| Total |
10.3 |
|
0.4 |
|
4.3 |
|
48.7 |
|
20.5 |
|
5.0 |
|
6.9 |
|
4.0 |
|
|---|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Participation in extracurricular
math activities3 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Yes |
9.1 |
|
‡ |
|
3.0 |
|
36.3 |
|
29.3 |
|
7.6 |
|
6.7 |
|
7.9 |
|
| No |
10.4 |
|
0.4 |
|
4.5 |
|
50.1 |
|
19.5 |
|
4.7 |
|
6.9 |
|
3.6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Mathematics achievement score4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Lowest quintile |
19.0 |
|
1.0 |
|
7.9 |
|
48.6 |
|
4.6 |
|
2.3 |
|
11.4 |
|
5.1 |
|
| Middle three quintiles |
9.6 |
|
0.3 |
|
4.5 |
|
56.3 |
|
16.9 |
|
3.1 |
|
5.9 |
|
3.4 |
|
| Highest quintile |
3.8 |
|
‡ |
|
0.4 |
! |
25.8 |
|
46.9 |
|
13.2 |
|
5.3 |
|
4.6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Self-identify as a math person |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Strongly agree |
7.8 |
|
0.1 |
! |
2.2 |
|
40.5 |
|
30.6 |
|
8.4 |
|
5.1 |
|
5.3 |
|
| Agree |
10.6 |
|
0.3 |
|
3.8 |
|
45.6 |
|
23.4 |
|
5.4 |
|
6.6 |
|
4.2 |
|
| Disagree |
10.3 |
|
0.4 |
|
5.3 |
|
52.0 |
|
18.0 |
|
3.8 |
|
6.9 |
|
3.4 |
|
| Strongly disagree |
11.5 |
|
0.8 |
|
5.5 |
|
56.1 |
|
10.5 |
|
3.3 |
|
8.8 |
|
3.5 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Seen by others as a math person |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Strongly agree |
7.8 |
|
‡ |
|
2.4 |
|
36.3 |
|
31.5 |
|
10.1 |
|
5.6 |
|
6.1 |
|
| Agree |
9.3 |
|
0.2 |
|
3.1 |
|
47.1 |
|
24.8 |
|
5.3 |
|
6.2 |
|
3.9 |
|
| Disagree |
10.9 |
|
0.4 |
|
5.9 |
|
52.9 |
|
15.9 |
|
3.5 |
|
7.1 |
|
3.5 |
|
| Strongly disagree |
12.7 |
|
1.1 |
|
5.7 |
|
54.4 |
|
10.4 |
|
3.2 |
|
9.0 |
|
3.6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Understand math assignments |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Never |
16.0 |
|
1.2 |
! |
8.2 |
! |
50.7 |
|
6.9 |
|
2.9 |
! |
11.0 |
|
3.1 |
! |
| Rarely |
12.6 |
|
0.5 |
|
7.0 |
|
50.8 |
|
12.6 |
|
3.0 |
|
8.8 |
|
4.6 |
|
| Sometimes |
12.9 |
|
0.6 |
|
5.0 |
|
50.7 |
|
15.3 |
|
3.8 |
|
7.8 |
|
3.8 |
|
| Often |
7.8 |
|
0.2 |
|
3.2 |
|
46.7 |
|
26.1 |
|
6.3 |
|
5.7 |
|
4.1 |
|
| ! Interpret data with caution. Estimate is unstable because the coefficient of variation (CV) for this estimate is 30 percent or greater (i.e., the standard error represents 30 percent or more of the estimate). |
| ‡ Reporting standards are not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error represents 50 percent or more of the estimate). |
| 1 Basic mathematics contains review or remedial mathematics including basic, business, consumer, functional, or general mathematics.. |
| 2 Other mathematics contains extremely low-incidence subjects including trigonometry, integrated mathematics, statistics or probability, and advanced mathematics courses such as precalculus and calculus. |
| 3 Black, non-Hispanic includes African American. Hispanic includes Latino. All other races, non-Hispanic includes American Indian, Alaska Native, Native Hawaiian, Other Pacific Islander, and Two or more races. Parent's race/ethnicity is the race/ethnicity of the interviewed parent or guardian. |
| 4 The marital status of the interviewed parent/guardian only. Not married includes divorced, separated, never married, or widowed. |
| NOTE: Totals, student's sex and student race/ethnicity are weighted by W1STUDENT and other variables are weighted by W1PARENT. Totals may not fall within the range of categorical values due to missing data. Details may not sum to 100 percent due to rounding. |
| SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09), Base-Year. |
