curriculum area, by sex and age: 2011–12" />
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Table P130. Percentage distribution of credential-seeking undergraduates within each credential goal and curriculum area, by sex and age: 2011–12 |
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Credential goal and curriculum area | Sex | Age | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Number of students | Total | Male | Female | Total | Younger than 25 | 25–34 | 35 or older | Average age | |||||||||
All credential-seeking undergraduates |
22,288,000 | 100.0 | 43.2 | 56.8 | 100.0 | 61.2 | 22.7 | 16.1 | 26.2 | ||||||||
Subbaccalaureate credential | 11,596,000 | 100.0 | 41.4 | 58.6 | 100.0 | 52.4 | 27.6 | 20.0 | 27.6 | ||||||||
Occupational education | 8,449,000 | 100.0 | 40.2 | 59.8 | 100.0 | 48.4 | 29.4 | 22.2 | 28.3 | ||||||||
Academic education | 2,919,000 | 100.0 | 44.3 | 55.7 | 100.0 | 62.9 | 22.8 | 14.2 | 25.8 | ||||||||
Undeclared | 229,000 | 100.0 | 49.9 | 50.1 | 100.0 | 65.6 | 20.7 | 13.7 | 25.8 | ||||||||
Certificate | 1,851,000 | 100.0 | 35.3 | 64.7 | 100.0 | 45.1 | 29.7 | 25.2 | 29.3 | ||||||||
Occupational education | 1,747,000 | 100.0 | 35.0 | 65.0 | 100.0 | 45.1 | 29.9 | 25.0 | 29.2 | ||||||||
Academic education | 77,000 | 100.0 | 34.9 | 65.1 | 100.0 | 43.8 | 29.7 | 26.5 | 29.5 | ||||||||
Undeclared | 27,000 | 100.0 | 51.5 | 48.5 | 100.0 | 46.2 | 20.7 | ! | 33.2 | ! | 33.5 | ||||||
Associate's degree | 9,745,000 | 100.0 | 42.6 | 57.4 | 100.0 | 53.8 | 27.2 | 19.1 | 27.3 | ||||||||
Occupational education | 6,701,000 | 100.0 | 41.6 | 58.4 | 100.0 | 49.2 | 29.3 | 21.5 | 28.0 | ||||||||
Academic education | 2,842,000 | 100.0 | 44.5 | 55.5 | 100.0 | 63.5 | 22.6 | 13.9 | 25.7 | ||||||||
Undeclared | 201,000 | 100.0 | 49.7 | 50.3 | 100.0 | 68.3 | 20.7 | 11.0 | 24.8 | ||||||||
Bachelor's degree | 10,691,000 | 100.0 | 45.0 | 55.0 | 100.0 | 70.7 | 17.4 | 11.9 | 24.6 | ||||||||
! Interpret with caution. The coefficient of variation for this estimate is between 30 and 50. 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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