A survey was taken of the 664 U.S. institutions that offer doctoral programs in education and institutional catalogues were reviewed to determine trends regarding the Doctor of Philosophy (Ph.D.) versus the Doctor of Education (Ed.D.). Analysis of the 407 (61 percent) questionnaires that were returned indicated that: (1) there is no clear institutional movement toward one degree title or the other; (2) research universities are increasingly reluctant, while comprehensive colleges and universities are increasingly likely, to offer the Ed.D. as their only doctoral degree title; and (3) requirements for the two doctoral programs are remarkably similar, including competencies in research and statistics. The findings are discussed in relation to three common positions of those who favor the Ed.D. over the Ph.D.: (1) the professional school argument (schools of education are professional schools and therefore should pattern themselves after other professional schools rather than attempt to mimic the social sciences); (2) the unification argument (the Ed.D. would provide the needed mechanism to unify the field of education by bringing together the various disciplines grouped into schools of education); and (3) the autonomy argument (a unique doctoral title might allow schools of education to enjoy the kind of autonomy enjoyed by law and medical schools). Findings also indicate that increased national dialogue is necessary to strengthen the education profession by reducing confusion between its two doctoral degree titles. (Author/LL)