Chancellor's Recent Speeches

Chancellor's Recent Speeches

Joint Committee to Develop a Master Plan for Education
Sacramento, CA
3/6/01

Senator Alpert and members of this joint committee - thank you for inviting me to address this committee today.

I want to discuss California's urgent need for more highly qualified educational leaders, and the need for our state's policymakers to make a commitment to provide public support of an education doctorate for those leaders.

I want to passing out a new report commissioned by the CSU, "Meeting California's Educational Needs: Why California Needs More Holders-and Suppliers-of Education Doctorates." [The report can be found online at www.calstate.edu under "Showcase"]

MASTER PLAN

Forty years ago, Clark Kerr and his colleagues laid out the best higher education plan in America. Fast-forward to the present: California's higher education Master Plan is still a model for the rest of the country. But the Master Plan needs to be updated to reflect the changing needs of California's students in the 21st century.

California's student population looks vastly different than it did in 1960. Students in our K-12 schools, community colleges, and universities are more diverse in terms of ethnicity, age, and financial resources. They have different needs than they did four decades ago. Plus, the state has many more K-12 schools and community colleges.

In response to these changing needs, there are two modifications I would make to the Master Plan to meet California's 21st century needs -

One, which I won't talk about today, involves improving articulation between the community colleges and the California State University and the University of California. I hope that you will invite me back to discuss this topic in more detail.

Two, which concerns us today, is the Master Plan's joint doctorate provisions. Our state needs highly qualified education leaders who hold applied doctorates in education. Yet it does not have the public programs in place to produce them.

The Master Plan's joint doctoral programs in education have fallen far short of meeting California's needs. That's why California needs to make a policy commitment to support public Ed.D. programs.

California needs more Ed.D. holders at three educational levels:

  • K-12 schools
  • Community colleges
  • Universities

CALIFORNIA'S ED.D. NEEDS

California's production of Ed.Ds is less than two-thirds the national average. One Ed.D. is awarded for every 14,700 students in California, compared to one for every 9,400 students nationwide.

In addition, by 2007-2008, more than two-thirds of California's K-12 students will be people of color. Our students need role models and leaders who look like them.

But look at the diversity of our state's Ed.D.s. Fewer than 30 percent are awarded to people of color. In 1998-99, 79 percent of K-12 leaders holding Ed.D.s were white. Only 9 percent were Hispanic and only 6 percent were African-American.

INADEQUACY OF CURRENT ED.D. PROGRAMS

Consider our state's Ed.D. programs:

California relies on independent colleges and universities for about 70 percent of the Ed.D.s produced in the state. No other state relies so heavily on the private institutions. California's public programs do not produce anywhere near the number of graduates needed.

After 40 years of working under the Master Plan's joint doctoral provisions, the UC and CSU have only four joint doctoral programs in education. From July 1998 to June 2000, those programs awarded a total of only 21 doctoral degrees.

What about programs at the University of California? They are of very high quality, but they are too small and too geographically diverse to meet California's needs. In 1998, the doctoral programs across the entire UC system produced only 152 graduates. One campus, UCLA, produced almost half of those graduates.

ACCESS AND AFFORDABILITY

There is a great need for access and affordability in the state's Ed.D. programs:

ACCESS

California essentially tells its prospective education leaders: If you want an Ed.D. from a public institution, you have to quit your job and spend two to three years studying at a residential campus.

Only 21 percent of Californians live within 10 miles of a UC campus, compared to 56 percent who are as close to a CSU campus.

The CSU specializes in flexible programs that allow students to pursue degrees during evening hours, weekends, or from a distance.

In addition, the CSU has a proven track record in attracting, retaining, and graduating students from underrepresented groups. With 53 percent of its students from targeted ethnic groups, the CSU is a "majority-minority" institution.

AFFORDABILITY

The cost of completing an Ed.D. program at a non-public institution is about $45,000 and sometimes more.

Tuition and fees for graduate study at CSU campuses are as little as 11 percent of the cost at an independent university. Tuition and fees for graduate study at CSU campuses are less than half the cost of graduate study at the UC. In addition, study at the CSU does not require a student to leave his or her job.

EXPERTISE

The CSU, as a part of its mission, has a responsibility for working closely with the public schools. We prepare about 60 percent of California's teachers and just over half of its K-12 administrators. Our campuses have developed an extensive network of collaborations and partnerships with K-12 administrators and teachers.

The CSU's education faculty have earned their doctoral degrees from the same institutions as the faculty in the schools of education at the UC and independent universities. In addition, CSU faculty have often assumed the greater portion of the responsibility in the CSU-UC joint doctorate programs. For example - in the Fresno State-UC program, CSU faculty have chaired 57 of 75 dissertation committees.

The CSU has the faculty, experience, and practitioner-focused models in place to offer an applied doctorate in education. We will urge our campuses to work collaboratively on a regional basis to create high-quality programs.

CONCLUSION

This is 2001 - the 21st century. California's Master Plan is still relevant after 40 years, but it needs minor revisions to meet the needs of today's students. California's doctoral programs in education fail to offer the access or affordability that it needs to prepare the education leaders of tomorrow.

I therefore ask the committee's consideration in expanding the degree-granting capabilities of the CSU.

I would hope that the UC would support the CSU's efforts to offer this degree - as well as increase their production - because it's the right thing to do. We will continue to work with them on joint doctoral programs.

Permitting the CSU to offer this degree would signal a strong commitment to meeting California's need for the Ed.D. And it would represent an important investment in the educational leaders, the schools, and the students of tomorrow.

Thank you very much.


Back to speeches