curriculum area, by family income quartile: 2011–12" />
Skip Navigation

Tables: Postsecondary/College

Back Arrow Return Download SE Excel Excel format (42 KB) Download Excel Excel format (43 KB)

Table P134. Percentage distribution of credential-seeking undergraduates within each credential goal and curriculum area, by family income quartile: 2011–12
Credential goal and curriculum area Number of students   Family income1
  Total Lowest family income quartile   Second family income quartile   Third family income quartile   Highest family income quartile  
   
                       
All credential-seeking
   undergraduates
22,288,000   100.0 25.3   25.2   24.8   24.7  
                       
Subbaccalaureate credential 11,596,000   100.0 28.5   26.8   24.3   20.4  
                       
Occupational education 8,449,000   100.0 29.0   26.6   24.1   20.3  
Academic education 2,919,000   100.0 26.9   27.4   24.8   20.9  
Undeclared 229,000   100.0 28.4   25.7   25.8   20.1  
                       
Certificate 1,851,000   100.0 32.9   26.7   22.0   18.3  
                       
Occupational education 1,747,000   100.0 33.4   27.2   21.3   18.1  
Academic education 77,000   100.0 26.2   22.2   34.7   16.8  
Undeclared 27,000   100.0 17.6 ! 10.8 ! 31.8   39.8  
                       
Associate's degree 9,745,000   100.0 27.6   26.8   24.7   20.8  
                       
Occupational education 6,701,000   100.0 27.9   26.5   24.8   20.9  
Academic education 2,842,000   100.0 27.0   27.5   24.5   21.0  
Undeclared 201,000   100.0 29.9   27.7   25.0   17.5  
                       
Bachelor's degree 10,691,000   100.0 21.9   23.4   25.4   29.3  
! Interpret with caution. The coefficient of variation for this estimate is between 30 and 50.
1 Parents' income is used if student is dependent and student's own income is used if student is independent. Income quartiles were constructed separately for each dependency status.
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).

Back Arrow Return Download SE Excel Excel format (42 KB) Download Excel Excel format (43 KB)