Changes in Postsecondary Awards Below 

the Bachelor’s Degree: 1997 to 2007 

Introduction 

Postsecondary awards below the bachelor’s degree constitute a large 

and growing segment of U.S. postsecondary credentials. In 2007, 

almost 40 percent of undergraduate credentials conferred in U.S. 

postsecondary institutions were below the bachelor’s degree 

(Knapp, Kelly-Reid, and Ginder 2008).1

 In the following year, 47 

percent of all undergraduates were enrolled in programs below the 

bachelor’s degree.2

 

Often referred to as subbaccalaureate awards or credentials, awards 

below the bachelor’s degree are associate’s degrees and occupational 

certificates. Associate’s degrees typically take 2 full-time years to 

complete, while occupational certificates can take anywhere from a 

few months to several years to finish (Grubb 2002).3

 The two institutional sectors that confer most subbaccalaureate awards are public 

 

1

 The actual number is 39 percent, calculated from totals in table 7, in 

Knapp, Kelly-Reid, and Ginder (2008). Results from this publication and 

in the current report are based on U.S. postsecondary institutions participating in Title IV federal financial aid programs, which account for about 

96 percent of postsecondary institutions that submit data to the Department of Education (see “Data and Definitions” for more detail). 

2

 Includes undergraduates enrolled in associate’s degree or certificate programs (U.S. Department of Education, National Center for Education 

Statistics, 2007–08 National Postsecondary Student Aid Study 

(NPSAS:08), computation by NCES QuickStats on 8/03/09). 

3

 While this is the established length of time for these programs, the actual 

time students take will vary according to their attendance status (full time 

or part time) and continuity of enrollment. 

AUTHORS 

Laura Horn 

Xiaojie Li 

MPR Associates, Inc. 

Thomas Weko 

Project Officer 

National Center for Education Statistics 

CONTENTS 

Introduction .......................................... 1

Data and Definitions ............................. 2

Increase in Subbaccalaureate 

Awards ............................................. 4

Institutions Conferring Awards .............. 6

Changes Within Fields of Study ........... 8

Changes by Gender and 

Race/Ethnicity ................................ 10

Summary ........................................... 17

References ........................................ 18

Methodology and Technical Notes ..... 19

FOR MORE INFORMATION 

Contact: 

Aurora D’Amico 

(202) 502-7334 

aurora.d’amico@ed.gov

Stats 

in Brief U.S. Department of Education

NCES 2010-167 

November 2009 

Stats 

in Brief
 CHANGES IN POSTSECONDARY AWARDS 

 2 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

2-year (community colleges) and private for-profit institutions.4

 As discussed in this Statistics in Brief and 

shown in previous research (U.S. Department of Education 2009),5

 community colleges confer a majority of the 

awards, but the rate of increase in the awards conferred 

by for-profit institutions has surpassed that of community colleges. 

Research by leading economists such as Kane and Rouse 

(1995), has demonstrated consistent wage benefits for 

associate’s degrees, but results have been mixed for the 

economic returns to certificates (reviewed in Grubb 

2002). Mixed results are attributed in part to limited 

sample sizes and variations in the amount of coursework 

required. A national study based on a cohort of 1992 

high school seniors as of 2000, found clear wage benefits 

for women who completed certificates when compared 

with high school graduates, but not for men (Marcotte et 

al. 2005).6

The labor market demand for jobs requiring a postsecondary education at the subbaccalaureate level is growing. Projections from the Bureau of Labor Statistics 

(BLS) indicate that six of the top 10 fastest growing occupations between 2004 and 2014 require a subbaccalaureate postsecondary education (BLS 2007). Five of 

the 6 occupations are in the health care industry, including home health aides, medical assistants, physical therapist assistants, dental hygienists, and dental assistants; 

the remaining occupation is personal and home care 

aides. 

In light of the growing labor market demand for jobs 

requiring a minimum of subbaccalaureate credentials, 

 

4

 For associate’s degree data, see U.S. Department of Education (2009), indicator 42; for certificates data, see U.S. Department of Education (2007), table P91. 

5

 See U.S. Department of Education (2009), indicator 42. 

6

 Data from the National Education Longitudinal Study 

(NELS) conducted by U.S Department of Education, National Center for Education Statistics. 

this Statistics in Brief presents recent changes in subbaccalaureate awards in the decade between 1997 and 2007, 

using 2002 as a midpoint. It describes changes in the 

number and types of awards conferred, overall and within particular fields of study. The report also examines 

changes in the types of institutions conferring the awards 

and differences in awards by gender and race/ethnicity. 

These results can serve as a baseline against which to 

measure future changes. 

Key findings include: 

• The total number of subbaccalaureate awards 

conferred increased 28 percent between 1997 

and 2007, to 1.5 million. 

• While community colleges still confer the majority of subbaccalaureate credentials—58 percent in 2007—the rate of increase in the 

number of awards was less than half the rate observed for institutions in the for-profit sector, 

which increased its share of awards from 24 percent to 29 percent. 

• Health care is the most common field of study 

in which subbaccalaureate credentials are 

awarded, accounting for 31 percent of all awards 

in 2007, and increasing 68 percent over the decade studied. 

• Women earn a majority of subbaccalaureate 

awards (62 percent in 2007), and the increase in 

awards to women was larger than that found for 

men (31 percent vs. 24 percent increase between 

1997 and 2007). 

Data and Definitions 

The source of data for this Statistics in Brief is the Integrated Postsecondary Education Data System (IPEDS) 

collected by the National Center for Education Statistics 

(NCES) at the U.S. Department of Education. IPEDS 

collects data from postsecondary institutions in the 

United States and other jurisdictions such as Puerto Ri-
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 3 

co.7 IPEDS has a number of components, including 

enrollments, faculty, staff, graduation rates, finances, and 

more. Data for this report come from the 1996–97, 

2001–02, and 2006–07 Institutional Characteristics (IC) 

and Completions components.8

 The IC component collects and maintains information used to classify postsecondary institutions, while the Completions component 

collects data on program completions by level of degree 

(associate’s, bachelor’s, master’s, doctor’s, and firstprofessional) and on other formal awards (e.g., certificates) by length of program (Knapp, Kelly-Reid, and 

Ginder 2008). Completions data are reported by recipients’ gender, race/ethnicity, and field of study. 

In this analysis, only Title IV institutions located in the 

50 states and District of Columbia reporting completions data are included. Title IV institutions are those 

eligible to participate in the Title IV federal student financial aid programs, such as Pell Grants or Stafford 

Loans, and are required by law to provide IPEDS data.9

Others may participate on a voluntary basis. The institutions included in this analysis comprise about 95 percent 

of all IPEDS institutions in the Completions component. The number of institutions in each year totaled 

6,082, 6,164, and 6,525 in 1997, 2002 and 2007, respectively. The net gain in institutions between 1997 

and 2007 was almost entirely in the for-profit sector (see 

appendix table 1 for detail). 

Types of Subbaccalaureate Awards 

In this report, associate’s degree is abbreviated as “AA,” 

but refers to all types of associate’s degrees including 

those awarded in science, applied science, teaching, 

technology, business, and others. AAs may have an oc-

 

7

 The other jurisdictions are American Samoa, the Federated 

States of Micronesia, Guam, the Marshall Islands, the Northern Marianas, Palau, and the Virgin Islands. 

8

 For ease of presentation, we refer only to the trailing years: 

1997, 2002, and 2007. 

9

 The Higher Education Act of 1992 mandated this participation. 

cupational or academic focus; occupational AAs are 

awarded in fields such as nursing and business administration, while academic AAs are primarily awarded in 

liberal arts and humanities and are typically sought by 

students intending to transfer into a baccalaureate program (Berkner, Horn, and Clune 2000).10

In addition to AAs, IPEDS identifies three types of certificates based on the length of the program. These include awards requiring less than 1 academic year, at least 

1 but less than 2 academic years, and 2 or more academic years to complete.11 For simplicity, these are referred 

to as short-term, moderate-term, and long-term certificates. Subbaccalaureate certificates typically have an occupational focus and tend to be concentrated in the 

health care industry (as discussed later in this report). 

Fields of Study 

Fields of study were grouped empirically into several 

areas to reflect programs in which subbaccalaureate 

awards are concentrated. These include areas that encompass both occupational and academic fields, such as 

STEM fields (science, technology, engineering, and mathematics);12 fields that are exclusively occupational, such 

as health care, business, consumer services, and manufacturing; and fields that are exclusively academic, such as 

liberal arts. Fields of study were grouped based on the 

2000 edition of the Classification of Instruction Program 

(CIP) codes (U.S. Department of Education 2002). Appendix table 2 displays the fields and corresponding CIP 

codes. 

 

10 For example, in Berkner, Horn, and Clune (2000), 63 percent of transfer-bound students in less-than-4-year institutions 

majored in liberal arts fields (table 4). 

11 While this is the established length of time for these programs, the actual time students take will vary according to 

their attendance status (full time or part time) and continuity 

of enrollment. 

12 This STEM definition is more restrictive than that of the 

National Science Foundation (NSF), which includes social/ 

behavioral sciences such as psychology, economics, sociology, 

and political science in STEM fields (Green 2007). 
 CHANGES IN POSTSECONDARY AWARDS 

 4 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

Postsecondary Institutions 

The report presents changes in awards conferred in different types of postsecondary institutions. Institutions 

are identified by level (i.e., less-than-2-year, 2-year, and 

4-year and above) and, within levels, by public and private (not-for-profit and for-profit institutions) control. 

The two largest sectors in which subbaccalaureate awards 

are conferred—public 2-year institutions (community 

colleges) and private for-profit institutions—are emphasized. 

Increase in Subbaccalaureate Awards 

Between 1997 and 2007, the total number of subbaccalaureate awards conferred in postsecondary institutions 

increased by 28 percent, to a total of 1.5 million (table 

1), with almost all of the change occurring in the second 

half of the decade (25 percent). In comparison, as displayed in figure 1, the number of bachelor’s degrees 

(BAs) awarded increased at a more even pace over the 

decade—higher than subbaccalaureate awards in the first 

half and lower in the second half. In other words, the 

rate of increase in subbaccalaureate awards surpassed that 

of bachelor’s degrees in the second half of the decade. 

Table 1.—Number, percent change over time in number, and percentage distribution of subbaccalaureate awards conferred in Title IV 

Table 1.—postsecondary institutions, by type of award: 1997, 2002, and 2007

Associate’s

Subbaccalaureate awards Total degrees Short-term Moderate-term Long-term

Number of awards

1997 1,148,307 571,242 285,196 257,074 34,795

2002 1,179,551 595,328 303,833 253,083 27,307

2007 1,474,220 745,183 385,530 311,753 31,754

Percent change

1997–2002 2.7 4.2 6.5 -1.6 -21.5

2002–2007 25.0 25.2 26.9 23.2 16.3

1997–2007 28.4 30.4 35.2 21.3 -8.7

Percentage distribution of awards

1997 100.0 49.7 24.8 22.4 3.0

2002 100.0 50.5 25.8 21.5 2.3

2007 100.0 50.5 26.2 21.1 2.2

1

 Short-term is defined as less than 1 full-time academic year to complete; moderate-term is 1 to less than 2 years; and long-term is 2 or more years. The actual 

time students take will vary.

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions 

Survey” and “Institutional Characteristics Survey,” 1997, 2002, and 2007.

Certificates1
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 5 

Among the four types of subbaccalaureate awards, AAs 

were the most numerous in all 3 years under study. In 

2007, for example, some 745,200 AAs were awarded, 

accounting for just over one-half of all awards conferred 

below the bachelor’s degree (figure 2). Short-term certificates were the next most numerous (385,500), followed 

closely by moderate-term certificates (311,800). In contrast, the number of long-term certificates conferred was 

just 31,800 in 2007. 

Over the decade studied, short-term certificates awarded 

increased the fastest, by 35 percent, followed by AAs (30 

percent) and moderate-term certificates (21 percent). In 

contrast, awards of long-term certificates declined by 9 

percent over the same period (figure 3). 

Figure 1.—Percent change in the total number of subbaccalaureate 

Figure 1.—awards and bachelor’s degrees conferred in Title IV 

Figure 1.—postsecondary institutions: 1997 to 2002 and 2002 to 

Figure 1.—2007

NOTE: Subbaccalaureate awards are associate’s degrees and 

certificates below the bachelor’s degree.

SOURCE: U.S. Department of Education, National Center for Education 

Statistics, Integrated Postsecondary Education Data System (IPEDS), 

“Completions Survey” and “Institutional Characteristics Survey,” 1997, 2002, 

and 2007.

3

25

11

18

0

10

20

30

40

50

1997 to 2002 2002 to 2007

All subbaccalaureate awards Bachelor’s degrees

Percent

Figure 2.—Percentage distribution and number of 

Figure 2.—subbaccalaureate awards conferred in Title IV U.S. 

Figure 2.—postsecondary institutions, by type of award: 2007

1

 Short-term is defined as less than 1 full-time academic year to complete; 

moderate-term is 1 to less than 2 years; and long-term is 2 or more years. 

The actual time students take will vary.

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education 

Statistics, Integrated Postsecondary Education Data System (IPEDS), 

“Completions Survey” and “Institutional Characteristics Survey,” 2007.

51%

26%

21%

(311,753)

2%

Short-term

Moderate-term

Long-term

(385,530)

(745,183)

(31,754)

Associate’s 

degrees

Certificates1
 CHANGES IN POSTSECONDARY AWARDS 

 6 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

Institutions Conferring Awards 

Historically, subbaccalaureate awards, especially AAs, 

have been conferred primarily in community colleges 

(Cohen and Brawer 2003). In 2007, community colleges 

conferred 852,100 awards (table 2), accounting for 58 

percent of all subbaccalaureate awards (table 3). While 

the number of subbaccalaureate awards increased over 

the decade by 26 percent, community colleges’ share of 

awards declined slightly from 59 percent to 58 percent. 

In contrast, the share of awards conferred by private forprofit institutions increased from 24 percent to 29 percent and the percentage increase in awards was more 

than twice that in community colleges (54 percent vs. 26 

percent). Of particular note was the increase in the 

number of awards conferred by 4-year for-profit institutions, which more than tripled. Even though the share of 

awards conferred by these institutions is still relatively 

small, it increased from 1 to 5 percent between 1997 and 

2007. The number of AAs conferred by 4-year for-profit 

institutions far outnumbered certificates (e.g., 58,400 

AAs were awarded in 2007 compared with 6,200 shortterm and 8,900 moderate-term certificates; table 2), but 

the percentage increase in moderate-term certificates 

more than doubled that of AAs (733 percent vs. 333 

percent). 

Community colleges and private for-profit institutions 

offer students very different options with respect to cost 

and attendance flexibility. In 2007–08, the average tuition and fees charged to full-time, full-year students 

enrolled in for-profit institutions was $11,900, and 

$2,400 for those enrolled in community colleges.13 A 

majority of community college students attend exclusively part time (59 percent), while an even larger majority 

of for-profit students attend exclusively full time (69 

percent).14 Despite the low-cost and program flexibility 

of community colleges, findings from this study suggest 

that students are increasingly turning to for-profit institutions to obtain subbaccalaureate credentials. 

 

13 U.S. Department of Education, National Center for Education Statistics, 2007–08 National Postsecondary Student Aid 

Study (NPSAS:08), computation by NCES QuickStats on 

10/9/2009.

14 U.S. Department of Education, National Center for Education Statistics, 2007–08 National Postsecondary Student Aid 

Study (NPSAS:08), computation by NCES QuickStats on 

10/9/2009. 

Figure 3.—Percent change in subbaccalaureate awards conferred 

Figure 3.—in Title IV U.S. postsecondary institutions, by type of 

Figure 3.—award: 1997 to 2007

1

 Short-term is defined as less than 1 full-time academic year to complete; 

moderate-term is 1 to less than 2 years; and long-term is 2 or more years. 

The actual time students take will vary.

SOURCE: U.S. Department of Education, National Center for Education 

Statistics, Integrated Postsecondary Education Data System (IPEDS), 

“Completions Survey” and “Institutional Characteristics Survey,” 1997 and 

2007.

28

30

35

21

-9

-15

-10

-5

0

5

10

15

20

25

30

35

40

Total Associate’s

degrees

ShorttermModerateterm

Longterm

Percent

Certificates1
Table 2.—Number of subbaccalaureate awards conferred in Title IV postsecondary institutions in 2007 and percent change in number between 1997 and 2007, by 

Percent Percent Percent Perce

Awards change Awards change Awards change Awards chang

conferred between conferred between conferred between conferred betwee

Institution characteristics in 2007 1997–2007 in 2007 1997–2007 in 2007 1997–2007 in 2007 1997–200

 Total 1,474,220 28.4 745,183 30.4 385,530 35.2 311,753 21

Level of institution

4-year or above 217,047 104.9 164,251 100.5 29,202 147.2 21,137 1192-year 1,032,367 26.6 580,929 18.7 235,466 58.4 186,989 28Less-than-2-year 224,806 -0.9 3 † 120,862 -3.1 103,627 1

Sector of institution

Public 973,244 23.0 583,604 25.4 224,927 37.4 152,941 6

4-year or above 89,460 83.4 68,370 84.6 12,806 69.0 6,909 982-year 852,133 25.5 515,231 20.2 196,687 57.5 129,818 20Less-than-2-year 31,651 -50.2 3 † 15,434 -50.6 16,214 -49

Private not-for-profit 78,024 -6.0 43,829 -10.9 17,317 32.7 11,653 -14

4-year or above 53,834 32.4 37,503 19.5 10,215 316.8 5,316 4

2-year 14,586 -49.3 6,326 -64.4 2,231 49.2 1,604 -60Less-than-2-year 9,604 -29.1 0 † 4,871 -46.5 4,733 6

Private for-profit 422,952 54.3 117,750 108.2 143,286 32.1 147,159 47

4-year or above 73,753 347.2 58,378 332.7 6,181 246.3 8,912 7322-year 165,648 53.5 59,372 37.8 36,548 64.5 55,567 66Less-than-2-year 183,551 22.6 0 † 100,557 19.1 82,680 26

† Not applicable (due to zero recipients in 1997).1 Short-term is defined as less than 1 full-time academic year to complete; moderate-term is 1 to less than 2 years; and long-term is 2 or more years. The actual time students take will v

NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions Survey” and “Institutional Cand 2007.

Certificates1

Total Associate’s degrees Short-term Moderate-term 
 CHANGES IN POSTSECONDARY AWARDS 

 8 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

Changes Within Fields of Study 

Health Care 

Health care is the predominant field in which subbaccalaureate awards are conferred, accounting for 31 percent 

of all subbaccalaureate awards in 2007 (table 4). Moreover, the increase in the number of health care awards 

conferred between 1997 and 2007 was more than double 

that of all subbaccalaureate awards combined (68 percent 

vs. 28 percent). 

Changes in health care awards varied according to the 

type of award, with short-term certificates nearly doubling in number (97 percent increase) and moderate-term 

certificates increasing by more than two-thirds (71 percent). Health care AAs increased roughly 45 percent, 

while long-term certificates increased by about 14 percent. 

Examining specific fields within health care revealed a 

steep rise in the number of medical assisting credentials, 

which increased 87 percent between 1997 and 2007 for 

short-term certificates and more than doubled (131 percent) for moderate-term certificates. Though the number 

of long-term certificates awarded is low relative to shortand moderate-term certificates (as discussed earlier), it is 

notable that long-term certificates in medical technology/technician programs increased by 87 percent, while 

the number of long-term awards conferred in all other 

health care programs declined. 

Business 

Business accounted for about 12 percent of all subbaccalaureate awards in 2007 (table 4). The number of business awards conferred between 1997 and 2007 declined 

10 percent overall. This change, however, was due largely to a drop in the number of awards in secretarial 

Table 3.—Percentage distribution of subbaccalaureate awards by level and type of Title IV institution: 1997, 2002, and 2007

Percent change

Institution characteristics between 1997–2007 1997 2002 2007

 Total 28.4 100.0 100.0 100.0

Level of institution

4-year or above 104.9 9.2 10.9 14.7

2-year 26.6 71.0 70.3 70.0

Less-than-2-year -0.9 19.8 18.8 15.2

Type of institution

Public 23.0 68.9 67.1 66.0

4-year or above 83.4 4.2 4.3 6.1

2-year 25.5 59.1 58.7 57.8

Less-than-2-year -50.2 5.5 4.1 2.1

Private not-for-profit -6.0 7.2 6.7 5.3

4-year or above 32.4 3.5 3.7 3.7

2-year -49.3 2.5 1.9 1.0

Less-than-2-year -29.1 1.2 1.1 0.7

Private for-profit 54.3 23.9 26.3 28.7

4-year or above 347.2 1.4 2.9 5.0

2-year 53.5 9.4 9.7 11.2

Less-than-2-year 22.6 13.0 13.6 12.5

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions 

Survey” and “Institutional Characteristics Survey,” 1997, 1992, and 2007.

Percentage distribution of awards
Table 4.—Percentage distribution of subbaccalaureate awards conferred in Title IV postsecondary institutions in 2007 and percent change in number between 1

Table 4.—and field of study

Percent Percent Percent Percen

Percentage change Percentage change Percentage change Percentage chang

Recipient and distribution between distribution between distribution between distribution betweeinstitution characteristics in 2007 1997–2007 in 2007 1997–2007 in 2007 1997–2007 in 2007 1997–200

 Total 100.0 28.4 100.0 30.4 100.0 35.2 100.0 21.

Field of study for award

STEM total1 8.6 -10.4 11.2 10.6 6.5 -32.0 5.3 -35.

Computer and information sciences 3.2 -2.4 3.9 97.6 3.0 -54.7 2.0 -23.

Engineering, engineering technology 3.5 -24.4 4.5 -22.7 2.5 20.8 2.7 -43.

Mathematics and science 0.5 11.5 0.9 19.4 0.1 8.1 0.1 -48.

Other STEM fields 1.4 14.0 2.0 20.4 1.0 13.5 0.5 -21.

Non-STEM academic fields total 23.9 40.1 40.9 39.5 6.8 41.5 6.2 58.

Liberal arts and sciences 13.2 37.9 25.7 35.9 0.1 153.9 0.9 3355.General studies and humanities 4.1 42.3 7.8 44.9 0.0 -93.5 0.4 365.

Family, economy, consumer sciences 1.7 46.4 1.2 24.1 3.0 141.0 1.2 -14.

Other academic 4.9 42.4 6.2 52.6 3.7 16.5 3.6 52.

Health care 30.8 67.9 19.2 45.5 43.4 96.9 42.4 71.

Nursing/nursing assistant 10.9 40.3 9.1 27.6 10.1 77.0 15.4 44.

Medical assisting 7.5 92.3 3.2 62.3 13.2 86.8 11.7 131.

Medical technology/technician 4.5 59.4 3.4 66.9 6.0 78.3 4.2 20.

Dental technology/technician 1.5 50.2 0.9 32.2 2.0 72.1 2.6 55.

Other health 6.3 125.6 2.6 89.7 12.1 155.6 8.5 115.

Business total 12.1 -10.4 15.2 9.6 10.9 -19.6 7.1 -44.

Administration and management 4.0 44.8 6.6 64.9 1.8 3.2 1.1 -22.

Secretarial services 3.0 -35.3 2.6 -26.1 3.6 -23.1 3.3 -54.

Other business 5.1 -16.8 6.0 -5.7 5.5 -22.9 2.7 -36.

Consumer services 7.3 32.8 2.4 79.3 7.4 26.9 17.3 24.

Cosmetology 5.3 27.8 0.1 194.1 5.6 18.8 15.8 29.

Other consumer services 2.0 48.5 2.3 76.9 1.8 61.8 1.5 -9.

OtherManufacturing, construction, repair, 

 and transportation 10.6 34.3 3.6 55.0 17.0 44.7 17.9 26.

Protective services 4.0 45.4 3.9 47.8 6.1 52.2 1.9 22.Education 1.4 70.0 2.0 39.1 1.0 286.5 0.8 227.

Other occupational 1.3 6.3 1.6 15.8 1.0 -3.7 1.1 -10.

1 Science, technology, engineering, and mathematics.

NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions Survey” and “Institutional C

2001, and 2006.

Total Associate’s degrees Short-term

Certificates1

Moderate-term 
 CHANGES IN POSTSECONDARY AWARDS 

 10 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

services (35 percent). This decline occurred for all types 

of awards. In contrast, awards in business administration 

and management, most of which are AAs, increased 45 

percent overall. 

Other Fields 

The type of subbaccalaureate awards conferred in fields 

of study other than business and health care vary by 

field. For example, academic fields are almost exclusively 

AA programs, while manufacturing and consumer service fields are predominantly certificate programs. Therefore, changes in the remaining fields of study are 

discussed separately for AAs and certificates. 

Associate’s Degree Fields of Study 

Non-STEM academic fields are primarily liberal arts and 

humanities and are typically pursued by students intending to transfer to 4-year programs (Berkner, Horn, and 

Clune 2000). About 41 percent of all AAs awarded in 

2007 were in non-STEM academic fields, an increase of 

39 percent between 1997 and 2007 (table 4). 

AAs in STEM fields, accounting for about 11 percent of 

all AAs, rose at a slower rate, increasing 11 percent over 

the decade. Computer and information technology (IT) 

accounted for almost all the change, nearly doubling (98 

percent). In contrast, AAs awarded in engineering and 

technology declined by 23 percent, while AAs awarded 

in mathematics and science increased about 19 percent. 

Certificate Fields of Study 

After health care, the predominant area in which certificates are awarded is manufacturing, construction, repair, 

and transportation trades (table 4). These are occupations such as plumbing, auto repair, and truck driving. 

The number of short-term and moderate-term certificates awarded in this area increased 45 percent and 26 

percent, respectively, while the number of long-term 

certificates declined by 14 percent. 

Consumer services, which consist primarily of cosmetology programs, increased by 33 percent overall. The 

number of short-term and moderate-term certificates in 

consumer services increased 27 percent and 25 percent, 

respectively, while long-term certificates increased 39 

percent. 

The number of STEM field certificates awarded at all 

levels declined between 1997 and 2007—by about 32 

percent for short-term, 35 percent for moderate-term, 

and 49 percent for long-term certificates. This decline 

may be attributed to a parallel decline in the number of 

jobs in data entry and computer operation. For example, 

in 1999, BLS reported more than a half a million “Data 

Entry Keyer” jobs (520,000), but, by 2007, the number 

had dropped to 287,000 (BLS 2001, 2008). 

Changes by Gender and Race/Ethnicity 

A majority of subbaccalaureate credentials are awarded to 

women—in 2007, women earned 62 percent of all subbaccalaureate awards (table 5).15 As shown in figure 4, 

the gender difference was largest for Black students, 

among whom women earned 68 percent of subbaccalaureate awards, followed by Hispanics (65 percent) and 

American Indians (63 percent). Women accounted for 

60 percent of subbaccalaureate awards to both White 

and Asian students in 2007. 

 

15 Women also earn a majority of bachelor’s and graduate degrees, though the gender difference is somewhat smaller. In 

2006, for example, 58 percent of bachelor’s degrees and 59 

percent of graduate degrees were earned by women (U.S. Department of Education 2008, tables 274, 277, and 280). 
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 11 

Table 5.—Percentage distribution of subbaccalaureate awards conferred in Title IV postsecondary institutions by gender, award type,

Table 5.—race/ethnicity, and field of study: 1997, 2002, and 2007

Recipient and 

institution characteristics Male Female Male Female Male Female

 Total 39.2 60.8 40.1 59.9 37.8 62.2

Award type

Associate’s degree 39.2 60.8 40.0 60.0 38.6 61.4

Certificates1

Short-term 40.6 59.4 42.3 57.7 38.8 61.2

Moderate-term 36.4 63.6 37.4 62.6 34.1 65.9

Long-term 48.7 51.3 45.2 54.8 42.8 57.2

Race/ethnicity2

White 40.0 60.0 41.7 58.3 39.5 60.5

Black 32.4 67.6 34.0 66.0 31.9 68.1

Hispanic 38.2 61.8 37.1 62.9 35.3 64.7

Asian 42.2 57.8 41.2 58.8 40.1 59.9

American Indian 39.6 60.4 38.7 61.3 37.0 63.0

Unknown 43.4 56.6 43.7 56.3 39.0 61.0

Nonresident alien 44.6 55.4 42.3 57.7 38.1 61.9

Field of study for award

STEM total3 66.2 33.8 69.5 30.5 72.5 27.5

Computer and information sciences 43.8 56.2 61.4 38.6 69.3 30.7

Engineering, engineering technology 85.2 14.8 84.0 16.0 85.9 14.1

Mathematics and science 46.9 53.1 48.0 52.0 50.3 49.7

Other STEM 61.0 39.0 58.9 41.1 53.7 46.3

Non-STEM academic fields total 37.2 62.8 35.7 64.3 36.1 63.9

Liberal arts and sciences 38.2 61.8 36.3 63.7 37.5 62.5

General studies and humanities 38.5 61.5 38.3 61.7 37.7 62.3

Family, economic, consumer studies 8.4 91.6 14.6 85.4 11.7 88.3

Other academic 42.4 57.6 40.9 59.1 39.0 61.0

Health care 15.8 84.2 13.7 86.3 14.6 85.4

Nursing/nursing assistant 11.3 88.7 9.3 90.7 11.2 88.8

Medical assisting 10.4 89.6 8.4 91.6 9.9 90.1

Medical technology/technician 39.8 60.2 36.0 64.0 38.4 61.6

Dental technology/technician 5.6 94.4 5.4 94.6 5.8 94.2

Other health 15.8 84.2 13.4 86.6 11.3 88.7

Business total 24.7 75.3 27.5 72.5 30.0 70.0

Administration and management 34.2 65.8 35.8 64.2 38.3 61.7

Secretarial services 9.9 90.1 12.9 87.1 12.5 87.5

Other business 31.6 68.4 32.1 67.9 33.6 66.4

Consumer services 19.3 80.7 19.9 80.1 18.9 81.1

Cosmetology 7.7 92.3 8.7 91.3 7.1 92.9

Other consumer services 55.2 44.8 49.3 50.7 50.5 49.5

Other

Manufacturing, construction, repair, 

 and transportation 91.5 8.5 92.0 8.0 93.7 6.3

Protective services 73.0 27.0 70.4 29.6 65.8 34.2

Education 29.7 70.3 21.0 79.0 18.5 81.5

Other occupational 45.1 54.9 46.5 53.5 45.5 54.5

1

 Short-term is defined as less than 1 full-time academic year to complete; moderate-term is 1 to less than 2 years; and long-term is 2 or more years. The actual 

time students take will vary.

2 Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska 

Native. A nonresident alien is a person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does 

not have the right to remain indefinitely. 

3

 Science, technology, engineering, and mathematics.

NOTE: Detail may not sum to totals because of rounding. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions 

Survey” and “Institutional Characteristics Survey,” 1997, 2002, and 2007.

1997 2002 2007
 CHANGES IN POSTSECONDARY AWARDS 

 12 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

Not only do women earn a majority of subbaccalaureate 

awards, but the increase in the number of awards conferred to women also outpaced that for men between 

1997 and 2007 (table 6)—31 percent versus 24 percent. 

This finding held for each racial/ethnic group. 

Men earn nearly all subbaccalaureate awards in manufacturing, construction, repair, and transportation (e.g., 94 

percent in 2007; table 5). The gender difference in this 

area changed little over time. Further, men account for 

about two-thirds or more of awards in computer and 

information sciences (IT), engineering and engineering technology, and protective services. 

However, between 1997 and 2007, a reversal 

in the gender distribution occurred in computer and IT majors, from a majority of women 

(56 percent) in 1997 to a majority of men (69 

percent) in 2007. As noted in the previous section, this may be attributed to a general decline 

in the number of data entry jobs, which tend to 

be filled by women (BLS 2001, 2008). 

Subbaccalaureate awards increased for all racial/ethnic groups between 1997 and 2007. In 

2007, Hispanic students earned 74 percent 

more subbaccalaureate awards overall and 88 

percent more AAs than they did in 1997 (table 

6). Black students experienced the next highest 

increase in awards (54 percent), followed by 

Asians (37 percent) and American Indians (27 

percent). Awards to White students increased 

11 percent over the decade. 

The racial/ethnic distribution of subbaccalaureate awards 

in 2007 is displayed in figure 5. The percentage of 

awards to underrepresented racial/ethnic groups in 2007 

approached their percentage of the U.S. population.16 

For example, the percentage of subbaccalaureate awards 

earned by Black students was slightly higher than the 

percentage of Blacks in the U.S. population (15 percent 

vs. 13 percent); for Hispanics, the percentage was 

slightly lower (13 percent vs. 15 percent); and the percentage of American Indians matched their percentage of 

the U.S. representation (1 percent). 

 

16 Calculated from table 3 of Annual Estimates of the Population by Sex, Race and Hispanic or Latino Origin for the United 

States: April 1, 2000 to July 1, 2007 (NC-EST2007-03). Population Division, U.S. Census Bureau (2008). 

Figure 4.—Percentage of subbaccalaureate awards conferred to women, by 

Figure 4.—race/ethnicity: 2007

NOTE: Black includes African American, Hispanic includes Latino, and Asian includes 

Native Hawaiian or Other Pacific Islander. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 

Integrated Postsecondary Education Data System (IPEDS), “Completions Survey” and 

“Institutional Characteristics Survey,” 2007.

62

68 65 63 60 60

0

20

40

60

80

100

All Black Hispanic American

Indian

White Asian

Race/ethnicity

Percent
Table 6.—Percentage distribution of subbaccalaureate awards conferred in Title IV postsecondary institutions in 2007 and percent change in number between 1Table 6.—gender, and race/ethnicity

Percent Percent Percent Percen

Percentage change Percentage change Percentage change Percentage chang

Recipient and distribution between distribution between distribution between distribution betweeinstitution characteristics in 2007 1997–2007 in 2007 1997–2007 in 2007 1997–2007 in 2007 1997–200

 Total 100.0 28.4 100.0 30.4 100.0 35.2 100.0 21.

Gender

Male 37.8 23.9 38.6 28.5 38.8 29.4 34.1 13.Female 62.2 31.3 61.4 31.7 61.2 39.1 65.9 25.

Race/ethnicity2

White 58.6 11.3 63.6 12.9 51.0 14.1 55.2 7.Black 14.8 53.5 11.9 61.1 18.7 61.2 17.5 38.Hispanic 13.0 74.4 10.8 88.4 15.5 65.2 15.2 64.Asian 4.5 37.1 4.8 44.7 4.5 55.1 3.8 11.American Indian 1.1 27.1 1.1 40.8 1.0 -3.2 1.3 44.Unknown 6.6 129.4 6.0 259.2 8.3 121.0 6.0 46.Nonresident alien 1.4 27.1 1.8 27.8 1.0 58.8 0.9 12.

Men

White 23.2 9.9 25.3 14.5 21.7 9.5 19.5 3.

Black 4.7 51.3 3.8 48.6 6.4 69.9 5.0 38.Hispanic 4.6 61.2 4.0 68.4 5.3 68.3 5.1 40.Asian 1.8 30.5 2.0 39.6 1.7 52.4 1.4 0.American Indian 0.4 18.6 0.4 38.4 0.4 -18.4 0.5 47.Unknown 2.6 106.2 2.5 247.8 3.0 111.6 2.2 22.Nonresident alien 0.5 8.8 0.7 13.7 0.4 34.0 0.3 -15.

Women

White 35.4 12.2 38.3 11.9 29.3 17.8 35.7 9.

Black 10.1 54.6 8.1 67.6 12.2 57.0 12.5 38.Hispanic 8.4 82.6 6.8 102.4 10.2 63.6 10.1 79.Asian 2.7 42.0 2.8 48.6 2.8 56.7 2.4 19.American Indian 0.7 32.7 0.7 42.1 0.6 10.0 0.8 42.Unknown 4.0 147.2 3.5 267.8 5.4 126.6 3.7 65.

Nonresident alien 0.9 41.9 1.1 38.6 0.6 81.3 0.6 31.

1 Short-term is defined as less than 1 full-time academic year to complete; moderate-term is 1 to less than 2 years; and long-term is 2 or more years. The actual time students take will 

2 Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Native. A nonresident alien 

or national of the United States and who is in this country on a visa or temporary basis and does not have the right to remain indefinitely. NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions Survey” and “Institutional C

and 2007.

Total Associate’s degrees Short-term Moderate-term 

Certificates1
 CHANGES IN POSTSECONDARY AWARDS 

 14 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

The racial/ethnic distribution for each type 

of award reveals that Black and Hispanic 

students account for a higher percentage of 

short-term certificates (19 percent and 16 

percent) and moderate-term certificates (18 

percent and 15 percent) than they do for 

AAs (12 percent and 11 percent) and longterm certificates (10 percent and 11 percent). The opposite is true for White students. In other words, while Hispanic and 

Black students have experienced significant 

gains in the number of subbaccalaureate 

awards earned over the decade studied, they 

earn the most awards in programs requiring 

the shortest amount of time to complete. 

This pattern is also reflected in the distribution of all postsecondary awards, including 

BAs and graduate degrees (figure 6). Hispanic and Black students earn proportionally more subbaccalaureate awards and 

proportionally fewer BAs and graduate degrees than their White and Asian counterparts. For example, 57 percent of 

postsecondary awards earned by Hispanic 

students are subbaccalaureate, a higher percentage than any other racial/ethnic group. 

The overall pattern is evident for both men 

and women, though the share of subbaccalaureate awards earned by women is higher 

than for men (table 7). 

Figure 5.—Percentage distribution of subbaccalaureate awards conferred, by type 

Figure 5.—of award and race/ethnicity: 2007

1

 American Indian (1 percent) and nonresident alien (1–2 percent).

2

 Short-term is defined as less than 1 full-time academic year to complete; moderate-term is 

1 to less than 2 years; and long-term is 2 or more years. The actual time students take will vary.

NOTE: Asian includes Native Hawaiian or Other Pacific Islander, Hispanic includes Latino, and 

Black includes African American. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated 

Postsecondary Education Data System (IPEDS), “Completions Survey” and “Institutional 

Characteristics Survey,” 2007.

59 64

51 55

68

15

12

19

18

10

13 11

16

15

11

4 5 5 4 4

7 6 8 6 5

3 3 2 2 2

0

20

40

60

80

100

All Associate’s

degrees

ShorttermModeratetermLongterm

Other1

Unknown

Asian

Hispanic

Black

White

Percent

Certificates2
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 15 

Figure 7 displays the distribution of all subbaccalaureate 

awards by gender and race/ethnicity for each type of 

award conferred in 2007. After White women and 

White men, the highest percentage of awards was conferred on Black women, followed by Hispanic women.17

For example, 10 percent of all subbaccalaureate awards 

and 12 percent of short-term certificates were awarded to 

Black women; similarly, 8 percent of all awards and 10 

percent of short-term certificates were awarded to 

 

17 With the exception of long-term certificates, which 6 percent of both Black and Hispanic women earned in 2007. 

Hispanic women. In contrast, 5 percent to 6 percent of 

all awards and short-term certificates were awarded to 

either Black or Hispanic men. In other words, based on 

an even gender distribution in the U.S. population,18 the 

percentage of awards to Black and Hispanic women is 

higher than their percentage of the U.S. population, 

while the percentage of awards to their male counterparts 

is comparable to or lower than their percentage of the 

U.S. population. 

 

18 In 2000, Black males, Black females, Hispanic males, and 

Hispanic females each represented about 6 percent of the total 

population (calculated from tables 1, 2, and 3 from U.S. Census Bureau, Census 2000 Summary File 1; 

http://www.census.gov/population/www/cen2000/briefs/

phc-t9/index.html). 

Figure 6.—Percentage distribution of postsecondary degrees and awards, by race/ethnicity: 2007

NOTE: Hispanic includes Latino, Black includes African American, and Asian includes Native Hawaiian or Other Pacific Islander. Detail may not sum to 

totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions 

Survey” and “Institutional Characteristics Survey,” 2007.

39

57 52 51

36 31

41

32 35 33

44

47

20

11 13 16 19 22

0

20

40

60

80

100

All Hispanic American 

Indian

Black White Asian

Race/ethnicity

Graduate degree

Bachelor’s degree

Subbaccalaureate awards

Percent
Table 7.—Percentage distribution of postsecondary awards conferred in Title IV postsecondary institutions, by type of award, gender, and race/ethnicity: 1997 an

 Graduate/ 

Recipient and Certif- professional Certif- 

institution characteristics Total icates AAs Total BAs degrees Total icates AAs To

 Total 39.8 20.0 19.8 60.2 41.0 19.2 38.9 19.2 19.6 61

Gender Male 36.6 18.4 18.2 63.4 42.5 20.9 36.3 17.6 18.8 63

Female 42.3 21.2 21.0 57.7 39.8 17.9 40.6 20.3 20.2 59

Race/ethnicity1 White 38.0 17.5 20.6 62.0 43.3 18.7 36.5 16.5 20.0 63

Black 52.9 32.4 20.4 47.1 34.3 12.9 51.4 30.6 20.9 48Hispanic 57.6 35.2 22.4 42.4 32.2 10.2 56.6 32.8 23.7 43Asian 33.6 16.5 17.1 66.4 47.0 19.4 31.1 14.4 16.7 68American Indian 56.7 31.0 25.7 43.3 32.1 11.2 52.2 26.0 26.3 47Unknown 44.3 31.3 13.0 55.7 30.5 25.2 37.1 20.0 17.1 62Nonresident alien 13.8 4.8 9.0 86.2 33.0 53.2 13.4 4.6 8.8 86

Men

White 35.5 16.7 18.8 64.5 45.1 19.4 34.9 15.7 19.3 65Black 51.0 30.1 20.9 49.0 36.3 12.7 51.2 30.6 20.6 48Hispanic 55.1 32.0 23.1 44.9 33.8 11.1 54.6 30.7 23.9 45Asian 30.7 14.6 16.1 69.3 47.9 21.4 28.7 12.6 16.1 71American Indian 56.1 34.0 22.1 43.9 32.1 11.8 51.2 27.6 23.6 48Unknown 42.6 30.2 12.4 57.4 31.2 26.2 34.6 17.6 17.0 65Nonresident alien 10.5 3.8 6.7 89.5 31.4 58.0 9.7 3.2 6.4 90

Women

White 39.9 18.0 21.9 60.1 42.0 18.1 37.6 17.0 20.5 62Black 53.8 33.6 20.2 46.2 33.3 12.9 51.5 30.5 21.0 48Hispanic 59.3 37.4 21.9 40.7 31.1 9.6 57.7 34.0 23.7 42Asian 36.0 18.0 18.0 64.0 46.2 17.8 32.9 15.7 17.2 67American Indian 57.2 29.0 28.1 42.8 32.0 10.8 52.9 25.0 27.9 47Unknown 45.8 32.2 13.5 54.2 30.0 24.3 38.8 21.7 17.1 61Nonresident alien 18.4 6.1 12.2 81.6 35.1 46.5 17.5 6.1 11.4 82

1 Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Native. A nonresident alien 

or national of the United States and who is in this country on a visa or temporary basis and does not have the right to remain indefinitely. NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions Survey” and “Institutional Cand 2007.

1997 2007

All subbaccalaureate BA and higher All subbaccalaureate 
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 17 

Summary 

About 47 percent of all undergraduates were enrolled 

in subbaccalaureate programs in 2007–08, and in the 

previous year, subbaccalaureate awards accounted for 

almost 40 percent of all undergraduate credentials 

awarded. Between 1997 and 2007, the total number 

of subbaccalaureate awards conferred increased by 28 

percent to a total of 1.5 million. 

While community colleges still confer the largest 

number of subbaccalaureate awards, the rate of increase in awards conferred by private for-profit institutions was greater, especially in 4-year for-profit 

institutions, which more than tripled the number of 

awards conferred between 1997 and 2007. 

All types of subbaccalaureate credentials increased in 

number over the decade, except for long-term certificates, which declined by 9 percent. In contrast, shortterm certificates increased by 35 percent, AAs by 30 

percent, and moderate-term certificates by 21 percent. 

Health care is the predominant field in subbaccalaureate postsecondary education. It accounted for 31 

percent of all awards in 2007 and increased by 63 percent between 1997 and 2007. 

Women earn a majority of all subbaccalaureate 

awards; they earned 62 percent of all awards in 2007. 

Moreover, the increase in awards to women outpaced 

that for men over the decade studied. The gender difference in the number of subbaccalaureate credentials 

awarded was greatest among Black students, among 

whom women earned 68 percent of awards, followed 

by Hispanics (65 percent), American Indians (63 percent), Whites (60 percent), and Asians (60 percent). 

Among racial/ethnic groups, the increase in subbaccalaureate awards conferred to Hispanic students was 

highest, increasing by 74 percent overall. Awards conferred to Black students increased 54 percent, while 

Figure 7.—Percentage distribution of subbaccalaureate awards 

Figure 7.—conferred by gender and race/ethnicity, and type of 

Figure 7.—award: 2007

1

 Short-term is defined as less than 1 full-time academic year to complete;

moderate-term is 1 to less than 2 years; and long-term is 2 or more years. The 

actual time students take will vary.

NOTE: Black includes African American, Hispanic includes Latino, and All 

others include Asian (with Native Hawaiian or Other Pacific Islander), American 

Indian, nonresident alien, and unknown race/ethnicity. Detail may not sum to 

totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education 

Statistics, Integrated Postsecondary Education Data System (IPEDS), 

“Completions Survey” and “Institutional Characteristics Survey,” 2007.

35

23

10 5 8 5

14

0

10

20

30

40

50

White 

women

White

men

Black 

women

Black

men

Hispanic 

women

Hispanic 

men

All

others

All subbaccalaureate awards

38

25

8 4 7 4

14

0

10

20

30

40

50

White 

women

White

men

Black 

women

Black

men

Hispanic 

women

Hispanic 

men

All

others

Associate’s degrees

29

22

12

6 10 5

15

0

10

20

30

40

50

White 

women

White

men

Black 

women

Black

men

Hispanic 

women

Hispanic 

men

All

others

Short-term certificates1

36

20

13

5

10

5

12

0

10

20

30

40

50

White

women

White

men

Black

women

Black

men

Hispanic

women

Hispanic

men

All

others

Moderate-term certificates1

40

27

6 4 6 5

11

0

10

20

30

40

50

White 

women

White

men

Black 

women

Black

men

Hispanic 

women

Hispanic 

men

All

others

Long-term certificates1

Percent

Percent

Percent

Percent

Percent
 CHANGES IN POSTSECONDARY AWARDS 

 18 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

awards conferred to White students increased at a much 

slower pace, rising by 11 percent overall. 

References 

Berkner, L., Horn, L., and Clune, M. (2000). Descriptive Summary of 1995–96 Beginning Postsecondary Students: Three 

Years Later (NCES 2000-154). National Center for Education Statistics, U.S. Department of Education. Washington, DC. 

Bureau of Labor Statistics. (2001). Occupational Employment 

Statistics. Retrieved February 9, 2009, from 

http://www.bls.gov/oes/current/oes_stru.htm#15-0000. 

Bureau of Labor Statistics. (2007). Statistical Abstract of the 

United States, 2007: Table 604: Employment Projections by 

Occupation: 2004 and 2014. U.S. Department of Labor. 

Washington, DC. Retrieved December 20, 2007, from 

http://www.census.gov/prod/2006pubs/07statab/

labor.pdf. 

Bureau of Labor Statistics. (2008). Occupational Employment 

Statistics. Retrieved February 9, 2009, from 

http://www.bls.gov/oes/current/oes_stru.htm#15-0000. 

Cohen, A.M., and Brawer, F.B. (2003). The American Community College (Jossey-Bass Higher and Adult Education Series). San Francisco: Jossey-Bass. 

Green, M. (2007). Science and Engineering Degrees: 1966–2004

(NSF 07-307). Arlington, VA: National Science Foundation. 

Grubb, W.N. (2002). Learning and Earning in the Middle, Part 

I: National Studies of Pre-baccalaureate Education. Economics of Education Review, 21: 299–321. 

Kane, T.J., and Rouse, C.E. (1995). Labor-Market Returns to 

Two- and Four-Year Colleges. The American Economic Review, 85(3): 600–614. 

Knapp, L., Kelly-Reid, J., and Ginder, S. (2008). Postsecondary 

Institutions in the United States: Fall 2007, Degrees and Other Awards Conferred: 2006–07, and 12-Month Enrollment: 

2006–07 (NCES 2008-159Rev). National Center for 

Education Statistics, Institute of Education Sciences, 

U.S. Department of Education. Washington, DC. 

Knapp, L., Kelly, J., Whitmore, R., Wu, S., and Gallego, L. 

(2004). Postsecondary Institutions in the United States: 

Fall 2002 and Degrees and Other Awards Conferred: 

2001–02 (NCES 2004-154). National Center for 

Education Statistics, Institute of Education Sciences, 

U.S. Department of Education. Washington, DC. 

Marcotte, D.E., Bailey, T., Borkoski, C., and Kienzl, G.S. 

(2005). The Returns of a Community College Education: Evidence From the National Education Longitudinal Study. Education Evaluation and Policy Analysis,

27(2): 157–175. 

Morgan, F. (1999). Degrees and Other Awards Conferred by 

Title IV eligible, Degree-granting Institutions: 1996–97

(NCES 2000-174). National Center for Education 

Statistics, U.S. Department of Education. Washington, DC. 

U.S. Department of Education, National Center for Education Statistics. (2002). Classification of Instructional 

Programs: 2000 Edition (NCES 2002-165). Washington, DC. 

U.S. Department of Education, Institute of Education 

Sciences, National Center for Education Statistics. 

(2007). Career/Technical Education Statistics (CTES), 

table P91. Washington, DC. Retrieved October 21, 

2009, from 

http://nces.ed.gov/surveys/ctes/tables/P91.asp. 

U.S. Department of Education, Institute of Education 

Sciences, National Center for Education Statistics. 

(2008). Digest of Education Statistics, 2007 (NCES 

2008-022). Washington, DC. 

U.S. Department of Education, Institute of Education 

Sciences, National Center for Education Statistics. 

(2009). The Condition of Education 2009 (NCES 

2009-083). Washington, DC. 
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 19 

Methodology and Technical Notes 

This section provides a brief description of the methodology for the IPEDS data collection and the specific 

data used for this analysis. More detailed information is 

available at http://nces.ed.gov/ipeds/ and in the methodology reports for the 1997, 2002, and 2007 data collections: Morgan (1999), Knapp et al. (2004), and Knapp, 

Kelly-Reid, and Ginder (2008). 

IPEDS is the core postsecondary education data collection program for NCES. Data are collected from all 

primary providers of postsecondary education in the 

United States and include enrollments, program completions, graduation rates, faculty, staff, finances, institutional prices, and student financial aid. IPEDS began 

collecting data from all postsecondary institutions in 

1986, when it superseded the Higher Education General 

Information Survey (HEGIS), which collected data from 

institutions of higher education only from 1966 until 

1985. 

The 1992 Higher Education Amendments made reporting to IPEDS mandatory for institutions participating in 

Title IV programs such as the Pell Grant and Stafford 

Loan programs. Institutions participating in Title IV 

programs are accredited by an agency or organization 

recognized by the Secretary of the U.S. Department of 

Education, have a program of more than 300 clock 

hours or 8 credit hours, have been in business for at least 

2 years, and have a signed Program Participation Agreement (PPA) with the Office of Postsecondary Education 

(OPE), U.S. Department of Education. Title IV institutions include traditional colleges and universities, 2-year 

institutions, and for-profit degree- and non-degreegranting institutions, among others. Other postsecondary institutions may participate on a voluntary basis, 

and information on those that do participate is included 

in NCES websites developed for parents and students to 

help them make informed decisions about postsecondary 

education. 

The data for this Statistics in Brief come from the 1996–

97, 2001–02, and 2006–07 Institutional Characteristics 

(IC) and Completions components. All institutions in 

IPEDS are in the IC component, but not all institutions 

report completions data. For this analysis, the data include all Title IV institutions located in the United 

States and District of Columbia reporting completions 

data.19 The Completions component response rates for 

these institutions ranged from 94 to 100 percent depending on the year. 

Between 1996–97 and 2006–07, the number of institutions increased from 6,082 to 6,529. Appendix table 1 

shows the net change over time, including the number of 

institutions lost (those in 1997 only) and the number 

gained (those in 2007 only). The net gain in institutions 

occurred almost entirely in the for-profit sector across all 

levels: less-than-2-year, 2-year, and 4-year. 

Fields of study were grouped based on the 2000 edition 

of the Classification of Instruction Program (CIP) codes 

(U.S. Department of Education 2002). Appendix table 2 

displays the fields and corresponding CIP codes. 

 

19 The only exception to the Title IV criterion is the inclusion 

of the Community College of the Air Force. While not a Title 

IV institution, it is a U.S. Military Service Institution. U.S. 

Military Service Institutions are included in key NCES reports 

describing IPEDS institutions and degree awards (e.g., Knapp, 

Kelly-Reid, and Ginder 2008). 
 CHANGES IN POSTSECONDARY AWARDS 

 20 BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 

Appendix table 1.—Net change in the number of Title IV institutions located in the United States and District of Columbia reporting 

Appendix table 1.—completions data, by institution type: 1997 and 2007

Institutions Net change in the

Institutions Institutions in both number of institutions

in 1997 only1 in 2007 only2 1997 and between

Control and level (loss) (gain) 2007 1997 and 20073

Public total 130 134 1,860 4

 4-year or above 15 17 633 2

 2-year 67 57 1,069 -10

 Less-than-2-year 48 60 158 12

Private not-for-profit total 261 220 1,594 -41

 4-year or above 111 150 1,396 39

 2-year 116 34 147 -82

 Less-than-2-year 34 36 51 2

Private for-profit total 563 1,047 1,674 484

 4-year or above 26 223 267 197

 2-year 148 259 591 111

 Less-than-2-year 389 565 816 176

1

 Title IV institutions located in the United States and District of Columbia that appeared in IPEDS 1997 but not in 2007. These institutions either closed, lost 

Title IV eligibility, or lost accreditation as of 2007.

2

 Title IV institutions located in the United States and District of Columbia that appeared in IPEDS 2007 but not 1997. These institutions are either new, or 

became newly accredited or eligible for Title IV funding.

3

 This number is the difference between the number of institutions in 2007 only and 1997 only; it represents the net gain or loss of IPEDS institutions between 

the two years. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions 

Survey” and “Institutional Characteristics Survey,” 1997 and 2007.
CHANGES IN POSTSECONDARY AWARDS 

BELOW THE BACHELOR’S DEGREE: 1997 TO 2007 21 

Appendix table 2.—Fields of study used in this study with 2000 classification of instructional program (CIP) codes 

Fields of study 2000 CIP codes

Science, technology, engineering, and mathematics (STEM fields)

Computer and information sciences 11

Engineering and engineering technology 14, 15

Mathematics and science

 (Biological science) 26

 (Mathematics) 27

 (Physical science) 40

 (Science technology) 41

Other (agricultural sciences, natural resources, and inter-disciplinary sciences) 01, 03, and 301

Non-STEM academic fields

Liberal arts and sciences 24.0101

General studies and humanities other 24

Family, economic, consumer studies 19 (except: 19.02, 19.09)

2

Other academic fields

 (Architecture) 04

 (Area, ethnic, cultural, and gender studies) 05

 (English language and literature/letters) 23

 (Foreign languages, literatures, and linguistics) 16

 (History) 54

 (Military technologies) 29

 (Multi/interdisciplinary studies) 303

 (Philosophy and religious studies) 38

 (Psychology) 42

 (Social sciences) 45

 (Visual and performing arts 50

 (Health-related science) 51.14, 51.15, 51.22

Health care fields

Nursing/nursing assistant 51.16

Medical assisting 51.08, 51.26

Medical technology/technician 51.09 (except: 51.0913),

4 51.10

Dental technology/technician 51.06

Other health other 51 (except: 51.14, 51.15, 51.22)

5

Business total

Administration and management 52.02

Secretarial services 52.04, 22.03

Other business other 52,

6 19.02

Consumer services 

Cosmetology 12.04

Other consumer services other 12,

7 19.09, 31

Manufacturing, construction, repair, and transportation 46, 47, 48, 49

Protective services 43

Education 13

Other occupational

 (Legal professions) 22 (except: 22.03)

8

 (Public, legal, and social services) 25, 39, 44

 (Communications) 09, 10

1

 Includes the following eight categories of CIP 30 programs: 30.0101 (Biological and physical sciences), 30.0601 (Systems science and theory), 30.0801 

(Mathematics and computer science), 30.1001 (Biopsychology), 30.1501 (Science, technology and society), 30.1601 (Accounting and computer science), 

30.1901 (Nutrition sciences), and 30.2501 (Cognitive science).

2

 19.02 is “Human sciences business services” placed in “Other business.” 19.09 is “Apparel and textiles” placed in “Other consumer services.”

3

 All CIP 30 programs other than those specified above under ”STEM.”

4

 “Athletic trainer” placed in “Other health.”

5

 Including, among others, 51.31 (Dietetics and clinical nutrition services) and 51.35 (Somatic bodywork and related therapeutic services). 51.14 is “Medical 

clinical sciences/Graduate medical studies” and 51.22 is “Public health,” both placed in “Other academic fields.”

6 Including, among others, 52.03 (Accounting and related services) and 52.09 (Hospitality administration/management). 7

 Including, among others, 12.03 (Funeral service and mortuary science) and 12.05 (Culinary arts and related services). 8

 22.03 is “Legal support services” placed in “Secretarial services.”

NOTE: All CIP codes were converted to the 2000 classification using the crosswalk provided at NCES available at:

http://nces.ed.gov/pubs2002/cip2000/crosswalk.asp.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), “Completions 

Survey” 1997, 2002, and 2007. 
www.ed.gov ies.ed.gov