occupational education students within each credential goal, by 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: 2011–12" />
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Table P139. Percentage distribution of credential-seeking subbaccalaureate occupational education students within each credential goal, by occupational field of study: 2011–12
      Credential goal
Occupational field of study Number of students   Any sub-
baccalaureate credential		   Certificate   Associate's degree  
                 
All credential-seeking
   subbaccalaureate occupational
   education students		 8,449,000   100.0   100.0   100.0  
                 
Agriculture and natural resources 93,000   1.1   0.5 ! 1.3  
Business and marketing 1,410,000   16.7   5.4   19.6  
Communications and design 253,000   3.0   1.0   3.5  
Computer and information sciences 532,000   6.3   2.9   7.2  
Consumer services 701,000   8.3   22.2   4.7  
Education 470,000   5.6   2.6   6.3  
Engineering and architecture 560,000   6.6   3.8   7.4  
Health sciences 3,033,000   35.9   44.7   33.6  
Manufacturing, construction,
   repair, and transportation		 592,000   7.0   14.3   5.1  
Protective services 546,000   6.5   1.5   7.7  
Public, legal, and social services 259,000   3.1   1.1   3.6  
! 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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