Attrition in U.S. graduate programs is a tremendous waste of American's financial resources and human energies.
Increasing demand for workers with advanced training at the graduate level, an inadequate domestic talent pool, and a small representation of women and minority graduates at all education levels are among some growing concerns over workforce issues that relate to the vitality and competitiveness of the U.S. economy. Improving completion rates for all doctoral students, and particularly for those from underrepresented groups, is vital to meeting our nation's present and future workforce needs.
There is a general underrepresentation of minority students—particularly African American, American Indian, and Hispanic students—in science, technology, engineering, and mathematics (STEM) fields at the graduate level. The problem of underrepresentation in doctoral education and the academic workforce is exacerbated by the fact that attrition rates from doctoral programs tend to be very high. The Doctoral Initiative on Minority Attrition and Completion (DIMAC), which is funded by the National Science Foundation, will examine patterns of completion and attrition among underrepresented minorities in STEM doctoral programs across 21 institutions.
Master’s education is the fastest growing and largest part of the graduate education enterprise in the United States, yet we lack key information regarding master’s completion and attrition rates and factors contributing to student success. To begin to address that gap, CGS launched a new project in November 2010 to study Completion and Attrition in STEM Master’s Programs.
The Ph.D. Completion Project is a seven-year, grant-funded project that addresses the issues surrounding Ph.D. completion and attrition. The Council of Graduate Schools (CGS), with generous support from Pfizer Inc and the Ford Foundation, provided funding in two phases to 29 major U.S. and Canadian research universities to create intervention strategies and pilot projects, and to evaluate the impact of these projects on doctoral completion rates and attrition patterns.
As the national advocate for graduate education, CGS serves as a resource for policymakers and others on issues concerning graduate education, research, and scholarship. Based in Washington, DC, the organization provides its members with regular updates and analyses of legislative and regulatory proposals and policies that affect graduate education.
View Public Policy work