Survey of Enrollments in Russian Language Classes, 2025
Survey Background
This survey was originally created by the Committee on College and Pre-College Russian (CCPCR). The committee was established in 1984 following the Report of the National Committee for Russian Language Study (1983), itself a response to the Carter administration’s Presidential Commission on Foreign Language and International Studies (1979).
Noting in 1983 that “enrollments in the Russian language have dropped more precipitously than those in any other major modern language,” the Committee for Russian Language Study, composed of representatives of AAASS, AATSEEL, and ACTR, made 12 recommendations in the Report, among which was an initiative to strengthen pre-college Russian programs and establish a survey of pre-college Russian teaching.
In 2002, CCPCR added an annual fall survey of first- and second-year college and university Russian enrollments. From 2002 to 2018, this survey was coordinated by John Schillinger, now Emeritus Professor of Russian at American University in Washington, D.C. After Professor Schillinger’s retirement in 2018, SRAS—an organization specializing in study abroad to Eurasia and in supporting the study of the region in North America—assumed responsibility for the survey. Find out more about SRAS and our varied projects.
Since 2018 SRAS has, in conference with several Russian professors, sought to make the survey even richer and more informative. The survey was moved to a larger, electronic questionnaire and all previous information was loaded into a single database to allow for extended analysis and the creation of graphics. Additional questions are added based on interests professors expressed in focus groups conducted by SRAS.
If you would like to support Russian-language education at any level, or if you wish to connect with SRAS to share program information, ask questions, or recommend future directions for our projects, please contact us.
Headwinds Facing Higher Education Today
Higher education is facing a near-perfect storm: a long-term declined in the college-age population, coupled with rising costs that price out many students, while trust in higher education and the perceived value of degrees continue to decline.
Language and other humanities programs have been hit especially hard. Depending upon which fields you include in the humanities bucket, the number of graduates has fallen between 16% and 29% since 2012. Students are shifting toward business, healthcare, and STEM programs, according to federal data from the Integrated Postsecondary Education Data System.
Russian enrollments reflect these broader demographic and institutional pressures. SRAS has long encouraged Russian programs not to rely on recruiting new language majors alone, but to integrate with other departments and offer certificates that give students a clear, résumé-ready credential that documents the language and cultural skills they’ve learned.
Demographics
According to the National Student Clearinghouse Research Center, overall undergraduate student enrollment in the US has fallen every year since 2012, with the exception of 2022, 2024, and 2025, when numbers rose by 2%, 3%, and 2.5% respectively. This has been a relatively small uptick compared to the losses of the previous decade. Growth has been concentrated in more affordable pathways such as community colleges, and in shorter programs leading to associate’s degrees and certificates.
These enrollment pressures stem partly from long-term declines in U.S. birthrates. Fertility has generally fallen since the 1950s, with a brief recovery in the mid-2000s that peaked in 2007 and ended with the Great Recession. The last cohort from that small increase turns 18 in 2025, and entering college classes are expected to shrink again for at least the next two decades. Today’s US fertility rate sits at a historically low ~1.6 and is projected to remain low.
Changing Trends in Higher Education
A 2023 Modern Language Association (MLA) report shows that language enrollments are declining at roughly twice the rate of overall college enrollment losses. In 2021, 29% fewer students took a language course than in 2009, when enrollments peaked.
Russian enrollments, while modest at 17,598, have declined less steeply than most languages. Between 2016 and 2021, Russian fell by 13.1%, compared to an average decline of 16.6% across all languages. Programs in German (–33.6%), French (–23.1%), Arabic (–27.4%), and Chinese (–14.3%).
Strained U.S. relations with Russia and China may be sustaining interest in these languages. Even as economic ties weaken, demand for speakers in diplomacy, national security, and related fields remains strong.
Our own Survey of Russian Language Enrollments covers fewer programs than the MLA dataset, but our findings are consistent: average enrollments per program fell from 46 to 40 between 2016 and 2021—a 13% drop, matching MLA trends. Since 2021, average enrollments have declined further to 34, another 15% decrease.
Survey of Fall Enrollments 2025
This year’s survey was sent to 307* post-secondary Russian language programs that SRAS identified as being likely active. Most communication was sent through direct, individual emails to university professors or administrators. We also used listservs such as SEELANGS and SEEES as well as mass emails through databases of contacts held by SRAS and ACTR.
Of 307 programs contacted, we received 224 valid responses, a record number for the survey, giving us a response rate of about 73%.
*Note that this number has been revised down since last year in part due to duplicate program listings being identified.
First and Second Year Enrollments
Below are first- and second-year fall enrollments as reported since 2002. Because most language courses run as two-part, year-long sequences, fall enrollment is generally assumed to mirror spring enrollment.
A total of 224 programs responded to this year’s survey. Of these, 201 reported active enrollments for fall 2025. Twelve programs reported permanent closure, three operate only in the summer (and therefore have no fall enrollments), and eight are currently suspended. Reported reasons for suspension include unmet enrollment minimums, a sole professor on sabbatical, or revised scheduling in which courses rotate and are taught every other year.
Between 2018 and 2024, the average number of students per program fell by nearly one-third, from 50.5 to 34.5. This year the trend shifted and the average program stayed relatively stable, dipping only from 34.5 to 34.4 average enrollments.
While this stability is encouraging and likely shows hard work by these programs in recruiting and retaining students, the average was also boosted by the fact that 8–9% of all reporting programs were cancelled or suspended. Nearly all of these now-absent programs typically reported enrollments below the current average.
Note that the dramatically higher student numbers reported from 2022 onwards are the result of more programs reporting – and not due to higher enrollments.
Program Size and Growth
To track trends in enrollment, we can calculate year-on-year growth for any program reporting for two consecutive years. Of those programs that reported last year, 94.1% reported again this year.
Programs reporting falling enrollment (44%) outnumbered those reporting growth (37%). The remainder reported exactly the same number of students.
That said, average program growth amounted to 6.3%. Removing two significant outliers: one small program grew by by 400% (five to 25 students) and another that reported nearly 200% growth starting from a similarly single digit baseline. If these outliers are removed, the average growth is about 2.4%. Thus, programs that grew grew more than programs that contracted contracted.
Interestingly, last year saw exactly the same 2.4% growth rate after outliers were removed. However, this is far from enough to change the fundamental downward trend in enrollments.
Growth favored larger programs. Programs that began with 60 or more students averaged 12.2% growth. Mid-size programs starting at at least 20 students averaged 9.5% growth. Smaller program fared best at nearly 13% average growth. Smaller programs fared worst at an average 1.4% contraction.
Accounting for programs by size, we see a substantial growth in smaller programs reporting. Smaller programs were previously less likely to consistently report numbers. This has changed in recent years, leading to them becoming better represented in the poll.
Five and Ten Year Comparisons
With a record number of programs now reporting, we can now look at wider time frames more easily.
We had 89 programs report this year that also reported five years ago (in 2020). On average, these programs shrank by 30.8% over five years. Last year in a five-year comparison between 2019 and 2024 revealed a 25% contraction.
We had 85 programs that reported this year that also reported 10 years ago (in 2015). On average, these programs shrank by 38.2%. Our 10-year comparison taken last year for 2019-2024 revealed the same contraction of 38.2%.
Looking at the five programs of significantly more than 20 that reported growth in these longer comparisons, we can see that their story is not one of continual growth. We can see volatility in each, but, overall, remarkable stability in the face of the considerable headwinds that language programs face.
The program names have been withheld to protect anonymity. The gaps in data are years that the programs did not report.
Other Opportunities for Language Learning and Exposure
While most first and second year language classes are taught as two-part, year-long courses, this is not always the case. Some institutions offer spring and/or summer intensive classes, which concentrate a full year’s curriculum into one spring semester or summer session. Finally, separate heritage speaker programs are available at some universities, serving immigrants, their children, and adoptees.
All of these can absorb the same demand for basic language instruction that standard year-long first and second year courses rely on. Therefore, this survey began tracking enrollments for heritage speaker programs and spring intensives in 2018 and summer intensive as of 2020 to gain a fuller picture of the demand for Russian language instruction.
Study abroad can also absorb demand for language instruction in higher education. However, study abroad is not specifically and consistently tracked by university professors – which are who we poll for this survey. Therefore, we do not currently track study abroad numbers here. Some study abroad may be included in other reported numbers when those study abroad programs are directly sponsored and accredited by the university.
Advanced Courses
Advanced courses are defined as any language-focused class that takes students beyond the second-year language curriculum. Numbers for advanced courses and reporting programs have been largely stable for the past four years.
Spring and Summer Intensives
Summer intensive courses were offered by 33 reporting institutions in 2025 with a total of 755 students enrolled.
Of the 33 programs shown here, 24 reported year-on-year. Most of these programs, however, did report for semester programs this year, indicating that summer numbers may be difficult to obtain for some respondents (in some universities, summer programs are run by a completely separate entity from semester classes), or that these courses are now less regularly offered or have been selectively discontinued. Overall, average growth for programs reporting year-on-year was just over 1%.
Spring intensive courses have tended to be offered even more sporadically, making analysis difficult. Of the 12 programs reporting this year, only five are reporting year-on-year. Two non-reporting programs were, by far, the largest reporting last year, with over 50 apiece, thus accounting for most of the drop in reported students. Those that did report year-on-year showed an average growth of 4%, but ranging from a 41% contraction to 100% growth.
Heritage Speaker Programs
Heritage speakers of Russian are individuals who grew up with Russian spoken in their household, but who may lack formal language instruction and literacy in that language. Many institutions offer specialized courses for them, as they have specialized learning needs.
Heritage programs have tended to report sporadically. The most stable tend to be in areas with large Russian-speaking populations. In other areas, many programs disband in some years and reform in others, making year-on-year comparisons difficult and resulting in widely fluctuating numbers. This year, 15 of 23 reporting programs are reporting year-on-year, a relatively high number. Only four of those reported growth or stability, resulting in falling reported student numbers.
Programs and Universities
This section looks more at departments and universities, how they present programs, and policies that affect programs.
Language Requirements
Nationally, the American Council of Trustees and Alumni reports that only 122 of 1114 surveyed colleges and universities listed foreign language study as a general requirement for the 2024-2025 school year. This number has steadily fallen since at least 2017.
This means only 11% of universities surveyed by the council require foreign language study to graduate. In contrast, 33.2% of the 202 universities with Russian programs that responded to this question reported having a general language requirement.
Language requirements are likely to support diversity in the languages offered at an institution; a large, diverse population making individual choices is likely to be diverse in the choices they make if given a competitive range of options. Thus, institutions with language requirements appear to be more than three times more likely to host a Russian program. This number has remained largely constant since 2017.
In Person and Online
In 2024 we began asking instructors if they offered courses online, in person, or in hybrid fashion.
Respondents could choose all that applied. Thus, the graph below shows the number of programs indicating each option.
We had 194 programs respond. Nearly all, 93%, reported offering at least some courses entirely in person. Of the 14 that did not report offering in-person courses, seven reported teaching entirely online (the same number as last year), four offered entirely hybrid courses (down from five last year) with some instruction in person and some online), another three offer both hybrid and online. Overall, the number offering online courses dropped by 33%.
This is in line with our 2023-2024 student survey, in which 87% of students reported preferring entirely face-to-face lessons.
Majors, Minors, Certificates, and Concentrations
Last year we began asking what related documentation programs offer students. In recent years, this has become more complex and more important.
In addition to language-focused majors and minors, language courses can be an integrated component, or “concentration,” within degrees in area studies, international relations, security studies, global studies, and other related subjects.
Certificates are also gaining in popularity. These are separate awards for completing a short term cycle of courses that develop specific skills such as language. Certificates can then be easily on one’s resume alongside other educational awards to highlight one’s skills.
With quite consistent year-on-year reporting, the numbers did not change much. We had, in 2024 and 2025, 195 and 194 respondents, respectively, answered the question. Numbers for those offering Russian-language minors (75-77%) or majors (57-61%) grew slightly. Percentages offering concentrations (15%) or certificates (14%) stayed the same within fraction of a percentage point. Most programs offer multiple options.
Note many that many respondents (14-12%) stated that they offer none of these options. In addition, 11% (both years) did not answer.
Interdisciplinary Partnerships
We also asked “Does your department work with other departments to offer language or culture classes in multidisciplinary contexts? Click all departments that you work with.”
We had 171 replies. History, art, and political science were, as last year, by far most common responses. Last year, other responses were mostly focused on art and humanities. This year, security and business are much more prominent.
Below are those that received two percent or more responses.
Other departments, named in four or fewer responses, included:
- Other Languages
- Geography
- English
- Art History
- Religious Studies
- Music
- Theater
- Nursing
- Jewish Studies
- General Studies
- Environmental Studies
- Economics
- Visual and Performing Arts
- Environmental Humanities
- Conflict Resolution
- Computer Science
- STEM
Note that 55, or almost a third of respondents, reported having no partnerships. Further, another 51 did not respond to the question.
Faculty
Books
Material for first year Russian classes has rapidly diversified over the last nine years. In 2014, Golosa dominated with 55% market share while in 2024, it is now used in only 24.7% of classrooms. Mezhdu nami, a free and online coursebook has rapidly grown in market share to nearly match Golosa‘s market share this year. Beginner’s Russian and Troika have also seen growth to claim 19.9% and 12.9% respectively this year.
Other texts in use in 2025 include Live From Russia Stage 1 (15), Nachalo (4), I Love Russian (Liden and Denz) (1), Russian Full Circle (1), and Basic Russian, Book 1 (1).
Materials for second year Russian classes have also diversified, with Etazhi, Mezhdu Nami, and Russian: from Novice to Intermediate all showing remarkable growth to challenge the once-dominant Golosa and V puti.
Other texts in use in 2025 for second year classes include Troika (8), Russian: From Intermediate to Advanced (8), Nachalo (6), Beginner’s Russian (Kudyma) (4), Making Progress in Russian (3), OER (2), A Day Without Lying (2), Вверх! Building on Your Foundations in Russian (1), Intermediate Russian (Paperno) (1), Intermediate Russian: 12 Chairs (1), Panorama (1), and I Love Russian (Liden and Denz) (1), Da! A Practical Russian Grammar (1), and Graded Russian Readers (1).
Due to numerous requests, this year we also asked for books used in advanced classes. Here the list is the most diverse and diffuse. Below is a chart with all entries used by three or more programs. Excluded from the list is self-created materials, which dwarfs all other entries with 107 mentions, used in 77% of the 139 programs with advanced programs that responded.
Other books used in advanced classes with two mentions each are: The Golden Age, Russian: From Novice to Intermediate, Poetry Reader for Russian Learners, Mir Ruskih, Focus on Russian, Diverse Russian, and Advanced Russian Through History
With one mention each are: Kультуные идиомы, В мире новостей, Troika, The Cambridge Introduction to Russian Literature, SRAS materials, Schaum’s Outline of Russian Grammar, Russian though Film, Russian Grammar in Context, Russian for Russians, RAILS, Political Russian, Mezhdu nami, Kinotalk 21st Century, Russian for Advanced Students, Animation for Russian Conversation, Advanced Russian through Film and Media, and Russian In Exercises by Khavronina
In Memoriam and Endangered Programs
Our list of confirmed closed programs grew by 12 this year, up from five last year. In addition, eight other programs (up from 7 last year) indicated that they expect program closure within the next three years.
Our full list of confirmed programs closed since the start of this survey are:
Barnard College
College of Wooster
Cornell College
Dalhousie University
Everett Community College
Grossmont College
Indiana University of Pennsylvania
John Carroll University
Kansas State University
Luther College (IA)
Muhlenberg College
Northern Arizona University (still listed as offered but only as credit that can be tested out of).
Northern Michigan University
Ohio University
Randolph-Macon College
Rice University
Riverside Community College (CA)
Rutgers University, Newark
Siena College
University of California, Santa Cruz
University of Evansville
University of Houston
University of North Carolina, Greensboro
University of Northwestern, St. Paul
University of Nebraska, Lincoln
University of South Alabama
University of Southern Indiana, Evansville
University of Southern Maine
Wayne State
West Virginia University
Wittenberg University
York College of Pennsylvania
Other Slavic and Central Asian Languages
We began tracking Ukrainian and Polish enrollments in 2022 (asking initially for data from 2021 and 2022).
Polish Language Enrollments
Polish is, by far, the most studied Slavic language in the US outside of Russian.
The number of reporting programs fell by two this year. One reported not meeting minimum enrollment requirements for their administration to approve the classes. Another reported departmental closure. Meanwhile three other programs from last year did not report this year, but three apparently new programs did.
Despite fewer programs reporting, overall enrollment grew. Average individual program growth reached 20.4% with zero anomalies.
Thus, we can say that interest in Polish seems to be growing – although that growth is coming from a low base number and thus the total number of students enrolled remains small.
We have also begun asking if programs offer majors, minors, concentrations, or certificates in Polish.
In 2024, we had 30 active programs of which 28 responded to the question. Nine offered no awards to students. Meanwhile, 12 offered majors, 14 offered minors, three offered concentrations, and five offered certificates.
Numbers for 2025 were comparable. We had 28 active programs of which 25 responded to the question. Seven offered no awards to students. Meanwhile, nine offered majors, 12 offered minors, five each offered concentrations and/or certificates.
Again, these were not always the same programs reporting.
Ukrainian Language Enrollments
Interest in Ukrainian has grown significantly. However, overall enrollment remains small, behind that for Polish and well behind that for Russian.
Six programs that reported last year did not report this year. One reported not meeting minimum enrollment for the administration to approve the courses. Two report temporary suspension for other reasons. The other three appear to be still active, but did not report this year. Meanwhile, seven programs that did not report last year did report this year.
While overall enrollment appears stable from the chart below, changes in enrollment actually varied widely. Average program growth, for the 20 programs that reported year-on-year, reached 69.6%. However, one program reported a jump from one to 15 students and another reported a jump from three to 10. Without these two anomalies, the other 18 programs recorded an average contraction of 13.4%.
We have also begun asking if programs offer majors, minors, concentrations, or certificates in Ukrainian.
In 2024, we had 26 active programs of which 22 responded to the question. Eleven offered no awards to students. Meanwhile, one offered a major, five offered minors, four offered concentrations, and five offered certificates.
Numbers for 2025 were comparable. We had 27 active programs of which all responded to the question. Thirteen offered no awards to students. Meanwhile, three offered majors, eight offered minors, five offered concentrations, and four offered certificates.
Again, these were not always the same programs reporting.
Other Language Enrollments
We also now ask what other Slavic languages and other languages of the former Soviet republics are taught within responding institutions.
The most popular responses outside of Russian, Polish, and Ukrainian were Czech and BCS (BCMS). Other languages remain much smaller programs at our surveyed institutions. Of particular interest are recent gains made by Kyrgyz and Armenian.
Other languages not listed below, which had two enrollments each reported in 2025, are: Romanian, Georgian, Estonian, and Azerbaijani.
Other languages not listed below, which had one enrollment each reported in 2025, are: Sorani Kurdish, Old Church Slavonic, Mongolian, Lithuanian, and Belarusian.
Related Surveys
For more surveys including for K-12 Russian courses, US students of Russian, and recruitment and retention strategies used by teachers of Russian, click here.
Anyone interested in more information about this survey may contact the author of this report, Josh Wilson via email.