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Author: National Research Council Publisher: National Academies Press ISBN: 0309150582 Category : Education Languages : en Pages : 71
Book Description
The Survey of Earned Doctorates (SED) collects data on the number and characteristics of individuals receiving research doctoral degrees from all accredited U.S. institutions. The results of this annual survey are used to assess characteristics and trends in doctorate education and degrees. This information is vital for education and labor force planners and researchers in the federal government and in academia. To protect the confidentiality of data, new and more stringent procedures were implemented for the 2006 SED data released in 2007. These procedures suppressed many previously published data elements. The organizations and institutions that had previously relied on these data to assess progress in measure of achievement and equality suddenly found themselves without a yardstick with which to measure progress. Several initiatives were taken to address these concerns, including the workshop summarized in this volume. The goal of the workshop was to address the appropriateness of the decisions that SRS made and to help the agency and data users consider future actions that might permit release of useful data while protecting the confidentiality of the survey responses.
Author: National Research Council Publisher: National Academies Press ISBN: 0309150582 Category : Education Languages : en Pages : 71
Book Description
The Survey of Earned Doctorates (SED) collects data on the number and characteristics of individuals receiving research doctoral degrees from all accredited U.S. institutions. The results of this annual survey are used to assess characteristics and trends in doctorate education and degrees. This information is vital for education and labor force planners and researchers in the federal government and in academia. To protect the confidentiality of data, new and more stringent procedures were implemented for the 2006 SED data released in 2007. These procedures suppressed many previously published data elements. The organizations and institutions that had previously relied on these data to assess progress in measure of achievement and equality suddenly found themselves without a yardstick with which to measure progress. Several initiatives were taken to address these concerns, including the workshop summarized in this volume. The goal of the workshop was to address the appropriateness of the decisions that SRS made and to help the agency and data users consider future actions that might permit release of useful data while protecting the confidentiality of the survey responses.
Author: Lori Thurgood Publisher: ISBN: Category : Degrees, Academic Languages : en Pages : 148
Book Description
Deals with doctoral students, the institutions that provided their education, and the factors--intellectual, scientific, social, political, and economic--that effected change during the most significant and tumultuous period in U.S. doctoral education from its beginnings in 1861 through 1999. Detailed tables and figures provide historical trend data for 20th century periods. Data since 1958 are from the Survey of Earned Doctorates; earlier data are from public records and the Department of Education. The report covers doctorate recipients' demographic characteristics; study fields and institutions for bachelor's, master's, and doctorate degrees; financial support; indebtedness; time from baccalaureate to doctorate; and postgraduation plans.
Author: Alexander C. McCormick Publisher: U.S. Government Printing Office ISBN: Category : Education Languages : en Pages : 140
Book Description
This report presents findings of the second follow-up in the Baccalaureate and Beyond Study, a longitudinal study which is tracking students who received a bachelor's degree in academic year 1992-93. Major findings indicated that: (1) when they graduated from college, 85 percent of the degree recipients expected to earn an advanced degree; by 1997, 30 percent had actually enrolled, 21 percent had either attained a degree or were still enrolled, and 9 percent had left without a degree; and that (2) overall, 89 percent of the original group were employed in April 1997, 76 percent were working only, another 13 percent were combining school and work, 5 percent were enrolled only, and 6 percent were neither working nor enrolled. Following an executive summary, the main body of the report analyzes findings concerning educational expectations in 1993 and 1997; progression to graduate and first-professional education; and actual participation in graduate and first-professional education. A compendium presents tables showing data on the employment and enrollment status of 1992-93 college graduates. A glossary and technical notes are appended. (DB)
Author: National Research Council
Author: National Research Council
Author: 
Author: Lori Thurgood
Author: Susan Hill
Author: Teresita Liquete Chan-Kopka
Author: Alexander C. McCormick
Author: Jean M. Johnson
Author: Susan Hill
Author: Committee for the Study of Research-Doctorate Programs in the United States