Career and Technical Education (CTE) Statistics
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H259. Percentage distribution of public high school graduates with each career and technical education (CTE) coursetaking pattern, by selected student race/ethnicity categories and gender: 2019
CTE coursetaking pattern Race/ethnicity1   Gender
White   Black   Hispanic   Asian/Pacific Islander   Male   Female
Percent S.E.   Percent S.E.   Percent S.E.   Percent S.E.   Percent S.E.   Percent S.E.
Number of CTE credits                                  
0.00–0.99 credits 18.8 0.63   19.6 0.92   22.4 0.69   26.2 1.30   16.1 0.55   25.0 0.57
At least 1 credit 81.2 0.63   80.4 0.92   77.6 0.69   73.8 1.30   83.9 0.55   75.0 0.57
1.00–2.99 credits 35.2 0.54   37.1 0.75   37.2 0.63   43.6 1.52   35.2 0.41   38.2 0.51
3.00 or more credits 46.0 0.83   43.3 1.24   40.4 0.86   30.2 1.39   48.7 0.65   36.8 0.70
                                   
Any credits earned                                  
CTE 87.2 0.49   85.8 0.79   84.1 0.69   80.8 1.08   88.7 0.46   82.5 0.52
Agriculture and natural resources 17.2 0.68   9.9 0.72   12.0 0.61   3.9 0.49   15.1 0.53   12.4 0.45
Business, finance, and marketing 37.7 0.80   41.7 1.29   33.5 1.10   28.4 1.49   39.3 0.77   33.3 0.76
Communication and communication technologies 27.6 0.75   26.2 0.88   26.7 0.80   21.4 1.33   26.4 0.63   27.2 0.62
Computer and information sciences 20.6 0.71   17.3 0.86   16.7 0.71   33.8 1.39   25.9 0.62   13.5 0.56
Construction 12.3 0.63   5.8 0.39   7.2 0.43   4.3 0.54   15.6 0.65   3.0 0.27
Consumer services 20.9 0.85   23.1 0.95   21.4 0.81   11.9 0.79   14.9 0.52   26.9 0.74
Engineering, design, and production 26.6 0.95   18.6 1.01   18.8 0.67   21.5 1.15   33.9 0.87   11.5 0.51
Health care 12.4 0.41   14.9 0.76   14.9 0.55   13.3 0.87   8.4 0.29   18.9 0.44
Mechanical repair and operation 7.4 0.51   3.2 0.32   6.5 0.40   3.3 0.55   10.9 0.59   1.5 0.12
Public services 10.6 0.51   12.4 0.72   14.0 0.77   5.6 0.49   9.2 0.45   13.8 0.47
                                   
CTE-related 54.7 1.10   51.6 1.54   38.4 1.11   33.4 1.75   47.4 0.81   49.5 0.81
Family and consumer sciences education 46.6 1.15   41.5 1.54   31.2 1.03   27.8 1.51   38.7 0.81   42.2 0.80
Career exploration 16.5 1.06   16.9 1.31   11.5 0.83   8.5 1.14   15.0 0.78   14.3 0.77
                                   
2-credit CTE concentrator status2                                  
Non-concentrator, total 54.3 0.77   54.4 1.27   58.0 0.86   66.1 1.34   51.7 0.64   61.0 0.66
Earned fewer than 2 CTE credits 38.3 0.82   39.3 1.16   43.1 0.86   52.8 1.40   34.7 0.70   47.2 0.67
Earned at least 2 CTE credits, but fewer than 2
      credits in any single CTE area		 16.0 0.43   15.1 0.56   14.9 0.45   13.3 0.85   17.0 0.36   13.8 0.33
2-credit concentrator 45.7 0.77   45.6 1.27   42.0 0.86   33.9 1.34   48.3 0.64   39.0 0.66
                                   
3-credit CTE concentrator status2                                  
Non-concentrator, total 72.5 0.71   73.2 1.14   75.2 0.76   83.1 1.05   71.5 0.57   77.1 0.59
Earned fewer than 3 CTE credits 54.0 0.83   56.7 1.24   59.6 0.86   69.8 1.39   51.3 0.65   63.2 0.70
Earned at least 3 CTE credits, but fewer than 3
      credits in any single CTE area		 18.5 0.52   16.5 0.67   15.6 0.55   13.2 0.79   20.2 0.50   13.9 0.35
3-credit concentrator 27.5 0.71   26.8 1.14   24.8 0.76   16.9 1.05   28.5 0.57   22.9 0.59
1Black includes African American, Hispanic includes Latino, and Asian/Pacific Islander includes Native Hawaiian. Race categories exclude persons of Hispanic origin. High School Transcript Study racial/ethnic reporting does not include American Indian/Alaska Native or Two or more races categories.
2The 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: 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. Data are weighted estimates and represent approximately 2,562,000 public high school graduates who met the study inclusion criteria previously described. Detail may not sum to totals because of rounding.
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.

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