Drawing on the largest survey of doctoral students ever conducted, Three Magic Letters provides a compelling portrait of the graduate school experience and identifies key issues affecting the success and failure of doctoral students.
Michael T. Nettles and Catherine M. Millett surveyed more than nine thousand students from the top twenty-one doctorate-granting institutions in the United States. Their findings, based on rational analysis of a vast amount of descriptive data, shed light on multiple factors critical to the progression of the doctoral degree, particularly adequate institutional funding and engaged and accessible faculty mentors.
This comprehensive volume will provide faculty chairs, administrators, and students with information and evidence for assessing their policies, practices, and programs to improve the graduate school experience and the future of the Ph.D.

Three Magic Letters: Getting to Ph.D.

Business & Money

Nettles, Michael T.

Millett, Catherine M.

Education & Reference

Johns Hopkins University Press

The first broad national survey of the educational status, performance, progress, and financial support of African Americans in higher education and adult education. The report concludes that tremendous barriers to African American achievement remain and that many social challenges will have to be overcome before educational equality is achieved. The report notes that there are significant differences in the rates at which African American men and women enter, persist, and complete higher education degrees, and that as a result of these disparities, African Americans are less likely to fill work force positions that require college degrees. Other factors mentioned are low family incomes, which restrict entry to the full range of colleges and universities; the inadequate results of efforts to reduce attrition rates; the failure of research universities to attract representative numbers of African Americans; the persistence of test-score differences throughout undergraduate school; and choices of major fields of study (which typically limit the opportunities of African Americans to become college-level teachers and faculty). Lower participation by African Americans in adult education programs, especially career- and job-related programs, is also reported. The report text discusses these findings and illustrates some of the data in 18 charts.

The African American Education Data Book: Higher and Adult Education

Education & Teaching

Perna, Laura W.

Hobbs, Mallery B.

Rhodes, Erica M.

Higher & Continuing Education

Frederick d Patterson Research inst

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