Tables of Estimates and Standard Errors

• Table 1: Number and percent of public high schools that offered dual credit, Advanced Placement, and International Baccalaureate courses during the 2002–03 12-month school year, by school characteristics: 2003
   
• Table 1-A: Standard errors for the number and percent of public high schools that offered dual credit, Advanced Placement, and International Baccalaureate courses during the 2002–03 12-month school year, by school characteristics: 2003
   
• Table 2: Total enrollments of public high school students in dual credit, Advanced Placement, and International Baccalaureate courses during the 2002–03 12-month school year, by school characteristics: 2003
   
• Table 2-A: Standard errors for the total enrollments of public high school students in dual credit, Advanced Placement, and International Baccalaureate courses during the 2002–03 12-month school year, by school characteristics: 2003
   
• Table 3: Percentage distribution of public high schools that offered dual credit and/or exam-based courses, by combinations of type(s) of courses offered during the 2002–03 12-month school year, by school characteristics: 2003
   
• Table 3-A: Standard errors for the percentage distribution of public high schools that offered dual credit and/or exam-based courses, by combinations of type(s) of courses offered during the 2002–03 12-month school year, by school characteristics: 2003
   
• Table 4: Number and percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year, by dual credit course location and school characteristics: 2003
   
• Table 4-A: Standard errors for the number and percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year, by dual credit course location and school characteristics: 2003
   
• Table 5: Total enrollment of public high school students in dual credit courses during the 2002–03 12-month school year, by dual credit course location and selected school characteristics: 2003
   
• Table 5-A: Standard errors for the total enrollment of public high school students in dual credit courses during the 2002–03 12-month school year, by dual credit course location and selected school characteristics: 2003
   
• Table 6: Number and percent of public high schools that offered courses for dual credit at the high school campus or at the campus of a postsecondary institution during the 2002–03 12-month school year, by dual credit course focus and school characteristics: 2003
   
• Table 6-A: Standard errors for the number and percent of public high schools that offered courses for dual credit at the high school campus or at the campus of a postsecondary institution during the 2002–03 12-month school year, by dual credit course focus and school characteristics: 2003
   
• Table 7: Enrollment of public high school students in dual credit courses taught on a high school campus or on the campus of a postsecondary institution during the 2002–03 12-month school year, by dual credit course focus and school characteristics: 2003
   
• Table 7-A: Standard errors for the enrollment of public high school students in dual credit courses taught on a high school campus or on the campus of a postsecondary institution during the 2002–03 12-month school year, by dual credit course focus and school characteristics: 2003
   
• Table 8: Number and percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year, by dual credit course location, focus, and school characteristics: 2003
   
• Table 8-A: Standard errors for the number and percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year, by dual credit course location, focus, and school characteristics: 2003
   
• Table 9: Total enrollment of public high school students in dual credit courses during the 2002–03 12-month school year, by dual credit course location, focus, and school characteristics: 2003
   
• Table 9-A: Standard errors for the total enrollment of public high school students in dual credit courses during the 2002–03 12-month school year, by dual credit course location, focus, and school characteristics: 2003
   
• Table 10: Percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating that some of the dual credit courses were part of a sequence of courses, by dual credit course location, focus, and school characteristics: 2003
   
• Table 10-A: Standard errors for the percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating that some of the dual credit courses were part of a sequence of courses, by dual credit course location, focus, and school characteristics: 2003
   
• Table 11: Percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating that some of the dual credit courses were cafeteria style, by dual credit course location, focus, and school characteristics: 2003
   
• Table 11-A: Standard errors for the percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating that some of the dual credit courses were cafeteria style, by dual credit course location, focus, and school characteristics: 2003
   
• Table 12: Percentage distribution of public high schools that offered courses for dual credit taught on the campus of a high school during the 2002–03 12-month school year indicating who the instructors were for the dual credit course, by dual credit course focus and school characteristics: 2003
   
• Table 12-A: Standard errors for the percentage distribution of public high schools that offered courses for dual credit taught on the campus of a high school during the 2002–03 12-month school year indicating who the instructors were for the dual credit course, by dual credit course focus and school characteristics: 2003
   
• Table 13: Percentage distribution of public high schools that offered courses for dual credit taught on the campus of a postsecondary institution during the 2002–03 12-month school year indicating the most common student composition, by dual credit course focus and school characteristics: 2003
   
• Table 13-A: Standard errors for the percentage distribution of public high schools that offered courses for dual credit taught on the campus of a postsecondary institution during the 2002–03 12-month school year indicating the most common student composition, by dual credit course focus and school characteristics: 2003
   
• Table 14: Percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating how students are awarded postsecondary credit, by dual credit course location, focus, and school characteristics: 2003
   
• Table 14-A: Standard errors for the percent of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating how students are awarded postsecondary credit, by dual credit course location, focus, and school characteristics: 2003
   
• Table 15: Percentage distribution of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating whether their school has established requirements that students must meet in order to enroll in courses for dual credit, by school requirements: 2003
   
• Table 15-A: Standard errors for the percentage distribution of public high schools that offered courses for dual credit during the 2002–03 12-month school year indicating whether their school has established requirements that students must meet in order to enroll in courses for dual credit, by school requirements: 2003
   
• Table 16: Percent of public high schools that offered dual credit courses during the 2002–03 12-month school year with various requirements that students must meet in order to enroll in courses for dual credit, by school characteristics: 2003
   
• Table 16-A: Standard errors for the percent of public high schools that offered dual credit courses during the 2002–03 12-month school year with various requirements that students must meet in order to enroll in courses for dual credit, by school characteristics: 2003
   
• Table 17: Estimates and standard errors for figures 1-6: 2003
   
• Table A-1: Number and percent of public high schools in the study, and the estimated number and percent in the nation, for the total sample and for schools that offered courses for dual credit in 2002–03, by school characteristics: 2003
   
• Table A-2: Number of cases with imputed data in the study sample, and number of cases with imputed data the sample represents, by questionnaire items: 2003
   

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