A Four-Year Survey of Master Degree Graduates

Abstract

This article reports an attempt to identify certain t ribut s peculiar o Mas er's egree gradu tes from DePaul University's School of Education 1966-69. Such a study is necessary to provide a foundational basis for clarification of inferences or deductions that might be drawn by casual observers. Follow-up studies on a year to year basis relative to the administration, organi zation, and supervision of graduate education are indeed necessary, if an institution of higher education is to retain a reputable professional status. Graduate education, whenever administered, should be subject to continuous and comprehensive appraisal. Only thus can the quality of a program be adequately judged. It is one thing to define the purpose of a gradu ate education program; it is another thing to determine the validity of such definitions. The study here reported was and is concerned with identifying varied characteristics peculiar to graduate students who completed the requirements toward a Master's degree in one of the following areas: (1) Busi ness education, (2) Curriculum directorship, (3) Ele mentary education, (4) Guidance and counseling, (5) Reading, (6) School administration, (7) Secondary education. The characteristics to be identified included: (1) birthplace, (2) residence, (3) undergraduate education, (4) undergraduate degree, (5) admission status, (6) grade point average on entering the program, (7) age beginning graduate study, (8) area of specialization, (9) degree granted, (10) grade point average on com pleting graduate study, (11) age on concluding degree requirements, (12) time consumed to complete degree requirements, (13) graduate Record Examination scores.