Academic Year State-by-State Data on Graduate Education in Communication Sciences and Disorders

Transcription

1 State-by-State Data on Graduate Education in Communication Sciences and Disorders American Speech-Language-Hearing Association 2200 Research Boulevard Rockville, MD

2 Introduction The Higher Education Data System (HES) was developed by the American Speech-Language-Hearing Association (ASHA) in collaboration with the Council of Academic in Communication Sciences and Disorders (CAPCSD) and the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) to collect and report critical communication sciences and disorders (CSD) program data in a consistent and usable manner. Data collected from the HES will be used to address important issues in the discipline. It is the authoritative data source for information about CSD education. The current HES Graduate Guide Survey is the primary source of data presented in this report. The data reported in Tables 1 37 include state-by-state information on applications, admissions, maximum capacity for new admissions, enrollment, graduation, first employment, average time to degree, credit hours completed, student funding, and the administrative location of academic programs. Survey Methodology The data contained in Tables 1 37 were collected between September 1, 2010, and December 30, 2010, via the HES Graduate Guide Survey electronically distributed to 257 institutions with CSD graduate programs. These institutions may have had more than one CSD program (e.g., a program in audiology and another in speech and hearing science. The data collected reflect the fall 2009 through summer 2010 academic year. The electronic survey contained more than 50 questions of varying types, including multiple choice, data tables, and comment/essay box. Reminders were sent to nonrespondents during the survey s open period. Throughout December 2010, ASHA staff contacted faculty by telephone to encourage the completion of the survey. Response Rate A total of 257 academic institutions received the HES Graduate Guide Survey and 229 academic institutions completed and submitted data, representing an 89% response rate: an 8% increase in the overall completion rate compared to Thirty-three (33) institutions participated in 2010 that did not participate in the 2009 launch. Among the 50 U.S. states, the District of Columbia, and Puerto Rico, 34 states had 100% participation among institutions offering graduate programs in CSD. Among the 229 institutions completing the HES Graduate Guide Survey, data were provided by 97% of institutions with audiology entry-level programs (70/72 institutions), 92% of institutions with PhD programs (65/71 institutions), 89% of institutions with master s SLP programs (220/247 institutions). State-by-State Data on Graduate Education in Communication Sciences and Disorders 2

3 Technical Notes Data were collected for CSD programs in the 50 U.S. states, the District of Columbia, and Puerto Rico. The data presented in this report are based on actual program responses; they have not been extrapolated to project responses as if a 100% response rate was attained. Where dashes ( ) in tables occur, no data were provided. Data were collected for all graduate CSD degree programs offered at the institution including non CAAaccredited programs. The number of programs listed in a state refers to degree programs available and not the number of institutions in the state except for Table 37. Academic program directors were asked to verify all programs offered or programs they wish to appear in EDFIND. The total number of programs therefore does not equal the total number of CAA-accredited programs nor equal institutions within the state. Response rates among programs across states are variable. Institutions were encouraged to complete the survey in its entirety. However, some institutions did not respond to all questions. Therefore, sum totals may vary across data tables. For data on race, ethnicity, and gender, the number of institutions reporting is less than in other tables as many institutions indicated that they are prohibited from collecting or releasing data on race, ethnicity, and/or gender. The survey defined international students as those students who applied to a CSD program from outside the United States and who have been issued an F1, M1, or J1 Visa by the U.S. Government. Suggested Citation This report may be cited as follows: American Speech-Language-Hearing Association. (2011) academic year state-by-state data on graduate education in communication sciences and disorders. Available from 3

4 Related Publications Additional online resources include: American Speech-Language-Hearing Association. (2010) academic year state-bystate data on graduate education in communication sciences and disorders. Available from American Speech-Language-Hearing Association and Council of Academic in Communication Sciences and Disorders. (2010). Joint ASHA CAPCSD research doctoral survey report, academic year. Council of Academic in Communication Sciences and Disorders. (2009) demographic survey of undergraduate and graduate programs in communication sciences and disorders. Available from Council of Academic in Communication Sciences and Disorders. (2010). Report: 2009 CAPCSD survey of research doctoral students. Available from National Science Foundation. (2009). Doctorate recipients from U.S. universities: Summary report Available from Questions and Comments Please direct your questions and comments regarding this report and the HES to the ASHA Academic Affairs and Research Education unit at Acknowledgments The HES Graduate Guide Survey was designed by ASHA staff members Loretta Nunez, Director, Academic Affairs and Research Education; Silvia Quevedo, Associate Director, Academic Affairs and Research Education; and Sarah Slater, Director, Surveys and Information. This report was prepared by the following staff in ASHA s Academic Affairs and Surveys and Information units: Silvia Quevedo, Associate Director, Academic Affairs and Research Education; Loretta Nunez, Director, Academic Affairs and Research Education; Gail Brook, Research Analyst and Technical Writer, Surveys and Information; Larry Liu, Statistician, Surveys and Information; and Sarah Slater, Director, Surveys and Information. These units are overseen by Margaret Rogers, Chief Staff Officer for Science and Research. ASHA and CAPCSD would like to recognize and thank the college and university faculty and staff members who took the time to complete the survey. Their participation in this survey was critical and is greatly appreciated. State-by-State Data on Graduate Education in Communication Sciences and Disorders 4

5 Participating Institutions The following institutions completed the 2010 HES Graduate Guide Survey. They represent 229 of the 257 institutions invited to participate. Institutions are listed in alphabetical order: Abilene Christian University Adelphi University Alabama A&M University Appalachian State University Arizona State University Arkansas State University Armstrong Atlantic State University AT Still University - Arizona School of Health Sciences Auburn University AuD Joint Doctoral Program - San Diego State University & University of California San Diego Ball State University Bloomsburg University Boston University Bowling Green State University Brigham Young University Buffalo State College California State University Chico California State University East Bay California State University Fresno California State University Fullerton California State University Long Beach California State University Los Angeles California State University Northridge California State University Sacramento Case Western Reserve University Central Michigan University Chapman University Clarion University of Pennsylvania Cleveland State University College of Saint Rose CUNY Brooklyn College CUNY Grad Center - Brooklyn College/Hunter College CUNY Hunter College CUNY Lehman College CUNY Queens College Duquesne University East Carolina University East Stroudsburg University East Tennessee State University Eastern Illinois University Eastern Kentucky University Eastern Michigan University Eastern New Mexico University Eastern Washington University Edinboro University of Pennsylvania Emerson College Florida Atlantic University Florida International University Florida State University Fontbonne University Fort Hays State University George Washington University Georgia State University Governors State University Harding University Howard University Idaho State University Illinois State University Indiana University Indiana University of Pennsylvania Ithaca College Jackson State University James Madison University Kansas State University Kean University Kent State University La Salle University Loma Linda University Long Island AuD Consortium - Adelphi/Hofstra/St. John s Universities Long Island University Brooklyn Long Island University CW Post Longwood University Louisiana State University and A&M College Louisiana State University Health Sciences Center- New Orleans 5

6 Louisiana State University Health Sciences Center - Shreveport Louisiana Tech University Loyola University Maryland Marquette University Marywood University Mercy College MGH Institute of Health Professions Miami University Ohio Michigan State University Minnesota State University Mankato Minnesota State University Moorhead Minot State University Misericordia University Mississippi University for Women Missouri State University Montclair State University Murray State University Nazareth College of Rochester New York Medical College New York University Northeast Ohio AuD Consortium - Kent State/University of Akron Northeastern State University Northeastern University Northern Arizona University Northern Illinois University Northwestern University Nova Southeastern University-Audiology Program Nova Southeastern University-SLP Program Ohio State University Ohio University Oklahoma State University Old Dominion University Pennsylvania State University Portland State University Purdue University Radford University Rockhurst University Rush University Saint John s University Saint Louis University Saint Xavier University Salus University San Diego State University San Jose State University Seton Hall University South Carolina State University Southeast Missouri State University Southeastern Louisiana University Southern Connecticut State University Southern Illinois University Carbondale Southern Illinois University Edwardsville St. Ambrose University St. Cloud State University Stephen F. Austin State University SUNY at Fredonia SUNY at New Paltz SUNY Plattsburgh Syracuse University Temple University Tennessee State University Texas A&M University Kingsville Texas Christian University Texas State University San Marcos Texas Tech University Health Sciences Center Texas Woman s University The University of Akron Touro College Towson University Truman State University Universidad Del Turabo University at Buffalo University of Alabama University of Arizona University of Arkansas at Little Rock University of Arkansas Fayetteville University of Central Arkansas University of Central Missouri University of Central Oklahoma University of Cincinnati University of Colorado Boulder University of Connecticut University of Florida University of Georgia University of Hawaii Manoa University of Houston University of Illinois Urbana Champaign University of Iowa University of Kansas 6

7 University of Kentucky University of Louisiana Lafayette University of Louisiana Monroe University of Louisville University of Maryland College Park University of Massachusetts Amherst University of Memphis University of Minnesota University of Minnesota Duluth University of Mississippi University of Missouri Columbia University of Montana University of Montevallo University of Nebraska Kearney University of Nebraska Lincoln University of Nebraska Omaha University of Nevada Reno University of New Mexico University of North Carolina Chapel Hill University of North Carolina Greensboro University of North Dakota University of Northern Colorado University of Northern Iowa University of Oklahoma Health Sciences Center University of Oregon University of Pittsburgh University of Rhode Island University of South Alabama University of South Carolina University of South Dakota University of South Florida University of Southern Mississippi University of Tennessee University of Texas at Dallas University of Texas Austin University of Texas El Paso University of the District of Columbia University of the Pacific University of Toledo University of Tulsa University of Utah University of Vermont University of Virginia University of Washington University of West Georgia University of Wisconsin AuD Consortium University of Wisconsin Milwaukee University of Wisconsin River Falls University of Wisconsin Stevens Point University of Wisconsin Whitewater University of Wyoming Utah State University Valdosta State University Vanderbilt University Medical Center Washington State University Washington University Wayne State University West Chester University West Texas A & M University West Virginia University Western Carolina University Western Kentucky University Western Michigan University Western Washington University Wichita State University William Paterson University Worcester State University 7

8 Highlights Applications and Admissions A total of 3,249 applications were received by the 70 audiology clinical doctorate entry level programs who responded to the survey, of which 1,468 were approved for admission. This averaged out to 46 applications and 21 offered admissions per program (see Tables 1-3 and Figures 1-2). The total number of applications does not represent the number of unique applications. Candidates may apply to more than one program and be offered more than one acceptance; therefore, the number of applications reported does not reflect a 1:1 correspondence with the number of students applying to graduate programs. Across states in which 100% of institutions with audiology clinical doctoral programs responded, the number of applications received ranged from 18 in Oklahoma to 288 in Florida (see Table 2). A total of 37,067 applications were received by the 235 speech-language pathology master s level programs who responded to the survey, of which 11,789 were approved for admission. This resulted in an average of 158 applications received per program, of which an average of 50 applicants was offered admissions (see Figures 1-2). The number of applications reported does not reflect a 1:1 correspondence with the number of students applying to graduate programs. Across states in which 100% of institutions with speech-language pathology master s level programs responded, the number of applications received ranged from 46 in Hawaii to 2,192 in Pennsylvania (see Table 2). A total of 726 research doctoral applications were received across all areas of study of which 270 were approved for admission as reported by the 94 research doctorate programs who responded to the survey. This averaged out to 8 applications and 3 offered admissions per program (see Tables 1-3 and Figures 1-2). Tennessee reported the highest number of research doctoral applications at 243 across all states in which 100% of institutions offering a research doctorate regardless of area of study reported data (see Table 3). Across all areas of study and degree programs, the majority of applications (94.7%) were submitted by females (see Table 4 and Figure 4). Males represented almost a third (28.8%) of applicants to speech and hearing sciences research doctoral programs (see Table 4 and Figure 3). The majority (85.9%) of applicants were white (non-international), 11.7% were from racial/ethnic minority groups (non-international), and 2.4% were international students (See Table 5 and Figure 6). Speech and hearing sciences research doctoral programs reported the highest percentage of international applicants (32.4%) (see Table 5 and Figure 5). Overall, 93.5% of those offered admission to CSD programs were female. This percentage was highest for master s level speech-language pathology programs (94.9%) and lowest for speech and hearing sciences research doctoral programs (see Table 6 and Figures 7-8). 8

9 The majority (86.5%) of those offered admission were white (non-international), 11.5% were from racial/ethnic minority groups (non-international), and 2.0% were international students (see Table 7 and Figure 8). The percentage of international students who were offered admission was highest for speech and hearing sciences research doctoral programs (see Figure 9). Overall, 11.5% of those offered admission regardless of area of study and degree type were from racial/ethnic minority groups (non-international) and 2.0% were international students (see Figure 10). Maximum Capacity for Admissions The median maximum student capacity for admissions was 11.6 students for audiology clinical doctoral entry-level programs, 30.8 students for speech-language pathology master s programs, and, for research doctoral programs, 5.0 for audiology, 7.0 for speech-language pathology, and 6.6 for speech and hearing sciences (see Tables 8-10). The percent of first year enrollments over maximum student capacity for admissions was 96.9% for audiology clinical doctorate entry-level programs, 109.7% for speech-language pathology master s programs, and 30.6% for research doctoral programs (20.2% for audiology, 28.6% for speech-language pathology, and 36.9% for speech and hearing sciences) (see Tables 11-13). Across states with 100% of institutions with clinical doctoral degrees in audiology reporting, Colorado and Oklahoma reported admissions less than 50% capacity for admissions while other states such as Illinois, North Carolina, Ohio, Utah, and Wisconsin reported exceeding 100% capacity (see Table 9). Across states with 100% of institutions with master s speech-language pathology programs reporting, Hawaii reported admissions at 50% of capacity for admissions while other states such as Michigan, Minnesota, Maryland, Idaho, New Jersey, Missouri, Oklahoma, and South Carolina reported exceeding 100% capacity (see Table 9). Across all states with 100% of institutions offering research doctoral degree programs in any area of study within CSD, only New Jersey, Oklahoma, and Kentucky reported reaching 100% or greater capacity for admissions. Twelve states reported 0% capacity (see Table 10). First-Year Enrollments A total of 787 first-year audiology clinical doctoral entry-level enrollments were reported, 2,791 for master s speech-language pathology programs, and 173 for research doctoral programs (21 for audiology, 64 for speech-language pathology, and 88 for speech and hearing sciences; see Tables 14-16). The average number of first-year enrollments per program was 11.2 for audiology clinical doctorate entry-level enrollments, 33.2 for master s speech-language pathology programs, and 1.8 for research doctoral programs (0.9 for audiology, 1.8 for speechlanguage pathology, and 2.4 for speech and hearing sciences; see Figure 11). The state of Illinois five entry-level clinical doctoral audiology programs reported a combined 80 first year enrollments, the highest across all states with 100 percent of institutions reporting. Across states where only one entry level clinical doctoral program 9

10 in audiology exists, first year enrollments ranged from 4 in Oklahoma to 16 in Wisconsin (see Table 15). Ohio s 11 entry level master s speech-language pathology programs reported a combined 367 first year enrollments, the highest across all states with 100 percent of institutions reporting. Across states where only one master s speech-language pathology program exists, first year enrollments ranged from 10 in Hawaii to 37 in Idaho (see Table 15). Ohio reported the highest number of research doctoral student first year enrollments (19) for all states with 100% of institutions reporting (see Table 16). The majority of first-year students were women across all degree types and all areas of study (85.0% in audiology clinical doctoral entry-level programs, 95.4% for master s speech-language pathology programs, and 81.1% for research doctoral programs; within research doctoral programs [93.8% for audiology, 81.6% for speech-language pathology, and 77.9% for speech and hearing sciences] see Table 17 and Figures 12-13). Most (85.5%) of first-year students were white (non-international), 12.8% were from racial/ethnic minority groups (non-international), and 1.7% were international students (see Table 18 and Figures 14-15). Graduation A total of 548 clinical entry level doctoral degrees were granted in audiology, based on 70 programs reporting, and 6,009 master s degrees were granted in speech-language pathology with 235 programs reporting (See Tables 19-20). Tennessee reported 42 entry level degrees granted in audiology, the highest number among states with 100% of institutions reporting for audiology. Pennsylvania reported 367 speech-language pathology master s degrees granted, the highest among states with 100% of institutions reporting for speech-language pathology (see Table 20). A total of 120 research doctoral degrees were granted; 19 in audiology, 33 in speechlanguage pathology, and 68 in speech and hearing sciences (see Tables 19-21). Arizona and Illinois reported the highest number of research doctoral degrees granted at 8 each (see Table 21). Overall, almost all (95.3%) of those earning a graduate-level degree in CSD were women. Males represented 15.3% of audiology clinical doctorate entry level degree graduates, 3.3% of speech-language pathology master s degree graduates, and 20.4% of research doctorate degree graduates (see Table 22 and Figure 17). White (non-international) students represented 84.7% of graduates across all degree programs, while students from racial/ethnic minority groups (non-international) represented 12.3% of graduates and international students represented 3.0% of graduates for the academic year (see Table 23 and Figures 19-20). Employment Across all degree programs, nearly half (52.3%) of all audiology graduates were employed in-state, as were 75.5% of speech-language pathology graduates, and 49.3% of speech and hearing science graduates (see Tables and Figure 21). Approximately one third (30.1%) of audiology graduates across all degree programs were employed in a nonresidential health care facility, 41% of speech-language 10

11 pathology graduates were employed in a school setting, and 77.9% of speech and hearing science graduates were employed in a college or university (see Table 26). Approximately one quarter (26.1%) of the 23 research doctoral graduates in speechlanguage pathology reported in-state employment within a college/university compared to 57.1% of audiology research doctoral graduates and 45.3% of speech and hearing science research doctoral graduates (see Table 27). Table 28 presents these data by state. Time to Degree Completion Audiology clinical doctoral entry-level students attending full time needed an average (median) of 11.0 semesters or 15.0 quarters to complete the program, either with or without a CSD undergraduate major (see Tables 29 and 30). Speech-language pathology master s level students with a CSD undergraduate major needed an average of 5.0 semesters or 7.0 quarters to complete the program, while those without a CSD undergraduate major needed 7.0 semesters or 10.0 quarters (see Tables 29 and 30). Research doctoral students with a CSD undergraduate major needed an average of between 9.0 and 11.0 semesters or 16.0 to 20.0 quarters to complete the degree (see Table 29). Those without a background in CSD needed between 11.0 and 12.0 semesters or 16.0 to 23.0 quarters to complete the research doctoral degree program (see Table 30). Credit Hours Completed For those individuals with a CSD undergraduate major, an average (median) of 105 semester-based or 166 quarter-based credit hours were required to complete the audiology clinical doctoral entry level program (see Table 31). For those individuals without a CSD undergraduate major, an average (median) of 109 semester-based or 166 quarter-based credit hours were required to complete the audiology clinical doctoral entry level program, approximately the same amount of credits hours with or without a CSD undergraduate major (see Table 32). For those individuals with a CSD undergraduate major, an average (median) of 54 semester-based or 80 quarter-based credit hours were required to complete the speechlanguage pathology master s level program (see Table 31). For those individuals without a CSD undergraduate major, an average (median) of 79 semester-based or 112 quarterbased credit hours were required to complete the speech-language pathology master s level program (see Table 32). For those individuals with a CSD undergraduate major, an average (median) of 73 semester-based credit hours were required to complete the research doctoral program (76 for audiology and 72 for speech-language pathology and speech and hearing science). The average number of quarter-based credit hours was 135 (see Table 31). For those individuals without a CSD undergraduate major, an average (median) of 84 semesterbased credit hours were required to complete the research doctoral program (81 for audiology and speech and hearing sciences and 90 for speech-language pathology). For quarter-based credit hours, the average number was 140 (see Table 32). Student Funding About one-third (33.1%) of audiology clinical doctoral entry level students were offered admission with funding compared to 16.8% of master s level speech-language pathology 11

12 students. The percentage of research doctoral students offered admission with funding was 49.0% for those pursuing audiology, 64.9% speech-language pathology, and 80.0% speech and hearing science (see Table 33). Assistantships and scholarships were the predominant (i.e., comprising more than 90.0%) type of funding offered to audiology clinical doctoral entry level students and master s level speech-language pathology students. Research doctoral students also were offered a fairly high percentage of funding through fellowships and extramural grants (see Table 34). The majority of newly enrolled research doctoral students were funded (87.5%, 90.7%, and 94.9% respectively, for audiology, speech-language pathology, and speech and hearing science) compared to 47.0% of audiology clinical doctoral entry level students and 28.7% of master s level speech-language pathology students (see Table 35). Where Administratively Housed Most CSD programs are administratively located within Allied Health/Health Sciences/ Health Professions/Public Health (41.4%, 41.7% and 40.5%, respectively), across all areas of study (audiology, speech-language pathology, and speech and hearing science) (see Table 37). 12

13 Data Tables and Figures Applications and Admissions, Page 17 Table 1: Applications and Offered Admissions by Area of Study and Degree Type, Table 2: Applications and Offered Admissions of Clinical Entry-Level and Post Entry-Level by Area of Study, State, and Degree Type, Academic Year Table 3: Applications and Offered Admissions of Research Doctoral by Area of Study, State, and Degree Type, Table 4: Applications by Area of Study, Degree Type, and Gender, Academic Year Table 5: Applications by Area of Study, Degree Type, Race/Ethnicity, and International Status, Table 6: Number Approved for Admission by Area of Study, Degree Type, and Gender, Academic Year Table 7: Number Approved for Admission by Area of Study, Degree Type, Race/Ethnicity, and International Status, Figure 1: Average Applications per Program by Area of Study and Degree Type, Figure 2: Average Offered Admissions per Program by Area of Study and Degree Type, Figure 3: Percentage Distribution of Applications by Area of Study, Degree Type, and Gender, Figure 4: Percentage Distribution of Applications by Gender (Regardless of Area of Study and Degree Type), Figure 5: Percentage Distribution of Applications by Area of Study, Degree Type, Race/Ethnicity, and International Status, Figure 6: Percentage Distribution of Applications by Race/Ethnicity and International Status (Regardless of Area of Study and Degree Type), Figure 7: Percentage Distribution of Offered Admissions by Area of Study, Degree Type, and Gender, Figure 8: Percentage Distribution of Offered Admissions by Gender (Regardless of Area of Study and Degree Type), Figure 9: Percentage Distribution of Offered Admissions by Area of Study, Degree Type, Race/Ethnicity, and International Status, Figure 10: Percentage Distribution of Offered Admissions by Race/Ethnicity and International Status (Regardless of Area of Study and Degree Type), Maximum Capacity for Admissions, Page 35 Table 8: Table 9: Maximum Student Capacity for Admissions by Area of Study and Degree Type, Maximum Student Capacity for Admissions of Clinical Entry-Level and Post Entry- Level By Area of Study, State and Degree Type, Academic Year 13

14 Table 10: Maximum Student Capacity for Admissions of Research Doctoral by Area of Study, State, and Degree Type, Table 11: First-Year Enrollments vs. Maximum Student Capacity for Admissions by Area of Study and Degree Type, Table 12: First-Year Enrollments vs. Maximum Student Capacity for Admissions of Master, Clinical Entry-Level and Post Entry-Level by Area of Study, State, and Degree Type, Table 13: First-Year Enrollments vs. Maximum Student Capacity for Admissions of Research Doctoral by Area of Study, State, and Degree Type, Academic Year First-Year Enrollments, Page 51 Table 14: First-Year Enrollments by Area of Study and Degree Type, Academic Year Table 15: First-Year Enrollments of Clinical Entry-Level and Post Entry-Level by Area of Study, State, and Degree Type, Table 16: First-Year Enrollments of Research Doctoral by Area of Study, State, and Degree Type, Table 17: First-Year Enrollments by Area of Study, Degree Type, and Gender, Table 18: First-Year Enrollments by Area of Study, Degree Type, Race/Ethnicity, and International Status, Figure 11: Average First-Year Enrollments per Program by Area of Study and Degree Type, Figure 12: Percentage Distribution of First-Year Enrollments by Area of Study, Degree Type, and Gender, Figure 13: Percentage Distribution of First-Year Enrollments by Gender (Regardless of Area of Study and Degree Type), Figure 14: Percentage Distribution of First-Year Enrollments by Area of Study, Degree Type, Race/Ethnicity, and International Status, Figure 15: Percentage Distribution of First-Year Enrollments by Race/Ethnicity and International Status (Regardless of Area of Study and Degree Type), Academic Year Graduation, Page 64 Table 19: Degrees Granted by Area of Study and Degree Type, Academic Year Table 20: Clinical Entry-Level and Post Entry-Level Degrees Granted by Area of Study, State, and Degree Type, Table 21: Research Doctoral Degrees Granted by Area of Study and State, Academic Year Table 22: Degrees Granted by Area of Study, Degree Type, and Gender, Academic Year Table 23: Degrees Granted by Area of Study, Degree Type, Race/Ethnicity, and International Status, 14

15 Figure 16: Average Degrees Granted per Program by Area of Study and Degree Type, Figure 17: Percentage Distribution of Degrees Granted by Area of Study, Degree Type, and Gender, Figure 18: Percentage Distribution of Degrees Granted by Gender (Regardless of Area of Study and Degree Type), Figure 19: Percentage Distribution of Degrees Granted by Area of Study, Degree Type, Race/Ethnicity, and International Status, Figure 20: Percentage Distribution of Degrees Granted by Race/Ethnicity and International Status (Regardless of Area of Study and Degree Type), Academic Year Employment, Page 77 Table 24: Graduates Employed by Area of Study and In-State vs. Out-of-State Employment Status, Table 25: Graduates Employed by Area of Study, State, and In-State vs. Out-of- State Employment Status, Table 26: Graduates Employed by Area of Study and Employment Setting, Academic Year Table 27 Graduates Employed by Area of Study, Degree Type and Employment Setting Academic Year Table 28: Graduates Employed by Area of Study, State and Employment Setting, Figure 21: Distribution of Graduates by Area of Study and In-State vs. Out-of-State Employment Status, Time to Completion, Page 119 Table 29: Average Quarters or Semesters Needed to Complete the Program Based on Full-Time Enrollment With a CSD Undergraduate Major by Area of Study and Degree Type, Table 30: Average Quarters or Semesters Needed to Complete the Program Based on Full-Time Enrollment Without a CSD Undergraduate Major by Area of Study and Degree Type, Credit Hours Completed, Page 121 Table 31: Total Credit Hours Required to Complete the Program With a CSD Undergraduate Major by Area of Study and Degree Type, Table 32: Total Credit Hours Required to Complete the Program Without a CSD Undergraduate Major by Area of Study and Degree Type, Student Funding, Page 123 Table 33: Number and Percentage of Students Offered Admission with Funding by Area of Study and Degree Type, Academic Year 15

16 Table 34: Number and Percentage of Students Offered the Following Types of Funding Among Students Offered Admission with Funding by Area of Study and Degree Type, Academic Year Table 35: Number and Percentage of Students Newly Enrolled with Funding by Area of Study and Degree Type, Academic Year Table 36: Number and Percentage of Students Offered the Following Types of Funding Among Students Newly Enrolled with Funding by Area of Study and Degree Type, Academic Year Where Administratively Housed, Page 127 Table 37: Administrative Location of within Institutions by Area of Study, Academic Year 16

17 In Tables 1 7 it is important to note that the number of applications reported does not reflect a 1:1 correspondence with the number of students applying to graduate programs. Data on average number of applications submitted by students is currently not available. Data reported in Tables 1 7 are based on actual program responses and have not been extrapolated to project responses as if a 100% response rate were attained. Where dashes ( ) occur, no data were provided. Tables 4 7 include data on race/ethnicity, gender, and international status. The number of institutions reporting these data is less than in other tables because many institutions indicated they are prohibited from collecting or releasing data on race/ethnicity or gender. International status of students is defined as those students who applied from outside the United States and who have been issued an F1, M1, or J1 Visa by the U.S. Government. Table 1 Applications and Offered Admissions by Area of Study and Degree Type Area of Study Degree Applications Number Approved for Admission Audiology Clinical Doctorate: Entry Level ,249 1,468 Research Doctorate Speech-Language Pathology Speech and Hearing Sciences Master s ,067 11,789 Clinical Doctorate: Post Entry Research Doctorate Master s Research Doctorate Source. HES Graduate Guide Survey,. 17

18 Figure 1 Average Applications per Program by Area of Study and Degree Type AUD SLP AUD SLP SHS Clinical Doctorate: Entry Level Master's Research Doctorate 7.1 Source. HES Graduate Guide Survey,. 18

19 Figure 2 Average Offered Admissions per Program by Area of Study and Degree Type AUD SLP AUD SLP SHS Clinical Doctorate: Entry Level Master's Research Doctorate Source. HES Graduate Guide Survey,. 19

20 Table 2 Applications and Offered Admissions of Clinical Entry-Level and Post Entry-Level by Area of Study, State, and Degree Type Number of Number Approved for Admission Area of Study State Degree Applications Audiology Alabama Clinical Doctorate: Entry Level * Arizona Clinical Doctorate: Entry Level Arkansas Clinical Doctorate: Entry Level California Clinical Doctorate: Entry Level Colorado Clinical Doctorate: Entry Level Connecticut Clinical Doctorate: Entry Level Speech- Language Pathology District of Clinical Doctorate: Entry Level Columbia 1 Florida Clinical Doctorate: Entry Level Idaho Clinical Doctorate: Entry Level Illinois Clinical Doctorate: Entry Level Indiana Clinical Doctorate: Entry Level Iowa Clinical Doctorate: Entry Level Kansas Clinical Doctorate: Entry Level Kentucky Clinical Doctorate: Entry Level Louisiana Clinical Doctorate: Entry Level Maryland Clinical Doctorate: Entry Level Massachusetts Clinical Doctorate: Entry Level Michigan Clinical Doctorate: Entry Level Minnesota Clinical Doctorate: Entry Level Mississippi Clinical Doctorate: Entry Level Missouri Clinical Doctorate: Entry Level Nebraska Clinical Doctorate: Entry Level New Jersey Clinical Doctorate: Entry Level New York Clinical Doctorate: Entry Level North Carolina Clinical Doctorate: Entry Level Ohio Clinical Doctorate: Entry Level Oklahoma Clinical Doctorate: Entry Level Pennsylvania Clinical Doctorate: Entry Level Puerto Rico Clinical Doctorate: Entry Level 1 South Dakota Clinical Doctorate: Entry Level Tennessee Clinical Doctorate: Entry Level Texas Clinical Doctorate: Entry Level Utah Clinical Doctorate: Entry Level Virginia Clinical Doctorate: Entry Level Washington Clinical Doctorate: Entry Level West Virginia Clinical Doctorate: Entry Level Wisconsin Clinical Doctorate: Entry Level Alabama Master s Arizona Master s Arkansas Master s California Master s ,

21 Table 2 Applications and Offered Admissions of Clinical Entry-Level and Post Entry-Level by Area of Study, State, and Degree Type Area of Study State Degree Number of Applications Number Approved for Admission Colorado Master s Connecticut Master s District of Master s Columbia Florida Master s 8 7 2, Clinical Doctorate: Post Entry Georgia Master s Hawaii Master s Idaho Master s Illinois Master s , Indiana Master s Iowa Master s Kansas Master s Kentucky Master s Louisiana Master s Maine Master s 1 Maryland Master s Massachusetts Master s 6 6 2, Michigan Master s 5 5 1, Minnesota Master s Mississippi Master s Missouri Master s Montana Master s Nebraska Master s Nevada Master s New Master s Hampshire 1 New Jersey Master s New Mexico Master s New York Master s ,687 1,610 North Carolina Master s 6 5 1, North Dakota Master s Ohio Master s , Oklahoma Master s Oregon Master s Pennsylvania Master s , Clinical Doctorate: Post Entry Puerto Rico Master s Rhode Island Master s South Carolina Master s South Dakota Master s Tennessee Master s Texas Master s ,

22 Table 2 Applications and Offered Admissions of Clinical Entry-Level and Post Entry-Level by Area of Study, State, and Degree Type Area of Study State Degree Number of Number Approved for Admission Applications Utah Master s Vermont Master s Virginia Master s Washington Master s West Virginia Master s Wisconsin Master s Wyoming Master s Speech and Hearing Sciences District of Columbia Virginia Master s Master s Note: 3 programs provided number of applications, but not number of offered admission. *One program provided number offered admission but indicated data not available for total number of applications received, therefore, the number approved for admission is greater than the number of applications reported Source. HES Graduate Guide Survey,. 22

23 Table 3 Applications and Offered Admissions of Research Doctoral by Area of Study, State, and Degree Type Number Approved for Admission Area of Study State Degree Applications Audiology Alabama Research Doctorate Connecticut Research Doctorate District of Columbia Research Doctorate 1 Illinois Research Doctorate Indiana Research Doctorate Kansas Research Doctorate Massachusetts Research Doctorate New York Research Doctorate Ohio Research Doctorate Oklahoma Research Doctorate Pennsylvania Research Doctorate Tennessee Research Doctorate Texas Research Doctorate Utah Research Doctorate Wisconsin Research Doctorate 1 Speech- Language Pathology Connecticut Research Doctorate District of Columbia Research Doctorate Florida Research Doctorate Georgia Research Doctorate Indiana Research Doctorate Kansas Research Doctorate Louisiana Research Doctorate Massachusetts Research Doctorate Missouri Research Doctorate Nevada Research Doctorate New Jersey Research Doctorate 1 New York Research Doctorate Ohio Research Doctorate Oklahoma Research Doctorate Oregon Research Doctorate Pennsylvania Research Doctorate South Carolina Research Doctorate Tennessee Research Doctorate Texas Research Doctorate Utah Research Doctorate Virginia Research Doctorate Wisconsin Research Doctorate 1 Speech and Hearing Sciences Alabama Research Doctorate Arizona Research Doctorate

24 Table 3 Applications and Offered Admissions of Research Doctoral by Area of Study, State, and Degree Type Area of Study State Degree Number Approved for Admission Applications Arkansas Research Doctorate California Research Doctorate Colorado Research Doctorate Florida Research Doctorate Illinois Research Doctorate Indiana Research Doctorate Iowa Research Doctorate Kansas Research Doctorate Kentucky Research Doctorate Louisiana Research Doctorate Maryland Research Doctorate Massachusetts Research Doctorate Michigan Research Doctorate Minnesota Research Doctorate Missouri Research Doctorate Nebraska Research Doctorate New York Research Doctorate North Carolina Research Doctorate North Dakota Research Doctorate Ohio Research Doctorate South Carolina Research Doctorate Tennessee Research Doctorate Texas Research Doctorate Virginia Research Doctorate Washington Research Doctorate Wisconsin Research Doctorate 1 Source. HES Graduate Guide Survey,. 24

25 Table 4 Applications by Area of Study, Degree Type, and Gender Area of Study Degree Number of Applications Female Male Audiology Clinical Doctorate: Entry Level , % % Research Doctorate % % Total , % % Speech- Language Pathology Speech and Hearing Sciences Master s , % 1, % Clinical Doctorate: Post Entry % % Research Doctorate % % Total , % 1, % Master s Research Doctorate % % Total % % Total Master s , % 1, % Clinical Doctorate: Entry Level , % % Clinical Doctorate: Post Entry % % Research Doctorate % % Total , % 1, % Source. HES Graduate Guide Survey,. 25

26 Figure 3 Percentage Distribution of Applications by Area of Study, Degree Type, and Gender Female Male 100% 80% 14.0% 4.2% 25.6% 7.6% 28.8% 60% 40% 86.0% 95.8% 74.4% 92.4% 71.2% 20% 0% AUD SLP AUD SLP SHS Clinical Doctorate: Entry Level Master's Research Doctorate Source. HES Graduate Guide Survey,. Figure 4 Percentage Distribution of Applications by Gender (Regardless of Area of Study and Degree Type) 5.3% Female Male 94.7% Source. HES Graduate Guide Survey,. 26

27 Table 5 Applications by Area of Study, Degree Type, Race/Ethnicity, and International Status Area of Study Degree Number of Applications Racial/Ethnic Minority White (Non- International) (Non- International) International Audiology Clinical Doctorate: Entry Level , % % % Research Doctorate % 4 4.9% % Total , % % % Speech- Language Pathology Speech and Hearing Sciences Master s , % 2, % % Clinical Doctorate: Post Entry % % % Research Doctorate % % % Total , % 2, % % Master s Research Doctorate % % % Total % % % Total Master s , % 2, % % Clinical Doctorate: Entry Level , % % % Clinical Doctorate: Post Entry % % % Research Doctorate % % % Total , % 3, % % Source. HES Graduate Guide Survey,. 27

28 Figure 5 Percentage Distribution of Applications by Area of Study, Degree Type, Race/Ethnicity, and International Status White (Non-International) Racial/Ethnic Minority (Non-International) International 100% 80% 5.8% 1.7% 11.6% 12.9% 22.0% 4.9% 8.2% 14.2% 32.4% 60% 11.8% 40% 20% 81.3% 86.7% 73.2% 77.6% 55.9% 0% AUD SLP AUD SLP SHS Clinical Doctorate: Entry Level Master's Research Doctorate Source. HES Graduate Guide Survey,. 28

29 Figure 6 Percentage Distribution of Applications by Race/Ethnicity and International Status (Regardless of Area of Study and Degree Type) 2.4% 11.7% White (Non-International) Racial/Ethnic Minority (Non-International) International 85.9% Source. HES Graduate Guide Survey,. 29

30 Table 6 Number Approved for Admission by Area of Study, Degree Type, and Gender Area of Study Degree Number of Number Approved for Admission Female Male Audiology Clinical Doctorate: Entry Level % % Research Doctorate % % Total % % Speech- Language Pathology Speech and Hearing Sciences Master s , % % Clinical Doctorate: Post Entry % % Research Doctorate % % Total , % % Master s Research Doctorate % % Total % % Total Master s , % % Clinical Doctorate: Entry Level % % Clinical Doctorate: Post Entry % % Research Doctorate % % Total , % % Source. HES Graduate Guide Survey,. 30

31 Figure 7 Percentage Distribution of Offered Admissions by Area of Study, Degree Type, and Gender 100% 80% 14.3% 5.1% Female Male 13.6% 13.2% 26.1% 60% 40% 85.7% 94.9% 86.4% 86.8% 73.9% 20% 0% AUD SLP AUD SLP SHS Clinical Doctorate: Entry Level Master's Research Doctorate Source. HES Graduate Guide Survey,. Figure 8 Percentage Distribution of Offered Admissions by Gender (Regardless of Area of Study and Degree Type) 6.5% Female Male 93.5% Source. HES Graduate Guide Survey,. 31

32 Table 7 Number Approved for Admission by Area of Study, Degree Type, and Race/Ethnicity, and International Status Area of Study Degree Number of Number Approved for Admission Racial/Ethnic Minority White (Non- International) (Non- International) International Audiology Clinical Doctorate: Entry Level % % % Research Doctorate % 4 9.1% 1 2.3% Total % % % Speech- Language Pathology Speech and Hearing Sciences Master s , % % % Clinical Doctorate: Post Entry % % 0 0% Research Doctorate % % % Total , % % % Master s Research Doctorate % % % Total % % % Total Master s , % % % Clinical Doctorate: Entry Level % % % Clinical Doctorate: Post Entry % % 0 0% Research Doctorate % % % Total , % 1, % % Source. HES Graduate Guide Survey,. 32

33 Figure 9 Percentage Distribution of Offered Admissions by Area of Study, Degree Type, Race/Ethnicity, and International Status White (Non-International) Racial/Ethnic Minority (Non-International) International 100% 80% 4.7% 1.4% 2.3% 10.0% 11.6% 9.1% 10.5% 18.4% 22.7% 11.4% 60% 40% 85.3% 87.0% 88.6% 71.1% 65.9% 20% 0% AUD SLP AUD SLP SHS Clinical Doctorate: Entry Level Master's Research Doctorate Source. HES Graduate Guide Survey,. 33

34 Figure 10 Percentage Distribution of Offered Admissions by Race/Ethnicity and International Status (Regardless of Area of Study and Degree Type) 2.0% 11.5% White (Non- International) Racial/Ethnic Minority (Non-International) International 86.5% Source. HES Graduate Guide Survey,. 34

35 Tables 8 10 provide information about academic program capacity for admissions. Tables provide information about academic capacity for newly enrolled students and actual enrollments. Some variability across capacity for new admissions occurs according to an academic program s known resources. In some cases, academic programs are able to enroll a larger number of students than anticipated; hence, enrollments may exceed 100% capacity. It is important to note that individuals reflected in the number of newly enrolled data for the current reporting period represent a different cohort of students than those reflected in the applications and admissions in Tables 1 7. Where dashes ( ) occur, no data were provided. States that do not offer a degree program in an area of study or degree type do not appear in the tables. For example, Alaska does not appear in Table 9 as no graduate audiology or speech-language pathology entry-level degree programs exist in that state. Rhode Island does not appear in Table 10 as there are no research doctoral degree programs in audiology or speech-language pathology in that state. Data reported in Tables 8 13 are based upon actual program responses and have not been extrapolated to project responses as if a 100% response rate were attained. Area of Study Degree Table 8 Maximum Student Capacity for Admissions by Area of Study and Degree Type Number of Maximum Student Capacity for Admissions Sum Mean Median Minimum Maximum Audiology Clinical Doctorate: Entry Level Research Doctorate Speech- Language Pathology Speech and Hearing Sciences Master s , Clinical Doctorate: Post Entry Research Doctorate Master s 2 Research Doctorate Source. HES Graduate Guide Survey,. 35