(Reprinted from the August/September 2011 issue of the CGS Communicator)

 

While the primary focus of the CGS International Graduate Admissions Survey is on the participation of international students in U.S. graduate education, this year’s Phase II survey also asked institutions to respond to two questions about prospective U.S. citizen and permanent resident graduate students. In the first question, institutions were asked to provide the number of applications for graduate programs received from U.S. citizens and permanent residents for fall 2010 and fall 2011. In the second question, institutions were asked to provide the number of offers of admission for graduate programs granted to U.S. citizens and permanent residents for fall 2010 and fall 2011, as of June 5^th or the same data each year. This article presents an analysis of the findings from these two questions.

 

The survey population for the 2011 CGS International Graduate Admissions Survey, Phase II: Final Applications and Initial Offers of Admission consisted of all 493 U.S. colleges and universities that were members of CGS as of May 2011. A link to the survey instrument was e-mailed to the graduate dean (or equivalent) at each member institution on June 8, 2011 and responses were collected electronically through July 31, 2011.

 

Applications from U.S. Citizens and Permanent Residents

A total of 234 institutions provided data on applications from U.S. citizens and permanent residents for fall 2010 and fall 2011 (Council of Graduate Schools, 2011). Of those institutions, 170 (73%) were public institutions, 63 (27%) were private, not-for-profit institutions, and one was a private, for-profit institution. By Carnegie classification, 171 (73%) of the respondents were doctoral institutions, 50 (21%) were master’s-focused institutions, and 13 (6%) were institutions classified as baccalaureate or specialized. By geographic region, 65 (28%) of the responding institutions are located in the Midwest, 43 (18%) in the Northeast, 40 (17%) in the West, and 86 (37%) in the South. Respondents to the question included 71 of the 100 largest institutions in terms of the number of graduate degrees awarded to U.S. citizens and permanent residents (National Science Foundation, 2011). The 234 responding institutions conferred about 40% of all graduate degrees awarded to U.S. citizens and permanent residents in the United States in 2008-09.  

 

Overall, applications from U.S. citizens and permanent residents fell 2% between fall 2010 and fall 2011 (see Table 1). Of the 234 institutions that provided data for both 2010 and 2011, 125 (53%) reported a decrease in applications from U.S. citizens and permanent residents for fall 2011, with an average decline of 8% at these institutions. At the 108 institutions (46%) reporting an increase, the average gain in applications from U.S. citizens and permanent residents was 6%. One institution reported no change in applications from U.S. citizens and permanent residents between 2010 and 2011.

 

The change in applications from U.S. citizens and permanent residents varied minimally by the number of graduate degrees awarded. At the 71 responding institutions that are among the 100 largest in terms of the total number of graduate degrees awarded to U.S. citizens and permanent residents, applications from U.S. citizens and permanent residents fell 3%, while at the 163 responding institutions outside the largest 100, applications from U.S. citizens and permanent residents fell 2%.

 

Applications from U.S. citizens and permanent residents fell 3% in fall 2011 at public institutions, slightly more than the 2% drop at private, not-for-profit institutions. Doctoral institutions reported a 2% decrease in applications from U.S. citizens and permanent residents, while master’s-focused institutions reported a 4% drop. Decreases in applications from U.S. citizens and permanent residents occurred in all four geographic regions of the United States, with the largest decreases in institutions located in the South and the West (both -3%), followed by the Midwest (-2%) and the Northeast (-1%).

 

 

Offers of Admission to U.S. Citizens and Permanent Residents

A total of 230 institutions provided data on offers of admission to U.S. citizens and permanent residents for fall 2010 and fall 2011 (Council of Graduate Schools, 2011). Of those institutions, 167 (73%) were public institutions, 62 (27%) were private, not-for-profit institutions, and one was a private, for-profit institution. By Carnegie classification, 169 (73%) of the respondents were doctoral institutions, 49 (21%) were master’s-focused institutions, and 12 (5%) were institutions classified as baccalaureate or specialized. By geographic region, 63 (27%) of the responding institutions are located in the Midwest, 42 (18%) in the Northeast, 39 (17%) in the West, and 86 (37%) in the South. Respondents to the question included 71 of the 100 largest institutions in terms of the number of graduate degrees awarded to U.S. citizens and permanent residents (National Science Foundation, 2011).  

 

Overall, offers of admission to U.S. citizens and permanent residents fell 3% between fall 2010 and fall 2011 (see Table 1). Of the 230 institutions that provided data for both 2010 and 2011, 132 (57%) reported a decrease in offers of admission to U.S. citizens and permanent residents for fall 2011, with an average decline of 11% at these institutions. At the 98 institutions (43%) reporting an increase, the average gain in offers of admission to U.S. citizens and permanent residents was 9%.

 

The decrease in offers of admission was greater at institutions awarding smaller numbers of graduate degrees to U.S. citizens and permanent residents. At the 71 responding institutions that are among the 100 largest in terms of the total number of graduate degrees awarded to U.S. citizens and permanent residents, offers of admission to U.S. citizens and permanent residents fell 1%, while at the 159 responding institutions outside the largest 100, offers of admission to U.S. citizens and permanent residents fell 7%.

 

Offers of admission to U.S. citizens and permanent residents fell 4% in fall 2011 at public institutions, a larger decrease than the 1% drop at private, not-for-profit institutions. Doctoral institutions reported a 3% decrease in offers of admission to U.S. citizens and permanent residents, similar to the 4% drop at master’s-focused institutions. Offers of admission to U.S. citizens and permanent residents remained flat at institutions located in the West, and declined in the South (-6%), the Northeast (-3%), and the Midwest (-2%).

 

Discussion

The findings for U.S. citizens and permanent residents in the Phase II survey are in stark contrast to those for international students. The 2% decline in applications from U.S. citizens and permanent residents compares with an 11% increase in international applications for fall 2011 (Bell, 2011). Similarly, the 3% decline in offers of admission to U.S. citizens and permanent residents compares with an 11% increase in international offers of admission for fall 2011.

 

While there are different trends for domestic and international students, the data do not necessarily indicate that international students are being admitted in lieu of domestic students. Since the increase in international offers of admission (+11%) mirrors the increase in international applications (+11%), and the decrease in domestic offers of admission (-3%) mirrors the decrease in domestic applications (-2%), the changes in offers of admission may simply be a reflection of the changes that occurred in application volumes.

 

Two important caveats need to be considered in the interpretation of these data. First, the figures for U.S. citizens and permanent residents may not be as final as those for international students. Some colleges and universities continue to admit students throughout the summer, particularly for master’s-level programs. Given the time it takes to secure a visa, international students are less likely to apply at this late stage than are domestic students, so it is possible that the final figures for U.S. citizens and permanent residents might differ from those presented here.  Second, it is possible that the data may not be representative of all institutions in the United States. While the survey respondents award about 40% of all graduate degrees to U.S. citizens and permanent residents, trends may differ at institutions that did not respond to the survey. This non-response bias is especially important to consider since the data on U.S. citizens and permanent residents were collected as part of the CGS International Graduate Admissions Survey. Institutions with small numbers of international students—particularly master’s-focused institutions—may have been less likely to respond to the survey.

 

The survey is not able to shed light on the exact cause of the declines in U.S. citizen and permanent resident applications and offers of admission, but several factors, including the continued uncertain national economy, declining state budgets and their effect on financial aid packages at public institutions, the weak job market, the availability of student loans, and many other factors, are likely at play. What the survey does reveal is the need to continue to track the application and enrollment patterns of domestic students and the importance of providing the pathways and support needed for these students to successfully enter graduate education.

 

By Nathan E. Bell, Director, Research and Policy Analysis

(Reprinted from the October 2011 issue of the CGS Communicator)

 

The results of the latest CGS/GRE Survey of Graduate Enrollment and Degrees, released in September, revealed that first-time graduate enrollment in the broad field of education fell sharply by 8.3% between fall 2009 and fall 2010 (Council of Graduate Schools, 2011). This decline was the largest of any broad field in 2010 and is particularly concerning since about 20% of all first-time graduate students are enrolled in education. This article provides a closer examination of the decline in first-time graduate enrollment that occurred in education in fall 2010, exploring variations by field of study, attendance status, race/ethnicity, degree level, and gender.

 

As shown in Table 1, first-time graduate enrollment fell in 2010 in most fields of study within the broad field of education. Declines between fall 2009 and fall 2010 were particularly steep in secondary education (-16%.1), elementary education (-14.9%), and education administration (-12.9%). The only two fields of study to experience gains in first-time graduate enrollment in fall 2010 were higher education (8.7%) and early childhood education (0.6%), but these are two of the smallest fields of study, accounting for just 4.3% of all first-time enrollees in education.  Despite the one-year decline, first-time graduate enrollment increased 3.3% annually on average over the past decade, with growth in all fields of study except elementary education and early childhood education. 

 

 

Much of the decline in first-time graduate enrollment in the broad field of education between 2009 and 2010 was driven by a steep drop in part-time enrollment. Overall, part-time enrollment among first-time graduate students fell 13.1% in education in fall 2010, compared with a 2.8% decline in full-time enrollment (see Table 2). By field of study, declines in part-time enrollment among first-time graduate students were particularly steep in student counseling and personnel services (-25.0%), elementary education (-22.1%), and secondary education (-21.7%). Declines in first-time graduate enrollment were greater for part-time enrollees than full-time enrollees across all fields of study within education. For example, part-time enrollment fell 15.3% among first-time enrollees in education administration, compared with a 7.6% decline in full-time enrollment. Only in higher education did both full-time and part-time first-time graduate enrollment increase, with gains of 8.7% and 8.6%, respectively.

 

 

Declines in first-time graduate enrollment in the broad field of education were particularly large for Blacks/African Americans and American Indians/Alaskan Natives between 2009 and 2010, with decreases of 17.7% and 16.8% respectively (see Table 3). These declines are concerning since 25.4% of Black/African American and 23.4% of American Indian/Alaskan Native first-time enrollees in fall 2010 were in the broad field of education. The declines are also troubling because Blacks/African Americans are more highly represented in education than in most other broad fields; they comprised 10.5% of all U.S. citizen and permanent resident first-time enrollees in education in fall 2010, a share that was second only to the share they enjoyed in public administration and services (15.8%).

 

In every single field of study within education in fall 2010, Blacks/African Americans or American Indians/Alaskan Natives experienced the largest decline. For example, the largest decline in education administration was a 30.0% decrease for Blacks/African Americans, and the largest drop in curriculum and instruction was a 27.0% decrease for American Indians/Alaskan Natives. While relatively large decreases sometimes reflect the normal enrollment fluctuations that occur with small populations of students, the overall declines for these populations of students compared with their Hispanic/Latino and Asian/Pacific Islander counterparts are concerning. Also troubling is the 7.0% decline for White students, since they comprised two-thirds (65.8%) of all U.S. citizen and permanent resident first-time enrollees in education in fall 2010.

 

 

The majority (90.9%) of all first-time graduate students in the broad field of education are enrolled at the master’s degree or graduate certificate level. This level also includes students enrolled in education specialist programs. Just 9.1% of all first-time graduate students in education are enrolled at the doctoral level. Between 2009 and 2010, first-time graduate enrollment decreased more at the doctoral level (-10.1%) than at the master’s/graduate certificate level (-8.1%), but no strong patterns were observed by field of study and degree level. For example, first-time graduate enrollment fell 15.2% at the master’s/graduate certificate level in education administration, but only dropped 2.4% at the doctoral level in this field of study. In contrast, first-time graduate enrollment fell 1.6% at the master’s/graduate certificate level in educational assessment, evaluation, and research, but dropped 17.9% at the doctoral level. And in curriculum and instruction, first-time graduate enrollment fell by a similar amount at both the master’s/graduate certificate and doctoral levels (3.9% and 4.0%, respectively).

 

Finally, first-time graduate enrollment fell slightly more for women than for men in the broad field of education between 2009 and 2010 (-8.6% and -6.9%, respectively). This is important to note since women comprised about three-quarters (74.7%) of all first-time enrollees in education in fall 2010. As with first-time graduate enrollment by degree level, no strong patterns were observed by field of study and gender, with decreases by field of study sometimes greater for men and sometimes greater for women.

 

This closer examination of the data reveals that the overall decline in first-time graduate enrollment in the broad field of education in fall 2010 was driven mainly by a combination of three factors: a sharp drop in part-time enrollment; decreases in secondary education, elementary education, and education administration; and declines for Blacks/African Americans, American Indians/Alaskan Natives, and Whites. The recession is likely at the root of this decline. Since most graduate students in education are self-funded or employer-funded, we can surmise that the decrease in first-time graduate enrollment in education in fall 2010 reflects the hesitancy of prospective students to take on debt or to leave jobs for graduate school and an uncertain future, the hesitancy of employers to pay for graduate school for employees, and austere local and state budgets that affected the job market and support for continuing education for teachers.

 

By Nathan E. Bell, Director, Research and Policy Analysis

(Reprinted from the December 2011 issue of the CGS Communicator)

 

While the focus of the CGS International Graduate Admissions Survey is on the participation of international students in U.S. graduate schools, the 2011 Phase III survey also included a question that asked respondents to provide preliminary data on the number of U.S. citizen and permanent resident first-time graduate students in fall 2010 and fall 2011. An analysis of the findings from that question is presented below.

 

Methodology and Response Rate

The survey population for the 2011 CGS International Graduate Admissions Survey, Phase III: Final Offers of Admission and Enrollment consisted of all 494 U.S. colleges and universities that were members of CGS as of September 2011. A link to the survey instrument was e-mailed to the graduate dean (or equivalent) at each member institution on September 13, 2011, and responses were collected electronically through October 24, 2011.

 

A total of 232 institutions provided first-time graduate enrollment data for U.S. citizens and permanent residents for both fall 2010 and fall 2011, for a response rate of 47% on this question. For some institutions, the Phase III survey was administered before final first-time enrollment numbers were known, therefore these institutions provided preliminary figures as of the same date each year.

 

Of the 232 respondents to this survey question, 170 (73%) were public institutions, 61 (26%) were private, not-for-profit institutions, and one was a private, for-profit institution. By basic Carnegie classification, 166 (72%) of the respondents were doctoral institutions, 48 (21%) were master’s-focused institutions, and 18 (8%) were classified as specialized or baccalaureate institutions. By geographic region, 60 (26%) of the responding institutions are located in the Midwest, 44 (19%) in the Northeast, 39 (17%) in the West, and 89 (38%) in the South. Respondents to the question included 67 of the 100 largest institutions in terms of the number of graduate degrees awarded to U.S. citizens and permanent residents (National Science Foundation, 2011). The 232 responding institutions conferred about 39% of all graduate degrees awarded to U.S. citizens and permanent residents in the United States in 2008-09. Given this diverse set of survey respondents, it is likely that the preliminary data from these institutions reflect the current trends in first-time enrollment of U.S. citizens and permanent residents in graduate schools across the United States.

 

Findings

Overall, the institutions responding to the survey reported a 1% drop in first-time graduate enrollment of U.S. citizens and permanent residents between fall 2010 and fall 2011 (see Table 1). A slight majority of the respondents (128, or 55%) reported a decrease in first-time enrollment of U.S. citizens and permanent residents in 2011, with an average decline of 6% at these institutions. At the 102 institutions (44%) reporting an increase, the average gain was 8%. Two institutions (1%) reported no change in U.S. citizen and permanent resident first-time graduate enrollment between fall 2010 and fall 2011.

 

Public institutions and private, not-for-profit institutions both experienced a 1% decrease in U.S. citizen and permanent resident first-time graduate enrollment between fall 2010 and fall 2011. By basic Carnegie classification, the number of U.S. citizen and permanent resident first-time enrollees dropped 1% at doctoral institutions and fell 2% at master’s-focused institutions.

 

U.S. citizen and permanent resident first-time graduate enrollment dropped in three of the four major regions of the United States in 2011. In the West and Northeast, the numbers of U.S. citizens and permanent residents enrolling in graduate school for the first time dropped by 2%, and in the Midwest the decrease was 1%, but U.S. citizen and permanent resident first-time graduate enrollment increased 1% in the South in 2011.

 

 

Smaller institutions in terms of the number of graduate degrees awarded to U.S. citizens and permanent residents were more likely to see a decrease in first-time graduate enrollment than larger institutions. In fall 2011, U.S. citizen and permanent resident first-time graduate enrollment fell 2% on average at the responding institutions that are not among the 100 largest in terms of the number of graduate degrees awarded to U.S. citizens and permanent residents, but remained flat on average at the responding institutions that are among the 100 largest.

 

Discussion

The preliminary data from the Phase III survey suggest that U.S. citizen and permanent resident first-time graduate enrollment fell in 2011 for the second year in a row. The 1% decrease from this year’s Phase III survey follows a 1.2% drop in fall 2010 that was documented in the most recent CGS/GRE Survey of Graduate Enrollment and Degrees (Bell, 2011b).

 

The 1% decrease in U.S. citizen and permanent resident first-time graduate enrollment in fall 2011 contrasts sharply with an 8% increase in international first-time graduate enrollment this fall (Bell, 2010a). Furthermore, this is the second year in a row in which domestic first-time graduate enrollment decreased while international first-time graduate enrollment increased. In fall 2010, international first-time graduate enrollment increased 4.7%, compared with the 1.2% drop for domestic students (Bell, 2011b).

 

While international first-time graduate enrollment appears to have outpaced domestic first-time graduate enrollment this year and last, this is in contrast to the trend that has been seen over the past decade. Between fall 2000 and fall 2010, first-time graduate enrollment of U.S. citizens and permanent residents increased by 4.4% annually on average, compared with a 2.3% average annual gain for international students (Bell, 2010b).

 

The erosion in first-time graduate enrollment that occurred in fall 2010 was caused in large part by declines in education, business, and public administration, particularly in part-time enrollment in these fields (Bell, 2010b). Since most graduate students in these fields are self-funded or employer-funded, it is likely that the current economic situation and anemic recovery of the job market are at the root of the decline. It is possible that prospective students in these broad fields remain hesitant to take on debt or to leave jobs for graduate school, that some employers have reduced or eliminated educational benefits for their employees, and that cuts in the primary and secondary teaching workforce in some states have left some teachers unemployed and hesitant to pursue more schooling, but the preliminary data on U.S. citizens and permanent residents from the 2011 Phase III survey do not provide the level of detail needed to determine the cause of this year’s decline. The more robust 2011 CGS/GRE Survey of Graduate Enrollment and Degrees, to be released next fall, will document the final change in first-time graduate enrollment for fall 2011.

 

By Nathan E. Bell, Director, Research and Policy Analysis

(Reprinted from the November 2011 issue of the CGS Communicator)

 

The United States continues to experience a high level of educational attainment, but many countries have surpassed, or will soon surpass, the U.S., according to the OECD’s latest annual compendium of international education statistics, Education at a Glance (OECD, 2011). The 495-page report assembles a wealth of data on a range of education indicators, including educational attainment, educational expenditures, and participation in education. This article uses data from Education at a Glance to examine educational attainment across OECD and G-20 countries.

 

The OECD report uses the International Standard Classification of Education (ISCED) framework, which takes into account differences in the structure of tertiary education (i.e., higher education) across countries, to make international comparisons of educational outcomes. The ISCED framework includes three categories that capture the equivalent of all U.S. associate’s degrees, bachelor’s degrees, master’s degrees, doctorates, and first-professional degrees. ISCED 5A (tertiary-type A) education programs are theory-based programs that prepare students for advanced research studies or for entry into professions with high skills requirements. This category includes U.S. bachelor’s and master’s degrees, as well as U.S. first-professional degrees in fields such as medicine, dentistry, and law. ISCED 5B (tertiary-type B) education programs are generally shorter in duration than ISCED 5A programs and provide students with practical, technical, or occupational skills. This category includes U.S. associate’s degrees. The final higher education category, ISCED 6 (advanced research programs), includes degree programs that result in the awarding of an advanced research qualification such as the Ph.D. (OECD, 1999; OECD 2011).

 

Across all OECD countries in 2009, 30% of all 25-64 year-olds had earned a tertiary-type B credential or higher, equivalent to a U.S. associate’s degree or higher. The 2009 figure reflects a nine percentage point gain from 21% in 1998. Twenty-one percent of all 25-64 year-olds in OECD countries in 2009 had earned a tertiary-type A credential or higher, equivalent to a U.S. bachelor’s degree or higher. Educational attainment rates for advanced research programs alone, equivalent to a U.S. Ph.D., are not included in the report.

 

The United States and Japan together accounted for 47% of all 25-64 year-olds with tertiary education (tertiary-type B or higher) in OECD countries in 2009, meaning that nearly one-half of the total population of individuals with tertiary education in OECD countries lived in the United States or Japan. If G-20 countries are also included in this calculation, the United States continues to be top-ranked, with 26% of the total population of 25-64 year-olds with tertiary education in OECD and G-20 countries in 2009, followed by China (12%), Japan (11%), the United Kingdom (5%), and Germany (5%).

 

Figure 1 presents tertiary educational attainment rates by country for two age groups: 25-34 year-olds and 55-64 year-olds. In 2009, the United States ranked third among OECD countries in the percentage of 55-64 year-olds who had attained tertiary education. In the U.S., 41% of individuals in this age group had attained tertiary education in 2009, trailing only behind the Russian Federation (44%) and Israel (45%), and considerably higher than the OECD average of 22%. Among 25-34 year-olds, however, the United States ranked 16^th in the percentage who had attained tertiary education, indicating that educational attainment is increasing faster in other OECD countries than in the United States. In the U.S., 41% of 25-34 year-olds had attained tertiary education in 2009, higher than the 37% OECD average, but considerably lower than top-ranked South Korea (63%). Canada (56%), Japan (56%), and the Russian Federation (55%) also had educational attainment rates for 25-34 year-olds that were considerably higher than the rate in the U.S.

 

 

Due to their stronger gains in educational attainment among younger individuals, more countries are expected to surpass the U.S. or increase their advantage in overall tertiary attainment (25-64 year-olds) over time, according to Education at a Glance. Countries such as Korea, Japan, Norway, Ireland, and Sweden, among others, already have high levels of tertiary attainment, but are expected to see that advantage increase in the coming years. In contrast, the United States, Israel, the Russian Federation, and Finland, among others, will see other countries approaching or surpassing their levels of educational attainment. Poland, Chile, and Portugal are expected to move closer to the OECD average in the coming years, while a handful of countries, including Austria, Brazil, and Germany, are expected to fall further behind in tertiary attainment.  

 

The United States ranks higher in educational attainment when tertiary-type B programs are excluded. Among all OECD countries in 2009, 31% of all 25-64 year-olds in the United States had earned a tertiary-type A credential or higher, equivalent to a U.S. bachelor’s degree or higher. This figure was second only to Norway, where 34% had achieved this level of educational attainment. Once again, however, the U.S. ranked lower for 25-34 year-olds (11^th) than 55-64 year-olds (1^st), indicating that other countries will soon surpass the U.S. in the attainment of tertiary-type A credentials or higher.

 

Over the past decade (1999 to 2009), the average annual growth rate in tertiary attainment (tertiary-type B or higher) in the United States was 1.4%. This compares with an OECD average of 3.7%, and rates as high as 6.6% for Luxembourg, 6.5% for Poland, and 5.8% for Ireland. The 1.4% average annual rate of increase for the United States was the lowest of all OECD countries.

 

While the United States has long been a leader in educational attainment, the OECD data clearly show that the United States’ ranking has slipped over time and that it may soon be surpassed by even more countries in the near future. In order for the United States to remain competitive in the 21^st century global marketplace, it must increase educational attainment for its citizenry, particularly graduate degree recipients with “the advanced knowledge and skills that will secure our future intellectual leadership in the knowledge economy (Wendler et al., 2010, pp. 1).”

 

By Nathan E. Bell, Director, Research and Policy Analysis

The following external links provide access to additional benchmarking resources:

 

Bureau of Labor Statistics

• Employment Projections

 

Canadian Association for Graduate Studies

• Statistical Reports

 

Carnegie Foundation

• The Carnegie Classification of Institutions of Higher Education

 

The College Board

• Trends in College Pricing
• Trends in Student Aid
• Education Pays

 

Institute of International Education

• Open Doors: Statistics on International Student Mobility
• Project Atlas: Atlas of Student Mobility

 

National Center for Education Statistics

• Baccalaureate and Beyond Longitudinal Study
• The Condition of Education
• Digest of Education Statistics
• Integrated Postsecondary Education Data System (IPEDS)
• National Postsecondary Student Aid Study (NPSAS)

 

National Research Council

• A Data-Based Assessment of Research-Doctorate Programs in the United States

 

National Science Foundation

• Doctorate Recipients from U.S. Universities
• National Center for Science and Engineering Statistics
• Science and Engineering Indicators
• SESTAT: Scientists and Engineers Statistical Data System
• Survey of Doctorate Recipients
• Survey of Earned Doctorates Tabulation Engine
• WebCASPAR: Integrated Science and Engineering Resources Data System
• Women, Minorities, and Persons with Disabilities in Science and Engineering

 

Organisation for Economic Co-operation and Development (OECD)

• Education at a Glance
• OECD Education Database

 

U.S. Census Bureau

• Educational Attainment
• Population and Housing Unit Estimates

 

The ability to resolve complex issues that arise in international research is critical to the success of U.S.-trained scientists and engineers. It is also essential to ensuring the integrity of U.S. research with international partners. With funding from the National Science Foundation (NSF #1135345), CGS is embarking on a project to develop model approaches to assessing the learning of students who participate in collaborations such as joint and dual degree programs and research collaborations and exchanges.

 

Through a competitive process, five institutions have been selected to participate in the project as funded research partners:

• Emory University
• Northern Arizona University
• University of Puerto Rico-Rio Piedras
• University of Oklahoma
• Virginia Tech

 

CGS will work with funded institutions to:

• identify and test learning outcomes in STEM international collaborations
• document approaches to using those outcomes to enhance the preparation of graduate students to confront the ethical challenges of international research.
• develop case studies based on successful program strategies and an online repository of graduate learning outcomes for international collaborations.
   

• Drexel University
• Indiana University
• Loyola University Chicago
• Mississippi State University
• North Carolina A&T University
• Purdue University

 

CGS has compiled a list of helpful resources for all institutions seeking to enhance the preparation of graduate students to confront ethical issues in international research. More information about the project goals and background can be found in a CGS Framework Paper written to guide the development of proposals.

 

For more information, please contact:

Daniel Denecke

Julia Kent

Selected letters and statements from the 116th Congress are available here.

 

Selected letters and statements from the Trump Administration are available here.

 

Selected letters and statements from previous Congressional sessions

 

CGS Letter in Support of Student Loan Bill (10/23/2018)

On October 23, CGS sent a letter to the co-sponsors of the Affordable Loans for Any Student Act of 2018 (S.3584), expressing support for certain provisions which would benefit graduate students, including changes to income-based repayment options, expanding loan counseling, and elimination of origination fees. 

 

CGS Letter Thanks Congress for Passage of Opioid Bill (10/10/2018)

On October 10, CGS sent a letter thanking Congress for passing H.R. 6, the Substance Use-Disorder Prevention that Promotes Opioid Recovery and Treatment (SUPPORT) for Patients and Communities Act, which would address the growing opioid epidemic in the U.S. In particular, the letter highlights a new program that would repay the student loans of healthcare professionals in substance use disorder occupations, serving as an incentive for entry into these high-demand fields. 

 

CGS Letter Thanking Congress for Passing FY 2019 Education, NIH Funding (10/1/2018)

On October 1, CGS sent a letter commending Congress for passing a Fiscal Year (FY) 2019 spending package that includes the Labor, Health and Human Services, and Education bill. The letter specifically praises increases to student financial aid and research priorities that directly support graduate education. 

 

Community Letter on FY 2019 Labor-HHS-Education Spending Bill (9/25/2018)

On September 25, CGS signed onto a higher education community letter to House leaders expressing strong support for the Fiscal Year (FY) 2019 Labor-HHS-Education bill, which increases funding to a number of student aid programs, including those that benefit graduate students such, as Federal Work Study and Public Service Loan Forgiveness (PSLF). The letter also praises the increase for science and research conducted by the National Institutes of Health included in the bill. 

 

Task Force Letters on FY 2019 DOE and DOD Funding (9/19/2018)

On September 19, as part of the Task Force on American Innovation, CGS joined two letters to the leaders of the House and Senate Appropriations Subcommittees on Energy-Water and Defense thanking them for their bipartisan work in funding science and research conducted at the Departments of Energy and Defense for fiscal year 2019. 

 

Community Letter Urges OSTP Confirmation (9/19/2018)

On September 19, CGS signed onto a community letter to Senate leadership asking them to swiftly confirm Dr. Kelvin Droegemeier as the Director of the White House Office of Science and Technology Policy (OSTP). 

 

CGS Letter in Support of OSTP Director Nomination (8/21/2018)

On August 21, CGS sent a letter to the Senate Commerce, Science & Transportation Committee in support of the nomination of Kelvin Droegemeier to be the Director of the Office of Science and Technology Policy (OSTP). The letter highlights Dr. Droegemeier’s strong credentials as well OSTP’s important role in the work the federal government does around science and research, and its impact on graduate education. It asks the committee to quickly confirm his nomination.

 

Community Letter on OSTP Director Nomination (8/20/2018)

On August 20, CGS signed onto a community letter to the Senate Committee on Commerce, Science & Transportation in support of Kelvin Droegemeier to head the Office of Science and Technology Policy (OSTP). The letter underlines the science community’s strong support for his nomination and asks senators to advance it expeditiously to a floor vote.

 

Letter in Support of College Student Mental Health Bill (8/3/2018)

On August 3, CGS sent a letter in support of the Higher Education Mental Health Commission Act (S.3106). The bill, introduced by Senator Bob Casey (D-PA), would create a national commission to makes recommendations for improvement around services available to students with mental health issues. The letter urges Senator Casey and his colleagues to remain aware of the unique needs of graduate students, “non-traditional” students, and student veterans as this legislation moves forward. It also encourages representation of the graduate education community on the commission.  

 

Task Force Letter on FY 2019 Science Funding (7/9/2018) 

As a member of the Task Force on American Innovation (TFAI), CGS joined a letter sent on July 9 to the House and Senate Appropriations committees praising them for backing robust FY 2019 funding levels for science and research programs across several federal agencies, including the National Science Foundation (NSF) and the Department of Energy's Office of Science. TFAI also urged appropriators to maintain their commitment to strong investments in science in the future. 

 

Letter Commending Passage of Senate FY 2019 LHHS-ED Bill (7/7/2018)

On July 7, CGS sent a letter to the Senate Appropriations Committee commending passage of its Fiscal Year (FY) 2019 Labor, Health and Human Services, and Education (LHHS-ED) bill. The bill reflects investments in graduate education and research, and its passage marks an important step in the committee’s work toward completing a comprehensive FY 2019 spending package.

 

Coalition Statement on Senate FY 2019 NSF Funding (6/22/2018)

As part of the Coalition for National Science Funding (CNSF), CGS joined a statement on June 22 thanking the Senate Appropriations Committee for the $8.1 billion it provided to the National Science Foundation (NSF) as part of its FY 2019 Commerce-Justice-Science spending bill. The statement highlights NSF’s work in STEM education, including the support it provides to graduate students, and reiterated CNSF’s commitment to working with the full Senate to reach a higher funding level for NSF in FY 2019. 

 

Community Letter On Discharge Petition for DACA Bills (5/24/2018)

On May 24, CGS signed onto a community letter sent to Rep. Jeff Denham (R-CA), thanking him and his colleagues for leading the discharge petition to bring several bipartisan bills to a vote on the House floor that would provide a permanent solution for the Deferred Action on Childhood Arrivals (DACA) program. The letter voices the community’s support for this action and urges lawmakers to continue working to enact a permanent legislative fix that would protect DACA recipients.

 

Coalition Statement on House FY 2019 NSF Funding (5/23/2018)

As part of the Coalition for National Science Funding (CNSF), CGS joined a statement on May 23 thanking the House Appropriations Committee for the $8.2 billion it provided to the National Science Foundation (NSF) as part of its FY 2019 Commerce-Justice-Science spending bill. The statement highlights NSF’s commitment to STEM education, including the support it provides to graduate students.

 

Community Letter on Potential FY 2018 Funding Rescission (5/4/2018)

On May 4, CGS signed onto a higher education community letter sent to House and Senate appropriators voicing concern over a proposed rescission package to non-defense spending programs for FY 2018. Specifically, the letter highlights the potential negative implications that would result from impounding federal funds, including on certain student aid programs. A similar letter was also sent on May 4 to the Office of Management and Budget (OMB).

 

Coalition Letter on FY 2019 NSF Funding Request (4/12/2018)

As a member of the Coalition for National Science Funding (CNSF), CGS joined a letter sent on April 12 to the chair and ranking members of the House and Senate Appropriations Commerce-Justice-Science Subcommittees asking for an appropriation of $8.45 billion for the National Science Foundation (NSF) in FY 2019. As part of the justification for this request, the letter highlights NSF’s role in advancing science and research  across the scientific disciplines, and its commitment to preparing the future STEM workforce by training graduate students and postdocs.

 

Community Letter on FY 2018 Spending Bill (3/22/2018)

CGS signed onto a community letter sent to House and Senate leadership in support of the FY 2018 omnibus spending package. The letters highlights funding increases to a variety of higher education programs including Pell Grants, Public Service Loan Forgiveness (PSLF) and Federal Work Study. It also recognizes the increased support for science and research at the National Science Foundation (NSF), the National Institutes of Health (NIH), and the Department of Energy, as well as an increase for the National Endowment for the Humanities and the National Endowment for the Arts. Although not mentioned in the letter, CGS is concerned with the 17 percent cut to GAANN in the bill and what implications that could have for the program in Higher Education Act reauthorization.

 

Comments to HELP Committee on HEA Reauthorization (2/23/2018)

On February 23, CGS submitted comments to the Senate Health, Education, Labor, and Pensions (HELP) Committee on policy principles around the reauthorization of the Higher Education Act (HEA). The letter highlighted the erosion of federal financial support for graduate students over the years, and asked the committee to be cognizant of the different needs that graduate students have, particularly as it comes to aggregate loan limits, financial aid counseling, lack of access to Pell Grants, and programs such as GAANN, PSLF, and Federal Work-Study. 

 

Community Letter on HEA Reauthorization (2/23/2018)

CGS signed onto a community letter submitting comments on the reauthorization of the Higher Education Act (HEA), sent on February 23 to the Senate Health, Education, Labor, and Pensions (HELP) Committee. The letter focused on several key issues of overall importance to the higher education community including maintaining the ability for all student loan borrowers—undergraduate, graduate, and parent—to continue to finance their education.

 

Community Letter on the PROSPER Act  (2/15/2018)

CGS signed onto a higher education community letter sent to House leadership on February 15, expressing reservations about the PROSPER Act, the House bill to reauthorize the Higher Education Act (HEA). The letter highlights several concerns with the bill, including the impact on graduate students, and indicates that the community cannot support it in its current form.

 

Community Letter on Immigration Proposals  (2/15/2018)

CGS signed onto a community letter which was sent on February 15 to Senate leaders in support of two bipartisan bills, which would provide a pathway to citizenship to 1.8 million undocumented immigrants brought to the United States as children. The letter urges lawmakers to expeditiously pass legislation that would provide legal status for this population.  

Community Letter to Congressional Leaders on DACA Legislation  (2/5/2018)

CGS signed onto a community letter sent to House and Senate leadership on February 5 urging them to quickly pass legislation providing permanent legal status for Deferred Action for Childhood Arrivals (DACA) recipients. This is one month before the program is due to end on March 5. 

 

Community Thank You Letters to Members of Congress on Tax Reform (12/21/2017)

CGS signed onto a series of community letters sent on December 21 to nine Members of Congress thanking them for their leadership roles during the consideration of the tax bill. 

 

Community Letter Thanks Members of Congress Asking for DACA Fix (12/15/2017)

CGS signed onto a community letter that was sent on December 15 to 36 House Republicans thanking them for their leadership in calling for a permanent legislative solution for Deferred Action for Childhood Arrivals (DACA) recipients before the end of the year.

 

Community Letter on House HEA Reauthorization Bill (12/11/2017)

On December 11, CGS signed onto a community letter to leaders of the House Education and the Workforce Committee regarding H.R. 4508, the Promoting Real Opportunity, Success, and Prosperity through Education Reform Act (PROSPER), the legislation to reauthorize the Higher Education Act. The letter highlights some provisions in the bill that the community supports, but primarily outlines areas of concern, specifically calling out the loss of Federal Work-Study eligibility for graduate students, and the capping of graduate student loans through the elimination of Grad PLUS. 

 

Coalition Letter on Elimination of PSLF in PROSPER Act (12/11/2017)

CGS signed onto a coalition letter sent to the House Education and the Workforce Committee on December 11 urging members to reconsider the elimination of the Public Service Loan Forgiveness program (PSLF) as they markup the Promoting Real Opportunity, Success, and Prosperity through Education Reform Act (PROSPER). 

 

Community Letter on Higher Education Provisions in the Final Tax Bill (12/8/2017)

On December 8, CGS signed onto a community letter to leaders of the House Ways and Means, and Senate Finance Committees highlighting provisions in the House and Senate tax bills that would have implications for higher education, including the elimination and consolidation of several benefits in the House bill that would impact graduate students. The letter urges lawmakers to consider the importance of these provisions as they begin conference negotiations on a final tax bill. 

 

Community Letter to Conference Committee on IRC Sec. 127 (12/6/2017)

On December 6, CGS signed onto a community letter to conferees asking them to retain Section 127 of the Internal Revenue Code (IRC), employer-provided education assistance, as they negotiate the final version of the tax bill, H.R. 1, the Tax Cuts and Jobs Act.

 

Community Letter on Charitable Giving Amendment in the Senate Tax Bill (11/30/2017)

On November 30, CGS signed onto a community letter to Senate leadership in support of an amendment to the Senate tax bill, introduced by Senator James Lankford (R-OK), which allows non-itemizing taxpayers to deduct charitable donations up to one-third of the standard deduction threshold. Concerns remain that the proposal to double the standard deduction would discourage taxpayers from itemizing and reduce the amount of charitable giving, which could have significant implications for institutions of higher education.

 

Community Letter on Senate Tax Reform Bill (11/14/2017)

On November 14, CGS signed onto the community letter to the Senate Finance Committee regarding the Senate version of H.R. 1, the Tax Cuts and Jobs Act. The letter thanks the committee for maintaining student benefits that the House bill eliminates, many of which would impact graduate students. It also specifies the provisions in the Senate bill which will have a negative impact on higher education, such as the increase in the standard deduction which could impact charitable contributions, the repeal of state and local tax (SALT) deduction, and the creation of a new excise tax on endowments at certain private institutions.

 

Community Letter on House Tax Reform Bill (11/6/2017)

On November 6, CGS signed onto a community letter to the leaders of the House Ways and Means Committee highlighting the negative impacts H.R. 1, the Tax Cuts and Jobs Act would have on higher education. The letter focused specifically on provisions which would severely impact graduate students, including the elimination of: IRC Section 221, the deduction of interest paid on student loans; IRC Section 117(d), deduction of qualified tuition reductions, such as waivers and/or remissions; IRC Section 127, deduction of employer-provided education assistance; and the Lifetime Learning Credit (LLC), instead expanding the American Opportunity Tax Credit (AOTC) to include a fifth year of reduced support. 

 

Coalition Letter on Elimination of IRC Sec. 127 in the House Tax Bill (11/3/2017)

On November 3, as part pf the Coalition to Preserve Employer-Provided Education Assistance, CGS signed onto a letter to the House Ways and Means Committee asking lawmakers to preserve and strengthen IRC Sec. 127, employer-provided education assistance, as they consider H.R. 1. 

 

Coalition Letters to the House and Senate on IRC Sec. 127 Legislation (10/27/2017)

On October 27, CGS joined a coalition of higher education, business, and labor organizations on letters to House and Senate members in support of two companion bills that would increase the annual amount employers may provide in tax-exempt educational benefits under Section 127 of the Internal Revenue Code. The legislation would increase the annual assistance limit from $5,250 to $11,500, and index that amount for inflation.

 

Community Letter on Perkins Loan Program Extension (9/27/2017)

On September 27, CGS signed onto a community letter to House leadership asking them to schedule an expeditious vote on H.R. 2482, the Perkins Loan Extension Act, which would reauthorize the federal Perkins Loan program, due to expire on September 30, 2017. 

 

Community Letter on Graham-Cassidy Healthcare Bill (9/25/2017)

On September 25, CGS signed onto a community letter to Senate leaders that raises concerns with Graham-Cassidy-Heller-Johnson proposal to repeal and replace the Affordable Care Act (ACA). Specifically, the letter focuses on the bill’s proposed changes to Medicaid financing and the impact that would have on state budgets, which would affect their ability to fund higher education. It also highlights the potential loss of healthcare coverage, particularly in areas of mental health, that many students will experience. CGS signed onto a similar letter earlier this year when a previous “repeal and replace” bill was considered. 

 

Community Letter on DACA Legislation (9/12/2017)

On September 12, CGS signed onto a higher education community letter to House and Senate leadership regarding the Deferred Action for Childhood Arrivals (DACA) program, which was rescinded last week. The letter urges Congress to expedite passage of legislation that would permanently protect individuals currently under the program. 

 

Community Letter in Support of Legislation Expanding IRC Sec. 127 (9/11/2017)

On September 11, CGS signed onto a community letter in support of H.R. 795, the Employer Participation in Student Loan Assistance Act, which would expand the current Internal Revenue Code Sec. 127 to allow employers to provide tax-free student loan repayment assistance to employees. The letter asks Congress to include this bill in any upcoming tax legislative package.

 

Coalition Letter on FY 2018 Budget Caps and NSF Funding (9/5/2017)

On September 5, CSG signed onto a Coalition for National Science Funding (CNSF) letter encouraging Congress to enact a bipartisan budget agreement that would increase spending caps for discretionary programs in FY 2018, and to ensure funding of at least $7.8 billion for NSF in FY 2018. 

 

Community Letter in Support of Dream Act of 2017 (8/2/2017)

On August 2, CGS signed onto a community letter to House and Senate lawmakers who sponsored the recently reintroduced Dream Act of 2017. The letter supports the legislation which would provide legal status and a path to citizenship to undocumented immigrants who were brought to the country as children and are currently protected by the Deferred Action for Childhood Arrivals (DACA) program.

 

Community Letter on the Dream Act of 2017 (7/25/017)

On July 25, CGS signed onto a higher education community letter in support of the recently reintroduced Dream Act, which would grant legal status and a path to citizenship to undocumented immigrants who were brought to the country as children and are currently protected by the Deferred Action for Childhood Arrivals (DACA) program.

 

Community Letter on House FY 2018 Labor-HHS-Education Spending Bill (7/19/2017)

On July 19, CGS signed onto a higher education community letter to the chairman and ranking member of the House Appropriations Committee. It expressed overall support for the FY 2018 Labor, Health and Human Services, Education and Related Agencies Appropriations bill, which does not include the Administration’s proposal to cap reimbursements of facilities and administrative (F&A) costs. It also increases funding for TRIO programs and maintains Federal Work-Study. The letter expresses concerns with the proposed cut to the Pell surplus and asks Congress to raise defense and non-defense spending caps, which would allow for more funding to programs such as Graduate Assistance for Areas of National Need (GAANN) and Fulbright Hays grants. 

 

Comments to Senate Finance Committee on Higher Ed Tax Reform Issues (7/17/2017)

On July 17, CGS signed onto comments submitted by the higher education community to the Senate Finance Committee in response to Senator Hatch’s request for stakeholders to submit their priorities for tax reform. The comments focused on tax provisions that impact students, families and institutions. Highlighted were: preserving tax benefits that enhance access for graduate students, specifically focusing on the Student Loan Interest Deduction (SLID); and preserving the student FICA exemption as well as sections 127 and 117(d) of the Internal Revenue Code. The letter also encouraged the committee to consolidate the American Opportunity Tax Credit (AOTC) and the Lifetime Learning Credit (LLC) into a two-part AOTC, indicating that any such effort should also provide benefits to graduate students. 

 

Comments to Senate Finance Committee on IRC Sec. 127 (7/14/2017)

On July 14, CGS joined a coalition of higher education, business, and labor organizations in submitting comments to the Senate Finance Committee on tax reform options. Specifically, the letter supports maintaining and strengthening IRC Sec. 127, employer-provided education assistance, in any upcoming tax package. Currently, Sec. 127 allows an employee to exclude from income up to $5,250 per year in assistance for any type of educational course at the undergraduate and graduate level.

 

Community Letter on ACA Repeal and Replace Bill (6/27/2017)

On June 27, CGS signed onto a community letter to Senate leadership voicing the higher education community’s concerns with respect to the Senate bill that would repeal and replace the Affordable Care Act (ACA). Specifically, the letter highlights the impacts the cuts to Medicaid would have on state budgets and the subsequent impact on higher education, students and teaching hospitals.

 

Community Letter on Education and Research Funding in FY 2018 (6/7/2017)

On June 7, CGS signed onto a higher education community letter to the House and Senate Budget and Appropriations Committees, asking them to maintain their commitment to student financial aid and scientific research in FY 2018 funding. The letter also urges the committee to remove the spending caps for FY 2018 and encourages Congress to build upon the funding they provided in the final FY 2017 omnibus package. CGS President Suzanne Ortega previously issued a statement on the President’s budget request.

 

Community Letter in Support of FY 2017 Funding Bill (5/3/2017)

On May 3, CGS signed onto a community letter sent to House and Senate leadership in support of the passage of H.R. 244, the Fiscal Year 2017 Consolidated Appropriations Act. In particular, the letter highlighted the increase in National Institutes of Health (NIH) funding as well as the bill’s support for the National Endowment for the Arts and the Humanities (NEA and NEH) and a number of higher education financial assistance programs, including the restoration of year-round Pell Grants. 

 

Community Letter on Fiscal Year 2017 Funding (4/5/2017)

On April 5, CGS signed onto a community letter sent to House and Senate leadership encouraging Congress to complete its work on the FY 2017 appropriations process in an expeditious and non-controversial manner. The letter also opposed any proposed cuts by the Administration to programs or agencies that impact higher education including the National Institutes of Health (NIH). 

 

Coalition Letter on Science Funding (4/3/2017)

CSG signed onto a Coalition for National Science Funding (CNSF) letter in support of overall science funding that included a recommendation of $8 billion in FY 2018 appropriations for the National Science Foundation (NSF). Language provided by CGS on the importance of funding for graduate traineeships and research assistantships was included in the final draft of the letter. 

 

Community Letter to Rep. Rodney Davis (R-IL) (3/2/2017)

CGS joined a coalition of higher education, business, and labor organizations in a letter of support for H.R. 795, the Employer Participation in Student Loan Assistance Act of 2017, which would expand Sec.127 of the Internal Revenue Code to allow employers to provide student loan repayment assistance. 

 

Letter to House Education and the Workforce Committee Regarding Graduate Student Loans (02/21/2017)

On February 21, CGS President Suzanne Ortega sent a letter to the House Committee on Education and the Workforce with respect to comments made at a February 7 hearing regarding proposals to either scale back or eliminate the Grad PLUS program. 

 

Letters to the House and Senate in Support of IRC Sec. 127 (2/7/2017)

CGS joined a coalition of higher education, business, and labor organizations in letters to the House Ways and Means Committee and the Senate Finance Committee in support of Sec.127 of the Internal Revenue Code. Sec.127 is an employer-provided educational benefit that allows an employee to exclude from income up to $5,250 per year in assistance.

 

Community Letter the Bridge Act (1/12/2017)

CGS joined 20 other higher education associations on a letter to Senators Lindsey Graham (R-SC) and Dick Durbin (D-IL) in support of S.128, the “Bar Removal of Individuals Who Dream and Grow our Economy” (BRIDGE) Act. The letter stresses the bill’s importance to students who are Deferred Action for Childhood Arrivals (DACA) recipients on college campuses and encourages its expeditious passage.  

 

Community Letter on Overtime Rule (9/25/2017)

On September 25, CGS signed onto a community letter submitting comments to the Labor Department (DOL) regarding proposed changes to the Fair Labor Standards Act’s (FLSA) overtime pay requirements. The letter highlights the impact the proposed rule would have on postdoctoral researchers at institutions of higher education. CGS signed onto a similar set of comments to DOL in 2015. 

 

Community Letter on Higher Ed Regulations (9/20/2017)

On September 20, CGS signed onto a higher education community letter submitting comments to the Department of Education with respect to regulations that may be appropriate for repeal, replacement or modification. The letter highlighted recommendations made by a 2015 taskforce report, focusing on financial responsibility standards, return of Title IV funds, and state authorization. In August, CGS signed onto a similar letter, which provided recommendations on the negotiated rulemaking process, and also highlighted the 2015 report.  

 

Comments to Education Department on NPSAS (9/7/2017)

On September 7, CGS submitted comments and feedback to the Education Department regarding the 2017-18 National Postsecondary Student Aid Study Administrative Collection (NPSAS). The letter expressed appreciation that the department proposed differentiating between different segments of graduate and professional students, as well as for its proposal to provide more frequent results of its data collection. CGS also encouraged the department to clarify how forms of financial support, other than student loans, will be captured in this proposed data collection effort.

 

Community Letters on DACA (August 2017)

In late August, prior to a September 5th announcement by the administration,CGS signed onto two community letters to President Trump asking him to keep the Deferred Action for Childhood Arrivals (DACA) program in place and work with Congress on a long-term solution. 

 

Community Letter to Department of Education on Executive Order 13781 (8/4/2017)

On August 4, CGS signed onto a community letter offering comments to the Education Department with respect to Executive Order 13781 of March 13, 2017 (Comprehensive Plan for Reorganizing the Executive Branch). The letter focuses on the Department’s negotiated rulemaking process, providing a set of recommendations that can be used to amend or improve the current process. 

 

Comments to Education Department on Plan to Reorganize the Executive Branch (8/2/2017)

On August 2, CGS submitted feedback to the Department of Education regarding Executive Order 13781 of March 13, 2017 (Comprehensive Plan for Reorganizing the Executive Branch). The comments offered several suggestions on how the Department can better serve graduate students, including: better, more nuanced benchmarking; more transparent federal student loan information; simplified and equitable repayment options; and more relevant specified areas of national need in the Graduate Assistance in Areas of National Need (GAANN) program. 

 

Community Letter on SHIPs for Graduate Students (7/12/2017)

On July 12, CGS signed on a higher education community letter that responded to a “request for information” regarding reducing regulatory burdens imposed by the Patient Protection and Affordable Care Act & Improving Healthcare Choices To Empower Patients to Centers for Medicare & Medicaid Services (CMS). The letter requests that guidance be issued stating that institutions of higher education do not violate the Affordable Care Act (ACA) market rules if they subsidize their student health insurance plan (SHIP) coverage and will not be penalized for doing so.

 

Comments Sent to CFPB on Student Loan Servicing Market Monitoring (04/24/2017)

On April 24, CGS submitted comments to the Consumer Financial Protection Bureau (CFPB) regarding the agency’s proposed information collection activity, titled, “Student Loan Servicing Market Monitoring”, which looks to make student loan portfolio, performance, and repayment plan information more accessible and transparent. CGS urged the Bureau to be mindful of the information gap that exists in the data collection of graduate borrowers and encouraged CFPB not only to disaggregate by broad loan type, but also by degree type within graduate and professional programs (e.g., master’s, doctorates, and professionals).

 

Community Letter to President Trump on the Impact of Immigration Ban on U.S. Science (1/31/2017)

CGS has signed onto a community letter with 164 other higher education associations, scientific organizations and institutions of higher education, to President Donald Trump asking him to rescind Executive Order, Protecting the Nation from Foreign Terrorist Entry into the United States. The letter highlights the negative impact the Executive Order will have on the science and engineering capacity of the United States.

 

Letter to Department of Homeland Security Regarding the Executive Order on Immigration (1/31/2017)

CGS joined 46 other higher education associations on a letter to the Secretary of Homeland Security (DHS) John Kelly voicing the concerns of the higher education community with respect to how the administrations Executive Order, Protecting the Nation from Foreign Terrorist Entry into the United States, will affect institutions of higher education. The letter requests a meeting with the Department to discuss the concerns of the higher education community and offers to work with DHS to create policies that enhance our security without harming our ability to attract international students and scholars. 

Community Statement on Imprisoned Graduate Student (7/27/2017)

On July 27, CGS joined the higher education community in a statement to the media on Princeton graduate student, Xiyue Wang, who was recently given a 10-year prison sentence in Iran. The statement highlighted the chilling effect this could have on scholarship and cultural exchange throughout the world and called for his safe release.

 

Letter to the Education Department on New Experimental Sites (07/19/2016)

The Council of Graduate Schools (CGS) sent a letter to the Department of Education (ED) offering suggestions for the agency to consider before ED unveils a pilot program that would let colleges and universities experiment with requiring additional loan counseling beyond what is already mandated by federal law. In the letter, CGS encouraged ED to consider the unique financial information needs of master’s and doctoral students when making awards to experimental sites.

 

Letter to House Education and the Workforce Committee Concerning H.R. 3179 (06/21/2016)

On June 21, CGS President Suzanne Ortega sent a letter to the House Committee on Education and the Workforce regarding H.R.3179, the Empowering Students Through Enhanced Financial Counseling Act. The letter emphasizes that while CGS appreciates the Committee’s interest in helping students and families make informed decisions regarding financing their education, policymakers should also consider the unique financial information needs of master’s and doctoral students, as have different financial needs and circumstances than those of undergraduates.

 

Comments Sent to CFPB on Student Loan Payback Playbooks (06/03/2016)

On June 3, CGS  submitted comments and feedback to the Consumer Financial Protection Bureau (CFPB) regarding the agency’s Student Loan Payback Playbooks, a digital tool designed to assist borrowers better understand available repayment options for paying off student debt. CGS urged the Bureau to be mindful of the information needs of graduate borrowers, which may be different from those of undergraduate borrowers, and offered modifications to the tool to better serve graduate students.

 

Letter Sent to Treasury Department Supporting Financial Education (05/11/2016)

On May 11, CGS sent a letter to the U.S. Treasury Department in response to the agency’s feedback solicitation on its national strategy to promote financial success. The Financial Literary and Education Commission is updating the national strategy document, which was last updated in 2011. In the response, CGS highlighted the Enhancing Student Financial Education project and encouraged the Commission to consider graduate schools as a part of broader financial education infrastructure.

 

Response to Department of Education’s Comment Request on IPEDS Modifications (04/08/2016)

On April 8, CGS sent a letter in response to the Department of Education’s request for comments regarding changes to the Integrated Postsecondary Education Data System (IPEDS). CGS encouraged the Department to disaggregate enrollment data of graduate students by degree objectives (e.g., master’s degree, doctor’s degree-research/scholarship, etc.). Having such data available would offer more meaningful insight into the state of graduate education in the U.S.

Community Letter to the Departments of Treasury, Labor and Health & Human Services (9/6/2016)

CGS joined six other higher education associations on a letter to the Departments of Treasury, Labor and Health & Human Services regarding graduate students SHIPs. The letter follows up on a letter sent earlier this summer by 17 senators.  It urges the departments to issue guidance that will allow universities to continue to provide subsidized health insurance coverage to graduate students.

 

Community Letter to Senator Richard Burr, R-NC (5/12/2016)

On May 12, the Council of Graduate Schools signed onto a community letter endorsing S. 2869, the Boost Savings for College Act, which would expand 529 education savings accounts by offering a saver’s tax credit for annual contributions by low- and moderate-income families. Specifically, the bill would provide tax credits of up to $1,000 for 529 plan contributions by an individual earning less than $30,750, and up to $2,000 for a couple earning less than $61,500. The proposal also would provide a tax credit for employers of up to $1,000 to cover matching contributions to a 529 plan for an employee or his spouse or child. The letter was sent to the bill’s sponsors, Senator Richard Burr (R-NC) and Senator Bob Casey (D-PA).

 

Community Letter to House and Senate Appropriations Committee (4/16/2016)
On April 16, CGS signed onto a community letter sent to both the House and Senate Appropriations Committees regarding Pell funding in the FY17 appropriations process. The letter expressed opposition to any effort to use funding taken from the Pell Grant Program for any other purpose in the FY 2017 education spending bill under consideration by the subcommittees.

 

Community Letter to Congress (3/21/2016)

On March 21, 2016 the Coalition for National Science Funding (CNSF), of which CGS is a member, sent a letter Congress recommending $8 billion for federal funding in Fiscal Year 2017 for the National Science Foundation (NSF). The letter also requests that Congress allow the NSF to support research across all science and engineering disciplines, to use its world-renowned peer review system to identify the best science, and to maintain flexibility to take advantage of unanticipated discoveries and insights.

 

Letter Sent to Senate Supporting America COMPETES Reauthorization (10/8/2015)

On October 8, 2015, CGS President Dr. Suzanne Ortega sent comments to the Senate Committee on Commerce, Science and Transportation’s innovation and competitiveness working group offering suggestions on how the federal government can best build a STEM workforce. The working group is requesting stakeholder input as the Committee looks to reauthorize the America COMPETES law which is one of the federal government’s most critical investments in STEM education and innovation.

 

Letter in Support of America COMPETES Reauthorization (8/21/2015)

On August 21, 2015, CGS President Dr. Suzanne Ortega sent comments on current federal research and development (R&D) policy priorities to the Senate Committee on Commerce, Science and Transportation’s innovation and competitiveness working group. The working group is requesting stakeholder input as the Committee looks to reauthorize the America COMPETES law which is one of the federal government’s most critical investments in STEM education and innovation. 

 

Comments to the Department of Education on Pay As You Earn (PAYE) Income-based Repayment Program (8/7/2015)

CGS submitted comments to the Department regarding the proposed changes to the Pay As You Earn (PAYE) income-based repayment program, referred to as Revised Pay As You Earn (REPAYE). As background, the negotiated rulemaking panel reached consensus in April on REPAYE and the public comment period closed on August 10, 2015. CGS expressed concerns that the final proposal may result in increasing the debt burden of graduate student borrowers, not based on any factor other than pursuit of an advanced degree. This is yet another example of a policy that creates an artificial distinction between undergraduate and graduate students, and has the potential to increase graduate student debt. CGS comments submitted were based on CGS’ original concerns when the rule was first proposed.

 

Response to Senate HELP Committee Hearing, Reauthorizing the Higher Education Act: The Role of Consumer Information in College Choice (5/12/2015)

On May 12, CGS President Dr. Suzanne Ortega sent a letter to the Senate HELP Committee calling to their attention the CGS developed online resource, GradSense.org. During a hearing on this issue, the need for a debt-to-income tool similar to GradSense.org was mentioned.

 

Response to Senate HELP Committee Chairman Lamar Alexander’s HEA Whitepapers (4/29/2015)

On April 29, 2015, CGS President Dr. Suzanne Ortega sent comments to the Committee in response to the whitepaper titled, Risk Sharing: Concepts and Proposals. CGS called for focusing on incentives to implement best practices, rather than on penalties.  

 

Welcome Letter to 114th Congress (1/29/2015)

 

Community Letter to House & Senate in Support of Perkins Loan Program (11/20/2015)

On November 20, CGS signed onto a community letter along with 53 higher education organizations and 535 institutions of higher education to Senate and House Leadership Offices, as well as the Appropriations Committees. The letter urged Congressional leaders to support a one-year extension of the Perkins Loan Program. The program, which makes low-cost loans available to college students with demonstrated financial need, is strongly supported across the full continuum of American higher education sectors.

 

Community Letter to Department of Homeland Security (11/18/2015)

On November 18, CGS, along with 11 education associations, signed onto a community letter to the Department of Homeland Security (DHS) offering comments to the proposed regulation amending its F-1 nonimmigrant student visa regulations on optional practical training (OPT) for certain students with degrees in STEM fields from U.S. institutions of higher education.

 

Community Letter to House & Senate Appropriations Committees in Support of FY2016 Labor, HHS, and Education Appropriations Bill (11/16/2015)
On November 16, CGS signed onto a community letter to the House and Senate Appropriations Committees requesting that the Committees include higher education policy provisions within the FY2016 Labor, Health and Human Services, and Education Appropriations bills. The letter mentions that both Committees previously passed legislation which included language prohibiting the Department of Education from taking any further action in FY2016 on several regulatory efforts. The higher education community prefers that any action taken on these issues be done through the reauthorization of the Higher Education Act (HEA).

 

CGS Joins Amicus Brief on University of Texas-Austin's Case for Affirmative Action Admissions Practices (11/02/2015)
For the second time, the higher education community has filed an amicus brief supporting diversity in a landmark case before the Supreme Court of the United States.

 

Community Letter to Senate in Support of Perkins Loan Program (9/28/2015)

On September 28, CGS signed onto a community letter to the Senate Committee on Health, Education, Labor, and Pensions encouraging the Committee to consider legislation extending the Perkins Loans Program which is set to expire on October 1, 2015. The letter suggested the Committee put forward a bill similar to pending legislation in the House of Representatives that would extend the program’s authority for one year, which would provide policymakers additional time to evaluate student federal financial aid programs.

 

Community Letter to House in Support of Perkins Loan Program (9/28/2015)

On September 28, CGS signed onto a community letter to the House of Representatives in support of H.R. 3594, a measure that would extend the Perkins Loan Program authority for one year. The program is set to expire on October 1, 2015. Additionally, the legislation extends authority for the National Advisory Committee on Institutional Quality and Integrity (NACIQI) and the Student Financial Aid Advisory Committee.

 

Community Comment Letter to the Department of Labor (9/4/2015)

On September 4, CGS along with16 higher education organizations submitted comments to the Department of Labor in response to recent proposed changes to overtime pay requirements for certain "white collar" employees, including postdocs. The letter was led by the College and University Professional Association for Human Resources (CUPA-HR). CGS has concerns with the regulation, including whether postdocs would continue to be exempt employees under the new regulation.

 

Community Letter in Support of America COMPETES Reauthorization (8/12/2015)

On August 12, 2015 the Task Force on American Innovation (TFAI), of which CGS is a member, sent a letter to the Senate Committee on Commerce, Science and Transportation’s innovation and competitiveness working group expressing support for federally funded research. The Senate working group requested stakeholder input as the Committee looks to reauthorize the America COMPETES law which is one of the federal government’s most critical investments in STEM education and innovation. 

 

Community Thank You Letter to Senate Finance Committee (7/22/2015)

CGS signed onto a community letter on July 22 to thank the Senate Finance Committee for including two year extensions of the above-the-line deduction for qualified tuition and related expenses (tuition deduction) and the Individual Retirement Account (IRA) Charitable Rollover in the final tax extenders package.

 

Community Letter in Support of Tax Extenders Package (7/17/2015)

CGS signed onto a community letter on July 17, encouraging policymakers to extend both the tuition deduction and IRA provisions which expired in 2014. A two year extension of the above-the-line tuition deduction would restore benefits to students and families, providing another tool to help reduce the cost of college. An extension of the IRA Charitable Rollover would provide colleges and universities with better predictability and a longer window of time to use this incentive to raise new or increased contributions at a time when private giving has becoming increasingly important to helping maintain access to higher education.

 

Community Letter to U.S. Congress Calling for Policies and Investments to Drive Innovation (7/16/2015)

CGS signed on to the community statement “Innovation: An American Imperative,” led by the American Association for the Advancement of Science (AAAS) and released June 23, 2015. The statement, which included signatures of over 250 industry, science, and higher education organizations, is a call to action urging Congress to enact policies that make investments to ensure that the United States remains a global innovation leader.

 

Community Letter to U.S. House Appropriations Committee in Support of FY2016 Labor, Health, Human Services, and Education Appropriations Bill (6/23/2015)

On June 23, 2015, CGS signed onto a community letter to the House of Representative’s Appropriations Committee offering support for the FY2016 Labor, Health and Human Services, and Education Appropriations bill for its emphasis on higher education. The letter was delivered prior to the full Appropriations Committee consideration of the bill on June 24, 2015. Community concerns with the bill are mentioned as well, including the $4 million decrease in funding for the Graduate Assistance in Areas of National Need (GAANN) program, one of the few remaining federal programs that assists graduate students. The letter requests the Committee increase funding for GAANN as budget negotiations continue.

 

Community Letter to U.S. Senate and House Appropriations Committees (5/19/2015)

On May 19, 2015 the Coalition for National Science Funding (CNSF), of which CGS is a member, sent a letter to the Senate and House appropriators expressing concern with the House FY2016 Commerce, Justice, Science Appropriations bill. The science community is concerned with the report language accompanying the bill which requires NSF to dedicate 70 percent of its funding to only four research directorates, forcing the agency to reduce over $250 million, 16 percent of the combined budget, from the remaining two directorates: Geosciences and the Social, Behavioral, and Economic Sciences. Such reductions would have a negative impact on the disciplinary and interdisciplinary research supported by these two directorates, impacting research as diverse as disaster prediction and recovery, prediction of extreme weather events, weak links in cybersecurity, children’s learning, and big data.

 

Community Letter to U.S. Senate Finance Committee, Working Group on Business Income Tax (4/15/2015)

On April 15, 2015 CGS joined a community letter lead by the National Association of College and University Business Officers (NACUBO) regarding the importance of the tax-exempt status of colleges and universities. Without this exemption, colleges and universities would be subject to taxes on gifts received.

 

Community Letter to U.S. House Committee on Education and the Workforce (2/23/2015)

On February 23, 2015 CGS joined a community letter that was sent to the U.S. House of Representatives in support of H.R. 970, Supporting Academic Freedom through Regulatory Relief Act. The legislation repeals three federal regulations that restrict choice and opportunity in higher education: the gainful employment regulation, the state authorization regulation, and the federal credit hour regulation. CGS heard from graduate deans that these three regulations could have a negative impact on the programs they offer.

 

Community Letter to Department of Education (2/2/2015)

On February 2, CGS along with 30 education associations, signed onto a community letter to the Department of Education offering comments to the proposed teacher preparation quality regulations. 

 

Letter to Sponsors of the Immigration Innovation Act of 2015 (1/22/2015)

On January 22, 2015 CGS joined a community letter organized by the American Council on Education and sent to the U.S. Senate in support of the Immigration Innovation Act of 2015 (“I-Squared bill”), recently introduced by Senator Orrin Hatch (R-UT). The legislation increases the H-1B cap for temporary work visas for programmers, engineers, and high-skilled workers. It also lifts the existing cap on the advanced degree exemption.

 

Selected letters, statements, and testimony from the 113th Congress

 

Response to Census Bureau's Comment Request on ACS 'Field of Study' Proposed Data Collection (12/15/2014)

On December 15, CGS sent written comments in response to the Census Bureau’s Proposed Information Collection; Comment Request; The American Community Survey Content Review Results. CGS urged the Department of Commerce to retain Person Question 12 (Undergraduate Field of Degree), where respondents are asked to provide specific major(s) of any bachelor’s degrees received by the person with the highest degree in each household.

 

Letter to Chairman Ryan (9/4/2014)
Response to discussion draft legislation titled "Expanding Opportunity in America" released by the House Budget Committee in July 2014.

 

The Council of Graduate Schools' comments on Senator Harkin's (D-IA) Higher Education Affordability Act discussion draft. (August 2014)

 

Testimony submitted by CGS for June 24, 2014 hearing of the Senate Committee on Finance (6/27/2014)

Information on graduate student finances, tuition remissions and waivers, student loan interest deductibiilty, and the Lifetime Learning Credit. Submitted for the Senate Committee on Finances' hearing, "Less Student Debt from the Start: What Role should the Tax System Play?”

 

Letter to Senator Alexander (6/12/2014)
Response to June 8, 2014 statement by the Senate Health, Education, Labor, and Pensions (HELP) Committee.

 

Letter to Chairman Harkin and Ranking Member Alexander (3/31/2014)
Response to the March 27, 2014 hearing, "Strengthening the Federal Student Loan Program for Borrowers," Senate Health, Education, Labor, and Pensions (HELP) Committee.

 

CGS Statement on the 2014 State of the Union Address (1/31/2014)
The Council of Graduate Schools responds to the administration's higher education plans outlined in the annual address to the nation.

 

Welcome Letter to 113th Congress (1/22/2014)

 

CGS Comments on Policies and Amendments for Inclusion in the Reauthorization of the Higher Education Act (8/2/2013)

 

The Future of Graduate Education is the Future of America: A Call to Action (7/1/2013)
CGS developed a position statement amid debate on student loan interest rate policies in 2013. CGS continues working for a longer term solution that meets the needs of graduate student loan borrowers.

 

CGS Statement on the Supreme Court Ruling in Fisher v. UT Austin (6/26/2013)
The Council of Graduate Schools released the following statement in response to the ruling by the Supreme Court RE: Fisher v. UT Austin.

 

CGS Statement on the President's 2013 State of the Union Address (2/14/2013)
The Council of Graduate Schools responds to the administration's higher education plans outlined in the annual address to the nation.

 

Letter to Department of Commerce on ACS 'Field of Degree' Data Collection (12/16/2014)

On December 16th CGS signed onto a community letter in conjunction with twenty-five higher education associations in response to the Census Bureau’s Proposed Information Collection; Comment Request; The American Community Survey Content Review Results (FR Doc. 2014-25912). The letter urges the Census Bureau to retain Person Question No. 12 (Undergraduate Field of Degree) in the American Community Survey (ACS).

 

Community Letter to Senate-Labor-HHS Committee (11/24/2014)
On November 24, CGS signed onto a community letter to the Senate Labor-H subcommittee staff regarding Pell funding in the FY15 appropriations process. The letter expressed opposition to any effort to use funding taken from the Pell Grant Program for any other purpose in the FY 2015 education spending bill under consideration by the subcommittee.

 

TFAI Letter to Congress on FY15 Appropriations (11/17/2014)
On November 17, CGS signed onto a community letter along with 132 national organizations, requesting Congress pass a full-year FY15 omnibus appropriations bill with strong funding for research and higher education to help close the innovation deficit.

 

The Future of Graduate Education is the Future of America: A Call to Action (7/1/2013)
CGS developed a position statement amid debate on student loan interest rate policies in 2013. CGS continues working for a longer term solution that meets the needs of graduate student loan borrowers.

 

Election 2012: CGS Message to the New Administration and Congressional Leaders (11/27/2012)
Developing the graduate-educated talent our nation needs.

 

CGS Supports Restored Funding for Higher Education Programs as Outlined in President's FY2014 Budget (9/26/2012)
CGS signed onto a community letter organized by the Coalition For International Education and sent to the U.S. Department of Education and Office of Management and Budget urging "a partial but robust restoration of funding to $109,96 million: $100.25 million for Title VI and $9.71 million for Fulbright-Hays" for FY 2014. The Department of Education's International Education and Foreign Language Studies programs of the Higher Education Act, Title VI and Fulbright-Hays support all levels of education and research broadly and ensure the nation's ability to develop and sustain the capacity for global leadership.

 

CGS Joins Amicus Brief on University of Texas-Austin's Case for Affirmative Action Admissions Practices (9/25/2012)
Higher education community supports diversity in landmark case before the Supreme Court of the United States

 

CGS Signs Letter Supporting the Extension of Higher Education Tax Incentives (9/24/2012)
CGS signed on to a higher education community letter organized by the American Council on Education (ACE) to the Senate Committee on Finance and the Committee on Ways and Means which expressed strong support for the extension of expired or expiring higher education tax incentives including Section 127, Employer-Provided Educational Assistance benefits which allows an employer to offer an employee up to $5,250 per year in tax-free educational assistance for undergraduate or graduate-level courses. The extension of these tax provisions, which are set to expire at the end of 2012, will increase the accessibility of higher education for millions of Americans.

 

CGS signs letter to "protect the integrity of the scientific enterprise" (6/13/2012)
CGS signed a letter that was submitted by the Coalition for National Science Funding (CNSF) to the Senate Appropriations Committee regarding FY 2013 funding for the Commerce, Justice, and Science (CJS) appropriations bill.  The letter urged rejection of attempts to reduce NSF funding and underscored the need to “protect the integrity of the scientific enterprise by ensuring that NSF and its independent scientific panels determine where the best scientific opportunities are and how to absorb any potential reductions in its budget.”

 

CGS signs letter urging rejection of reductions in funding or restriction of NSF support (6/11/2012)
CGS signed a letter that was submitted by the American Council on Education (ACE) to the Senate Appropriations Committee which expressed strong support for the National Science Foundation (NSF) and urged rejection of reductions in funding or restriction of NSF support for political or other sciences.

 

Letter in support of "America Innovates Act of 2012" (5/11/2012)
A letter sent to Congressman Rush Holt (D-NJ) in support of legislation he introduced entitled the “America Innovates Act of 2012.”  This legislation recognizes the vital role played by U.S. graduate education in preparing the highly skilled scientific and technological talent the country needs to support its innovation agenda.  The bill contains several provisions relating to federal support of graduate education at the National Science Foundation (NSF).

 

CGS responds to the Administration’s Fiscal Year (FY) 2013 Budget (2/15/2012)
CGS commends the proposed increases in critical research and education programs under the administration's budget, while expressing concern over deep cuts to the Integrative Graduate Education and Research Traineeship (IGERT) Program.

 

CGS submitted comments on the National Bioeconomy Blueprint (12/2/2011)
In response to the Office of Science and Technology Policy (OSTP) request for information, the Council of Graduate Schools (CGS) was pleased to provide input to the Administration’s National Bioeconomy Blueprint detailing steps to harness biological, research innovations to address challenges in health, food, energy and the environment.

 

Office of Personnel Management Pathways Programs: Request for Comments (10/4/2011)
CGS commented on the new Office of Personnel Management (OPM) Pathways Programs. The comments highlight the inclusion of graduate students and recent graduates in the Pathways programs.

 

Letter to House Appropriations Committee Leadership (9/30/2011)
Draft legislation released by the House Appropriations Committee's Labor, Health and Human Services, and Education Subcommittee leadership would eliminate funding for the Jacob K. Javits Fellowship program at the Department of Education in FY 12. CGS sent a letter highlighting the importance of the program and urging that funding be maintained.

 

Letter to Joint Select Committee (9/29/2011)
CGS sent a letter to the Joint Select Committee (or Super Committee) urging them to maintain support for graduate education programs as they work to draft a deficit reduction package for Congressional consideration by November 23.

 

Statement on S.365, the Budget Control Act of 2011 (8/3/2011)
CGS issued a statement in response to the passage of the Budget Control Act of 2011 (S. 365). The statement highlights the added burden needy graduate and professional students will now face due to the elimination of the in-school interest subsidy on federal Stafford loans. CGS urges Congress and the Administration to recognize and support graduate education as a strategic national asset.

 

Statement on the proposed elimination of the in-school interest subsidy for graduate and professional students (7/28/2011)
CGS and a number of other higher education stakeholders sent a statement to Congressional members highlighting the importance of retaining the in-school interest subsidy on federal Stafford loans for graduate and professional students. The subsidy's elimination is included in the debt ceiling increase measures proposed by both House Speaker Boehner and Senate Majority Leader Reid. The statement urges Congress to retain the subsidy.

 

Letter to Deficit Reduction Group Members (6/22/2011)
CGS continues to work with a coalition of organizations to urge retention of the in-school interest subsidy on federal Stafford loans for needy graduate and professional students. The coalition sent a letter to the six Congressional Members of the deficit reduction group led by Vice President Biden.

 

Letter to Senate HELP Committee and House Education and The Workforce Committee Leadership (6/13/2011)
A coalition of organizations, of which CGS is a member, sent a letter to the leaders of the Senate Committee for Health, Education, Labor and Pensions and the leaders of the House Education and The Workforce Committee urging them to retain the in-school interest subsidy on Federal Stafford loans for graduate and professional students as they negotiate FY 2012 funding legislation.

 

Letter to Senate and House Leadership (4/14/2011)
A coalition of organizations, of which CGS is a member, sent a letter to House and Senate leaders urging them to retain the in-school interest subsidy on Federal Stafford loans for graduate and professional students as they negotiate FY 2011 and FY 2012 funding legislation.

 

Letter to Senate and House Leaders re. Fiscal Year 2011 Appropriations (2/24/2011)
CGS sent a letter to House and Senate leaders urging them to consider the important federal role in supporting graduate education as they work to complete final Fiscal Year 2011 appropriations legislation.

 

Statement on the Reauthorization of H.R. 5116, the “America COMPETES Act” (1/12/2011)
CGS issued a statement applauding Congress and the President for their work in reauthorizing the America COMPETES Act. The bill, which contains several provisions that recognize the role that graduate education plays in our nation's ability to maintain a highly-skilled workforce, was signed into law on January 4, 2011.

 

Selected letters and statements from the 111th Congress

 

Letter to House Leadership re. America COMPETES Act Reauthorization (12/20/2010)
CGS sent a letter to House leadership urging support for passage of the America COMPETES bill this week. The Senate passed an amended version of the bill last week.

 

Letter from the Higher Education Community re. Gainful Employment (9/9/2010)
Letter from the higher education community responding to Dept. of Education's 7-26-10 set of proposed rules on "gainful employment" provisions.

 

Joint CGS-ETS Statement on Administration Goal re. College Completion (8/11/2010)
CGS issued a joint statement with ETS applauding President Obama's call for the U.S. to have the highest proportion of college graduates by 2020, noting that pursuing this goal would greatly increase the number of Americans on a potential pathway to graduate school.

 

Letter from the Higher Education Community re. Program Integrity (8/2/2010)
Letter from the higher education community responding to Dept. of Education's proposed rules on "program integrity" issues.

 

Office of Science and Technology Policy Grand Challenges of the 21st Century: Request for Information (4/13/2010)
Response to the Office of Science and Technology Policy's Request for Information on responding to "grand challenges" of the 21st century.

 

Letter from the Higher Education Community re. Budget Reconciliation Bill (3/19/2010)
Letter from the higher education community expressing support for the higher education provisions in the budget reconciliation bill under House consideration.

 

Letter from the Higher Education Community re. Income-Based Repayment (2/24/2010)
Letter from the higher education community expressing support for the Administration's proposal to expand the Income-Based Repayment option for student loans.

 

CGS Statement on the President’s Fiscal Year 2011 budget proposal (2/4/2010)
Statement on the President's Fiscal Year 2011 budget proposal.

 

Letter to House Education & Labor Committee Leadership re. Stafford Loan Subsidy (7/16/2009)
Letter to leadership of House Education & Labor Committee, expressing concern about a legislative proposal to eliminate subsidized federal loans for graduate students.

 

Letter to Members of Congress re. National Academies Study (6/25/2009)
Letter to four Members of Congress thanking them for requesting the National Academies undertake a study of research universities.

 

Letter to Senate Energy & Water Appropriators re. Re-ENERGYSE program (6/24/2009)
Letter to Senate Appropriations Energy and Water Development Subcommittee leaders urging them to provide Fiscal Year 2010 funding for the Deparment of Energy's proposed Re-ENERGYSE program. A similar letter was sent to the House.

 

Letter from Higher Education Community re. MSIs (6/19/2009)
CGS signed onto a letter from the higher education community requesting continued funding for federal programs that support Minority-Serving Institutions. Letters were sent to Senate and House education and appropriations committee leadership.

 

Statement from Higher Education Community re. Visa concerns (6/10/2009)
CGS was a signatory of a statement from the higher education, scientific, and medical communities on "Visa Problems Harming America’s Scientific, Economic, and Security Interests."

 

Letter to Senate and House Appropriators re. McNair Program funding (5/29/2009)
Letter to Senate and House Appropriations LHHS Subcommittees urging them to increase Fiscal Year 2010 funding for the McNair Postbaccalaureate Achievement Program.

 

Letter to Appropriators re. FY 10 GAANN and Javits funding (5/19/2009)
Letter to Senate and House Appropriations leaders urging them to increase Fiscal Year 2010 funding for the GAANN and Javits Fellowships programs.

 

Responsible and Ethical Conduct of Research Requirement: Request for Comment (3/31/2009)
Comments submitted to the National Science Foundation on its new Responsible and Ethical Conduct of Research requirement for graduate students and postdoctoral fellows supported by NSF grants.

 

Letter from stakeholders re. Roosevelt Scholars Act (2/18/2009)
CGS signed onto a letter supporting the reintroduction of the Roosevelt Scholars Act, which would create scholarships for graduate students who commit to working for the federal government.

 

Letter to House and Senate conferees re. American Recovery and Reinvestment Act (2/11/2009)
Letter to House and Senate conferees on the economic recovery legislation, the American Recovery and Reinvestment Act.

Extending the Pipeline: Model Programs for Enhancing Diversity and Inclusiveness in Graduate School at the University of Memphis

 

Contents:

 

Front Matter (PDF)

 

1. Overview of Research on Underrepresented Populations in Graduate Schools

 

2. Diversity and Inclusiveness at The University of Memphis

 

3. Paths to the Successful Recruitment of a Diverse Graduate Student Population

 

4. A Model Program at The University of Memphis

 

5. The CGS/Peterson’s Award for Innovation in Promoting an Inclusive Graduate Community

 

6. Philosophy: Enhancing Diversity and Inclusiveness

 

7. Rhetoric: Enhancing Diversity and Inclusiveness

 

8. Mathematics: Enhancing Diversity and Inclusiveness

 

9. Counseling and Counseling Psychology: Increasing Enrollment of African American Males in Graduate Programs

 

10. Recommendations to Enhance Diversity and Inclusiveness

 

11. Summary

 

References

 

Contact Information

Comparing the Costs of Alternative Structures of Graduate Schools: Centralized vs. Decentralized

 

Moheb Ghali, Vice Provost for Research and Dean of the Graduate School, Western Washington University

 

Contents:

 

I. Introduction

 

II. Summary of Findings

 

III. Detailed Analyses

 

IV. Conclusion

The CGS Occasional Paper Series includes case studies highlighting achievements, best practices, and lessons learned of CGS awardees and grant recipients, as well as research studies focused on graduate education. This series reflects the diverse institutional, disciplinary, and demographic differences of CGS member institutions. While these papers foreground the perspectives and achievements of particular individuals and universities, we published these case study narratives and strategies to inspire and inform institutions in their mission to improve and advance graduate education. Please Note: CGS is no longer accepting Occasional Paper submissions.

 

Authors are responsible for the content of this Occasional Paper. The views and interpretations expressed are not necessarily those of CGS. Questions regarding these papers should be directed to the author(s).

 

The Central Role of the Director of Graduate Studies: Ten Years of Data from A Mid-Sized Public Uiversity

James C. Petersen, Laura Chesak, Rebecca B. Saunders, and William R. Wiener, 2017

 

The Central Role of the Director of Graduate Studies: Ten years of data from a mid-sized public university by James C. Petersen, Laura Chesak, Rebecca B. Saunders, and William R. Wiener provides an overview of the role of graduate directors at the University of North Carolina at Greensboro. Drawing on longitudinal data, the authors explore features of the Director of Graduate Studies (DGS)/Graduate Program Director (GPD) role and the extent to which it has become formalized and institutionalized.

 

Great Mentoring in Graduate School: A quick start guide for protégés

Laura Gail Lunsford and Vicki L. Baker, 2016

 

Great Mentoring provides a practical, student-oriented perspective informed by the authors’ experience and research on mentoring. We hope this new publication, Great Mentoring in Graduate School: A quick start guide for protégés will help your graduate students identify quality mentors and serve as helpful peer mentors to others. We also hope the guide will inform discussions on your campus about graduate student mentoring.

 

Extending the Pipeline: Model Programs for Enhancing Diversity and Inclusiveness in Graduate School at the University of Memphis

University of Memphis, 2010

 

Extending the Pipeline analyzes the presence of underrepresented populations at University of Memphis and sought to create a model program to successfully recruit a diverse graduate student population and make recommendations for enhancing diversity in the future. Learn more.

 

A Data-Driven Approach to Improving Doctoral Completion

University of Georgia, 2009

 

This paper discusses the University of Georgia’s development of a conceptual model for approaching doctoral completion, the roles of a university’s administration in providing leadership and support, and strategies that graduate school administration and doctoral program faculty members can utilize in the areas of recruiting, admissions, advising, and providing a supportive environment for doctoral students. Learn more.

 

The University as Mentor: Lessons Learned from UMBC Inclusiveness Initiatives

University of Maryland Baltimore County, 2007

 

The University as Mentor outlines the key actions that the University of Maryland Baltimore County has taken to achieve an inclusive graduate community and presents ten lessons learned and practical advice intended to be accessible and applicable to other universities. Learn more.