Figure

I-10a: Mean Number of High School Course Credits Earned in Broad Subject Areas, Graduation Years 1982–2009

* Statistically significantly different (p &lt .05) from 1982 value.
** Includes U.S. and world history, civics/government/politics, economics, world geography, psychology, and sociology credits.

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/naepdata/. Additional data obtained from U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Coursetaking: Findings from The Condition of Education 2007, NCES 2007-065 (Washington, DC: U.S. Department of Education, 2007), 8 fig. 3, http://nces.ed.gov/pubs2007/2007065.pdf.

This indicator focuses on trends in course-taking in public and private high schools. To ensure that totals are consistent over time, enrollments are reported in Carnegie units (one of which is equal to 120 hours of classroom instruction). The data presented here were collected by the U.S. Department of Education’s National Center for Education Statistics (NCES) as part of the high school transcript studies it periodically conducts. Social studies, as defined by NCES, includes history, as well as several subjects that are not treated as part of the humanities for the purposes of the Humanities Indicators. (For an explanation of the way in which the “humanities” is conceptualized by the Humanities Indicators, please see the scope statement.)

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