STUDENTS
by
Jerry D. Saye and Katherine
M. Wisser
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Part Two of the ALISE statistical questionnaire
requested schools provide data dealing with student enrollment and
characteristics, class size, degrees awarded, financial aid, and tuition and
fees. B่B่ ; This part of the questionnaire
collected primarily aggregated data reported on 11 data input tables. B่B่ ; These data input tables were used to
generate the tables that constitute the core of this chapter.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; In
working with the data reported by the schools, some incomplete or inconsistent
data were encountered. B่B่ ; In a few cases,
errors were recognized by schools soon after mailing the data and revised
figures were submitted. B่B่ ; In the later
stages of data entry and analysis, schools were contacted by email, fax, and
phone to resolve what appeared to be either inconsistencies or reporting
errors. B่B่ ; In some cases, data requested
were not in the possession of schools (this is particularly true for the
program categories Other Undergraduate and Other Graduate) or the schools
elected not to provide the requested data for a variety of reasons. B่B่ ; Footnotes have been provided whenever
possible to explain inconsistencies. B่B่ ;
Although no guarantee can be made that all errors have been identified
and corrected, it is believed that the accuracy of the data reported by the
schools as reflected in the tables that follow is high.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
fact that data for similar data elements, e.g., enrollment by program level or
degree, international student enrollment, etc., were submitted by schools on
separate tables, it is possible that some subtotals and totals vary slightly
from table to table due to differences in data supplied. B่B่ ; To minimize this problem every effort has
been made to make these data agree, but it is recognized that inconsistencies
have not been totally removed from the tables. B่B่ ;
In a few cases, editorial changes were made to tables to obtain
agreement among them. B่B่ ; These editorial
changes have been footnoted. B่B่ ; This
inconsistency should not cause major problems in that the numbers usually vary
only slightly.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Fifty-five
of the 56 schools with ALA-accredited masters programs (LS and/or IS)
participated in the survey (7 Canadian and 48 US). B่B่ ; Rhode Island did not respond to the initial request for data nor
to a number of follow-up requests. B่B่ ; In
all but a few instances, all schools that reported enrollment for a specific
program or degree level are listed in all tables for that program level
regardless of whether data were reported. B่B่ ;
In those situations where data were not reported, a footnote to the
table has been used to indicate the schools with enrollment not reporting
data. B่B่ ; In addition, footnotes have been
supplied indicating schools not included in totals and means. B่B่ ; Schools which offer a particular program
that had no enrollment in that program this year are not included in any tables
for that program level.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; All
data submitted by the schools are represented in the relevant tables unless the
data were clearly inconsistent with the data requested. B่B่ ; In these latter cases, a footnote is
provided explaining the situation and giving the data reported by the
school. B่B่ ; A dash ----- has been used
throughout this chapter to indicate no response. B่B่ ; In a number of cases no data were reported by a school when a 0
would have been the more appropriate response; conversely, in other situations
a 0 was reported when no input would have been appropriate. B่B่ ; In preparing the tables, the context of the
data to be reported was evaluated against the data schools submitted and, in
some cases, zeros were changed to ----- and ----- changed to zeros.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Consideration
has been given to the meaning conveyed by the numbers in the tables. B่B่ ; Totals for rows and columns were calculated
and checked against the totals provided by the schools. B่B่ ; When a discrepancy was encountered, the
person reporting that data for the school was contacted to try to resolve the
difference. B่B่ ; In a number of cases the
total number of schools reporting will be different from the number used to
calculate the mean. B่B่ ; For example, if it
is known that not all schools provided ethnic data, then in calculating the
mean for any ethnic group, the number of students in any particular ethnic
category was divided by the number of schools reporting ethnic data rather than
dividing by the number of schools offering that program. B่B่ ; When totals and means are calculated, the
number of schools included in the calculation is stated, and a footnote is
provided indicating which schools were excluded, or in some cases included.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; In
order to make data in the tables understandable, particularly when a school
felt the need to explain data that differs slightly from the data requested,
footnotes have been provided liberally with the tables. B่B่ ; Additionally, some general comments have
been made at the beginning of a section of tables if those comments are
pertinent to all tables in that section.
Enrollment by Program and
Gender B่B่ ; (Table II-1)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Enrollment figures for the 2002 Fall term
were requested for each of eight program levels:
ท BะBะ ; Bachelors
ท BะBะ ; ALA-Accredited Masters Library Science
ท BะBะ ; Masters Information Science
ท BะBะ ; Other Masters
ท BะBะ ; Post-Masters
ท BะBะ ; Doctoral
ท BะBะ ; Other Undergraduate
ท BะBะ ; Other Graduate
To ensure that each school interpreted the program
levels the same way, the following program definitions and instructions for
their use were provided:
Bachelor's: B่B่ ; Include here only those
students who are working toward a bachelor's degree in library and information
science, regardless of whether offered on or off campus. B่B่ ; Do
not include students taking courses as cognate or service courses. B่B่ ; Report them as Other Undergraduate.
ALA-Accredited Master's -- Library Science: B่B่ ;
Include here only those students working towards a separate master's degree in library
science or a combined library
and information science degree accredited
by ALA, regardless of whether offered on or off campus. B่B่ ; Do
not include students taking courses as cognate or service courses. B่B่ ; Report them as Other Graduate.
Master's -- Information Science: B่B่ ;
Include here only those students working towards a separate master's
degree in information science, whether
accredited by ALA or not. B่B่ ;
Include students taking course on or off campus. B่B่ ; Do
not include students taking courses as cognate or service courses. B่B่ ; Report them as Other Graduate.
Other Masters: B่B่ ;Include here those students working towards a separate master's
degree other than the ALA-Accredited
Masters -- Library Science or Masters -- Information Science (either
ALA-accredited or not) offered by your school, regardless of whether
offered on or off campus. B่B่ ; . B่B่ ; Do
not include students taking courses as cognate or service courses. B่B่ ; Report them as Other Graduate.
Post-Master's: B่B่ ;
Include here only those students who are working toward a post-master's
degree or certificate in library and information science, regardless of whether
offered on or off campus. B่B่ ; Do not include students taking courses
as cognate or service courses. B่B่ ; Report
them as Other Graduate.
Doctoral: B่B่ ; Include here only those
students who are working toward a doctoral degree in library and information
science, regardless of whether offered on or off campus. B่B่ ; Do not include students
taking courses as cognate or service courses. B่B่ ;
Report them as Other Graduate.
Other Graduate: B่B่ ;
Include here students taking library and information science courses as
cognate or service courses or for professional development, regardless of
whether offered on or off campus.
Other Undergraduate: B่B่ ;
Include here students taking library and information science courses as
cognate or service courses for undergraduate credit, regardless of whether
offered on or off campus. B่B่ ; Do not include students who are in an
established undergraduate program in library and information science.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Data are reported for 55 of the 56 schools with
accredited-ALA masters programs. B่B่ ; Rhode
Island reported no data for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Schools
were requested to provide separate counts for full-time and part-time students,
differentiated by gender. B่B่ ; For part-time
students, FTE (Full Time Equivalent) figures were also requested as well as the
total FTE enrollment. B่B่ ; The directions
instructed each school to use its institutions method for computation of FTE
or, if no such method existed, to use the following formula:
Consider a student
full-time if the course load will enable requirements for the degree to be
completed within the normal length of time. B่B่ ;
For example, if the normal time to complete the degree is 12 courses in
4 quarters, a student carrying 3 courses during the quarter should be counted
as 1.00 FTE; a student carrying 2 courses during the quarter should be counted
as 0.67 FTE (2/3 = .067). B่B่ ; Students
carrying an overload should be counted as only 1.00 FTE. B่B่ ; In the space below, continue on the back if
necessary, please supply the formula you used to compute the FTE. B่B่ ; If the FTE formula is differs by program
level please give each formula used and the program level with which it is
associated.
Although on-campus and
off-campus students were to be included in the data submitted, the
questionnaire also asked for separate FTE data for off-campus students.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-1-a-1 is a summary table that presents total enrollment figures for Fall
2002 as well as the number and percentage of full-time and part-time students,
divided by gender, for each of the eight program levels. B่B่ ; The total Fall 2002 enrollment of 24,112 is
up 5.4 percent from the 22,883 reported last year. B่B่ ; Total enrollment for the 6 degree programs was 21,212. B่B่ ; This represents an enrollment increase of
5.9 percent increase over the 20,033 reported for Fall 2001. B่B่ ; ALA-accredited masters LS programs
account for the majority (71.3 percent) of total degree enrollment. B่B่ ; Masters IS enrollment represents 5.4
percent of total enrollment while other masters is 3.5 percent. B่B่ ; Bachelors degrees continue to rise in the
percentage their students constitute of total enrollment 14.2 percent this
year. B่B่ ; The 28 schools reporting doctoral
enrollment indicate of 810 students are seeking that degree. B่B่ ; They constitute or 3.8 percent of total
degree enrollment. B่B่ ; Post-masters
students comprise 1.8 percent of enrollment.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; All degree levels, except
bachelors, Masters IS, and doctoral degrees, have the majority of their
students in a part-time status. B่B่ ; At the
bachelors degree level, 81.4 percent of the students are full-time. B่B่ ; Doctoral programs have 56 percent of their
students in a full-time students status. B่B่ ;
This year the percentage of masters IS who are full-time rose to 50.3
percent from the 41.7 percent reported last year. B่B่ ; Over two-thirds (69.6 percent) of all ALA-accredited masters
LS students are part‑time as are 51.8 percent of other masters degree
and 81.6 percent of post-masters students.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; When
distribution by gender is examined, female students are found to comprise 80.2
percent of ALA-accredited masters LS enrollment. B่B่ ; Gender distribution becomes more equal for the masters IS degree,
where males constitute 51.8 percent of students. B่B่ ; Female doctoral students are in the majority at 53.8 percent as
they are for other masters degrees where they comprise 55.3 percent of the
enrollment..
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Sixteen
of the 56 schools (28.6 percent) currently offer a bachelors degree. B่B่ ; Table II-1-c-1a provides school-by-school
enrollment figures. B่B่ ; It reveals that
3,015 students were pursuing a bachelors degree in Fall 2002. B่B่ ; This is a decline of 3.4 percent despite one
additional school offering this degree this year over last. B่B่ ; A large percentage of enrollment is
concentrated at three schools. B่B่ ; The
bachelors enrollment at Drexel (847), Florida State (557), and Syracuse (513)
comprise 63.6 percent of all enrollment for that degree. B่B่ ; While this is a large percentage, bachelors
enrollment at other schools is growing. B่B่ ;
Five other schools, Pittsburgh (229), Albany (205), Wisconsin
Milwaukee (181), Rutgers (164), and Dalhousie (110) have enrollments over 100.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-1-c-2a-LS reports ALA-accredited masters LS enrollment for each of the 54[1]
schools offering that program. B่B่ ; It
illustrates the wide range of program sizes across the schools from the five
largest programs, San Jose (1,074), Dominican (663), Kent State (633), North
Texas (604), and Wayne State (537) to the one school with less than 75
students: Clark Atlanta (73). B่B่ ; Six
schools (11.1 percent) have ALA-accredited masters LS enrollment of fewer
than 100 students (Alberta, Clark Atlanta, Dalhousie, Iowa, Puerto Rico, and
Southern Mississippi),
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
distribution of full-time to part-time students reported for the ALA-accredited
masters LS degree shows wide variation among the schools. B่B่ ; Five schools (9.4 percent) have more than
three-fourths of their ALA-accredited masters LS students in a full-time
status: B่B่ ; (North Carolina Chapel Hill
(85.9 percent), McGill (83 percent), Michigan (82.4 percent), Dalhousie (81.4
percent), and Alberta (77.6 percent). B่B่ ;
Two other schools approach that level: B่B่ ;
Western Ontario (73.6 percent), and California Los Angeles (72.4
percent). B่B่ ; It is noteworthy that these
seven schools with the highest percentage of full-time enrollment have two-year
masters programs, although they do not represent all the schools with such
programs. B่B่ ; The next percentage tier of
full-time students begins with Texas at 58.7 percent. B่B่ ; Five schools (28.3 percent) have 80 percent or more of their
ALA-accredited master's enrollment as part-time. B่B่ ; The schools with the highest percentages of part-time enrollment
are Long Island (94.2), Queens (91.4), Catholic (89.6), and Oklahoma
(86.3). B่B่ ; Three of the four schools with large
percentages of part-time enrollment are located in major metropolitan areas.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
variation in full-time versus part-time enrollment can have a considerable
impact on a schools enrollment figures when enrollment is viewed in terms of
FTE (Full-Time Equivalent). B่B่ ; From that
perspective who the largest schools are changes somewhat. B่B่ ; The programs with the largest ALA‑accredited
master'sLS enrollment in terms of FTE are San Jose (475), Kent State (424.9),
Dominican (397.2), North Texas (361.9), and Illinois (351.7). B่B่ ; At four schools (7.5 percent), the ALA‑accredited
masters LS FTE enrollment B่B่ ; is under
75. B่B่ ; These schools are Clark Atlanta
(47.7), Southern Mississippi (53), St. Johns (58.3), and Iowa (79). B่B่ ; This is down from the 11 schools with FTE
enrollments under 75 reported last year.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-1-c-2a-IS reports Fall 2002 masters IS enrollment for the 7 schools (12.5
percent) that offer these degrees -- four that are accredited by ALA and three
that are not. B่B่ ; Enrollment for this
degree range from 304 at Drexel to 81 at Albany. B่B่ ; Two of the three non-ALA accredited programs, Drexel and
Syracuse, have the largest enrollments. B่B่ ;
This is a change from the previous year when the three schools with
non-ALA accredited programs (Drexel, Pittsburgh, and Syracuse), who are also
the oldest IS masters programs, had the largest enrollments.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
distribution of full-time to part-time students reported for the masters IS shows
wide variation among the schools as was seen for the ALA-accredited masters
LS degree. B่B่ ; Four of the schools have the
majority of their masters IS students in a full-time status Montr้ B8FB8Fal (94.6
percent), North Carolina Chapel Hill (75.7 percent), Albany (69.1 percent),
and Syracuse (58.2 percent). B่B่ ;
Conversely, Drexel and Pittsburgh have most of their IS -- Masters students
in a part-time status 87.8 and 56.6 percent respectively. B่B่ ; Indianas Masters -- IS students are
divided evenly between full and part-time status. B่B่ ; The variation in full-time versus part-time enrollment has some
impact on the school enrollment figures when enrollment is viewed in terms of
FTE (Full-Time Equivalent). B่B่ ; From that
perspective Syracuse has the largest program with 152 FTE, followed by Montr้ B8FB8Fal
(143 FTE), Indiana (127 FTE), Drexel (113.9 FTE). B่B่ ; Albany, North Carolina Chapel Hill, and Pittsburgh have FTE
enrollments for their masters IS programs under 100.
B่B่ ;
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Fourteen
schools (25.9 percent) of the 54 schools reporting indicated enrollment for
other masters degrees (Table II-1-c-3a) for Fall 2002 in addition to their
ALA-accredited masters LS and or masters IS enrollments. B่B่ ; Missouri has by far the largest other
masters program with 196 students followed by Rutgers (84), B่B่ ; North Carolina Central (78), and Syracuse
(77). B่B่ ; A number of B่B่ ; other masters programs are relatively
small. B่B่ ; Six schools (42.9 percent) have
enrollments of 20 or fewer students for this degree Drexel (18), Alabama
(14), Southern Connecticut (13), California Los Angeles (4), Dominican (3),
and St. Johns (1).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Post-masters
programs historically have had comparatively low enrollments. B่B่ ; Table II-1-c-4a confirms that this
continues. B่B่ ; Of the 25 schools reporting
Fall 2002 enrollment data for their post-masters program only ten schools (40
percent) had more than 10 students in their programs. B่B่ ; The high percentage of part-time students in post-masters
programs (81.6 percent) results in a low mean 9 FTE (Table II-1-c-4b) compared
to the mean 15.2 head count.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Half
(28) of the 56 schools offer a doctoral program (Table II-1-c-5a). B่B่ ; As has been characteristic of the other
degrees, the 810 doctoral students enrolled in Fall 2002 are distributed quite
unevenly across the schools. B่B่ ; The
doctoral program at Pittsburgh continues to be the largest (84 students)
followed closely this year by North Texas (79). B่B่ ; No other school has more than 50 doctoral students. B่B่ ; Eleven schools (39.3 percent) have
enrollments of fewer than 20 students. B่B่ ;
Five schools have enrollments of 10 or fewer doctoral students --
Montr้ B8FB8Fal (8), Simmons (6), Tennessee (5), Arizona (3), and Alabama (1). B่B่ ; Although the distribution of full-time vs.
part-time doctoral students continues to be rather evenly divided at 56 vs. 44
percent respectively, the distribution varies widely from school to
school. B่B่ ; Indeed, two schools (Montr้ B8FB8Fal
and Washington) report that all their doctoral students are full-time. B่B่ ; Conversely, two schools (Long Island and
Simmons) report all their doctoral enrollment as part-time. B่B่ ; Caution needs to be exercised in examining
full-time vs. part-time distribution in that it can be easily skewed by schools
with only a few doctoral students.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-1-e provides the number of FTE off-campus students each school had
registered for the 2002 Fall term. B่B่ ;
Forty-two, or slightly more than three-quarters (76.4 percent), of the
55 schools had off‑campus enrollment using one of several approaches to
delivery available. B่B่ ; This number is an
increase from the 32 schools that reported off‑campus enrollment for Fall
2001. B่B่ ; At several schools off-campus FTE
enrollment was very sizeable. B่B่ ; By far
the largest off-campus enrollments are at Missouri (314.5 FTE) and Florida
State B่B่ ; (296.4 FTE). B่B่ ; Six other schools have FTE enrollments
exceeding 100 students: B่B่ ; San Jose (227
FTE), Kent State (188 FTE), South Florida (164 FTE), Southern Connecticut (126
FTE), Illinois (108.8 FTE), and Wayne State (101 FTE). B่B่ ; It should be commented upon that some
schools, which have had sizeable off‑campus enrollments in the past, did
not report those data this year. B่B่ ; Six
schools had off-campus enrollment of ten or fewer FTE students. B่B่ ; Twenty-four schools either reported they had
no off-campus students or elected not to report these data. B่B่ ; The total FTE off-campus enrollment for Fall
2002 of 2,370.5 represents an decrease of 2.2 percent. B่B่ ; This follows, however, upon 26.4 and 14.1
percent increases the previous two years. B่B่ ;
When a mean enrollment is calculated limited to those schools with
off-campus enrollment (42), the mean enrollment is 56.4 FTE students down from the mean 65.5
FTE of Fall 2001.
Course Enrollments B่B่ ; (Table II-2)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Schools were requested to report the number of students enrolled in
courses or sections of courses during the 2002 Fall term. B่B่ ; Enrollments were reported in increments of
five students. B่B่ ; Independent study and
reading courses were not to be included in these counts. B่B่ ; Data are reported for 55
of the 56 schools with accredited-ALA masters programs. B่B่ ; Rhode Island reported no data for the ALISE
statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-2-a-1 reports course and section enrollment distributed across the 11
enrollment groups for courses offered in Fall 2002 by each ALA school. B่B่ ; The number of courses/sections offered that
term ranged from 13 (Dalhousie) to 152 (Florida State) with a mean of 43.1
courses/sections offered per school. B่B่ ;
Eleven schools (20 percent) offered fewer than 20 courses/sections that
term. B่B่ ; That is the same number reported
for Fall 2001. B่B่ ; At the other end of the
spectrum, 16 schools (29.1 percent) offered more than 50 courses in Fall
2002. B่B่ ; Again, the number is identical to
Fall 2001. B่B่ ; Three schools (Indiana,
Syracuse, and Florida State) offered more than 100 courses that term. B่B่ ; This compares to only one school offering
more than 100 courses the previous fall.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
majority of courses/sections offered in Fall 2002 have enrollments of 6-10,
11-15, 16-20, and 21-25 students. B่B่ ; These
four course/section enrollment groups account for 60.2 percent of all courses
offered. B่B่ ; The course/section size with
the highest frequency was the 11-15 students group followed by the 16-20
group. B่B่ ; The total number of
courses/sections offered with large enrollments, i.e., 36-40, 41-45, and 46-50
students, was relatively small (106, 42, and 38 respectively) in comparison to
the frequencies of the other enrollment groups. B่B่ ; This is up from the 85, 52, and 30 reported for those groupings
for Fall 2001. B่B่ ; Courses/sections offered
in these three larger enrollment groups account for only 7.9 percent of all
courses offered. B่B่ ; Up from the 7.3
percent reported for the previous years term. B่B่ ;
The number of courses/sections offered with more than 50 students in
Fall 2002 was 69. B่B่ ; The number of courses
offered in this size group has remained relatively constant for the past few
years: B่B่ ; 2002, 69; 2001, 66; 2000,
66. B่B่ ; The questionnaire requested schools
to comment on courses with enrollments of over 50 students. B่B่ ; From these comments (Table II-2-a-2), it is
apparent that courses with enrollments of over 50 students continue to be used
primarily to present core material, distance education or undergraduate
courses.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Schools
were asked not to include independent studies or individual reading courses in
their submission of course enrollment data. B่B่ ;
Rather they were requested to report separately the total number of
students enrolled in those courses. B่B่ ;
Table II-2-a-3 shows the number of independent study or reading courses
reported by each school. B่B่ ; This table
reveals the wide variation in the number of independent study or reading
courses offered from none at two schools (St. Johns and South Carolina) to 157
at Florida State and 114 at Pittsburgh. B่B่ ;
Seven schools did not report any data. B่B่ ;
The mean number of independent study or reading courses offered by the 49
schools in Fall 2002 was 23.7.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For
Table II-3 schools were asked to report the total number of degrees and
certificates awarded during the 2001-2002 academic year, including summer
sessions, for the six degree categories:
ท BะBะ ; Bachelors
ท BะBะ ; ALA-Accredited Masters -- Library Science
ท BะBะ ; Masters -- Information Science
ท BะBะ ; Other Masters
ท BะBะ ; Post-Masters
ท BะBะ ; Doctoral
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; In supplying these data,
schools were requested to report the number of degrees and certificates
aggregated by the gender and ethnic origin of their graduates. B่B่ ; In reporting ethnic origin the following
five categories, as defined by the US Department of Labor, were to be used. [2]
AI B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; American Indian or Alaskan Native -- a person having origin in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community recognition.
AP B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Asian or Pacific Islander -- a person having origin in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. B่B่ ; This area includes, for example, China, Japan, Korea, the Philippine Islands, Samoa, and Taiwan. B่B่ ; The Indian subcontinent includes the countries of India, Pakistan, Bangladesh, Sri Lanka, Nepal, Sikkim, and Bhutan.
B B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Black, not of Hispanic Origin -- a person having origin in any of the black racial groups of Africa.
H B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Hispanic -- a person of Cuban, Central or South American, Mexican, Puerto Rican, or other Spanish culture or origin, regardless of race. B่B่ ; Only those persons from Central and South American countries who are of Spanish origin, descent, or culture should be included in this category. B่B่ ; Persons from Brazil, Guyana, Surinam, or Trinidad, for example, would be classified according to their race and would not necessarily be included in the Hispanic category. B่B่ ; In addition, the category does not include persons from Portugal, who would be classified according to race.
W B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; White, not of Hispanic origin -- a person having origin in any of the original peoples of Europe, North America, or the Middle East.
Additionally, two other reporting categories were
also used:
I B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; International students -- all students who are not U. S. (or Canadian, for Canadian schools) citizens, permanent residents, or landed immigrants.
NA B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Information not available. B่B่ ;
Please use this category sparingly. B่B่ ;
Where at all possible, report ethnicity.
Canadian
schools were not required to provide ethnic data, although they could elect to
do so. B่B่ ; They were required, however, to
provide totals. B่B่ ; Rhode Island reported
no data for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-3-a reports the number of degrees awarded for each of the six degrees
distributed by gender and ethnic origin. B่B่ ;
Table II-3-a-1 reports these same data by school. B่B่ ; A total of 6,732 bachelors, ALA-accredited
masters -- LS, masters -- IS, other masters, post-masters, and doctoral
degrees were awarded by schools during 2001‑2002. B่B่ ; This is an increase of 4.4 percent (282
degrees) over the number awarded the previous academic year, but down from the
7.6 percent increase of the previous of that year. B่B่ ; While female graduates accounted for 70.3 percent of all degrees
awarded, the male/female distribution varies considerably among the different
degrees. B่B่ ; Females are in the majority
for five of the six degrees. B่B่ ; This
ranges from highs of 85 percent for the post-masters and 79.8 percent for
ALA-accredited masters LS degree to 52.2 and 50.5 percent for masters -- IS
and other masters degrees respectively. B่B่ ;
The only degree where males are the majority of graduates is the
bachelors degree (66.2 percent). B่B่ ; It is
perhaps noteworthy that this degree is closely associated with information
science. B่B่ ; Similarly one of the two
degrees that has the smallest female majority is the masters IS.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-3-a also reveals that graduates of 2001-2002 continue to be predominately
White (69.2 percent). B่B่ ; Blacks are the
most represented non-White ethnic group (5.3 percent). B่B่ ; Asian or Pacific Islanders represented 3.5
percent of graduates followed by Hispanics at 3.1 percent. B่B่ ; The Hispanic percentage of graduates is
particularly noteworthy rising this year from the 2.6 percent reported last
year. B่B่ ; Native Americans constitute
one-half percent (0.5) of all graduates of the six degrees. B่B่ ; All minority groups are underrepresented as
graduates in relation to their percentage of the US population. B่B่ ; Asian and Pacific Islanders come the closest
to their percentage of the US population (3.5 vs. 37 percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Black
graduates accounted for 11.1 percent of bachelors degrees awarded in
2001-2002. B่B่ ; They were 10.2 percent of
graduates of the other masters degrees, and 7.7 percent of doctoral degree
graduates. B่B่ ; The degrees in which Black
graduates have the lowest representation is masters IS (2.9 percent)
followed by the ALA-accredited masters -- LS (4.2 percent). B่B่ ; Black representation in the 2000 US census
was 12.1 percent.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Hispanic
representation is lower than that of Blacks for five of the six degree fields. B่B่ ; The one exception is the post-masters where
Hispanics received 35 percent of the degrees awarded in 2001-2002. B่B่ ; While this might seem worthy of praise when
the data are examined more closely the percentage of post-masters degrees
awarded to Hispanics is in fact disturbing. B่B่ ;
Twenty of the 21 post-masters degrees awarded were bestowed by Puerto
Rico. B่B่ ; The other schools with
post-masters degrees had but one Hispanic recipient of the degree. B่B่ ; Their next highest percentage of graduates
drops to 5.1 percent for the bachelors degree. B่B่ ; Hispanics received only 3 percent of the ALA-accredited masters
LS awarded, 1.7 percent of the other masters, and 1 percent of the
Masters IS. B่B่ ; Hispanic representation
in the 2000 US census was 12.5 percent. B่B่ ;
Most disturbing is that no Hispanics were awarded a doctoral degree in
2001-2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; International
students represent a considerable percentage of graduates of three
degrees. B่B่ ; They received more than a
third (35.4 percent) of the doctoral degrees and 31.8 percent of the masters
-- IS degrees awarded in 2001-2002. B่B่ ;
Their representation as graduates of other masters follows at 28.4
percent. B่B่ ; These figures are in marked
contrast to international student graduation figures for the bachelors and
ALA-accredited masters LS degrees. B่B่ ;
For these programs international students represent only 4.6 and 3.5
percent respectively of graduates.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For
each degree the number of degrees and certificates awarded varies widely from
school to school. B่B่ ; Twelve of the 16
schools that reported bachelors degree enrollment for Fall 2002 awarded degrees
at that level in 2001-2002 (Table II-3-c-1). B่B่ ;
Florida State (244), Syracuse (182), Pittsburgh (165), and Drexel (144)
awarded 84.4 percent of the 871 degrees conferred. B่B่ ; No other school approached the number of graduates of these four
schools. B่B่ ; Of the remaining eight schools
only Albany (55) had more than 30 baccalaureate graduates. B่B่ ; Five schools (Clarion, North Texas, Rutgers,
Southern Connecticut, and Southern Mississippi) had fewer than ten graduates.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; At the
ALA-accredited masters LS degree level (Table II-3-c-2-LS) 4,923 degrees
were awarded in 2001-2002. B่B่ ; Two schools
had more than 200 graduates receiving this degree: B่B่ ; Illinois and Simmons (214 each). B่B่ ;
Six schools had ALA-accredited masters LS recipients in the 151-200
range: B่B่ ; Dominican (192), Kent State
(186), South Florida (183), Wayne State (168), Florida State (163), and South
Carolina (152). B่B่ ; This past academic year
13 schools conferred fewer than 50 degrees. B่B่ ;
Five of these 13 schools awarded 30 or fewer ALA-accredited masters
LS degrees Dalhousie (30), Clark Atlanta (27), St. Johns (26), Alberta (22),
and Puerto Rico (9).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-3-c-2-IS provides graduation data for 2001-2002 by school for the masters
IS degree. B่B่ ; A total of 510 of these
degrees were awarded by seven schools -- 141 by the four schools with
ALA-accredited IS masters degree (Albany, Indiana, Montr้ B8FB8Fal, and North
Carolina Chapel Hill) and 369 by the three schools (Drexel, Pittsburgh, and
Syracuse) that did not seek that accreditation. B่B่ ; The total number of degrees awarded is nearly identical to the
number awarded the previous year (513). B่B่ ;
The number of degrees vary widely from 144, 121, and 104 awarded by
Syracuse, Pittsburgh, and Drexel respectively to eight conferred by Albany. B่B่ ; The number of masters IS degrees awarded
by those schools with ALA-accreditation for the degree is, on average,
noticeably lower (35.3) than the mean number of graduates of the schools
without that accreditation (123). B่B่ ; Those
latter schools have had these separate degrees for a longer period.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Eleven
of the 14 schools reporting enrollment in other masters degrees in Fall 2002
awarded degrees in 2001-2002. B่B่ ; The total
number of degrees conferred was 303 (Table II-3-c-3). B่B่ ; Syracuse awarded the highest number of other masters degrees
(55) followed by Missouri (54). B่B่ ; Four
schools conferred fewer than ten other master's degrees: B่B่ ; Drexel (6), Alabama (4), Southern
Connecticut (3), and California Los Angeles (2). B่B่ ; With the exception of British Columbia (15), the remaining four
schools had sizeable other masters graduating classes, numbering from 36 to
45 graduates. B่B่ ;
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Fourteen
of the 25 schools (53.6 percent) having enrollment in a post-masters program
in Fall 2002 had graduates of their programs in 2001-2002. B่B่ ; A total of 60 of these degrees were
awarded. B่B่ ; By far Puerto Rico (20)
granted the largest number of these degrees followed by Missouri (9), Florida
State (6), South Carolina (5), and Alabama (4). B่B่ ; The remaining nine schools conferred from one to three
post-masters degrees.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Sixty-five
doctoral degrees were conferred in 2001-2002 by 22 of the 28 schools (78.6
percent) having enrollment in a doctoral program in Fall 2002 (Table
II-3-c-5). B่B่ ; This is a decline of 23.5
percent from the 85 degrees awarded in 2000-2001. B่B่ ; Unlike the previous academic year when two schools accounted for
41.2 percent of all doctoral graduates, this year the distribution of awarded
degrees is much more even. B่B่ ; Florida
State (7), Pittsburgh (6), and Rutgers (5) awarded the largest number of
doctoral degrees. B่B่ ; However, five schools
each awarded four doctoral degrees, two schools three degrees , nine schools
two, and three schools one doctoral degree.
Enrollment by Gender and
Ethnic Origin B่B่ ; (Table II-4)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Enrollment figures for the 2002 Fall term
were requested for each of the degrees defined for Table II-1 divided by gender
and ethnic origin using the ethnic origin classifications used for Table II-3. B่B่ ;
Data are reported for 55 of the 56 schools with accredited-ALA
masters programs. B่B่ ; Rhode Island
reported no data for the ALISE statistics in 2002. B่B่ ; Table II-4 is similar to Table II-3 in that both deal with
distributions by gender and ethnic origin. B่B่ ;
However, Table II-3 addressed these distributions for graduates of
degrees while Table II-4 reports enrolled students.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-4-a indicates the number of students enrolled in Fall 2002 in schools for
each degree level distributed by gender and ethnic origin categories. B่B่ ; These figures show that enrollments remain
predominately White (68.8 percent) [3]. B่B่ ; The 1,133 Black students represent the next
largest ethnic group (5.6 percent). B่B่ ;
Hispanic enrollment remains low at 3.7 percent, as does Asian or Pacific
Islander representation at 4.4 percent. B่B่ ;
The 83 American Indian students constitute 0.4 percent of total
enrollment.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-4-a-1 reports student enrollment by ethnic origin for all degrees by
school. B่B่ ; In viewing these data one can
observe that Florida State (148) has by far the highest Black student
enrollment of the 55 schools reporting data. B่B่ ;
Four schools constitute the next tier of schools and have very similar
Black enrollments: North Carolina Central (98), Drexel (79), Syracuse (70), and
Clark Atlanta (66). B่B่ ; Of these schools
North Carolina Central and Clark Atlanta have the status of Historically Black
University (HBU). B่B่ ; No other school
reports more than 47 Black students. B่B่ ;
Hispanic enrollment is greatest, as one might expect, at Puerto Rico
(158). B่B่ ; It is followed by B่B่ ; six schools, all but one are located in
states with notable Hispanic populations: San Jose (101), Florida State (71),
North Texas (45), Syracuse (34), Texas (30), Texas Womans (28). B่B่ ; Drexel reports by far the highest Asian or
Pacific Islander enrollment with 231 students. B่B่ ;
San Jose has the next largest Asian or Pacific Islander representation
with 73 students followed by Rutgers (70). B่B่ ;
Two schools report double-digit American Indian enrollment Arizona and
Oklahoma (10 each). B่B่ ; The next largest
Native American enrollment is reported by North Texas and Syracuse (7 each).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; While
these raw numbers are interesting it is perhaps more informative and meaningful
to look at what percentage students of a particular ethnic group constitute of
a school's total enrollment. B่B่ ; This might
more effectively indicate how a school is meeting its obligation to provide
diversity in its student enrollment. B่B่ ;
When viewed as a percentage of total enrollment, the two HBUs, Clark
Atlanta and North Carolina Central, are found to have the largest percentage of
Black students at 81.5 and 41.4 percent respectively. B่B่ ; Pratt follows distantly at 15.9 percent Black enrollment followed
by Louisiana State (14 percent), Florida State (13 percent), and Southern
Mississippi (11.1 percent). B่B่ ; These are
the only schools whose Black enrollment exceeds, meets, or comes close to the
2000 population data of the US Census Bureau of Blacks (12.3 percent). [4] B่B่ ; No other schools have Black enrollments as
high as 10 percent.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
2000 census data of the Hispanic population in the US (12.5 percent) is
exceeded, as one might expect, only by Puerto Rico (95.8 percent). B่B่ ; It is nearly equaled by Arizona with 12.4
percent. B่B่ ; Only a few other schools have
Hispanic enrollments in excess of 7 percent. B่B่ ;
These schools are: California Los Angeles (11 percent), Texas (10.3
percent), South Florida (9.9 percent), Texas Womans (9.7) percent, and San
Jose (9.4 percent). B่B่ ; No other school has
a Hispanic enrollment above 7 percent. B่B่ ;Sixteen
schools, in addition to Hawaii (56.1 percent), have Asian or Pacific Islander
student enrollment that exceeds the 2000 US Census Bureau data for Asian or
Pacific Islanders (3.7 percent). B่B่ ; Four
of these schools have Asian or Pacific Islander representation in the double
digits: B่B่ ; Drexel (16.4 percent),
California Los Angeles (15.5 percent), Washington (13.2 percent), and Pratt
(10.5 percent). B่B่ ; The American Indian
census data of 0.9 percent is equaled or exceeded by eight schools. B่B่ ; The school with the greatest percentage of
American Indian students is Oklahoma (5.7 percent) followed by Arizona (5.2
percent). B่B่ ; The next highest American
Indian representation occurs at North Carolina Central with 1.7 percent.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Enrollment
at the bachelor's degree level (Table II-4-c-1) represents the most even
distribution of students across the different ethnic categories in terms of
their percentages in the 2000 US population. B่B่ ;
At the 15 schools offering a bachelor's degree that reported ethnic
data, White students constitute 63.1 percent of the enrollment.[5] B่B่ ; Asian or Pacific Islander students are 13.5
percent of enrollment for the bachelors degree, followed by Black students
comprising 9.9 percent. B่B่ ; Hispanic
enrollment continues low at 3.9 percent.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
ethnic distribution of students pursuing the ALA-accredited masters LS
degree in Fall 2002 is presented for each school in Table II-4-c-2-LS. B่B่ ; For the 48 schools reporting ethnic data,
their 11,127 White students constitute 78.2 percent of the students in those
programs.[6] B่B่ ; Black students comprise 4.8 percent of that
enrollment, roughly two-fifths of their 12.3 percent of the 2000 US population
determined by the US Census Bureau to be Black. B่B่ ; Hispanic students and Asian or Pacific Islanders comprise 4 and
2.8 percent respectively of ALA-accredited masters LS enrollment compared to
their 12.5 and 3.7 percents respectively of the 2000 US population. B่B่ ; Based on the comparison of their percentage
of the population to enrollment in ALA-accredited masters LS programs,
students of Hispanic origin continue to be the most under-represented ethnic group,
followed by Blacks.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; When
the ethnic composition of each schools ALA-accredited masters LS enrollment
is examined (Table II-4-c-2-LS), some interesting distributions become
evident. B่B่ ; Schools with a higher number
of Black students (more than 25) are primarily programs located at historically
Black universities and at universities situated in large metropolitan
areas. B่B่ ; Florida State is the notable
exception. B่B่ ; Excluding, Clark Atlanta, an
historically Black university, Florida State (48) and San Jose (47) have the
highest Black enrollment followed by Wayne State (42), and Pratt (40). B่B่ ; North Carolina Central, the other
historically Black university, has a Black enrollment of 44 students. B่B่ ; No schools have Black enrollments numbering
in the 30s. B่B่ ; There are five schools in
the next tier of Black enrollment (20-29 students). B่B่ ; Five of the 48 schools (10.4 percent) reporting ethnic data
indicated their Black student enrollment was either zero (Arizona, Hawaii, and
Puerto Rico) or one student (Emporia and Iowa). B่B่ ; This is nearly identical with the 10.2 percent of schools
reporting zero or one Black student enrolled in Fall 2001.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
two HBUs that have ALA-accredited master's programs (Clark Atlanta and North
Carolina Central) also have the highest percentage of Black students in their
student body although there is a wide difference in those percentages (79.5 and
27.7 percent respectively). B่B่ ; It is
interesting to note that, although an HBU, North Carolina Central has a White
student enrollment of 65.4 percent. B่B่ ;In
terms of Black students constituting a percentage of total enrollment,
following the two HBUs, the next highest percentages are at Pratt (15.9
percent), Louisiana State (14.3 percent), and Southern Mississippi (10.4
percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Figures
for the 563 Hispanic students pursuing the ALA-accredited masters LS degree
reveal that San Jose (101) has the largest number of Hispanic students followed
closely by Puerto Rico (94). B่B่ ; These two
schools account for one-fifth of the Hispanic enrollment for this degree. [The
next highest Hispanic enrollments are at North Texas (39), South Florida (34),
and Florida State (31). B่B่ ; Seven of the 48
schools (14.6 percent) reporting ethnic data indicate they have no Hispanic
students while eight other schools (16.7) report only one each. B่B่ ; Taken together these 15 schools constitute
31.3 percent of schools reporting ethnic data at the ALA-accredited masters
LS level. B่B่ ; This is a disappointing
increase from the percentage figure for schools with zero or one Hispanic
students reported for Fall 2001 and the 32.7 percent of Fall 2000. B่B่ ; While Hispanic enrollment has increased
noticeably in numbers this past year it is evident that the increase has
occurred at a relatively few schools while at others their representation had
regressed.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; When viewed in terms of percentage of total ALA
accredited master'sLS enrollment, Puerto Rico also has by far the highest
percentage of Hispanic students (94 percent). B่B่ ;
Only four other schools have Hispanic enrollments that exceed 10 percent
Arizona (12 percent) California Los Angeles (11 percent), Texas (10.6
percent), and Texas Womans (10.3 percent). B่B่ ;
All four schools are located in parts of the country with high Hispanic
populations. B่B่ ; Schools with a percentage
of Hispanic enrollment exceeding 6 percent also possess this same demographic
characteristic South Florida (9.9 percent), San Jose (9.4 percent), Pratt
(6.8 percent), North Texas (6.5 percent), and Florida State (6.1 percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
distribution of the percentage of White students enrolled for the
ALA-accredited
Masters LS degree at the 49 schools reporting
ethnic data ranges from 97.6 percent (Kentucky) to 0 percent (Puerto
Rico). B่B่ ; No school besides Kentucky has a
White enrollment exceeding 95 percent, although 11 other schools (22.9 percent)
have White enrollments above 90 percent. B่B่ ;
Conversely, three schools, in addition to Puerto Rico, report White
enrollment of less than 50 percent Clark Atlanta (16.4 percent), Queens (35.9
percent), and Hawaii (40.2 percent)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; All
seven schools offering the masters IS degree,
including the one Canadian school, Montr้ B8FB8Fal, reported ethnic data for Fall 2002
(Table II-4-c-2-IS). B่B่ ; The percentage
that Whites, Blacks, and Hispanics constitute of the student population for
this degree is lower than it is for the ALA-accredited masters LS (Whites:
59 vs. 78.2; Blacks: 3.6 vs. 4.8 percent; and Hispanics: 1.4 vs. 4
percent). B่B่ ; This variation compared to
the ALA-accredited masters LS is attributable somewhat to the higher
Asian/Pacific Islander percentage (6.3 vs. 2.8 percent), but primarily to the
much larger international student presence (23.8 vs. 4.3 percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Black
enrollments for the masters IS degree is somewhat evenly distributed across
4 of the 7 schools. B่B่ ; North Carolina
Chapel Hill does stand out with its 5.6 percent Black enrollment. B่B่ ; Conversely, Montr้ B8FB8Fal (0 percent) and
Syracuse (1.3 percent) are notable for the opposite reason. B่B่ ; The number of Hispanic students enrolled for
this degree is so small (16) that little meaningful analysis can be done in
terms of individual schools. B่B่ ; The
exception to this is Syracuse whose ten students constitute 37.5 percent of all
Hispanic students seeking this degree in the US and Canada. B่B่ ; Asian and Pacific Islanders enrolled for the
masters IS degree represent a relatively sizeable portion of students
seeking that degree at three schools: B่B่ ;
Pittsburgh (20.3 percent), North Carolina Chapel Hill (12.1 percent),
and Drexel (10.5 percent). B่B่ ; White
enrollment is highly predominate for the masters IS degree at Montr้ B8FB8Fal (97.3
percent), White students are less than half that degree enrollment at three
schools: B่B่ ; Syracuse (37.6 percent),
Albany (43.2 percent), and Pittsburgh (46.8 percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
356 White students constitute 44 percent of doctoral student enrollment (Table
II-4-c-5) in Fall 2002 at the schools reporting ethnic data. [7] B่B่ ; This percentage is down from the 50.7
percent reported for Fall 2001. B่B่ ; The
continued lower percentage of White student enrollment for this degree is not
accounted for by increased enrollment of other US ethnic groups, but rather by
the higher percent of international doctoral students. B่B่ ; In Fall 2002 international students
constituted 37.5 percent of doctoral student enrollment. B่B่ ; The 39 Black students comprise 5.2 percent
of doctoral enrollment, while Hispanic doctoral enrollment is 1.9 percent and
Asian or Pacific Islander 3.1 percent. B่B่ ;
Overall, the involvement of all non-White ethnic groups at the doctoral
level is minimal (10.6 percent). B่B่ ; As was
the case with the ALA-accredited masters LS degree, the distribution of
non-white ethnic groups among the 25 schools with doctoral programs reporting
ethnic enrollment data is uneven. B่B่ ;
Florida State, with seven students, has the largest enrollment of Black
doctoral students followed by North Carolina Chapel Hill with 6. B่B่ ; Eight schools report enrollment of only one
Black doctoral student and six report having none. B่B่ ; Texas reports that it has three Hispanic doctoral students. B่B่ ; Eleven schools report having one Hispanic
doctoral student each while 12 schools ethnic data indicate that they have
none. B่B่ ; The representation by Asian or
Pacific Islanders also is low at most programs. B่B่ ; Two schools (Drexel and North Texas) report having four doctoral
students of that ethnicity. B่B่ ; Two schools
indicate they have three students and two schools two Asian or Pacific Islander
doctoral students. B่B่ ; Five schools have
but one such student each while, unfortunately, 13 indicate they have none.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Considerable
caution must be exercised when evaluating the percentages of ethnic minority
doctoral students given the number of doctoral programs that are relatively
small in size. B่B่ ; In smaller programs the
presence of one or two students within an ethnic minority can greatly change a
school's ethnic distribution. B่B่ ; The following
analysis is thus limited to schools with ten or more doctoral students. B่B่ ;
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Texas
Womans has the highest percentage of Black doctoral students with 17.6 percent
followed by Washington (15.4 percent), Florida State (14 percent), and North
Carolina Chapel Hill (13 percent). B่B่ ; No
other school has more than 10 percent of its doctoral enrollment as Black. B่B่ ; Only one school, Texas (8.3 percent),
reports having more than 5 percent of their doctoral enrollment as
Hispanic. B่B่ ; Only two schools report
Hispanic doctoral enrollment above 4 percent Wisconsin Madison (4.8
percent) and California Los Angeles (4.2 percent). B่B่ ; Two schools, Drexel (15.4 percent) and Wisconsin Madison (14.3
percent) report having an Asian or Pacific Islander doctoral enrollment exceeding
10 percent. B่B่ ; Five additional schools
have Asian or Pacific Islander enrollment exceeding 5 percent -- California
Los Angeles (8.3 percent), Emporia (7.1 percent), Long Island (6.7 percent),
Maryland (5.6 percent), and North Texas (5.1 percent).
In-State/In-Province
and Out-of-State/Out-of-Province Students B่B่ ;
(Table II-5)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For Table II-5 schools were requested to report the number of students
officially enrolled in the Fall 2002 term relative to the students
in-state/in-province and out-of-state/out-of-province status for each degree
defined for Table II-1. B่B่ ; Data are
reported for 55 of the 56 schools with accredited-ALA masters programs. B่B่ ; Rhode Island reported no data for the ALISE
statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Tables
II-5-c-1 to II-5-c-5 report enrollments for each degree on a school-by-school
basis. B่B่ ; The information for the
bachelors degree (Table II-5-c-1) is less than ideal because, as has been the
case in the past, two of the schools with largest programs did not identify the
status of their bachelors degree students. B่B่ ;
Not reporting were Pittsburgh, Syracuse, and Dalhousie, the 3rd,
4th, and 8th largest bachelors degrees respectively. B่B่ ; The students in these three programs number
852 and account for over a quarter (28.3 percent) of students enrolled in
bachelors programs at the 16 schools. B่B่ ;
For the reporting 13 schools, enrollment at the bachelor's level
reflects what is believed to be typical of enrollment at that level -- a larger
proportion of students from in-state (65.6 percent). B่B่ ; When the three schools that did not report in-state/in-province
status are removed from the percentage calculation, the percent of bachelors
students who are in-state rises to 88.4 percent. B่B่ ; This pattern of the majority of students having
in-state/in-province status is true for all 11 public universities and the two
private universities reporting these data.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; At
the ALA-accredited masters LS level the data reveal the local or regional
nature of enrollments at most schools (Table II-5-c-2-LS). B่B่ ; For the 51 schools that reported
in-state/in-province requested data, a mean 81.2 percent of their students are
from in-state/in-province. B่B่ ; Only two
schools (Michigan (57.1 percent) and Emporia (51.4 percent)) report more than
half of their ALA-accredited masters LS students were from
out-of-state/out-of-province. B่B่ ; Four
additional schools (Wisconsin Milwaukee (41.6 percent), McGill (40.9
percent), and North Carolina Chapel Hill and Southern Connecticut (40.1
percent each)) reported that at least 40 percent of their students pursuing
that degree were from out-of-state/out-of-province. B่B่ ; Sixteen schools have less than 10 percent of their ALA-accredited
masters LS enrollment from out-of-state/out-of-province. B่B่ ; Indeed, four of these schools report
out-of-state/out-of-province enrollments of under 2 percent for their
ALA-accredited masters LS degree Puerto Rico (1 percent), Kent State (1.1
percent), North Carolina Central (1.3 percent), and San Jose (1.8 percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Two
schools offering the masters IS degree (Pittsburgh and Syracuse) did not
report in‑state/out-of-state data for their students seeking that degree
(Table II-5-c-2-IS). B่B่ ; The enrollments at
these two schools totals 349 or 30.2 percent of the enrollment of the seven
schools offering this degree. B่B่ ; For the
remaining five schools the mean percentage of in-of-state/in-province was 77.2
percent. B่B่ ; The distribution ranged from
94.6 and 88.9 percent at Montr้ B8FB8Fal and Albany respectively to 55 and 67.3
percent at Drexel and North Carolina Chapel Hill respectively.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-5-c-5 reports the in-state/in-province status of doctoral students. B่B่ ; As has been true for other degrees a few
schools, Pittsburgh, Syracuse, and Western Ontario, did not report the in‑state/in‑province
status of their doctoral students. B่B่ ; The
doctoral student enrollment at these three schools totals 130 students and
represents 16 percent of all doctoral student enrollment. B่B่ ; The data for the remaining 25 schools
reflects what one might expect of a research degree -- the willingness of
students to travel out-of-state/out-of-province to pursue their education. B่B่ ; More than two-fifths (44.7 percent) of
doctoral students are pursuing their education
out-of-state/out-of-province. B่B่ ; One
should note that this figure, in fact, may be low given that it can be affected
by the ability at some schools of students to change their residency status
while enrolled in a program. B่B่ ; Nine
schools (Florida State, Illinois, Indiana, Maryland, Michigan, North Texas,
Rutgers, Washington, and Wisconsin Madison) have at least 50 percent of their
doctoral enrollment from out-of-state. B่B่ ;
This ranges from 78.8 percent at Michigan to 50 percent at Florida
State. B่B่ ; Two schools have
out-of-state/out-of-province doctoral enrollment at less than 10 percent (Long
Island (4.4 percent) and North Texas (7.1 percent)).
International Students B่B่ ; (Table
II-6)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For Table II-6 schools were requested to indicate the number and gender
of their international students officially enrolled in the Fall 2002 term for
each degree defined for Table II-1. B่B่ ;
Data are reported for 55 of the 56 schools with accredited-ALA masters
programs. B่B่ ; Rhode Island reported no data
for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
1,335 international students seeking any of the six degrees in Fall 2002 is a 4
percent increase over the 1,284 reported for Fall 2001. B่B่ ; When compared with the enrollment figures
reported in Table II-1, constitute 6.3 percent of the 21,212 students enrolled
in the six degree levels at the 55 schools. B่B่ ; Although international students have their highest enrollment at
the ALA‑accredited masters LS degree level, they constitute only 3.2
percent of its total enrollment. B่B่ ; By
contrast, international students are a very notable component of masters IS and
other masters (18.9 percent) degrees. B่B่ ;
The presence of international students is even more pronounced at the
doctoral level where the 279 international students comprise more than a third
(34.4 percent) of doctoral student enrollment. B่B่ ;
International student enrollment in bachelors degrees remains minimal
at 4.2 percent. B่B่ ; International student
participation in post-master's programs is similarly low at 3.9 percent.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Several schools stand out for the total number of
international students enrolled in the degrees they provide (Table II-6-a-1) --
Syracuse (222), Drexel (148), and Pittsburgh (145). B่B่ ; No other school has 60 or more international students. B่B่ ; Michigan (59), Illinois (53), Florida State
(51), and Missouri (50) comprise the next tier of schools. B่B่ ; The remaining schools have a wide range of
international students -- from 44 at Albany to one at Alabama, Dominican,
Kentucky, and South Florida B่B่ ; Thirty
schools (54.5 percent) have fewer than ten international students. B่B่ ; Twelve of these 30 school have fewer than
five international students. B่B่ ; Unlike
last year, no school lacks international student representation in its student
body.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; When examined at the degree level, some noticeable
differences in international student representation exist. B่B่ ; Only nine of the 16 schools with enrollment
in bachelors degree programs have international student representation in them
(Table II-6-c-1). B่B่ ; For those with such
enrollment the distribution of the 127 international students is in rather
unevenly distributed. B่B่ ; The 77
international students at Drexel constitute 60.6 percent of all international
enrollment for that degree. B่B่ ; Of the
remaining eight schools with international enrollment only Syracuse (18) and
Pittsburgh (14) have more than 10 international students pursuing a bachelors
degree.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For the ALA-accredited masters LS (Table II-6-c-2-LS)
Michigan has the highest international student enrollment (43) followed by
Illinois and McGill (33 each), Texas (31), and Florida State (22). B่B่ ; Ten other schools have ten or more
international students pursuing this degree. B่B่ ;
All of the 54 schools reporting have at least one international student
in their ALA-accredited master'sLS program.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Two of the three non-ALA accredited masters IS programs
(Table II-6-c-2-IS) have by far the largest international student enrollment --
Syracuse (111) and Drexel (57). B่B่ ; The
three programs combined account for nearly three-quarters (72.7 percent) of all
international student enrollment for this degree. B่B่ ; This is likely due to their longer established IS masters
programs being better known internationally. B่B่ ;
By comparison, Indiana (32) and Albany (25) have the largest
international student population of the ALA-accredited IS masters programs.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Only eight of the 14 schools (57.1 percent) having an
other masters degree have international student enrollment in that degree
(Table II-6-c-3). B่B่ ; Syracuse and
Pittsburgh have by far the highest international student enrollment with 50 and
43 students respectively. B่B่ ; Together
these two school account for 57.4 percent of all international student
enrollment for other masters degrees. B่B่ ;
Missouri has the next highest international student enrollment with 27
students. B่B่ ; No other school has more than
13 international other masters students. B่B่ ;
Seven schools have no international student enrollments for that degree.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Historically, and understandably given the relative small
size of their post-masters programs, schools have had very modest
representation in these programs by international students. B่B่ ; This continues to be the case in Fall 2002
(Table II-6-c-4). B่B่ ; None of the schools
having international enrollment for this degree had more than three
international students. B่B่ ; One school had
three international students, three schools two each, and six schools each had
one international student. B่B่ ; Fifteen
schools reported having no international students for their post-masters
programs.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Twenty-three of the 28 schools (82.1 percent) with
doctoral programs report having international students enrolled in those
programs (Table II-6-c-5). B่B่ ; Pittsburgh
continues its strong international student presence at the doctoral level with
58 international students. B่B่ ; Syracuse
(25), Florida State (21) and Missouri, North Texas, Rutgers (20 each) are the
only other doctoral programs with more than 20 international students. B่B่ ; Eight schools report that their doctoral
programs have five or fewer international students, while as mentioned above,
five schools have none.
International Students Country of Origin B่B่ ; (Table II-7)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For Table II-7 schools were asked to report the country of origin of
their international student enrollment for the 2002 Fall term for each of the
six degrees defined for Table II-1. B่B่ ; The
data in Table II-7-a are arranged first by continent, and then sub-arranged
alphabetically by country name. B่B่ ; Asia,
which covers a wide area of the world ranging from the Middle East to the Far
East, has been further sub-divided into four regions to allow for more detailed
analysis. B่B่ ; Data are reported for 55 of
the 56 schools with accredited-ALA masters programs. B่B่ ; Rhode Island reported no data for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; As
might be expected, international students represent all continents except
Antarctica. B่B่ ; Asia is the continent that
accounts for the majority of international students, providing nearly
three-fourths (74.5 percent) or 994 of the 1,335 international students. B่B่ ; This is up from the 64.8 percent Asian
students represented of international school enrollment in Fall 2001. B่B่ ; When the regions of Asia are examined, the
region of Far East, Southeast Asia is found to contribute the greatest
percentage of international students (53.3 percent -- 712 students). B่B่ ; This compares to their 47.8 percent last
year. B่B่ ; South Asia is a distant second
with 17.1 percent (228 students). B่B่ ;
European countries contribute a only 6.9 percent (92 students) of international
student enrollment, while South America continues to have minimal
representation in LIS programs at 2.4 percent (32 students). B่B่ ; Africa representation has remained
relatively constant over the past few years at 4 percent B่B่ ; (54 students) in Fall 2002. B่B่ ; Australia and Other Parts of the World has
the lowest level of international students representation with 0.1 percent ( 4
students).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; When
the number of students from individual countries is examined, it becomes
readily apparent that China, South Korea, and India are the countries
contributing the greatest number of international students (260, 206, and 157
respectively). B่B่ ; Together these three
countries provide 46.7 percent of all international students seeking LIS
degrees in the US and Canada. B่B่ ; This is
up from the 39.5 percent these countries had in Fall 2001. B่B่ ; Two other Asian countries, Taiwan (103) and
Thailand (64), form the next tier of countries contributing the most students. B่B่ ; These five countries have provided a strong
student presence for a number of years. B่B่ ;
Overall, combined enrollments for these five countries contributed
approximately half of all international student enrollment for the period
1999-2001. B่B่ ; This year their role has
risen to 59.2 percent.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Given
the relatively small international student enrollment in bachelor's degrees
(127), it is not surprising that no country has a large number of students
represented in these programs. B่B่ ; It
further should be noted that 22 (17.3 percent) B่B่ ;of the 127 international bachelors degree students are
categorized as unknown in terms of country of origin. B่B่ ; A similar percentage of unknowns was
reported in previous years. B่B่ ; This very
likely may be due to student record access limitations by schools for their
undergraduate students.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; China
provided by far the greatest number of international students (108) pursuing
the ALA-accredited masters LS degree in Fall 2002. B่B่ ; South Korea (51), India (32), and Japan (30) B่B่ ; have the next largest representation. B่B่ ; When US enrollment in Canadian schools and
Canadian enrollment in US schools is discounted no other countries other than
those mentioned and Taiwan (28) and Trinidad & Tobago (24) provide more
than 11 students for this degree.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; India
(96) provided the largest number of students enrolled for the masters IS degree
followed by China (56), Taiwan (26), and South Korea (21). B่B่ ; India (46), Taiwan (24), Thailand (21),
South Korea (19), and China (10) provide 74.1 percent of all international
students enrolled for a other masters degree. B่B่ ; Excluding US students in Canada and Canadian students in the US
no other country provides more than three students for the other masters
degree. B่B่ ;
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; International
doctoral student enrollment is led by China (73) and South Korea (43) distantly
followed by Thailand (27). B่B่ ;Together
these three countries provide slightly over half (51.3 percent) of all
international doctoral student enrollment. B่B่ ;
No other country other than Taiwan (19) sends more than 13 doctoral
students to US or Canadian schools.
Enrollment by Age and Gender B่B่ ; (Table II-8)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; For Table II-8 schools were asked to report Fall 2002 enrollment
divided by gender across nine age groups for each of the degree levels defined
for Table II-1. B่B่ ; Data are reported for
55 of the 56 schools with accredited-ALA masters programs. B่B่ ; Rhode Island reported no data for the ALISE
statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-8-a provides a summary for all degree levels by age group and gender. B่B่ ; For the ALA-accredited masters LS, the
Masters IS, and other masters programs, the 25-29 age group had by far
the greatest percentage of students (21.3, 27.2, and 24.3 percent
respectively). B่B่ ; As one might expect for
a program that is focused on the further education of practicing professionals,
the post-masters, the highest frequency of students was for a higher age
group, 50-54 (17.1 percent) followed closely by the 40-44 age group (16.5
percent). B่B่ ; In previous years, doctoral
students had rather evenly distributed among the four groups that cover ages
25-44. B่B่ ; This year, that has changed. B่B่ ; This year the 35.6 percent of doctoral
students are in the 25-29 and 30-34 age groups (17.2 and 18.4 percent
respectively). B่B่ ; The 35-39 and 40-44
still constitute the next age cluster with 12.3 and 10.9 percent of all doctoral
students.
Students by Gender and Highest Degree Held B่B่ ; (Table II-9)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; This table is not currently in use. B่B่ ;
The table was last used in 1980.
Students by Undergraduate Major, Gender, and Program Level B่B่ ; (Table II-10)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; This table is not currently in use. B่B่ ;
The table was last used in 1980.
Scholarship and Fellowship Aid B่B่ ;
(Table II-11)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Data for the number and amount of scholarship or other non-work-related
financial aid awarded in fiscal year 2001-2002 were requested for each of the
six degrees as defined for Table II-1. B่B่ ;
Each school was asked to separate the data by the gender of
awardee. B่B่ ; The instructions for compiling
the data stated that awards directly administered by the school (regardless of
whether the funds were from the school, the parent institution, federal or
non-federal external sources) were to be included in the report, but awards
(including assistantships and work/study) made by outside sources directly to
the student were to be excluded. B่B่ ;
Additionally, schools were asked to indicate whether they offered
scholarship and fellowship aid to part-time students. B่B่ ; Data are reported for 55 of the 56 schools with accredited-ALA
masters programs. B่B่ ; Rhode Island
reported no data for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Given
the difference in the value of Canadian and US dollars, separate means are
provided for Canadian and US schools. B่B่ ;
In comparing Canadian and US figures it may be convenient to use the
exchange rate given in the footnote below.[8]
Similarly, with the costs associated with attending a public university
generally being quite different from those at a private university, it is reasonable to suspect that the amount
of financial aid awarded by these different types of schools would also
differ. B่B่ ; Accordingly, for US schools,
separate means are reported for public and private universities as well as a
combined mean. [9]
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-11-a provides a summary of aid awarded for each of the six degrees for
fiscal year 2001-2002. B่B่ ; The total value
of awards, $6,592,066, represents a .8 percent decrease ($54,827) in funding
over 2000-2001. B่B่ ; This decrease is
disturbing given the increases in the cost of degrees and an increase the
previous fiscal year of 4.5 percent. B่B่ ;
The total value of awards for the ALA-accredited masters LS degree
funding decreased 1.1 percent ($55,661) from the level of funding the previous
fiscal year. B่B่ ; That year funding had
risen 5.1 percent. B่B่ ; For the first time
we can compare the value of funding for the masters IS to a previous
year. B่B่ ; This year that funding increased 5.7
percent ($16,593). B่B่ ; While the percentage
increase is greatly affected by the overall small total value of funding it
nonetheless is noteworthy. B่B่ ; Other
masters programs experienced a healthier increase of 5.9 percent ($25,369)
this past year. B่B่ ; The reason for this
percentage change is similar to those that affected masters IS funding. B่B่ ; The amount of money invested in doctoral
students this year ($842,082) represents a 9.1 percent decrease. B่B่ ; This follows upon a 12.2 percent decrease
the previous year. B่B่ ; More discouraging is
that these decreases continue an annual decline in doctoral funding first
observed in 1997‑1998. B่B่ ; The only
year in which this downward trend was broken was in 1999-2000 that witnessed a
small 2.9 percent increase.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Schools
were asked whether they provided scholarship and fellowship aid to part-time
students. B่B่ ; This was a general question
not limited to any specific degree. B่B่ ;
Twenty-nine of the 51 schools (56.9 percent) that responded to this
question indicated that such aid is available for part-time students
(Table-II-11-a-2). B่B่ ; None of the five
Canadian schools responding to this question provide this type of aid compared
to 63 percent of US schools. B่B่ ; Private US
universities make scholarships and fellowship aid available to part-time
students to a greater degree than do US public universities (88.9 vs. 56.8
percent respectively).
Table II-11-c-2-LS reports
scholarship and fellowship aid for the ALA-accredited masters LS
degree. B่B่ ; The mean number of awards given
by Canadian and US schools was 37 and 31.2 respectively. B่B่ ; The mean amount awarded was $3,130 per
Canadian school ($1,999 USD). B่B่ ; This
compares to $3,257 per US public university and $2,528 per US private
university.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Six
of the seven schools (85.7 percent) offering the masters IS degree reported
that they had provided scholarship and fellowship aid to the students seeking
that degree in 2001-2002 (Table II-11-c-2-IS). B่B่ ;
The size of the mean award at the one Canadian school was $2,417 ($1,514
USD) compared to a mean of $3,564 at the two US public universities and $9,033
at the two US private universities. B่B่ ; The
mean US public university mean award declined $1,235 from the mean for the
previous fiscal year. B่B่ ; Even the mean
award of $3,564 is deceptive. B่B่ ; Indiana
awards nearly twice as many scholarships and fellowships as do the other two
schools: North Carolina Chapel Hill and Pittsburgh. B่B่ ; Moreover, Indianas awards are far larger. B่B่ ; Indianas mean award is $5,056 compared to a
mean of $2,200 for the other two schools.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
figures in Table II-11-c-3 for other masters is informative in that only
seven of the 14 schools (50 percent) offering that program provided any
scholarship or fellowship aid for students pursuing these degrees. B่B่ ; This form of assistance is even scarcer for
students pursuing the post-masters degree (Table II-11-c-4). B่B่ ; Only two of the 25 schools (8 percent) that
have post-masters enrollment indicate that they provided scholarship or
fellowship aid to students pursuing this degree in 2001-2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-11-c-5 reports on scholarship and fellowship aid for doctoral students for
the 2001-2002 fiscal year. B่B่ ; On average
the scholarship and fellowships aid for a doctoral student at Canadian and US
schools is considerably different. B่B่ ; At a
Canadian university the mean award is greatly different, $2,966 ($1,895 USD),
compared to $31,201 for the mean doctoral award at a US university. B่B่ ; This difference in mean size of scholarship
and fellowship awards at Canadian and US universities is a departure from what
was seen last year when the USD means were very similar. B่B่ ; The difference this year lies not in an
increase in the mean size of the Canadian awards, but rather a decline of
nearly $2,000 in the mean size of US awards. B่B่ ;
The average size of a scholarship or fellowship award from a private US
university for doctoral study is $7,130 compared to a similar average award at
a public university of $5,038. B่B่ ; This
compares to the average size of such awards in 2000-2001 of $11,778 at a
private US university and $6,630 at a public university. B่B่ ; There has been a noticeable decline in the
average size of doctoral scholarship and fellowship awards over the past six
years. B่B่ ; The average awards were: B่B่ ; $12,326 in 1996-97 to the present state. B่B่ ; 2000-2001 did experience a very slight
upturn, but clearly scholarship and fellowship support for doctoral students
continues to ebb. B่B่ ; This decline is most
likely attributable to the withdrawal of much US federal support for doctoral
students in library and information science. B่B่ ;
New initiatives recently by the Institute of Museum and Library Services
(IMLS) may stem this continued decline in support.
Assistantships B่B่ ; (Table II-12)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Data were requested for the number and value of
assistantships awarded by each school, divided by the gender of the awardee,
using the degree definitions of Table II-1 for students enrolled in Fall 2002. Data
are reported for 55 of the 56 schools with accredited-ALA masters
programs. B่B่ ; Rhode Island reported no data
for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Similar
to the reporting for Table II-11 the presentations of Table-II-12 include a
calculation of separate means for Canadian and US schools, with a further
division of US schools into public and private institutions. B่B่ ; In comparing Canadian and US figures it may
be convenient to use the exchange rate given in the footnote below.[10]
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-12-a provides a summary of assistantships awarded for each of the six
degrees for students enrolled in Fall 2002. B่B่ ;
The total value of awards, $19,467,504, represents a 29.4 percent
increase ($4,420,908) in funding over that reported for students enrolled in
Fall 2001. B่B่ ; This follows upon an
increase of 21.2 percent the previous year. B่B่ ;
The increase in the total value of assistantship awards is attributable
to sizeable percentage increases in support for several degrees: bachelors,
Masters IS, other masters, and doctoral. B่B่ ;
Awards to bachelors students increased by 2,962.8 percent. B่B่ ; While this percentage change is huge it is
skewed by the small numbers involved. B่B่ ;
In fact, the number of assistantships awarded for those pursing the
bachelors degree rose from 1 to 46. B่B่ ;
This follows a decline of such awards for this degree of 48.1 percent
the previous year. B่B่ ; Masters IS
funding increased 41.5 percent, other masters 104.4 percent, and doctoral
50.6 percent. B่B่ ; The smallest increase was
for the ALA-accredited masters LS (8.1 percent), while post-masters
experienced a 0.2 percent decline in assistantship funding. B่B่ ; Clearly schools, witnessing a decline in
scholarship and fellowship aid for doctoral students are attempting to provide
aid to their doctoral student by assistantships instead.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; As
was the case for scholarships and fellowship aid, schools were asked whether
they provided assistantships to part-time students. B่B่ ; This was a general question not limited to any specific degree. B่B่ ; Seventeen of the 49 schools that responded
to this question (34.7 percent) that reported awarding assistantship indicated
that they were available for part-time students (Table-II-12-a-2). B่B่ ; The availability of assistantships for part-time
students is not nearly as plentiful as it is for scholarship and fellowship
aid for these students (56.9 percent) noted previously (Table II-11-a-2). B่B่ ; Assistantships are available to part-time
students at only one Canadian schools (16.7 percent). B่B่ ; The awarding of assistantships to part-time students at US
private and public universities varies considerably (71.4 vs. 30.6 percent
respectively).[11] B่B่ ; Although the pattern is the same, there is a
notable contrast in the percentage of scholarship and fellowship aid
available to part-time students at these two types of US public universities
(56.8 respectively). B่B่ ; The percentage of scholarship
and fellowship aid at private universities is nearly identical to that for
assistantships (88.9 percent).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table II-12-c-2-LS reports assistantships awarded to
students registered in Fall 2002 for the ALA-accredited masters LS
degree. B่B่ ; The mean number of awards given
by Canadian and US schools continues to be very different (5.7 vs. 20.5
respectively). B่B่ ; While scholarships and fellowships on average
were awarded in far greater numbers at US private universities (50.5) compared
to US public universities (24.8), that relationship was reversed for assistantships. B่B่ ; US public universities awarded an average of
24.1 assistantships per school
compared to 6.9 by US private schools. B่B่ ;
The great difference in the mean amount of assistantships awarded by a
Canadian school versus a US school continues: B่B่ ;
$2,730 ($1,744 USD) compared to $10,638 ($11,082 public, $9,622
private).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; All
seven schools offering the masters IS degree reported that they had provided
assistantship aid to the students seeking that degree in Fall 2002 (Table
II-12-c-2-IS). B่B่ ; The size of the mean
award at the one Canadian school was $786 ($502 USD) compared to a mean of
$4,974 at the four US public universities and $17,450 at the two US private
universities.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
figures in Table II-12-c-3 for other masters is informative in that only
seven of the 15 schools (46.7 percent) reported awarding any assistantship aid
for students pursuing these degrees. B่B่ ;
That form of assistance is even scarcer for students pursuing the
post-masters degree. B่B่ ; Only three of the
25 schools (12 percent) having post-masters enrollment indicate that they
provided assistantship aid to these students in Fall 2002 (Table II-12-c-4).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-12-c-5 reports the number and value of assistantships awarded doctoral
students enrolled in Fall 2002. B่B่ ; There
continues to be a difference in the mean number of assistantships awarded by
Canadian versus US universities (8.7 and 13.4 respectively), although the
number for both is an increase over that reported for Fall 2001. B่B่ ; That difference is more extreme in terms of
the average size of an assistantship award -- $2,966 Canadian ($1,895 USD) vs.
$31,295 for the US. B่B่ ; There are
differences in the average number of assistantships awarded to doctoral
students at US public and private universities (13.5 vs. 10.3
respectively). B่B่ ; There is also a $13,828
difference in the value of an average award between the two types of
universities -- $32,660 public vs. $19,864 private. B่B่ ; Overall US private and public universities witnessed a large
increase in the amount of funds allocated to assistantships for doctoral
students. B่B่ ; Private university funding
increased 54.8 percent over the previous year, while public universities
support increased 55.9 percent. B่B่ ; This
compares to an increase of but 0.6 percent in assistantship funding by Canadian
universities. B่B่ ; These increases in
assistantship funding by US universities helps offset the continued decline in
fellowship and scholarship aid available to doctoral students.
Tuition and Fees B่B่ ; (Table II-13)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Tuition and fee data for the
2002 Fall term were requested. B่B่ ; These
data included
ท BะBะ ;
total cost of a degree
obtained without transfer credit
ท BะBะ ;
cost of tuition only for
one credit
In reporting fees schools were asked not to include
those fees associated with individual courses or labs. B่B่ ; Data were requested separately for
in-state/in-province and out-of-state/out-of-province students for each of the
six degrees defined for Table II-1. B่B่ ;
Data are reported for 55 of the 56 schools with accredited-ALA masters
programs. B่B่ ; Rhode Island reported no data
for the ALISE statistics in 2002.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Given
the difference in the value of the Canadian and US dollars, separate means are
provided for Canadian and US schools. B่B่ ;
In comparing Canadian and US figures it may be convenient to use the
exchange rate given in the footnote below.[12] B่B่ ; Differences between in-state and
out-of-state charges are valid only for public universities in the United
States. B่B่ ; Private universities charge the
same fee regardless of residency status.[13] B่B่ ; This is true for all nine private schools
except Catholic, which does vary those rates.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-13-c-2-LS presents the full degree costs and tuition for one-credit for the
ALA-accredited masters LS degree. B่B่ ; As
one would expect, the cost for the full degree in the US is generally higher at
private schools with a mean cost of $24,509[14]
compared to $8,765 for in-state and $21,320 for out-of-state students at public
universities. B่B่ ; The least expensive
ALA-accredited masters LS programs at private universities are provided by
Dominican ($18,620), Clark Atlanta ($19,018), and Long Island ($22,032). B่B่ ; The most expensive are offered by Drexel
($30,900) and Catholic ($30,274). B่B่ ; One
might expect that the cost of obtaining an ALA-accredited master's degree at a
private US university would be higher than at any of the 40 US public schools
at an in-state tuition level. B่B่ ; This
expectation is true except in the case of Michigan where in‑state tuition
and fees ($24,395) is very near the mean cost of a degree at a private
university ($24,509).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Three
public US universities, Puerto Rico ($3,045), North Carolina Greensboro
($3,100), and North Carolina Central ($3,128) were able to offer the ALA-accredited
masters LS degree to their in-state students for under $4,000 in 2002. B่B่ ; One additional school, Texas Womans
($4,544) is able to offer the degree for under $5,000. B่B่ ; This compares with seven schools who were
able to do so in 2001 and ten schools in 2000. B่B่ ;
The most expensive program for in-state students is at Michigan
($24,395). B่B่ ; Pittsburgh ($15,564) and
Wisconsin Milwaukee ($15,055) are the next most expensive programs for
in-state students. B่B่ ; However, their
tuition and fees are but are roughly $9,000 less than Michigans.
B่B่ ;
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Out-of-state
students are able to obtain the ALA-accredited masters LS degree for under
$11,000 at one public US university in 2002: B่B่ ;
San Jose ($10,303). B่B่ ; This
compares with three schools that were able to do so in 2001. B่B่ ; Sixteen US public universities have
out-of-state tuition and fees exceeding $20,000. B่B่ ; Of these by far the highest costs are at Michigan ($49,035),
Wisconsin Milwaukee ($47,378), and Wisconsin Madison ($41,532). B่B่ ; All other schools have out-of-state tuition
and fees for the degree under $33,000. B่B่ ;
A total of ten schools, Michigan, Wisconsin Madison, Pittsburgh,
Wisconsin Milwaukee, and Washington have the cost for degree for out-of-state
students that exceed $26,000. B่B่ ; That
figure is well above the mean cost of this degree for both out-of-state
students at public universities ($21,320) and students at private universities
($24,509). B่B่ ; Viewed from the financial
aspect only, it appears that private universities continue to be competitive
for out-of-state students in their costs to degree with a number of public
universities.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; The
cost of obtaining the masters IS degree at Albany, Drexel, North Carolina
Chapel Hill, Pittsburgh, and Syracuse (Table II-13-c-2-IS) is identical with
those for the ALA-accredited mastersLS. B่B่ ;
However, at Indiana tuition and fees for the masters IS are
higher. B่B่ ; Indianas cost for in‑state
IS masters students of $8,738 is $1,248 higher than for the ALA-accredited
masters LS ($7,490). B่B่ ; For out‑of‑state
students IS masters students the cost of $25,449 is $3,635 higher.
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Table
II-13-c-5 provides 2002 tuition and fee information for the doctoral
degree. B่B่ ; Schools were requested to
report only the cost for course work. B่B่ ;
The mean cost to an in-state doctoral student at a US public university
is $16,390. B่B่ ; This mean is an increase of
$3,083 over the mean cost reported for 2001. B่B่ ;
The least expensive US public university programs for in-state doctoral
students are provided by Florida State ($4,278), Texas Womans ($5,422), and
Emporia ($6,579). B่B่ ; In-state doctoral
students encounter the highest cost to degree is at Michigan ($47,717) followed
by Illinois ($31,856). B่B่ ; No other US
public universities have a cost of tuition and fees that exceeds $27,000. B่B่ ; The mean cost to an out-of-state doctoral
student at a US public university is $37,510. B่B่ ;
This is an increase of $5,015 (15.4 percent) over the mean cost for
2001. B่B่ ; For out-of-state students, the
doctoral programs with the lowest degree costs are at Texas Womans ($14,578),
and Florida State ($16,102). B่B่ ; Four other
schools (Emporia, Texas, Albany, and Rutgers) have doctoral programs with cost
to degree under $20,000. B่B่ ; The most
expensive program for out-of-state doctoral students is at Michigan
($72,357). B่B่ ; Three schools (Tennessee,
Washington, and Illinois) have costs to degree in the low to mid $60,000
range). B่B่ ; The costs at these four schools
are well above the mean for out-of-state doctoral students at US public
universities ($35,771).
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; Doctoral programs at private US
schools are considerably more expensive than similar programs at most public
universities. B่B่ ; Only four of the 23
doctoral programs in the US are offered by private universities (Drexel, Long
Island, Simmons, and Syracuse). B่B่ ; Their
mean cost to degree for 2002 is $38,487, an increase of $2,608 over the mean
for 2001. B่B่ ; The tuition and fees range
from $24,840 (Simmons) to $54,108 (Syracuse).
[1] B่B่ ; 54 of the 55 schools reporting offer the ALA-accredited masters -
LS. B่B่ ; Montr้ B8FB8Fal offers only the Masters -
IS at the masters degree level. B่B่ ; Rhode
Island did not report.
[2] B่B่ ; For ease of reading the following terms are used in this chapter: B่B่ ; White, Black, Hispanic, Asian or Pacific
Islander, and American Indian.
[3] B่B่ ; The total enrollment figure of 20,033 in Table II-4-a includes data
reported by the 6 of the 7 Canadian schools that did not report ethnic
data. B่B่ ; Only Montr้ B8FB8Fal elected to provide
those data. B่B่ ; In calculating percentages
in this paragraph the data of the other 6 schools were not included. B่B่ ; Thus a divisor of 20,033 was used in the calculation
rather than the total enrollment of 21,212.
[4] B่B่ ; U. S. Census Bureau. United States Census 2000. B่B่ ; Population and Housing Tables (PHC-T Series). B่B่ ; Available: B่B่ ; http://www.census.gov/population/www/cen2000/tablist.html
[5] B่B่ ; The total enrollment figure of 3,015 in Table II-4-c-1 includes data reported by the 1 Canadian school offering the bachelors degree, Dalhousie. B่B่ ; It did not, however, report ethnic data. B่B่ ; In calculating percentages in this paragraph Dalhousies data were not included. B่B่ ; Thus a divisor of 2,905 was used in the calculation rather than the total bachelors enrollment of 3,015.
[6] B่B่ ; The total enrollment figure of 15,117 in Table II-4-c-2 includes
data reported by all 6 Canadian schools offering the ALA-accredited masters
LS degree. B่B่ ; Those schools, however, did
not report ethnic data. B่B่ ; In calculating
percentages in this paragraph those data were not included. B่B่ ; Thus a divisor of 14,220 was used in the
calculation rather than the total ALA-accredited masters LS degree
enrollment of 15,117.
[7] B่B่ ; The total enrollment figure of 810 in Table II-4-c-5 includes
data reported by all 4 Canadian schools offering the doctoral degree. B่B่ ; Three of these 4, however, did not report ethnic
data. B่B่ ; Montr้ B8FB8Fal was the sole school
electing to report these data. B่B่ ; In
calculating percentages in this paragraph the data for the 3 schools not
reporting were not included. B่B่ ; Thus a
divisor of 744 was used in the calculation rather than the total doctoral
enrollment of 810.
[8] B่B่ ; Exchange Rate October 25, 2002: B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; 1
US Dollar (USD) B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; = B่B่ ; B่B่ ; 1.56540
Canadian
Dollar (CAD)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; 1 Canadian
Dollar = B่B่ ; B่B่ ; 0.63881 US Dollar
[9] B่B่ ; The following nine universities were defined as
private: B่B่ ; Catholic, Clark Atlanta,
Dominican, Drexel, Long Island, Pratt, St. Johns, Simmons, and Syracuse. B่B่ ; Some schools treated as public have a quasi
public/private relationship. B่B่ ; For the
purposes of this report, if such a school had different tuition levels for
in-state versus out-of-state students it was classified as a public
university. B่B่ ; When viewing this
definition against the tuition and fee tables it would appear that one
exception must be made for Catholic, which is clearly a private school, but
does report having a different tuition structure for "in-state" and
"out-of-state."
[10] B่B่ ; Exchange Rate October 25, 2002: B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; 1
US Dollar (USD) B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; = B่B่ ; B่B่ ; 1.56540
Canadian
Dollar (CAD)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; 1 Canadian
Dollar = B่B่ ; B่B่ ; 0.63881 US Dollar
[11] B่B่ ; The following nine universities were defined as private: B่B่ ; Catholic, Clark Atlanta, Dominican, Drexel, Long Island, Pratt, St. Johns, Simmons, and Syracuse. B่B่ ; Some schools treated as public have a quasi public/private relationship. B่B่ ; For the purposes of this report, if such a school had different tuition levels for in-state versus out-of-state students it was classified as a public university. B่B่ ; When viewing this definition against the tuition and fee tables it would appear that one exception must be made for Catholic, which is clearly a private school, but does report having a different tuition structure for "in-state" and "out-of-state.""
[12] B่B่ ; Exchange Rate October 25, 2002: B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; 1
US Dollar (USD) B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; = B่B่ ; B่B่ ; 1.56540
Canadian
Dollar (CAD)
B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; B่B่ ; 1 Canadian
Dollar = B่B่ ; B่B่ ; 0.63881 US Dollar
[13] B่B่ ; B่B่ ; The following nine universities were defined as private: B่B่ ; Catholic, Clark Atlanta, Dominican, Drexel, Long Island, Pratt, St. Johns, Simmons, and Syracuse. B่B่ ; Some schools treated as public have a quasi public/private relationship. B่B่ ; For the purposes of this report, if such a school had different tuition levels for in-state versus out-of-state students it was classified as a public university. B่B่ ; When viewing this definition against the tuition and fee tables it would appear that one exception must be made for Catholic, which is clearly a private school, but does report having a different tuition structure for "in-state" and "out-of-state."
[14] B่B่ ; The difference in the total and mean for private US universities is attributable to Catholic having different tuition and fees rates for in-state and out-of state students. B่B่ ; For comparisons in the text the mean was calculated based on the tuition and fee data for in-state students at Catholic.