Table Library

The tables shown here complement those included in the publications that have been published using the HSLS:09 data. Additional tables will be added to HSLS:09 Table Library periodically.

The tables are all produced using the HSLS:09 Base Year through Second Follow-up data file, which is available in public-use form using the Online Codebook and in restricted-use form through obtaining a restricted-use license. The HSLS Variable List lists all the variables available in all of the HSLS data files.

Suggestions from users on tables to include in this Table Library are welcome. Send suggestions to hsls09@ed.gov.

indicates a recently added or modified table.

  • Table A1. Percentage distribution of ninth-graders' educational expectations by family characteristics: 2009
  • Table A2. Percentage distribution of parents' educational expectations for their ninth-graders by family characteristics: 2009
  • Table A3. Percentage distribution of ninth-graders' educational expectations, by family structure: 2009
  • Table A4. Percentage distribution of parents' educational expectations for their ninth-graders by family structure: 2009
  • Table A5. Percentage distribution of ninth-graders' educational expectations, by parental involvement and student activities outside of school: 2009
  • Table A6. Percentage distribution of parents' educational expectations for their ninth-graders by parental involvement and student activities outside of school: 2009
  • Table A7. Percentage distribution of ninth-graders' educational expectations, by parental frequency of and confidence in help with homework: 2009
  • Table A8. Percentage distribution of parents' educational expectations for their ninth-graders by parental frequency of and confidence in help with homework: 2009
  • Table A9. Percentage Distribution of Student Education Expectation in 2009 and 2012 (HSLS:09)
  • Table B1. Percentage distribution of academic year 2009-10 ninth-graders' beliefs in their ability to complete bachelor's degree, by family characteristics: 2009
  • Table B2. Percentage distribution of parents' beliefs in their ninth-grader's ability to complete bachelor's degree in academic year 2009-10, by family characteristics: 2009
  • Table B3. Percentage distribution of academic year 2009-10 ninth-graders' beliefs in their ability to complete bachelor's degree, by family structure: 2009
  • Table B4. Percentage distribution of parents' beliefs in their ninth-grader's ability to complete bachelor's degree in academic year 2009-10, by family structure: 2009
  • Table B5. Percentage distribution of academic year 2009-10 ninth-graders' beliefs in their ability to complete bachelor's degree, by parental involvement and student activities outside of school: 2009
  • Table B6. Percentage distribution of parents' beliefs in their ninth-grader's ability to complete a bachelor's degree in academic year 2009-10, by parental involvement and student activities outside of school: 2009
  • Table B7. Percentage distribution of academic year 2009-10 ninth-graders' beliefs in their ability to complete bachelor's degree, by parental frequency of and confidence in help with homework: 2009
  • Table B8. Percentage distribution of parents' beliefs in their ninth-grader's ability to complete a bachelor's degree in academic year 2009-10, by parental frequency of and confidence in help with homework: 2009
  • Table C1. Percentage of academic year 2009-10 ninth-graders, by plans for their first year after high school and selected student and family characteristics: 2009
  • Table C2. Percentage of academic year 2009-10 ninth-graders, by plans for their first year after high school and family structure: 2009
  • Table C3. Percentage of academic year 2009-10 ninth-graders, by plans for their first year after high school, parental involvement, and student activities outside of school: 2009
  • Table C4. Percentage of academic year 2009-10 ninth-graders, by plans for their first year after high school and parent's frequency of and confidence in help with homework: 2009
  • Table C5. Percentage of 2009 9th-grade students who applied to or registered at a college by 2016, by college plans of their close friends (HSLS:09)
  • Table C6. Percentage of 2009 9th-grade students who attended college by February 2016, by college plans of their close friends (HSLS:09)
  • Table C7. Percentage of 2009 9th-grade students by their first postsecondary institution level, and by college plans of their close friends (HSLS:09)
  • Table C8. Percentage of 2009 9th-grade students who applied to or registered at a college by February 2016, by students' most influential person on thinking about postsecondary education in 2012 and 2013 (HSLS:09)
  • Table C9. Percentage of 2009 9th-grade students who attended college by February 2016, by most influential person on thinking about postsecondary education in 2012 and 2013 (HSLS:09)
  • Table D1. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and selected student and family characteristics: 2009
  • Table D2. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and students' involvement in mathematics: 2009
  • Table D3. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and students' educational expectations and plans after high school: 2009
  • Table D4. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and selected students' attitudes toward education: 2009
  • Table D5. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and students' attitudes toward math and science education: 2009
  • Table D6. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and discussion of courses to take: 2009
  • Table D7. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics and discussion of future plans and personal affairs: 2009
  • Table D8. Percentage distribution of academic year 2009-10 ninth-grade male and female students, by years of planned high school mathematics and students' perceptions of gender abilities: 2009
  • Table D9. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school mathematics, participation in special programs, and peer influences: 2009
  • Table D10. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and selected student and family characteristics: 2009
  • Table D11. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and students' involvement in science: 2009
  • Table D12. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and students' educational expectations and plans after high school: 2009
  • Table D13. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and students' attitudes toward education: 2009
  • Table D14. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and students' attitudes toward math and science education: 2009
  • Table D15. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and discussion of courses to take: 2009
  • Table D16. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science and discussion of future plans and personal affairs: 2009
  • Table D17. Percentage distribution of academic year 2009-10 ninth-grade male and female students, by years of planned high school science and students' perceptions of gender abilities: 2009
  • Table D18. Percentage distribution of academic year 2009-10 ninth-graders, by years of planned high school science, participation in special programs, and peer influences: 2009
  • Table K1. High school completion status of 2009 high school freshmen as of 2013, by family composition, race/ethnicity and region
  • Table E1. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and selected student and family characteristics: 2009
  • Table E2. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and involvement in math: 2009
  • Table E3. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and students' educational expectations and plans after high school: 2009
  • Table E4. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and attitudes toward education: 2009
  • Table E5. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and attitudes toward math and science: 2009
  • Table E6. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and discussion of courses to take: 2009
  • Table E7. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course and discussion of future plans and personal affairs: 2009
  • Table E8. Percentage distribution of male academic year 2009-10 ninth-graders, by enrolled mathematics course and gender perceptions: 2009
  • Table E9. Percentage distribution of female academic year 2009-10 ninth-graders, by enrolled mathematics course and gender perceptions: 2009
  • Table E10. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled mathematics course, participation in special programs, and peer influences: 2009
  • Table E11. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and selected student and family characteristics: 2009
  • Table E12. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and involvement in science: 2009
  • Table E13. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and students' educational expectations and plans after high school: 2009
  • Table E14. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and attitudes toward education: 2009
  • Table E15. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and attitudes toward math and science: 2009
  • Table E16. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and discussion of courses to take: 2009
  • Table E17. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course and discussion of personal affairs: 2009
  • Table E18. Percentage distribution of male academic year 2009-10 ninth-graders, by enrolled science course and gender perceptions: 2009
  • Table E19. Percentage distribution of female academic year 2009-10 ninth-graders, by enrolled science course and gender perceptions: 2009
  • Table E20. Percentage distribution of academic year 2009-10 ninth-graders, by enrolled science course, participation in special programs, and peer influences: 2009
  • Table E21. Percentage of 2009 9th graders who had taken advanced science and mathematics courses in public high school as of 2013, by race/ethnicity and sex: 2013
  • Table J1. Percentage of 2009 9th graders who graduated with public school HS diploma by spring 2013 and took welding courses in high school (HSLS:09)
  • Table J2. Percentage of 2009 9th graders who graduated with public school diploma by spring 2013, whose school offered welding courses (HSLS:09)
  • Table J3. Percentage of public 2002 10th graders and 2009 9th graders who had access to an anthropology course in high school, by region of the country and urbanicity (ELS:2002, HSLS:09)
  • Table J4. Percentage of 2009 9th grade cohort members, who graduated with public school HS diploma by spring 2013, with complete set of transcripts and whose last HS offered Engineering/Robotics/Mechatronics courses (HSLS:09)
  • Table J5. Mean credits earned by high school course subject: 1982, 2000, and 2013 (HS&B, NAEP HSTS, HSLS:09)
  • Table J6. Percentage of high school students with foreign language credits earned in 2000, 2005, 2009 and 2013, by language type (NAEP HSTS 2000, 2005 and 2009, HSLS:09)
  • Table J7. Percentage of on-time graduate high school students with earned credit in advanced foreign language courses
  • Table J8. Mean credits earned by on-time high school graduates in 1982, 2000 and 2013 (HS&B:80, NAEP HSTS:2000, and HSLS:09)
  • Table J9. Percentage of 2009 high school freshmen students who took courses in social studies, by course subject: 2013 (HSLS:09)
  • Table J10. Percentage of 2009 ninth-graders who took high school courses in Entrepreneurship as of 2013 (HSLS:09)
  • Table J11. Weighted counts of 2009 ninth-graders who took high school courses in Entrepreneurship as of 2013 (HSLS:09)
  • Table J12. Percentage of 2009 9th-graders who graduated on time in 2013 whose school offered family consumer science courses, nationally and in states with public school state-representative data: 2013 (HSLS:09)
  • Table J13. Coursetaking in Family and Consumer Sciences by 2009 9th-graders who graduated on time in 2013, nationally and in states with public school state-representative data: 2013 (HSLS:09)
  • Table F1. Amount of college saving by parents who expect their high schooler to go to college, by amount set aside for their high schooler's college education: 1994, 2002, 2009
  • Table F2. Amount of college saving by parents who expect their high schooler to go to college, by high schooler's sex: 2002 and 2009 (ELS:2002, HSLS:09)
  • Table G1. Percentage distribution of academic year 2009-10 ninth-graders who are on an academic track, by race/ethnicity: 2009
  • Table G2. Percentage distribution of academic year 2009-10 ninth-graders who are occupational concentrators, by race/ethnicity: 2009
  • Table G3. Percentage distribution of academic year 2009-10 ninth-graders who are in learning communities, by race/ethnicity: 2009
  • Table M1. Percentage of 2009 9th-grade students whose 2009 school had a credit recovery program, by school control and type of credit recovery courses offered: 2013
  • Table M2. Percentage of 2009 9th-graders that graduated early or on-time, by access to credit recovery program and school control, 2013
  • Table M3. Percentage of 2009 public school 9th-graders with access to credit recovery programs, by school characteristics: 2013
  • Table M4. Percentage of 2009 public school 9th-graders who graduated high school early or on-time, by access to credit recovery programs and school characteristics: 2013
  • Table O1. Percentage of 2009 ninth-graders who graduated on time and attended postsecondary education in the fall of 2013, who took postsecondary remedial courses, 2017 (HSLS:09)
  • Table O2. Percentage of 2009 ninth-graders who graduated on time and attended postsecondary education in the fall of 2013 who took postsecondary remedial courses, by highest math taken in high school, 2017 (HSLS:09)
  • Table O3a. Percentage of 2009 ninth-graders who graduated on time and attended postsecondary education in the fall of 2013 who took postsecondary remedial courses, by math taken senior year in high school, 2017 (HSLS:09)
  • Table O3b. Percentage of 2009 9th-graders who graduated on-time and attended college in the fall of 2013, who took remedial courses in college, after high school, by senior math course taken in high school, 2017 (HSLS:09)
  • Table O4. Percentage of 2009 9th-graders who graduated on-time and attended postsecondary education in the fall of 2013 who took remedial postsecondary courses, 2017 (HSLS:09)
  • Table O5. Percentage of 2009 9th-graders who graduated on-time and attended postsecondary education in the fall of 2013 who took remedial courses, by persistence in postsecondary education 1 year later, 2014 (HSLS:09)
  • Table O6. Remedial college courses taken by the high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, percentage who took any remedial courses, percentage who took any remedial math and English courses, and among students who took any remedial courses, the ratio of remedial courses to all courses taken, by selected characteristics (June 2016)
  • Table H1. Percentage distribution of academic year 2009–10 ninth-graders' educational expectations, by student characteristics: 2009
  • Table H2. Percentage distribution of academic year 2009–10 ninth-graders' educational expectations, by student characteristics: 2012
  • Table N1. Percent of 2009 ninth-graders who participated in a science competition if available at their high school, by race/ethnicity (2012)
  • Table L1. Percentage distribution of academic year 2009-10 ninth-graders who reported going to class late: 2009
  • Table L2. Percentage distribution of academic year 2009-10 ninth-graders who reported going to class without their homework done: 2009
  • Table L3. Percentage distribution of academic year 2009-10 ninth-graders who reported going to class without books: 2009
  • Table L4. Percentage distribution of academic year 2009-10 ninth-graders who reported going to class without pencil or paper: 2009
  • Table I1. Ninth-grade GPA for 2009 ninth-graders, by hours spent playing video games on a typical school day in ninth grade (HSLS:09): 2009
  • Table I2. High school GPA for academic courses for 2009 ninth-graders, by hours spent playing video games on a typical school day in ninth grade (HSLS:09): 2009-2013
  • Table I3. High school GPA for 2009 ninth-graders, by hours spent playing video games on a typical school day in ninth grade (HSLS:09): 2009-2013
  • Table I4. Selectivity of the postsecondary institution attended by 2009 ninth-graders in 2016, by hours spent playing video games on a typical school day in ninth grade (HSLS:09): 2016
  • Table I5. Timing of postsecondary enrollment by 2009 ninth-graders as of 2016, by hours spent playing video games on a typical school day in ninth grade (HSLS:09): 2016
  • Table I6. Postsecondary attainment and persistence of 2009 ninth-graders as of 2016, by hours spent playing video games on a typical ninth-grade school day (HSLS:09): 2016
  • Table P1. High school students from military families and non-military families: Percentage of fall 2009 9th-graders from whose parents are in the military, by secondary and postsecondary characteristics: 2016
  • Table Q1. First type of college attended for high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, percentage distribution of control and level of first postsecondary institution enrolled, by selected characteristics (June 2016)
  • Table Q2. College entry time lag for high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, percentage distribution of the number of months between high school exit and postsecondary entry, by selected characteristics (June 2016)
  • Table Q3. College credits and GPA of high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, average number of credits attempted and earned in first year, average grade point average (GPA) in first year, and percentage who earned a GPA of 3.0 or higher in first year, by selected characteristics (June 2016)
  • Table Q4. College summer course taking for high school class of 2013: Among fall 2009 ninth-graders whose first postsecondary enrollment after high school was in 2013–14, percentage who ever enrolled in summer and, among those students, average number of credits earned in summer courses, by selected characteristics (June 2016)
  • Table Q5. 2-year college completion or enrollment for high school class of 2013: Among fall 2009 ninth-graders whose first postsecondary enrollment after high school was in 2013–14 and who also first enrolled in a less-than-4-year institution, percentage distribution of their highest postsecondary credential earned and current enrollment status, by selected characteristics (June 2016)
  • Table Q6. Out of state college enrollment and tuition for high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, percentage whose first primary institution in first academic year was located in the same or a different state of their legal residence and average tuition and fees charged at first primary institution in first academic year, by selected characteristics
  • Table R1. College tuition and fees after financial aid for high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, average tuition and fees minus federal Title IV, state, and institutional aid; and average tuition and fees minus federal Title IV, state, and institutional grant aid at first primary institution in first academic year, by selected characteristics
  • Table R2. Federal student aid application and awards for high school class of 2013: Among fall 2009 ninth-graders whose first postsecondary enrollment after high school was in 2013–14, percentage who applied for Federal financial aid and, among those students who applied, percentage who received various types of federal aid and, among those students who received each type of federal aid, average amount received, by selected characteristics (2013–14)
  • Table R3. State college student aid awards for high school class of 2013: Among fall 2009 ninth-graders who enrolled in postsecondary education after high school, percentage who received various types of state aid at first primary institution in first academic year, and among those students who received each type of state aid, average amount received, by selected characteristics
  • Table R4. Federal college loans and amounts for high school class of 2013: Among fall 2009 ninth-graders whose first postsecondary enrollment after high school was in 2013–14, percentage ever receiving various types of loans, and among those students receiving each type of loan, average cumulative amount received, by selected characteristics (June 2016)
  • Table R5. Federal student loan status and outstanding balances for high school class of 2013: Among fall 2009 ninth-graders whose first postsecondary enrollment after high school was in 2013–14 and who took out Federal student loans, average amount owed (principal and interest) on Federal student loans (excluding Direct PLUS Loans to parents), percentage who ever defaulted on a Federal student loan, and percentage who had a deferment on Federal Direct Loans, Perkins Loans, or Direct PLUS Loans to parents of students, by selected characteristics (June 2016)