Lim, Owen, Nordin scheme for CTE students. Based on our selection of the RCU identification scheme, the final number of students used for the 2007-2008 cohort was 15470. From this population, 12552 students graduated in the 2010-2011 academic year. From these numbers, we calculated the 4-year graduation rate for Mississippi CTE students in the 2007-2008 cohort in Mississippi at 81.1%. This result was calculated by dividing the CTE students who graduated by the total number of CTE students (Graduation rate: 12552/15470=81.1%) as summarized in Table 2. This rate is considerably higher than the state-reported graduation rate of 73.7% for all students, including both academic and CTE students. It is also higher than that of students who took CTE courses as classified by MDE (M=77.5%) without taking courses that are classified by the RCU as CTE courses. Table 3 separates students’ graduation rates by sex, race, socioeconomic status, and family situation. Female students’ graduation rate (M=84.4%) is higher than that of male students (M78.0%). This difference is statistically significant (p=.000) at the p <.05 level as shown in Table 4. Reviewing graduation rate by race, Asian students’ graduation rate is the highest, but the number of minority students is not large enough to compare to those of White and Black students. Comparing White and Black student groups, the graduation rate of White students (M=81.9%) is higher than that of Black students (M=80.4%). This difference is also statistically significant (p=.023) at the p <.05 level as shown in Table 4. Regarding graduation rates by family background, the difference in graduation rates between single-parent students (M=80.2%) and non-single-parent students (81.2%) was not significant, even though non-single-parent students’ graduation rate is higher. Regarding graduation rate by economic background measured by lunch status, free lunch status students
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