Foreign Enrollment Increases Science, Engineering Student Numbers

The number of science and engineering graduate students at U.S. academic institutions rose by 3 percent between 2013 and 2014, owing largely to a 13.1 percent increase in foreign graduate enrollment.

According to a new report from the National Center for Science and Engineering Statistics, (NCSES) in 2014 a total of 587,161 students were enrolled in masters’ or doctorate programs in science and engineering (S&E), up from a comparable number of 570,300 the previous year.

There was also an influx of nearly 25,000 additional S&E graduate students on temporary visas over the same period, bringing foreign enrollment to 213,783.

The increase in foreign students overshadowed a 2.1 percent decline in domestic graduate enrollment, which fell from 381,225 in 2013 to 373,378 in 2014.

The report also shows a continuing trend of full-time graduate students shifting from federal sources of financial support to self-support. Since 2009, the amount of students receiving federal support declined from 19.0 percent to 15.7, including a 5.3 percent decline of 3,895 fewer students between 2013 and 2014.

Institutional support, meanwhile, has remained stable since 2009 — about 40.2 percent of students received institutional support, even with growing graduate enrollment.

Other findings in the report include:

· A rise in enrollment in computer sciences and electrical engineering continued, with computer sciences increasing by 22.1 percent and electrical engineering by 9.9 percent from 2013 to 2014.

· Graduate enrollment in most of the engineering fields has risen by at least 20 percent over the past five years.

· Graduate enrollment declined by 5.8 percent in psychology and 2.6 percent in the social sciences from 2013 to 2014.

The NCSES findings were drawn from the 2014 Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS). In 2014, the GSS survey frame was updated following an evaluation that identified 151 eligible but not previously surveyed U.S. academic institutions. Under the new survey frame, total enrollment for graduate students in S&E was 601,883 in 2014 and foreign graduate enrollment in those fields was 219,371.

4 Comments

  1. Whenever I hear the inevitable cries for more money for education, I cringe that so many people — Americans, who should be the best “educated” on the planet — just don’t comprehend that it isn’t the dollars spent that educate a child.

    I’ve been privileged to know graduates of one-room schoolhouses of the first half of the 20th Century who were better educated than the vast majority of public school graduates of the past half-century.

    It isn’t the material things purchased with tax monies that light-up the synapses and grow dendrites in the brains of children whose minds are stimulated and fed by teachers who truly know how to teach! Oh, sure, the bells & whistles are useful teaching aids, but, they only bring learning to life when the teachers TEACH! The most important characteristic of a real teacher is love for each and every pupil in his or her care.

    And, it is imperative for gaining an “education” that the children have parents or guardians who do their job outside the schoolroom: giving them life lessons in interrelationships, moral values, ethical behavior, responsibility and accountability, skills and leadership training, interaction with the world around them so that the lessons learned in school augment the myriad lessons learned living and growing in the real world, and last, but certainly most important: love!

    Whether it is a teacher or anyone else from whom he can learn, a child “knows” when someone truly cares who he is, and wants to teach him everything possible in every moment they are together! A real teacher comes from love, whether he or she is a trained classroom teacher, a parent, grandparent, aunt, uncle, sibling, friend, neighbor, or a stranger in the grocery store.

    A child “knows” a real teacher. Money alone cannot buy a real teacher, and it cannot buy a successful school.

    When I read Hank’s words: “And ya know what from a recent article the states paying the most for the students in school are not any better off, . . .” suddenly, in my Mind’s Eye, I saw Young Abraham Lincoln shoeless, lying on the dirt cabin floor, reading his lessons by the dim firelight.

    No, I don’t believe taking more-and-more money from the people’s pockets and their children’s mouths while training “teachers” to brainwash/deconstruct and indoctrinate/reconstruct their precious minds, brains and emotions with an evil social engineering and behavior modifying agenda called COMMON CORE, will ever “educate” Arizona’s children! It will reduce your child to the Lowest Common Denominater — the Common Core of Arizona Children “graduated” as automatons; college and career ready to do the bidding of crony capitalists who see them as Human Capital representing dollar signs on their bank statements.

    But, more money will most certainly feed the addiction of those school administrators and power-mongers who, just like any addict, always need more money as their drug of choice in order to feel and wield power over children, and buy bigger houses and toys for themselves.

    Oh, and, don’t worry — they’re going to “graduate” your child on-time!

    You might want to ask, “”But, will he be EDUCATED???”

  2. Students with a foreign visa are also a good investment for chamber of commerce types. Why pay an American worker a good wage when you can pay a bit less to a foreign grad who would be thrilled to live in America. Can you fault the bright young grad student for seizing a good opportunity in our country?

    The H1-B visa abuses are rampant as well. It’s the company’s that are at fault-no one holds them accountable.

    Until Leaders decide education is to teach kids how to think not WHAT to think, education policy is at the hand of people who make bank on it.

    Hank is right when he says kids can’t read or write either. Really take a look inside the curriculum that matches the standards–it’s not about teaching kids HOW to think–it’s about telling them WHAT to think. It’s process over substance.

    My kid’s new textbooks skirt the social justice line regularly. I go out of my way to ask questions and read the lessons for myself so I can present the other side of the lesson.

    If all you are presented is with one side of the pancake–and no one encourages you to see the other side, how can you see life or an issue from another point of view?

    Common Core seeps into the school day like a dark cloud. “Technically” CC is for Math and English Language Arts (Reading/Writing.) CC drips into Social Studies, Science, Arts, and even PE has Common Core aspects.

    Yes..I sat in on a writing training session where the PE and ART teachers learned how to work in Common Core writing standards into their classes.

    Sorry–I want kids running around in PE not writing an essay on how to catch a ball.

    I wish I were kidding on this. We even have 1st grade PE standards on how to catch and throw a ball. Most every winning catch in an end-zone doesn’t “meet the proficiency” standard on how to catch a ball. LOL!

    We need to get the Feds and State Boards of Ed’s to quit with the increasing “checklists” for the teachers.

    Go back to basics, teach and prepare kids for life and being responsible productive citizens.

    Even if you don’t have kids in your home, who do you think will support the economy and you in your old age?

    Please attend your school board meetings and start asking questions. You may be surprised at what you learn there.

  3. Listen, its not even in the math subjects, just try to carry on a literate conversation with ANY of the kids or even better just stand around and listen to what they have to say. Most cant read write or do simple math any more yet people think all require a college degree and the whole reason they say they need the degree is to amass the $$$ it takes to finance and pay off the loan. That is the bottom line. A couple of years ago they had to and probably still do offer remedial basic math to the pcc students so they can attend that school! And ya know what from a recent article the states paying the most for the students in school are not any better off, read an article this past week on this stuff so throwing more $$ at it is not the solution.

    Did you see the news tonight, tucson is one of the best for spending on education, yet most as I said cant carry on a conversation!

  4. The numbers of foreign grad students will keep rising the longer we keep sub-par Common Core standards in place.

    Common Core writer, Jason Zimba, in his own words said Common Core prepares students for 2 yr community colleges.

    Meanwhile, Parents are told Common Core will make our kids college and career ready—but the implication to us is always for much more than a 2 year college.

    What is the likely math course load for high school student aspiring to get a BS in engineering–never mind a grad school degree?

    Pre Common Core, the most advanced math students took Algebra in 7th grade, Geometry in 8th grade, Algebra II in 9th grade which left 3 years to take pre-Calc, statistics, AP Calc and other higher level classes.

    NOW with Common Core in place
    Parents in San Francisco are complaining their schools no longer “allow” 8th graders to take Algebra. One size fits all.
    There are fewer Calculus classes offered in High Schools as fewer kids are eligible to take it.

    Fewer kids are ready for Algebra in 8th grade with most now taking Algebra in 9th grade. That delay postpones the next level and pretty soon, a college student interested in engineering is still taking the math pre-req’s while racking up student loan debt and paying high tuition rates.

    Only the most determined, and/or financially able student will plow through the additional math courses that kids once took in high school.

    Almost 6 years into Common Core and the 46 states that accepted it are not seeing academic gains despite the BILLIONS spent on it.

    It doesn’t take a math genius to figure out what the writers and chief financier of Common Core (Bill Gates) told us from the beginning:

    CC prepares kids for 2 year colleges, and only when the standards, curriculum, testing align that a whole new market of products will be available and we won’t know for a decade if Common Core is a success.

    What we know is new textbooks, software, testing, test prep are all being peddled to school districts and parents.

    Even the Dollar Store sells Kinder-2nd standardized test prep booklets. Those grade levels don’t even take the standardized tests..but the intro to the book advises parents that they will help prepare their little ones for testing. Crazy but true!

    I hope AZ doesn’t take the full decade to figure out Common Core is a lose-lose proposition. Kids are in school today, losing precious learning time they will never get back.

    AZ says it wants to differentiate itself by being the best place to get an education. How is that done with common standards that aren’t working anywhere and were never designed to?

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