Tables: Secondary/High School
| H257. Percentage of public high school graduates who concentrated in a career and technical education (CTE) subject area, by CTE coursetaking pattern and CTE subject area: 2019 |
|
| CTE subject area |
All graduates |
|
Graduates who earned CTE credits |
|
Among graduates who earned at least 2 CTE credits, percent 2-credit concentrator |
|
Among graduates who earned at least 3 CTE credits, percent 3-credit concentrator |
| Percent 2-credit concentrator |
|
Percent 3-credit concentrator |
|
Percent 2-credit concentrator |
|
Percent 3-credit concentrator |
|
|
| Percent |
S.E. |
|
Percent |
S.E. |
|
Percent |
S.E. |
|
Percent |
S.E. |
|
Percent |
S.E. |
|
Percent |
S.E. |
| |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Any CTE area |
43.7 |
0.58 |
|
25.8 |
0.50 |
|
51.0 |
0.54 |
|
30.1 |
0.53 |
|
73.9 |
0.46 |
|
60.2 |
0.69 |
| Agriculture and natural resources |
5.9 |
0.27 |
|
3.6 |
0.19 |
|
6.9 |
0.31 |
|
4.2 |
0.22 |
|
10.0 |
0.43 |
|
8.5 |
0.42 |
| Business, finance, and marketing |
9.4 |
0.29 |
|
4.1 |
0.20 |
|
10.9 |
0.33 |
|
4.7 |
0.23 |
|
15.8 |
0.45 |
|
9.5 |
0.42 |
| Communication and communication technologies |
6.2 |
0.15 |
|
2.8 |
0.09 |
|
7.2 |
0.16 |
|
3.3 |
0.10 |
|
10.4 |
0.25 |
|
6.6 |
0.21 |
| Computer and information sciences |
3.9 |
0.19 |
|
1.7 |
0.13 |
|
4.6 |
0.21 |
|
2.0 |
0.14 |
|
6.6 |
0.31 |
|
3.9 |
0.29 |
| Construction |
3.0 |
0.20 |
|
1.6 |
0.14 |
|
3.5 |
0.23 |
|
1.9 |
0.16 |
|
5.0 |
0.33 |
|
3.7 |
0.32 |
| Consumer services |
5.6 |
0.22 |
|
2.8 |
0.14 |
|
6.5 |
0.25 |
|
3.3 |
0.16 |
|
9.4 |
0.36 |
|
6.6 |
0.29 |
| Engineering, design, and production |
8.0 |
0.32 |
|
4.6 |
0.21 |
|
9.3 |
0.36 |
|
5.4 |
0.23 |
|
13.5 |
0.48 |
|
10.7 |
0.43 |
| Health care |
5.7 |
0.19 |
|
3.1 |
0.13 |
|
6.6 |
0.21 |
|
3.7 |
0.15 |
|
9.6 |
0.29 |
|
7.3 |
0.30 |
| Mechanical repair and operation |
2.4 |
0.14 |
|
1.6 |
0.11 |
|
2.8 |
0.17 |
|
1.9 |
0.13 |
|
4.1 |
0.24 |
|
3.8 |
0.25 |
| Public services |
3.4 |
0.17 |
|
1.9 |
0.12 |
|
4.0 |
0.20 |
|
2.2 |
0.14 |
|
5.8 |
0.28 |
|
4.4 |
0.26 |
| NOTE: The abbreviation s.e. stands for standard error, which is a measure of sampling variability and measurement error for a statistic. Public high school graduates are defined as students who graduated from a public high school with an honors or standard diploma by the end of the 2018-19 school year. The table includes only graduates who completed at least three years of delineated courses on their transcripts, including courses taken in the 2018-19 school year, having 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 Carnegie units completed in English. See https://nces.ed.gov/surveys/ctes/xls/SSCT2018update2024.xlsx for the taxonomy used to define subject areas. 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 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. The "Any CTE area" row includes students who concentrated in at least one of the 10 CTE subject areas. Data are weighted estimates and represent approximately 2,562,000 public high school graduates who met the study inclusion criteria previously described. |
| SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), High School Transcript Study, 2019. |
Return
(14 KB)