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High School Guidance Counseling
NCES: 2003015
August 2003

Tables of Estimates and Standard Errors

  • Table 1: Percentage distribution of public high schools indicating the extent to which their guidance programs emphasize selected goals: 1984 and 2002
     
  • Table 1a: Standard errors of the percentage distribution of public high schools indicating the extent to which their guidance programs emphasize selected goals: 1984 and 2002
     
  • Table 2: Percentage distribution of public high schools indicating the extent to which their guidance programs emphasize selected goals, by selected school characteristics: 2002
     
  • Table 2a: Standard errors of the percentage distribution of public high schools indicating the extent to which their guidance programs emphasize selected goals, by selected school characteristics: 2002
     
  • Table 3: Percent of public high schools with written plans for their career guidance programs, and percent indicating that their plans included written standards, by selected school characteristics: 2002
     
  • Table 3a: Standard errors of the percent of public high schools with written plans for their career guidance programs, and percent indicating that their plans included written standards, by selected school characteristics: 2002
     
  • Table 4: Percent of public high schools indicating that the school currently has various programs and features, by selected school characteristics: 2002
     
  • Table 4a: Standard errors of the percent of public high schools indicating that the school currently has various programs and features, by selected school characteristics: 2002
     
  • Table 5: Of public high schools with programs and features, percentage distribution reporting the perceived overall effect of those programs and features on the school’s ability to deliver guidance programs, by selected school characteristics: 2002
     
  • Table 5a: Of public high schools with programs and features, standard errors of the percentage distribution reporting the perceived overall effect of those programs and features on the school’s ability to deliver guidance programs, by selected school characteristics: 2002
     
  • Table 6: Percent of public high schools indicating that various guidance activities are available at the school: 1984 and 2002
     
  • Table 6a: Standard errors of the percent of public high schools indicating that various guidance activities are available at the school: 1984 and 2002
     
  • Table 7: Percent of public high schools indicating that various guidance activities are available at the school, by selected school characteristics: 2002
     
  • Table 7a: Standard errors of the percent of public high schools indicating that various guidance activities are available at the school, by selected school characteristics: 2002
     
  • Table 8: Percent of public high school students who participate in various activities at least once during the time period when they start 11th grade and ending when they leave high school: 1984 and 2002
     
  • Table 8a: Standard errors of the percent of public high school students who participate in various activities at least once during the time period when they start 11th grade and ending when they leave high school: 1984 and 2002
     
  • Table 9: Percent of public high school students who participate in various activities at least once during the time period when they start 11th grade and ending when they leave high school, by selected school characteristics: 2002
     
  • Table 9a: Standard errors of the percent of public high school students who participate in various activities at least once during the time period when they start 11th grade and ending when they leave high school, by selected school characteristics: 2002
     
  • Table 10: Percent of public high schools indicating that various activities were available during the 2001–02 school year, and percent reporting that the activity was required of all, some, or no high school students, by selected school characteristics
     
  • Table 10a: Standard errors of the percent of public high schools indicating that various activities were available during the 2001–02 school year, and percent reporting that the activity was required of all, some, or no high school students, by selected school characteristics
     
  • Table 11: Percent of public high schools reporting that written career plans and the selection of career major or paths were both available to high school students, and of those schools, percent indicating that both activities were required of all students, by selected school characteristics: School year 2001–02
     
  • Table 11a: Standard errors of the percent of public high schools reporting that written career plans and the selection of career major or paths were both available to high school students, and of those schools, the standard errors of the percent indicating that both activities were required of all students, by selected school characteristics: School year 2001–02
     
  • Table 12: Number of guidance staff and counselors, and the number of students per guidance staff and per counselor assigned to public high school students, by selected school characteristics: 2002
     
  • Table 12a: Standard errors of the number of guidance staff and counselors, and the number of students per guidance staff and per counselor assigned to public high school students, by selected school characteristics: 2002
     
  • Table 13: Percent of guidance counselors assigned to public high school students, and percent of certified counselors, by employment status and selected school characteristics: 2002
     
  • Table 13a: Standard errors of the percent of guidance counselors assigned to public high school students, and percent of certified counselors, by employment status and selected school characteristics: 2002
     
  • Table 14: Percentage distribution of public high schools indicating the percent of time that all of the school’s guidance staff spent delivering selected guidance services to high school students: 2002
     
  • Table 14a: Standard errors of the percentage distribution of public high schools indicating the percent of time that all of the school’s guidance staff spent delivering selected guidance services to high school students: 2002
     
  • Table 15: Percentage distribution of public high schools indicating the percent of time that all of the school’s guidance staff spent delivering selected guidance services to high school students, by selected school characteristics: 2002
     
  • Table 15a: Standard errors of the percentage distribution of public high schools indicating the percent of time that all of the school’s guidance staff spent delivering selected guidance services to high school students, by selected school characteristics: 2002
     
  • Table 16: Percent of public high schools indicating that their state or school district provided in-service training or professional development in selected topics for the school’s high school guidance counselors during the past 12 months, by selected school characteristics: 2002
     
  • Table 16a: Standard errors of the percent of public high schools indicating that their state or school district provided in-service training or professional development in selected topics for the school’s high school guidance counselors during the past 12 months, by selected school characteristics: 2002
     
  • Table 17: Percentage distribution of respondents reporting the time they spent on inservice training or professional development in selected topics during the past 12 months, by selected school characteristics: 2002
     
  • Table 17a: Standard errors of the percentage distribution of respondents reporting the time they spent on in-service training or professional development in selected topics during the past 12 months, by selected school characteristics: 2002
     
  • Table 18: Number of vocational courses per 100 students offered at responding schools or at their area or regional vocational schools, and percentage distribution of schools reporting the number of courses available, by selected school characteristics: 2002
     
  • Table 18a: Standard errors of the number of vocational courses per 100 students offered at responding schools or at their area or regional vocational schools, and percentage distribution of schools reporting the number of courses available, by selected school characteristics: 2002
     
  • Table 19: Percentage distribution of public high school 2000–2001 graduates who pursued selected activities directly after high school, by selected school characteristics: 2002
     
  • Table 19a: Standard errors of the percentage distribution of public high school 2000–2001 graduates who pursued selected activities directly after high school, by selected school characteristics: 2002
     
  • Table 20: Percentage distribution of public high schools indicating primary sources of information that were used to report the percent of 2000–2001 graduates who pursued selected activities directly after high school: 2002
     
  • Table 20a: Standard errors of the percentage distribution of public high schools indicating primary sources of information that were used to report the percent of 2000– 2001 graduates who pursued selected activities directly after high school: 2002
     
  • Table A-1: Number and percent of responding public high schools in the study sample, weighted estimates, and base estimates from the Common Core of Data (CCD), by selected school characteristics: 2002 and 1999–2000
     

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