Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

CGS President, Debra W. Stewart, issued the following statement on the National Research Council’s June 2012 report, Research Universities and the Future of America: Ten Breakthrough Actions Vital to Our Nation’s Prosperity and Security.

Washington, D.C.  ̶  The Council of Graduate Schools commends the National Research Council for its thorough review of the role of U.S. research universities in enhancing the nation’s prosperity and security.  The report’s ten breakthrough actions affirm priorities identified by the U.S. graduate community and other key stakeholders, in particular, the need to build U.S. global competitiveness through strategic investments in U.S. graduate institutions, with a focus on the role of doctoral education in preparing highly skilled talent.

We strongly endorse the recommendation to support graduate education through a balanced program of fellowships, traineeships and research assistantships, specifically by providing federal support for an initial 5,000 new graduate students per year based on assessments of national need.  This recommendation is consistent with findings and recommendations from the 2010 CGS-ETS report, The Path Forward:  The Future of Graduate Education in the United States. Among other things, that report recommended the creation of a COMPETES Doctoral Traineeship program focused on areas of national need, with the goal of developing the highly skilled talent that can sustain and revitalize U.S. innovation.

A 2012 report, Pathways through Graduate School and Into Careers, recommended greater collaboration among key stakeholders in business, higher education and public policy, to support the nation’s graduate education system, a strategic national asset.  We are pleased that the need for enhanced collaboration among leaders in business and higher education to support U.S. research universities is also echoed in Research Universities and the Future of America.

CGS also applauds the NRC’s recommendations to increase the participation of domestic students in graduate education, particularly those from under-represented groups in the STEM education pipeline, while also ensuring the continued participation of international students and scholars in U.S. educational programs. The ability to recruit and develop talent both domestically and globally has been an essential ingredient in the success of U.S. institutions and the U.S. research enterprise. Strategic efforts to build this capacity become even more important in the context of globalization, especially as other countries redouble their efforts to build and recruit highly-skilled talent.

In conclusion, we urge federal and state policymakers to heed the report’s recommendations to make investments in graduate education and the higher education research enterprise.  Such a “third wave” of investment, which builds on past accomplishments set forth in the Morrill Act and “Science the Endless Frontier,” will help strengthen the U.S.’s global leadership in the related areas of higher education, research and development, and innovation.

By 2020, 2.6 million new or replacement jobs will require an advanced degree. Yet a new report warns that the nation will not be able to tap graduate students with high-level knowledge and skills unless university, business, nonprofit and government sectors team more closely — and innovatively — than they do now.

The report, Pathways Through Graduate School and Into Careers, calls for such changes in graduate education’s link to the workforce. It also calls for greater collaboration from key stakeholders in higher education and business and recommends broadening graduate education to include the development of professional skills essential to students’ success. The report was produced by a commission of university and business leaders convened by the Council of Graduate Schools (CGS) and Educational Testing Service (ETS).

“The nation’s capacity to thrive depends critically on our ability to out-innovate, out-create and out- think the world,” says Debra W. Stewart, President of CGS. “Our graduate schools are the place where high-potential people come together with talented faculty and develop the competencies to address the challenges and opportunities of the 21st century.”

Through in-depth interviews with employers, the report authors discovered that while employers  indicate they value the skills and expertise of people with graduate degrees, they would welcome an emphasis on business savvy and teamwork, communication and problem-solving skills. Employers also contend that more graduate students need to be taught to innovate, apply their content knowledge to other areas and think like entrepreneurs, the report shows.

“To date, there has been little research to identify whether graduate students understand the relationship between their studies and future career options,” says Cathy Wendler, co-author of the report and Principal Director of Research at ETS. “If we can illuminate career pathways, we will ensure that students have a map or framework within which to make informed choices, employers will understand key factors integral to employee and employer success and universities will be able to adapt and improve programs to better meet workforce demands.”

The findings and recommendations are targeted to three sectors: policymakers, universities and employers. For example, the report recommends that federal policymakers provide support for studies that help us understand career pathways for graduate students and that they also consider establishing a Professional Plus Program for graduate students on research assistantships that will help prepare  them for the variety of career options open to them.

“Higher earnings continue to be associated with advanced education levels,” says ETS President and CEO Kurt M. Landgraf. “A recent study showed that across the 15 fields examined, individuals with a graduate degree earned an average of 38.3 percent more than those with a bachelor’s degree in the same field. In addition, the overall unemployment rate for individuals who hold graduate degrees  traditionally has been lower than for those who hold an undergraduate degree. With such tangible economic benefits, why aren’t more students pursuing graduate school? Cost and family obligations are obvious reasons, but this report shows another major factor may be a lack of understanding of career options.”

The report also suggests that university officials should track career outcomes of their graduates; make stronger career counseling services available; connect graduate students with graduate alumni; broaden the focus of graduate education to include development of more professional skills; and build more opportunities for graduate school faculty and students to engage with industry, government and other sectors.

Finally, employers should enhance and expand collaborative relationships with their higher education counterparts; make strategic investments in graduate programs; provide additional internship and research opportunities for graduate students; offer sabbatical and research opportunities for graduate faculty; and provide financial assistance for employees wishing to pursue graduate studies.

Copies of Pathways Through Graduate School and Into Careers and additional information are available at www.pathwaysreport.org.

ETS Contact: Tom Ewing, 1-609-683-2803 — tewing@ets.org

CGS Contact: Julia Kent, 1-202-461-3874 — jkent@cgs.nche.edu

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C.  ̶  The Council of Graduate Schools (CGS) has been awarded grants from the Alfred P. Sloan and Teagle Foundations for a new initiative to address the need for greater faculty expertise and engagement in the assessment of undergraduate student learning. CGS will collaborate with five U.S. universities to develop model projects for integrating learning assessment for the improvement of teaching into programs that prepare graduate students for faculty careers. 

The project funding from the Alfred P. Sloan Foundation will support work in science, technology, engineering, and mathematics (STEM) fields and economics, while the grant from the Teagle Foundation will support work in the humanities and qualitative social sciences. In STEM fields, it can be difficult to identify when undergraduate students are most at risk of departing from a baccalaureate degree path. A focus of this project will be providing faculty with tools to identify when students are at risk in introductory, “gateway” courses through effective learning assessment strategies and with models for responding through enhanced teaching. In the humanities and social sciences, one of the main challenges is ensuring that assessment strategies reflect faculty input on forms of knowledge specific to their disciplines. In response to this challenge, the project will foster greater coordination between graduate schools, experts in teaching and learning assessment, and faculty in the disciplines.

“While U.S. graduate education is considered the best in the world, its vital role in preparing faculty with an understanding of learning assessment is often overlooked,” said CGS President Debra W. Stewart.  She continued, “In order to improve undergraduate learning, we need to integrate these skills into the training of tomorrow’s faculty.”  

“This project offers an opportunity to strengthen faculty engagement in learning assessment by embedding these skills into programs that prepare future faculty. CGS’s strong track record in graduate education reform makes it a natural partner for Teagle in our efforts to improve the quality of higher education by enhancing graduate student preparation for teaching careers,” said Teagle Foundation Vice President Donna Heiland. 

“If we want to increase the quality of higher education in STEM disciplines and economics, we need to do a better job of minimizing the obstacles students encounter in the early stages of baccalaureate study.  Faculty on the front line are ideally positioned to make science pathways more attractive and science education more effective if they have developed strategies to assess student learning outcomes and to use the data intentionally to improve their teaching; developing such expertise during their graduate training will mean they begin their teaching careers with this important frame in mind,” said  Elizabeth S. Boylan, Program Director of the Alfred P. Sloan Foundation. 

During the three-year project, CGS will foster a range of activities at the five participating campuses, and host best practice discussions nationally, to enhance skills and understanding of future faculty in the assessment of student learning and the effective use of student learning outcomes. CGS has supported the development of graduate students aspiring to faculty careers since its involvement in promoting the diffusion of Preparing Future Faculty (PFF) programs (1993-2003), and will also leverage this network of PFF institutions to foster broader adoption of best practices that emerge from the five funded pilot projects.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools (CGS) is reporting that the number of applications from prospective international students to U.S. graduate schools increased 9% in 2012, following an 11% gain in 2011 and matching the 9% growth seen in 2010.

The initial snapshot of graduate applications for fall 2012, released today, shows a seventh successive year of double-digit growth in applications from China, up 18%, compared to a 21% increase in 2011. Applications from India increased 2%, following an 8% increase in 2011. South Korea’s 2% gain last year was followed by a decrease of 1% this year.

This year, in addition to collecting data for all international students, the report also looks at data for ten specific countries and regions, up from the four countries and regions in previous years. The survey now collects data on seven countries (China, India, South Korea, Taiwan, Canada, Mexico, and Brazil) and three regions (the Middle East, Africa and Europe). China, India, South Korea, Taiwan, and Canada are the top five countries of origin for international graduate students in the United States. Altogether, the ten countries and regions highlighted in the CGS International Graduate Admissions Survey account for the home countries of about 85% of all international graduate students in the United States.

Between 2011 and 2012, applications from Mexico grew 17%, those from Brazil increased 14%, and Canadian applications saw 9% growth. Taiwan saw a slight decline of 2%. Data collected indicate that applications from Africa decreased 5%, while those from Europe grew 7% and the Middle East increased 6%.

The majority of institutions reported an increase in applications over last year with an average increase of 11% at these institutions. About four out of ten responding institutions reported a decrease, averaging 9%.

“The overall growth in applications is encouraging but there are interesting variations between individual countries and regions,” said CGS President Debra W. Stewart. “We need to ensure that U.S. graduate education attracts students from around the globe by increasing outreach efforts and pursuing policies that would allow those graduates who want to remain in the U.S. and contribute to our economy to do so,” she added.

Application trends by field of study

Applications increased in all broad fields by varying amounts, with the exception of life sciences which saw no growth. Engineering, the most popular field of study for international students, saw a 12% increase in international applications, followed closely by business (11%), physical and earth sciences (10%), and ‘other’ fields (10%). Education increased 17%, however relatively few international students enroll in that field. International applications grew 8% in social sciences and psychology, and 4% in arts and humanities.

Application trends by institutional characteristics

CGS also analyzes changes in international applications by various institutional characteristics. As in 2011, growth this year was stronger at institutions that award the largest number of degrees to international students. This pattern was particularly pronounced for applications from prospective Chinese students: applications from China surged 20% at the 10 largest schools, compared to 14% growth at those responding schools outside the 100 largest. Similar patterns were seen for applications from prospective students from Mexico, India, Europe, and Brazil as well. In contrast, applications from prospective students from the Middle East grew 14% at institutions outside the 100 largest, while remaining flat at the 25 largest institutions.

On average, private and public institutions both saw increases in the number of applications from prospective international students. For the last three years, the gains at private, not-for-profit institutions have outpaced those at public institutions.

Application trends by region

Applications from international students increased in all regions of the U.S. The increase was largest in the West (15%) and Northeast (9%), while the South (8%) and Midwest (6%) saw smaller gains.

About the report

Findings from the 2012 CGS International Graduate Admissions Survey, Phase I: Applications is based on the first phase of a three-part annual survey of international graduate student applications, admissions, and enrollment among CGS U.S. member institutions. The analysis includes responses from 242 schools, including 82% of the 50 institutions that award the largest number of degrees to international graduate student; the respondents award about 61% of the degrees granted to international graduate students in the U.S. The report is available at www.cgsnet.org.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Awardees will:

• Collect and report completion and attrition data for all underrepresented minority students entering STEM doctoral programs in academic years 1992-93 through 2011-12.
• Complete and submit data on program characteristics and policies, practices, and interventions that might impact completion and attrition for all STEM Ph.D. programs offered by the institution.
• Field a web-based student survey, developed by CGS, covering a set of topics addressing completion and attrition in STEM doctoral programs.
• Host a two-day site visit for CGS project staff to conduct focus groups with students and interviews with graduate deans, faculty, and other university personnel.
• Highlight the institution's participation in this effort by taking part in national discussions on the topic of Ph.D. completion (e.g., at CGS Annual Meetings and/or Summer Workshop sessions).

The projected release date of the study’s findings is June, 2014.

Contact:
Patty McAllister
pmcallister@cgs.nche.edu
(202) 223-3791

Tom Ewing, ETS     
tewing@ets.org
(609) 683-2058

Washington, DC (September 8, 2011) —

To address the critical need for innovators and experts in a wide range of fields that are essential to America’s success in the global economy, the Council of Graduate Schools (CGS) and Educational Testing Service (ETS) have convened a commission of academic and industry leaders to explore this important issue and to offer findings and policy recommendations in a new report which will be released at the CGS annual legislative conference April 19, 2012.

The need to develop a highly skilled workforce was first addressed in a 2010 landmark report “The Path Forward: The Future of Graduate Education in the United States.” That report argued that the nation’s future prosperity and ability to compete in the global marketplace depends on producing graduate degree holders prepared to address the challenges and opportunities of the 21st century. One major unmet need the report identified was that of understanding pathways through graduate school into the world of professional occupations. 

“The Commission consists of industry leaders, university presidents, graduate deans, and provosts,” explains Debra Stewart, CGS President. “With advice from national experts garnered through a series of meetings, and with support from ETS and CGS, the Commission will guide the development of a publication outlining its findings and recommendations.”

“We plan to disseminate the resulting report widely to universities, policymakers, employers and government agencies funding research and education,” adds ETS President Kurt Landgraf. “It will inform the debate, quantify the steps that academic and business communities need to take to address these challenges now, and better position America for success in the future.”

The role of the Commission on Pathways through Graduate School and into Careers is twofold. First, the Commission will guide a research effort addressing issues such as:

• graduate student knowledge of career options
• how students learn about occupational opportunities
• the role of graduate programs and graduate faculty in informing and guiding students along the path to professional occupations
• career pathways that individuals with graduate degrees actually follow

Commission members will help identify the appropriate questions to ask, suggest possible data sources and experts to consult with in this work, and guide the preparation of the final report.

The second role of the Commission is to help create a national conversation about why understanding the pathways through graduate school and into careers is important. Commission members will also provide advice on policy recommendations for key stakeholders.

Pathways through Graduate School and into Careers

Commission Members

Corporate Leaders:  

• William D. Green, Chairman, Board of Directors, Accenture
• Stan Litow, IBM Foundation President and SVP IBM
• Joseph Miller, Executive Vice President and CTO, Corning
• Russ Owen, President, Managed Services Sector, CSC
• Ron Townsend, Executive Vice President, Battelle Memorial Institute

University Leaders:

• Patrick Osmer, Chair, Vice Provost/Dean, Graduate School, The Ohio State University
• Jeffery Gibeling, Dean, Graduate Studies, University of California, Davis
• Maureen Grasso, Dean of the Graduate School, University of Georgia
• Freeman Hrabowski, President, University of Maryland, Baltimore County
• Jean Morrison, Provost, Boston University
• Suzanne Ortega, Senior Vice President for Academic Affairs, University of North Carolina
• Teresa Sullivan, President, University of Virginia
• Lisa Tedesco, Dean of the Laney Graduate School, Emory University
• James Wimbush, Dean, University Graduate School, Indiana University

Ex Officio Members:

• Kurt Landgraf, President and CEO, ETS
• Debra W. Stewart, President, Council of Graduate Schools        

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools (CGS), in collaboration with the National Science Foundation (NSF), announces the appointment of the 2012-2013 CGS/NSF Dean-in-Residence, Richard W. Linton.  Dr. Linton served as vice president for research and graduate studies and dean of the graduate school at the University of Oregon from 2000 to 2011; under his leadership the university’s research funding, interdisciplinary centers and institutes, commercial licensing of research, and associated statewide jobs and revenue grew dramatically.

"CGS is delighted to welcome Rich Linton as the new CGS/NSF Dean in Residence,” said Debra W. Stewart, president of the Council of Graduate Schools.  “Rich has been a leader in the graduate education and research community and is ideally suited to this crucial position which offers a bridge between academia and NSF, a vital source of support for basic research,” she said.

The CGS/NSF Dean-in-Residence Program was created to provide a mechanism for ongoing and substantive communications between senior administrators at graduate institutions and the NSF, a major source of federal support for graduate fellowships and research projects.  The program is an exceptional opportunity for an outstanding graduate dean to bring to the NSF insights, perspectives, and the practical experience of an accomplished administrator at a research university.  In this role, Dr. Linton will help facilitate increased collaboration between NSF and stakeholders, fostering partnerships to address important issues in graduate education. Dr. Linton will spend approximately 80% of his time at NSF and 20% of his time at CGS during his seventeen-month appointment beginning March 1, 2012.

“NSF’s critical work with the graduate education community is made more effective by the CGS/NSF Dean in Residence program,” said James H. Lightbourne, Director of NSF’s Division of Graduate Education.  He added, “Dr. Linton’s track record in developing interdisciplinary research initiatives and graduate programs, catalyzing inter-institutional collaborations and government-university-industry partnerships advancing science and technology, and in transferring discoveries from the university research lab to the marketplace will be important assets to NSF in the coming year.”

Dr. Linton was the inaugural chair of the Oregon University System Research Council and served on statewide economic development boards such as the Oregon Innovation Council, Oregon Cluster Network and the Oregon Engineering and Technology Industry Council.  He began his service at the University of Oregon in 2000, having previously served as chief research and international programs officer for the University of North Carolina System and as a chemistry professor at UNC-Chapel Hill. He earned a bachelor's degree in chemistry in 1973 from the University of Delaware and a doctorate in chemistry in 1977 from the University of Illinois at Urbana-Champaign.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C. – Today, the Council of Graduate Schools (CGS) and the Alfred P. Sloan Foundation announced that the Keck Graduate Institute has been selected to administer the Professional Science Master’s (PSM) Affiliation process.  The Sloan Foundation and CGS have worked together since 2006 to institutionalize and promote the PSM degree, an innovative graduate degree designed to allow students to pursue advanced training in science or mathematics, while simultaneously developing workplace skills highly valued by employers. Over the past decade, the PSM has been embraced enthusiastically by the graduate education community in a strong effort to produce the kinds of science and engineering professionals needed to keep the U.S. globally competitive. In only five years since 2006, the PSM has expanded from about 80 programs to 245 at about 115 institutions. By fall 2011 new PSM enrollments in PSM programs around the country had increased to 1,700 and total PSM enrollments to about 5,500.  [For more details, see www.sciencemasters.com]

The PSM Affiliation process is an integral part of establishing and maintaining high quality standards for PSM programs, and CGS has rigorously developed, vetted and disseminated Guidelines for PSM Affiliation used for reviewing and approving applications for PSM Affiliation. 

“CGS is delighted to be able to transfer administration of the PSM Affiliation process to an outstanding institution like the Keck Graduate Institute,” said Debra W. Stewart, CGS President.  She added, “The rapid growth of PSM programs is due not only to workforce needs, but is also a testament to the commitment to the PSM exhibited by so many stakeholders, including the Sloan Foundation and the National Professional Science Master's Association.”

“The Keck Graduate Institute and its innovative set of graduate programs embody the PSM model of education,” said Paul Joskow, President of the Alfred P. Sloan Foundation.  He continued, “Building on the good work of CGS and our other partners in this process will ensure that PSM degrees continue to grow in stature and visibility. The goal is to educate highly-skilled professionals who combine strong backgrounds in science, mathematics and engineering with expertise in business fundamentals such as financial and project management, communication, and business ethics.”

Founded in 1997, the Keck Graduate Institute of Applied Life Sciences (KGI) is the only graduate school in the world devoted exclusively to educating future leaders for the life science industry. KGI is the newest member of the Claremont Colleges and represents the consortium’s first entry into graduate-level, application-based scientific research and education. Their unique educational model was designed from the ground up in collaboration with leaders from both the life sciences industry and the academy. They actively seek advice of a 50-member corporate advisory council and have a Board of Trustees with members who represent leading life science companies.

“The Keck Graduate Institute is honored to be selected and we look forward to providing leadership for this important degree program which we consider an essential component in the U.S. innovation agenda,” said Sheldon Schuster, President of the Keck Graduate Institute.

CGS will continue to manage and staff the existing Affiliation process until the transfer of responsibility has been completed, expected to be by July, 2012. CGS intends to transfer its license for the PSM logo to KGI.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

Washington, D.C. (January 18, 2012) – The Council of Graduate Schools (CGS) released the results of its second annual Professional Science Master’s Enrollment and Degrees Survey documenting applications,  enrollments, and degrees awarded in Professional Science Master’s (PSM) programs.  The PSM is an innovative graduate degree designed to allow students to pursue advanced training in science or mathematics, while simultaneously developing workplace skills highly valued by employers.

“PSM programs, with their direct link to meeting workforce demand, saw strong growth in applications and enrollments in 2011,” said Debra Stewart, CGS president.  She added, “We know from student outcomes data that PSM graduates are highly successful in finding employment in their field.  The partnerships between universities and employers exemplified by PSM programs can serve as a model for collaboration across sectors.”

This new report includes data on applications received and accepted for fall 2011, as well as enrollment data for fall 2011 and degrees awarded during the 2010-11 academic year, from 95% of all PSM programs worldwide.  Additionally, the report offers comparisons to data from 2010, documenting growth in applications, admissions, and enrollment.  Key findings include:

Applications:

• Over 6,300 applications were received for fall 2011 admission and 44% were accepted.
• PSM programs in mathematics and statistics received more applications than programs in other fields of study, constituting 35% of all applications received.

First-Time Enrollment:

• Nearly 1,700 students enrolled in PSM programs in 2011.
• 54% of first-time enrollees were men, and 46% were women.
• About two-thirds of all first-time PSM students were enrolled full-time while the remainder were part-time students.
• 24% of first-time enrollees in U.S.-based PSM programs were temporary residents (i.e., international students).
• Among U.S. citizens and permanent residents, 16% of first-time enrollees were underrepresented minorities (Black/African American, Hispanic/Latino, or American Indian/Alaska Native).

Total Enrollment:

• Total enrollment in PSM programs approached 5,500 students in 2011.
• Total enrollment increased by 15.4% overall between 2010 and 2011 and by 7.5% at the PSM programs that responded to both the 2010 and the 2011 surveys.
• Men comprised 56% of all PSM students and women made up 44%.
• 14% of total PSM students enrolled in U.S.-based institutions were temporary residents.
• Among U.S. citizens and permanent residents, 27% of enrollees in the fall of 2011 were underrepresented minorities.
• Total PSM enrollment in fall 2011 was dominated by four fields of study:  computational sciences (28%), biology/biotechnology (25%), environmental sciences (17%), and mathematics and statistics (12%).

Degrees awarded:

• Nearly 1,600 PSM degrees were awarded in 2011.
• 57% of PSM degrees awarded by respondents in academic year 2010/11 were awarded to men and 43% to women.
• One in five graduates of U.S.-based PSM programs were international students.
• Among U.S. citizens and permanent residents, 19% of PSM graduates in 2010/11 were underrepresented minorities.
• About one-third of PSM degrees awarded in 2010/11 were in biology/biotechnology.
• Men earned the majority of the PSM degrees granted in physics and geological sciences, computational sciences, and mathematics and statistics.
• Women earned the majority of the degrees granted in “other” fields, medical-related sciences, and biology/biotechnology.

The report is available in pdf format at sciencemasters.com.

Contact:
Belle Woods
bwoods@cgs.nche.edu
(202) 223-3791

We commend President Obama for the administration’s Fiscal Year 2013 budget which invests in education, research and innovation.  The proposed budget reflects a strong commitment to the understanding that American competitiveness in a global economy depends on developing human talent.

In general, the FY 2013 budget maintains, and in some instances increases, investments in key graduate education programs at the National Science Foundation (NSF) and the Department of Education. Given the current fiscal constraints, CGS especially appreciates several key provisions that support graduate education and research.

Among these are NSF’s new “Core R&D Launch” initiative which will include $5 million for research on STEM Professional Workforce Preparation, which will include coordination and synthesis between NSF STEM workforce development programs.  This type of initiative is vital as the highly-skilled STEM workforce needs to be able to lead research at the cutting edge of science.

Additionally, NSF will invest in a  nearly 45% increase over the FY 12 estimated funding level for the Graduate Research Fellowship program; this increase will ensure 2,000 new awards can be granted in FY 13 as well as bringing the stipend level up to $32,000.

We also applaud the administration’s continued support for graduate education programs at the U.S. Department of Education through level funding of the Graduate Assistance in Areas of National Need (GAANN) program as well as the Ronald E. McNair Postbaccalaureate Achievement Program, the Strengthening Historically Black Graduate Institutions program, Master’s Degree Programs at HBCUs and Predominantly Black Institutions, and the Promoting Postbaccalaureate Opportunities for Hispanic Americans program. 

However, CGS is concerned about the decrease proposed for the Integrative Graduate Education and Research Traineeship (IGERT) Program, which would be cut more than 13% from FY 12 levels.  This is of particular concern because the traineeship model has been highly successful for innovating and achieving success for students in graduate education.  Additionally, the Federal Cyber Service: Scholarship for Service program funding would fall by 44.4% to $25 million.  Given the importance of ensuring the security of our federal agencies’ cyber-related functions, such a decrease could have a profound effect on recruitment of graduate students into this vital area of study. 

Recently, the Bureau of Labor Statistics projected that by 2020, 2.6 million new jobs will require people with advanced degrees.  If we want to meet those workforce needs, we must encourage more students to pursue and complete graduate studies.  We look forward to working with the administration and Congress as the Fiscal Year 2013 budget and appropriations process moves forward.  Tomorrow’s creators in a wide range of fields and sectors are educated in our graduate schools.  We need to invest in graduate education as a strategic national asset if we want America to prosper.