Graduate Enrollment and Degrees: 2001 to 2011

Graduate Enrollment and Degrees:2001 to 2011

Graduate Enrollment and Degrees: 1999 to 2009

Jeffrey R. AllumNathan E. Bell

Robert S. Sowell

The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by:

Council of Graduate Schools Graduate Record Examinations Board

2001 to 2011

September 2012

The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by the Council ofGraduate Schools (CGS) and the Graduate Record Examinations (GRE) Board. Conducted annuallysince 1986, the survey is designed to provide information about applications to graduate school, gradu-ate student enrollment, and graduate degrees and certificates conferred. A PDF version of this surveyreport is available on the CGS website at www.cgsnet.org. Also available on the CGS website is a com-panion report with data tables on first-time and total enrollment by fine field, gender, citizenship, andrace/ethnicity and graduate degrees awarded by degree level, fine field, and gender. For more informa-tion about the survey or the survey reports, please contact:

Council of Graduate SchoolsOne Dupont Circle, NW, Suite 230Washington, DC 20036-1173www.cgsnet.org

Jeff Allum(202) [email protected]

Graduate Record Examinations ProgramEducational Testing ServiceRosedale RoadPrinceton, NJ 08541-6000www.ets.org/gre

Carol A. Hawkes(609) [email protected]

Suggested citation:

Allum, J.R., Bell, N.E., Sowell, R.S. (2012). Graduate Enrollment and Degrees: 2001 to 2011.Washington, DC: Council of Graduate Schools

Copyright © 2012 Council of Graduate Schools, Washington, DC

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproducedor used in any form by any means—graphic, electronic, or mechanical, including photocopying,recording, taping, Web distribution, or information storage and retrieval systems—without the priorwritten permission of the Council of Graduate Schools, One Dupont Circle, NW, Suite 230,Washington, DC 20036-1173.

Printed in the United States

Table of Contents

List of Figures and Tables .......................................................................................................................................................................................................ii

Acknowledgments ...................................................................................................................................................................................................................vi

Executive Summary ................................................................................................................................................................................................................vii

Chapter 1 Introduction, Data, and Methods..........................................................................................................................................................................1

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

Survey Universe and Response Rate..................................................................................................................................................................................1

Data and Methods................................................................................................................................................................................................................1

Report Contents ...................................................................................................................................................................................................................4

Chapter 2 Graduate Applications, First-Time Enrollment, and Total Enrollment, Fall 2011, and Degrees Conferred, 2010-11 ...................................5

Graduate Applications..........................................................................................................................................................................................................5

First-Time Graduate Enrollment...........................................................................................................................................................................................6

Total Graduate Enrollment .................................................................................................................................................................................................11

Graduate Certificates and Degrees ...................................................................................................................................................................................16

Data Tables ........................................................................................................................................................................................................................19

Chapter 3 Trends in Graduate Applications, First-Time Enrollment, Total Enrollment, and Degrees Conferred, 2001 to 2011 ................................51

Trends in Graduate Applications........................................................................................................................................................................................51

Trends in First-Time Graduate Enrollment.........................................................................................................................................................................53

Trends in Total Graduate Enrollment .................................................................................................................................................................................59

Trends in Graduate Certificates and Degrees ...................................................................................................................................................................65

Data Tables ........................................................................................................................................................................................................................70

Appendix A 2011 CGS/GRE Survey of Graduate Enrollment and Degrees Survey Instrument ..................................................................................102

Appendix B CGS/GRE Survey of Graduate Enrollment and Degrees Taxonomy of Fields of Study .........................................................................103

Figure 2.1 Graduate Application Acceptance Rates by Carnegie Classification and Degree Level, Fall 2011 ........................................................................5

Figure 2.2 Graduate Application Acceptance Rates by Broad Field and Degree Level, Fall 2011 ..........................................................................................6

Figure 2.3 First-Time Graduate Enrollment by Carnegie Classification and Attendance Status, Fall 2011..............................................................................7

Figure 2.4 First-Time Graduate Enrollment by Broad Field and Gender, Fall 2011 .................................................................................................................7

Figure 2.5 First-Time Graduate Enrollment by Broad Field and Attendance Status, Fall 2011 ................................................................................................8

Figure 2.6 First-Time Graduate Enrollment by Broad Field and Degree Level, Fall 2011........................................................................................................8

Figure 2.7 First-Time Graduate Enrollment by Carnegie Classification and Citizenship, Fall 2011 .........................................................................................9

Figure 2.8 First-Time Graduate Enrollment by Broad Field and Citizenship, Fall 2011..........................................................................................................10

Figure 2.9 First-Time Graduate Enrollment by Citizenship, Race/Ethnicity, and Gender, Fall 2011.......................................................................................10

Figure 2.10 U.S. Citizen and Permanent Resident First-Time Graduate Enrollment by Race/Ethnicity, Fall 2011................................................................10

Figure 2.11 U.S. Citizen and Permanent Resident First-Time Graduate Enrollment by Race/Ethnicity and Broad Field, Fall 2011 .....................................11

Figure 2.12 Total Graduate Enrollment by Carnegie Classification and Attendance Status, Fall 2011 ..................................................................................12

Figure 2.13 Total Graduate Enrollment by Broad Field and Gender, Fall 2011 ......................................................................................................................12

Figure 2.14 Total Graduate Enrollment by Broad Field and Attendance Status, Fall 2011 ....................................................................................................12

Figure 2.15 Total Graduate Enrollment by Broad Field and Degree Level, Fall 2011 ............................................................................................................13

Figure 2.16 Total Graduate Enrollment by Carnegie Classification and Citizenship, Fall 2011..............................................................................................14

Figure 2.17 Total Graduate Enrollment by Broad Field and Citizenship, Fall 2011 ................................................................................................................14

Figure 2.18 Total Graduate Enrollment by Citizenship, Race/Ethnicity, and Gender, Fall 2011 .............................................................................................15

Figure 2.19 U.S. Citizen and Permanent Resident Total Graduate Enrollment by Race/Ethnicity, Fall 2011 ........................................................................15

Figure 2.20 U.S. Citizen and Permanent Resident Total Graduate Enrollment by Race/Ethnicity and Broad Field, Fall 2011 .............................................15

Figure 2.21 Doctoral Degrees Awarded by Broad Field, 2010-11 ..........................................................................................................................................16

Figure 2.22 Master’s Degrees Awarded by Broad Field, 2010-11 ..........................................................................................................................................17

Figure 2.23 Graduate Certificates Awarded by Broad Field, 2010-11 ....................................................................................................................................17

Figure 2.24 Graduate Certificates Awarded by Broad Field and Gender, 2010-11 ................................................................................................................17

Figure 2.25 Master’s Degrees Awarded by Broad Field and Gender, 2010-11 ......................................................................................................................18

Figure 2.26 Doctoral Degrees Awarded by Broad Field and Gender, 2010-11 ......................................................................................................................18

List of Figures and Tables

Chapter 2 Figures

ii

Table 2.1 Applications for Admission to Graduate School by Institution Type, Carnegie Classification, and Degree Level, Fall 2011.............................19-20

Table 2.2 Applications for Admission to Graduate School by Broad Field and Degree Level, Fall 2011 ...............................................................................21

Table 2.3 First-Time Graduate Enrollment by Institution Type, Carnegie Classification, Gender, and Attendance Status, Fall 2011...............................22-23

Table 2.4 First-Time Graduate Enrollment by Broad Field, Gender, and Attendance Status, Fall 2011.................................................................................24

Table 2.5 First-Time Graduate Enrollment by Gender, Attendance Status, and Broad Field, Fall 2011.................................................................................25

Table 2.6 First-Time Graduate Enrollment by Broad Field and Degree Level, Fall 2011 .......................................................................................................26

Table 2.7 First-Time Graduate Enrollment by Degree Level, Gender, and Broad Field, Fall 2011 ........................................................................................27

Table 2.8 First-Time Graduate Enrollment by Institution Type, Carnegie Classification, and Citizenship, Fall 2011..............................................................28

Table 2.9 First-Time Graduate Enrollment by Broad Field and Citizenship, Fall 2011 ...........................................................................................................29

Table 2.10 First-Time Graduate Enrollment by Citizenship, Race/Ethnicity, and Gender, Fall 2011 ......................................................................................30

Table 2.11 First-Time Graduate Enrollment by Broad Field and Race/Ethnicity, Fall 2011 (U.S. Citizens and Permanent Residents Only) ...................31-32

Table 2.12 Total Graduate Enrollment by Institution Type, Carnegie Classification, Gender, and Attendance Status, Fall 2011 .....................................33-34

Table 2.13 Total Graduate Enrollment by Broad Field, Gender, and Attendance Status, Fall 2011 .......................................................................................35

Table 2.14 Total Graduate Enrollment by Gender, Attendance Status, and Broad Field, Fall 2011 .......................................................................................36

Table 2.15 Total Graduate Enrollment by Broad Field and Degree Level, Fall 2011..............................................................................................................37

Table 2.16 Total Graduate Enrollment by Degree Level, Gender, and Broad Field, Fall 2011 ...............................................................................................38

Table 2.17 Total Graduate Enrollment by Institution Type, Carnegie Classification, and Citizenship, Fall 2011 ....................................................................39

Table 2.18 Total Graduate Enrollment by Broad Field and Citizenship, Fall 2011..................................................................................................................40

Table 2.19 Total Graduate Enrollment by Citizenship, Race/Ethnicity, and Gender, Fall 2011...............................................................................................41

Table 2.20 Total Graduate Enrollment by Broad Field and Race/Ethnicity, Fall 2011 (U.S. Citizens and Permanent Residents Only)............................42-43

Table 2.21 Graduate Degrees and Certificates Awarded by Degree Level, Carnegie Classification and Institution Type, 2010-11.................................44-45

Table 2.22 Graduate Degrees and Certificates Awarded by Degree Level and Broad Field, 2010-11...................................................................................46

Table 2.23 Graduate Certificates Awarded by Broad Field and Gender, 2010-11 ..................................................................................................................47

Table 2.24 Master’s Degrees Awarded by Broad Field and Gender, 2010-11........................................................................................................................48

Table 2.25 Doctoral Degrees Awarded by Broad Field and Gender, 2010-11 ........................................................................................................................49


Chapter 2 Tables

iii

Figure 3.1 Trends in Graduate Applications by Carnegie Classification, Fall 2001 to Fall 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Figure 3.2 Percent Change in Graduate Applications by Broad Field, Fall 2010 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Figure 3.3 Trends in First-Time Graduate Enrollment by Carnegie Classification, Fall 2010 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Figure 3.4 Trends in First-Time Graduate Enrollment by Citizenship and Race/Ethnicity, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Figure 3.5 Average Annual Percentage Change in First-Time Graduate Enrollment by Citizenship,

Race/Ethnicity and Gender, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Figure 3.6 Average Annual Percentage Change in First-Time Graduate Enrollment by Broad Field, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . .55

Figure 3.7 Average Annual Percentage Change in First-Time Graduate Enrollment by Broad Field and Attendance Status, Fall 2001 to Fall 2011 . . . . .56

Figure 3.8 Average Annual Percentage Change in First-Time Graduate Enrollment by Broad Field and Citizenship, Fall 2001 to Fall 2011 . . . . . . . . . . .56

Figure 3.9 Average Annual Percentage Change in First-Time Graduate Enrollment by Broad Field and Race/Ethnicity, Fall 2001 to Fall 2011 . . . . . . . .57

Figure 3.10 Average Annual Percentage Change in First-Time Graduate Enrollment by Broad Field and Gender, Fall 2001 to Fall 2011 . . . . . . . . . . . . .58

Figure 3.11 Percentage Change in First-Time Graduate Enrollment by Broad Field and Degree Level, Fall 2010 to Fall 2011 . . . . . . . . . . . . . . . . . . . . .59

Figure 3.12 Trends in Total Graduate Enrollment by Carnegie Classification, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Figure 3.13 Trends in Total Graduate Enrollment Citizenship and Race/Ethnicity, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Figure 3.14 Average Annual Percentage Change in Total Graduate Enrollment by Citizenship, Race/Ethnicity and Gender, Fall 2001 to Fall 2011 . . . . .61

Figure 3.15 Average Annual Percentage Change in Total Graduate Enrollment by Broad Field, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Figure 3.16 Average Annual Percentage Change in Total Graduate Enrollment by Broad Field and Attendance Status, Fall 2001 to Fall 2011 . . . . . . . .62

Figure 3.17 Average Annual Percentage Change in Total Graduate Enrollment by Broad Field and Citizenship, Fall 2001 to Fall 2011 . . . . . . . . . . . . . .63

Figure 3.18 Average Annual Percentage Change in Total Graduate Enrollment by Broad Field and Race/Ethnicity, Fall 2001 to Fall 2011 . . . . . . . . . . .64

Figure 3.19 Average Annual Percentage Change in Total Graduate Enrollment by Broad Field and Gender, Fall 2001 to Fall 2011 . . . . . . . . . . . . . . . . .64

Figure 3.20 Percentage Change in Total Graduate Enrollment by Broad Field and Degree Level, Fall 2010 to Fall 2011 . . . . . . . . . . . . . . . . . . . . . . . . .65

Figure 3.21 Trends in Graduate Degrees Awarded by Institution Type, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

Figure 3.22 Trends in Graduate Degrees Awarded by Gender and Degree Level, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Figure 3.23 Average Annual Percentage Change in Master’s Degrees Awarded by Broad Field, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Figure 3.24 Average Annual Percentage Change in Master’s Degrees Awarded by Broad Field and Gender, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . .68

Figure 3.25 Average Annual Percentage Change in Doctoral Degrees Awarded by Broad Field, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Figure 3.26 Average Annual Percentage Change in Doctoral Degrees Awarded by Broad Field and Gender, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . .69

iv


Chapter 3 Figures

Table 3.1 Applications for Admission to Graduate School by Institution Type, Carnegie Classification, and Degree Level, 2001 to 2011 . . . . . . . . . . . . . 70

Table 3.2 Applications for Admission to Graduate School by Broad Field, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Table 3.3 Applications for Admission to Graduate School by Broad Field and Degree Level, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Table 3.4 First-Time Graduate Enrollment by Institution Type and Carnegie Classification, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73-74

Table 3.5 First-Time Graduate Enrollment by Citizenship and Race/Ethnicity, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Table 3.6 First-Time Graduate Enrollment by Citizenship, Race/Ethnicity, and Gender, 2001 to 2011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Table 3.7 First-Time Graduate Enrollment by Broad Field, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Table 3.8 First-Time Graduate Enrollment by Broad Field and Attendance Status, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Table 3.9 First-Time Graduate Enrollment by Broad Field and Citizenship, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Table 3.10 First-Time Graduate Enrollment by Broad Field and Race/Ethnicity, 2001 to 2011 (U.S. Citizens and Permanent Residents Only) . . . . . . . . . 80

Table 3.11 First-Time Graduate Enrollment by Broad Field and Gender, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Table 3.12 Doctorate-Level First-Time Enrollment by Broad Field and Gender, 2006 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Table 3.13 Master’s-Level First-Time Enrollment by Broad Field and Gender, 2006 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Table 3.14 Total Graduate Enrollment by Institution Type and Carnegie Classification, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84-85

Table 3.15 Total Graduate Enrollment by Citizenship and Race/Ethnicity, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Table 3.16 Total Graduate Enrollment by Citizenship, Race/Ethnicity, and Gender, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Table 3.17 Total Graduate Enrollment by Broad Field, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Table 3.18 Total Graduate Enrollment by Broad Field and Attendance Status, 2001 to 2011. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Table 3.19 Total Graduate Enrollment by Broad Field and Citizenship, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Table 3.20 Total Graduate Enrollment by Broad Field and Race/Ethnicity, 2001 to 2011 (U.S. Citizens and Permanent Residents Only) . . . . . . . . . . . . . 91

Table 3.21 Total Graduate Enrollment by Broad Field and Gender, 2001 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Table 3.22 Doctorate-Level Total Enrollment by Broad Field and Gender, 2006 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Table 3.23 Master’s-Level Total Enrollment by Broad Field and Gender, 2006 to 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Table 3.24 Graduate Degrees and Certificates Awarded by Degree Level and Institution Type, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Table 3.25 Graduate Degrees and Certificates Awarded by Degree Level and Carnegie Classification, 2000-01 to 2010-11. . . . . . . . . . . . . . . . . . . . . . . 96

Table 3.26 Graduate Degrees and Certificates Awarded by Degree Level, Institution Type, and Gender, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . 97

Table 3.27 Graduate Degrees and Certificates Awarded by Degree Level, Carnegie Classification, and Gender, 2000-01 to 2010-11 . . . . . . . . . . . . . . . 98

Table 3.28 Graduate-Level Certificates Awarded by Broad Field and Gender, 2005-06 to 2010-11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Table 3.29 Master’s Degrees Awarded by Broad Field and Gender, 2000-01 to 2010-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Table 3.30 Doctoral Degrees Awarded by Broad Field and Gender, 2000-01 to 2010-11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

v


Chapter 3 Tables

The CGS/GRE Survey of Graduate Enrollment and Degrees is conductedjointly by the Council of Graduate Schools (CGS) and the Graduate RecordExaminations (GRE) Board. The GRE is overseen by staff of the EducationalTesting Service (ETS).

Completion of this report on the 2011 CGS/GRE Survey of GraduateEnrollment and Degrees would not have been possible without the valuablecontributions of many individuals. In particular, we would like to express ourappreciation for the efforts of ETS and the GRE program. We particularlywant to thank David Payne for his unwavering support and Dawn Piacentinofor her overall direction of the project at ETS.

We also want to recognize the important efforts of other ETS and CGS staff.Thank you to Carol Hawkes and Kathi Perlove of ETS for responding toquestions from institutional respondents, for assisting institutions with data

submission, and for processing survey responses; to Janice Goggins of CGSfor managing the layout and publication process for the final report; and toJoshua Mahler of CGS for assisting with the data collection for the survey.Thank you also to the members of the CGS Committee on Research andInformation Services for feedback on the content and design of the surveyreports.

Finally, and most importantly, a very special thank you goes to the graduatedeans, institutional researchers, and other staff at the 655 colleges and uni-versities who completed the very complex CGS/GRE Survey of GraduateEnrollment and Degrees this year. We are extremely grateful for the time andefforts these and other persons gave to the survey project and report.

Acknowledgments

vi

Executive Summary

The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly spon-sored by the Council of Graduate Schools (CGS) and the Graduate RecordExaminations Board (GRE). Conducted annually since 1986, the survey pro-vides information about applications for admission to graduate school, first-timeand total graduate student enrollment, and graduate degrees and certificatesconferred. The 2011 survey was sent to 788 colleges and universities, and use-able responses were received from 655 institutions, for an 83% response rate.

Graduate Applications

Institutions responding to the CGS/GRE Survey of Graduate Enrollment andDegrees received nearly 1.88 million applications for admission to graduate pro-grams for studies beginning in fall 2011. About 766,000 (40.8%) of all graduateapplications were accepted for admission, with a higher acceptance rate forapplications to master’s degree and graduate certificate programs than doctor-al programs. Engineering, business, and social and behavioral sciencesaccounted for the largest numbers of graduate applications in fall 2011.

Applications for admission to U.S. graduate schools increased 4.3% betweenfall 2010 and fall 2011. Between fall 2001 and fall 2011, graduate applicationsgrew at an average annual rate of 5.6%. Over the past decade, increasesoccurred in graduate applications in all broad fields. The average annualincreases were greatest in health sciences, and smallest in education.

The overall acceptance rate at public institutions (41.7%) was slightly higherthan that at private, not-for-profit institutions (39.2%). Doctoral research insti-tutions reported lower acceptance rates than master’s-focused institutions.

First-Time Graduate Enrollment

More than 441,000 students enrolled for the first time in graduate certificate,education specialist, master’s, or doctoral programs for the fall term in 2011

at the institutions responding to the survey. More than six out of ten first-timegraduate students were enrolled at public institutions, about one-third wereenrolled at private, not-for-profit institutions, and the remainder were enrolledat private, for-profit institutions.

The broad fields of education, business, and health sciences enrolled thelargest numbers of first-time graduate students, constituting nearly one-halfof all first-time students enrolled in fall 2011.

Two-thirds of all first-time graduate students were enrolled full-time in fall2011. About 58% of all first-time graduate students in fall 2011 were women.Among first-time graduate students whose citizenship was known, 83% wereU.S. citizens and permanent residents and 17% were temporary residents.One-quarter of all first-time graduate students were members of U.S. citizenand permanent resident racial/ethnic minority groups.

First-time graduate enrollment fell 1.7% between fall 2010 and fall 2011. Thismarks the second consecutive decrease in first-time graduate enrollmentsince fall 2003 following the 1.1% decrease in first-time enrollments in fall2010. In a reversal from fall 2010, this year’s decline was greater at private,not-for-profit institutions than public institutions. First-time graduate enroll-ment has increased 2.8% annually on average since fall 2001.

First-time graduate enrollment of temporary residents increased 7.8%between fall 2010 and fall 2011. In contrast, first-time graduate enrollment fell2.3% for U.S. citizens and permanent residents over the same time period.Between fall 2001 and fall 2011, however, the average annual rate ofincrease for U.S. citizens and permanent residents outpaced that of tempo-rary residents (3.3% vs. 1.8%).

Racial/ethnic minorities have driven much of the growth in first-time graduateenrollment among U.S. citizens and permanent residents over the past

vii

decade, with year-to-year gains for minorities generally outpacing those ofWhite students. In fall 2011, however, American Indians/Alaska Natives,Asians/Pacific Islanders, Hispanics/Latinos, and Whites all experienceddeclines in first-time graduate enrollment. Blacks/African Americans were theonly U.S. citizen and permanent resident racial/ethnic group to experiencean increase in first-time graduate enrollment between fall 2010 and fall 2011,a 4.4% gain.

Between fall 2010 and fall 2011, the decline in first-time graduate enrollmentwas greater for women than for men (-2.2% vs. -0.9%). In contrast, womenhave contributed to a larger share of the growth in first-time graduate enroll-ment over the past decade, with a 3.0% average annual increase since2001, compared with a 2.6% average annual increase for men.

First-time graduate enrollment increased in six broad fields and decreased infive broad fields between fall 2010 and fall 2011. Gains were largest in healthsciences, business, and mathematics and computer sciences. The largestdeclines were in education, ‘other’ fields, and arts and humanities. Over thepast decade, however, first-time graduate enrollment increased in all broadfields, with average annual gains ranging from a high of 9.8% in health sci-ences to a low of 0.3% in ‘other’ fields.

Between fall 2010 and fall 2011, first-time graduate enrollment increased0.5% at the doctoral level, but fell 2.1% at the master’s degree and graduatecertificate level.

Total Graduate Enrollment

The institutions responding to the survey enrolled a total of nearly 1.73 mil-lion students in graduate programs in fall 2011. Six out of ten graduate stu-dents were enrolled at public institutions, three out of ten were at private, not-for-profit institutions, and the remainder were at private, for-profit institutions.

More than half of all graduate students in fall 2011 were enrolled in programsin education, business, or health sciences.

Fifty-eight percent of all graduate students were enrolled full-time in fall 2011.About 56% of all graduate students enrolled full-time in fall 2011 werewomen. Among graduate students whose citizenship was known, more thaneight in ten were U.S. citizens and permanent residents. One-quarter of allgraduate students were members of U.S. citizen and permanent residentracial/ethnic minority groups.

Total graduate enrollment fell 0.8% between fall 2010 and fall 2011. Duringthe same time period, total graduate enrollment increased 0.6% at private,not-for-profit institutions, fell 0.9% at public institutions, and fell 4.9% at pri-vate, for-profit institutions. Graduate enrollment has increased 2.1% annual-ly on average since fall 2006.

Between fall 2010 and fall 2011, total graduate enrollment increased 2.0%among temporary residents, but fell 0.2% among U.S. citizens and perma-nent residents. In contrast, between fall 2001 and fall 2011, total graduateenrollment increased 2.3% annually on average for temporary residents,compared with 3.3% for U.S. citizens and permanent residents.

Among U.S. citizens and permanent residents, total graduate enrollmentgrew 0.7% for men, but fell 0.8% for women between 2010 and 2011. Overthe past decade, however, average annual gains for women were greaterthan those for men (3.6% vs. 3.0%).

Among U.S. citizens and permanent residents, between 2010 and 2011, totalgraduate enrollment fell 6.0% for American Indians/Alaskan Natives and1.5% for Whites. Total graduate enrollment increased 1.3% for Asians/PacificIslander, 2.9% for Blacks/African Americans, and 4.0% for Hispanics/Latinosover the same time period. Over the past decade, Blacks/African Americansled in total enrollment gains, with an average annual increase of 8.7%.

Total graduate enrollment decreased in three broad fields between fall 2010and fall 2011: education, ‘other’ fields, and arts and humanities. Between2001 and 2011, total graduate enrollment increased in all broad fields, withaverage annual gains ranging from a high of 8.9% in health sciences to a lowof 0.6% in education.

viii

Between fall 2010 and fall 2011, total enrollment increased by 2.1% at thedoctoral level, but decreased by 1.8% at the master’s degree and graduatecertificate level.

Graduate Certificates and Degrees

The institutions responding to the survey awarded approximately 62,900doctoral degrees, 516,600 master’s degrees, and 25,200 graduate certifi-cates in 2010-11. Public institutions awarded the majority of the degreesawarded at both the doctoral and master’s levels, as well as the majority ofthe graduate certificates.

About four in ten doctoral degrees awarded in 2010-11 were in health sci-ences, engineering, and social and behavioral sciences. At the master’sdegree level, education and business were the two largest broad fields,accounting for nearly one-half of all master’s degrees awarded in 2010-11.

Women earned about two-thirds of the graduate certificates, 60% of the mas-ter’s degrees, and 53% of the doctorates awarded in 2010-11. Academicyear 2010-11 marked the third consecutive year in which women earned themajority of the degrees awarded at the doctoral level.

Doctoral degree production increased 4.4% between 2009-10 and 2010-11,with much stronger growth among women than men over the one-year peri-od (5.5% vs. 3.4%). Over the past decade, the average annual rate ofincrease for women also surpassed that of men—6.5% vs. 2.9%.

Between 2000-01 and 2010-11, doctoral degree production increased in allbroad fields. The average annual increases were greatest in the field ofhealth sciences.

Master’s degree production increased 3.6% between 2009-10 and 2010-11,with a larger increase for men (4.8%) than for women (2.9%) over the one-year period. Over the past ten years, however, the average annual rate ofincrease was greater for women (5.5%) than for men (4.4%). Between 2000-01 and 2010-11, master’s degree production increased in all broad fields,with the strongest growth in health sciences, ‘other’ fields, engineering, andbusiness.

ix


Chapter 1Introduction, Data, and Methods

Introduction

The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly spon-sored by the Council of Graduate Schools (CGS) and the Graduate RecordExaminations (GRE) Board. Conducted annually since 1986, the survey isdesigned to provide information about applications for admission to graduateschool, graduate student enrollment, and graduate degrees and certificatesconferred. Both CGS and GRE believe that graduate education is a vital partof U.S. higher education and that providing an annual examination of trendsin graduate enrollment and degrees, by field of study, degree level, anddemographics, is essential for understanding the graduate education enter-prise.

The CGS/GRE Survey of Graduate Enrollment and Degrees is the onlynational survey that collects data on first-time and total graduate enrollmentby field across all fields of graduate study. It is also the only source of dataon graduate enrollment by degree level (master’s versus doctoral) and theonly national survey that collects data on applications to graduate school byfield of study.

Survey Universe and Response Rate

The CGS/GRE Survey of Graduate Enrollment and Degrees is sent elec-tronically each fall to the U.S.-based institutions that as of November eachyear are members of the Council of Graduate Schools or one of the fourregional graduate school associations—the Conference of Southern

1 While CGS also has member institutions in Canada and international members, the sur-vey population for the CGS/GRE Survey of Graduate Enrollment and Degrees is limited tograduate institutions in the United States. Data on graduate enrollment and degrees inCanadian institutions are published by the Canadian Association for Graduate Studies andare available online at www.cags.ca.

Graduate Schools (CSGS), the Midwestern Association of Graduate Schools(MAGS), the Northeastern Association of Graduate Schools (NAGS), andthe Western Association of Graduate Schools (WAGS)1.

This year’s survey was sent to a total of 788 colleges and universities, anduseable responses were received from 655 institutions, for an overallresponse rate of 83%. While the total number of responding institutions rep-resents about one-third (34%) of the approximately 1,950 degree-grantingcolleges and universities in the United States that offer programs at the grad-uate certificate level or above,2 the responding institutions confer about 74%of the 688,000 master’s degrees and 91% of the 69,000 doctorates award-ed each year by U.S. colleges and universities.3 Because the respondentsrepresent such a large percentage of the degrees awarded at the graduatelevel in the United States, it is likely that the trends reported here are repre-sentative of overall national figures.

Data and Methods

The CGS/GRE Survey of Graduate Enrollment and Degrees collects data onfour aspects of graduate education:

Applications: Includes the number of completed applications for admissionto U.S. graduate schools for the fall term, the number of those applicationsaccepted for admission, and the number of applications not accepted. Data

2 Knapp, L.G., Kelly-Reid, J.E., and Ginder, S.A. (2010). Postsecondary Institutions andPrice of Attendance in the United States: Fall 2009, Degrees and Other Awards Conferred:2008-09, and 12-Month Enrollment: 2008-09. Washington, DC: National Center forEducation Statistics, Institute of Education Sciences, U.S. Department of Education. . 3 Data on the number of graduate degrees conferred are for 2009-10 and come from theNational Science Foundation’s WebCASPAR Database (http://webcaspar.nsf.gov), usingdata from the U.S. Department of Education’s Integrated Postsecondary Education DataSystem (IPEDS). Final data from IPEDS for 2010-11 were not available at the time of thispublication.

2Graduate Enrollment and Degrees: 2001 to 2011

are collected by fine field and degree level (master’s and ‘other’ vs. doctor-al). The applications data exclude individuals who applied as transfers or forreadmission.

First-Time Enrollment: Includes the number of students enrolled for the firsttime in graduate certificate, education specialist, master’s, or doctoral pro-grams for the fall term. Data are collected by fine field, degree level (master’sand ‘other’ vs. doctoral), gender, race/ethnicity, citizenship, and enrollmentstatus (full-time/part-time).

Total Enrollment: Includes the total number of students enrolled (first-timeand continuing students) in graduate certificate, education specialist, mas-ter’s, or doctoral programs for the fall term. Data are collected by fine field,degree level (master’s and ‘other’ vs. doctoral), gender, race/ethnicity, citi-zenship, and enrollment status (full-time/part-time).

Degrees: Includes the number of master’s and doctoral degrees and post-baccalaureate and post-master’s certificates awarded in the United States ina given academic year (July 1 through June 30). Degree data are collectedby fine field, degree level (graduate certificate, master’s/other, and doctoral),and gender. The survey does not collect degree data by race/ethnicity or cit-izenship.

For both first-time and total enrollment, master’s and ‘other’ enrollment isdefined as the number of students enrolled in programs specifically leadingto the master’s degree and other non-doctoral programs, such as graduatecertificate programs and education specialist programs. Graduate certifi-cates are awards that require the completion of an organized program ofstudy generally equivalent to 15 to 18 credit hours beyond the bachelor’sdegree. Education specialist programs are generally equivalent to 30 to 45credit hours beyond the master’s degree. Doctoral enrollment is defined asthe number of students enrolled in programs leading directly to the doctoraldegree as well as the total number of students enrolled in doctoral programswhere a master’s degree is earned en route to the doctoral degree.

Full-time enrollment includes students enrolled for credit in graduate degreeprograms who are engaged full time in training activities in their field; theseactivities may embrace any appropriate combination of study, teaching, andresearch, depending on the responding institution’s own policy. Part-timeenrollment includes students enrolled in graduate degree programs who arenot pursuing graduate work full time as defined above.

The survey collects total data for each institution for the categories and variableslisted above, as well as data for up to 51 individual fields of study. This printedreport groups the data from the 51 fine fields of study into 11 broad fields. A spe-cial online report presents the fine field data for first-time enrollment, total enroll-ment, and degrees awarded.4 For more information on the fine fields includedin each broad field, see the CGS/GRE Survey of Graduate Enrollment andDegrees Taxonomy of Fields of Study in Appendix B.

The survey excludes students applying to, enrolled in, or graduating from thefollowing comprehensive list of first-professional programs: Chiropractic(D.C. or D.C.M.), Dentistry (D.D.S. or D.M.D.), Law (L.L.B., J.D.), Medicine(M.D.), Optometry (O.D.), Osteopathic Medicine (D.O.), Pharmacy(Pharm.D.), Podiatry (D.P.M., D.P., or Pod.D.), Theology (M.Div., M.H.L.,B.D., or Ordination), and Veterinary Medicine (D.V.M.). Data for all othergraduate-level programs are collected, including programs in other profes-sional fields such as health sciences and business.

The racial/ethnic data included in this report are collected from institutionalrecords that are based on graduate students’ self-reports. Accordingly, thenumber of students in any given racial/ethnic category is subject to individ-ual interpretation on the part of students as they complete registration forms.The citizenship and race/ethnicity categories are defined as follows:

Non-Resident Alien (Temporary Resident)—A person who is not a citizen,national, or permanent resident of the United States and who is in the coun-try on a visa or temporary basis and does not have the right to remain indef-initely.

Hispanic/Latino—A U.S. citizen or permanent resident of Cuban, Mexican,Puerto Rican, South or Central American, or other Spanish culture or origin,regardless of race.

4 The report, First-Time and Total Graduate Enrollment by Fine Field: 2001 to 2011, isavailable online at www.cgsnet.org.

Graduate Enrollment and Degrees: 2001 to 2011 3

American Indian/Alaskan Native—A U.S. citizen or permanent residenthaving origins in any of the original peoples of North and South America(including Central America) who maintains cultural identification through trib-al affiliation or community recognition.

Asian—A U.S. citizen or permanent resident having origins in any of theoriginal peoples of the Far East, Southeast Asia, or the Indian subcontinent,including, for example, Cambodia, China, India, Japan, Malaysia, Pakistan,the Philippines, South Korea, Thailand, and Vietnam.

Black/African American—A U.S. citizen or permanent resident having ori-gins in any of the black racial groups of Africa (except those of Hispanic ori-gin).

Native Hawaiian/Other Pacific Islander—A U.S. citizen or permanent res-ident having origins in any of the original peoples of Hawaii, Guam, Samoa,or other Pacific islands.

White—A U.S. citizen or permanent resident having origins in any of theoriginal peoples of Europe, North Africa, or the Middle East (except those ofHispanic origin).

Two or More Races—A U.S. citizen or permanent resident having origins inany two or more of the following race categories: American Indian/AlaskanNative, Asian, Black/African American, Native Hawaiian/Other PacificIslander, or White.

Race/Ethnicity Unknown—Includes U.S. citizens and permanent residentswhose race/ethnicity is not known.

Citizenship Unknown—Includes individuals whose citizenship is notknown.

Two significant changes to the race/ethnicity categories occurred startingwith the 2010 data collection cycle. The first change divided the previous

Asian/Pacific Islander category into two separate categories: Asian andNative Hawaiian/Other Pacific Islander. The second change split the previ-ous Other/Unknown category into three separate categories: Two or MoreRaces, Race/Ethnicity Unknown, and Citizenship Unknown. The data pre-sented in Chapter 2 of this report are based on the new race/ethnicity cate-gories. Readers of this report should not directly compare the figures inChapter 2 to those that appeared in editions of this report issued prior to2010. For the trend data reported in Chapter 3 of this report, the data for2010 and 2011 are aggregated to correspond with the earlier definitions ofAsian/Pacific Islander and Other/Unknown, to permit the examination of one-, five-, and ten-year trends.

In some sections of this report, data are presented by Carnegie classificationbased on the 2010 Carnegie Classification of Institutions of HigherEducation, using the “basic” classification.5 The 33 “basic” classification cat-egories are aggregated to five categories in this report as follows:

Research Universities (very high research activity)—Universities withvery high research activity that award at least 20 doctorates per year.

Research Universities (high research activity)—Universities with highresearch activity that award at least 20 doctorates per year.

Doctoral/Research Universities—Other universities that award at least 20doctorates per year.

Master’s Colleges and Universities—Institutions that award at least 50master's degrees and fewer than 20 doctorates per year.

Other—Includes baccalaureate institutions awarding fewer than 50 master’sdegrees or 20 doctorates per year, as well as institutions awarding graduatedegrees where a high concentration of degrees is in a single field or set ofrelated fields (e.g. theological seminaries, medical schools, health professionschools, schools of engineering, etc.).

In some cases, survey respondents were unable to provide data for one ormore categories or variables. Thus, not all tables and figures in this report5 For more information on the 2010 Carnegie Classification of Institutions of Higher

Education, see www.carnegiefoundation.org/classifications/index.asp.


include data from all 655 institutions that responded to the 2010 CGS/GRESurvey of Graduate Enrollment and Degrees. Data were not imputed formissing fields or for non-responding institutions.

A copy of the 2011 CGS/GRE Survey of Graduate Enrollment and Degreessurvey instrument is provided in Appendix A.

Report Contents

The tables and analysis that follow are divided into two chapters. BothChapter 2 and Chapter 3 begin with interpretative text and figures and con-clude with data tables providing more detail on the information included ineach chapter.

Chapter 2 presents data and analysis on the numbers of applications foradmission to U.S. graduate schools for fall 2011 and application acceptancerates by broad field and degree level. It also highlights first-time and totalenrollment in fall 2011, with data presented by broad field, degree level, insti-tution type, Carnegie classification, attendance status, gender, race/ethnici-ty, and citizenship. The last portion of Chapter 2 examines the numbers ofgraduate degrees and certificates conferred in the 2010-11 academic year(July 1, 2010 through June 30, 2011). Degree data are presented by broadfield, degree level, and gender.

Chapter 3 presents data and analysis on trends in graduate applications,first-time enrollment, total enrollment, and degrees conferred over the pastone, five, and ten years. For this report, the one-year trends are based ondata collected for 2010 and 2011; the five-year trends compare data collect-ed for 2006 and 2011; and the ten-year trends are based on data collectedfor 2001 and 2011. The trend data from these three time periods aredesigned to provide a more detailed comparison of the recent and longer-term trends in graduate education. Since the institutions responding to thesurvey differ slightly from year to year, the trend data are limited to institu-tions that responded to the CGS/GRE Survey of Graduate Enrollment andDegrees in both of the years being compared. The one-year trends include

data from 612 colleges and universities that responded to the CGS/GRESurvey of Graduate Enrollment and Degrees in both 2010 and 2011, the five-year trends include data from 574 institutions that responded to the surveyin both 2006 and 2011, and the ten-year trends include data from 492 insti-tutions that responded in both 2001 and 2011. Restricting the analyses to thesame institutions in both years being examined ensures that the trends thatare presented are accurate and not a reflection of differing survey respon-dents.

In addition to the information included in this publication, a companion datareport is available to CGS member institutions in PDF format on the CGSwebsite, www.cgsnet.org. This report, Graduate Enrollment and Degrees byFine Field: 2001 to 2011, includes data tables on first-time and total enroll-ment by fine field, gender, citizenship, and race/ethnicity and graduatedegrees awarded by degree level, fine field, and gender.

This annual printed report and the online companion report are part of CGS’continuing efforts to provide information that is useful to graduate deans,other campus administrators, researchers, policy makers, and the media.Comments or suggestions for improving the report—or for additional typesof publications based on these data—are welcome.


Chapter 2Graduate Applications, First-Time Enrollment, and Total Enrollment, Fall 2011, and Degrees Conferred, 2010-11

This chapter presents data and analysis on the numbers of applications foradmission to U.S. graduate schools for fall 2011 and application acceptancerates by broad field and degree level. It also highlights first-time and totalenrollment in fall 2011, with data presented by broad field, degree level, insti-tution type, Carnegie classification, attendance status, gender, race/ethnici-ty, and citizenship. Additionally, the numbers of graduate degrees and certifi-cates conferred in the 2010-11 academic year (July 1, 2010 through June 30,2011) are presented by broad field, degree level, and gender. The chapterconcludes with the data tables referenced in the text.

Graduate Applications

Institutions responding to the CGS/GRE Survey of Graduate Enrollment andDegrees received nearly 1.88 million applications for admission to graduateprograms for studies beginning in fall 2011 (Table 2.1). Of those applications,about 766,000 (40.8%) were accepted. The overall application acceptancerate for master’s and other graduate programs was higher than that for doc-toral programs (49.8% vs. 21.4%).

Among the survey respondents, public institutions received the majority(62.2%) of the graduate applications in fall 2011, with more than 1.1 millionreceived. Private, not-for-profit institutions received more than 700,000 grad-uate applications. The data for private, for-profit institutions were suppresseddue to the small numbers of these institutions providing data on graduateapplications for the 2011 survey.

The overall application acceptance rate at public institutions (41.7%) wasslightly higher than that at private, not-for-profit institutions (39.2%).Application acceptance rates typically correlate with an institution’s Carnegieclassification, with doctoral research institutions having lower acceptancerates than master’s-focused institutions.6 Among survey respondents clas-sified as research universities with very high research activity (RU/VH), theapplication acceptance rate was 30.7%, compared with 48.5% at research

universities with high research activity (RU/H), 59.9% at doctoral/researchuniversities, and 63.6% at master’s colleges and universities. This correlationis seen at both the doctoral and master’s/graduate certificate levels withlower acceptance rates at doctoral institutions than at master’s-focused insti-tutions, with one exception: the doctoral acceptance rate was lower in fall2011 at master’s-focused institutions than at doctoral/research universities(Figure 2.1).

6 Carnegie classifications are based on the 2010 Carnegie Classification of Institutions ofHigher Education, using the “basic” classification. See page 3 for more information.7 For more information on the fine fields included in each broad field, see the CGS/GRESurvey of Graduate Enrollment and Degrees Taxonomy of Fields of Study in Appendix B.

21%

18%

31%

45%

39%

25%

50%

40%

53%

63%

66%

49%

0% 20% 40% 60% 80%

Total

Research Univ. (very high research)

Research Univ. (high research)

Doctoral/Research Universities

Master's Colleges and Universities

Other

Figure 2.1 Graduate Application Acceptance Rates by

Carnegie Classification and Degree Level, Fall 2011

Master's/Other Doctoral

Source: CGS/GRE Survey of Graduate Enrollment and Degrees

Engineering, business, and social and behavioral sciences accounted for thelargest numbers of graduate applications in fall 2011 (Table 2.2). Forty-onepercent of all graduate applications in fall 2011 were for programs in one ofthese three broad fields.7

At the doctoral level, social and behavioral sciences, engineering, and bio-


17

%

20

%

12

%

41

%

23

%

26

%

22

%

25

%

29

%

16

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%37

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%

48

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71

%

43

%

42

%

44

%

44

% 59

%

54

%

54

%

0%

20%

40%

60%

80%

Figure 2.2 Graduate Application Acceptance Rates

by Broad Field and Degree Level, Fall 2011

Doctoral

Master's/Other


Art

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logical and agricultural sciences were the three largest broad fields, togeth-er representing 48.2% of all doctoral applications. At the opposite end of thespectrum, public administration and services, ‘other’ fields, and businessreceived the smallest numbers of applications, and together accounted forjust 7.5% of all doctoral applications.

At the master’s degree, graduate certificate, and education specialist level,business, engineering, and health sciences were the three most popularbroad fields, accounting for 45.5% of all master’s/other applications in fall2011. Physical and earth sciences, biological and agricultural sciences, andmathematics and computer sciences received the smallest numbers of appli-cations, together comprising 13.0% of all master’s/other applications.

Application acceptance rates varied considerably by degree level and broadfield of study (Figure 2.2). At the doctoral level, acceptance rates were high-est in education (41.4%), public administration and services (28.7%), andhealth sciences (26.3%) and lowest in business (11.6%), social and behav-ioral sciences (15.5%), and arts and humanities (17.2%). At themaster’s/other level, acceptance rates were highest in education (71.0%),public administration and services (59.2%), and ‘other’ fields (54.1%), and

were lowest in arts and humanities (37.1%), health sciences (42.1%) andengineering (43.1%).

For more detailed information about graduate applications, see Tables 2.1and 2.2.

First-Time Graduate Enrollment

More than 441,000 students enrolled for the first time in graduate certificate,education specialist, master’s, or doctoral programs for the fall term in 2011at the institutions responding to the CGS/GRE Survey of GraduateEnrollment and Degrees (Table 2.3). First-time enrollees represented 25.5%of all graduate students in fall 2011.

About six out of ten (62.5%) first-time graduate students were enrolled atpublic institutions in fall 2011, and more than one-third (35.7%) were at pri-vate, not-for-profit institutions. The number of students enrolled at private,for-profit institutions was suppressed due to the small number of these insti-tutions responding to the survey.

By Carnegie classification, 40.1% of all first-time graduate students wereenrolled at research universities with very high research activity (RU/VH),19.7% were at research universities with high research activity (RU/H),10.9% were at doctoral/research universities, 26.1% were at master’s col-leges and universities, and 3.5% were at institutions with other basicCarnegie classifications.

Two-thirds (67.7%) of all first-time graduate students were enrolled full-timein fall 2011, and 32.3% were enrolled part-time. Research universities withvery high research activity had the highest percentage of full-time students(82.1%), and master’s colleges and universities had the lowest percentage(49.7%) as shown in Figure 2.3.

Research universities with very high research activity also had the highestproportion of male first-time graduate students (49.5%), compared with43.0% in research universities with high research activity, 34.4% in doctor-al/research universities, 34.4% in master’s colleges and universities, and


42%

43%

45%

58%

25%

76%

22%

69%

61%

23%

37%

39%

58%

57%

55%

42%

75%

24%

78%

31%

39%

77%

63%

61%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities

Biological & Agric. Sci.

Business

Education

Engineering

Health Sciences

Math & Computer Sci.

Physical & Earth Sci.

Public Admin. & Svcs.

Social & Behavioral Sci.

Other Fields

Figure 2.4 First-Time Graduate Enrollment

by Broad Field and Gender, Fall 2011

Men Women


42.3% in institutions with other basic Carnegie classifications. Overall,42.4% of all first-time graduate students in fall 2011 were men and 57.6%were women.

Collectively, 35.1% of all female first-time graduate students attendedresearch universities with very high research activity, compared with 46.8%of male first-time graduate students. Conversely, 29.7% of all female first-time graduate students attended master’s colleges and universities, com-pared with 21.2% of male first-time enrollees.

The broad fields of education, business, and health sciences enrolled thelargest numbers of first-time graduate students in fall 2011 (Table 2.4).Overall, 17.7% of all first-time enrollees were in education, 17.5% were inbusiness, and 12.9% were in health sciences. At the opposite end of thespectrum, just 2.9% of all first-time graduate students were in physical andearth sciences, 5.0% were in mathematics and computer sciences, and5.1% were in biological and agricultural sciences.

As shown in Figure 2.4, women comprised the largest shares of first-timeenrollees in health sciences (77.9%), public administration and services(77.1%), and education (74.8%). Nearly half (48.5%) of all female first-timeenrollees in fall 2011 were in one of these three broad fields. Women com-

prised the smallest shares of first-time enrollment in engineering (24.0%),mathematics and computer sciences (30.5%), and physical and earth sci-ences (38.6%), and just 8.5% of all female first-time enrollees were in one ofthese three broad fields.

Men comprised the majority of first-time students in four broad fields in fall2011—engineering (76.0%), mathematics and computer sciences (69.5%),physical and earth sciences (61.4%), and business (57.5%). These fourbroad fields accounted for 52.4% of all male first-time enrollees.

While 67.7% of all first-time graduate students were enrolled full-time in fall2011, there was considerable variation by broad field (Table 2.4 and Figure2.5). Physical and earth sciences had the highest share of full-time enrollees(88.9%), followed by biological and agricultural sciences (85.5%), and engi-neering (82.5%). In contrast, just 49.9% of all first-time graduate students ineducation were enrolled full-time. The field of education was the only broadfield in which more first-time graduate students were enrolled part-time thanfull-time in fall 2011.

68%

82%

65%

62%

50%

70%

32%

18%

35%

38%

50%

30%

0% 20% 40% 60% 80% 100%

Total





Other

Figure 2.3 First-Time Graduate Enrollment by Carnegie

Classification and Attendance Status, Fall 2011

Full-Time Part-Time



Among first-time enrollees in fall 2011, men were more likely to be enrolledfull-time than women—71.6% of men vs. 64.8% of women (Table 2.5).Engineering and public administration and services were the only two broadfields in which women were more likely to be enrolled full-time than men. Inengineering, 84.6% of female first-time enrollees were attending full-time,compared with 81.8% of male first-time enrollees, and in public administra-tion and services 71.5% of female first-time enrollees were attending full-time, compared with 68.3% of male first-time enrollees.

The majority of all first-time graduate students in fall 2011 (83.8%) wereenrolled in programs leading to a master’s degree or a graduate certificate(Table 2.6). Just 16.2% of all first-time graduate students were enrolled indoctoral programs.

In business, nearly all first-time students were enrolled at the master’s/otherlevel (97.2%). As shown in Figure 2.6, high percentages of students were alsoenrolled at the master’s/other level in public administration and services(96.6%), ‘other’ fields (91.9%), and education (89.8%). The broad fields with thelowest percentages of first-time students enrolled at the master’s/other levelwere physical and earth sciences (41.5%), biological and agricultural sciences(60.2%), and social and behavioral sciences (74.1%).

Among first-time students in programs leading to a master’s degree or agraduate certificate, students in the two largest broad fields (education andbusiness) collectively accounted for 39.5% of all first-time master’s degreeor graduate certificate students. In contrast, first-time students in doctoralprograms in education and business accounted for just 13.7% of all doctor-al students in fall 2011. At the doctoral level, the two largest fields werehealth sciences and social and behavioral sciences, and collectively stu-dents in these two broad fields accounted for 30.8% of all first-time doctoralstudents.

As noted above, 57.6% of all first-time graduate students in fall 2011 werewomen, but women comprised a larger share of first-time enrollees at themaster’s degree and graduate certificate level (58.9%) than at the doctorallevel (50.7%). Despite the variation in their representation by level, womenstill comprised the majority of first-time graduate students at both levels. Mencomprised 41.1% of all master’s/other first-time students in fall 2011 and49.3% of all first-time doctoral enrollees (Table 2.7).

At the master’s degree and graduate certificate level, women accounted forthe largest share of first-time graduate students in health sciences (80.1%),followed by public administration and services (77.6%), and education

16%

21%

40%

3%

10%

24%

22%

21%

58%

3%

26%

8%

84%

79%

60%

97%

90%

86%

78%

79%

42%

97%

74%

92%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields


by Broad Field and Degree Level, Fall 2011

Doctoral Master's/Other


68%

80%

85%

67%

50%

82%

66%

75%

89%

71%

80%

66%

32%

20%

15%

33%

50%

18%

34%

25%

11%

29%

20%

34%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 2.5 First-Time Graduate Enrollment by

Broad Field and Attendance Status, Fall 2011

Full-Time Part-Time



(75.6%). Men comprised the largest share of students in engineering(76.1%), mathematics and computer sciences (68.4%), and business(57.6%). At the doctoral level, women were most highly represented inhealth sciences (70.2%), education (68.0%), and public administration andservices (62.3%). Men were most highly represented in engineering(75.6%), mathematics and computer sciences (73.4%), and physical andearth sciences (65.1%).

Among first-time graduate enrollees in fall 2011 whose citizenship wasknown, 83.1% were U.S. citizens or permanent residents and 16.9% weretemporary residents (Table 2.8). The citizenship distributions at public insti-tutions and private, not-for-profit institutions were relatively similar to theoverall distribution. At public institutions 16.5% of the first-time enrolleeswere temporary residents, and at private, not-for-profit institutions 18.3%were temporary residents.

The citizenship distribution of first-time enrollees varied considerably byCarnegie classification, with temporary residents more highly represented inresearch universities than at other types of institutions (Figure 2.7). At researchuniversities with very high research activity (RU/VH) 25.0% of all first-timeenrollees were temporary residents, and at research universities with highresearch activity (RU/H) 17.6% were temporary residents. In contrast, just10.6% of the first-time graduate students at doctoral/research universities and7.4% of those at master’s colleges and universities were temporary residents.

Overall, 59.9% of all temporary resident first-time graduate students wereenrolled at research universities with very high research activity (RU/VH),while only 36.7% of all U.S. citizen and permanent resident first-timeenrollees were at these institutions. In contrast, 29.3% of all U.S. citizen andpermanent resident first-time enrollees, but only 11.5% of all temporary res-idents, were at master’s colleges and universities.

Temporary residents comprised the largest share of first-time graduate stu-dents in engineering in fall 2011 (48.1%), followed by mathematics and com-puter sciences (47.9%), and physical and earth sciences (29.9%) (Table 2.9and Figure 2.8). They accounted for the smallest shares of students in edu-cation (3.9%), public administration and services (4.7%), and health sci-ences (5.2%).

Overall, temporary residents were more highly represented in natural sci-ence and engineering fields than in other fields of study. In fall 2011, half(49.9%) of all temporary resident first-time graduate students were in engi-neering, mathematics and computer sciences, physical and earth sciences,or biological and agricultural sciences, while just 16.3% of U.S. citizen andpermanent resident first-time enrollees were in these fields. In contrast,20.7% of all U.S. citizen and permanent resident first-time graduate studentswere enrolled in education, the largest broad field, compared with just 3.9%of temporary residents.

Among first-time graduate students in fall 2011 whose citizenship andrace/ethnicity was known, one-quarter (24.7%) were members of U.S. citizenand permanent resident racial/ethnic minority groups (Table 2.10).Hispanics/Latinos comprised 7.2% of all first-time enrollees, AmericanIndians/Alaskan Natives 0.4%, Asians 5.6%, Blacks/African Americans9.4%, Native Hawaiians/Other Pacific Islanders 0.2%, and individuals of Twoor More Races 1.8%.

As seen in Figure 2.9, women comprised a larger share of underrepresent-ed minority populations (American Indian/Alaskan Native, Black/AfricanAmerican, and Hispanic/Latino) than other citizenship and race/ethnicity cat-

83%

75%

82%

89%

93%

89%

17%

25%

18%

11%

7%

11%

0% 20% 40% 60% 80% 100%

Total





Other

Figure 2.7 First-Time Graduate Enrollment by Carnegie

Classification and Citizenship, Fall 2011

U.S. Citizens & Perm. Res. Temporary Residents



egories. For example, 69.7% of Black/African American first-time enrolleeswere women, compared with just 43.5% of temporary residents.

Among U.S. citizens and permanent residents (including those of two ormore races and those whose race/ethnicity was not known), 27.9% of allfirst-time enrollees were racial/ethnic minorities (Table 2.11). As seen inFigure 2.10, 8.1% of U.S. citizen and permanent resident first-time enrolleeswere Hispanic/Latino, 0.5% were American Indian/Alaskan Native, 6.3%were Asian, 10.6% were Black/African American, 0.2% were NativeHawaiian/Other Pacific Islander, and 2.0% were of Two or More Races.White students accounted for more than six out of ten (64.5%) U.S. citizenand permanent resident first-time enrollees in fall 2011, and the race/ethnic-ity was unknown for the remaining 7.7% of all U.S. citizen and permanentresident first-time graduate students.

Underrepresented minority first-time graduate students were less likely thantheir peers to be enrolled in the natural sciences and engineering in fall 2011.Among Black/African American first-time enrollees, 9.7% were enrolled inbiological and agricultural sciences, engineering, mathematics and comput-er sciences, or physical and earth sciences, along with 10.8% of NativeHawaiian/Other Pacific Islanders, 12.7% of American Indian/Alaskan Native

Hispanic/Latino, 8.1%

American Indian/Alaskan Native, 0.5%

Asian, 6.3%

Black/African American, 10.6%

Native Hawaiian/Other Pacific Islander,

0.2%

White, 64.5%

Two or More Races, 2.0%

Race/Ethnicity Unknown, 7.7%

Figure 2.10 U.S. Citizen and Permanent Resident First-

Time Graduate Enrollment by Race/Ethnicity, Fall 2011


42%

37%

36%

47%

30%

39%

41%

37%

41%

56%

54%

58%

63%

64%

53%

70%

61%

59%

63%

59%

44%

46%

0% 20% 40% 60% 80% 100%

Total

Hispanic/Latino

American Indian/Alaskan Native

Asian

Black/African American

Native Hawaiian/Other Pac. Isl.

White

Two or More Races

Race/Ethnicity Unknown

Temporary Residents

Citizenship Unknown

Figure 2.9 First-Time Graduate Enrollment by Citizenship,

Race/Ethnicity, and Gender, Fall 2011

Men Women


and 14.0% of Hispanic/Latino first-time graduate students. In comparison,16.3% of Whites, 19.2% of individuals of Two or More Races, and 28.7% ofAsians were enrolled in one of these four broad fields (Figure 2.11).

Asian first-time enrollees were less likely to be in education fields than stu-dents from other U.S. citizen and permanent resident racial/ethnic groups.

83%

87%

79%

77%

96%

52%

95%

52%

70%

95%

86%

86%

17%

13%

21%

23%

4%

48%

5%

48%

30%

5%

14%

14%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields


by Broad Field and Citizenship, Fall 2011




Just 10.1% of Asian first-time graduate students were enrolled in education,compared with 25.2% of Native Hawaiians/Other Pacific Islanders, 24.4% ofBlacks/African Americans, 23.0% of Hispanics/Latinos, 22.5% of AmericanIndians/Alaskan Natives, 21.0% of Whites, and 17.0% of individuals of Twoor More Races. In contrast, Asian first-time graduate students were morelikely to be enrolled in business than students from other U.S. citizen andpermanent resident racial/ethnic groups.

For more detailed information about first-time graduate enrollment, seeTables 2.3 through 2.11.

Total Graduate Enrollment

The institutions responding to the CGS/GRE Survey of Graduate Enrollmentand Degrees enrolled a total of more than 1.73 million students in graduate

certificate, education specialist, master’s, or doctoral programs in fall 2011(Table 2.12). Among the 655 institutions responding to the survey in 2011,the mean number of graduate students per institution in fall 2011 was 2,656and the median number of graduate students was 1,524. Twenty-five percentof the respondents had fewer than 672 graduate students at their institution,and 25% had more than 3,351 graduate students.

Six out of ten (60.0%) graduate students were enrolled at public institutionsin fall 2011, and three out of ten (31.7%) were at private, not-for-profit insti-tutions. The remainder (8.3%) were at private, for-profit institutions.8

By Carnegie classification, 36.2% of all graduate students were enrolled atresearch universities with very high research activity (RU/VH), 19.3% wereat research universities with high research activity (RU/H), 15.4% were atdoctoral/research universities, 26.8% were at master’s colleges and univer-sities, and 2.6% were at institutions with other basic Carnegie classifications.

Nearly six out of ten (58.1%) graduate students were enrolled full-time in fall2011, and 41.9% were enrolled part-time. Research universities with veryhigh research activity had the highest percentage of full-time students(73.2%), and master’s colleges and universities had the lowest percentage(36.4%), as shown in Figure 2.12.

Research universities with very high research activity also had the highestproportion of male graduate students (50.1%), compared with 42.6% inresearch universities with high research activity, 32.6% in doctoral/researchuniversities, 34.6% in master’s colleges and universities, and 39.2% in insti-tutions with other basic Carnegie classifications. Overall, 41.5% of all gradu-ate students in fall 2011 were men and 58.5% were women.

Collectively, 30.9% of all female graduate students attended research uni-versities with very high research activity, compared with 43.7% of male grad-uate students. Conversely, 30.0% of all female graduate students attendedmaster’s colleges and universities, compared with 22.3% of male enrollees.

The broad fields of education, business, and health sciences enrolled thelargest numbers of graduate students in fall 2011 (Table 2.13). Overall,

14%

13%

29%

10%

11%

16%

19%

16%

12%

13%

8%

11%

10%

9%

13%

11%

11%

13%

16%

14%

15%

15%

13%

14%

15%

14%

24%

18%

14%

16%

13%

18%

23%

22%

10%

24%

25%

21%

17%

20%

25%

25%

14%

23%

25%

23%

25%

22%

0% 20% 40% 60% 80% 100%

Hispanic/Latino


Asian



White

Two or More Races


Figure 2.11 U.S. Citizen and Permanent Resident

First-Time Graduate Enrollment by Race/Ethnicity

and Broad Field, Fall 2011

Natural Sciences & Engineering

Social & Behavioral Sciences

Health Sciences

Business

Education

All Other Fields


8 The response rate among for-profit institutions was not as high as among public institu-tions and private, not-for-profit institutions. While more for-profit institutions supplied data ontotal enrollment than on first-time enrollment and applications, the figures for for-profit insti-tutions in this section may not be representative of the entire universe of for-profit institu-tions in the United States.


20.4% of all graduate students were in education, 16.1% were in business,and 12.0% were in health sciences. At the opposite end of the spectrum, just3.4% of all graduate students were in physical and earth sciences, 4.6%were in mathematics and computer sciences, and 4.6% were in publicadministration and services.

As shown in Figure 2.13, women comprised the largest shares of enrolleesin health sciences (78.2%), public administration and services (75.1%), andeducation (74.4%). Half (49.4%) of all female enrollees in fall 2011 were inone of these three broad fields. Women comprised the smallest shares oftotal graduate enrollment in engineering (22.8%), mathematics and comput-er sciences (28.8%), and physical and earth sciences (37.3%), and just 8.2%of all female enrollees were in one of these three broad fields.

Men comprised the majority of graduate students in four broad fields in fall2010—engineering (77.2%), mathematics and computer sciences (71.2%),physical and earth sciences (62.7%), and business (55.7%). These fourbroad fields accounted for half (50.8%) of all male enrollees.

While 58.1% of all graduate students were enrolled full-time in fall 2011,attendance status varied by broad field (Table 2.13 and Figure 2.14).

Physical and earth sciences had the highest share of full-time enrollees(83.4%), followed by biological and agricultural sciences (78.6%), engineer-ing (71.3%), and social and behavioral sciences (68.8%). In contrast, just38.8% of all graduate students in education were enrolled full-time.Education was the only broad field in fall 2011 in which the majority of allgraduate students were enrolled part-time.

42%

43%

47%

56%

26%

77%

22%

71%

63%

25%

36%

39%

58%

57%

53%

44%

74%

23%

78%

29%

37%

75%

64%

61%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 2.13 Total Graduate Enrollment

by Broad Field and Gender, Fall 2011

Men Women


58%

69%

79%

49%

39%

71%

59%

64%

83%

63%

69%

54%

42%

31%

21%

51%

61%

29%

41%

36%

17%

37%

31%

46%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 2.14 Total Graduate Enrollment by Broad Field

and Attendance Status, Fall 2011

Full-Time Part-Time


58%

73%

53%

66%

36%

62%

42%

27%

47%

34%

64%

38%

0% 20% 40% 60% 80% 100%

Total





Other

Figure 2.12 Total Graduate Enrollment by Carnegie

Classification and Attendance Status, Fall 2011

Full-Time Part-Time



Among all graduate students in fall 2011, men were more likely to be enrolledfull-time than women—61.4% of men vs. 55.8% of women (Table 2.14). Thiswas also the case in all but two broad fields. Only in in public administrationand services and engineering women were more likely to be enrolled full-time than men—64.8% of women vs. 57.7% of men in public administrationand services and 74.5% of women vs. 70.3% of men in engineering.

About three-quarters (74.5%) of graduate students in fall 2011 were enrolledin programs leading to a master’s degree or a graduate certificate. One-quar-ter (25.5%) were enrolled in doctoral programs (Table 2.15).

In business, nearly all graduate students were enrolled at the master’s/other level(94.7%). As shown in Figure 2.15, high percentages of students were alsoenrolled at the master’s/other level in public administration and services (91.8%),‘other’ fields (84.3%), and education (81.0%). The broad fields with the lowestpercentages of students enrolled at the master’s/other level were physical andearth sciences (28.1%) and biological and agricultural sciences (41.7%).

Among graduate students in programs leading to a master’s degree or agraduate certificate, students in the two largest broad fields (education andbusiness) collectively accounted for 44.3% of all master’s degree or gradu-

ate certificate students. At the doctoral level, the two largest fields were socialand behavioral sciences and education, and collectively students in thesetwo broad fields accounted for 29.4% of all doctoral students.

As noted above, 58.5% of all graduate students in fall 2011 were women, butwomen comprised a larger share of total enrollees at the master’s degree andgraduate certificate level (60.9%) than at the doctoral level (51.2%). Despite thevariation in their representation by level, women still comprised the majority ofgraduate students at both levels. Men comprised 39.1% of all master’s/otherstudents in fall 2011 and 48.8% of all doctoral enrollees (Table 2.16).

At the master’s degree and graduate certificate level, women accounted forthe largest share of graduate students in health sciences (80.9%), followedby public administration and services (76.2%) and education (75.8%). Mencomprised the largest share of students in engineering (77.5%), followed bymathematics and computer sciences (69.4%) and business (55.7%). At thedoctoral level, women were most highly represented in health sciences(70.2%), education (68.4%), and public administration and services (63.6%).Men were most highly represented in engineering (76.7%), mathematics andcomputer sciences (74.8%), and physical and earth sciences (65.6%).

Among graduate students in fall 2011 whose citizenship was known, 85.5%were U.S. citizens or permanent residents and 14.5% were temporary resi-dents (Table 2.17). The citizenship distributions at public institutions and pri-vate, not-for-profit institutions were similar to the overall distribution. At pub-lic institutions 15.7% of graduate students were temporary residents, and atprivate, not-for-profit institutions 15.1% of graduate students were temporaryresidents. Private, for-profit institutions had a smaller share of temporary res-ident graduate students (3.7%), but this figure is based on a small number offor-profit institutions that responded to the survey and should therefore beinterpreted cautiously.

The citizenship distribution of graduate students varied considerably byCarnegie classification, with temporary residents more highly represented inresearch universities than at other types of institutions (Figure 2.16). Atresearch universities with very high research activity (RU/VH) 23.7% of all grad-uate students were temporary residents, and at research universities with high

26%

39%

58%

5%

19%

41%

26%

33%

72%

8%

43%

16%

74%

61%

42%

95%

81%

59%

74%

67%

28%

92%

57%

84%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 2.15 Total Graduate Enrollment by

Broad Field and Degree Level, Fall 2011

Doctoral Master's/Other



research activity (RU/H) 15.3% were temporary residents. In contrast, just 6.9%of graduate students at doctoral/research universities and 6.0% of those at mas-ter’s colleges and universities were temporary residents.

Overall, more than half (59.8%) of all temporary resident graduate studentswere enrolled at research universities with very high research activity(RU/VH), while only 32.7% of all U.S. citizen and permanent resident gradu-ate students were at these institutions. In contrast, 29.5% of all U.S. citizenand permanent resident graduate students, but only 11.2% of all temporaryresidents, were at master’s colleges and universities.

Temporary residents comprised the largest share of graduate students in engi-neering in fall 2011 (45.5%), followed by mathematics and computer sciences(42.4%), and physical and earth sciences (31.9%) (Table 2.18 and Figure 2.17).They accounted for the smallest shares of students in education (3.3%), publicadministration and services (4.0%), and health sciences (5.5%).

Overall, temporary residents were more highly represented in natural sci-ence and engineering fields than in other fields. In fall 2011, 54.9% of all tem-porary resident graduate students were in engineering, mathematics and

computer sciences, physical and earth sciences, or biological and agricultur-al sciences, while just 16.8% of U.S. citizen and permanent resident gradu-ate students were in these fields. In contrast, 23.8% of all U.S. citizen andpermanent resident graduate students were enrolled in education, thelargest broad field, compared with just 4.4% of temporary residents.

Among graduate students in fall 2011 whose citizenship and race/ethnicitywas known, one-quarter (26.2%) were members of U.S. citizen and perma-nent resident racial/ethnic minority groups (Table 2.19). Hispanics/Latinoscomprised 7.4% of all enrollees, American Indians/Alaskan Natives 0.5%,Asians 5.2%, Blacks/African Americans 11.5%, Native Hawaiians/OtherPacific Islanders 0.2%, and individuals of Two or More Races 1.4%. As seenin Figure 2.18, women comprised a larger share of underrepresented minor-ity populations (American Indian/Alaskan Native, Black/African American,and Hispanic/Latino) than other citizenship and race/ethnicity categories. Forexample, 71.3% of Black/African American graduate students were women,compared with just 42.0% of temporary residents.

Among U.S. citizens and permanent residents (including those of two ormore races and those whose race/ethnicity was not known), 28.3% of allenrollees were racial/ethnic minorities (Table 2.20). As seen in Figure 2.19,

85%

88%

77%

84%

97%

55%

95%

58%

68%

96%

88%

88%

15%

12%

23%

16%

3%

45%

5%

42%

32%

4%

12%

12%

0% 20% 40% 60% 80% 100%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 2.17 Total Graduate Enrollment

by Broad Field and Citizenship, Fall 2011



85%

76%

85%

93%

94%

88%

15%

24%

15%

7%

6%

12%

0% 20% 40% 60% 80% 100%

Total





Other

Figure 2.16 Total Graduate Enrollment by Carnegie

Classification and Citizenship, Fall 2011



Underrepresented minority graduate students were less likely than theirAsian/Pacific Islander and White peers to be enrolled in the natural sciencesand engineering in fall 2011. Among Black/African American graduate stu-dents, 8.7% were enrolled in biological and agricultural sciences, engineer-ing, mathematics and computer sciences, or physical and earth sciences,along with 12.7% of American Indian/Alaskan Native, 14.0% ofHispanic/Latino graduate students, and 15.3% of Native Hawaiian/OtherPacific Islander graduate students. In comparison, 17.4% of Whites, 19.6%of individuals of Two or More Races, and 28.9% of Asians were enrolled inone of these four broad fields (Figure 2.20).

Asian graduate students were less likely to be in education fields than stu-dents from other U.S. citizens and permanent resident racial/ethnic groups;just 11.2% of Asian graduate students were enrolled in education, comparedwith 27.1% of Black/African American graduate students and 26.5% ofHispanic/Latino graduate students. Asian and Black/African American grad-uate students were more likely to be enrolled in business than students fromother U.S. citizen and permanent resident racial/ethnic groups.

For more detailed information about total graduate enrollment, see Tables2.12 through 2.20.

8.0% of U.S. citizen and permanent resident enrollees were Hispanic/Latino,0.6% were American Indian/Alaskan Native, 5.6% were Asian, 12.4% wereBlack/African American, 0.2% were Native Hawaiian/Other Pacific Islander,and 1.5% were of Two or More Races. White students accounted for morethan six out of ten (63.0%) U.S. citizen and permanent resident enrollees infall 2011, and the race/ethnicity was unknown for the remaining 8.6% of allU.S. citizen and permanent resident graduate students.


42%

37%

36%

46%

29%

38%

40%

37%

41%

58%

58%

58%

63%

64%

54%

71%

62%

60%

63%

59%

42%

42%

0% 20% 40% 60% 80% 100%

Total

Hispanic/Latino


Asian



White

Two or More Races


Temporary Residents

Citizenship Unknown

Figure 2.18 Total Graduate Enrollment by Citizenship,

Race/Ethnicity, and Gender, Fall 2011

Men Women


Hispanic/Latino, 8.0%

American Indian/Alaskan Native, 0.6%

Asian, 5.6%

Black/African American, 12.4%

Native Hawaiian/Other Pacific Islander,

0.2%White, 63.0%

Two or More Races, 1.5%

Race/Ethnicity Unknown, 8.6%

Figure 2.19 U.S. Citizen and Permanent Resident Total

Graduate Enrollment by Race/Ethnicity, Fall 2011


14%

13%

29%

9%

15%

17%

20%

17%

12%

14%

8%

10%

11%

9%

13%

11%

10%

13%

15%

13%

13%

14%

12%

12%

16%

13%

24%

22%

17%

14%

14%

19%

27%

25%

11%

27%

24%

25%

19%

20%

21%

22%

13%

19%

20%

20%

23%

20%

0% 20% 40% 60% 80% 100%

Hispanic/Latino


Asian



White

Two or More Races


Figure 2.20 U.S. Citizen and Permanent Resident

Total Graduate Enrollment by Race/Ethnicity

and Broad Field, Fall 2011

Natural Sciences & Engineering

Social & Behavioral Sciences

Health Sciences

Business

Education

All Other Fields



9 The response rate among for-profit institutions was not as high as among public institu-tions and private, not-for-profit institutions. While more for-profit institutions supplied data ongraduate certificates and degrees and total enrollment than on first-time enrollment andapplications, the degree data for for-profit institutions in this section may not be representa-tive of the entire universe of for-profit institutions in the United States.

Graduate Certificates and Degrees

The institutions responding to the CGS/GRE Survey of Graduate Enrollmentand Degrees awarded a total of more than 600,000 graduate certificates anddegrees in academic year 2010-11 (July 1, 2010 through June 30, 2011),including 62,910 doctoral degrees, 512,618 master’s degrees, and 25,225graduate certificates (Table 2.21).

At the doctoral level, public institutions awarded nearly two-thirds (65.1%) ofall degrees awarded in 2010-11; private, not-for-profit institutions awardedthree out of every ten (31.1%); and private, for-profit institutions awarded theremaining 3.8% of all doctoral degrees.9 At the master’s level, 57.7% of alldegrees were awarded by public institutions, 34.0% by private, not-for-profitinstitutions, and 8.4% by private, for-profit institutions. At the graduate certifi-cate level, 56.0% were awarded by public institutions, 35.5% by private, not-for-profit institutions, and 8.5% by private, for-profit institutions.

By Carnegie classification, 62.2% of all doctoral degrees were awarded byresearch universities with very high research activity (RU/VH), 18.4% byresearch universities with high research activity (RU/H), 9.3% bydoctoral/research universities, 6.5% by master’s colleges and universities,and 3.8% by institutions with other basic Carnegie classifications.

At the master’s degree level, the largest percentage of degrees were award-ed by research universities with very high research activity (32.9%), followedby master’s colleges and universities (30.7%), research universities with highresearch activity (18.5%), doctoral/research universities (16.0%), and institu-tions with other basic Carnegie classifications (2.0%).

Master’s colleges and universities awarded more graduate certificates thaninstitutions with other Carnegie classifications, awarding 37.9% of all gradu-ate certificates conferred in 2010-11. Research universities with very high

research activity (RU/VH) awarded 21.9% of all graduate certificates con-ferred, research universities with high research activity (RU/H) awarded20.9%, doctoral/research universities awarded 15.9%, and institutions withother basic Carnegie classifications awarded 3.4%.

Among the institutions responding to the CGS/GRE Survey of GraduateEnrollment and Degrees that awarded one or more master’s degrees in2010-11, the mean number of master’s degrees awarded was 790, and themedian number of master’s degrees awarded was 460. Twenty-five percentof the respondents awarded fewer than 199 master’s degrees, and 25%awarded more than 997 master’s degrees each. Among the respondentsawarding one or more doctorates in 2010-11, the mean number of doctoratesawarded was 143, and the median was 57. One-quarter of the respondentsawarded fewer than 22 doctorates each, and 25% awarded more than 175doctorates each. At the graduate certificate level, the mean number of cer-tificates awarded was 77, and the median was 34. One-quarter of therespondents each awarded fewer than 11 certificates, and 25% awardedmore than 87 certificates each.

At the doctoral level, health sciences accounted for the largest number of degrees in 2010-11, with 16.9% of the total, followed by engineering(13.9%), and social and behavioral sciences (13.6%) (Table 2.22 and Figure2.21). Only 0.9% of the doctoral degrees awarded in 2010-11 were in public

Arts & Humanities, 8.9%

Biological & Agricultural

Sciences, 12.7%

Business, 2.6%

Education, 13.4%

Engineering, 13.9%

Health Sciences, 16.9%

Math & Computer Sci.,

4.9%

Physical & Earth Sci., 8.6%

Public Admin. & Services, 0.9%

Social & Behavioral

Sciences, 13.6%Other Fields,

3.5%

Figure 2.21 Doctoral Degrees Awarded

by Broad Field, 2010-11



administration and services, and only 2.6% were in business. Natural sci-ences and engineering (biological and agricultural sciences, engineering,mathematics and computer sciences, and physical and earth sciences)accounted for 40.1% of all doctoral degrees.

At the master’s degree level, education and business were the largest broadfields, accounting for 24.9% and 22.6%, respectively, of the master’sdegrees awarded (Table 2.22 and Figure 2.22). The smallest broad field atthe master’s level was physical and earth sciences, accounting for just 1.5%of all master’s degrees awarded in 2010-11. Natural sciences and engineer-ing (biological and agricultural sciences, engineering, mathematics and com-puter sciences, and physical and earth sciences) accounted for 17.0% of allmaster’s degrees, less than one-half the size of the share of these broadfields at the doctoral level.

Education was the largest broad field for graduate certificates, with 37.4% ofthe total, followed by business (13.8%) (Table 2.22 and Figure 2.23).

Women earned about two-thirds (66.4%) of the graduate certificates award-ed in 2010-11, 59.6% of the master’s degrees, and 52.5% of the doctorates(Tables 2.23, 2.24, and 2.25). Academic year 2010-11 marked the third con-secutive year in which women earned the majority of the degrees awardedat the doctoral level.

At the graduate certificate level, women earned the majority of the certifi-cates awarded in all broad fields except engineering, physical and earth sci-ences, and mathematics and computer sciences (Figure 2.24). Womenearned the highest percentages of the certificates awarded in health sci-ences (78.8%), education (76.0%), and public administration and services(73.6%).

Arts & Humanities, 5.6% Biological &

Agricultural Sciences, 3.0%

Business, 22.6%

Education, 24.9%

Engineering, 8.2%



4.3%



Social & Behavioral

Sciences, 7.1%Other Fields,

7.4%

Figure 2.22 Master's Degrees Awarded



Arts & Humanities, 3.9%

Biological & Agricultural

Sciences, 2.5%

Business, 13.8%

Education, 37.4%Engineering,

3.6%



3.5%



Social & Behavioral

Sciences, 8.0%

Other Fields, 12.4%

Figure 2.23 Graduate Certificates Awarded



34%

32%

42%

49%

24%

76%

21%

61%

65%

26%

38%

29%

66%

68%

58%

51%

76%

24%

79%

39%

35%

74%

62%

71%

0% 20% 40% 60% 80% 100%

TotalArts and Humanities

Biological & Agric. Sci.Business

EducationEngineering

Health Sciences

Math & Computer Sci.Physical & Earth Sci.

Public Admin. & Svcs.Social & Behavioral Sci.

Other Fields

Figure 2.24 Graduate Certificates Awarded

by Broad Field and Gender, 2010-11

Men Women



At the master’s level, women earned the highest percentages of the degreesawarded in health sciences (81.3%), education (76.8%), and public adminis-tration and services (76.5%) (Figure 2.25). Collectively, these three broadfields represented 53.2% of all master’s degrees earned by women. Menearned the majority of the master’s degrees in engineering (77.7%), mathe-matics and computer sciences (68.4%), business (57.7%), and physical andearth sciences (57.5%). These four broad fields accounted for 56.4% of allmaster’s degrees earned by men. Men earned two-thirds (67.8%) of all mas-ter’s degrees awarded in the natural sciences and engineering (biologicaland agricultural sciences, engineering, mathematics and computer sciences,and physical and earth sciences) in 2010-11.

At the doctoral level, women earned the majority of the degrees awarded inseven of the eleven broad fields (Figure 2.26). Women earned the highestpercentages of the degrees awarded in health sciences (71.3%), education(68.8%), and social and behavioral sciences (62.6%). Collectively, thesethree broad fields represented 57.8% of all doctoral degrees earned bywomen. Men earned the highest percentages of the doctoral degrees inengineering (78.0%), mathematics and computer sciences (75.0%), andphysical and earth sciences (67.3%). These three broad fields accounted for42.0% of all doctoral degrees earned by men. Men earned nearly two-thirds

48%

47%

49%

62%

31%

78%

29%

75%

67%

40%

37%

46%

52%

53%

51%

38%

69%

22%

71%

25%

33%

60%

63%

54%

0% 20% 40% 60% 80% 100%




Health Sciences



Other Fields

Figure 2.26 Doctoral Degrees Awarded


Men Women


40%

41%

45%

58%

23%

78%

19%

68%

57%

23%

37%

37%

60%

59%

55%

42%

77%

22%

81%

32%

43%

77%

63%

63%

0% 20% 40% 60% 80% 100%




Health Sciences



Other Fields

Figure 2.25 Master's Degrees Awarded


Men Women


(66.1%) of all doctoral degrees awarded in natural sciences and engineeringin 2010-11.

For more detailed information about graduate degrees and certificates, seeTables 2.21 through 2.25.


AcceptedApplications




Chapter 3Trends in Graduate Applications, First-Time Enrollment, Total Enrollment, and Degrees Conferred, 2001 to 2011

This chapter presents data and analysis on trends in graduate applications, first-time enrollment, total enrollment, and degrees conferred over the past one, five,and ten years. The one-year trends are based on data collected for 2010 and2011; the five-year trends compare data collected for 2006 and 2011; and theten-year trends are based on data collected for 2001 and 2011. The trend datafrom these three time periods are designed to provide a more detailed compar-ison of the recent and longer-term trends in graduate education.

Since the institutions responding to the survey differ slightly from year toyear, the trend data are limited to institutions that responded to theCGS/GRE Survey of Graduate Enrollment and Degrees in both of the yearsbeing compared. The one-year trends include data from 612 colleges anduniversities that responded to the CGS/GRE Survey of Graduate Enrollmentand Degrees in both 2010 and 2011, the five-year trends include data from574 institutions that responded to the survey in both 2006 and 2011, and theten-year trends include data from 492 institutions that responded in both2001 and 2011. Restricting the analyses to the same institutions in bothyears being examined ensures that the trends that are presented are accu-rate and not a reflection of differing survey respondents. For this reason,readers of this report should not compare the numbers in Chapter 2 of thisreport with numbers provided in previous reports to determine trends in grad-uate education.

Readers of this report should also be aware that the race/ethnicity dataincluded in Chapter 3 of this report are presented in slightly different cate-gories than in Chapter 2. As indicated earlier in this report, two significantchanges to the race/ethnicity categories occurred starting with the 2010 datacollection cycle. The first change divided the previous Asian/Pacific Islandercategory into two separate categories: Asian and Native Hawaiian/OtherPacific Islander. The second change split the previous Other/Unknown cate-gory into three separate categories: Two or More Races, Race/EthnicityUnknown, and Citizenship Unknown. The data in Chapter 2 of this report arepresented using the new race/ethnicity categories, but for the trend datareported in this chapter, the data for 2010 and 2011 are aggregated to cor-

respond with the earlier definitions of Asian/Pacific Islander andOther/Unknown, to permit the examination of one-, five-, and ten-year trends.

This chapter begins with an examination of trends in graduate applications,followed by trends in first-time graduate enrollment, total graduate enroll-ment, and graduate certificates and degrees conferred. The chapter con-cludes with the data tables referenced in the text.

Trends in Graduate Applications

Applications for admission to U.S. graduate schools increased 4.3%between fall 2010 and fall 2011 at the institutions that responded to theCGS/GRE Survey of Graduate Enrollment and Degrees for both 2010 and2011 (Table 3.1). The one-year increase in graduate applications was largerat private, not-for-profit institutions (6.6%) than at public institutions (3.2%).

The one-year increase in graduate applications in fall 2011 was slightlysmaller than the average annual growth seen over the past decade. Betweenfall 2001 and fall 2011, graduate applications grew at an average annual rateof 5.6%. The average annual increase over the ten-year time period was4.3% at public institutions and 8.5% at private, not-for-profit institutions.

By basic Carnegie classification, the one-year increases in graduate appli-cations between 2010 and 2011 ranged from a low of 2.5% at master’s col-leges and universities to a high of 11.4% at ‘other’ institutions, as shown inFigure 3.1. Over the five-year period between fall 2006 and fall 2011, theaverage annual increase was also greatest at ‘other’ institutions (9.1%),compared with a low of 6.1% at master’s colleges and universities. Betweenfall 2001 and fall 2011, graduate applications increased across all Carnegieclassifications, with the largest average annual increase again at ‘other’ insti-tutions (8.3%), and the smallest at research universities with high researchactivity (5.3%).


4.3%

-3.3%

5.3%

4.3%

-4.0%

9.4%

14.1%

14.2%

5.1%

2.5%

0.4%

-6.1%

-8% -4% 0% 4% 8% 12% 16%

Total

Arts and Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 3.2 Percent Change in Graduate Applications

by Broad Field, Fall 2010 to Fall 2011


Between fall 2010 and fall 2011, graduate applications increased 3.6% onaverage for programs at the doctoral level and 5.2% at the master’s/gradu-ate certificate level (Table 3.1). Over the last five-year period, the averageannual increase in applications was also greater at the master’s level (8.1%)than at the doctoral level (7.0%). Ten-year trends are unavailable for appli-cations by degree level.

By broad field, the largest one-year change in graduate applicationsoccurred in mathematics and computer sciences, with a 14.2% increasebetween fall 2010 and fall 2011 (Table 3.2 and Figure 3.2). Strong growthwas also seen in health sciences (14.1%) and engineering (9.4%). Graduateapplications decreased over the one-year period in three broad fields: ‘other’fields (-6.1%), education (-4.0%), arts and humanities (-3.3%).

Between fall 2006 and fall 2011, graduate applications increased in all broadfields, with the largest average annual increases in health sciences (17.7%)and business (9.7%). Average annual growth was weakest over the five-yearperiod in education (1.7%).

Over the past decade, graduate applications also increased in all broadfields. The average annual increase was greatest in health sciences (14.3%)and smallest in education (2.8%) between fall 2001 and fall 2011.

While applications for doctoral programs increased 3.6% overall between fall2010 and fall 2011, there was considerable variation by broad field (Table3.3). Growth was strongest for doctoral applications in health sciences(12.5%) and mathematics and computer sciences (-7.0%). In contrast, doc-toral applications dropped 9.7% in business between fall 2010 and fall 2011,4.8% in arts and humanities, 0.7% in education, and 0.3% in social andbehavioral sciences.

At the master’s level between fall 2010 and fall 2011, the largest increasesin applications were in mathematics and computer sciences (19.3%), healthsciences (14.6%), and engineering (14.0%). However, these strong increas-es were partially offset by decreases in ‘other’ fields (-7.4%), education (-4.6%), and arts and humanities (-2.4%).

Between 2006 and 2011, applications increased at the both the doctoral andmaster’s level for all broad fields. At both levels, the largest average annual

4.3

%

4.5

%

3.3

% 6.0

%

2.5

%

11

.4%

7.6

%

7.9

%

7.0

%

8.5

%

6.1

% 9.1

%

5.6

%

5.3

%

6.2

%

7.0

%

5.6

% 8.3

%

0%

4%

8%

12%

16%

Figure 3.1 Trends in Graduate Applications by

Carnegie Classification, Fall 2001 to Fall 2011

% Change 2010 to 2011

Avg. Annual % Chg. '06 to '11



Tot

al

Res

earc

h U

nive

rsiti

es(R

U/V

H)

Res

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U/H

)

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Uni

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Mas

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&

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Oth

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increase was in health sciences and the smallest average annual increasewas in education.

For more detailed information about trends in graduate applications, seeTables 3.1 to 3.3.

Trends in First-Time Graduate Enrollment

First-time graduate enrollment fell 1.7% between fall 2010 and fall 2011 atthe institutions that responded to the CGS/GRE Survey of GraduateEnrollment and Degrees for both 2010 and 2011 (Table 3.4). This marks thesecond consecutive decrease in first-time graduate enrollment following a1.1% decline in fall 2010. The drop in first-time enrollment between 2010 and2011 was greater at private, not-for-profit institutions (-2.8%) than at publicinstitutions (-0.7%).

Despite the decrease in fall 2011, first-time graduate enrollment has grownover the last five- and ten-year periods. Between fall 2006 and fall 2011, first-time graduate enrollment increased 2.4% annually on average, and betweenfall 2001 and fall 2011, first-time graduate enrollment increased 2.8% annu-ally on average. Similarly, both public institutions and private, not-for-profitinstitutions have experienced gains over the last five- and ten-year periods.Between fall 2006 and fall 2011, first-time graduate enrollment increased2.8% annually on average at public institutions and 1.5% at private, not-for-profit institutions. Between fall 2001 and fall 2011, first-time graduate enroll-ment increased 2.7% annually on average at public institutions and 3.0% atprivate, not-for-profit institutions.

By basic Carnegie classification, first-time graduate enrollment increased10.4% between fall 2010 and fall 2011 at specialized and baccalaureate insti-tutions. These institutions are listed as ‘other’ in Table 3.4 and Figure 3.3. Italso rose 1.2% at research universities with very high research activity(RU/VH), but fell at institutions with other Carnegie classifications. Thosedeclines ranged from -2.6% at research universities with high research activ-ity (RU/H) to -7.4% at doctoral/research universities. Between fall 2006 andfall 2011, the average annual rates of change in first-time graduate enroll-ment ranged from a 0.1% average annual increase at master’s colleges and

universities to a 7.4% average annual increase at ‘other’ institutions. Overthe ten-year period, first time graduate enrollment increased on average forinstitutions of all Carnegie classifications, ranging from a 1.7% averageannual gain at doctoral/research universities to a 7.6% average annual gainat ‘other’ institutions.

First-time graduate enrollment of temporary residents increased 7.8%between fall 2010 and fall 2011, following a 4.7% increase in fall 2010. Incontrast, first-time graduate enrollment fell 2.3% for U.S. citizens and per-manent residents between 2010 and 2011, on the heels of a 1.2% declinethe previous year. Temporary residents exhibited strong gains in first-timegraduate enrollment over the past five years, with 5.0% average annualgrowth between fall 2006 and fall 2011, compared with 2.4% for U.S. citizensand permanent residents (Table 3.5). Between fall 2001 and fall 2011, how-ever, the average annual rate of increase for U.S. citizens and permanentresidents outpaced that of temporary residents (3.3% vs. 1.8%).

Racial/ethnic minorities have driven much of the growth in first-time graduateenrollment among U.S. citizens and permanent residents over the pastdecade, with year-to-year gains for minorities generally outpacing those of

-1.7

%

1.2

%

-2.6

% -7.4

%

-4.1

%

10

.4%

2.4

%

3.4

%

3.7

%

0.5

%

0.1

%

7.4

%2.8

%

2.7

%

2.9

%

1.7

%

3.0

%

7.6

%

-14%

-10%

-6%

-2%

2%

6%

10%

14%

18%

Figure 3.3 Trends in First-Time Graduate Enrollment by

Carnegie Classification, Fall 2001 to Fall 2011

% Change 2010 to 2011




Tot

al

Res

earc

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rsiti

es

(RU

/VH

)

Res

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(RU

/H)

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White students. In fall 2011, however, American Indians/Alaskan Natives,Asians/Pacific Islanders, Hispanics/Latinos, and Whites all experienceddeclines in first-time graduate enrollment. The declines for Hispanics/Latinos(-5.9%) and American Indians/Alaskan Natives (-3.8%) were larger thanthose for Whites (-2.9%) and Asians/Pacific Islanders (-0.8%). Blacks/AfricanAmericans were the only U.S. citizen and permanent resident racial/ethnicgroup to experience an increase in first-time graduate enrollment betweenfall 2010 and fall 2011, with a 4.4% gain (Figure 3.4). This gain follows an8.4% decline in fall 2010.

Between fall 2006 and fall 2011, Asians/Pacific Islanders posted thestrongest gains among the U.S. citizen and permanent resident racial/ethnicgroups, with an average annual increase of 4.4%. This compares with a4.3% increase for Blacks/African Americans, a 3.1% gain forHispanics/Latinos, a 1.7% increase for Whites, and a 2.3% decline forAmerican Indians/Alaskan Natives. Between 2001 and 2011, the averageannual gains in first-time graduate enrollment for U.S. citizens and perma-nent residents ranged from a low of 0.6% for American Indians/AlaskanNatives to a high of 6.3% for Blacks/African Americans.

The decline in first-time graduate enrollment was greater for women (-2.2%)than for men (-0.9%) between fall 2010 and fall 2011 (Table 3.6). Over thelast five-year period, growth in first-time graduate enrollment was stronger formen than for women. Between fall 2006 and fall 2011, first-time graduateenrollment grew at an average annual rate of 2.9% for men versus 2.0% forwomen. Between fall 2001 and fall 2011, however, the average annual gainsfor women (3.0%) outpaced those of men (2.6%).

Among U.S. citizens and permanent residents, men experienced a 1.5%decline in first-time graduate enrollment between fall 2010 and fall 2011,while women experienced a 2.7% decline. Among temporary residents, first-time graduate enrollment increased 6.5% for men and 9.6% for womenbetween fall 2010 and fall 2011.

The growth in first-time graduate enrollment between fall 2001 and fall 2011among U.S. citizens and permanent residents was relatively even for menand women, with a 3.5% average annual increase for men and a 3.2% aver-age annual increase for women. Among temporary residents, the averageannual increase in first-time graduate enrollment for men (0.7%) over thesame time period was considerably lower than the average annual growthrate for women (3.7%).

The growth in first-time graduate enrollment between fall 2001 and fall 2011was similar for men and women within all U.S. racial/ethnic groups (Figure3.5). Among U.S. citizen and permanent resident women, average annualgrowth was strongest between 2001 and 2011 for Blacks/African Americans(6.3%) and weakest for American Indians/Alaskan Natives (0.9%). AmongU.S. citizen and permanent resident men, average annual increases in first-time graduate enrollment ranged from a high of 6.5% for Hispanics/Latinosto a low of 0.2% for American Indians/Alaskan Natives.

First-time graduate enrollment increased in six broad fields and decreased infive broad fields between fall 2010 and fall 2011 (Table 3.7). Gains werelargest in health sciences (6.4%), business (2.6%), and mathematics andcomputer sciences (1.6%). Decreases occurred in five broad fields, with thelargest declines between 2010 and 2011 in education (-8.8%), ‘other’ fields(-5.2%), and arts and humanities (-5.1%). Between fall 2006 and fall 2011,the average annual growth in first-time graduate enrollment was 2.4%. The

-1.7

%

-3.8

%

-0.8

%

4.4

%

-5.9%-2.9%

7.8

%

2.4

%

-2.3

%

4.4

%

4.3

%

3.1

%

1.7

% 5.0

%

2.8

%

0.6

% 5.5

%

6.3

%

4.8

%

2.6

%

1.8

%

-30%

-25%

-20%

-15%

-10%

-5%

0%

5%

10%

15%

20%

Figure 3.4 Trends in First-Time Graduate Enrollment by

Citizenship and Race/Ethnicity, Fall 2001 to Fall 2011

% Change 2010 to 2011




Tot

al

Am

eric

an

Indi

an/A

lask

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Asi

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acifi

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Tem

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esid

ents


strongest average annual gains over this time period occurred in health sci-ences (8.2%), engineering (4.9%), and biological and agricultural sciences(2.4%), compared with average annual decreases of 5.2% in arts andhumanities, 4.3% in education, 4.0% in ‘other’ fields, 3.4% in physical andearth sciences, and 2.4% in social and behavioral sciences. Over the pastdecade, first-time graduate enrollment increased in all broad fields, with aver-age annual gains ranging from a high of 9.8% in health sciences to a low of0.3% in ‘other’ fields (Figure 3.6).

The 1.7% overall decline in first-time graduate enrollment between fall 2010and fall 2011 resulted from drops in both full-time and part-time graduateenrollment. Among first-time enrollees, full-time graduate enrollment experi-enced a 1.0% decrease between 2010 and 2011, while part-time graduateenrollment fell by 2.9% (Table 3.8).

First-time, full-time graduate enrollment increased fastest in health sciencesin fall 2011, with an 3.9% one-year increase, followed by mathematics and

computer sciences (3.8%), and engineering (2.2%). In contrast, full-timegraduate enrollment among first-time enrollees decreased between 2010and 2011 in education (-8.7%), arts and humanities (-2.3%), ‘other’ fields (-1.3%), social and behavioral sciences (-0.4%), and biological and agricul-tural sciences(-.8%)

First-time, part-time graduate enrollment experienced the strongest gainsbetween fall 2010 and fall 2011 in health sciences (11.7%), business (3.7),and biological and agricultural sciences (2.5%). The largest declines in first-time, part-time graduate enrollment occurred in arts and humanities (-15.2%), ‘other’ fields (-12.0%) and education (-9.0%).

Over the past decade, first-time graduate enrollment increased in all broadfields for full-time enrollees but fell in seven broad fields for part-timeenrollees. The growth in first-time, full-time graduate enrollment outpaced thegrowth in first-time, part-time enrollment in all broad fields except health sci-ences (Figure 3.7). Between fall 2001 and fall 2011, average annual growthin first-time, full-time graduate enrollment ranged from a high of 8.1% inhealth sciences to a low of 1.8% in arts and humanities. For first-time, part-

2.6

%

0.2

%

5.4

% 6.5

%

4.8

%

2.9

%

0.7

%

3.0

%

0.9

% 5.7

%

6.3

%

4.9

%

2.5

% 3.7

%

0%

2%

4%

6%

8%

Figure 3.5 Average Annual Percentage Change in

First-Time Graduate Enrollment by Citizenship,

Race/Ethnicity, and Gender, Fall 2001 to Fall 2011

Men

Women


Tot

al

Am

eric

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Indi

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2.8%

1.1%

3.6%

2.9%

0.9%

2.5%

9.8%

1.7%

1.7%

3.6%

2.4%

0.3%

0% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences

Marth & Computer Sci.




Other Fields

Figure 3.6 Average Annual Percentage Change

in First-Time Graduate Enrollment

by Broad Field, Fall 2001 to Fall 2011


4.2%

1.8%

3.7%

4.1%

2.7%

3.3%

8.1%

2.8%

2.4%

5.2%

3.3%

3.2%

0.5%

-1.8%

3.1%

0.7%

-0.7%

-0.2%

14.4%

-0.4%

-2.2%

0.6%

-0.7%

-3.2%

-5% 0% 5% 10% 15%


in First-Time Graduate Enrollment by Broad Field

and Attendance Status, Fall 2001 to Fall 2011

Part-Time

Full-Time


Arts & Humanities



Business

Education

Engineering

Health Sciences





Other Fields

Total


time enrollees, average annual changes ranged from an increase of 14.4%in health sciences to a decrease of 3.2% in ‘other’ fields.

As noted above, first-time graduate enrollment increased 7.8% for temporaryresidents but fell 2.3% for U.S. citizens and permanent residents between fall2010 and fall 2011, but changes in first-time graduate enrollment by citizen-ship over this one-year period varied considerably by broad field (Table 3.9).For temporary residents, first-time graduate enrollment increased in all broadfields in 2011, with the largest gains in business (13.3%), mathematics andcomputer sciences (11.0%), and ‘other’ fields (9.3%). For U.S. citizens andpermanent residents, first-time graduate enrollment fell in six broad fields in2011, with the decreases in education (-8.6%), ‘other’ fields (-7.1%), and artsand humanities (-5.0%).

Between fall 2006 and fall 2011, first-time graduate enrollment increased forU.S. citizens and permanent residents in all broad fields except education(with a 1.5% average annual decline), ‘other’ (with a 1.4% average annualdecline), and arts and humanities (with a 0.4% average annual decline).Average annual increases over the five-year period were largest for U.S. cit-izens and permanent residents in health sciences (10.6%), engineering(6.0%), and mathematics and computer sciences (4.8%). For temporary res-idents, first-time graduate enrollment increased between 2006 and 2011 inall broad fields except education (-0.6%). Average annual increases werelargest for temporary residents in business (7.9%), mathematics and com-puter sciences (6.3%), and health sciences (5.0%).

Over the past decade, first-time graduate enrollment increased or remainedflat for U.S. citizens and permanent residents in all broad fields and for tem-porary residents increased in all broad fields except arts and humanities(Figure 3.8). For U.S. citizens and permanent residents, average annualincreases in first-time enrollment ranged from a high of 11.8% in health sci-ences to a low of no growth in ‘other’ fields. For temporary residents, first-

3.3%

1.1%

4.4%

3.0%

1.4%

4.2%

11.8%

2.1%

2.1%

4.1%

3.3%

0.0%

1.8%

-0.2%

2.2%

3.4%

1.8%

1.3%

0.6%

1.0%

0.6%

4.8%

1.1%

1.5%

-2% 0% 2% 4% 6% 8% 10% 12%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields

Figure 3.8 Average Annual Percentage Change in First-Time Graduate Enrollment

by Broad Field and Citizenship, Fall 2001 to Fall 2011


Temporary Residents

U.S. Citizens & Perm. Res.


time graduate enrollment increased fastest in public administration and serv-ices, with a 4.8% average annual gain, but fell 0.2% annually on average inarts and humanities.

Among U.S. citizens and permanent residents, the average annual increasein first-time graduate enrollment was greater over the past decade forBlacks/African Americans (6.3%) than for Asians/Pacific Islanders (5.5%),Hispanics/Latinos (4.8%), Whites (2.6%), and American Indians/AlaskanNatives (0.6%) (Table 3.10). By broad field, growth was generally stronger forU.S. racial/ethnic minority groups than for Whites.

For American Indians/Alaskan Natives, average annual growth in first-timegraduate enrollment between fall 2001 and fall 2011 ranged from a 6.7%increase in health sciences to a 3.1% decline in ‘other’ fields. ForAsians/Pacific Islanders, average annual growth was greatest in health sci-ences (12.9%), compared with a low of a 0.8% decline in mathematics andcomputer sciences. Health sciences (19.6%) led in terms of average annualgrowth for Blacks/African Americans, compared with a 1.6% decline in ‘other’fields. For Hispanics/Latinos, average annual changes ranged from a high of18.6% in health sciences to a 0.5% decline in mathematics and computersciences. For Whites, growth was greatest in health sciences (10.6%) andlowest in ‘other’ fields (0.1%).

Figure 3.9 shows changes in first-time graduate enrollment between fall2001 and fall 2011 by racial/ethnic group for four aggregated broad fields:business, education, social and behavioral sciences and arts and humani-ties, and natural sciences and engineering (biological and agricultural sci-ences, engineering, mathematics and computer sciences, and physical andearth sciences). The broad fields of health sciences, public administrationand services, and ‘other’ fields are not included in the figure.

While overall first-time graduate enrollment declined between fall 2010 andfall 2011 for American Indians/Alaskan Natives, Asians/Pacific Islanders,Hispanics/Latinos, and Whites, there was considerable variation by broadfield (Table 3.10). American Indians/Alaskan Natives, who experienced anoverall 3.8% decline in first-time graduate enrollment between fall 2010 andfall 2011, saw declines in seven broad fields. The largest declines occurredin ‘other’ fields (-29.5%), physical and earth sciences (-16.3%), and mathe-

matics and computer sciences (-7.1%). In contrast, first-time graduate enroll-ment for American Indians/Alaskan Natives increased 42.9% in engineeringand 16.4% in biological and agricultural sciences. These changes should beinterpreted cautiously, however, given the small number of AmericanIndian/Alaskan Native first-time enrollees.

Asian/Pacific Islanders, who experienced an overall 0.8% decline in first-timegraduate enrollment between fall 2010 and fall 2011, saw declines six broadfields, with the largest declines in arts and humanities (-12.4%), education (-10.7%), and social and behavioral sciences (-4.2%). In contrast, first-timegraduate enrollment increased 17.1% in health sciences, 8.7% in biologicaland agricultural sciences, and 5.9% in physical and earth sciences.

The overall 4.4% increase in first-time graduate enrollment for Blacks/AfricanAmericans between fall 2010 and fall 2011, was the result of strong gains in

4.0%

5.3%

10.2%

-0.4%

2.5%

-0.5%

6.9%

4.0%

4.0%

0.6%

-0.6%

4.0%

4.8%

4.0%

1.8%

2.4%

3.7%

6.6%

5.6%

3.1%

-2% 0% 2% 4% 6% 8% 10% 12%


First-Time Graduate Enrollment by Broad Field

and Race/Ethnicity, Fall 2001 to Fall 2011

Natural Sci. & Engineering Social Sci. & Humanities Education Business

Note: Includes U.S. citizens and permanent residents only.



Asian/Pacific Islander

American Indian/Alaskan

Native

Hispanic/ Latino

White


three broad fields: social and behavioral sciences (13.6%), biological and agriculturalsciences (12.9%), and business (10.7%). The largest decreases were in physical andearth sciences (-14.5%), ‘other’ fields (-7.3%), and engineering (-2.9%).

Hispanics/Latinos saw declines in six fields of study, with particularly steepdecreases in education (-17.6%), mathematics and computer sciences (-15.3%), and business (-13.6%). Gains were largest in health sciences(13.9%), public administration and services (9.4%), and biological and agri-cultural sciences (4.1%).

For Whites, changes in first-time graduate enrollment between fall 2010 andfall 2011 ranged from a 9.0% decline in education to a 7.1% increase inhealth sciences. Overall, first-time graduate enrollment fell 2.9% for Whites.

As described earlier, growth in first-time graduate enrollment was slightlystronger for women than for men over the last ten-year period, but growth formen outpaced that of women in six broad fields between fall 2001 and fall2011 (Table 3.11 and Figure 3.10). For women, the average annual rates ofincrease were greatest in health sciences (10.5%), engineering (4.2%), andbiological and agricultural sciences (3.8%). Average annual growth wassmallest in ‘other’ fields (0.2%), arts and humanities (0.7%), and mathemat-ics and computer sciences (1.2%) over the decade. For men, the largestaverage annual gains were in health sciences (7.7%), public administrationand services (4.2%), and biological and agricultural sciences (3.4%), and thesmallest were in ‘other’ fields (0.4%), education (1.4%), and physical andearth sciences and arts and humanities (both 1.7%).

Between fall 2006 and fall 2011, both men and women experienced averageannual decreases in first-time graduate enrollment in arts and humanities,education, physical and earth sciences, social and behavioral sciences, and‘other’ fields. In addition, women experienced an average annual decline inmathematics and computer sciences and men experienced an averageannual decline in public administration and services.

First-time graduate enrollment decreased between fall 2010 and fall 2011 infive broad fields for men (arts and humanities, biological and agricultural sci-ences, education, social and behavioral sciences, and ‘other’ fields) and in

five broad fields for women (arts and humanities, education, physical andearth sciences, public administration and services, and ‘other’ fields). Formen, changes in first-time graduate enrollment ranged from an 11.0%increase in health sciences to a 10.0% decrease in education. For women,first-time enrollment increased 5.3% in health sciences, the largest gain,compared with an 8.4% decline in education.

First-time enrollment increased 0.5% at the doctoral level between fall 2010and fall 2011, but fell 2.1% at the master’s degree and graduate certificatelevel over the same time period (Tables 3.12 and 3.13). As shown in Figure3.11, first-time enrollment increased most at the doctoral level between 2010and 2011 in health sciences (17.8%), public administration and services(13.5%), and ‘other’ fields (10.6%). First-time enrollment at the doctoral levelfell 4.0% in education, 3.6% in arts and humanities, 2.9% in business, 2.4%in social and behavioral sciences, and 1.9% in biological and agricultural sci-ences. At the master’s degree and graduate certificate level, the largest gains

2.6%

1.7%

3.4%

2.4%

1.4%

2.0%

7.7%

2.1%

1.7%

4.2%

2.9%

0.4%

3.0%

0.7%

3.8%

3.6%

0.8%

4.2%

10.5%

1.2%

1.8%

3.4%

2.1%

0.2%

0% 2% 4% 6% 8% 10% 12%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields


in First-Time Graduate Enrollment by Broad Field

and Gender, Fall 2001 to Fall 2011

Women

Men



were in health sciences (4.0%) and business (2.7%), compared with declines of9.3% in education, 6.6% in ‘other’ fields, and 5.5% in arts and humanities.

Between 2006 and 2011, first-time graduate enrollment increased at the doc-toral level in all broad fields except ‘other’ fields (with an average annual declineof 1.6%) and arts and humanities (with an average annual decline of 1.4%). Atthe master’s level, first-time graduate enrollment rose in all broad fields excepteducation (-2.1%), ‘other’ fields (-1.8%), and arts and humanities (-0.3%). Ten-year trends are unavailable for first-time graduate enrollment by degree level.

At the doctoral level, first-time enrollment increased for both men and womenbetween fall 2010 and fall 2011, but with a larger increase for men (1.0%)than for women (0.3%) (Table 3.12). By broad field at the doctoral level, first-time enrollment increased most for men in health sciences (24.6%) and alsomost for women in health sciences (15.4%). Decreases were largest for menin business (-7.5%) and for women in arts and humanities (-5.4%).

At the master’s degree and graduate certificate level, first-time enrollment fellfor both men and women in fall 2011, but the decline was slightly greater forwomen (-2.5%) than for men (-1.3%) (Table 3.13). For men, first-time enroll-ment at the master’s degree and graduate certificate level declined most ineducation (-11.4%), in contrast to the strongest gain in health sciences(6.8%). For women, changes in first-time enrollment at the master’s degreeand graduate certificate level ranged from an 8.7% decline in education to a3.4% increase in engineering.

For more detailed information about trends in first-time graduate enrollment,see Tables 3.4 through 3.13.

Trends in Total Graduate Enrollment

Total graduate enrollment fell 0.8% between fall 2010 and fall 2011 at theinstitutions that responded to the CGS/GRE Survey of Graduate Enrollmentand Degrees for both 2010 and 2011 (Table 3.14). Over the one-year period,total graduate enrollment increased 0.6% at private, not-for-profit institutions,but fell 0.9% at public institutions and 4.9% at private, for-profit institutions.

Between fall 2006 and fall 2011, total graduate enrollment increased 2.1%annually on average. Average annual growth was 1.9% at public institutionsand 2.5% at private, not-for-profit institutions. Between fall 2001 and fall2011, total graduate enrollment increased 3.0% annually on average, withstronger growth at private, not-for-profit institutions than at public institutions(3.0% vs. 2.4%).

By basic Carnegie classification, total graduate enrollment increased mostbetween fall 2010 and fall 2011 at specialized and baccalaureate institutions(4.6%). (These institutions are listed as ‘other’ in Table 3.14 and Figure 3.12).A 1.2% increase in total graduate enrollment occurred at research universi-ties with very high research activity (RU/VH). In contrast, total graduateenrollment fell 3.6% at doctoral/research universities, 2.0% at master’s col-leges and universities, and 1.3% at research universities with high researchactivity (RU/H). Between fall 2006 and fall 2011, the average annual rates ofincrease in total enrollment ranged from 0.2% at doctoral/research universi-ties to 6.2% at ‘other’ institutions, and over the ten-year period ranged from

0.5%

-3.6%

-1.9%

-2.9%

-4.0%

1.4%

17.8%

5.6%

0.4%

13.5%

-2.4%

10.6%

-2.1%

-5.5%

0.7%

2.7%

-9.3%

0.4%

4.0%

0.6%

0.6%

-0.1%

0.3%

-6.6%

-12% -8% -4% 0% 4% 8% 12% 16% 20%

Figure 3.11 Percentage Change in First-Time

Graduate Enrollment by Broad Field

and Degree Level, Fall 2010 to Fall 2011

Master's/Other

Doctoral


Other Fields




Health Sciences

Engineering

Education

Business


Arts & Humanities

Total



2.6% at research universities with very high research activity (RU/VH) to5.4% at doctoral/research universities.

Over the past one- and five-year periods, growth in total graduate enrollmentwas greater for temporary residents than for U.S. citizens and permanentresidents (Table 3.15). Between fall 2010 and fall 2011, total graduate enroll-ment increased 2.0% for temporary residents, but fell 0.2% for U.S. citizensand permanent residents. Between fall 2006 and fall 2011, total graduateenrollment increased 2.9% annually on average for temporary residents,compared with 2.4% for U.S. citizens and permanent residents. In contrast,total graduate enrollment increased 3.3% annually on average between2001 and 2011 for U.S. citizens and permanent residents, a larger gain thanthe 2.3% average annual growth for temporary residents.

Total graduate enrollment fell for American Indians/Alaskan Natives (-6.0%)and Whites (-1.5%) between fall 2010 and fall 2011 (Figure 3.13). This con-trasts with gains of 1.3% for Asians/Pacific Islanders, 2.0% for temporary res-idents, 2.9% for Blacks/African Americans, and 4.0% for Hispanics/Latinosover the same time period. Between 2006 and 2011, Blacks/African

Americans and Hispanics/Latinos had the greatest average annual growth,while American Indians/Alaskan Natives experienced an average annualdecline of 0.4%. Blacks/African Americans led in total enrollment gainsbetween 2001 and 2011, with an average annual increase of 8.7%.

Total graduate enrollment decreased 0.2% for men and 1.3% for womenbetween 2010 and 2011 (Table 3.16). Over the last five-year period, totalgraduate enrollment increased faster for men than for women. Between fall2006 and fall 2011, total graduate enrollment grew at an average annual rateof 2.4% for men versus 1.8% for women. In contrast, between fall 2001 andfall 2011 total graduate enrollment grew fast for women (with a 3.3% aver-age annual increase) than for men (with a 2.5% average annual increase).

Among U.S. citizens and permanent residents, total graduate enrollmentincreased 0.7% for men, but fell 0.8% for women between 2010 and 2011.Among temporary residents, the increase for women (3.2%) outpaced theincrease for men (1.1%). Between fall 2001 and fall 2011, average annualgrowth was greater for women than for men for both U.S. citizens and per-manent residents and temporary residents. Among U.S. citizens and perma-nent residents, total graduate enrollment increased 3.6% annually on aver-

-0.8

%

-6.0

%

1.3

% 2.9

%

4.0

%

-1.5

%

2.0

%

2.1

%

-0.4

%

3.8

%

5.7

%

5.2

%

1.5

% 2.9

%

3.0

%

2.3

%

5.4

% 8.7

%

6.9

%

2.2

%

2.3

%

-12%

-9%

-6%

-3%

0%

3%

6%

9%

Figure 3.13 Trends in Total Graduate Enrollment by

Citizenship and Race/Ethnicity, Fall 2001 to Fall 2011

% Change 2010 to 2011




Tot

al

Am

eric

an

Indi

an/A

lask

an

Asi

an/P

acifi

c Is

land

er

Bla

ck/A

fric

an

Am

eric

an

His

pani

c/La

tino

Whi

te

Tem

pora

ry

Res

iden

ts

-0.8

%

1.2

%

-1.3

%

-3.6

%

-2.0

%

4.6

%

2.1

%

2.4

%

2.9

%

0.2

% 1.7

%

6.2

%

3.0

%

2.6

%

2.7

% 5.4

%

2.7

% 5.3

%

-4%

-1%

2%

5%

8%

Figure 3.12 Trends in Total Graduate Enrollment

by Carnegie Classification, Fall 2001 to Fall 2011

% Change 2010 to 2011




Tot

al

Res

earc

h U

nive

rsiti

es

(RU

/VH

)

Res

earc

h U

nive

rsiti

es

(RU

/H)

Doc

tora

l/ R

esea

rch

Uni

vers

ities

Mas

ter's

C

olle

ges

&

Uni

vers

ities

Oth

er


age for women and 3.0% for men over the ten-year period, while for tempo-rary residents total graduate enrollment increased 3.9% annually on averagefor women and 1.5% for men over the same time period.

The trend of stronger growth for women than for men over the 2001 to 2011 timeperiod held true for all U.S. racial/ethnic groups (Figure 3.14). Among U.S. citi-zen and permanent resident women, average annual growth was strongest forBlacks/African Americans (9.2%) and least for Whites (2.3%). Among U.S. citi-zen and permanent resident men, average annual increases in total graduateenrollment ranged from a high of 7.9% for Blacks/African Americans to a low of2.0% for both American Indians/Alaskan Natives and Whites.

As shown in Table 3.17, total graduate enrollment fell between fall 2010 andfall 2011 in three broad fields: education (-4.9%), ‘other’ fields (-3.1%), andarts and humanities (-0.6%). Over the same time period, growth was fastestin health sciences (8.3%), mathematics and computer sciences (3.8%), andpublic administration and services (3.2%).

Between fall 2006 and fall 2011, average annual growth in total enrollmentwas greatest in health sciences (8.8%), engineering (4.5%), and business(3.2%). In contrast, total graduate enrollment fell annually on average in five

fields over the same time period: arts and humanities (-4.7%), ‘other’ fields (-4.2%), education (-3.8%), physical and earth sciences (-3.2%), and socialand behavioral sciences (-2.2%). Between 2001 and 2011, total graduateenrollment increased in all broad fields, with average annual gains rangingfrom a high of 8.9% in health sciences to a low of 0.6% in education (Figure3.15).

Between fall 2010 and fall 2011 among total enrollees, full-time graduateenrollment increased 0.1%, compared with a 2.1% decrease in part-timegraduate enrollment (Table 3.18). Full-time graduate enrollment increasedfastest in health sciences in fall 2011, with a 7.2% one-year increase, fol-lowed by public administration and services (5.6%) and mathematics andcomputer sciences (4.0%). In contrast, full-time enrollment fell 3.5% in edu-cation, 1.6% in ‘other’ fields, and 0.3% in arts and humanities. Part-timegraduate enrollment experienced the strongest gains in fall 2011 in healthsciences (9.5%), mathematics and computer sciences (3.5%), and biologicaland agricultural sciences (2.7%), but these gains were countered withdecreases in education (-5.8%), ‘other’ fields (-4.8%), arts and humanities (-1.6%), physical and earth sciences (-1.2%), and public administration andservices (-0.7%).

3.0%

1.4%

3.6%

3.8%

0.6%

3.5%

8.9%

2.0%

2.6%

3.3%

2.2%

0.7%

0% 1% 2% 3% 4% 5% 6% 7% 8% 9%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences

Marth & Computer Sci.




Other Fields

Figure 3.15 Average Annual Percentage Change in Total

Graduate Enrollment by Broad Field, Fall 2001 to Fall 2011


2.5

%

2.0

%

4.9

%

7.9

%

6.6

%

2.0

%

1.5

%

3.3

%

2.7

%

5.9

%

9.2

%

7.2

%

2.3

%

3.9

%

0%

2%

4%

6%

8%

10%


Total Graduate Enrollment by Citizenship,

Race/Ethnicity, and Gender, Fall 2001 to Fall 2011

Men

Women


Tot

al

Am

eric

an

Indi

an/A

lask

an

Asi

an/P

acifi

c Is

land

er

Bla

ck/A

fric

an

Am

eric

an

His

pani

c/La

tino

Whi

te

Tem

pora

ry

Res

iden

ts


Over the past decade, full-time graduate enrollment increased in all broadfields, but part-time graduate enrollment fell in ‘other’ fields and remained flatin education over the same time period (Figure 3.16). Average annual growthin full-time graduate enrollment over the past decade ranged from a high of7.5% in health sciences to a low of 1.8% in education. For part-timeenrollees, average annual changes ranged from a high of an 11.2% increasein health sciences to a 1.5% decline in ‘other’ fields. In all broad fields excepthealth sciences, the growth in full-time graduate enrollment exceeded thegrowth in part-time graduate enrollment.

As noted above, total graduate enrollment increased 2.0% for temporary res-idents, but fell 0.2% for U.S. citizens and permanent residents between fall2010 and fall 2011, but changes in total graduate enrollment over this one-year period varied considerably by citizenship and broad field (Table 3.19).Both temporary residents and U.S. citizens and permanent residents experi-enced decreases in education between 2010 and 2011, with declines of

1.3% and 4.4%, respectively. Temporary residents also experienced adeclines in biological and agricultural sciences (-0.2%), and U.S. citizens andpermanent residents experienced a decline in ‘other’ fields (-2.9%). Thelargest gain in total graduate enrollment for temporary residents occurred inbusiness (8.2%), while the largest gain for U.S. citizens and permanent res-idents was in health sciences (8.8%).

Between fall 2006 and fall 2011, total graduate enrollment increased annu-ally on average for U.S. citizens and permanent residents in all broad fieldsexcept education and ‘other’ fields (both with 0.9% declines) and for tempo-rary residents in all broad fields except education (-0.5%). U.S. citizens andpermanent residents experienced the greatest growth between fall 2006 andfall 2011 in health sciences, with a 12.1% average annual gain in total grad-uate enrollment. For temporary residents, average annual growth was great-est in business (6.3%) over the same time period.

Over the past decade, total graduate enrollment increased for both U.S. cit-izens and permanent residents and temporary residents in all broad fields(Figure 3.17). For U.S. citizens and permanent residents, average annualincreases in total enrollment ranged from a high of 11.1% in health sciencesto a low of 0.3% in ‘other’ fields. For temporary residents, average annualgains in total graduate enrollment ranged from a high of 4.3% in publicadministration and services to a low of 0.5% in arts and humanities.

The declines between fall 2010 and fall 2011 in total graduate enrollmentnoted above for American Indians/Alaskan Natives and Whites were also evi-dent in many broad fields (Table 3.20). For American Indians/AlaskanNatives, total graduate enrollment fell in all broad fields except social andbehavioral sciences (+5.8%), physical and earth sciences (+5.7%), and engi-neering (+5.6%). The largest decreases in total graduate enrollment forAmerican Indians/Alaskan Natives were in public administration and servic-es (-14.5%), ‘other’ fields (-13.9%), and business (-7.9%). Among Whites,declines in total graduate enrollment occurred between 2010 and 2011 in thefields of education (-5.4%), ‘other’ fields (-4.1%), as well as arts and human-ities (-0.8%). The largest gains in total graduate enrollment for Whites werein health sciences (8.1%), mathematics and computer sciences (3.9%), andphysical and earth sciences (3.9%).

4.5%

2.0%

3.7%

4.0%

1.8%

4.3%

7.5%

2.7%

3.1%

5.4%

3.1%

3.0%

1.3%

0.2%

2.7%

3.5%

0.0%

1.7%

11.2%

1.1%

0.2%

0.6%

0.1%

-1.5%

-2% 0% 2% 4% 6% 8% 10% 12%


in Total Graduate Enrollment by Broad Field

and Attendance Status, Fall 2001 to Fall 2011

Part-Time

Full-Time


Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields


Blacks/African Americans fared better than other racial/ethnic groups, withincreases in all broad fields between 2010 and 2011. Gains were largest insocial and behavioral sciences (14.8%), mathematics and computer sci-ences (11.6%), and public administration and services (9.6%). Blacks/AfricanAmericans experienced the smallest gains in education (0.1%), physical andearth sciences (0.2%), and arts and humanities (0.9%).

Hispanics/Latinos, who experienced the largest increase in total graduateenrollment among the U.S. citizen and permanent resident racial/ethnicgroups between 2010 and 2011, also experienced strong growth in manybroad fields, led by gains of 15.9% in health sciences, 11.6% in engineering,and 11.2% in public administration and services. Only one decreaseoccurred for Hispanics/Latinos between 2010 and 201—a 2.2% decline ineducation.

Despite a 1.3% overall increase in total graduate enrollment between 2010and 2011, Asian/Pacific Islander graduate students experienced declines inthree broad fields: education (-3.7%), ‘other’ fields (-1.3%), and arts andhumanities (-0.6%). In contrast total graduate enrollment rose forAsian/Pacific Islander students by 12.9% in health sciences, 6.5% in biolog-ical and agricultural sciences, and 6.3% in physical and earth sciences.

Minorities fared better over the past decade, with average annual increasesgenerally outpacing those of White graduate students between 2001 and2011 (Table 3.20). For American Indians/Alaskan Natives, average annualchanges in graduate enrollment between fall 2001 and fall 2011 ranged froma high of a 10.1% increase in health sciences to a low of a 2.6% decline inmathematics and computer sciences. For Asians/Pacific Islanders, averageannual growth was greatest in health sciences at 11.5%, compared with an0.5% decline in mathematics and computer sciences. Health sciences(22.9%) led in terms of average annual growth for Blacks/African Americans,in contrast to a 0.1% average annual decline for Blacks/African Americans in‘other’ fields. For Hispanics/Latinos, average annual increases ranged froma high of 18.5% in health sciences to a low of 2.4% in ‘other’ fields. ForWhites, growth was also greatest in health sciences (9.6%), compared witha 0.1% increase in ‘other’ fields.

Figure 3.18 shows the changes in total graduate enrollment between 2001and 2011 by racial/ethnic group for four aggregated broad fields: business,education, social and behavioral sciences and arts and humanities, and nat-ural sciences and engineering (biological and agricultural sciences, engi-neering, mathematics and computer sciences, and physical and earth sci-ences). The broad fields of health sciences, public administration and serv-ices, and ‘other’ fields are not included in the figure.

As described earlier, total enrollment growth has been stronger for womenthan for men over the last ten-year period. This pattern held true for mostbroad fields between fall 2001 and fall 2011, with the average annualincreases for women outpacing those for men in all broad fields except artsand humanities, mathematics and computer sciences, and ‘other’ fields overthe ten-year period (Table 3.21 and Figure 3.19). For women, the averageannual rates of increase were greatest in health sciences (9.7%), engineer-

3.3%

1.2%

3.5%

4.0%

1.2%

4.4%

11.1%

2.9%

2.4%

3.4%

3.1%

0.3%

2.3%

0.5%

3.3%

3.1%

1.3%

2.4%

2.1%

0.7%

2.0%

4.3%

1.4%

1.3%

0% 2% 4% 6% 8% 10% 12%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields



and Citizenship, Fall 2001 to Fall 2011

Temporary Residents

U.S. Citizens & Perm. Res.



ing (5.4%), and business (5.2%). Average annual growth was smallest forwomen in education (0.6%), ‘other’ fields (0.6%), and mathematics and com-puter sciences (1.1%) over the decade. For men, the average annual ratesof increase were greatest in health sciences (6.6%), engineering (3.0%), andbusiness (also 3.0%). Average annual growth was smallest for men in edu-cation (0.5%), ‘other’ fields (0.7%), and arts and humanities (1.7%) over thedecade. Both men and women experienced gains in all broad fields between2001 and 2011.

Between fall 2006 and fall 2011, average annual declines occurred for menin education (-4.3%), arts and humanities (-3.6%), ‘other’ fields (-3.5%),social and behavioral sciences (-1.4%), physical and earth sciences (-1.2%),and public administration and services (-0.4%). For women, average annualdeclines occurred in physical and earth sciences (-5.8%), arts and humani-ties (-5.4%), ‘other’ fields (-4.7%), education (-3.5%), mathematics and com-puter sciences (-2.8%), and social and behavioral sciences (-2.7%). Formen, average annual increases over the five-year period ranged from a high

of 7.9% in health sciences to low of 1.6% in biological and agricultural sci-ences, and for women, the largest average annual increase was also inhealth sciences (9.1%), and the smallest was in biological and agriculturalsciences (0.9%).

Over the latest one-year period, total graduate enrollment fell for men inthree broad fields: education (-5.5%), ‘other’ fields (-2.0%), and arts andhumanities (-0.1%). Increases for men were largest in health sciences(11.4%), mathematics and computer sciences (4.2%), and public adminis-tration and services (4.0%). For women, total graduate enrollment also fellbetween fall 2010 and fall 2011 in education (-4.7%), ‘other’ fields (-3.8%),and arts and humanities (-1.0%), while increases for women were highest inhealth sciences (7.4%), engineering (4.5%), and public administration andservices (4.0%).

2.5%

1.7%

2.7%

3.0%

0.5%

3.0%

6.6%

2.5%

2.0%

2.7%

2.1%

0.7%

3.3%

1.2%

4.3%

5.2%

0.6%

5.4%

9.7%

1.1%

3.7%

3.5%

2.3%

0.6%

0% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields



and Gender, Fall 2001 to Fall 2011

Women

Men


7.4%

6.9%

16.4%

7.6%

1.8%

-0.2%

5.2%

4.3%

4.5%

0.3%

1.1%

3.9%

5.2%

5.6%

1.5%

1.8%

3.3%

7.9%

8.6%

3.0%

-3% 0% 3% 6% 9% 12% 15% 18%


Asian/Pacific Islander


Hispanic/Latino

White



and Race/Ethnicity, Fall 2001 to Fall 2011

Natural Sci. & Engineering Social Sci. & Humanities Education Business

Note: Includes U.S. citizens and permanent residents only.



Total enrollment increased 2.1% at the doctoral level between fall 2010 andfall 2011, but fell 1.8% at the master’s degree and graduate certificate level(Tables 3.22 and 3.23). As shown in Figure 3.20, total enrollment increasedmost at the master’s/other level over the one-year period in health sciences(5.4%), social and behavioral sciences (4.5%), and mathematics and com-puter sciences (3.6%). In contrast, total enrollment at the master’s/other levelfell 5.8% in education, 4.7% in ‘other’ fields, and 0.5% in arts and humani-ties. At the doctoral level, public administration and services (19.2%), healthsciences (17.4%), and business (8.0%) experienced the largest increases intotal enrollment between 2010 and 2011, compared with declines in arts andhumanities (-0.9%) and education (-0.8%).

Between 2006 and 2011, total graduate enrollment increased in all broadfields. The largest increase was in health sciences (14.4%) and the smallestwas in arts and humanities (0.7%). At the master’s level, total graduateenrollment increased in all broad fields, except in education (-1.6%) and‘other’ fields (-0.7%). Again, the largest increase was in health sciences(10.5%). Ten year trends are unavailable for total graduate enrollment bydegree level.

At the doctoral level, total enrollment increased faster for men than forwomen between fall 2010 and fall 2011 (2.4% vs. 2.0%) (Table 3.22). Menand women experienced declines in just two broad fields at the doctorallevel: education, with a 1.4% drop for men and a 0.5% decline for women,and arts and humanities, with drops of 0.6% and 1.1% for men and women,respectively. For both men and women the largest increases at the doctorallevel occurred in public administration and services, with a 21.4% increasefor men and a 18.0% gain for women.

At the master’s degree and graduate certificate level, total enrollmentdecreased more for women than for men between fall 2010 and fall 2011 (-2.1% vs. -1.3%). Both men and women experienced declines in education(-6.8% for men and -5.5% for women) and ‘other,’ fields (-4.1% for men and-5.0% for women), and women also experienced a decline in arts andhumanities (-1.0%). Growth was greatest for men in health sciences (7.3%)and for women in social and behavioral sciences (5.8%).

For more detailed information about trends in total graduate enrollment, seeTables 3.14 through 3.23.

Trends in Graduate Certificates and Degrees

The number of doctoral degrees awarded increased 4.4% between 2009-10and 2010-11 at the institutions that responded to the CGS/GRE Survey ofGraduate Enrollment and Degrees for both 2010 and 2011 (Table 3.24). Overthe one-year period, the increase in doctoral degree production was greaterat public institutions (4.9%) than at private, not-for-profit institutions (0.7%).

Master’s degree production increased 3.6% in the one-year period, with a4.3% increase at public institutions, a 3.6% gain at private, not-for-profit insti-tutions, and a 0.4% decline at private, for-profit institutions.

At the graduate certificate level, the number of certificates awarded in 2010-11 was 4.8% higher than the number awarded in 2009-10. The number ofcertificates awarded increased 15.8% at public institutions, but fell 6.3% atprivate, not-for-profit institutions.

2.1%

-0.9%

1.0%

8.0%

-0.8%

3.5%

17.4%

4.3%

3.2%

19.2%

1.4%

5.7%

-1.8%

-0.5%

1.2%

0.9%

-5.8%

1.3%

5.4%

3.6%

1.8%

1.8%

4.5%

-4.7%

-8% -4% 0% 4% 8% 12% 16% 20%

Figure 3.20 Percentage Change in Total

Graduate Enrollment by Broad Field

and Degree Level, Fall 2010 to Fall 2011

Master's/Other

Doctoral


Other Fields




Health Sciences

Engineering

Education

Business


Arts & Humanities

Total



Both master’s and doctoral degree production have remained strong overthe last five years, with a 4.8% average annual increase in degree produc-tion at the doctoral level between 2005-06 and 2010-11, and a 3.4% averageannual increase at the master’s level. Over the last decade, the number ofmaster’s degrees awarded increased at a faster rate than the number of doc-torates. Master’s degree production increased at an average annual rate of5.0% between 2000-01 and 2010-11 and doctoral degree production at 4.4%(Figure 3.21).

By Carnegie classification, doctoral degree production increased fastest atmaster’s colleges and universities (36.8%) between 2009-10 and 2010-11(Table 3.25). Doctoral degree production also increased 7.2% at specializedand baccalaureate institutions (listed as ‘other’ in Table 3.25), 5.5% at doc-toral/research universities, 3.2% at research universities with high researchactivity (RU/H), and 2.0% at research universities with very high researchactivity (RU/VH).

Over the past five- and ten-year periods, doctoral degree productionincreased across all Carnegie classifications. Between 2005-06 and 2010-11, average annual growth was strongest at master’s colleges and universi-

ties (24.7%), but these institutions award only a small percentage of all doctor-ates awarded in the United States. Between 2000-01 and 2010-11, averageannual growth was strongest at specialized and baccalaureate institutions(10.2%). Research universities with very high research activity (RU/VH) awardnearly two-thirds of the doctorates granted each year, and degree production atthese institutions increased by 2.9% annually on average between 2005-06 and2010-11 and 3.6% annually on average between 2000-01 and 2010-11.

At the master’s level between 2009-10 and 2010-11, degree productionincreased fastest at specialized and baccalaureate institutions with a 7.6%increase. Master’s degree production also increased 6.0% at research uni-versities with high research activity (RU/H), 5.2% at research universitieswith very high research activity (RU/VH), and 4.3% at master’s colleges anduniversities, but fell 3.4% at doctoral/research universities.

As was the case at the doctoral level, master’s degree production increasedacross all Carnegie classifications over the past five- and ten-year periods.Between 2005-06 and 2010-11, average annual growth was strongest atspecialized and baccalaureate institutions (7.2%) and research universitieswith very high research activity (RU/VH) (3.6%). Between 2000-01 and 2010-11, average annual growth was strongest at doctoral/research universities(12.6%) and specialized and baccalaureate institutions (5.6%).

Much of the recent growth in doctoral degree production has been the resultof an increase in the number of women earning degrees (Table 3.26).Doctoral degree production increased 5.5% for women between 2009-10and 2010-11, compared with 3.4% for men (Figure 3.22). Between 2000-01and 2010-11, the average annual rate of increase for women also outpacedthat for men (6.5% vs. 2.9%). At the master’s level, however, degree pro-duction increased 4.8% for men, compared with 2.9% for women between2009-10 and 2010-11, but over the ten-year period, the average annual rateof increase was greater for women (5.5%) than for men (4.4%).

At the doctoral level, the rate of increase in degree production for women sur-passed that for men in both public institutions and private, not-for-profit insti-tutions over each of the latest one-, five- and ten-year time periods, with oneexception. Only between 2009-10 and 2010-11 at private, not-for-profit insti-tutions did the rate of increase for men (0.8%) exceed that for women (0.2%).

4.4

%

4.9

%

0.7

%

3.6

%

4.3

%

3.6

%

4.8

%

4.3

%

4.8

%

3.4

%

3.3

%

3.3

%

4.4

%

4.4

%

4.0

%

5.0

%

4.0

%

3.3

%

0%

2%

4%

6%

8%

10%

TotalDoctoralDegrees

PublicInstitutions

Private, not-for-profit

Institutions

TotalMaster'sDegrees

PublicInstitutions

Private, not-for-profit

Institutions

Figure 3.21 Trends in Graduate Degrees Awarded

by Institution Type, 2000-01 to 2010-11

% Change 2009-10 to 2010-11

Avg. Annual % Chg. 2005-06 to 2010-11

Avg. Annual % Chg. 2000-01 to 2010-11

Note: Degrees awarded by private, for-profit institutions are included in the totals but are not shown separately.


seergeD s'retsaMseergeD larotcoD


Master’s degree production increased 6.2% for men at public institutionsbetween 2009-10 and 2010-11, compared with 3.1% for women. In contrast,at private, not-for-profit institutions, men earned 3.4% more master’sdegrees in 2010-11 than in 2009-10, while the increase for women was3.9%. Between 2005-06 and 2010-11, the rates of increase for men exceed-ed those for women at both public institutions and private, not-for-profit insti-tutions, while between 2000-01 and 2010-11, the rates of increase forwomen exceeded those for men at both public institutions and private, not-for-profit institutions.

The growth in doctoral degree production for women exceeded the growthfor men in every single Carnegie classification over the five- and ten-yearperiods (Table 3.27). Most notably, doctoral degree production for womenincreased 5.2% annually on average at research universities with very highresearch activity (RU/VH) between 2000-01 and 2010-11, compared with a2.4% average annual increase for men. As noted above, institutions with thisCarnegie classification award the majority of all doctoral degrees. Between2009-10 and 2010-11, the increase in doctoral degree production wasgreater for women than for men in all Carnegie classifications except spe-cialized and baccalaureate institutions.

At the master’s degree level, degree production for women matched orexceeded degree production for men at all Carnegie classifications between2000-01 and 2010-11, while over the five-year period, average annualgrowth was greater for men than for women in all Carnegie classificationsexcept for doctoral/research universities and specialized and baccalaureateinstitutions. Over the one-year period, the growth for men exceeded thegrowth for women at research universities with very high research activity(RU/VH), research universities with high research activity (RU/H), and mas-ter’s colleges and universities.

The number of graduate certificates awarded increased 4.8% overall in2010-11, but there was wide variation by broad field (Table 3.28). The one-year changes ranged from an increase of 58.4% in mathematics and com-puter sciences to a 5.5% decline in engineering. These figures, however,should be interpreted cautiously given the small numbers of certificatesawarded in most broad fields. In education, the broad field in which the mostgraduate certificates are awarded each year, the number of certificatesgranted increased 13.9% in 2010-11. The increase for men in this broad field(14.8%) was greater than the increase for women (13.9%).

At the master’s level, degree production increased 3.6% overall between2009-10 and 2010-11, with year-to-year changes by broad field ranging froman 11.4% increase in health sciences to a 0.4% increase in education (Table3.29). Growth was also strong over the one-year period in engineering(10.0%), business (7.9%), and public administration and services (7.1%).

Between 2005-06 and 2010-11, the average annual changes in master’sdegree production were greatest in health sciences (10.2%), business(6.4%), and engineering (4.5%). Master’s degree production fell 0.5% annu-ally on average in education between 2005-06 and 2010-11, and averageannual rates of increase were lowest in physical and earth sciences (0.7%)and arts and humanities (1.3%) over the same time period.

Over the last decade, master’s degree production increased in all broadfields (Figure 3.23). Average annual increases were greatest in health sci-ences (6.0%) and smallest in physical and earth sciences (1.8%).

3.4

%

5.5

%

4.8

%

2.9

%

2.7

%

7.0

%

3.4

%

3.5

%

2.9

%

6.5

%

4.4

% 5.5

%

0%

2%

4%

6%

8%

10%

Men Women Men Women

Figure 3.22 Trends in Graduate Degrees Awarded

by Gender and Degree Level, 2000-01 to 2010-11

% Change 2009-10 to 2010-11

Avg. Annual % Chg. 2005-06 to 2010-11

Avg. Annual % Chg. 2000-01 to 2010-11


seergeD s'retsaMseergeD larotcoD


Between 2009-10 and 2010-11, master’s degree production increased by thelargest percentages for men in health sciences (12.1%), engineering(10.8%), and public administration and services (9.6%). In contrast, the num-ber of master’s degrees earned by men fell 2.0% in education over the one-year period. For women, health sciences (11.2%), mathematics and com-puter sciences (8.9%), and business (8.8%) had the largest increases, whilemaster’s degree production increased just 1.2% for women in both arts andhumanities and education between 2009-10 and 2010-11.

Between 2000-01 and 2010-11, both men and women experienced increas-es in the number of master’s degrees awarded in all broad fields, and growthfor women exceeded that for men in all broad fields except arts, humanities,and mathematics and computer sciences (Figure 3.24). The average annu-al increases for women ranged from a high of 6.8% in both health sciencesand ‘other’ fields to a low of 1.3% in mathematics and computer sciences,and the average annual increases for men ranged from a high of 5.3% in‘other’ fields to a low of 1.1% in physical and earth sciences.

At the doctoral level, degree production increased 4.4% overall between2009-10 and 2010-11, with year-to-year changes by broad field ranging froma high of a 15.2% increase in business to a 5.5% decline in biological and

agricultural sciences (Table 3.30). In addition to the decline in engineering,doctoral degree production also fell in public administration and services (-4.6%) and social and behavioral sciences (-1.7%). In addition to business,growth in doctoral degree production was also strong over the one-year peri-od in health sciences (13.2%) and engineering (9.8%).

Between 2005-06 and 2010-11, the average annual increases in doctoraldegree production were greatest in health sciences (20.1%), biological andagricultural sciences (5.0%), and public administration and services (4.3%)and lowest in ‘other’ fields (0.5%), arts and humanities (2.2%), and social andbehavioral sciences (2.7%).

Over the last decade, doctoral degree production increased in all broad fields(Figure 3.25). The average annual increases were greatest in health sci-ences (18.6%) and smallest in arts and humanities (1.4%).

4.4%

3.0%

4.1%

3.9%

2.0%

4.9%

3.3%

2.9%

1.1%

2.9%

3.6%

5.3%

5.5%

2.6%

4.6%

5.8%

2.9%

5.2%

6.8%

1.3%

3.2%

3.8%

4.4%

6.8%

0% 1% 2% 3% 4% 5% 6% 7% 8%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields


in Master's Degrees Awarded by Broad Field

and Gender, 2000-01 to 2010-11

Women

Men


5.0%

3.0%

4.3%

4.8%

2.7%

5.0%

6.0%

2.3%

1.8%

3.6%

4.1%

5.7%

0% 1% 2% 3% 4% 5% 6% 7%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields


in Master's Degrees Awarded by Broad Field,

2000-01 to 2010-11


4.4%

1.4%

5.0%

4.8%

1.8%

4.5%

18.6%

7.3%

2.6%

4.2%

1.9%

2.6%

0% 4% 8% 12% 16% 20%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields


in Doctoral Degrees Awarded by Broad Field,

2000-01 to 2010-11


As mentioned above, doctoral degree production has increased in large partdue to a rise in the number of women earning degrees. Between 2009-10and 2010-11, doctoral degree production increased most for women in healthsciences (11.9%), business (9.2%), and ‘other’ fields (6.5%), but decreasedin three broad fields: biological and agricultural sciences (-11.7%), publicadministration and services (-4.9%), and mathematics and computer sci-ences (-3.1%). Doctoral degree production for men increased most in busi-ness (19.1%), health sciences (16.6%), and engineering (11.7%), but menearned fewer doctorates in 2010-10 than in 2009-10 in three broad fields:public administration and services (-4.1%), social and behavioral sciences (-3.9%), and education (-0.5%).

Between 2000-01 and 2010-11, both men and women experienced increas-es in the number of doctorates awarded in all broad fields, and averageannual growth for women exceeded that for men in every broad field exceptmathematics and computer sciences (Figure 3.26). The average annualincreases for women ranged from a high of 25.9% in health sciences to a lowof 1.6% in arts and humanities. For men, average annual increases werelargest in health sciences (8.5%) and smallest in social and behavioral sci-ences (0.2%).

For more detailed information about trends in graduate degrees and cer-tificates, see Tables 3.24 through 3.30.


2.9%

0.8%

2.5%

4.5%

0.7%

3.8%

8.5%

7.2%

2.0%

0.7%

0.2%

1.4%

6.5%

1.6%

8.2%

5.6%

2.5%

7.4%

25.9%

6.9%

4.0%

7.0%

3.5%

5.1%

0% 4% 8% 12% 16% 20% 24% 28%

Total

Arts & Humanities


Business

Education

Engineering

Health Sciences





Other Fields


in Doctoral Degrees Awarded by Broad Field

and Gender, 2000-01 to 2010-11

Women

Men



Master’s/Other •


Carnegie Classification andInstitution Type *


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Appendix A2011 CGS/GRE Survey of Graduate Enrollment and Degrees Survey Instrument


ARTS AND HUMANITIESArts—History, Theory, and

CriticismArt History, Criticism, and ConservationEthnomusicology Music History, Literature, and TheoryMusicology Theatre Literature, History and CriticismArts—History, Theory, and Criticism, Other

Arts—Performance and StudioArts, Entertainment, and Media

Management Crafts/Craft DesignDance Design and Applied ArtsDrama/Theatre Arts Film/Video and Photographic ArtsFine and Studio Arts Music Arts – Performance and Studio, Other

English Language and LiteratureAmerican Literature English Language and LiteratureEnglish Literature Rhetoric and Composition/Writing

Studies English Language and Literatures, Other

Foreign Languages and LiteraturesAfrican Languages and LiteraturesAmerican Sign LanguageAsiatic Languages and LiteraturesCeltic Languages and LiteraturesClassics and Classical Languages

and LiteraturesGermanic Languages and LiteraturesIranian/Persian Languages and

LiteraturesModern Greek Language and

LiteratureRomance Languages and LiteraturesSlavic, Baltic, and Albanian Languages

and LiteraturesForeign Languages and Literatures, Other

HistoryAmerican History European History History and Philosophy of Science and

TechnologyHistory, GeneralHistory, Other

PhilosophyEthicsLogicPhilosophyPhilosophy, Other

Arts and Humanities, OtherLinguistic, Comparative, and Related

Language Studies and ServicesHumanities/Humanistic StudiesLiberal Arts and Sciences/Liberal ArtsArts and Humanities, Other

BIOLOGICAL AND AGRICULTURALSCIENCESAgriculture, Natural Resources, andConservationAgricultural and Domestic Animal ServicesAgricultural and Food Products ProcessingAgricultural Business and ManagementAgricultural Economics Agricultural MechanizationAgricultural ProductionAgricultural Public ServicesAgriculture, GeneralAgronomyAnimal SciencesApplied HorticultureFishing and Fisheries Sciences and

ManagementFood Science and TechnologyForestryHorticultural Business ServicesInternational AgricultureNatural Resources and ConservationNatural Resources Management and

Policy

Parks, Recreation, and Leisure Facilities Management

Parks, Recreation, and Leisure StudiesPlant SciencesSoil SciencesWildlife and Wildlands Science and

ManagementAgriculture, Natural Resources, and

Conservation, Other

Biological and Biomedical SciencesAnatomical SciencesAnimal BiologyBacteriologyBiochemistryBioinformaticsBiology, GeneralBiomathematicsBiometryBiophysicsBiotechnologyBotany/Plant BiologyCell/Cellular BiologyComputational BiologyDevelopmental BiologyEcologyEntomologyEpidemiologyEvolutionGeneticsImmunologyMicrobiological SciencesMolecular BiologyMolecular MedicineNeurosciencesParasitology PathologyPharmacologyPhysiologyPopulation BiologySystematicsToxicologyZoologyBiological and Biomedical Sciences, Other

BUSINESSAccountingAccounting Auditing Taxation

Banking and FinanceBanking and Financial Support ServicesCredit ManagementFinancial Planning and ServicesInternational FinanceInvestments and Securities Public Finance

Business Administration andManagement

Business Administration and ManagementBusiness OperationsBusiness/Commerce, GeneralConstruction ManagementE-Commerce Entrepreneurship Hospitality Administration/Management Human Resources Development Human Resources ManagementLabor and Industrial Relations Logistics and Supply Chain Management Operations Management Organizational Leadership Organizational ManagementProject ManagementSmall Business OperationsSport and Fitness

Administration/ManagementTelecommunications ManagementBusiness Administration and Management,Other

Business, OtherBusiness StatisticsBusiness/Corporate CommunicationsBusiness/Managerial EconomicsInsurance International Business Management Information Systems Management Science

Appendix BCGS/GRE Survey of Graduate Enrollment and Degrees Taxonomy of Fields of Study


Business, Other (continued)MarketingMarketing ManagementMerchandisingReal Estate SalesBusiness Fields, Other

EDUCATIONEducation AdministrationEducational Administration Educational Leadership Educational Supervision

Curriculum and InstructionCurriculum and Instruction

Early Childhood EducationEarly Childhood Education and TeachingKindergarten/Preschool Education and

Teaching

Elementary EducationElementary Education and TeachingElementary-Level Teaching Fields

Educational Assessment, Evaluation, andResearchEducational Assessment, Testing, and

Measurement Educational Evaluation and ResearchEducational Psychology Educational Statistics and Research MethodsLearning SciencesSchool Psychology

Higher EducationHigher Education Higher Education Administration

Secondary EducationSecondary Education and Teaching Secondary-Level Teaching Fields

Special EducationEducation/Teaching of Students w/ Specific

DisabilitiesEducation/Teaching of Students w/ Specific

Learning Disabilities Education/Teaching of the Gifted andTalented

Special Education and TeachingOther Special Education Fields

Student Counseling and PersonnelServices

College Student Counseling and Personnel Services

Counselor EducationSchool Counseling and Guidance ServicesStudent Counseling and Personnel Services, Other

Education, OtherAdult and Continuing Education Bilingual, Multilingual, and Multicultural

EducationEducation, GeneralEducational/Instructional Media DesignHealth and Physical EducationInternational and Comparative EducationJunior High/Middle School Education and

Teaching Outdoor EducationSocial and Philosophical Foundations of

EducationTeaching English as a Second or Foreign

Language Other Education Fields

ENGINEERINGChemical EngineeringChemical and Biomolecular EngineeringChemical Engineering

Civil EngineeringArchitectural Engineering Civil Engineering Construction EngineeringEnvironmental/Environmental Health

EngineeringGeotechnical and Geoenvironmental

EngineeringStructural EngineeringSurveying Engineering Transportation and Highway EngineeringWater Resources Engineering

Computer, Electrical and ElectronicsEngineeringComputer Engineering Computer Hardware EngineeringComputer Software EngineeringElectrical Engineering Electronics EngineeringLaser and Optical Engineering Telecommunications Engineering

Industrial EngineeringIndustrial EngineeringManufacturiing Engineering Operations Research

Materials EngineeringCeramic Sceinces and Engineering Materials Engineering Materials Science Metallurgical EngineeringPolymer/Plastic Engineering

Mechanical EngineeringEngineering Mechanics Mechanical Engineering

Engineering, OtherAeronautical Engineering Aerospace Engineering Agricultural Engineering Biochemical EngineeringBiomedical/Medical Engineering Electromechanical EngineeringEngineering ChemistryEngineering Physics Engineering Science Forest EngineeringGeological/Geophysical Engineering Mining and Mineral Engineering Naval Architecture and Marine

Engineering Nuclear EngineeringOcean EngineeringPaper Science and EngineeringPetroleum Engineering Systems Engineering Textile Sciences and Engineering Engineering, Other

HEALTH AND MEDICAL SCIENCESAllied HealthAlternative and Complementary MedicineAudiology Bioethics/Medical EthicsChiropractic (excluding D.C. and D.C.M.)Clinical/Medical Laboratory

Science/ResearchCommunication Disorders Sciences and

ServicesDentistry and Oral Sciences (excluding

D.D.S. and D.M.D.) Dietetics and Clinical Nutrition ServicesEnvironmental Health

Exercise ScienceHealth and Medical Administrative ServicesHealth SciencesHealth/Medical Preparatory ProgramsKinesiologyMedical Sciences (excluding M.D.)Mental and Social Health ServicesNursing Nutrition SciencesOccupational TherapyOptometry (excluding O.D.)Osteopathic Medicine (excluding D.O.)Pharmaceutical Sciences (excluding

Pharm.D.)Physical TherapyPhysician AssistantPodiatry (excluding D.P.M., D.P. and Pod.D.)Public Health Rehabilitation and TherapySpeech-Language Pathology Veterinary Biomedical and Clinical Science Veterinary Medicine (excluding D.V.M.)Health and Medical Sciences, Other

MATHEMATICS AND COMPUTERSCIENCESMathematical SciencesActuarial Sciences Applied Mathematics Mathematics ProbabilityStatistics Mathematical Sciences, Other

Computer and Information SciencesComputer and Information Sciences, GeneralComputer Programming Computer ScienceComputer Software and Media ApplicationsComputer Systems AnalysisComputer Systems Networking and

TelecommunicationsComputer/Information Technology

Administration and ManagementData Processing Information Sciences/StudiesMicrocomputer Applications Computer and Information Sciences, Other


PHYSICAL AND EARTH SCIENCESChemistryAnalytical Chemistry Chemical PlasticsChemistry, General Environmental ChemistryForensic ChemistryInorganic ChemistryMedicinal and Pharmaceutical ChemistryOrganic Chemistry Physical Chemistry Polymer Chemistry Theoretical ChemistryChemistry, Other

Earth, Atmospheric, and Marine SciencesAquatic Biology/LimnologyAtmospheric SciencesBiological OceanographyEarth SciencesGeochemistryGeological SciencesGeophysics and SeismologyGeosciencesHydrologyMarine BiologyMarine SciencesMeteorology Oceanography Paleontology Earth, Atmospheric, and Marine Sciences,

Other

Physics and AstronomyAcousticsAstronomy Astrophysics Atomic/Molecular Physics Condensed Matter and Materials PhysicsElementary Particle Physics Nuclear Physics Optics/Optical Sciences Physics Planetary Astronomy and Science Plasma and High-Temperature PhysicsSolid State PhysicsTheoretical and Mathematical Physics Physics and Astronomy, Other

Natural Sciences, OtherNatural Sciences, GeneralPhysical Sciences, GeneralScience TechnologiesNatural Sciences, Other

PUBLIC ADMINISTRATION AND SERVICESPublic AdministrationCommunity Organization and AdvocacyPublic Administration

Social WorkSocial WorkYouth Services/AdministrationSocial Work, Other

SOCIAL AND BEHAVIORALSCIENCESAnthropology and ArchaeologyAnthropology Archaeology

EconomicsApplied EconomicsEconometrics Economics International Economics

Political ScienceInternational Relations Political Science and Government Public Policy Analysis

PsychologyApplied PsychologyClinical Psychology Cognitive Psychology Community Psychology Comparative Psychology Counseling Psychology Developmental and Child Psychology Experimental PsychologyForensic PsychologyIndustrial and Organizational PsychologyPersonality Psychology Physiological Psychology Psycholinguistics Psychology, GeneralPsychometrics

Psychopharmacology Quantitative PsychologyResearch and Experimental Psychology Social Psychology Psychology, Other

SociologyDemography Rural SociologySociology

Social Sciences, OtherAdult Development and AgingArea, Ethnic, Cultural, Gender, and GroupStudies Criminal Justice/Criminology Geography and CartographyGerontology Social Sciences, GeneralUrban Studies/AffairsSocial Sciences, Other

OTHER FIELDSArchitecture and Environmental

DesignArchitectural History and CriticismArchitectural Sciences and TechnologyArchitecture City/Urban, Community and Regional

Planning Environmental Design Interior ArchitectureLandscape Architecture Real Estate DevelopmentArchitecture and Environmental

Design, Other

Communication and JournalismAdvertising Communication and Media StudiesCommunications TechnologiesJournalismMass CommunicationPublic Relations PublishingRadio, Television, and Digital CommunicationSpeech Communication Communications and Journalism, Other

Family and Consumer Sciences Apparel and TextilesFamily and Consumer EconomicsFamily and Consumer SciencesFamily StudiesFoods, Nutrition, and Wellness

StudiesHousing and Human EnvironmentsHuman DevelopmentHuman SciencesWork and Family StudiesFamily and Consumer Sciences, Other

Library and Archival SciencesArchives/Archival AdministrationLibrary and Information ScienceLibrary and Archival Sciences, Other

Religion and TheologyPhilosophy and Religious Studies, GeneralReligion/Religious StudiesTheology and Religious Vocations

(excluding M.Div., M.H.L., B.D., andOrdination)

Religion and Theology, Other

Other FieldsFire ProtectionHomeland SecurityInterdisciplinary StudiesLegal Research and Professional Studies

(excluding L.L.B. and J.D.)Military TechnologiesMultidisciplinary StudiesOther Fields Not Previously Classified

Council of Graduate SchoolsOne Dupont Circle NWSuite 230Washington, DC 20036-1173Phone: (202) 223-3791http://www.cgsnet.orgSeptember 2012

Graduate Enrollment and Degrees: 2001 to 2011

Documents

Transcript of Graduate Enrollment and Degrees: 2001 to 2011