Chapter 2: Appendix Tables

2-1 Percentage of high school graduates who have taken selected mathematics courses, by sex and race/ethnicity: 1982 and 1992
2-2 Percentage of high school graduates who have taken selected science courses, by sex and race/ethnicity: 1982 and 1992
2-3 Average scores by percentile for the National Assessment of Educational Progress mathematics test for age 9, by sex and race/ethnicity: 1978-1992, selected years
2-4 Average scores by percentile for the National Assessment of Educational Progress mathematics test for age 13, by sex and race/ethnicity: 1978-1992, selected years
2-5 Average scores by percentile for the National Assessment of Educational Progress mathematics test for age 17, by sex and race/ethnicity: 1978-1992, selected years
2-6 Average mathematics proficiency: percent of students at or above selected anchor points, by age, race/ethnicity, and sex: 1982-1992, selected years
2-7 Average mathematics achievement scores, by sex, race/ethnicity, and grade: 1992
2-8 Average scores by percentile for the National Assessment of Educational Progress science test for age 9, by sex and race/ethnicity: 1977-1992, selected years
2-9 Average scores by percentile for the National Assessment of Educational Progress science test for age 13, by sex and race/ethnicity: 1977-1992, selected years
2-10 Average scores by percentile for the National Assessment of Educational Progress science test for age 17, by sex and race/ethnicity: 1977-1992, selected years
2-11 Average science proficiency: percent of students at or above selected anchor points, by age, race/ethnicity, and sex: 1982-1992, selected years
2-12 Dropout and retention rates of 16- to 24-year-olds, by family income and disability status: 1992
2-13 Selected characteristics of families, by race: 1993
2-14 Trends in average mathematics and science proficiency scores, by parents' highest level of education and age of student: 1978-1992, selected years
2-15 Grades 1-12 science and mathematics classes, by percentage of minority students and ability grouping: 1993
2-16 High school science and mathematics classes, by curricular emphases, activities, and ability grouping: 1993
2-17 Grades 7-12 science and mathematics classes, by teachers with undergraduate or graduate major in the field, class objectives, and percent minority students in class: 1993
2-18 Number of high school teachers and percentage of teachers, by highest degree earned and selected school characteristics: 1990-1991
2-19 Selected characteristics of American Indian education: 1990-1991
2-20 Percentage of principals and teachers who view certain issues as serious problems, by type of school or American Indian enrollment: 1990-1991
2-21 Number of public school students and percentage of students participating in a particular program or service: 1993-1994
2-22 Students age 6-21 in federally supported programs for students with disabilities, by type of disability: 1992-1993
2-23 Students age 6-21 with disabilities receiving special education services, by type of disability and educational environment: 1991-1992
2-24 Science and mathematics classes with one or more students with disabilities, by type of disability and grade range: 1993
2-25 Number of college-bound seniors taking the Scholastic Aptitude Test (SAT) and their grade-point average (GPA) in high school, by sex and race/ethnicity: 1994
2-26 Scholastic Aptitude Test (SAT) mean scores of college-bound seniors, by test component, sex, and race/ethnicity: 1984-1994
2-27 Percentage of college-bound seniors who took natural science or mathematics in high school, by coursework, sex, and race/ethnicity: 1994
2-28 Percentage distribution of scores and mean scores on the Scholastic Aptitude Test (SAT) for college-bound seniors, by test component, sex, and race/ethnicity: 1994
2-29 Achievement test scores in science and mathematics and corresponding Scholastic Aptitude Test (SAT) mathematics and verbal scores for college-bound seniors, by achievement test, sex, and race/ethnicity: 1994
2-30 Intended undergraduate majors of college-bound seniors taking the Scholastic Aptitude Test (SAT), by area of study, sex, and race/ethnicity: 1994
2-31 Academic preparation and corresponding mean American College Testing (ACT) scores, by sex, test component, and race/ethnicity: 1994
2-32 Estimated family income and corresponding mean verbal and mathematics Scholastic Aptitude Test (SAT) scores of college-bound seniors, by sex and race/ethnicity: 1994
2-33 Highest level of parents' education and corresponding mean Scholastic Aptitude Test (SAT) verbal and mathematics scores of college-bound seniors, by sex and race/ethnicity: 1994
2-34 Citizenship status and corresponding mean verbal and mathematics Scholastic Aptitude Test (SAT) scores of college-bound seniors, by sex and race/ethnicity: 1994
2-35 Mean Scholastic Aptitude Test (SAT) scores of college-bound seniors, by disability status, test component, sex, and race/ethnicity: 1994


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