   Female   Male  
Public high school graduates who are
   currently employed2
43.4   35.5   52.1   55.2   46.6   61.9  
Number of CTE credits earned                        
0.00–0.99 38.3   32.8   48.4   52.3   44.1   61.8  
1.00–2.99 44.6   38.5   51.9   53.9   48.2   59.1  
3.00 or more 44.6   33.7   53.5   57.2   46.0   64.0  
2-credit CTE concentrator status3                        
Concentrators 44.6   33.4   54.1   58.0   48.7   63.5  
Nonconcentrators 42.6   36.7   50.5   53.0   45.4   60.5  
Earned at least 2 CTE credits, but fewer
than 2 credits in any single CTE area
43.9   37.9   50.3   51.6   38.4   64.4  
Earned fewer than 2 CTE credits 42.0   36.1   50.7   53.9   49.9   57.9  
3-credit CTE concentrator status3                        
Concentrators 46.2   33.9   55.8   61.7   52.4   66.9  
Nonconcentrators 42.7   35.9   50.9   53.2   45.3   60.2  
Earned at least 3 CTE credits, but fewer
than 3 credits in any single CTE area
42.9   33.5   51.0   52.7   40.2   60.9  
Earned fewer than 3 CTE credits 42.6   36.5   50.9   53.5   47.0   59.8  
Public high school graduates who are
currently employed and not enrolled
in postsecondary education4
49.1   39.2   57.5   55.1   44.7   62.6  
Number of CTE credits earned                        
0.00–0.99 49.4   38.9   63.2   58.1   46.3   70.8  
1.00–2.99 47.4   42.3   51.9   51.9   45.9   56.7  
3.00 or more 50.6   35.9   60.7   56.9   43.0   65.2  
2-credit CTE concentrator status3                        
Concentrators 50.9   37.4   59.8   57.1   45.8   63.5  
Nonconcentrators 47.7   40.2   55.3   53.4   44.0   61.6  
Earned at least 2 CTE credits, but fewer
than 2 credits in any single CTE area
44.0   35.3   52.4   50.9   36.4   65.2  
Earned fewer than 2 CTE credits 50.2   43.3   57.4   55.1   49.9   59.4  
3-credit CTE concentrator status3                        
Concentrators 54.9   42.5   62.4   62.2   52.8   67.1  
Nonconcentrators 47.3   38.4   55.7   52.8   42.7   60.9  
Earned at least 3 CTE credits, but fewer
than 3 credits in any single CTE area
45.8   29.5   58.5   51.2   33.9   62.9  
Earned fewer than 3 CTE credits 47.9   41.3   54.5   53.5   46.0   59.9  
1Full-time employment is defined as working at least 35 hours per week. Overall, 31.5 percent of graduates are currently employed full time.
2Overall, 70.3 percent of graduates are currently employed.
3The 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.
4Overall, 34.2 percent of graduates are currently employed and not enrolled in postsecondary education.
NOTE: An hourly wage of $10.01 is 130 percent of the 2016 poverty level for a family of two living in one of the 48 contiguous states (https://aspe.hhs.gov/computations-2016-poverty-guidelines). 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.
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.