For nearly three decades, researchers have been concerned that the educational measurement field is not producing enough graduate‐level specialists to meet the growing demand driven by the increased use of educational assessments in the United States. This study examined the supply‐side aspect of the proposed labor shortage by relying on data from the National Science Foundation's Survey of Earned Doctorates collected between 1997 and 2016. Over the 20 years examined, measurement programs produced 3,124 doctoral graduates, and across this time span, the annual production of graduates nearly doubled. This supply expansion can largely be attributed to the increase in the number of international graduates, which outpaced the annual growth rate of domestic PhD recipients by 156%. Moreover, 85% of graduates were found to either self‐identify as White or Asian. Less than 10 Hispanic and no more than 20 Black graduates were produced in any of the years examined. Of the 76% of graduates that reported having a job offer or accepted a position upon graduation, most entered the academy despite the overall average starting salary ($59,484) being considerably lower than the starting salary for their counterparts entering industry ($84,918), government ($69,970), or other educational institutions ($81,428).

中文翻译：

---

教育测量领域博士研究生供给的纵向分析。

近三十年来，研究人员一直担心教育测量领域无法培养出足够的研究生水平的专家来满足在美国越来越多地使用教育评估所带来的不断增长的需求。这项研究依靠国家科学基金会1997年至2016年收集的博士学位获得的调查数据，研究了拟议的劳动力短缺的供应方。在所考察的20年中，测量计划产生了3124名博士毕业生，并且在这段时间内，毕业生的年产量几乎翻了一番。供应的增长主要归因于国际毕业生人数的增长，这超过了国内博士学位获得者的年增长率156％。而且，发现85％的毕业生自称是白人或亚裔。在所考察的任何年份中，只有不到10名西班牙裔毕业生和不超过20名黑人毕业生。在报告称有工作机会或在毕业后获得职位的毕业生中，有76％的毕业生入学，尽管总体平均起薪（59,484美元）大大低于同行进入行业的起薪（84,918美元），但政府（ 69,970美元）或其他教育机构（81,428美元）。