| Characteristic | 1980a | 1981 | 1982 | 1983 | 1984 | 1985 | 1986 | 1987 | 1988 | 1989 | 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 8th-graders | ||||||||||||||||||||||||||||
| Total | — | — | — | — | — | — | — | — | — | — | — | 5.7 | 6.8 | 8.4 | 10.9 | 12.4 | 14.6 | 12.9 | 12.1 | 12.2 | 11.9 | 11.7 | 10.4 | 9.7 | 8.4 | 8.5 | 8.1 | 7.4 |
| Gender | ||||||||||||||||||||||||||||
| Male | — | — | — | — | — | — | — | — | — | — | — | 5.8 | 6.4 | 8.7 | 11.9 | 12.7 | 14.6 | 13.3 | 11.9 | 12.6 | 12.0 | 13.2 | 11.2 | 10.2 | 7.8 | 8.8 | 8.0 | 7.5 |
| Female | — | — | — | — | — | — | — | — | — | — | — | 5.4 | 7.1 | 8.1 | 9.6 | 11.9 | 14.1 | 12.3 | 11.9 | 11.7 | 11.3 | 9.9 | 9.5 | 8.9 | 8.8 | 8.1 | 8.0 | 7.1 |
| Race and Hispanic originb | ||||||||||||||||||||||||||||
| White | — | — | — | — | — | — | — | — | — | — | — | — | 5.9 | 7.1 | 8.7 | 18.9 | 13.2 | 13.7 | 12.4 | 11.3 | 11.2 | 11.2 | 10.6 | 9.6 | 8.4 | 7.7 | 7.5 | 7.1 |
| Black | — | — | — | — | — | — | — | — | — | — | — | — | 3.8 | 5.1 | 7.4 | 9.1 | 10.5 | 10.8 | 10.2 | 11.1 | 10.8 | 9.6 | 9.1 | 8.9 | 9.1 | 9.3 | 8.6 | 7.3 |
| Hispanicb | — | — | — | — | — | — | — | — | — | — | — | — | 10.2 | 12.3 | 15.7 | 16.7 | 16.5 | 15.9 | 15.9 | 17.0 | 15.2 | 15.0 | 15.3 | 13.1 | 12.1 | 11.0 | 10.2 | 9.5 |
| 10th-graders | ||||||||||||||||||||||||||||
| Total | — | — | — | — | — | — | — | — | — | — | — | 11.6 | 11.0 | 14.0 | 18.5 | 20.2 | 23.2 | 23.0 | 21.5 | 22.1 | 22.5 | 22.7 | 20.8 | 19.5 | 18.3 | 17.3 | 16.8 | 16.9 |
| Gender | ||||||||||||||||||||||||||||
| Male | — | — | — | — | — | — | — | — | — | — | — | 12.1 | 11.3 | 15.2 | 20.5 | 21.1 | 24.3 | 24.8 | 22.5 | 23.7 | 25.4 | 24.9 | 21.7 | 21.0 | 19.6 | 18.3 | 17.9 | 18.0 |
| Female | — | — | — | — | — | — | — | — | — | — | — | 10.8 | 10.5 | 12.5 | 16.1 | 19.0 | 21.9 | 21.0 | 20.5 | 20.4 | 19.5 | 20.5 | 19.8 | 18.0 | 16.9 | 16.1 | 15.4 | 15.7 |
| Race and Hispanic originb | ||||||||||||||||||||||||||||
| White | — | — | — | — | — | — | — | — | — | — | — | — | 12.1 | 13.1 | 16.4 | 19.7 | 22.4 | 23.8 | 23.1 | 22.6 | 23.0 | 23.4 | 22.9 | 21.2 | 19.3 | 18.2 | 17.6 | 17.5 |
| Black | — | — | — | — | — | — | — | — | — | — | — | — | 5.2 | 6.1 | 11.4 | 15.5 | 17.0 | 17.7 | 16.4 | 15.8 | 17.0 | 17.6 | 16.2 | 16.0 | 17.5 | 16.4 | 15.0 | 14.0 |
| Hispanicb | — | — | — | — | — | — | — | — | — | — | — | — | 12.7 | 15.0 | 18.0 | 20.6 | 22.5 | 24.2 | 24.2 | 23.8 | 23.7 | 23.3 | 21.4 | 20.0 | 20.0 | 19.3 | 17.0 | 15.5 |
| 12th-graders | ||||||||||||||||||||||||||||
| Total | 37.2 | 36.9 | 32.5 | 30.5 | 29.2 | 29.7 | 27.1 | 24.7 | 21.3 | 19.7 | 17.2 | 16.4 | 14.4 | 18.3 | 21.9 | 23.8 | 24.6 | 26.2 | 25.6 | 25.9 | 24.9 | 25.7 | 25.4 | 24.1 | 23.4 | 23.1 | 21.5 | 21.9 |
| Gender | ||||||||||||||||||||||||||||
| Male | 39.6 | 38.3 | 33.9 | 33.4 | 31.2 | 32.1 | 29.8 | 26.4 | 23.4 | 22.1 | 18.9 | 18.4 | 15.9 | 20.4 | 25.5 | 26.8 | 27.5 | 28.7 | 29.1 | 28.6 | 27.5 | 28.4 | 28.5 | 27.3 | 26.1 | 26.7 | 22.8 | 25.2 |
| Female | 34.3 | 34.9 | 26.7 | 26.3 | 26.2 | 26.7 | 24.1 | 22.6 | 19.1 | 17.2 | 15.2 | 14.1 | 12.7 | 15.9 | 18.3 | 20.4 | 21.2 | 23.2 | 21.6 | 22.7 | 22.1 | 22.6 | 21.8 | 20.6 | 20.3 | 19.3 | 19.7 | 18.4 |
| Race and Hispanic originb | ||||||||||||||||||||||||||||
| White | 38.8 | 38.1 | 37.5 | 31.6 | 30.0 | 30.2 | 29.5 | 27.1 | 24.7 | 22.5 | 20.5 | 18.6 | 16.8 | 17.8 | 21.4 | 23.8 | 24.8 | 26.4 | 27.5 | 27.0 | 25.9 | 26.5 | 27.2 | 26.5 | 25.7 | 25.3 | 24.0 | 23.1 |
| Black | 28.8 | 27.1 | 27.3 | 25.5 | 24.2 | 22.9 | 20.7 | 16.7 | 13.3 | 11.2 | 9.0 | 7.2 | 7.3 | 9.1 | 14.3 | 18.3 | 19.7 | 20.0 | 19.4 | 20.2 | 20.3 | 18.7 | 18.2 | 17.9 | 16.8 | 16.1 | 17.2 | 17.1 |
| Hispanicb | 33.1 | 33.4 | 33.1 | 29.1 | 28.0 | 27.2 | 25.3 | 23.2 | 19.4 | 15.3 | 13.9 | 14.7 | 14.6 | 15.6 | 18.3 | 21.4 | 22.6 | 23.9 | 24.1 | 24.4 | 27.4 | 25.3 | 23.4 | 21.2 | 19.9 | 19.6 | 19.4 | 18.5 |
| — Not available. | ||||||||||||||||||||||||||||
| a Beginning in 1982, the question about stimulant use (i.e., amphetamines) was revised to get respondents to exclude the inappropriate reporting of nonprescription stimulants. The prevalence rate dropped slightly as a result of this methodological change. | ||||||||||||||||||||||||||||
| b To derive percentages for each racial/ethnic subgroup, data have been combined in 2-year moving averages to increase subgroup sample sizes and thus provide more stable estimates. The race/ethnicity question used prior to 2005 asked respondents to select the one race/ethnicity category they thought best described them. In 2005, in half of the questionnaire forms respondents were instructed to mark all categories that applied. About 6 percent selected more than one racial/ethnic group. In 2006, all forms used the changed race/ethnicity question. In tabulating the revised question, those checking only White and no other racial/ethnic group were categorized as White; those checking Black and no other racial/ethnic group were categorized as Black; and those checking one or more of the four Hispanic categories but no other racial/ethnic group were categorized as Hispanic. | ||||||||||||||||||||||||||||
| NOTE: Use of "any illicit drug" includes any use of marijuana, LSD, other hallucinogens, crack, other cocaine, or heroin, or any use of other narcotics, amphetamines, barbiturates, or tranquilizers not under a doctor's orders. For 8th- and 10th-graders, the use of other narcotics and barbiturates has been excluded because these younger respondents appear to over report use (perhaps because they include the use of nonprescription drugs in their answers). | ||||||||||||||||||||||||||||
| SOURCE: Johnston, L.D., O'Malley, P.M., and Bachman, J.G. (2007). Monitoring the Future national survey results on drug use, 1975–2006, Volume I: Secondary school students (NIH Publication No. 07-6205) Table 2-3. Bethesda, MD: National Institute on Drug Abuse. Data for 2007 are from a press release of December 11, 2007, and demographic disaggregations are from unpublished tabulations from Monitoring the Future, University of Michigan | ||||||||||||||||||||||||||||
