ED3.D High school academic coursetaking: Percentage distribution of high school graduates by the highest level of foreign language courses taken, selected years 1982

ED3.D High school academic coursetaking: Percentage distribution of high school graduates by the highest level of foreign language courses taken, selected years 1982–2004

Characteristic	1982	1987	1990	1992	1994	1998	2000	2004	2004^a
No foreign language
Total	45.6	33.3	26.9	22.5	22.3	19.4	17.4	17.3	15.5
Low academic
Total	39.8	47.5	51.4	51.8	51.8	50.7	52.8	49.2	50.0
Year 1 or less	20.4	22.6	21.2	19.9	19.8	19.2	18.0	16.0	16.1
Year 2	19.5	24.9	30.2	32.0	32.1	31.5	34.9	33.3	33.9
Advanced academic
Total	14.6	19.2	21.7	25.7	25.9	30.0	29.8	33.5	34.5
Year 3	8.9	11.9	12.9	14.8	15.0	17.4	16.5	18.4	19.1
Year 4	4.5	5.4	5.6	7.7	7.8	8.6	7.8	9.8	10.1
Advanced placement	1.2	1.9	3.2	3.2	3.1	4.1	5.4	5.3	5.4
^a Expanded foreign language coursetaking based upon classes in Amharic (Ethiopian), Arabic, Chinese (Cantonese or Mandarin), Czech, Dutch, Finnish, French, German, Greek (Classical or Modern), Hawaiian, Hebrew, Italian, Japanese, Korean, Latin, Norse (Norwegian), Polish, Portuguese, Russian, Spanish, Swahili, Swedish, Turkish, Ukrainian, or Yiddish.
NOTE: Foreign language coursetaking based upon classes in Spanish, French, Latin, or German, unless noted otherwise. From 1982 to 2000, less than 1 percent of students studied only a foreign language other than Spanish, French, Latin, or German. The distribution of graduates among the various levels of foreign language courses was determined by the level of the most academically advanced course they completed. Graduates who had completed courses in different languages were counted according to the highest level course completed. Graduates may have completed advanced levels of courses without having taken courses at lower levels.
SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond Study of 1980 Sophomores (1982); National Education Longitudinal Study of 1988 (1992); National Assessment of Educational Progress Transcript Study (1987, 1990, 1994, 1998, and 2000); Education Longitudinal Study of 2002; and High School Transcript Study (2004).