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1、NATIONAL SCIENCE BOARDSCIENCE&ENGINEERING INDICATORS 2024Higher EducationHigher Education in Science and EngineeringNSB-2023-32November 16,2023This publication is part of the 2024 edition of the Science and Engineering Indicators(Indicators)suite of reports.Indicators is prepared under the guidance
2、of the National Science Board by the National Science Foundations National Center for Science and Engineering Statistics.The Indicators suite consists of a summary report called The State of U.S.Science and Engineering,more-detailed thematic reports with supporting data,and a data tool that provides
3、 state-level indicators.National Science Board|Science&Engineering Indicators|NSB-2023-322National Science Board|Science&Engineering Indicators|NSB-2023-323Table of Contents 7Executive Summary 8Introduction 12Institutions in S&E Higher Education 13Minority-Serving Institutions 17Community Colleges 2
4、1For-Profit Institutions 23Geographic Differences 25Online Education 28Trends in S&E Degree Awards 36Characteristics of S&E Degree Recipients 36S&E Degrees by Sex 38S&E Degrees,by Race and Ethnicity 41S&E Higher Education:Cost,Financial Aid,and Debt 44International Students in U.S.S&E Higher Educati
5、on 53International Comparisons of S&E Higher Education 53Educational Attainment 55S&E First University Degrees 58S&E Doctoral Degrees 60S&E Degree Production Intensity 63Conclusion 64Glossary 64Definitions 65Key to Acronyms and Abbreviations 67References 71NotesNational Science Board|Science&Enginee
6、ring Indicators|NSB-2023-324 73Acknowledgments and Citation 73Acknowledgments 73Citation 74Technical Appendix 74Methodology Notes for International Degree Data 76Contact Us 76Report Authors 76NCSESList of Sidebars 59Considerations for International Comparisons of S&E Doctoral Degrees 10Higher Educat
7、ion and COVID-19:Effects on Student Participation,Plans,and Enrollment 8Revisions to Classification of IPEDS Degree Data under the NCSES Taxonomy of DisciplinesList of TablesHED-1Institutions,by control and highest award conferred:202122 12HED-2Total fall enrollment in postsecondary institutions,by
8、institutional control:Selected years,200021 21HED-3Trends in for-profit institution awards,by degree level and field:200021 23HED-4S&E-related degrees awarded,by degree level and field:2012 and 2021 35HED-5S&E degrees awarded to U.S.citizens and permanent residents,by degree level,race,and ethnicity
9、:2012 and 2021 39HED-6First-time,full-time undergraduates awarded financial aid,by type of financial aid and institutional control and level:Academic year 201920 42HED-7Borrowing,debt,repayment,and repayment amount among 201516 bachelors degree recipients who borrowed to pay for undergraduate or gra
10、duate education:2020 43List of FiguresHED-1Minority-serving institutions,by location and type:2021 14HED-2Minority-serving institutions enrollment,by type and level:201516 15HED-3S&E and S&E-related program enrollment,by award level and type of MSI:201516 16HED-4S&E and S&E-related certificates and
11、associates degrees awarded,by institution type:201221 17HED-5Broad field for S&E certificates and associates degrees awarded by community colleges:2021 19National Science Board|Science&Engineering Indicators|NSB-2023-325HED-6Awards earned by 201112 first-time postsecondary students who began postsec
12、ondary education in community colleges,by award level and 201112 field of study:2017 20HED-7Postsecondary institutions,by institutional control:200022 22HED-8Share of bachelors degrees awarded in S&E fields,by state:2021 24HED-9Share of doctoral degrees awarded in S&E fields,by state:2021 25HED-10St
13、udents enrolled in degree-granting postsecondary institutions,by distance education participation and institutional control:Fall 2019 and fall 2020 27HED-11S&E awards conferred,by award level:201221 28HED-12S&E degrees as a percentage of total degrees awarded:2012 and 2021 29HED-13S&E certificates a
14、warded,by field:2012 and 2021 30HED-14S&E undergraduate degrees awarded,by field:2012 and 2021 31HED-15S&E graduate degrees awarded,by field:2012 and 2021 32HED-16S&E-related awards conferred,by award level:201221 34HED-17S&E degrees awarded to women,by field and degree level:2021 36HED-18S&E degree
15、s awarded to women,by field and degree level:2012 and 2021 37HED-19Race and ethnicity of U.S.population ages 2034 and S&E award recipients,by degree level:2021 38HED-20S&E degrees awarded to American Indian or Alaska Native,Black or African American,or Hispanic or Latino students,by degree level:201
16、2 and 2021 41HED-21International students enrolled in coursework at U.S.higher education institutions or on optional practical training,by type of student:201221 44HED-22International S&E students on visas enrolled in U.S.higher education institutions,by level of enrollment:201222 46HED-23Internatio
17、nal S&E graduate students on visas enrolled in U.S.higher education institutions,by level and selected country of origin:201222 47HED-24International S&E masters students on visas enrolled in U.S.higher education institutions,by selected field:201222 48HED-25Internationally mobile students enrolled
18、in tertiary education,by selected country of destination:2016 and 2020 49HED-26Share of S&E degrees awarded to temporary visa holders,by degree level:201221 50HED-27U.S.S&E research doctorate recipients on temporary visas,by selected country or economy of origin:2012 21 51HED-28Educational attainmen
19、t of the 25-to 64-year-old population,by level of education and region,country,or economy:2021 54HED-29S&E first university degrees awarded,by selected country:201120 56HED-30First university degrees awarded,by S&E field and selected country:2020 57HED-31S&E doctoral degrees awarded,by selected coun
20、try:201120 58National Science Board|Science&Engineering Indicators|NSB-2023-326HED-32Doctoral degrees awarded,by S&E field and selected country:2020 59HED-33S&E degrees awarded per 100,000 of the 20-to 34-year-old population,by selected country:201120 61HED-ADegrees awarded,by field,level of degree,
21、and taxonomy:2019 9National Science Board|Science&Engineering Indicators|NSB-2023-327Executive SummaryKey takeaways:U.S.higher education institutions awarded 79,000 certificates,155,000 associates degrees,812,000 bachelors degrees,217,000 masters degrees,and 48,000 doctoral degrees in science and en
22、gineering(S&E)fields in 2021.Overall,S&E degree awards at all levels continued long-term trends of gradual increases during the COVID-19 pandemic,although S&E doctoral degrees decreased from 2020 to 2021.S&E degree awards increased as a share of all certificates,associates degrees,bachelors degrees,
23、and masters degrees awarded between 2012 and 2021.The share of doctoral degrees awarded in S&E fields did not increase but was the highest among award levels at 66%of total doctoral degrees.In 2021,most associates degrees in S&E and S&E-related fields were awarded by community colleges.The most popu
24、lar field of study for these credentials was health professions and related programs.S&E certificates and doctoral degrees awarded by for-profit institutions increased by 58%and 203%,respectively,from 2012 to 2021.In contrast,associates,bachelors,and masters degree awards from for-profit institution
25、s declined by 82%,54%,and 18%,respectively.In 2019,about a third of postsecondary students took at least one distance education course;in 2020,about three-fourths did so,including nearly half of students who were exclusively taking distance education courses,reflecting the need for remote instructio
26、n during the COVID-19 pandemic.Between 2012 and 2021,the percentage of S&E certificates and degrees earned by American Indian or Alaska Native,Black or African American,and Hispanic students collectively increased at every award level.Surpassing pre-COVID pandemic levels,enrollment of international
27、S&E graduate students studying in the United States increased rapidly from about 196,000 in fall 2020 to 308,000 in fall 2022.In 2020,India awarded the most S&E first university degrees(2.5 million),followed by China(2.0 million)and then the United States(900,000).China awarded the highest number of
28、 S&E doctoral degrees(43,000),followed closely by the United States(42,000),which China surpassed in 2019.National Science Board|Science&Engineering Indicators|NSB-2023-328IntroductionIn its Vision 2030,the National Science Board(NSB)noted that talent is one of four elements of science and engineeri
29、ng(S&E)leadership that the United States must maintain if it is to continue leading the world in innovation in 2030(NSB 2020).Building on elementary and secondary education in science,technology,engineering,and mathematics(STEM),higher education in S&E and S&E-related fields is essential to developi
30、ng the talent of U.S.adults and attracting and retaining talent from around the world.This report describes U.S.undergraduate and graduate education in S&E and S&E-related fields of study,including trends in awards over the last decade and international comparisons.Degree data are generally provided
31、 from academic year 201112 to academic year 202021,meaning that this is the first edition of the report to include detailed indicators of U.S.S&E higher education during the COVID-19 pandemic.In this report,S&E fields include the following disciplines,referred to as broad fields of study:agricultura
32、l sciences and natural resources;biological and biomedical sciences;computer and information sciences;engineering;geosciences,atmospheric sciences,and ocean sciences;mathematics and statistics;multidisciplinary and interdisciplinary sciences;physical sciences;psychology;and social sciences.At the do
33、ctoral level only,health sciences are also included in S&E fields of study.S&E-related fields of study include health professions and related programs;homeland security and fire protection;science and mathematics teacher education;technology and technical fields;and other S&E-related fields.For more
34、 information on the definitions of S&E and S&E-related fields and changes in them over time,see sidebar Revisions to Classification of IPEDS Degree Data under the NCSES Taxonomy of Disciplines.SIDEBAR REVISIONS TO CLASSIFICATION OF IPEDS DEGREE DATA UNDER THE NCSES TAXONOMY OF DISCIPLINESRevisions t
35、o Classification of IPEDS Degree Data under the NCSES Taxonomy of DisciplinesFor the first time,this edition of the“Higher Education in Science and Engineering”Indicators report classifies degree data from the Integrated Postsecondary Education Data System(IPEDS)according to the National Center for
36、Science and Engineering Statistics(NCSES)Taxonomy of Disciplines(TOD).The implementation of the TOD means that IPEDS degree data presented in this report are not comparable to the data presented in earlier editions.The TOD was developed to promote uniformity in reporting of academic disciplines acro
37、ss the NCSES data collections.The TOD is closely aligned with the National Center for Education Statistics Classification of Instructional Programs(CIP),which is used in the IPEDS Completions Survey.However,because the NCSES TOD is used for the reporting of different academic discipline concepts(e.g
38、.,degrees,research fields)with different purposes,there are some differences between the TOD and IPEDS CIP structure.The adoption of the TOD with respect to IPEDS data has changed the distribution of degree awards among S&E,non-S&E,and S&E-related fields;the latter of these was not present in the pr
39、ior taxonomy(Figure HED-A).The extent of this change varies considerably by degree level,with the greatest impacts observed at lower degree levels.The S&E share of degrees awarded in 2019 increases from 10%to 14%under the TOD at the associates level and increases from 36%to 38%at the bachelors level
40、.Much of the increase is attributable to the shift of criminal justice and certain interdisciplinary fields from non-S&E to S&E;these fields are far more prevalent at lower degree levels.The shift of public administration degreeswhich are most popular at the masters levelfrom S&E to non-S&E leads to
41、 a small net decrease in the share of S&E masters degrees.Educational psychology and school psychology,which have had their classification changed from education(non-S&E)to psychology(S&E),account for much of the comparatively small increase in S&E degrees at the doctoral level.National Science Boar
42、d|Science&Engineering Indicators|NSB-2023-329Degree level and taxonomyPercentS&ES&E-relatedNon-S&EAssociates degrees:Prior taxonomyAssociates degrees:NCSES TODBachelors degrees:Prior taxonomyBachelors degrees:NCSES TODMasters degrees:Prior taxonomyMasters degrees:NCSES TODDoctoral degrees:Prior taxo
43、nomyDoctoral degrees:NCSES TOD020406080100Figure HED-ADegrees awarded,by field,level of degree,and taxonomy:2019NCSES=National Center for Science and Engineering Statistics;TOD=taxonomy of disciplines.Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid pr
44、ograms.Data are not available for S&E-related fields in the prior taxonomy because this category did not exist in the prior taxonomy.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Prior taxonomy is th
45、e S&E field classification for Integrated Postsecondary Education Data System(IPEDS)degree data in Indicators 2022 and prior reports.NCSES TOD is the S&E field classification used for IPEDS degree data for the first time in Indicators 2024.Source(s):National Center for Science and Engineering Statis
46、tics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsThe new category of S&E-related fields includes health professions,protective services,sci
47、ence and mathematics teacher education,and technology-oriented programs.Degrees in registered nursing are by far the most common S&E-related degrees at the associates,bachelors,and masters levels.A variety of other health-oriented practitioner and technician programs make up much of the remainder of
48、 S&E-related degrees.S&E-related degrees are most frequent at the associates level,where they account for 24%of degrees(Figure HED-A).This is because degrees in other S&E-related technician programs outside of health,such as automotive mechanics,are awarded almost exclusively at the associates level
49、.Doctoral degrees in S&E-related fields are rare;this is largely because health fields are classified as S&E rather than S&E-related fields at the doctoral level.In contrast to lower degree levels,NCSES National Science Board|Science&Engineering Indicators|NSB-2023-3210classifies health doctorates i
50、n the IPEDS degree data as S&E because these fields are more likely to be research oriented rather than practitioner oriented at the doctoral level.Note that in this report,doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,
51、Doctor of Medicine).The report begins by discussing diversity among postsecondary institutions in the United States,including minority-serving institutions(MSIs),community colleges,for-profit institutions,geographic diversity in S&E concentration of academic awards,and online or distance education.T
52、his provides important context for describing 10-year trends in completions of S&E and S&E-related awardsincluding sub-associate certificates as well as associates,bachelors,masters,and research doctoral degreesin the second section.The third section examines the demographic characteristics of S&E a
53、nd S&E-related awardees,including sex,race and ethnicity,and citizenship.The fourth section of the report compares U.S.postsecondary educational attainment and S&E degree production with those of other countries,with new content on S&E degree production intensity that takes into account differences
54、in countries population size.Selected aspects of students experiences related to the COVID-19 pandemic are discussed in the sidebar Higher Education and COVID-19:Effects on Student Participation,Plans,and Enrollment.Information concerning U.S.higher education in S&E fields is also available in other
55、 Indicators reports.The Indicators 2024 report“2024 Elementary and Secondary STEM Education”describes STEM education that precedes higher education and students transitions from secondary to postsecondary education.The Indicators 2024 report“2024 Academic Research and Development”provides more detai
56、l on graduate education,including financial support of S&E graduate students and postdocs.The Indicators 2024 report“2024 The STEM Labor Force:Scientists,Engineers,and Skilled Technical Workers”addresses the employment patterns and career outcomes of individuals with various levels of education in S
57、&E and S&E-related fields.Science and Engineering Indicators State Indicators provides information on many of these topics within U.S.states(NSB 2022c).SIDEBAR HIGHER EDUCATION AND COVID-19:EFFECTS ON STUDENT PARTICIPATION,PLANS,AND ENROLLMENTHigher Education and COVID-19:Effects on Student Particip
58、ation,Plans,and EnrollmentIn 2020,the COVID-19 pandemic disrupted education at all levels throughout the United States,and researchers are beginning to understand its short-and longer-term impacts on students learning and educational progress.In spring 2020,most undergraduates(87%)reported that they
59、 had experienced disruptions and changes in their enrollment as a result of the pandemic(Cameron et al.2021).In particular,84%of students reported that some or all of their in-person classes moved to online-only instruction,4%reported that they withdrew from their institutions,and another 4%took a l
60、eave of absence in response to pandemic disruptions.The pandemic also affected potential students,including postbaccalaureate students.In its summer 2020 interviews of 201516 bachelors degree recipients,the Baccalaureate and Beyond Longitudinal Study(B&B:16/20)follow-up survey asked these college gr
61、aduates about the effects of the pandemic on their participation in postsecondary education.Compared to all 201516 bachelors degree recipients,lower shares of science,technology,engineering,and mathematics(STEM)degree recipients reported that they had either delayed or pursued additional education o
62、r training because of the pandemic.Whereas 13%of all bachelors degree recipients reported that they delayed enrolling in additional education or training due to the pandemic,9%of STEM degree recipients delayed enrolling(Thomsen et al.2022).Among all bachelors degree recipients,14%pursued additional
63、education or training because of the pandemic,compared with 12%of STEM degree recipients.National Science Board|Science&Engineering Indicators|NSB-2023-3211Despite many institutions and students returning to in-person instruction and the reduction in illness achieved through vaccination and other me
64、asures,the pandemic has continued to affect postsecondary enrollment,student learning and well-being,institutional finances,and workforce development.Data on spring enrollment in postsecondary education from the National Student Clearinghouse Research Center(NSCRC)indicate that total postsecondary e
65、nrollment fell 4.0%(685,000 students)from spring 2021 to spring 2022(NSCRC Current Term Enrollment Estimates 2022:Table 1).This represents an additional decline beyond the 3.5%decrease observed between spring 2020 and spring 2021.Undergraduate enrollment dropped 4.7%between spring 2021 and spring 20
66、22 on top of a 4.9%loss between spring 2020 and spring 2021.In all,there were nearly 1.4 million fewer undergraduates in 2022 than there had been before the pandemic,a 9.4%decline(NSCRC Current Term Enrollment Estimates 2022:Table 2).Community colleges enrollment fell by 7.8%(or 351,000 students)bet
67、ween 2021 and 2022,and these institutions have now lost over 827,000 students since spring 2020(NSCRC Current Term Enrollment Estimates 2022:Table 2).The California Community Colleges system alone lost nearly 300,000 students over this period,with the largest enrollment reductions among Black and Hi
68、spanic students(Bulman and Fairlie 2022).National Science Board|Science&Engineering Indicators|NSB-2023-3212Institutions in S&E Higher EducationA variety of institutions provide the education necessary to maintain and enhance the U.S.S&E enterprise.Different types of institutions offer access to S&E
69、 education for students with varying resources and needs.Open access institutions that offer certificates and degrees below the bachelors degree are more available to students with limited financial resources or limited geographic mobility due to family obligations,for example.Four-year institutions
70、 include small,liberal arts colleges,which are largely private,nonprofit institutions;broad access public and for-profit universities focused largely on teaching;and selective public and private nonprofit universities that have significant research activity as well as teaching.Moreover,these institu
71、tions are interdependent:community colleges train the skilled technical workforce(STW)people who work in occupations that require specific STEM knowledge and skills but do not require a bachelors degreeand research careers begin in these institutions as well.Research universities train community col
72、lege faculty as well as the scientists and engineers who develop technologies used by skilled technical workers.In academic year 202122,about 6,000 U.S.institutions conferred postsecondary education awards,including certificates and associates,bachelors,masters,and doctoral degrees(Table HED-1).1 In
73、 addition to the level of awards they confer,institutions vary by control(e.g.,whether they are public or private entities and,among private institutions,whether they are for-profit or nonprofit).About a third of all institutions offered awards that required less than 2 years to complete but were no
74、t degrees,and most of these(1,600 out of 2,000)were for-profit institutions.In contrast,60%of doctoral institutions were private nonprofit.Table HED-1Institutions,by control and highest award conferred:202122(Number)Highest award conferred All institutions Public Private nonprofit Private for profit
75、All institutions6,0451,9741,7922,279Certificates1,9853031151,567Associates degrees1,31185085376Bachelors degrees687229321137Masters degrees836168534134Doctoral degrees1,22642473765Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates i
76、nclude only awards of less than 2 academic years below the associates degree level.Control refers to whether an institution is operated by publicly elected or appointed officials(public control)or by privately elected or appointed officials and derives its major source of funds from private sources(
77、private control).Source(s):National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Institutional Characteristics Survey.Science and Engineering IndicatorsInstitutions contributions to S&E and S&E-related knowledge and skill development vary by level and control
78、.Training that leads to employment in the STW,which includes education in both S&E and S&E-related fields,is usually available at certificate-and associates-level institutions.Doctoral-level institutions train scientists and college and university faculty to lead S&E and S&E-related research and to
79、teach undergraduates and graduate students.These institutions also provide infrastructure for research and development(R&D)by faculty and students.Associates-,bachelors-,and masters-level institutions train students for specific occupations,educate them in the S&E disciplines and research methods ne
80、cessary for careers in S&E research and teaching at the elementary and secondary levels,and also conduct and support original R&D.S&E degree holders find employment across all sectors of the economy,with most individuals with an S&E bachelors degree or higher working at for-profit businesses(see for
81、thcoming Indicators 2024 report“2024 The STEM Labor Force:Scientists,Engineers,and Skilled Technical Workers”).National Science Board|Science&Engineering Indicators|NSB-2023-3213Minority-Serving InstitutionsRelative to all postsecondary institutions,MSIs serve larger proportions of students from spe
82、cific racial and ethnic groups.2 The 35 American Indian tribally controlled colleges and universities(TCCUs)and 100 historically Black colleges and universities(HBCUs)extant in 2021 were defined as such by the Higher Education Act based on the populations of students they have served since their fou
83、nding(Table SHED-1).Other types of MSIsincluding Alaska Native and Native Hawaiianserving institutions(ANNHSIs,16 institutions),Asian American and Native American Pacific Islanderserving institutions(AANAPISIs,191 institutions),Hispanic-serving institutions(HSIs,516 institutions),Native Americanserv
84、ing nontribal institutions(NASNTIs,30 institutions),and predominantly Black institutions(PBIs,64 institutions)are defined by the racial and ethnic distribution of their students;designation as one of these institutions can vary from year to year,depending on enrollment.3 In 2021,there were 811 MSI i
85、nstitutions in the United States,139 of which had more than one MSI designation.All ANNHSIs,for example,have at least one other MSI designation as well.In 2021,half of HBCUs were public institutions,and at least two-thirds of the institutions in each of the other MSI categories were also public;the
86、remainder were private nonprofit.None of the MSIs in these categories grant only certificates,but all MSI categories had institutions at the associates level or above,with the exception of TCCUs,which had no doctoral institution.Reflecting the geographic distribution of the racial and ethnic groups
87、they serve,different categories of MSIs cluster in different areas of the country(Figure HED-1).HBCUs and PBIs,for example,cluster in Southeastern states;NASNTIs tend to be in Oklahoma and the Southwest;and TCCUs are found largely in the upper Midwest and northern Plains states.National Science Boar
88、d|Science&Engineering Indicators|NSB-2023-3214Figure HED-1Minority-serving institutions,by location and type:2021AANAPISI=Asian American and Native American Pacific Islanderserving institution,ANNHSI=Alaska Native and Native Hawaiianserving institution,HBCU=historically Black college or university,H
89、SI=Hispanic-serving institution,MSI=minority-serving institution,NASNTI=Native Americanserving nontribal institution,PBI=predominantly Black institution,TCCU=tribally controlled college or university.Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid pro
90、grams.The detailed data of MSIs by location and type are available at https:/ncses.nsf.gov/pubs/nsb202332/assets/institutions-in-s-e-higher-education/figures/nsb202332-fighed-001.xlsx.Source(s):National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Institution
91、al Characteristics component,and FY 2022 Title III and Title V institutions designated eligible for the waiver of the nonfederal share matching requirements.Available athttps:/www2.ed.gov/about/offices/list/ope/idues/eligibility.html#el-inst.Accessed 5 December 2022.Science and Engineering Indicator
92、sIn academic year 201516,about 5,400,000 undergraduates,30%of all undergraduates,were enrolled at MSIs(Figure HED-2;Table SHED-2).At the graduate level,about 550,000 students were enrolled at MSIs,accounting for 19%of all graduate students.Among MSIs,HSIs enrolled the most students,16%of all undergr
93、aduates and 10%of graduate students.4 Institutions serving indigenous studentsANNHSIs,NASNTIs,and TCCUsserved the fewest.The percentage of students enrolled at MSIs differed by award level.About 21%of students in certificate programs were enrolled at an MSI,as were 43%of associates degree seekers,21
94、%of students in a bachelors degree program,20%of masters degree students,and 14%of doctoral degree students(Table SHED-2).National Science Board|Science&Engineering Indicators|NSB-2023-3215LevelPercentAANAPISIHSIHBCU and PBIANNHSI,NASNTI,TCCUMultiple MSINon-MSIUndergraduateGraduate0070809
95、0100Figure HED-2Minority-serving institutions enrollment,by type and level:201516AANAPISI=Asian American and Native American Pacific Islanderserving institution,ANNHSI=Alaska Native and Native Hawaiianserving institution,HBCU=historically Black college or university,HSI=Hispanic-serving institution,
96、MSI=minority-serving institution,NASNTI=Native Americanserving nontribal institution,PBI=predominantly Black institution,TCCU=tribally controlled college or university.Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Source(s):National Center
97、for Education Statistics,201516 National Postsecondary Student Aid Study(NPSAS:16).Science and Engineering IndicatorsAmong undergraduates who were enrolled in degree programs,43%of students in all institutions and 40%of those in an MSI were majoring in S&E and S&E-related fields.5 The percentage of
98、MSI undergraduates who majored in S&E and S&E-related fields ranged from 37%at HSIs to 47%of students enrolled in AANAPISIs.At the graduate level,43%of both MSI and all students were enrolled in S&E or S&E-related fields.Among types of MSIs,the percentage of graduate students enrolled in S&E or S&E-
99、related fields ranged from 13%at institutions serving indigenous students to 45%at AANAPISIs.The percentage of students who were pursuing a degree in S&E or S&E-related fields differed by award level and MSI type.For example,61%of bachelors degree students at AANAPISIs majored in S&E or S&E-related
100、fields,compared with 51%or less among bachelors degree students in other MSI types(Figure HED-3).Among doctoral students,30%of those at HBCUs and PBIs were enrolled in S&E or S&E-related fields,compared with 55%of students at AANAPISIs and 69%of those at HSIs.National Science Board|Science&Engineeri
101、ng Indicators|NSB-2023-3216Award levelPercentUndergraduateAANAPISIHSIHBCU and PBIANNHSI,NASNTI,and TCCUMultiple MSINon-MSIAll award levelsCertificateAssociates degreeBachelors degree020406080Award levelPercentGraduateAANAPISIHSIHBCU and PBIANNHSI,NASNTI,and TCCUMultiple MSINon-MSIAll award levelsMas
102、ters degreeDoctoral degree020406080Figure HED-3S&E and S&E-related program enrollment,by award level and type of MSI:201516National Science Board|Science&Engineering Indicators|NSB-2023-3217YearNumberS&E awardsCertificates:All institutionsCertificates:Community collegesAssociates degrees:All institu
103、tionsAssociates degrees:Community colleges2000021050,000100,000150,000200,000AANAPISI=Asian American and Native American Pacific Islanderserving institution;ANNHSI=Alaska Native and Native Hawaiianserving institution;HBCU=historically Black college or university;HSI=
104、Hispanic-serving institution;MSI=minority-serving institution;NASNTI=Native Americanserving nontribal institution;PBI=predominantly Black institution;TCCU=tribally controlled college or university.Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid progra
105、ms.Data for ANNHSI,NASNTI,and TCCU at the doctoral level are suppressed for reasons of confidentiality and/or reliability.Source(s):National Center for Education Statistics,201516 National Postsecondary Student Aid Study(NPSAS:16).Science and Engineering IndicatorsCommunity CollegesCommunity college
106、s are public colleges that offer certificate and associates degree programs that require 2 years or less to complete.6 They specialize in providing relatively affordable programs of study,including those in S&E and S&E-related fields.Certificates and associates degrees are common forms of preparatio
107、n for S&E-related occupations in the STEM workforce(see Indicators 2022 report“The STEM Labor Force of Today:Scientists,Engineers,and Skilled Technical Workers”section“Education and Training of Workers in STEM”).Community colleges awarded 50%of the S&E certificates and 76%of the S&E associates degre
108、es conferred in 2021(Figure HED-4).Community colleges also awarded 48%of S&E-related certificatesand 55%of S&E-related associates degrees.From 2012 to 2021,the number of certificates and associates degrees awarded by community colleges increased in S&E fields but decreased in S&E-related fields.Figu
109、re HED-4S&E and S&E-related certificates and associates degrees awarded,by institution type:201221National Science Board|Science&Engineering Indicators|NSB-2023-3218YearNumberS&E-related awardsCertificates:All institutionsCertificates:Community collegesAssociates degrees:All institutionsAssociates d
110、egrees:Community colleges20000210200,000400,000600,000800,000Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Sou
111、rce(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsThe most popular broad S&E or S&E
112、-related field of study for both certificates and associates degrees awarded by community colleges was health professions and related programs,an S&E-related field(Figure HED-5).Among S&E fields,community colleges awarded the largest number of certificates in computer and information sciences and th
113、e largest number of associates degrees in social sciences.National Science Board|Science&Engineering Indicators|NSB-2023-3219FieldNumberS&E fieldsCertificatesAssociates degreesAgricultural sciences and natural resourcesBiological and biomedical sciencesComputer and information sciencesEngineeringMat
114、hematics and statisticsMultidisciplinary and interdisciplinary sciencesPhysical sciencesPsychologySocial sciences05,00010,00015,00020,00025,00030,00035,000FieldNumberS&E-related fieldsCertificatesAssociates degreesHealth professions and related programsHomeland security and fire protectionTechnology
115、 and technical fieldsOther S&E-related fields020,00040,00060,00080,000100,000120,000Figure HED-5Broad field for S&E certificates and associates degrees awarded by community colleges:2021National Science Board|Science&Engineering Indicators|NSB-2023-3220Field(201112)PercentCertificateAssociates degre
116、eBachelors degreeAll fieldsHealth and medicineOther fields0510152025Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Source(s):National Center for
117、 Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsIn addition to offering certificates and associates degrees
118、,community colleges can be the first stop on the road to a bachelors or higher degree(Foley,Milan,and Hamrick 2020).Among students who began postsecondary education in science,engineering,and mathematics fields at a community college in academic year 201112,12%had earned a bachelors degree within 6
119、years(i.e.,by 2017)(Figure HED-6).7 In addition,19%of community college students who had declared majors in psychology and other social sciences earned a bachelors degree within 6 years.Among 201516 bachelors degree recipients in S&E fields,about a quarter had begun postsecondary education at a comm
120、unity college,as had about a third of degree recipients in health and medicine(Table SHED-5).Figure HED-6Awards earned by 201112 first-time postsecondary students who began postsecondary education in community colleges,by award level and 201112 field of study:2017Note(s):Data are based on institutio
121、ns eligible to participate in Title IV federal financial aid programs.Field is the major field of study that students declared in academic year 201112,their first year of postsecondary education.Attainment categories are mutually exclusive and represent the highest credential earned as of 2017.Sourc
122、e(s):National Center for Education Statistics,2012/17 Beginning Postsecondary Students Longitudinal Study(BPS:12/17).Science and Engineering IndicatorsNational Science Board|Science&Engineering Indicators|NSB-2023-3221Education at the associates degree level,predominantly offered by community colleg
123、es,also plays a role in the preparation of S&E doctorate recipients.Among individuals who earned doctorates in S&E fields between 2017 and 2021,6%had previously earned associates degrees,including 12%of doctorate recipients in health sciences(Table SHED-6).Within some racial and ethnic groups,obtain
124、ing an associates degree was more common:17%of American Indian or Alaska Native doctorate recipients,10%of Black or African American doctorate recipients,and 10%of Hispanic doctorate recipients had previously earned an associates degree.For-Profit InstitutionsSince the advent of the Servicemens Read
125、justment Act of 1944(GI Bill),enrollment in for-profit institutions has fluctuated considerably both in the number of students and as a percentage of all postsecondary enrollment,largely due to changes in federal financial aid regulations(Whitman 2018).Most recently,enrollment in for-profit institut
126、ions grew between 2000 and 2010 and then declined through 2018(Table HED-2).In the early 2000s,regulations permitted for-profit institutions to realize more revenue from federal financial aid,including Pell Grants and federal student loans.The number of for-profit institutions increased,rising from
127、2,463 in 200203 to 3,533 in 201213(Figure HED-7),and more financially needy students enrolled in these institutions(Deming,Goldin and Katz 2013;Fry and Cilluffo 2019).Between 2009 and 2015,the U.S.Department of Education proposed and implemented regulations that prevented institutions from participa
128、ting in federal financial aid programs if too few of their graduates earned incomes sufficient to repay their loans(TICAS 2019).At least in part due to such regulations,the number of for-profit postsecondary institutions declined to 2,279 in 202122,and enrollment in for-profit institutions declined
129、from 2.4 million to 1.3 million students between 2010 and 2021(Table HED-2).At the certificate level,for-profit institutions made up 79%of U.S.institutions in 202122(Table HED-1).Table HED-2Total fall enrollment in postsecondary institutions,by institutional control:Selected years,200021(Number and
130、percent change)YearPublicPrivate nonprofitPrivate for profitNumberPercent changeNumberPercent changeNumberPercent change200011,891,4503,137,108672,851200212,883,0718.33,299,0945.2852,86226.8200413,081,3581.53,440,5594.31,188,88139.4200613,281,6641.53,543,4553.01,380,35516.1200814,092,1096.13,684,723
131、4.01,797,56330.2201015,280,2738.43,881,9065.42,425,94535.0201214,996,482-1.93,975,5422.42,175,031-10.3201414,765,873-1.54,015,0941.01,882,497-13.4201614,692,988-0.54,095,8152.01,435,266-23.8201814,639,681-0.44,147,6041.31,221,149-14.9202013,974,219-4.54,113,506-0.81,268,0863.8202113,655,528-2.34,126
132、,2890.31,254,795-1.0Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Control refers to whether an institution is operated by publicly elected or appointed officials(public control)or by privately elected or appointed officials and derives its
133、major source of funds from private sources(private control).Source(s):National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS)Spring 2001Spring 2021,Fall Enrollment Survey.Science and Engineering IndicatorsNational Science Board|Science&Engineering Indicators|NS
134、B-2023-3222Academic yearNumberPublicPrivate nonprofitPrivate for profit200000320030420040520050620060720070820080920090000212201,0002,0003,0004,000Figure HED-7Postsecondary institutions,by institutional control:200022Note(s
135、):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Institutional control refers to whether an institution is operated by publicly elected or appointed officials(public control)or by privately elected or appointed officials and derives its major source
136、 of funds from private sources(private control).Source(s):National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Institutional Characteristics Survey.Science and Engineering IndicatorsWith the exception of certificates in S&E fields,the number of postsecondary
137、 awards conferred by for-profit institutions in S&E and S&E-related fields rose dramatically from 2000 through 2012(Table HED-3).From 2012 through 2021,however,total awards conferred by for-profit institutions dropped precipitously,including a 48%decrease in S&E awards and a 36%decrease in S&E-relat
138、ed awards.Trends during this period differed between award levels and between S&E and S&E-related fields.In S&E fields,certificate and doctoral degree awards by for-profit institutions increased.In contrast,they declined in associates,bachelors,and masters degree awards during this time.In S&E-relat
139、ed fields,certificate and associates degree awards decreased,while degree awards at the bachelors and masters degree levels increased.For-profit institutions awarded no doctoral degrees in S&E-related fields through 2012 and awarded 24 doctoral degrees in 2021;however,doctoral degrees in S&E-related
140、 fields are relatively uncommon,making up about 1%of all doctoral degrees in each year from 2012 through 2021(Table SHED-14).National Science Board|Science&Engineering Indicators|NSB-2023-3223Table HED-3Trends in for-profit institution awards,by degree level and field:200021(Number and percent)Degre
141、e level and field200020122021Change 200012Change 201221Number PercentNumberPercentTotal340,259852,463521,115512,204150.5-331,348-38.9S&E40,48078,27440,75437,79493.4-37,520-47.9Certificate24,3777,71512,168-16,662-68.44,45357.7Associates degree10,42132,5135,81622,092212.0-26,697-82.1Bachelors degree4,
142、00227,84012,66923,838595.7-15,171-54.5Masters degree1,3299,4277,7408,098609.3-1,687-17.9Doctoral degree3517792,361428121.91,582203.1S&E-related154,831405,984258,152251,153162.2-147,832-36.4Certificate120,971282,188150,361161,217133.3-131,827-46.7Associates degree30,00489,17240,47459,168197.2-48,698-
143、54.6Bachelors degree2,89423,12642,35220,232699.119,22683.1Masters degree96211,49824,94110,5361,095.213,443116.9Doctoral degree00240NA24NANon-S&E144,948368,205222,209223,257154.0-145,996-39.7Certificate91,062136,361109,25445,29949.7-27,107-19.9Associates degree31,79987,85222,73556,053176.3-65,117-74.
144、1Bachelors degree13,33182,63649,04569,305519.9-33,591-40.6Masters degree8,50759,06938,59750,562594.4-20,472-34.7Doctoral degree2492,2872,5782,038818.529112.7NA=not available.Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include
145、 only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tab
146、ulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsGeographic DifferencesPolicymakers and others have expressed concern over geographic inequities across the
147、 United States in access to high-quality S&E education and careers(NSB 2020;NSF/EHR 2020).Higher education institutions vary in the percentage of degrees they award that are in S&E fields,and this variation is apparent at the state level.8 States with the greatest share of bachelors degrees awarded
148、in S&E fieldsfor example,Maryland(52%),Vermont(51%),District of Columbia(50%),California(49%),Oregon(49%),Washington(48%),and Massachusetts(46%)were primarily on the West Coast and in the northeastern United States,with the exception of Wyoming(51%)(Figure HED-8).States with lower shares of bachelor
149、s degrees awarded in S&E fields were generally located in the middle and southeastern regions of the country,although the western states of Arizona(25%)and Utah(27%)had the lowest shares.National Science Board|Science&Engineering Indicators|NSB-2023-32240%31%31%36%36%41%41%46%46+%Figure HED-8Share o
150、f bachelors degrees awarded in S&E fields,by state:2021Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,I
151、ntegrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsAt the doctoral level,several states produced considerably higher concentrations of S&E degrees than were observed at the bachelors level.Alaska,which had the highest sh
152、are of doctoral degrees awarded in S&E fields of any state(93%),awards a much smaller total number of doctoral degrees than most states and awards a comparatively high proportion of degrees in geosciences,atmospheric sciences,and ocean sciences(Figure HED-9).Several other states with high percentage
153、s of S&E doctoral degrees are also in the WestWashington(82%),Wyoming(82%),Nevada(81%)and several northeastern states also awarded high percentages of doctorates in S&E fields:Vermont(82%),Massachusetts(80%),and Rhode Island(77%).In three states,institutions awarded 50%or less of all doctoral degree
154、s in S&E fields:Kentucky(42%),Maine(43%),and Minnesota(50%).National Science Board|Science&Engineering Indicators|NSB-2023-32250%51%51%61%61%71%71%81%81+%Figure HED-9Share of doctoral degrees awarded in S&E fields,by state:2021Note(s):Data are based on institutions eligible to participate in Title I
155、V federal financial aid programs.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Edu
156、cation Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsOnline EducationEven before the COVID-19 pandemic,online coursetaking increased through the early 21st century.For many students for example,those who
157、 commute significant distances to attend classes or who balance postsecondary education with work or family responsibilitiesonline courses can reduce the cost of commuting in terms of time as well as of financial resources(NCES 2021b;Travers 2020).As Web-based technology advanced the quality of onli
158、ne interaction,broadband Internet access became more available,and the cost of the necessary electronic devices diminished,the percentages of postsecondary students who took at least one online course increased(NCES 2021b).The percentage of students who enrolled in online education,whether individua
159、l courses or programs,differed by award level and field of study.In 201516,online classes were generally more popular among masters degree students than among certificate,associates,bachelors,or doctoral degree students.Forty-six percent of science,engineering,and mathematics,55%of psychology and ot
160、her social sciences,and 60%of health and medicine masters degree students National Science Board|Science&Engineering Indicators|NSB-2023-3226took an online class(Table SHED-8).Fewer doctoral students took an online course:13%in science,engineering,and mathematics programs;31%in psychology and other
161、social sciences programs;and 42%in health and medicine programs.From 2012 to 2016,the share of students who took an online course increased at every level from certificate to doctoral students and in nearly all fields.9Compared with the percentage of students who took at least one online course,fewe
162、r students enrolled in postsecondary programs that were entirely online.10 Online programs were more common among masters degree students than among students at other degree levels.11 Thirty-six percent of masters degree students in psychology and other social sciences,as well as in health and medic
163、ine,were enrolled in online programs(Table SHED-9).Among doctoral students,larger percentages of those in psychology and other social sciences(24%)and in health and medicine(27%)were enrolled in online programs than students in science,engineering,and mathematics fields(5%).The percentage of doctora
164、l students in science,engineering,and mathematics fields who were enrolled in online programs increased from 2%in 2012 to 5%in 2016.In response to the COVID-19 pandemic,public health measures required institutions to limit in-person instruction;as a consequence,participation in online postsecondary
165、education accelerated dramatically between fall 2019 and fall 2020.12 In 2019,about a third of postsecondary students took at least one distance education course;in 2020,this share increased to about three-fourths(Figure HED-10).The percentage of students who took only distance education courses mor
166、e than doubled between 2019 and 2020,increasing from 18%to 45%.The increase in distance education participation between 2019 and 2020 differed by institution control,with greater increases for private nonprofit and public institutions relative to for-profit institutions,though for-profit institution
167、s continued to have a substantially higher percentage of students taking distance education courses.For-profit institutions began offering more online instruction in the late 1990s and continuing through the 2000s and 2010s(Howarth and Stifler 2019;Whitman 2018).Consequently,the percentage of studen
168、ts in for-profit institutions who took only distance education courses increased from 63%in 2019 to 67%in 2020,a difference of 4 percentage points(Figure HED-10).In contrast,the percentage of students in private nonprofit institutions who took only distance education courses increased from 21%to 39%
169、;among students in public institutions,the percentage increased from 13%to 46%.National Science Board|Science&Engineering Indicators|NSB-2023-3227Institutional control and yearPercentNo distance education coursesAt least one,but not all,of students coursesExclusively distance education coursesAll in
170、stitutions:2019All institutions:2020Public:2019Public:2020Private nonprofit:2019Private nonprofit:2020Private for profit:2019Private for profit:2020020406080100Figure HED-10Students enrolled in degree-granting postsecondary institutions,by distance education participation and institutional control:F
171、all 2019 and fall 2020Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Source(s):National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Fall Enrollment Survey.Science and Engineering IndicatorsNational S
172、cience Board|Science&Engineering Indicators|NSB-2023-3228YearNumberCertificatesAssociates degreesBachelors degreesMasters degreesDoctoral degrees200002101,000,000250,000500,000750,000Trends in S&E Degree AwardsBetween 2012 and 2021,the number of S&E awards conferred
173、by U.S.postsecondary institutions increased at all levels(Figure HED-11).Proportionally,the greatest increase occurred at the certificate level:the number of S&E certificates awarded doubled from 39,000 in 2012 to 79,000 in 2021.The number of S&E associates degrees awarded increased by 31%,S&E bache
174、lors degrees increased by 29%,S&E masters degrees increased by 41%,and S&E doctoral degrees increased the least,by 17%.As discussed below,growth in engineering and computer and information sciences degrees accounted for much of the increase in total S&E degrees awarded at most levels.Figure HED-11S&
175、E awards conferred,by award level:201221Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree
176、 programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey
177、,provisional release data.Science and Engineering IndicatorsThe increase in the number of S&E certificate and degree awards reflects not only a growing population of postsecondary students but also an increasing share of postsecondary awards in S&E fields of study.The share of certificates awarded i
178、n S&E fields increased at the highest rate among all award levels,doubling from 4%of all certificates awarded in 2012 to 8%in 2021(Figure HED-12).The share of awards in S&E fields at the associates,bachelors,and masters degree levels also increased but to a much lesser degree.Although the percentage
179、 of S&E doctorates did not increase,it remained the highest at 66%.National Science Board|Science&Engineering Indicators|NSB-2023-3229Degree levelPercent20122021CertificatesAssociates degreesBachelors degreesMasters degreesDoctoral degrees0070Figure HED-12S&E degrees as a percentage of to
180、tal degrees awarded:2012 and 2021Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree progra
181、ms only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provis
182、ional release data.Science and Engineering IndicatorsAt the certificate level,the most popular S&E field among award recipients in both 2012 and 2021 was computer and information sciences.In 2012,students earned 23,000 certificates in computer and information sciences,followed by agricultural scienc
183、es and natural sciences(7,000 certificates)and social sciences(6,100 certificates)(Figure HED-13).By 2021,the number of certificates in these fields had grown but did so at different rates;the number of certificates in computer and information sciences more than doubled to 47,000 certificates,wherea
184、s agricultural sciences and natural resources certificates increased by 48%,and social sciences certificates increased by 65%.National Science Board|Science&Engineering Indicators|NSB-2023-3230FieldNumber20122021Agricultural sciences and natural resourcesBiological and biomedical sciencesComputer an
185、d information sciencesEngineeringMathematics and statisticsMultidisciplinary and interdisciplinary sciencesPhysical sciencesPsychologySocial sciences010,00020,00030,00040,00050,000Figure HED-13S&E certificates awarded,by field:2012 and 2021Note(s):Data are based on institutions eligible to participa
186、te in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postseco
187、ndary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsComputer and information sciences and the social sciences were also the most common S&E fields for associates degree awards in both 2012 and 2021,although the number of associates degrees
188、 awarded in computer and information sciences declined during this period(Figure HED-14).Similarly,in 2021,the most popular S&E field at the bachelors degree level remained the social sciences,although the number of awards had decreased since 2012.The decline in social sciences bachelors degrees sta
189、nds out because the number of bachelors degrees increased in all other S&E fields during this time.The number of computer and information sciences bachelors degrees more than doubled over the decade,from 48,000 to 105,000.National Science Board|Science&Engineering Indicators|NSB-2023-3231FieldNumber
190、Associates degrees20122021Agricultural sciences and natural resourcesBiological and biomedical sciencesComputer and information sciencesEngineeringMathematics and statisticsMultidisciplinary and interdisciplinary sciencesPhysical sciencesPsychologySocial sciences010,00020,00030,00040,00050,000FieldN
191、umberBachelors degrees20122021Agricultural sciences and natural resourcesBiological and biomedical sciencesComputer and information sciencesEngineeringMathematics and statisticsMultidisciplinary and interdisciplinary sciencesPhysical sciencesPsychologySocial sciences0100,000200,00050,000150,000Figur
192、e HED-14S&E undergraduate degrees awarded,by field:2012 and 2021National Science Board|Science&Engineering Indicators|NSB-2023-3232FieldNumberMasters degrees20122021Agricultural sciences and natural resourcesBiological and biomedical sciencesComputer and information sciencesEngineeringMathematics an
193、d statisticsMultidisciplinary and interdisciplinary sciencesPhysical sciencesPsychologySocial sciences010,00020,00030,00040,00050,00060,000Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Source(s):National Center for Science and Engineering S
194、tatistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsEngineering is among the most popular S&E fields for advanced degree recipients.The m
195、ost popular S&E field among 2012 masters degree recipients was engineering,but greater growth in computer and information sciences masters degrees meant that this field had become the most prevalent S&E field among masters degree recipients by 2021(Figure HED-15).In contrast,relatively few doctoral
196、degree recipients had studied computer and information sciences.Instead,the largest number of doctoral degree recipients in 2021 had studied engineering,followed by health sciences and then biological and biomedical sciences.Figure HED-15S&E graduate degrees awarded,by field:2012 and 2021National Sc
197、ience Board|Science&Engineering Indicators|NSB-2023-3233FieldNumberDoctoral degrees20122021Agricultural sciences and natural resourcesBiological and biomedical sciencesComputer and information sciencesEngineeringHealth sciencesMathematics and statisticsMultidisciplinary and interdisciplinary science
198、sPhysical sciencesPsychologySocial sciences02,0004,0006,0008,00010,00012,000Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral progr
199、ams(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsI
200、n contrast with the growth in S&E awards at all levels between 2012 and 2021,the trend in the number of S&E-related awards differed by award level(Figure HED-16).The number of S&E-related certificates and associates degrees awarded decreased between 2012 and 2021,while the number of bachelors and ma
201、sters degrees increased.The number of S&E-related doctoral degrees,which are comparatively rare,fluctuated with little long-term change.National Science Board|Science&Engineering Indicators|NSB-2023-3234YearNumberCertificatesAssociates degreesBachelors degreesMasters degreesDoctoral degrees201220132
202、0002020210200,000400,000600,000800,000Figure HED-16S&E-related awards conferred,by award level:201221Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below th
203、e associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education
204、Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsThe field of health professions and related programs,which includes degrees in registered nursing,is by far the most prevalent broad S&E-related field(Table
205、HED-4).This field accounted for the largest share of S&E-related awards from the certificate level to the doctorate level for both 2012 and 2021.Despite a 36%decline in the number of certificates awarded in health professions and related programs since 2012,it remained the most popular S&E-related f
206、ield for certificates by a large margin.In contrast,the number of degrees in health professions and related programs increased by 64%(from 183,000 to 299,000)at the bachelors level and by 70%(from 86,000 to 146,000)at the masters level.Other S&E-related degrees with proportionally large growth over
207、this period included bachelors and masters degrees in homeland security and fire protection.Awards with declining numbers included bachelors and masters degrees in science and mathematics teacher education.National Science Board|Science&Engineering Indicators|NSB-2023-3235Table HED-4S&E-related degr
208、ees awarded,by degree level and field:2012 and 2021(Number and percent change)Degree level and field20122021Percent changeCertificatesHealth professions and related programs413,354266,333-35.6Homeland security and fire protection9,0469,5115.1Science and mathematics teacher education3381145.5Technolo
209、gy and technical fields35,92035,918*Other S&E-related fields152,876162,8916.6Associates degreesHealth professions and related programs217,779187,273-14.0Homeland security and fire protection5,1724,636-10.4Science and mathematics teacher education8056-30.0Technology and technical fields39,65124,753-3
210、7.6Other S&E-related fields33,73736,2877.6Bachelors degreesHealth professions and related programs182,585299,23763.9Homeland security and fire protection2,9015,29882.6Science and mathematics teacher education5,0393,455-31.4Technology and technical fields19,59322,56915.2Other S&E-related fields3,4333
211、,361-2.1Masters degreesHealth professions and related programs86,248146,47869.8Homeland security and fire protection1,4143,084118.1Science and mathematics teacher education4,4923,702-17.6Technology and technical fields5,0007,20444.1Other S&E-related fields1,610181-88.8Doctoral degreesHealth professi
212、ons and related programs175172-1.7Homeland security and fire protection1353,400.0Science and mathematics teacher education177111-37.3Technology and technical fields9014965.6Other S&E-related fields12100.0*=value 0.05%.Note(s):Data are based on institutions eligible to participate in Title IV federal
213、 financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Sc
214、ience and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsNational Science Board|Science&Engineering Indicators|NSB-2023
215、-3236FieldPercentCertificateAssociates degreeBachelors degreeMasters degreeDoctoral degreePsychologyBiological and biomedical sciencesSocial sciencesAgricultural sciences and natural resourcesMultidisciplinary and interdisciplinary sciencesPhysical sciencesMathematics and statisticsEngineeringComput
216、er and information sciences020406080100Characteristics of S&E Degree RecipientsIn recent years,S&E degree recipients have become increasingly diverse in terms of both sex and race and ethnicity,although the representation of women and some racial and ethnic groups remains uneven among S&E fields.Dem
217、ographic data on S&E degree recipients illustrate the relative position of underrepresented groups in U.S.S&E,groups that are collectively termed the“missing millions”by NSB(NSB 2020).This section of the report extends some analyses from Diversity and STEM:Women,Minorities,and Persons with Disabilit
218、ies 2023(NCSES 2023)using 2021 data from the Integrated Postsecondary Education Data System(IPEDS)categorized by the NCSES Taxonomy of Disciplines to address differences in degree attainment by sex and by race and ethnicity.S&E Degrees by SexThe percentage of S&E certificates and degrees that women
219、earned in 2021 differed by field and by award level(Figure HED-17).Across all award levels,women earned more certificates and degrees than men in agricultural and biological sciences,multidisciplinary and interdisciplinary sciences,social sciences,and psychology.Women earned the highest shares of ce
220、rtificates and degrees in psychology,accounting for 94%of certificates in psychology and at least 74%of psychology degrees at other levels.Figure HED-17S&E degrees awarded to women,by field and degree level:2021Note(s):Data are based on institutions eligible to participate in Title IV federal financ
221、ial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).National Science Board|Science&Engineer
222、ing Indicators|NSB-2023-3237FieldPercent change:2012 to 2021CertificateAssociates degreeBachelors degreeMasters degreeDoctoral degreeAgricultural sciences and natural resourcesBiological and biomedical sciencesComputer and information sciencesEngineeringMathematics and statisticsMultidisciplinary an
223、d interdisciplinary sciencesPhysical sciencesPsychologySocial sciencesSource(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisi
224、onal release data.Science and Engineering IndicatorsIn other S&E fields,women made up the minority of award recipients in 2021.In computer and information sciences and in engineering,women earned no more than about a third of awards at any level.In geosciences,atmospheric sciences,and ocean sciences
225、,women earned about half of the associates,bachelors,and masters degrees but less than half of the certificates and doctoral degrees.In the physical sciences,women earned 54%of certificates,but the proportion of awards that women earned decreased as award level increased,with women receiving 34%of d
226、octoral degrees.From 2012 to 2021,the percentage of S&E awards that women earned either increased or remained about the same,depending on the field and award level.The largest increases occurred at the certificate level in biological and biomedical sciences(20 percentage points),mathematics and stat
227、istics(21 percentage points),and the physical sciences(19 percentage points)(Figure HED-18).In engineering,one of the fields in which women are most underrepresented,the share of awards that women earned increased by 6 percentage points or less at all award levels.Similarly,the share of computer and
228、 information sciences awards that women earned increased by 46 percentage points at the bachelors,masters,and doctoral levels.Figure HED-18S&E degrees awarded to women,by field and degree level:2012 and 2021Note(s):Data are based on institutions eligible to participate in Title IV federal financial
229、aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).National Science Board|Science&Engineering
230、Indicators|NSB-2023-3238Selected populationPercentAmerican Indian or Alaska NativeAsianBlack or African AmericanHispanic or LatinoNative Hawaiian or Other Pacific IslanderWhiteMore than one raceU.S.population,ages 2034Certificate recipientsAssociates degree recipientsBachelors degree recipientsMaste
231、rs degree recipientsDoctoral degree recipients020406080100Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Scienc
232、e and Engineering IndicatorsS&E Degrees,by Race and EthnicityAs of 2021,American Indian or Alaska Native,Black or African American,and Hispanic students were underrepresented among S&E certificate and degree award recipients at most award levels relative to their proportions of the U.S.population ag
233、es 2034 years old(Figure HED-19).One notable exception is that Hispanic students comprised 33%of S&E associates degree recipients,compared to 22%of the U.S.population ages 2034 years old.On the other hand,Hispanic students comprised 10%of S&E doctoral degree recipients.Asian individuals were overrep
234、resented among S&E postsecondary award degree recipients at all levels,and White individuals were overrepresented at all levels except the associates degree level.Figure HED-19Race and ethnicity of U.S.population ages 2034 and S&E award recipients,by degree level:2021Note(s):Data are based on instit
235、utions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Do
236、ctor of Medicine).Hispanic or Latino may be any race;race categories exclude Hispanic origin.Data about the race and ethnicity of S&E award recipients represent U.S.citizens and permanent residents only.Award recipients with unknown race and ethnicity are not included.National Science Board|Science&
237、Engineering Indicators|NSB-2023-3239Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data;U.S.Census Bureau,Population
238、 Division,Annual Estimates of the Resident Population by Sex,Age,Race,and Hispanic Origin for the United States:April 1,2020 to July 1,2021(NC-EST2021-ASR6H).Science and Engineering IndicatorsThe number of S&E certificates and degrees earned by students from most racial and ethnic groups has grown a
239、t most award levels over the last decade(Table HED-5).At the associates degree level and above,S&E degrees earned by Hispanic students increased by the greatest number from 2012 to 2021,including a 71,000 increase in S&E bachelors degrees.The prominent growth in Hispanic S&E degree recipients has oc
240、curred in tandem with a large increase in the overall U.S.Hispanic population,which is considerably younger than the nations non-Hispanic population.13 S&E degrees earned by students of more than one race grew most rapidly on a percentage basis during this time,but the number of degree recipients fr
241、om this group is comparatively small.From 2012 to 2021,S&E degrees earned by American Indian or Alaska Native students decreased at the associates,bachelors,masters,and doctoral levels;this was the only racial or ethnic group that experienced a decline in S&E masters or doctoral degrees.Table HED-5S
242、&E degrees awarded to U.S.citizens and permanent residents,by degree level,race,and ethnicity:2012 and 2021(Number and percent change)Degree level,race,and ethnicity20122021Change in degreesNumberPercentCertificatesAmerican Indian or Alaska Native46469923550.6Asian1,4204,9233,503246.7Black or Africa
243、n American5,48110,4804,99991.2Hispanic or Latino5,89913,8747,975135.2Native Hawaiian or Other Pacific Islander1342269268.7White22,97041,57118,60181.0More than one race5142,8082,294446.3Associates degreesAmerican Indian or Alaska Native1,2821,115-167-13.0Asian6,72616,3599,633143.2Black or African Ame
244、rican12,33912,125-214-1.7Hispanic or Latino18,57049,15530,585164.7Native Hawaiian or Other Pacific Islander662594-68-10.3White64,03761,161-2,876-4.5More than one race1,5546,3354,781307.7Bachelors degreesAmerican Indian or Alaska Native3,6613,038-623-17.0Asian54,92484,16129,23753.2Black or African Am
245、erican55,14867,45012,30222.3Hispanic or Latino63,425134,19470,769111.6Native Hawaiian or Other Pacific Islander1,5681,530-38-2.4White379,086410,63731,5518.3More than one race10,23433,99123,757232.1Masters degreesAmerican Indian or Alaska Native554518-36-6.5Asian10,21616,5096,29361.6Black or African
246、American9,88314,1914,30843.6Hispanic or Latino8,87817,7798,901100.3National Science Board|Science&Engineering Indicators|NSB-2023-3240Table HED-5S&E degrees awarded to U.S.citizens and permanent residents,by degree level,race,and ethnicity:2012 and 2021(Number and percent change)Degree level,race,an
247、d ethnicity20122021Change in degreesNumberPercentNative Hawaiian or Other Pacific Islander2072645727.5White71,36280,2298,86712.4More than one race1,9455,1313,186163.8Doctoral degreesAmerican Indian or Alaska Native123106-17-13.8Asian2,5272,94742016.6Black or African American1,5352,6641,12973.6Hispan
248、ic or Latino1,5372,8171,28083.3Native Hawaiian or Other Pacific Islander24401666.7White18,63219,4097774.2More than one race2551,014759297.6Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academi
249、c years below the associates degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Hispanic or Latino may be any race;race categories exclude Hispanic origin.Students on temporary visas are excl
250、uded,as are award recipients with unknown race and ethnicity.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Sci
251、ence and Engineering IndicatorsBetween 2012 and 2021,the percentage of S&E awards collectively earned by American Indian or Alaska Native,Black or African American,and Hispanic or Latino students increased at every award level(Figure HED-20).The largest increase occurred at the associates degree lev
252、el(from 31%to 42%),while the smallest increase occurred at the certificate level.The percentage of S&E bachelors degrees earned by students from these underrepresented groups increased from 22%to 28%,an increase that was driven by the increase in bachelors degree awards to Hispanic students.The perc
253、entage of S&E bachelors degrees earned by Hispanic graduates increased by at least 3 percentage points in every broad S&E field of study between 2012 and 2021(Table SHED-15).In comparison,in each S&E field the percentage of bachelors degrees earned by Black students and American Indian or Alaska Nat
254、ive students either decreased or increased by a relatively small amount.National Science Board|Science&Engineering Indicators|NSB-2023-3241Degree levelPercent20122021CertificatesAssociates degreesBachelors degreesMasters degreesDoctoral degrees01020304050Figure HED-20S&E degrees awarded to American
255、Indian or Alaska Native,Black or African American,or Hispanic or Latino students,by degree level:2012 and 2021Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Certificates include only awards of less than 2 academic years below the associates
256、degree level.Doctoral degree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Race categories exclude Hispanic origin.Data represent U.S.citizens and permanent residents only.Award recipients with unknown race and ethn
257、icity are not included.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsS&E Hig
258、her Education:Cost,Financial Aid,and DebtThe cost of higher education has increased in recent decades,as has the percentage of students who borrow to finance their education and the total amount of student debt(Ma and Pender 2022).Concern over the cost of higher education has grown among policymaker
259、s and the public in general because it poses a barrier for many individuals who cannot afford these expenses.This section presents cost data for higher education for all students and,when possible,for S&E students specifically.In academic year 201920,first-time,full-time undergraduate students atten
260、ding 4-year institutions faced an average net price of attendancetuition,fees,and living expenses minus grant aidof$14,200 at public institutions,$28,100 at private nonprofit institutions,and$23,200 at private for-profit institutions(in constant 202021 dollars)(NCES 2022).14 To pay these costs,stude
261、nts used federal,state,local,and institution grants and took out student loans.Although the federal government provides most student loans,students also borrow through state loan programs and from private lenders.In 201920,most first-time,full-time undergraduates received some financial aid;the perc
262、entage of aid recipients ranged National Science Board|Science&Engineering Indicators|NSB-2023-3242from 81%among students in public 2-year institutions to 94%among students in private nonprofit 2-year institutions(Table HED-6).Students in private 2-year institutions borrowed at the highest rates:76%
263、in private for-profit institutions,and 78%in private nonprofit institutions.Students in public 2-year institutions borrowed at the lowest rate,17%.Among those who borrowed,students in public 2-year institutions borrowed the lowest average amount,$4,700,and students in private for-profit 2-year insti
264、tutions borrowed the highest average amount,$7,600(NCES Digest of Education Statistics 2021:Table 331.20).Table HED-6First-time,full-time undergraduates awarded financial aid,by type of financial aid and institutional control and level:Academic year 201920(Percent)Institutional control and levelAny
265、aidFederal grantsState and local grantsInstitutional grantsStudent loansPublic2-year80.660.045.517.717.24-year85.148.838.452.741.7Private nonprofit2-year93.684.810.219.278.24-year90.342.724.883.655.8Private for profit2-year88.277.46.117.076.44-year87.169.29.636.167.8Note(s):Data are based on institu
266、tions eligible to participate in Title IV federal financial aid programs.Source(s):National Center for Education Statistics,Integrated Postsecondary Education Data System(IPEDS),Student Financial Aid Survey(excerpted from Digest of Education Statistics,Table 331.20).Science and Engineering Indicator
267、sStudents ability to repay their student loan debt after leaving school is a major concern among the public and policymakers.In 2020,about 4 years after completing their bachelors degrees,the median amount borrowed among 201516 bachelors degree recipients who had taken out federal student loans was$
268、30,000,and the average was$41,000,indicating that some students borrowed much higher amounts(Table HED-7).The total amount borrowed includes borrowing for education after completing the 201516 bachelors degree:graduates who had enrolled for an additional postsecondary degree or certificate had borro
269、wed a median amount of$43,500,compared with a$27,000 median amount among students who had no further enrollment.By major field of study,the median amounts borrowed ranged from$27,000 among engineering graduates to$36,000 among graduates in health care fields.National Science Board|Science&Engineerin
270、g Indicators|NSB-2023-3243Table HED-7Borrowing,debt,repayment,and repayment amount among 201516 bachelors degree recipients who borrowed to pay for undergraduate or graduate education:2020(Average and median in current dollars;percent)Institution control,undergraduate major,postbaccalaureate enrollm
271、entAmount borrowed($)Ratio of amount owed to amount borrowedPercent in repaymentMonthly payment amount($)AverageMedianAverageMedianAverageMedianTotal41,30030,00078.29227.7230200201516 bachelors degree-granting institution controlPublic40,00029,00077.29227.5220190Private nonprofit41,70029,00075.88924
272、.4250240Private for profit50,80048,50097.411143.2280200Bachelors degree majorComputer and information sciences33,50029,50065.67436.5260200Engineering and engineering technology29,50027,00051.25919.1240260Biological and physical sciences,science technology,mathematics,and agricultural sciences59,5003
273、1,00077.19417.3220190Social sciences46,80032,00087.8Health care fields44,70036,000738629.6260230General studies and other41,10028,50091.810734.6200120Humanities36,30027,30080.69524.7200200Business33,20027,60075.18432.4240200Education36,10031,00086.410027.3220170Other applied39,10029,80083
274、9830230170Ever enrolled in postbaccalaureate degree or certificate program as of 2020Yes59,40043,50085.610218.8260210No28,50027,000738034230190Note(s):Estimates pertain to individuals who completed the requirements for a bachelors degree in 201516 and were awarded their degree by a Title IVeligible
275、postsecondary institution in the 50 states,the District of Columbia,or Puerto Rico no later than 30 June 2017.Federal student loans include subsidized and unsubsidized Direct Loans(formerly called Stafford Loans),excluding Direct Unsubsidized Loans to students who received a TEACH Grant and failed t
276、o fulfill the service obligation;Perkins Loans;and Graduate PLUS Loans.Loans exclude Parent PLUS Loans.Respondents may owe more on their federal student loans than originally borrowed due to accumulating loan interest;thus,the ratio of amount owed to amount borrowed may be greater than 100%.Average
277、and median monthly payment amount for student loans is calculated among those with at least one student loan in repayment.Monthly payment amounts include monthly payments of$0 for federal student loans under an income-driven repayment plan.Respondents with multiple majors were classified by the firs
278、t field of study reported.General studies and other includes liberal arts and sciences,general studies,and humanities;multidisciplinary and interdisciplinary studies;basic skills;citizenship activities;health-related knowledge and skills;interpersonal and social skills;leisure and recreational activ
279、ities;personal awareness and self-improvement;high school or secondary diplomas and certificates;and other majors.Other applied includes personal and consumer services;manufacturing,construction,repair,and transportation;military technology and protective services;architecture;communications;public
280、administration and human services;design and applied arts;law and legal studies;library sciences;and theology and religious vocations.Source(s):National Center for Education Statistics,2016/20 Baccalaureate and Beyond Longitudinal Study(B&B:16/20).Science and Engineering IndicatorsNational Science B
281、oard|Science&Engineering Indicators|NSB-2023-3244YearNumberOPTGraduateUndergraduateNondegree20000210250,000500,000750,0001,000,0001,250,000By 2020,the median amount that 201516 bachelors degree recipients owed in education loans was 92%of what they had borrowed,and t
282、he average amount owed was 78%of the amount they had borrowed(Table HED-7).Although 28%of borrowers were currently repaying their loans in summer 2020,reflecting the administrative forbearance that the federal government granted in response to the economic disruption caused by the COVID-19 pandemic,
283、that percentage differed by students undergraduate field.Among biological and physical sciences,science technology,mathematics,and agricultural sciences majors,17%were repaying their loans in 2020.In contrast,37%of computer and information sciences majors were in repayment.Among those in repayment,t
284、he median monthly payment was$200,and the average was$230.International Students in U.S.S&E Higher EducationInternational Student EnrollmentIn fall 2021,949,000 international studentsincluding nondegree students,students enrolled both in person and online from abroad,and individuals on optional prac
285、tical trainingwere enrolled in U.S.higher education institutions(Figure HED-21).International students accounted for an estimated 4.7%of total U.S.enrollment in fall 2021,a slight increase from the 4.6%share in 2020 but still below the preCOVID-19 pandemic high of 5.5%in 201719(IIE 2022c).Enrollment
286、 of international nondegree students,such as those on short-term exchange programs,experienced the greatest proportionate decrease from 2019 to 2021.International undergraduate enrollment,which peaked in 2017,and graduate enrollment,which peaked in 2016,both began declining prior to the COVID-19 pan
287、demic.International undergraduate enrollment decreased by 4%from 2020 to 2021,in contrast to graduate enrollment,which increased by 17%(Figure HED-21).Figure HED-21International students enrolled in coursework at U.S.higher education institutions or on optional practical training,by type of student:
288、201221National Science Board|Science&Engineering Indicators|NSB-2023-3245OPT=optional practical training.Note(s):Data include students enrolled in person in the United States and those enrolled online from abroad,regardless of visa status,as well as those on OPT.Undergraduate level includes associat
289、es and bachelors degrees;graduate level includes masters and doctoral degrees.Data reflect fall enrollment in a given year.Data in this table differ from other tables on international students due to differences in the definition of international student.Source(s):Institute of International Educatio
290、n,International Students by Academic Level,Open Doors Report on International Educational Exchange(2022).Science and Engineering IndicatorsRegulatory changes around the optional practical training(OPT)program led to increases in these students prior to the pandemic,but their numbers fell between 201
291、9 and 2021.International student participation in OPT measured 185,000 students in 2021,a 9%decrease from 204,000 in 2020,which was a decline from the 2019 peak of 224,000(Figure HED-21).OPT is a temporary work permission program that allows eligible international students on F-1 visas to acquire wo
292、rk experience related to their field of study.The STEM OPT extension allows qualified students who have earned degrees in STEM fields to receive an extension on their OPT tenure.15 The increase in international students on OPT in the years prior to the COVID-19 pandemic followed a 2016 modification
293、of the program that expanded the duration of the STEM OPT extension from 17 months to 24 months(IIE 2022a).According to one analysis,annual approvals of OPT applications for STEM students increased fivefold,from 34,000 in 2008 to 172,000 in 2016(Ruiz and Budiman 2018).Enrollment of international stu
294、dent visa holders traveling to the United States for postsecondary degrees in S&E fields has increased substantially since fall 2020.16 In 2022,S&E enrollment of international students on active F-1 visas,excluding those approved for OPT,was 11,000 at the associates level,146,000 at the bachelors le
295、vel,191,000 at the masters level,and 117,000 at the doctoral level(Figure HED-22).International S&E masters enrollment more than doubled from 2020 to 2022;as a result of this sharp increase,total international S&E graduate enrollment reached 308,000 in 2022,the highest level in the past decade.Stude
296、nts on temporary visas have long accounted for much higher shares of total S&E degrees awarded by U.S.institutions at the masters and doctoral levels than they have at the associates and bachelors levels.Consequently,compared to international undergraduate enrollment,changes in international graduat
297、e enrollment may have a greater impact on U.S.S&E higher education(see section International Degree Recipients).National Science Board|Science&Engineering Indicators|NSB-2023-3246YearNumberAssociates degreeBachelors degreeMasters degreeDoctoral degree20000212022050,0
298、00100,000150,000200,000Figure HED-22International S&E students on visas enrolled in U.S.higher education institutions,by level of enrollment:201222Note(s):Data include active foreign national students on F-1 visas enrolled in person at U.S.higher education institutions.Individuals approved for optio
299、nal practical training are excluded.Numbers are rounded to the nearest 10.Data reflect fall enrollment in a given year and include students with active status as of 15 November of that year.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the U.S.Departmen
300、t of Homeland Security,U.S.Immigration and Customs Enforcement,Student and Exchange Visitor Information System(SEVIS)database.Science and Engineering IndicatorsIndia and China are the most common countries of origin for international S&E graduate students on visas in the United States(Figure HED-23;
301、Table SHED-16,Table SHED-17).In 2022,there were 113,000 S&E masters students from India and 43,000 from China,each of which was higher than the number of S&E masters students from all other countries combined(34,000).S&E graduate enrollment from India is predominantly at the masters level and has va
302、ried dramatically in recent years.S&E masters enrollment from India reached a pre-COVID pandemic peak of 81,000 in 2016 and then bottomed out at 36,000 in 2020;since that time,enrollment has rapidly increased to 113,000 in 2022,by far the highest level in the past decade.Enrollment of graduate stude
303、nts from China has also increased since 2020,but not to the same extent as enrollment of students from India.At the doctoral level,China is the most common country of origin,with 37,000 S&E doctoral students enrolled in U.S.institutions in 2022,followed by India with 18,000(Figure HED-23).National S
304、cience Board|Science&Engineering Indicators|NSB-2023-3247YearNumberMasters:ChinaMasters:IndiaMasters:All otherDoctoral:ChinaDoctoral:IndiaDoctoral:All other20000212022025,00050,00075,000100,000125,000Figure HED-23International S&E graduate students on visas enrolled
305、in U.S.higher education institutions,by level and selected country of origin:201222Note(s):Data include active foreign national students on F-1 visas enrolled in person at U.S.higher education institutions.Individuals approved for optional practical training are excluded.Numbers are rounded to the n
306、earest 10.Data reflect fall enrollment in a given year and include students with active status as of 15 November of that year.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the U.S.Department of Homeland Security,U.S.Immigration and Customs Enforcement,S
307、tudent and Exchange Visitor Information System(SEVIS)database.Science and Engineering IndicatorsStudents from India and China,who drive the overall trends for international S&E graduate student enrollment in the United States,are heavily concentrated in computer and information sciences and in engin
308、eering(Table SHED-16,Table SHED-17).Accordingly,the decrease in masters enrollment from India and China coincided with declining numbers of students in these fields from 2016 to 2020(Figure HED-24).Likewise,increased masters enrollment from India and China from 2020 to 2022 has resulted in substanti
309、al increases in enrollment in these fields,especially computer and information sciences.In 2022,72,000(76%)of the 95,000 international masters students studying computer and information sciences in the United States originated from India(Table SHED-16).National Science Board|Science&Engineering Indi
310、cators|NSB-2023-3248YearNumberComputer sciencesEngineeringMathematics and statisticsAll other S&E fields20000212022025,00050,00075,000100,000Figure HED-24International S&E masters students on visas enrolled in U.S.higher education institutions,by selected field:20122
311、2Note(s):Data include active foreign national students on F-1 visas enrolled in person at U.S.higher education institutions.Individuals approved for optional practical training are excluded.Numbers are rounded to the nearest 10.Data reflect fall enrollment in a given year and include students with a
312、ctive status as of 15 November of that year.Source(s):National Center for Science and Engineering Statistics,special tabulations(2022)of the U.S.Department of Homeland Security,U.S.Immigration and Customs Enforcement,Student and Exchange Visitor Information System(SEVIS)database.Science and Engineer
313、ing IndicatorsU.S.Position in International Student MobilityGlobal S&E connections and research collaboration,which can be facilitated by the international exchange of students,are areas of substantial interest to NSB(NSB 2020).The United States is the most popular destination for internationally mo
314、bile tertiary(postsecondary)students,though its share of all international students has declined(see Glossary section for definition of internationally mobile students).The United States enrolled 957,000 international students in 2020,followed by the United Kingdom(551,000),Australia(458,000),German
315、y(369,000),and Canada(323,000)(Figure HED-25).From 2016 to 2020,the number of international students decreased in the United States,whereas international enrollment increased in all other top countries of destination.The United States hosted 15%of all international students worldwide in 2020(OECD 20
316、22a),down from 17%in 2010 and 23%in 2000(OECD 2012).National Science Board|Science&Engineering Indicators|NSB-2023-3249CountryNumber20162020United StatesUnited KingdomAustraliaGermanyCanadaFranceChinaUnited Arab EmiratesTurkey0250,000500,000750,0001,000,000Figure HED-25Internationally mobile student
317、s enrolled in tertiary education,by selected country of destination:2016 and 2020Note(s):Data include only degree-mobile students who have physically crossed an international border to enroll with the objective of graduating with a degree in the country of destination.Students enrolled in short-term
318、 for-credit programs and exchange programs are excluded.China excludes Hong Kong and Macao.Source(s):United Nations Educational,Scientific and Cultural Organization(UNESCO)Institute for Statistics(UIS)database.Science and Engineering IndicatorsInternational Degree RecipientsInternational students in
319、 the United States earn low shares of S&E postsecondary degrees at the associates and bachelors levels and much higher shares of S&E graduate degrees(Figure HED-26).In 2021,temporary visa holders earned 3%of S&E associates degrees,7%of S&E bachelors degrees,34%of S&E masters degrees,and 35%of S&E do
320、ctoral degrees.17 The high proportion of international students among S&E advanced degree recipients and its potential consequences for the U.S.labor force has been a long-standing topic of interest among policymakers.Surveys of foreign-born S&E doctorate recipients have shown that most of these ind
321、ividuals intend to and ultimately do remain in the United States after graduation(for more information,see the forthcoming Indicators 2024 report“2024 The STEM Labor Force:Scientists,Engineers,and Skilled Technical Workers”section“Stay Rates of U.S.-Trained S&E Doctorates”).The temporary visa holder
322、 share of S&E degrees has increased for all degree levels,though most substantially at the masters level,where the share increased from 26%in 2012 to 34%in 2021down from its peak level of 39%in 2017.National Science Board|Science&Engineering Indicators|NSB-2023-3250YearPercentAssociates degreesBache
323、lors degreesMasters degreesDoctoral degrees2000020Figure HED-26Share of S&E degrees awarded to temporary visa holders,by degree level:201221Note(s):Data are based on institutions eligible to participate in Title IV federal financial aid programs.Doctoral d
324、egree programs include research doctoral degree programs only and do not include professional doctoral programs(e.g.,Doctor of Medicine).Source(s):National Center for Science and Engineering Statistics,special tabulations(2022),of the National Center for Education Statistics,Integrated Postsecondary
325、 Education Data System(IPEDS),Completions Survey,provisional release data.Science and Engineering IndicatorsPostsecondary degree recipients on temporary visas are more concentrated in S&E fields than U.S.citizens and permanent residents are,especially at advanced degree levels.In 2021,at the masters
326、 level,57%of temporary visa holders earned degrees in S&E fields,compared to 19%of U.S.citizens and permanent residents(Table SHED-13);at the doctoral level,the vast majority(83%)of temporary visa holders earned degrees in S&E fields compared to 59%of U.S.citizens and permanent residents(Table SHED-
327、14).The overall high representation of temporary visa holders among S&E advanced degree recipients varies greatly by S&E field.In 2021,temporary visa holders earned 7%of doctoral degrees in psychology and more than half of doctoral degrees in computer and information sciences(59%),engineering(60%),a
328、nd mathematics and statistics(54%)(Table SHED-14).Temporary visa holders also accounted for about half of the masters degrees awarded in each of these three fields(Table SHED-13).National Science Board|Science&Engineering Indicators|NSB-2023-3251YearNumberChinaIndiaSouth KoreaIranTaiwanTurkeyCanadaS
329、audi ArabiaBangladeshNepal200002101,0002,0003,0004,0005,0006,000Countries of Origin for Research Doctorate RecipientsOver the last decade,China and India have consistently been the top countries of origin for U.S.S&E research doctorate recipients on temporary visas(F
330、igure HED-27).18 S&E doctorate recipients from China increased from 3,900 in 2012 to 5,600 in 2021,which was slightly lower than the pre-pandemic high in 2019.In contrast,S&E doctorate recipients from India remained relatively flat over this period,numbering around 2,000 each year.S&E doctorate reci
331、pients from Iran experienced rapid growth(164%increase)from less than 300 recipients in 2012 to more than 700 recipients in 2021,surpassing the number from South Korea,which has declined.Figure HED-27U.S.S&E research doctorate recipients on temporary visas,by selected country or economy of origin:20
332、1221Note(s):China includes Hong Kong.Countries and economies of origin included in this figure are those with the highest total number of U.S.S&E doctorate recipients from 2012 to 2021.National Science Board|Science&Engineering Indicators|NSB-2023-3252Source(s):National Center for Science and Engine
333、ering Statistics,special tabulations(2022)of the Survey of Earned Doctorates(SED).Science and Engineering IndicatorsNational Science Board|Science&Engineering Indicators|NSB-2023-3253International Comparisons of S&E Higher EducationThis section provides data on the U.S.position in higher education within a global context.Key topics include educational attainment in the overall population and trend