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Trends in Federal Support of Research and Graduate Education (2001)

Chapter: 3 Field Trends in Graduate Education Support

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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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Suggested Citation:"3 Field Trends in Graduate Education Support." National Research Council. 2001. Trends in Federal Support of Research and Graduate Education. Washington, DC: The National Academies Press. doi: 10.17226/10162.
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3 Field Trends in Graduate Education Support Since World War II, graduate education in science and graduate student assistance, to sustain competence in engineering in the United States has been closely linked to research and training in a wide range of fields. And inves- university-based research.1 Trends in federal obligations tigators have a variety of options for staffing their labora- for university research directly affect graduate enrollment tories—not only graduate student assistants and students because research funding supports graduate research on fellowships and traineeships but also postdoctoral assistantships. Moreover, trends in federal obligations for fellows, non-faculty research scientists, and trained labora- university-based research also indirectly affect graduate tory technicians. In part this is an economic decision, and enrollment by shaping the job market in given research in some fields such as the biological sciences the number fields. Students become aware of whether research funding of recent Ph.D.’s available for postdoctoral fellowships at opportunities in a field, and therefore academic job pros- costs similar to those of graduate research assistants has pects, are increasing or decreasing and choose fields of increased in recent years. study at least in part based on those prospects. Student preferences, influenced by the intrinsic interest Yet there are many other factors that influence enroll- of particular subjects, perceived job opportunities, and ment in graduate education programs. The flow of students other factors, also affect graduate enrollment trends. through secondary school science and mathematics courses Federal research funding plays a role in this equation by and undergraduate science and engineering majors deter- affecting the prospects for future academic employment of mines the number of domestic students qualified to pursue Ph.D.’s. Nevertheless, an increasing majority of students in graduate degrees in science and engineering. Higher science and engineering—many of whom will leave school education institutions may allocate funding, including with master’s degrees rather than doctorates—eventually pursue careers outside of academia. In the latter half of the 1990s an important factor in the job market for people with 1For reasons articulated by The National Academies’ Committee on advanced technical training was the high demand on the Science, Engineering, and Public Policy (COSEPUP), the close linkage part of industry as well as the public and non-profit sectors between research funding and training support is not necessarily desir- for expertise in information technology (IT). The tight job able, especially in a world in which most new scientists and engineers market for IT workers contributed to rising salaries and with advanced degrees do not pursue academic careers. First, the research other compensation that attracted students to computer assistantship is a product of the needs of a particular investigator and a science and engineering, perhaps away from other fields, particular project rather than a reflection of the student’s educational needs. It may limit students’ flexibility to design graduate programs better and lured other students out of graduate school altogether suited to employment in industry or other non-university settings. Second, or away from completing any advanced degree or pro- the prevalence of research assistantships tends to hold graduate enroll- gressing from a master’s degree to a Ph.D. program.2 ments hostage to shifts in government agency missions and research As the most highly regarded system for advanced budgets independent of the market for people with advanced technical technical training in the world, U.S. science and engineer- degrees. In short, the United States has “no clear human resources policy for advanced scientists and engineers.” ing graduate education attracts large number of students COSEPUP recommended less reliance on research assistantships and increased use of education/training grants to institutions and departments. National Academy of Sciences, National Academy of Engineering, Institute of Medicine. 1995. Reshaping the Graduate Education of Scientists and Engineers, pp. 3–4, Washington, D.C.: National Academy 2National Research Council. 2001. Building a Workforce for the Press. Information Economy, Washington, D.C.: National Academy Press. 49

50 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION from abroad.3 Trends in the enrollment of foreign graduate for foreign nationals’ study in the United States. The students—a substantial portion of students in many fields analysis also draws on data gathered on doctorate awards and a majority in some—are also affected by many factors, by field for U.S. and non-U.S. citizens from the Survey of including home country political conditions and employ- Earned Doctorates (SED). The field classification used in ment and training opportunities, the availability of home both surveys is similar but not identical to the classifica- country financial support for graduate education abroad, tion of research fields used in the Federal Funds Survey and opportunities for permanent residence and eventual and in Chapter II. Here aeronautical and astronautical employment in the United States. engineering are combined as “aerospace engineering.” While acknowledging that a host of factors influences Environmental biology is combined with biological sci- trends in graduate enrollment in different disciplines, this ences, and “health sciences” encompasses most of the chapter seeks to relate trends in federal obligations for clinical fields that comprise “medical sciences.”5 university research to graduate enrollments in subfields of In general we find a high but not perfect correlation science, engineering, and health, and to anticipate what between declining research funding in the mid-1990s and recent increases and reductions in research support mean declining graduate student enrollment and Ph.D. produc- for the production of people with advanced technical tion through 1999.6 Fields that experienced increasing degrees. To the extent that graduate enrollment is affected federal research support show a mixed pattern of enroll- by changes in research funding, changes in enrollment ment and Ph.D. output. The anomalies—fields with rising should appear within a year or two. Analyzing trends in research funding and declining enrollment (aeronautical, awarded doctoral degrees is more complicated because of astronautical, chemical, civil, and materials engineering; the substantial time lag between initial enrollment and astronomy, agricultural sciences, atmospheric and ocean completion of Ph.D. degree requirements—on average sciences and psychology)7—underscore that there are other between 6.6 and 7.5 years in the natural sciences, engi- factors at work and demonstrate the complexity of any neering, and social sciences.4 Thus, it may take 7 years for causal analysis or, to the extent that the decreases are of enrollment increases in a field to show up in doctoral concern, of any attempt to boost enrollment and Ph.D. award data, although the effect of declining enrollment on awards. doctorates may show up earlier as students drop out of The data may be misleading in one respect. Although degree programs or switch fields. the role of federally funded research assistantships, fellow- The analysis that follows draws principally on data ships, and traineeships varies greatly among fields, in from the National Science Foundation’s Survey of Gradu- general less than one-third of graduate students are re- ate Students and Postdoctorates in Science and Engineer- ported to be supported principally by federal funds and in ing (GSPSE), which allows us to examine trends in gradu- some cases—e.g., much of engineering, computer science, ate enrollment by field, by mechanism of support (i.e., and agriculture—the share is closer to 20 percent. This research assistantship, teaching assistantship, traineeship might lead one to conclude that federal research funding is or fellowship) and by source of support (i.e., federal a relatively small factor in enrollment trends. Yet the data government agency, nonfederal sources, institutional on sources of support reflect students’ principal funding at support, and self-support). Federal support is in the form a snapshot in time. Over the typical 6 to 7 year graduate of research assistantships, fellowships, and traineeships. education career leading to the Ph.D., students are likely to Research assistantships (RAships) now account for a large receive support from different sources. Thus, the propor- majority of students with federal support in most fields tion of students who during their tenure receive some except for the medical sciences, where traineeships and support from federal research grants and contracts is fellowships are the dominant mode of government support. undoubtedly higher than one third. Moreover, the avail- RAships are typically the only form of federal government ability of research assistantships enables institutions to support for which non-U.S. citizens are eligible. Self- allocate resources to other purposes and thus has powerful support includes loans (including federal loans), personal indirect effects on enrollment and institutional operations and family contributions, and foreign government grants generally. 3William G. Bowen and Neil L. Rudenstine. 1992. In Pursuit of the 5See Appendix. Ph.D., Princeton, N.J.: Princeton University Press. National Academy of 6The decline in graduate enrollment in science and engineering is not Sciences, National Academy of Engineering, and Institute of Medicine, explained by an overall decline in the number of students graduating from Committee on Science, Engineering, and Public Policy. 1995. Reshaping U.S. institutions with appropriate bachelor’s degrees. In fact, that number the Graduate Education of Scientists and Engineers, Washington, D.C.: increased by 12.9 percent from 1992 to 1997, the last year for which NSF National Academy Press. data are available, although there may have been declines in bachelor’s 4Allen R. Sanderson, Bernard L. Guoni, et al. 2000. Doctorate degrees in certain fields and in certain years during the decade. Recipients from United States Universities: Summary Report, 1999, pp. 7Of these ten fields, four had declining research funding through 1997. 54. Chicago: National Opinion Research Center. There are no cases of declining research funding and rising enrollments.

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 51 PHYSICAL, ENVIRONMENTAL, AND MATHEMATICAL Graduate Students Federally Supported Graduate Students SCIENCES 14,000 Federally Supported Research Assistants Federal funding for physical, environmental, and math- ematical sciences declined for most, though not all, fields 12,000 from 1993 to 1999. In a number of these fields, including three cases where federal research funding actually in- 10,000 creased, there is a uniform pattern of decline in graduate student enrollment in the 1990s. The drop in the number of Number 8,000 students whose primary source of support was the federal government was larger than the overall decline in numbers 6,000 of graduate students. The number of students with feder- ally funded graduate research assistantships declined in each case, although typically by smaller percentages than 4,000 the numbers of students with other kinds of federal support (e.g., fellowships and traineeships). 2,000 Federal funding for university physics research declined by 7.4 percent from 1993 to 1999. During this period, the 0 1993 1994 1995 1996 1997 1998 1999 number of full-time physics graduate students declined Year steadily and substantially, by 22.1 percent (Figure 3-1). Federally supported graduate students declined by 22.6 FIGURE 3-1 Full-time graduate enrollment in physics, 1993– 1999. percent and federally supported graduate research assis- tants (RAs) declined by 20.8 percent. The average annual decrease for federally supported physics graduate students was 4.2 percent and for those with nonfederal funding was 4.0 percent. In 1999, federal funding for university chemistry (Figure 3-2) was 2.0 percent lower than in 1993. During this period, the number of full-time chemistry graduate students declined by 7.2 percent, federally supported graduate students declined 13.2 percent, and federally supported RAs declined by 7.9 percent. The average annual decline in federally supported graduate students was Graduate Students 2.3 percent and in those with nonfederal funding was 0.7 Federally Supported Graduate Students percent. 20,000 Federally Supported Research Assistants By contrast, federal funding for university astronomy 18,000 research increased by 46.9 percent from 1993 to 1999 (Figure 3-3). Full-time graduate enrollment in astronomy 16,000 nevertheless dropped 4.7 percent during this period. This 14,000 was largely due to a decrease of 7.6 percent in the number of graduate students supported by the federal government. 12,000 Number The number of federally supported RAs declined slightly 10,000 by 1.2 percent. The average annual decline in federally supported graduate students was 1.3 percent. The average 8,000 annual decline in those with nonfederal funding was 6,000 negligible. Federal funding for university research in mathematical 4,000 sciences declined by 13.5 percent from 1993 to 1999 2,000 (Figure 3-4). The number of full-time mathematics gradu- ate students declined by 18.8 percent and the number of 0 1993 1994 1995 1996 1997 1998 1999 mathematics graduate students with federal support de- Year clined by 25.1 percent in the same period. Federally sup- ported RAs in mathematics decreased by 19.3 percent. The FIGURE 3-2 Full-time graduate enrollment in chemistry, 1993– average annual decline in federally supported graduate 1999. students was 4.7 percent and among those whose primary

52 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION Graduate Students Graduate Students Federally Supported Graduate Students Federally Supported Graduate Students Federally Supported Research Assistants Federally Supported Research Assistants 7,000 1,200 6,000 1,000 5,000 800 Number 4,000 Number 600 3,000 400 2,000 1,000 200 0 1993 1994 1995 1996 1997 1998 1999 0 1993 1994 1995 1996 1997 1998 1999 Year Year FIGURE 3-5 Full-time graduate enrollment in geosciences, 1993– FIGURE 3-3 Full-time graduate enrollment in astronomy, 1993– 1999. 1999. Graduate Students Federally Supported Graduate Students 16,000 Federally Supported Research Assistants Graduate Students 14,000 Federally Supported Graduate Students 1,200 Federally Supported Research Assistants 12,000 1,000 10,000 Number 800 8,000 Number 600 6,000 400 4,000 2,000 200 0 0 1993 1994 1995 1996 1997 1998 1999 1993 1994 1995 1996 1997 1998 1999 Year Year FIGURE 3-4 Full-time graduate enrollment in mathematical sci- FIGURE 3-6 Full-time graduate enrollment in atmospheric sci- ences, 1993–1999. ences, 1993–1999.

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 53 support was from a nonfederal source the average decrease Graduate Students Federally Supported Graduate Students was 3.3 percent. 2,500 Federally Supported Research Assistants Federal funding for university research in geology decreased sharply, by 31.6 percent, from 1993 to 1999 (Figure 3-5). The number of full-time graduate students in the geosciences decreased by 12.2 percent and those who 2,000 were federally supported decreased by 23.3 percent during this period. Federally supported RAs decreased by a similar margin of 22.3 percent. The average annual decline 1,500 in federally supported graduate students was 4.3 percent Number and in those whose primary support was from a nonfederal source was 1.4 percent. Federal funding for atmospheric research in universities 1,000 increased by 13.7 percent from 1993 to 1999 (Figure 3-6). Full-time graduate enrollment in atmospheric sciences nevertheless decreased 19.1 percent during this period and 500 federally supported graduate students decreased by 23.7 percent. Federally supported RAs decreased by a similar margin of 21.4 percent. The average annual decline in federally supported graduate students was 4.4 percent and 0 1993 1994 1995 1996 1997 1998 1999 among those whose primary support was from a Year nonfederal source the decline was 1.8 percent. Federal funding for university research in oceanography FIGURE 3-7 Full-time graduate enrollment in ocean sciences, 1993–1999. increased by 46.9 percent from 1993 to 1999 (Figure 3-7). Full-time graduate enrollment in ocean sciences decreased by 2.2 percent during this period anyway and federally supported graduate students declined by 10.1 percent. Federally supported RAs were down by 8.9 percent. The average annual decrease in graduate students with federal support was 1.8 percent and for those with nonfederal funding was 0.8 percent. Institutions may have stepped in to pick up support of students in the pipeline who previously received federal support. This may account for the slower decline in gradu- ate enrollment supported by nonfederal funds. Institutional Graduate Students support of graduate students in the geological and atmo- Federally Supported Graduate Students Federally Supported Research Assistants 3,500 spheric sciences actually increased from 1993 to 1999. At the same time the number of self-supported students 3,000 in these fields declined even more rapidly than the num- bers receiving federal support, suggesting that students do not readily invest their resources in fields that are not 2,500 growing. The exception was ocean sciences, a field with rising federal research expenditures, an increase in self- 2,000 Number supporting students, and a drop in students with institu- tional support. 1,500 ENGINEERING 1,000 It is more difficult to generalize about trends in engi- 500 neering fields. Changes in federal funding for university research between 1993 and 1999 range from large gains to 0 flat funding to deep cuts. Nevertheless, full-time graduate 1993 1994 1995 1996 1997 1998 1999 enrollment in every engineering field is down. In two Year cases—aerospace and civil engineering—graduate students FIGURE 3-8 Full-time graduate enrollment in aerospace engineer- with federal support declined more rapidly than other ing, 1993–1999.

54 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION categories, but the reverse was the case in other fields. Graduate Students Federall Supported Graduate Students Overall, the number of engineering graduate students with 7,000 Federally Supported Research Assistants institutional support has increased very slightly, but the number of self-supported students has dropped precipi- 6,000 tously. The drop in self-supported students accounts for almost 85 percent of the overall enrollment decline in 5,000 engineering. Federal funding for aeronautical engineering research in universities is 24.5 percent higher in 1999 relative to 1993 4,000 Number and for astronautical research it is 79.5 percent higher in 1999. But these gains were the result of a late turnaround, 3,000 from 1998 to 1999. Earlier research funding was down significantly from 1993. The downward trend in full-time 2,000 graduate enrollment in aerospace engineering of 18.9 percent from 1993 to 1999 is consistent with the deep cuts 1,000 in spending in the early part of this period (Figure 3-8). Moreover, the number of graduate students in this field 0 who are federally supported dropped by 25.5 percent 1993 1994 1995 1996 1997 1998 1999 Year during this period. On the other hand, the number of federally supported RAs in aerospace engineering in- FIGURE 3-9 Full-time graduate enrollment in chemical engineer- creased by 2.2 percent during this period, increasing from ing, 1993–1999. 55 to 75 percent of federally supported students over this period. The average annual decline in federally supported graduate students was 4.8 percent and in those whose primary support was from a nonfederal source was 2.6 percent. Federal funding for university research in chemical engineering was also down from 1993 to 1997, by 11.6 percent, before increasing in 1998 and 1999. Funding in 1999 is up 2.2 percent from 1993 (Figure 3-9). During this period, the number of full-time graduate students in the field declined by 7.8 percent. The number of graduate students with federal support declined by 5.2 percent and Graduate Students the number of federally supported RAs declined 6.3 per- Federally Supported Graduate Students cent. Federally supported graduate students had an average Federally Supported Research Assistants 14,000 annual decline of 0.9 percent, while those with nonfederal support declined 1.5 percent annually. 12,000 Federal funding for university research in civil engi- neering increased by 6.4 percent from 1993 to 1999, but 10,000 full-time graduate enrollment fell by 10.3 percent during this period (Figure 3-10). Federally supported graduate 8,000 students decreased by 15.6 percent and federally supported Number RAs by 17.2 percent. RAs supported by nonfederal sources increased 13.0 percent generating an overall increase in 6,000 civil engineering RAs. The average annual decrease in the number of federally supported graduate students was 2.8 4,000 percent and that for those with nonfederal support declined 1.6 percent annually. 2,000 By contrast, full-time graduate enrollment in electrical engineering declined by only 0.6 percent from 1993 to 0 1999, despite a decrease of 12.0 percent in federal funding 1993 1994 1995 1996 1997 1998 1999 Year for university research in this field (Figure 3-11). Indeed, the number of full-time graduate students with federal FIGURE 3-10 Full-time graduate enrollment in civil engineering, support increased by 12.3 percent during this period, 1993–1999. largely due to an increase of 15.1 percent in the number of

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 55 graduate students in electrical engineering supported by Graduate Students Federally Supported Graduate Students NSF. Federally supported RAs increased 33.6 percent. 25,000 Federally Supported Research Assistants Institutional support increased 5.8 percent, but students who are self-supporting decreased 15.9 percent. The average annual change in federally supported students was 20,000 2.0 percent and for nonfederally supported students –0.7 percent. Mechanical engineering has experienced declines in 15,000 both funding and enrollment (Figure 3-12). Federal fund- Number ing of university research in this field decreased more than 40 percent from 1993 to 1999. Full-time graduate enroll- 10,000 ment decreased 16.6 percent. Despite an increase of 9.1 percent in the number of graduate students with support from NSF, the total number of graduate students with 5,000 federal support declined 13.4 percent during this period and federally supported RAs decreased 8.7 percent. Stu- dents with institutional support declined 4.6 percent. 0 Students supporting themselves declined 41.8 percent. The 1993 1994 1995 1996 1997 1998 1999 average annual decrease in the number of federally sup- Year ported graduate students was 2.4 percent and that for those FIGURE 3-11 Full-time graduate enrollment in electrical engineer- with nonfederal support declined 3.2 percent annually. ing, 1993–1999. Federal funding for university-based research in metal- lurgical and materials engineering increased 7.7 percent from 1993 to 1999 (Figure 3-13). Nonetheless, both full- time graduate enrollment and federally supported graduate enrollment in the field decreased 16.8 percent during this period, an average annual decrease of 3.0 percent. Feder- ally supported RAs were down 13.7 percent. Graduate students in other engineering fields not repre- sented in the survey of federal research obligations— agricultural, biomedical, industrial, mining, nuclear, and petroleum engineering and engineering science and phys- ics—make up about 20 percent of full-time graduate enrollment in engineering. The number of students in these fields decreased 4.5 percent from 1993 to 1999, at an Graduate Students Federally Supported Graduate Students average annual rate of –0.8 percent. Federally supported Federally Supported Research Assistants 14,000 graduate students were down 2.3 percent and federally supported RAs were down 2.4 percent. 12,000 COMPUTER SCIENCE 10,000 In the computer sciences, both federal funding for university research and full-time graduate enrollment are 8,000 Number increasing rapidly. The number of students with nonfederal support, however, is growing faster than the number with 6,000 federal support, as seen in Figure 3-14. Federal funding for university research in computer science grew by 34.3 4,000 percent from 1993 to 1999. During this period, the number of full-time graduate students in computer science whose 2,000 primary source of support is the federal government grew by 15.1 percent (annual average of 2.4 percent), whereas, 0 the number whose main source of support was nonfederal 1993 1994 1995 1996 1997 1998 1999 grew 33.6 percent (annual average growth of 4.9 percent) Year (Figure 3-14). The number of federally supported research FIGURE 3-12 Full-time graduate enrollment in mechanical engi- assistants grew 15.6 percent and the number of research neering, 1993–1999.

56 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION Graduate Students assistants supported by other sources of funding grew 47.3 Federally Supported Graduate Students percent. That the number of institutionally supported 4,500 Federally Supported Research Assistants graduate students grew 25.8 percent and the number of 4,000 self-supporting students increased 34.3 percent in the 1990s is probably a testament to how promising these 3,500 fields were or were perceived to be in terms of employ- ment opportunities by both institutions and individuals. 3,000 Number 2,500 LIFE SCIENCES 2,000 Although funding for university research in the life sciences increased from 1993 to 1999, graduate enrollment 1,500 changes differed significantly among subfields. In agricul- 1,000 tural sciences the number of graduate students fell. In biological sciences enrollment grew only modestly, while 500 in medical sciences enrollment grew at an even faster rate than the growth in research spending. 0 1993 1994 1995 1996 1997 1998 1999 Federal funding for university agricultural sciences Year research increased 21.7 percent from 1993 to 1999 (Figure 3-15). Despite this increase in research obligations, the FIGURE 3-13 Full-time graduate enrollment in metallurgical and materials engineering, 1993–1999. number of full-time graduate students in the agricultural sciences decreased 2.9 percent and the number of federally supported graduate students decreased 2.7 percent during this period. Federally supported RAs decreased 4.1 per- cent. The average annual decrease in the number of both federally and nonfederally supported graduate students was 0.5 percent. Given that federal funding for university research in the biological sciences increased 39.9 percent from 1993 to 1999, it is somewhat surprising that graduate enrollment in Graduate Students the biological sciences has grown only modestly during Federally Supported Graduate Students this time (Figure 3-16). Total graduate enrollment in the Federally Supported Research Assistants 25,000 biological sciences grew only 1.7 percent and the number of graduate students supported by federal funds grew only 2.0 percent, an average annual change of 0.3 percent. The 20,000 number of federally supported RAs actually dropped 4.5 percent during this period. It is important to note, however, that the number of postdoctorates in the biological sciences increased 15.4 percent. This trend is consistent with anec- 15,000 dotal evidence that the troubled job market in the biologi- Number cal sciences not only dampens potential growth in graduate enrollment but also funnels recent Ph.D.’s into a series of 10,000 postdoctoral appointments. Meanwhile federal support for university research in the medical sciences increased 20.5 percent from 1993 to 1999 and graduate enrollment in health fields increased 41.5 5,000 percent during this time (Figure 3-17). Those who were supported by federal sources grew just 14.1 percent, an average annual increase of 2.2 percent, but a dispropor- 0 tionate share of the additional students supported by the 1993 1994 1995 1996 1997 1998 1999 Year federal government were RAs. Federally supported RAs grew 39.7 percent. Still, the number of students supported FIGURE 3-14 Full-time graduate enrollment in computer science, by nonfederal sources increased 48.5 percent, an average 1993–1999. annual increase of 6.8 percent. As with computer science,

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 57 the number of students whose primary source of support Graduate Students Federally Supported Graduate Students was institutional support grew 33.8 percent and the number 12,000 Federally Supported Research Assistants who were self-supporting increased by an extraordinary 56.3 percent. Again, this trend is probably attributable to perceived growth and superior career opportunities in these 10,000 fields. 8,000 SOCIAL AND BEHAVIORAL SCIENCES Federal funding for university research in the social and Number behavioral sciences declined after 1993, turning up again 6,000 in only the last few years. The upturn in university-based social science research appears not to have affected gradu- 4,000 ate enrollment trends yet. The upturn in federal—espe- cially NIH—funding for university psychology research may have helped lift enrollments in that field. 2,000 Although federal funding for university research in the social sciences was up in 1999 over 1998, it was still 4.0 percent lower than in 1993 (Figure 3-18). In 1998, funding 0 for university research had been 20.3 percent lower than in 1993 1994 1995 1996 1997 1998 1999 Year 1993. Graduate enrollment in the social sciences decreased 4.2 percent from 1993 to 1999 and the number of federally supported graduate students decreased 10.2 percent, an FIGURE 3-15 Full-time graduate enrollment in agricultural sci- ences, 1993–1999. average annual decline of 1.8 percent. Federally supported RAs dropped about 1.7 percent per annum. Federal funding of university-based psychology re- search, boosted by increases from NIH, was up 1.5 percent from 1993 to 1999 (Figure 3-19). Such funding of basic psychology research in universities, however, was 20.3 percent higher in 1999 than 1993. Federal funding may have made much of the difference in graduate enrollment in psychology. Federally supported graduate students in psychology were up 22.7 percent, an average annual increase of 3.5 percent. Students supported by nonfederal Graduate Students sources decreased by 2.1 percent, an average annual Federally Supported Graduate Students Federally Supported Research Assistants 60,000 decline of 0.4 percent. Thus, overall, graduate enrollment in psychology was down 0.2 percent from 1993 to 1999. It is interesting to note that trends in number of RAs were 50,000 reversed. Federally supported RAs were down 7.0 percent, while nonfederally supported RAs increased by 11.5 40,000 percent. Number 30,000 RECENT TRENDS IN DOCTORAL AWARDS To supplement trends in graduate enrollment, it is 20,000 useful to examine trends in the number of new doctorates by field during the period 1993 to 1999. Analyzing the trends in doctoral degrees awarded is somewhat more 10,000 complicated because of the time lag between enrollment and degree award, which is often seven or more years. 0 Thus, it may take 7 years for enrollment increases in a 1993 1994 1995 1996 1997 1998 1999 Year field to show up in doctoral award data, though the effect of enrollment decreases on doctoral degrees awarded may FIGURE 3-16 Full-time graduate enrollment in biological sci- show up much sooner as students drop out of degree ences, 1993–1999.

58 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION Graduate Students programs or switch fields. Indeed, the data shown below Federally Supported Graduate Students 60,000 Federally Supported Research Assistants reveal that fields in which federal funding for R&D de- creased from 1993 to 1997 almost universally had de- creases in doctoral awards from 1993 to 1999. Fields with 50,000 increases in federal funding from 1993 to 1997, however, had mixed results in doctoral awards, which may be accounted for, in part, by time to degree for Ph.D.’s. 40,000 During this period the number of individuals earning science and engineering doctorates from U.S. institutions Number peaked at 27,309 in 1998 and then declined by 5.0 percent 30,000 from 1998 to 1999. There are, however, important differ- ences in trends by field that correspond to trends in federal funding for university research and graduate education. 20,000 Moreover, there are important differences in trends for U.S. and non-U.S. citizens that contribute to overall trends. For engineering fields, the number of new doctorates was 10,000 6.3 percent lower in 1999 than in 1993. As seen in Table 3-1, the decreases in new Ph.D.’s were seen across almost 0 all engineering fields. The one exception to this trend was 1993 1994 1995 1996 1997 1998 1999 “other” engineering in which new doctorates increased Year 12.2 percent from 1993 to 1999. FIGURE 3-17 Full-time graduate enrollment in health fields, There were key differences in trends among new engi- 1993–1999. neering doctorates by citizenship status. While the number of new U.S. citizen engineering doctorates was down by 3.6 percent in 1999 compared to 1998, it was nevertheless up by 11.0 percent in 1999 compared to 1993. Here there were major differences by field. From 1993 to 1999, new U.S. doctorates increased 54.2 percent in civil engineering, 32.6 percent in “other” engineering, and 14.1 percent in mechanical engineering. In the same period, new U.S. doctorates declined 9.6 percent in aeronautical/astronauti- Graduate Students cal engineering, 3.4 percent in industrial engineering, and Federally Supported Graduate Students Federally Supported Research Assistants 2.2 percent in metallurgical and materials engineering. By 60,000 contrast, the number of new non-U.S. citizen engineering doctorates was down over 20 percent from 1993 to 1999 50,000 and this drop occurred across engineering fields. The largest numerical and percentage drop from 1993 to 1999 was in mechanical engineering (–34.9 percent). There was 40,000 also a major drop of 30.8 percent in non-U.S. citizens earning civil engineering Ph.D.’s. For science fields, the story is somewhat different. The Number 30,000 number of new doctorates in the sciences decreased 3.6 percent from 1998 to 1999, but the number in 1999 was still 4.4 percent higher than in 1993. This masks important 20,000 differences by field. From 1993 to 1999, the number of new Ph.D.’s decreased 9.1 percent in physics, 5.3 percent in mathematics, and 3.4 percent in computer science. 10,000 Meanwhile, there were increases in astronomy (10.3 percent), biological sciences (10.0 percent), social sciences 0 (7.7 percent), psychology (7.2 percent), and earth, atmo- 1993 1994 1995 1996 1997 1998 1999 spheric, and ocean sciences (4.7 percent). Year For U.S. citizens, trends in new doctorates are generally FIGURE 3-18 Full-time graduate enrollment in social sciences, in the same direction as for all new Ph.D.’s. The one 1993–1999. exception is in mathematics where the number of U.S.

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 59 citizen Ph.D.’s is 8.5 percent higher in 1999 compared to Graduate Students Federally Supported Graduate Students 1993, while the overall number of Ph.D.’s in that field has 40,000 Federally Supported Research Assistants decreased by 5.3 percent. For non-U.S. citizens, trends in new doctorate recipients are in the same direction as for 35,000 Ph.D.’s overall, although the changes are pronounced. For example, non-U.S. citizens earning physics Ph.D.’s de- 30,000 creased 16.3 percent from 1993 to 1999 compared with an overall decline of 9.1 percent and non-U.S. citizens earn- ing mathematics Ph.D.’s decreased 16.4 percent from 1993 25,000 to 1999 compared to an overall decrease of 5.3 percent. Number Similarly, non-U.S. citizens earning biological sciences 20,000 Ph.D. have increased 13.0 percent from 1993 to 1999 compared to an overall increase of 10.0 percent. There is a 15,000 similar trend for health fields, in which non-U.S. citizens earning doctorates increased 32.8 percent from 1993 to 10,000 1999 compared to a 17.8 percent increase in all doctorates in health fields. 5,000 Trends for non-U.S. citizen Ph.D.’s have clearly af- fected overall trends in the number of new Ph.D.’s. The 0 drop in non-U.S. citizens earning Ph.D.’s from 1993 to 1993 1994 1995 1996 1997 1998 1999 1999 accounts for much or all of the overall decline in Year physics, mathematics, computer science, and nearly every FIGURE 3-19 Full-time graduate enrollment in psychology, 1993– engineering field that experienced a decrease in Ph.D.’s. 1999. Non-U.S. citizens also account for a significant share of the increase in such fields as astronomy, earth, atmo- These fields have had cuts in federal funding for university spheric, and ocean sciences, biological sciences, and health research ranging from 9.7 percent to 40.2 percent from fields. Fields that do not fit this pattern are agricultural 1993 to 1997 and the majority of them are still substan- sciences, in which non-U.S. citizen Ph.D.’s increased tially below their 1993 funding levels in 1999. These fields while overall Ph.D.’s decreased, and psychology and social have also experienced decreases in full-time graduate sciences, in which non-U.S. citizen Ph.D.’s decreased students, graduate students who are supported by the despite substantial overall increases in new Ph.D.’s. federal government, and graduate research assistants supported by the federal government. The declines in TRENDS ACROSS FIELDS federally supported RAs have typically not been as deep as for all students who are federally supported. The data in Table 3-1, summarizing data in federal Electrical engineering and psychology are exceptions. funding for university research, full-time graduate enroll- Electrical engineering also had deep cuts in federal fund- ment, and doctorate recipients from 1993 to 1999, reveal ing for university research (31.1 percent from 1993 to two divergent patterns among science and engineering 1997 and was still down 12.0 percent by 1999), but had fields. First, fields in which federal funding for university only a very minor drop in graduate enrollment from 1993 research was down from 1993 to 1997 have almost all had to 1999 of 0.6 percent. Moreover, federally supported declines in both graduate enrollments and doctorate recipi- graduate students increased 12.3 percent and federally ents from 1993 to 1999. Second, fields with increasing supported RAs, in particular, increased 33.6 percent. As federal funding for university research have a range of noted above, this increase in federally supported graduate divergent trends in graduate enrollment and doctorate students in electrical engineering can be accounted for in production. large part by a 15.1 percent increase in graduate students whose primary source of support is NSF. Psychology Fields With Decreased Federal Funding meanwhile had a decrease of 9.2 percent in federal funding for university research from 1993 to 1997, but recent Seven fields experienced substantial cuts in both federal increases in federal funding resulted in an overall increase funding for university research from 1993 to 1997 and full- of 1.5 percent from 1993 to 1999. Perhaps because of the time graduate enrollment from 1993 to 1999—mechanical recent increase, the field had almost no change in graduate engineering, aerospace engineering, chemical engineering, enrollment and a substantial increase in federally sup- mathematics, physics, chemistry, and social sciences. ported graduate students.

60 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION The number of doctorate awards from 1993 to 1999 was period suggesting that when a field is perceived as growing also generally down for these seven fields by 0.1 to 17.2 it attracts not only research funding but also students. percent, although there were divergent trends for U.S. and Funding in the biological sciences is up even more, at 39.9 non-U.S. citizens. For seven of these eight fields, doctorate percent. Yet, while graduate enrollment grew, it was up awards decreased between 0.1 and 17.2 percent during this only 1.7 percent and federally funded research assistants time. The exception to this trend was the social sciences, a decreased 4.5 percent. Here, it appears, faculties have field less dependent on federal research dollars, which relied principally on postdoctorates (up 15.4 percent from experienced a 7.7 percent increase during this period. 1993 to 1999 in this field) rather than graduate students to There were, however, differences among the seven fields staff their laboratories. based on citizenship status. Non-U.S. Ph.D.-earners de- The remaining fields exhibit a wide array of trends, clined across all nine fields, from 3.7 to 34.9 percent, influenced by various factors including the industrial job accounting for most or all of the decline in doctorates market. In computer science, graduate enrollment is up, awarded. U.S. citizens earning Ph.D.’s, by contrast, have but doctorate awards are down, reflecting the strong pull of increased for six of the nine fields and declined in only the late 1990s information technology (IT) job market three. away from completing a Ph.D. degree. In astronomy and Federal funding for university research may have earth, atmospheric, and ocean sciences, by contrast, gradu- played a key role in determining graduate enrollment ate enrollment was down but doctorate awards were up. patterns for most of these fields, particularly in engineering The agricultural sciences, chemical engineering, and and the physical sciences, but institutions and students also metallurgical and materials engineering had declining played an important role. Students with institutional enrollments and doctorate awards, suggesting that these support in these fields also generally declined in number fields are having trouble attracting students even when from 1993 to 1999 but not as rapidly as the number of funding increases. There were increases in non-U.S. students with federal support. The number of self-sup- citizens earning Ph.D.’s in agricultural sciences and in ported students in these fields, however, has generally U.S. citizens earning Ph.D.’s in chemical engineering. declined even more sharply than the number supported by Finally, psychology, which had only a modest increase in federal funding. This suggests that students do not invest federal research funding from 1993 to 1999, had a substan- their own funds in fields that are not perceived as growing. tial increase in federally supported graduate students and a In effect, institutions may act to mitigate the effects of cuts modest increase in doctorates due to increased support in federal research funding, but students may work to from NIH. further ratify federal cuts by opting for training in growth fields. Doctorate Awards Trends in the number of non-U.S. citizens earning Fields With Increased Federal Funding Ph.D.’s tend to mirror trends in federal funding for univer- Compared to the clear downward direction in graduate sity research. The decrease in non-U.S. citizens earning enrollments and new doctorates for fields with decreased Ph.D.’s in fields with decreased federal funding accounts federal funding for university research, the direction of for much or all of the overall decrease in doctorate awards change in graduate students and doctorates in those fields in these fields. Meanwhile, in four of the five fields with with increased federal funding for university research in both increased federal funding and increased numbers of both 1997 and 1999 relative to 1993 is highly varied. This doctorates—astronomy, biological sciences, medical variability suggests that many factors in addition to federal sciences (health fields), and earth, atmospheric, and ocean funding play a role in determining trends in graduate sciences—the rate of growth among non-U.S. citizens has enrollment and doctorates in these fields. been far higher than the rate of growth among U.S. citi- In only two fields with increased federal funding, health zens. and biological sciences, have graduate enrollments and The exception to this trend may prove the rule. In doctorate awards increased from 1993 to 1999 but even psychology, the number of U.S. citizens earning doctorates here there are other factors at play. Funding for research in has increased 2.9 percent and the number of non-U.S. the medical sciences is up 20.5 percent, graduate enroll- citizens has decreased 6.3 percent. Since federally sup- ment in the field has increased 41.5 percent, and doctorates ported graduate students have increased while federally are up 17.8 percent. Federally funded graduate students, supported research assistants has decreased, this suggests however, have increased only 14.1 percent, while self- that the increase in federal support to graduate students has supporting students have increased 54 percent during this been provided in the form of traineeships. While both U.S. and non-U.S. citizens may be supported on research assistantships, only U.S. citizens are eligible to receive traineeships.

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 61 ANNEX TABLE 3-1 Percent Change in Federal Funding for University Research, Full-time Graduate Enrollment, and Doctorate Degrees Awarded, by field, 1993–1999 Percent Change in Federal Funding for University Percent Change in Full-time Graduate Percent Change in Ph.D.’s, Research Enrollment, 1993–1999 1993–1999 Total students Federally supported U.S. Non-U.S. 1993–1997 1993–1999 Total federally supported research assistants Total Citizens Citizens Mechanical engineering –40.2% –40.5% –16.6 –13.4 –8.7 –17.2 14.1 –34.9 Mathematics –19.9% –13.5% –18.8 –25.1 –19.3 –5.3 8.5 –16.4 Electrical engineering –31.1% –12.0% –0.6 12.3 33.6 –4.3 1.1 –12.3 Physics –20.9% –7.4% –22.1 –22.6 –20.8 –9.1 –7.5 –16.3 Social sciences, total –15.8% –4.0% –4.2 –10.2 –1.7 7.7 16.0 –11.7 Chemistry –9.7% –2.0% –7.2 –13.2 –7.9 –0.1 –1.7 –3.7 Aeronautical engineering –12.8% 24.5% –18.9 –25.5 2.2 –9.2 –9.6 –13.3 Astronautical engineering –20.8% 79.5% Chemical engineering –11.6% 2.2% –7.8 –5.2 –6.3 –8.0 3.4 –17.0 Astronomy 28.9% 46.9% –4.7 –7.6 –1.2 10.3 3.8 15.4 Biological sciences 17.5% 39.9% 1.5 2.0 –4.5 10.0 5.9 13.0 Computer science 17.1% 34.3% 30.5 15.1 15.6 –3.4 –3.1 –7.2 Agricultural sciences 6.9% 21.7% –2.9 –2.7 –4.1 –0.3 –3.7 2.8 Medical sciences 0.1% 20.5% 41.5 14.1 39.7 17.8 9.9 32.8 Civil engineering 10.1% 6.4% –10.3 –15.6 –17.2 –6.3 54.2 –30.8 Metallurgy and materials engineering 20.0% 7.7% –16.8 –16.8 –14.8 –12.1 –2.2 –20.5 Earth, atmospheric, and ocean sciences 4.9% 5.6% –7.6 –18.2 –17.3 4.7 1.5 6.2 Psychology, total –9.2% 1.5% –0.2 22.7 –7.0 7.2 2.9 –6.3 SOURCES: NSF, Survey of Federal Funds for Research and Development; NSF, Survey of Graduate Students and Postdoctorates in Science and Engineering; NSF/NIH/USED/NEH/USDA/NASA, Survey of Earned Doctorates.

62 TRENDS IN FEDERAL SUPPORT OF RESEARCH AND GRADUATE EDUCATION TABLE 3-2 Full-time Graduate Enrollment in Science and Engineering, by Field and by Selected Source and Mechanism of Support, 1993–1999 Change Change Percent 1993 1994 1995 1996 1997 1998 1999 Number 93–99 Aerospace Engineering Graduate Students 3,262 3,000 2,693 2,576 2,529 2,565 2,645 –617 –18.9% Federally Supported Graduate Students 1,320 1,279 1,168 1,104 1,143 1,109 983 –337 –25.5% Federally Supported Research Assistants 727 719 727 740 793 833 743 16 2.2% Chemical Engineering Graduate Students 6,041 6,105 5,957 5,909 5,784 5,601 5,569 –472 –7.8% Federally Supported Graduate Students 1,748 1,716 1,752 1,786 1,649 1,683 1,657 –91 –5.2% Federally Supported Research Assistants 1,393 1,405 1,415 1,459 1,317 1,348 1,305 –88 –6.3% Civil Engineering Graduate Students 12,458 12,641 12,248 11,791 11,331 11,079 11,178 –1,280 –10.3% Federally Supported Graduate Students 1,982 2,090 1,970 1,886 1,807 1,670 1,672 –310 –15.6% Federally Supported Research Assistants 1,580 1,657 1,581 1,503 1,435 1,291 1,309 –271 –17.2% Electrical Engineering Graduate Students 20,343 19,385 18,167 17,967 18,854 19,470 20,224 –119 –0.6% Federally Supported Graduate Students 4,104 4,085 4,056 3,984 4,389 4,316 4,610 506 12.3% Federally Supported Research Assistants 3,068 3,199 3,287 3,277 3,722 3,694 4,100 1,032 33.6% Mechanical Engineering Graduate Students 12,395 11,875 11,128 10,690 10,432 10,073 10,333 –2,062 –16.6% Federally Supported Graduate Students 2,999 2,946 2,777 2,602 2,626 2,607 2,596 –403 –13.4% Federally Supported Research Assistants 2,406 2,403 2,205 2,122 2,237 2,178 2,197 –209 –8.7% Metallurgy and Materials Engineering Graduate Students 4,249 4,108 3,880 3,693 3,661 3,702 3,537 –712 –16.8% Federally Supported Graduate Students 1,605 1,578 1,544 1,597 1,473 1,431 1,336 –269 –16.8% Federally Supported Research Assistants 1,393 1,373 1,373 1,437 1,328 1,297 1,202 –191 –13.7% Engineering, Other Graduate Students 15,022 14,425 13,681 13,203 12,985 12,841 14346 –676 –4.5% Federally Supported Graduate Students 3,130 3,160 3,093 2,873 2,780 2,687 3059 –71 –2.3% Federally Supported Research Assistants 2,158 2,230 2,092 1,914 1,885 1,885 2106 –52 –2.4% Physics Graduate Students 12,397 11,766 11,052 10,400 9,923 9,661 9,661 –2,736 –22.1% Federally Supported Graduate Students 4,916 4,716 4,397 4,130 4,008 3,810 3,807 –1,109 –22.6% Federally Supported Research Assistants 4,103 4,042 3,764 3,504 3,437 3,223 3,248 –855 –20.8% Chemistry Graduate Students 17,204 17,104 16,736 16,479 15,992 15,777 15,963 –1,241 –7.2% Federally Supported Graduate Students 5,751 5,775 5,469 5,278 5,031 4,909 4,994 –757 –13.2% Federally Supported Research Assistants 4,713 4,936 4,719 4,588 4,393 4,291 4,340 –373 –7.9% Astronomy Graduate Students 848 953 871 854 768 787 808 –40 –4.7% Federally Supported Graduate Students 421 472 434 418 362 366 389 –32 –7.6% Federally Supported Research Assistants 330 376 351 313 278 293 326 –4 –1.2% continues

FIELD TRENDS IN GRADUATE EDUCATION SUPPORT 63 TABLE 3-2 Continued Change Change 1993 1994 1995 1996 1997 1998 1999 Number Percent Geosciences Graduate Students 5,970 5,946 5,796 5,579 5,432 5,214 5,239 –731 –12.2% Federally Supported Graduate Students 1,647 1,587 1,556 1,425 1,305 1,205 1,263 –384 –23.3% Federally Supported Research Assistants 1,338 1,348 1,339 1,214 1,108 973 1,040 –298 –22.3% Atmospheric Sciences Graduate Students 980 993 959 980 966 856 793 –187 –19.1% Federally Supported Graduate Students 636 644 592 633 639 531 485 –151 –23.7% Federally Supported Research Assistants 547 572 507 537 556 466 430 –117 –21.4% Ocean Sciences Graduate Students 2,177 2,333 2,228 2,074 1,971 2,047 2,130 –47 –2.2% Federally Supported Graduate Students 1,037 1,070 1,003 940 860 904 932 –105 –10.1% Federally Supported Research Assistants 865 911 849 780 748 769 788 –77 –8.9% Mathematical Sciences Graduate Students 14,530 14,226 13,410 12,966 12,144 11,751 11,792 –2,738 –18.8% Federally Supported Graduate Students 1,474 1,397 1,287 1,237 1,152 1,044 1,104 –370 –25.1% Federally Supported Research Assistants 736 743 659 615 625 541 594 –142 –19.3% Computer Science Graduate Students 17,401 16,701 16,510 17,195 18,335 19,972 22,708 5,307 30.5% Federally Supported Graduate Students 2,920 3,067 3,176 3,106 3,173 3,309 3,361 441 15.1% Federally Supported Research Assistants 2,226 2,380 2,435 2,380 2,435 2,548 2,573 347 15.6% Agricultural Sciences Graduate Students 9,484 9,510 9,633 9,327 9,133 9,015 9,210 –274 –2.9% Federally Supported Graduate Students 1,965 1,922 2,061 1,973 1,783 1,683 1,911 –54 –2.7% Federally Supported Research Assistants 1,752 1,739 1,851 1,811 1,624 1,505 1,680 –72 –4.1% Biological Sciences Graduate Students 46,487 48,026 48,366 47,782 47,011 47,105 47,268 781 1.7% Federally Supported Graduate Students 16,210 16,725 16,649 16,564 16,365 16,251 16,531 321 2.0% Federally Supported Research Assistants 10,369 10,642 10,593 10,448 10,399 9,816 9,899 –470 –4.5% Health Fields Graduate Students 35,679 39,109 42,111 44,497 46,633 48,468 50,490 14,811 41.5% Federally Supported Graduate Students 7,295 7,776 7,900 7,392 7,723 7,931 8,326 1,031 14.1% Federally Supported Research Assistants 1,473 1,725 1,659 1,542 1,850 1,857 2,058 585 39.7% Social Sciences Graduate Students 55,606 56,255 56,212 56,894 55,535 53,822 53,258 –2,348 –4.2% Federally Supported Graduate Students 3,491 3,529 3,523 3,247 3,177 3,029 3,135 –356 –10.2% Federally Supported Research Assistants 1,487 1,437 1,454 1,448 1,424 1,391 1,462 –25 –1.7% Psychology Graduate Students 34,782 35,288 35,222 35,412 35,551 35,148 34,715 –67 –0.2% Federally Supported Graduate Students 2,653 2,634 2,543 2,752 2,720 2,927 3,255 602 22.7% Federally Supported Research Assistants 1,549 1,473 1,467 1,499 1,491 1,359 1,440 –109 –7.0% SOURCE: National Science Foundation, Survey of Graduate Students and Postdoctorates in Science and Engineering.

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The Board on Science, Technology and Economic Policy updated its 1999 analysis (Appendix A, Securing America's Industrial Strength, 1999) of changes since 1990 in the distribution of federal research funding by field of science and engineering) by incorporating FY 1998 and FY 1999 obligations from the NSF Federal Funds survey, with particular attention to the trends in basic research support, changes in research fields' relative dependence on research-sponsoring agencies, and the relationship between changes in research support and changes in enrollment in graduate training in selected fields of research. The Board did not recommend funding levels for any discipline but addressed procedural aspects of R&D budgeting.

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