Analyze the document for use of the following design elements. For each of the following elements, answer the following questions:ElementsHeaders, footers, titlesHeadings and bulleted listsLabeling of visualsPlacement and size of visualsReferences to visuals in the textUse of colorQuestionsIs the elements used in the report?How is the element used? What’s the element’s purpose?Is the element used effectively?DATA
POINT
Beginning College Students
Who Change Their Majors
Within 3 Years of Enrollment
U.S. DEPARTMENT OF EDUCATION
NCES 2018-434 DECEMBER 2017
This Data Point examines the extent to which first-time associate’s and bachelor’s degree students change their majors within 3 years of
enrollment. Rates of change in major are shown for students by degree program and by original declared field of study.
Data in this report are from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14), a nationally representative study of
about 25,000 students who enrolled in postsecondary education for the first time in the 2011–12 academic year. These analyses are restricted to
students who had ever enrolled in an associate’s or bachelor’s degree program and declared a major within 3 years of initial enrollment. Students
with declared majors represent a majority in both associate’s (94 percent) and bachelor’s (97 percent) degree programs (NCES 2017).
What percentage of
students enrolled in
associate’s and
bachelor’s degree
programs had changed
their majors within
3 years of initial
enrollment?
Within 3 years of initial enrollment,
about 30 percent of undergraduates in associate’s and bachelor’s
degree programs who had declared
a major had changed their major at
least once (figure 1).
About one-third of students enrolled
in bachelor’s degree programs
changed majors, compared with
28 percent of those enrolled in
associate’s degree programs.
About 1 in 10 students changed
majors more than once: 10 percent
of associate’s degree students and
9 percent of bachelor’s degree
students.
FIGURE 1. Percentage of 2011–12 beginning postsecondary
students who ever changed majors and number of times
students changed their major, by undergraduate degree
program: 2014
Percent
100
80
60
40
30
28
33
20
20
0
19
24
10
Ever changed major
One time
10
9
Two or more times
Number of major changes
Total
Associate’s
Bachelor’s
NOTE: The total percentage includes all students who had ever enrolled in either an associate’s or a
bachelor’s degree program and declared a major. The associate’s and bachelor’s degree percentages
are not mutually exclusive: the associate’s percentage includes all students who had ever enrolled and
declared a major in an associate’s degree program, whereas the bachelor’s percentage includes all
students who had ever enrolled and declared a major in a bachelor’s degree program. Students who
had any enrollment in both degree programs within 3 years after initial enrollment, e.g., associate’sdegree holders transferring into bachelor’s degree programs, are therefore included in both
percentages. Detail may not sum to totals because of rounding. Standard error tables are available at
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018434.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2012/14 Beginning
Postsecondary Students Longitudinal Study (BPS:12/14).
To learn more about BPS:12/14, visit https://nces.ed.gov/surveys/bps.
For questions about content or to view this report online, go to
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018434.
Beginning College Students Who Change Their Majors Within 3 Years of Enrollment
What percentage of all students had
changed their majors within 3 years of
initial enrollment, by original field of study?
The rate at which students changed majors varied by
their original field of study. Whereas 35 percent of
students who had originally declared a science,
technology, engineering, or mathematics (STEM)
major had changed their field of study within 3 years,
29 percent of those who had originally declared a
non-STEM major had done so (figure 2).
• About half (52 percent) of students whose original
declared major was mathematics switched majors
within 3 years. Mathematics majors changed majors
at a rate higher than that of students in all other
fields, both STEM and non-STEM, except the
natural sciences.
• Among students in STEM fields, those majoring in
computer and information sciences and in engineering and engineering technology changed majors at
lower rates than did students majoring in either
natural sciences or mathematics (28 and 32 percent
vs. 40 and 52 percent, respectively).
• Students whose original major was computer and
information sciences changed majors at a rate that
was lower than the rates for students who originally
majored in humanities and education, but was not
statistically different from those of students who
majored in any other non-STEM field.
• Among students in non-STEM fields, those in other
applied fields had the lowest rates of major change
(22 percent), followed by students in health care
fields (26 percent).
References
National Center for Education Statistics (NCES). (2017). Percentage of 2011–12
First Time Postsecondary Students Who Had Ever Declared a Major in an
Associate’s or Bachelor’s Degree Program Within 3 Years of Enrollment, by Type
of Degree Program and Control of First Institution: 2014. Institute of Education
Sciences, U.S. Department of Education. Washington, DC.
https://nces.ed.gov/datalab/tableslibrary/viewtable.aspx?tableid=11764.
FIGURE 2. Percentage of 2011–12 beginning postsecondary students who ever changed majors,
by original declared field of study: 2014
Percent
100
80
52
60
40
40
35
29
32
28
37
36
32
31
31
Social
sciences
Business
26
22
20
0
Total Mathematics Natural Engineering Computer Education Humanities General
studies
and
nonsciences
and
and other
STEM
engineering information
technology sciences
Total
STEM
Total
STEM fields
Health
care fields
Other
applied
Non-STEM fields
Original declared field of study
NOTE: Natural sciences includes biological and physical science, science technology, agriculture, and natural resources. Other applied includes personal and
consumer services; manufacturing, construction, repair, and transportation; military technology and protective services; architecture; communications; public
administration and human services; design and applied arts; law and legal studies; library sciences; and theology and religious vocations. Standard error tables
are available at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018434.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14).
This National Center for Education Statistics (NCES) Data Point presents
information on education topics of interest. It was authored by Katherine Leu
of RTI International. Estimates based on samples are subject to sampling
variability, and apparent differences may not be statistically significant. All
noted differences are statistically significant at the .05 level. In the design,
conduct, and data processing of NCES surveys, efforts are made to minimize
the effects of nonsampling errors, such as item nonresponse, measurement
error, data processing error, or other systematic error.
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