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NPSAS: Executive Summary Student Financing of Graduate and First-Professional Education, 1999-2000
Introduction
Profile of Graduate and First-Professional Students
Profile of Graduate and First-Professional Students: Master's Degree Students
Profile of Graduate and First-Professional Students: Doctoral Degree Students
Profile of Graduate and First-Professional Students: First-Professional Students
Paying for Graduate and First-Professional Education
Assistantships
Responsibilities of Teaching Assistants
Summary
Research Methodology
References
Full Report (PDF)
Executive Summary (PDF)
Summary


Graduate and first-professional students form a diverse group. In 1999–2000, some notable differences in student characteristics, enrollment patterns, and methods of paying for postbaccalaureate education existed across the major program levels (master’s, doctoral, and first-professional), but differences existed within levels as well.

About one in five graduate and first-professional students had a teaching or research assistantship in 1999–2000, but assistantships were more common at the doctoral than at the master’s or first-professional levels. Assistantships were also concentrated by field. About three-quarters of doctoral students in science and in engineering received assistantships, and they received larger amounts on average than those in the humanities/social sciences. Teaching assistants spent an average of 15 hours per week working with students in the classroom or lab, holding office hours, or assisting faculty with grading or other instruction-related tasks.


Research Methodologynext section

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education