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Among private schools with students enrolled in any of grades 9–12, percentage that offered various learning opportunities and types of classroom organization, by affiliation: 2017–18

Affiliation Dual or concurrent enrollment1   Specialized career academy2   Career and technical education courses3   Alternative/other4   Block scheduling5  
All private schools 56.2   6.0   23.2   19.7   30.1  
Catholic, Parochial 79.9     39.3     43.1  
Catholic, Diocesan 77.2   8.1   25.2   14.4   36.7  
Catholic, Private 58.4   4.2 ! 12.0   11.0   41.0  
Baptist 51.6     15.6 ! 13.8 ! 12.4 !
Lutheran 83.6          
Seventh-Day Adventist 64.8     39.9 ! 35.2 !  
All Other Religious 66.1   6.0   24.0   20.9   26.6  
Non-sectarian, Regular          
Non-sectarian, Special Emphasis 33.6   8.3 ! 11.5 ! 21.0   48.2  
Non-sectarian, Special Education 25.2   6.4   36.0   29.3   17.7  
! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 percent and 50 percent (i.e., the standard error is at least 30 percent and less than 50 percent of the estimate).
‡ Reporting standards not met. The coefficient of variation (CV) for this estimate is 50 percent or greater (i.e., the standard error is 50 percent or more of the estimate) or the response rate is below 50 percent.
1 Dual or concurrent enrollment that offers both high school and college credit.
2 A specialized career academy is a program that offers a set of specialized curriculum organized around a specific career area, such as automotive, business, carpentry, communications, construction, cosmetology, culinary arts, education, electricity, engineering, health, hospitality, IT, manufacturing, plumbing, protective and legal services, repair, transportation, etc.
3 If courses are available to students but not part of a specialized career academy.
4 Work-based learning or internship outside of school, in which students earn course credits for supervised learning activities that occur in paid or unpaid workplace assignments.
5 Block scheduling is extended class periods scheduled to create blocks of instruction time.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), "Preliminary Public School Principal Restricted-Use Data File," 2017–18.