curriculum area and 2007 Revision of the Secondary School Taxonomy. An occupational concentrator is a student who earns a minimum number of credits within a specific area of occupational education. Two definitions of concentrator are used here: A student who earns 2.0 or more credits, and a student who earns 3.0 or more credits, in at least one of the 12 broad occupational areas listed above. Archived tables use a different taxonomy (the 1998 Secondary School Taxonomy) and aggregate courses into 11 broad areas, with manufacturing combined with repair and transportation.">occupational field of study, by credential goal: 2011–12" />
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Tables: Postsecondary/College

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Table P128. Percentage distribution of credential-seeking subbaccalaureate students within each curriculum area and occupational field of study, by credential goal: 2011–12
      Total, sub-
baccalaureate students
  Credential goal
Curriculum area and occupational field of study Number of students     Certificate   Associate's degree  
                 
All credential-seeking subbaccalaureate students 11,596,000   100.0   16.0   84.0  
                 
Occupational education 8,449,000   100.0   20.7   79.3  
Agriculture and natural resources 93,000   100.0   9.4   90.6  
Business and marketing 1,410,000   100.0   6.7   93.3  
Communications and design 253,000   100.0   6.7   93.3  
Computer and information sciences 532,000   100.0   9.6   90.4  
Consumer services 701,000   100.0   55.3   44.7  
Education 470,000   100.0   9.6   90.4  
Engineering and architecture 560,000   100.0   12.0   88.0  
Health sciences 3,033,000   100.0   25.7   74.3  
Manufacturing, construction, repair, and transportation 592,000   100.0   42.3   57.7  
Protective services 546,000   100.0   4.9   95.1  
Public, legal, and social services 259,000   100.0   7.2   92.8  
Academic education 2,919,000   100.0   2.6   97.4  
Undeclared 229,000   100.0   11.8   88.2  
NOTE: Data include the 50 states and the District of Columbia. Detail may not sum to totals because of rounding. Increases in the number or proportion of students with occupational and academic majors from 2008 to 2012, and decreases in undeclared majors, may be caused in part by a methodological change. In 2012, but not in 2008, students with an undeclared major were asked their intended major; those with an intended major were coded as having a major field of study rather than as undeclared.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2011–12 National Postsecondary Student Aid Study (NPSAS:12).

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