A Longitudinal Analysis of Doctoral Graduate Supply in the Educational Measurement Field

Autor/inn/en	Randall, Jennifer; Rios, Joseph A.; Jung, Hyun Joo
Titel	A Longitudinal Analysis of Doctoral Graduate Supply in the Educational Measurement Field
Quelle	In: Educational Measurement: Issues and Practice, 40 (2021) 1, S.59-68 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rios, Joseph A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12395
Schlagwörter	Longitudinal Studies; Doctoral Programs; Graduate Students; Educational Assessment; Supply and Demand; Labor Market; College Graduates; Employment Patterns; Salaries; Racial Composition + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Education; assessment; Bewertungssystem; Bedarfsplanung; Labour market; Arbeitsmarkt; Hochschulabsolvent; Hochschulabsolventin; Beschäftigungsstruktur; Entlohnung; Gehalt
Abstract	For nearly three decades, researchers have been concerned that the educational measurement field is not producing enough graduate-level specialists to meet the growing demand driven by the increased use of educational assessments in the United States. This study examined the supply-side aspect of the proposed labor shortage by relying on data from the National Science Foundation's Survey of Earned Doctorates collected between 1997 and 2016. Over the 20 years examined, measurement programs produced 3,124 doctoral graduates, and across this time span, the annual production of graduates nearly doubled. This supply expansion can largely be attributed to the increase in the number of international graduates, which outpaced the annual growth rate of domestic PhD recipients by 156%. Moreover, 85% of graduates were found to either self-identify as White or Asian. Less than 10 Hispanic and no more than 20 Black graduates were produced in any of the years examined. Of the 76% of graduates that reported having a job offer or accepted a position upon graduation, most entered the academy despite the overall average starting salary ($59,484) being considerably lower than the starting salary for their counterparts entering industry ($84,918), government ($69,970), or other educational institutions ($81,428). (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01