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pdfFall Enrollment
Integrated Postsecondary Education Data System (IPEDS) 2016-17
This IPEDS Fall Enrollment data collection instrument will be used
during the 2016-17 data collection. Proposed changes listed in the
Change Memo are included.
Image description. The Integrated Postsecondary Education Data System End of image description.
IPEDS Help Desk
(877) 225-2568 or ipedshelp@rti.org
NCES National Center for Education Statistics
2016-17 Survey Materials > Form
date: 8/9/2016
Fall Enrollment for 4-year degree-granting institutions
Overview
Fall Enrollment Overview
The Fall Enrollment component collects student enrollment counts by level of student, enrollment status, gender and
race/ethnicity. In addition, first-time student retention rates and the student-to-faculty ratio are collected. Every other
year data on residence of first-time undergraduates is required and in opposite years, enrollment by student age is
required to be reported.
Institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4) report Fall
enrollment as of the institution's official fall reporting date or October 15. Institutions operating on a calendar that
differs by program or that enrolls students on a continuous basis (referred to as program reporters) report Fall
enrollment as students enrolled any time during the period August 1 and October 31.
Data Reporting Reminders:
•Part B, Enrollment of students by age, is optional this year.
•Part C, Residence of first-time degree/certificate-seeking undergraduates, is required this year.
Recent changes:
•
There is one change to the 2016-17 Fall Enrollment component from the 2015-16 collection. The one change
is for retention rates. IPEDS ask that you report inclusions in the adjusted Fall 2015 cohort. For inclusions to
the Fall 2015 cohort, report first-time bachelor's seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
Resources:
To download the survey materials for this component: Survey Materials
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
Part Selection
Completion of Part B (Enrollment of Students by Age) is optional this year.
Do you wish to complete Part B this year?
If you select 'Yes', you will be expected to complete the Part B screens.
If you select 'No', you will skip Part B.
No, I will not complete Part B
Yes, I will complete Part B
Fall Enrollment - CIPCODE Selection
Indicate which of the following fields of study are offered by your institution. Students are to be reported by
their major field of study for the categories listed below. Fields for which enrollment was reported for Fall 2014
have already been checked; please make sure all listed fields that are offered by your institution are checked.
Undergraduate and graduate fields
13.0000 -- Education
14.0000 -- Engineering
26.0000 -- Biological and Biomedical Sciences
27.0000 -- Mathematics
40.0000 -- Physical Sciences
52.0000 -- Business, Management, Marketing, and Related Support Services
Graduate-only fields
22.0101 -- Law (LL.B., J.D.)
51.0401 -- Dentistry (D.D.S., D.M.D.)
51.1201 -- Medicine (M.D.)
None of the above
Yes, I confirm that I reviewed the fields of study are offered by my institution above.
You may use the space below to provide context for the data you've reported above.
Part A - Fall Enrollment for Full-Time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Full-time Undergraduate Students
Reporting Reminders:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
•Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are
considered subbaccalaureate undergraduate programs, and students in these programs are undergraduate students.
Men
Enrolled for
credit
First-time
Degree/certificate-seeking
Non-degree/
Total,
Full-time
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking
undergraduate
Returning
seeking
students
First-time
Degree/certificate-seeking
Non-degree/
Total,
Full-time
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking
undergraduate
Returning
seeking
students
Nonresident
alien
Hispanic/Latino
American
Indian or
Alaska Native
Asian
Black or
African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total men
Total men prior
year
Women
Enrolled for
credit
Nonresident
alien
Hispanic/Latino
American
Indian or
Alaska Native
Asian
Black or
African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total women
Total women
prior year
Grand total
(men+women)
Grand total
(men+women)
prior year
Part A - Fall Enrollment for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Part-time Undergraduate Students
Reporting Reminders:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
•Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are
considered subbaccalaureate undergraduate programs, and students in these programs are undergraduate students.
Men
Enrolled for
credit
First-time
Degree/certificate-seeking
Non-degree/
Total,
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking part-time
undergraduate
Returning
seeking
students
First-time
Degree/certificate-seeking
Non-degree/
Total,
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking part-time
undergraduate
Returning
seeking
students
Nonresident
alien
Hispanic/Latino
American
Indian or Alaska
Native
Asian
Black or African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total men
Total men prior
year
Women
Enrolled for
credit
Nonresident
alien
Hispanic/Latino
American
Indian or Alaska
Native
Asian
Black or African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total women
Total women
prior year
Grand total
(men+women)
Grand total
(men+women)
prior year
Part A - Fall Enrollment for Graduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15,
2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Graduate Students
Race/Ethnicity Reporting Reminder:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Graduate Student Reporting Reminder:
•Report all postbaccalaureate degree and certificate students as graduate students, including any doctor's-professional
practice students (formerly first-professional)
•Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are
considered subbaccalaureate undergraduate programs, and students in these programs are undergraduate students.
Men
Enrolled for credit
Nonresident alien
Total full-time
Total part-time
Total graduate students
Total full-time
Total part-time
Total graduate students
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women)
Grand total (men+women) prior year
Part A - Fall Enrollment Summary
Fall Enrollment Summary
Men
Students enrolled for credit
Total full-time
students
Total part-time
students
Grand total,
all students
Total full-time
students
Total part-time
students
Grand total,
all students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand Total (men+women)
Sample pages for 13.0000 Education (undergraduate and graduate) and 21.0101 Law (firstprofessional) follow. Please duplicate these pages as needed for any fields of study listed
above that are offered by your institution.
Part A - Fall Enrollment by race/ethnicity and gender
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
CIPCODE: 13.0000 -- Education
Full-time undergraduate students
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Students enrolled for credit
Degree/certificate-seeking
Non-degree/
Total,
full-time
First-time Transfer-in Continuing/ Total non-certificate-seeking
undergraduate
Returning
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand total (men+women)
Grand total (men+women) 2014-15
Degree/certificate-seeking
Non-degree/
Total,
full-time
First-time Transfer-in Continuing/ Total non-certificate-seeking
undergraduate
Returning
students
Part A - Fall Enrollment by race/ethnicity and gender
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
CIPCODE: 13.0000 -- Education
Part-time undergraduate students
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Students enrolled for credit
Degree/certificate-seeking
Non-degree/
Total,
part-time
First-time Transfer-in Continuing/ Total non-certificate-seeking
undergraduate
Returning
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
Two or more races
Race/ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
Two or more races
Race/ethnicity unknown
Total women
Grand total (men+women)
Grand total (men+women) 2014-15
Degree/certificate-seeking
Non-degree/
Total,
part-time
First-time Transfer-in Continuing/ Total non-certificate-seeking
undergraduate
Returning
students
Part A - Fall Enrollment by race/ethnicity and gender
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
CIPCODE: 13.0000 -- Education
Graduate students
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
•Report all postbaccalaureate degree and certificate students as graduate students, including any doctor's-professional
practice students (formerly first-professional)
Men
Students enrolled for credit
Nonresident alien
Total full-time
Total part-time
Total graduate students
Total full-time
Total part-time
Total graduate students
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand total (men+women)
Grand total (men+women) 2014-15
Part A - Fall Enrollment by race/ethnicity and gender
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15,
2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
CIPCODE: 22.0101 -- Law (LL.B., J.D.)
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Students enrolled for credit
Nonresident alien
Total full-time
Total part-time
Total
Total full-time
Total part-time
Total
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand total (men+women)
Grand total (men+women) 2014-15
Part A - Fall Enrollment by Distance Education Status
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Undergraduate Students
Degree/Certificate
Non-Degree/Certificate
Seeking
Seeking
Graduate
Students
Enrolled exclusively in distance education
courses
Enrolled in some but not all distance
education courses
Not enrolled in any distance education
courses
Total (from prior part A screens)
Image
description.
These
context
notes
may
beon
posted
the
College
Navigator.
End of image
description.
You may use the space below to provide context for the data you've reported above.
These context notes may be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance
education courses, report the number that are:
Located in
Located in the U.S. but not in
Located in the U.S. but state/jurisdiction unknown
Located outside the U.S.
Location unknown/unreported
Total students exclusively enrolled in distance
education (from section above)
Undergraduate Students
Degree/Certificate
Non-Degree/Certificate
Seeking
Seeking
Graduate
Students
Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total full-time undergraduate students (from part A)
Full-time Undergraduate Students
Men
Women
Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total part-time undergraduate students (from part A)
Part-time Undergraduate Students
Men
Women
Part B - Fall Enrollment by Age and Gender for Full-time Graduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total full-time graduate students (from part A)
Full-time Graduate Students
Men
Women
Part B - Fall Enrollment by Age and Gender for Part-time Graduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total part-time graduate students (from part A)
Part-time Graduate Students
Men
Women
Part C - Screening Question
Did any of your first-time degree/certificate-seeking undergraduate students (reported in Part A) enroll within 12
months of graduating high school or receiving their GED?
No, we do not have any first-time students who enrolled within 12 months of their high school
graduation.
Yes, we have first-time students who enrolled within 12 months of their high school graduation.
You may use the space below to provide context for the data you've reported above.
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Of students in column 1, those
Total first-time
was first admitted
who
enrolled within 12 months
degree/certificate-seeking
of high school graduation
undergraduates
or receiving their GED
(1)
(2)
Alabama
01
Alaska
02
Arizona
04
Arkansas
05
California
06
Colorado
08
Connecticut
09
Delaware
10
District of Columbia
11
Florida
12
Georgia
13
Hawaii
15
Idaho
16
Illinois
17
Indiana
18
Iowa
19
Kansas
20
Kentucky
21
Louisiana
22
Maine
23
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Total first-time
Of students in column 1, those
was first admitted
degree/certificate-seeking
who enrolled within 12 months
undergraduates
of high school graduation
(1)
or receiving their GED
(2)
Maryland
24
Massachusetts
25
Michigan
26
Minnesota
27
Mississippi
28
Missouri
29
Montana
30
Nebraska
31
Nevada
32
New Hampshire
33
New Jersey
34
New Mexico
35
New York
36
North Carolina
37
North Dakota
38
Ohio
39
Oklahoma
40
Oregon
41
Pennsylvania
42
Rhode Island
44
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS
Total first-time
Of students in column 1, those
was first admitted
Code degree/certificate-seeking who enrolled within 12 months of
undergraduates
high school graduation
(1)
or receiving their GED
(2)
South Carolina
45
South Dakota
46
Tennessee
47
Texas
48
Utah
49
Vermont
50
Virginia
51
Washington
53
West Virginia
54
Wisconsin
55
Wyoming
56
State Unknown
57
American Samoa
60
Federated States of Micronesia
64
Guam
66
Marshall Islands
68
Northern Marianas
69
Palau
70
Puerto Rico
72
Virgin Islands
78
Foreign Countries
90
Residence unknown/unreported
Total first-time degree/certificate-seeking
undergraduates (from Part A)
98
You may use the space below to provide context for the data you've reported above.
This part is only required from academic reporters.
Part D - Total Undergraduate Entering Class
Total Undergraduate Entering Class, Fall 2016
D1 Total full-time, first-time degree/certificate-seeking undergraduates from Part A (GR cohort)
D2 Total first-time degree/certificate-seeking undergraduates (full-time + part-time) from Part A
D3 Total transfer-in degree/certificate-seeking undergraduates (full-time + part-time) from Part A
D4 Total non-degree/certificate-seeking undergraduates (full-time + part-time) from Part A
D5 Of the total non-degree/certificate-seeking undergraduates displayed on line D4, the number that are
new to the institution in Fall 2016
D6 Total entering students at the undergraduate level
Note: This is calculated as first-time students (line D2) + students transferring to the institution (line D3)
+ non-degree/certificate-seeking undergraduates entering in Fall 2016 (line D5).
D7 Percentage of undergraduate entering class represented by your GR cohort (line D1/line D6)
Part E - First-time Bachelor's Cohort Retention Rates (Full-time)
Retention Rates
Full-time, First-time Bachelor's Cohort from Fall 2015
Academic reporters determine the cohort and retention as of the institution's official fall reporting date or as of
October 15. Program reporters determine the cohort with enrollment any time between August 1 and October
31, 2015 and retention based on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted
from and inclusions are added to the original cohort and the resulting adjusted cohort is used for calculating
the retention rate.
Retention Data Reporting Reminders:
•
Include only full-time, first-time bachelor's students in this cohort.
•
Determine the full-time cohort using Fall 2015 status (e.g. if a student was full-time in Fall 2015, report them in
the full-time cohort regardless of their Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E2a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E2b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E1) but who have re-enrolled at the institution their second year.
Prior year
data (Fall
2014 cohort)
FULL-TIME, FIRST-TIME BACHELOR'S COHORT RETENTION:
E1
Full-time, first-time Fall 2015 bachelor's cohort
E2a
Exclusions from the Fall 2015 cohort
E2b
Inclusion to the Fall 2015 cohort
E3
E4
Adjusted Fall 2015 cohort (line E1- E2a + E2b)
Students from Fall 2015 cohort still enrolled as of Fall 2016
E5
E3)
Full-time, first-time Fall 2015 bachelor's cohort retention rate (line E4 / line
Image
description.
These
context
notes
will
be on
posted
the
College
Navigator.
End of image
description.
%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part E - First-time Bachelor's Cohort Retention Rates (Part-time)
Retention Rates
Part-time, First-time Bachelor's Cohort from Fall 2015
Academic reporters determine the cohort and retention as of the institution's official fall reporting date or as of
October 15. Program reporters determine the cohort with enrollment any time between August 1 and October
31, 2015 and retention based on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted
from the original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only part-time, first-time bachelor's-seeking students in this cohort.
•
Determine part-time using Fall 2015 attendance status (e.g. if a student was part-time in Fall 2015, report them
in the part-time cohort regardless of their Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E7a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E7b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E6) but who have re-enrolled at the institution their second year.
Prior year
data (Fall
2014 cohort)
PART-TIME, FIRST-TIME BACHELOR'S COHORT RETENTION:
E6
Part-time, first-time Fall 2015 bachelor's cohort
E7a
Exclusions from the Fall 2015 cohort
E7b
Inclusions to the Fall 2015 cohort
E8
E9
Adjusted Fall 2015 cohort (line E6 - E7a + E7b)
Students from Fall 2015 cohort still enrolled as of Fall 2016
E10
E8)
Part-time, first-time Fall 2015 bachelor's cohort retention rate (line E9 / line
Image
description.
These
context
notes
will
be on
posted
the
College
Navigator.
End of image
description.
%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate
programs for Fall 2016. The student-to-faculty ratio and any accompanying context that is provided will be
displayed on College Navigator.
Note: Logic in this item is similar to item I-2 from the Common Data Set data collection.
Click here to use a worksheet to help you determine the student-to-faculty ratio
Student-to-faculty ratio
to 1
Student-to-faculty ratio prior year
to 1
Image
description.
These
context
notes
will
be on
posted
the
College
Navigator.
End of image
description.
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Four-Year Institutions with Graduate Programs Student-to-Faculty Ratio Worksheet
This worksheet is designed to help you determine your institution's student-to-faculty ratio.
Data entered on this worksheet will NOT be collected or saved. Therefore, please PRINT this screen if you
would like to refer to the ratio calculation for your institution at a later time.
The term "stand-alone graduate or professional program" used below is defined as a graduate or professional
practice program such as medicine, law, veterinary, dentistry, social work, or public health, in which faculty
teach virtually only graduate-level students (often referred to as "independent" programs).
Note: The logic used for this calculation is similar to item I-2 from the Common Data Set data collection.
Students, Fall 2016
FULL-TIME STUDENTS:
F1 Total full-time students from Part A
Full-time Student Exclusion (Line F2):
F2 Of the full-time students reported in Line F1, the number enrolled in stand-alone
graduate or professional programs
F3
Total adjusted full-time student count
(Line F1 - F2)
PART-TIME STUDENTS:
F4 Total part-time students from Part A
Part-time Student Exclusion (Line F5):
F5 Of the part-time students reported in Line F4, the number enrolled in stand-alone
graduate or professional programs
F6
F7
Total adjusted part-time student count
(Line F4 - F5)
Full-time equivalent of adjusted part-time student count
(Line F6 * 1/3)
F8
Total adjusted full-time equivalent students
(Line F3 + F7)
Instructional Staff, Fall 2016
FULL-TIME INSTRUCTIONAL STAFF:
F9 Number of full-time instructional staff (non-medical) as reported on the HR survey
component
Full-time Instructional Staff Exclusions (Line F10A and 10B):
(Note: an individual instructor meeting both exclusion criteria should only be reported in ONE exclusion line item.)
F10A Of the full-time instructional staff reported in Line F9, the number teaching
exclusively in stand-alone graduate or professional programs
F10B Of the full-time instructional staff reported in Line F9, the number teaching
exclusively non-credit courses
F11 Total adjusted full-time instructional staff
(Line F9 - (F10A + F10B))
PART-TIME INSTRUCTIONAL STAFF:
F12 Number of part-time instructional staff (non-medical) as reported on the HR
survey component
Part-time Instructional Staff Exclusions (Line F13A and 13B):
(Note: an individual instructor meeting both exclusion criteria should only be reported in ONE exclusion line item.)
F13A Of the part-time instructional staff reported in Line F12, the number teaching
exclusively in stand-alone graduate or professional programs
F13B Of the part-time instructional staff reported in Line F12, the number teaching
exclusively non-credit courses
Part-time Instructional Staff Addition (Line F14):
F14 Number of administrators, or other staff not reported to IPEDS as instructors, that
are teaching a credit course(s) in the Fall
F15 Total adjusted part-time instructional staff
(Line F12 - (F13A + F13B) + F14)
F16 Full-time equivalent of adjusted part-time instructional staff
(Line F15 * 1/3)
F17 Total full-time equivalent of adjusted instructional staff
(Line F11 + F16)
F18 Student-to-faculty ratio
(Line F8/F17)
to 1
Prepared by
This survey component was prepared by:
Keyholder
Finance Contact
SFA Contact
HR Contact
Academic Library Contact
Other
hours
minutes
Name:
Email:
How long did it take to prepare
this survey component?
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there
are questions concerning the data. The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the
reporting burden associated with IPEDS. Please include in your estimate the time it took for you to review instructions,
query and search data sources, complete and review the component, and submit the data through the Data Collection
System.
Thank you for your assistance.
U.S. Department of Education
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IPEDS Help Desk
(877) 225-2568 or ipedshelp@rti.org
NCES National Center for Education Statistics
2016-17 Survey Materials > Instructions
date: 8/9/2016
Fall Enrollment Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help for Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Questions
Reporting Individuals by Racial/Ethnic Categories
Part A: Fall Enrollment by Level, Attendance Status, Race/Ethnicity, and Gender
Part B: Fall Enrollment by Age
Part C: Residence of First-Time Degree/Certificate-Seeking Undergraduates
Part D: Total Undergraduate Entering Class
Part E: Retention Rates for First-Time Bachelor's Seeking Students
Part F: Student-to-Faculty Ratio
Purpose of Survey
The purpose of the Fall Enrollment component of IPEDS is to collect enrollment data on all students enrolled for credit
in courses/programs that could lead to awards ranging from postsecondary certificates of less than 1 year to doctoral
degrees. Fall enrollment data are collected by level of student, attendance status, race/ethnicity, and gender. In
addition, the Fall Enrollment component collects data on the institution's undergraduate entering class, first-time
student retention rates, and the student-to-faculty ratio. Every other year data on enrollment by nine selected fields of
study are collected, as is residency of first-time degree/certificate-seeking undergraduate students. In opposite years,
enrollment by student age is collected.
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Changes in Reporting
Enrollment by residence will be mandatory this year. Enrollment by age is optional.
A new field was added to the retention screens for inclusion to the Fall 2015 cohort to allow the institution to include in
their first-time cohort eligible students who studied abroad their first year upon entering the institution.
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General Instructions
Reporting Period Covered
For institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4), fall
enrollment should be reported as of the institution's official fall reporting date or October 15.
For institutions operating on an "other academic calendar," a calendar that differs by program, or enrolls students on a
continuous basis (referred to as program reporters), fall enrollment is reported for students enrolled any time during
the period August 1 and October 31.
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Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note
that some context boxes are posted on the College Navigator Website, which is the college search tool offered by
NCES. NCES will review entries in these context boxes for applicability and appropriateness before posting them on the
College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied
towards the requirements for a postsecondary degree, diploma, certificate, or other formal award), regardless of
whether or not they are seeking a degree or certificate. This includes:
•
•
•
•
•
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid
determination
Students from overseas enrolled for credit at your institution (e.g., online students)
Graduate students enrolled for thesis credits, even when zero credits are awarded, as these students are still
enrolled and seeking their degree
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
•
•
•
•
•
Students enrolled exclusively in courses that cannot be applied towards a formal award
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
Residents or interns in doctor's - professional practice programs, since they have already received their
doctor's degree
In addition, the following students should be excluded:
•
•
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution serves
as an administrative record
Students enrolled in any branch campus located in a foreign country
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Where to Get Help with Reporting
IPEDS Help Desk
Phone: 1-877-225-2568
Email: ipedshelp@rti.org
Web Tutorials
You can also consult the IPEDS Website Trainings & Outreach page which contains several tutorials on IPEDS data
collection, a self-paced overview of IPEDS tools, and other valuable resources.
IPEDS Resource Page
The IPEDS Website Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials,
taxonomies, information centers (e.g., academic libraries, average net price, human resources, race/ethnicity, etc.),
and other valuable information.
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Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution- and aggregate-levels.
At the institution-level, data will appear in the:
•
•
•
•
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
•
•
•
•
•
IPEDS First Looks
IPEDS Table Library
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
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Reporting Directions
Screening Questions
Before entering any data, screening questions will need to be answered.
Part B Selection
Part B (Enrollment by Age) is optional this year. Indicate whether or not you will complete Part B of the Fall Enrollment
survey component this year.
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Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the
Education Amendments of 1972 and Sec. 421(a)(1) of the Carl D. Perkins Vocational Education Act. These instructions
correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S.
Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first
question is whether the respondent is Hispanic/Latino. The second question is whether the respondent is from one or
more races from the following list: American Indian or Alaska Native, Asian, Black or African American, Native
Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race
and ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education
using the NINE categories below. Racial/ethnic designations are requested only for United States citizens, resident
aliens, and other eligible non-citizens.
•
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
•
•
•
•
•
•
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
•
•
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of
anthropological origins. The categories are:
•
•
•
•
•
•
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish
culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South
America (including Central America) who maintains cultural identification through tribal affiliation or
community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine
Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
•
•
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country
on a visa or temporary basis and does not have the right to remain indefinitely. NOTE - Nonresident aliens are
to be reported separately, in the boxes provided, rather than included in any of the seven racial/ethnic
categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or
nationals of the United States and who have been admitted as legal immigrants for the purpose of obtaining
permanent resident alien status (and who hold either an alien registration card (Form I-551 or I-151), a
Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee
or Cuban-Haitian) are to be reported in the appropriate racial/ethnic categories along with United States
citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or
ethnic designation.
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Part A: Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level. The undergraduate level
includes students enrolled in undergraduate level courses, in 4 or 5-year bachelor's degree programs, associate's
degree programs, or any certificate programs below the baccalaureate level. Students who have already earned a
bachelor's degree but are taking undergraduate courses for credit should be included as undergraduates.
Full-time, first-time degree/certificate-seeking students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled fulltime with the intent to earn a degree, certificate, or other formal award. The following are also considered firsttime:
•
•
Students enrolled in the fall term who attended college for the first time in the prior summer session
(applicable to academic reporters only)
Students who entered with advanced standing (any college credits earned before graduation from high school)
In order to be considered degree or certificate-seeking, the student must be enrolled in courses for credit and be
recognized by the institution as seeking a degree or other formal award. Note: All students eligible to receive federal
student financial aid are to be considered degree/certificate-seeking. Dual enrolled high school students are not
degree/certificate-seeking students.
Program Reporters: Include first-time students who entered your institution between August 1, 2016 and October
31, 2016.
Academic Reporters: Student counts reported in column 1 define the initial cohort for reporting graduation rates in
the IPEDS Graduation Rates (GR) component to meet Student Right-to-Know reporting requirements. Students
reported in this group will become your GR cohort in the reporting year appropriate for your institution. The number of
students reported in column 1 will also appear in Part D to be used in determining the percentage of the
undergraduate entering class represented by the cohort.
Full-time, transfer-in degree/certificate-seeking undergraduate students
In column 2, report the total number of full-time degree/certificate-seeking undergraduate students entering the
reporting institution for the first time but known to have previously attended a postsecondary institution at the
undergraduate level. Include students enrolled in the fall term who transferred into the institution the prior summer
term. These students may or may not have transferred credit(s).
Program Reporters: Include students who transferred into your institution between August 1, 2016 and October 31,
2016
Academic Reporters: Include students who transferred into your institution as of the institution's official fall
reporting date or October 15, 2016 and those who transferred in the prior summer term.
Full-time, continuing degree/certificate-seeking undergraduate students
In column 3, report the total number of continuing (i.e., not first-time and not transfer-in) full-time degree/certificateseeking undergraduate students. These are students who are not new to the institution in the fall, but instead are
continuing their studies at the institution.
Full-time, non-degree/certificate-seeking full-time undergraduates
In column 5, report the total number of full-time non-degree/certificate-seeking undergraduates. These students are
enrolled for credit but not with the intent of earning a degree or other formal award. Note: High school students
enrolled in creditable courses prior to high school graduation are considered non-degree/certificate-seeking students.
Once you save the data by clicking the 'Verify and Save' button, the 'Total full-time degree/certificate-seeking
undergraduates' (column 4) and 'Total, full-time undergraduate students' (column 6) will be calculated by the system
and display on the survey screen.
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Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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Part A: Graduate Students by Race/Ethnicity and Gender
Report all students enrolled for credit at the graduate level as either full-time (column 1) or part-time (column 2).
Include graduate students enrolled for thesis credits, even when zero credits are awarded, as these students are still
enrolled and seeking their degree.
Graduate Student Reporting Reminder: Institutions are required to report using the new postbaccalaureate
classifications. Report all postbaccalaureate degree and certificate students as graduate students, including doctor'sprofessional practice students (formerly first-professional).
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Part A: Enrollment by Distance Education Status
On this screen, report all students reported on previous Part A screens who are:
•
•
Enrolled exclusively in distance education courses offered at your institution: Students who are
enrolled only in courses that are considered distance education courses at your institution.
Enrolled in some but not all distance education courses offered at your institution: Students who are
enrolled in at least one course that is considered a distance education course, but are not enrolled exclusively
in distance education courses.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a
course from being classified as exclusively distance education. Similarly, if a student is taking instructional portions of
their program entirely online, but are then required to complete a practicum, residency, or internship, the student can
still be considered enrolled in entirely distance education courses.
Not enrolled in any distance education courses offered at your institution: This number represents the
students who are not enrolled in any distance education courses at your institution. It will be calculated by subtracting
the (students enrolled exclusively in distance education + students enrolled in some but not all distance education
courses) from the total enrolled students from Part A, which is the totals for degree/certificate-seeking undergraduate
(first-time + transfer-in + continuing), non-degree/certificate-seeking undergraduate and graduate students.
Location of students enrolled exclusively in distance education courses
If there are students reported as enrolled exclusively in distance education courses, further data on the location of
these distance education students will need to be reported. Report, by student level and undergraduate degreeseeking status, the number of exclusively distance education students that are located in the same state/jurisdiction
as the institution, in a different state/jurisdiction than the institution, in the U.S. but the state/jurisdiction is unknown,
and residing outside the U.S.
The total students exclusively enrolled in distance education courses will be carried forward from earlier on the screen.
If the total students reported by location does not equal the total enrolled exclusively in distance education from
above, the “Location unknown/unreported” is calculated.
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Part B: Fall Enrollment by Age and Gender
Part B is optional this year. This part is required in odd-numbered years.
This distribution of students should include all students reported in Part A.
Enrollment by Age
Use institutional records to calculate student age.
Academic reporters: report student age as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters: report student age as of August 1, 2016.
The totals by gender for each attendance status (full- or part-time) and student level (undergraduate or graduate) will
be carried forward from the corresponding Part A screens. When the Part B and Part A totals do not agree, the "Age
unknown/unreported" is calculated.
Note: If the Part B student count total is larger than the total carried forward from Part A (resulting in a negative
value), a fatal error results. In this case, reexamine both the age data and comparable portion of Part A to identify the
error and make appropriate corrections.
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Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is mandatory this year. This part is required in even-numbered years only.
This distribution of students should include all first-time degree/certificate-seeking undergraduate students
(both full- and part-time) reported in Part A.
Recent High School Graduates Screening Question
Part C begins with a screening question to determine whether or not your institution has first-time degree/certificateseeking undergraduate students who enrolled within 12 months of graduating high school or receiving their GED. If the
answer is 'No', then only one column for all first-time degree/certificate-seeking undergraduates will display in Part C.
If the answer is 'Yes', then 2 columns will be reported in Part C, one for all first-time degree/certificate-seeking
undergraduates and one for those first-time degree/certificate-seeking undergraduates enrolled within 12 months of
graduating high school or receiving their GED.
State of residence
Use the state identified by the student as his/her permanent address at the time of application to the institution. This
may be the legal residence of a parent or guardian, or the state in which a student has a driver's license or is
registered to vote. It is not necessarily the state in which the student's high school is located.
Residence of first-time degree/certificate-seeking undergraduate students
In column (1), report all first-time degree/certificate-seeking undergraduate students, both full-time and parttime, by state of residence. The total line for column (1) will be carried forward from the total first-time
degree/certificate-seeking undergraduate students reported in Part A. If the sum of the students reported by state of
residence in column (1), lines 1-90, does not agree with the total first-time degree/certificate-seeking undergraduates
from Part A, the "Residence unknown/unreported" (line 98) will be calculated.
Note: When the sum of students by state of residence is larger than the total carried forward from Part A (resulting in
a negative value calculated for the "Residence unknown/unreported" line), a fatal error results. In this case, reexamine
both the residence data and comparable section of Part A to identify the error and make appropriate corrections.
If your institution responded 'Yes' to the screening question, the subset of students from column (1) who enrolled
within 12 months of graduating high school or receiving their GED are to be reported again by their state of residence
in column (2).
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Part D: Total Undergraduate Entering Class
Program reporters and non-degree-granting institutions do not complete Part D.
Total entering class data are included to address concerns some institutions have raised about the cohort that is
defined by the IPEDS Graduation Rates (GR) component. The GR cohort includes only full-time, first-time
degree/certificate-seeking undergraduate students. For institutions with substantial part-time, transfer-in, and nondegree/certificate-seeking enrollment, this may result in graduation rates that are not representative of their typical
entering class.
The total undergraduate entering class is comprised of all first-time undergraduates (full-time and part-time), all
transfer-in undergraduates (full-time and part-time) and the subset of non-degree/certificate-seeking undergraduates
who are new to the institution in the Fall. To reach the total entering class total, Part D follows a line-by-line step
process.
Lines D1 - D4 are carried forward from Part A reporting.
In Line D5, report the subset of non-degree/certificate-seeking undergraduate students displayed on line D4, who are
new to the institution in Fall 2016.
Line D6 will calculate the total undergraduate entering students. This is calculated as all first-time students (line D2)
+ all transfer-in students (line D3) + non-degree/certificate-seeking undergraduate students new to the institution in
Fall 2016 (line D5).
After clicking 'Save', Line D7 will display the percentage of the undergraduate entering class that is represented by
the current GR cohort (the GR cohort is carried forward from Part A and displayed in Line D1). The percentage is
calculated as line D1/D6.
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Part E: Retention Rates for First-Time Bachelor's Degree Seeking Student Cohort
Retention rates examine the percentage of first-time bachelor's degree (or equivalent) seeking students
enrolled in the fall of the prior year that are still enrolled in the fall of the current year.
On each retention screen (full-time cohort and part-time cohort screens) institutions must report:
•
First-time bachelor's degree (or equivalent) seeking Fall 2015 cohort.
Academic reporters: determine the cohort using the institution's official fall reporting date or as of October
15, 2015.
Program reporters: determine the cohort based on students who were enrolled in the institution at any time
between August 1 and October 31, 2015.
Note: The retention cohorts are the subset of first-time degree/certificate-seeking students reported in Part A
of the prior year Fall Enrollment survey that are bachelor's degree (or equivalent) seeking. Attendance status
(full- or part-time) should be based on the student's Fall 2015 status.
•
•
•
Exclusions from the cohorts (see below for allowable exclusions)
Inclusion to the Fall 2015 cohort. Report on this line first-time bachelor's seeking study abroad students who
were excluded from the first-time cohort but who have re-enrolled at the institution their second year.
Total number of students retained from the Fall 2015 cohort. Include students who were reported as firsttime but who are studying abroad Fall 2016.
Total students retained = students from the Fall 2015 cohort who are still enrolled as of Fall 2016.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of
October 15, 2016.
Program reporters: Report students retained as of August 1, 2016.
Exclusions:
Institutions may report cohort exclusions. Allowable exclusions are students who left the institution for any of the
following reasons:
•
•
•
•
Died or were totally and permanently disabled
To serve in the armed forces (including those called to active duty)
To serve with a foreign aid service of the Federal Government (e.g., Peace Corps)
To serve on official church missions
The system will compute an adjusted cohort by subtracting the student exclusions from the original cohort prior to
calculating the retention rate.
Retention rates will be computed by the system after clicking 'Save.' The retention rate is calculated as:
(Students from the Fall 2015 cohort still enrolled as of Fall 2016/Adjusted Fall 2015 cohort)*100
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Part F: Student-to-Faculty Ratio
Graduate only institutions do not complete Part F.
Report the student-to-faculty ratio for undergraduate programs at your institution. A worksheet is available to help
determine your institution's ratio. Click on the link from the Part F screen to access the worksheet.
Worksheet for Institutions with Graduate or Professional Programs
The worksheet is designed to help institutions determine their student-to-faculty ratio for undergraduate programs. It
is NOT mandatory that you use this worksheet to calculate your student-to-faculty ratio. Data entered on the
worksheet will NOT be collected or saved in the system. Make sure to print the screen in order to refer to the ratio
calculation for your institution at a later time.
Please note: The logic used in this calculation is similar to that of item I-2 from the Common Data Set data collection.
The term "stand-alone graduate or professional programs" used on the worksheet is defined as graduate or
professional programs such as medicine, law, veterinary, dentistry, social work, or public health, in which faculty teach
virtually only graduate-level students (also referred to as "independent" programs). Student and instructional staff
counts will be adjusted for stand-alone graduate or professional programs to allow the ratio to come closer to an
undergraduate program student-to-faculty ratio without overburdening institutions with reporting detail on the level of
instruction taught by each instructor.
FULL- AND PART-TIME STUDENT DATA:
The total number of full-time and part-time students (lines F1 and F4) are carried forward from Part A.
Institutions with stand-alone graduate or professional programs (see definition above) report the following Fall 2016
student exclusions:
•
•
In line F2, report the total number of full-time students enrolled in stand-alone graduate or professional
programs.
In line F5, report the total number of part-time students enrolled in stand-alone graduate or professional
programs.
With the above student exclusions, the system will then compute the following on the worksheet:
•
•
•
Lines F3 and F6. Total adjusted full-time and total adjusted part-time student counts.
These are the total full-time and part-time students reported in Part A, excluding those enrolled in stand-alone
graduate or professional programs. The system will calculate line F3 as line F1 (total full-time students) minus
line F2 (total full-time students enrolled in stand-alone graduate or professional programs) and calculate line
F6 as line F4 (total part-time students) minus line F5 (total part-time students enrolled in stand-alone
graduate or professional programs).
Line F7. A full-time equivalent (FTE) of the adjusted part-time student count.
The FTE will be calculated as line F6 (total adjusted part-time student count) * 1/3.
Line F8. Total adjusted FTE students.
This is calculated as the sum of lines F3 (total adjusted full-time students) and F7 (FTE of total adjusted parttime students). Line F8 is used in the ratio calculation.
FULL-AND PART-TIME INSTRUCTIONAL STAFF DATA:
Lines F9 and F12 should be reported based on data your institution is reporting in the IPEDS Human Resources (HR)
survey component. Please work together with the appropriate staff at your institution to ensure that the data used on
this worksheet and reported in the HR component are the same.
•
•
Line F9. The total number of full-time instructional staff (non-medical) as reported on the HR component.
Line F12. The total number of part-time instructional staff (non-medical) as reported on the HR component.
NOTE: Graduate assistants are not included.
Instructional Staff Exclusions for Stand-Alone Programs:
Institutions with stand-alone graduate or professional programs (see definition above) report the following Fall 2016
instructional staff exclusions on the worksheet:
•
•
In line F10A, report the number of full-time instructional staff teaching exclusively in stand-alone graduate or
professional programs.
Please note that instructional staff reported on the medical school screens in the HR component (medical
school screens are seen only by institutions with M.D. and/or D.O. programs) are already excluded from the
counts in line F9 and therefore should not be reported in line F10.
In line F13A, report the number of part-time instructional staff teaching exclusively in stand-alone graduate
or professional programs.
Please note that instructional staff reported on the medical school screens in the HR component (medical
school screens are seen only by institutions with M.D. and/or D.O. programs) are already excluded from the
counts in line F12 and therefore should not be reported in line F13.
Instructional Staff Exclusion for Non-Credit Instructors:
•
•
In line F10B, report the number of full-time instructional staff teaching exclusively non-credit courses.
In line F13B, report the number of part-time instructional staff teaching exclusively non-credit courses.
For institutions that have a large amount of non-credit activity (most often public two-year institutions), the above
exclusions will better align the student data with the instructional staff data being used in the ratio.
Part-Time Instructional Staff Addition:
•
In line F14, report the number of administrators or other staff NOT reported to IPEDS as instructors (and
therefore not included in the EAP count reported in line F12) that are teaching a credit course in Fall 2016.
For institutions that have administrators and other professionals on staff that are not reported to IPEDS as instructors
(because it is not their "primary function") but they teach credit courses throughout the year, the above allowable
addition will produce a more accurate ratio.
With the above instructional staff exclusions and part-time instructional staff addition information above, the system
will compute the following on the worksheet:
•
•
•
•
•
Line F11. Total adjusted full-time instructional staff.
The adjusted full-time instructional staff is the total full-time instructional staff, excluding those teaching
exclusively in stand-alone graduate or professional programs and those teaching exclusively non-credit
classes. The system will calculate line F11 as line F9 (total full-time instructional staff as reported on HR)
minus the total exclusions [line F10A (total full-time instructional staff teaching exclusively in stand-alone
graduate or professional programs) + line F10B (total full-time instructional staff teaching exclusively noncredit courses)].
Line F15. Total adjusted part-time instructional staff.
The adjusted part-time instructional staff is the total part-time instructional staff, excluding those teaching
exclusively in stand-alone graduate or professional programs and those teaching exclusively non-credit
classes, and adding those administrators and other staff teaching credit courses. The system will calculate line
F15 as line F12 (total part-time instructional staff as reported on HR) minus the total exclusions [line F13A
(total part-time instructional staff teaching exclusively in stand-alone graduate or professional programs) +
line F13B (total part-time instructional staff teaching exclusively non-credit courses)] + line F14
(administrators and other staff teaching credit courses).
Line F16. Total FTE of adjusted part-time instructional staff.
The FTE will be calculated as line F15 (total adjusted part-time instructional staff) * 1/3.
Line F17. Total FTE of adjusted instructional staff.
This is calculated as the sum of lines F11 (total adjusted full-time instructional staff) and F16 (FTE of total
adjusted part-time instructional staff). Line F17 is used in the ratio calculation.
Line F18. Student-to-faculty ratio.
The ratio will be calculated by the system as line F8 (total adjusted FTE students) divided by line F17 (total
adjusted FTE instructional staff). The ratio will be displayed on the worksheet as xxx to 1.
The calculated ratio can then be entered onto the Part F (Student-to-Faculty Ratio) screen.
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date: 8/9/2016
Glossary
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall
Enrollment component, it is the cohort for calculating retention rate; for the Graduation Rates
component, this is the cohort from which graduation and transfer-out rates are calculated; and for the Outcome
Measures component, these are the four cohorts (full-time, first-time; part-time-first-time; full-time, non-first-time;
and part-time, non-first-time) for which outcomes rates are calculated at 6 and 8 years.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent,
including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand,
and Vietnam.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a
degree or other formal award.
Bachelor's degree
An award (baccalaureate or equivalent degree, as determined by the Secretary, U.S. Department of Education) that
normally requires at least 4 but not more than 5 years of full-time equivalent college-level work. This includes all
bachelor's degrees conferred in a 5-year cooperative (work-study) program. A cooperative plan provides for
alternate class attendance and employment in business, industry, or government; thus, it allows students to
combine actual work experience with their college studies. Also includes bachelor's degrees in which the normal 4
years of work are completed in 3 years.
Black or African American
A person having origins in any of the black racial groups of Africa.
Branch institution
A campus or site of an educational institution that is not temporary, is located in a community beyond a reasonable
commuting distance from its parent institution, and offers full programs of study, not just courses.
CIP code
A six-digit code in the form xx.xxxx that identifies instructional program specialties within educational institutions.
Classification of Instructional
Programs (CIP)
A taxonomic coding scheme for secondary and postsecondary instructional programs. It is intended to facilitate the
organization, collection, and reporting of program data using classifications that capture the majority of reportable
data. The CIP is the accepted federal government statistical standard on instructional program classifications and is
used in a variety of education information surveys and databases.
Cohort
A specific group of students established for tracking purposes.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in).
Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a
recipient toward the requirements for a postsecondary degree, diploma, certificate, or other formal award,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other formal award. This includes
students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a
degree, certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Distance education
Education that uses one or more technologies to deliver instruction to students who are separated from the
instructor and to support regular and substantive interaction between the students and the instructor synchronously
or asynchronously.
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through
open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication
devices; audio conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used
in a course in conjunction with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming
to campus for orientation, testing, or academic support services do not exclude a course from being classified as
distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance
education courses.
Doctor's degree-professional
practice
A doctor's degree that is conferred upon completion of a program providing the knowledge and skills for the
recognition, credential, or license required for professional practice. The degree is awarded after a period of study
such that the total time to the degree, including both pre-professional and professional preparation, equals at least
six full-time equivalent academic years. Some of these degrees were formerly classified as first-professional and
may include: Chiropractic (D.C. or D.C.M.); Dentistry (D.D.S. or D.M.D.); Law (J.D.); Medicine (M.D.); Optometry
(O.D.); Osteopathic Medicine (D.O); Pharmacy (Pharm.D.); Podiatry (D.P.M., Pod.D., D.P.); or, Veterinary Medicine
(D.V.M.), and others, as designated by the awarding institution.
Dual credit
A program through which high school students are enrolled in Advanced Placement (AP) courses, taught at their high
school, that fulfill high school graduation requirements and may earn the student college credits .
Dual enrollment
A program through which high school students may enroll in college courses while still enrolled in high school.
Students are not required to apply for admission to the college in order to participate.
Entering students
(undergraduate)
Students at the undergraduate level, both full-time and part-time, coming into the institution for the first time in the
fall term (or the prior summer term who returned again in the fall). This includes all first-time undergraduate
students, students transferring into the institution at the undergraduate level for the first time, and nondegree/certificate seeking undergraduates entering in the fall.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome
Measures , and Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the
institution for one of the following reasons: death or total and permanent disability; service in the armed forces
(including those called to active duty); service with a foreign aid service of the federal government, such as the
Peace Corps; or service on official church missions.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first
time at the undergraduate level. This includes students enrolled in academic or occupational programs. It also
includes students enrolled in the fall term who attended college for the first time in the prior summer term, and
students who entered with advanced standing (college credits earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more
contact hours a week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter
credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.
Doctor's degree - Professional practice - as defined by the institution.
Graduate student
A student who holds a bachelor's degree or above and is taking courses at the postbaccalaureate level. These
students may or may not be enrolled in graduate programs.
High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the
following:
•recognized attainment of satisfactory scores on the GED or another state-authorized
examination
•recognized completion of homeschooling at the secondary level as defined by state law
•completion of secondary school education in a homeschool setting which qualifies for an
exemption from compulsory attendance requirements under state law, if state law does not
require a homeschooled student to receive credential for their education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless
of race.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves
annual institution-level data collections. All postsecondary institutions that have a Program Participation Agreement
with the Office of Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as
"Title IV") are required to report data using a web-based data collection system. IPEDS currently consists of the
following components: Institutional Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions
(ADM); Student Financial Aid (SFA); Human Resources (HR) composed of Employees by Assigned Position, Fall Staff,
and Salaries; Fall Enrollment (EF); Graduation Rates (GR); Outcome Measures (OM); Finance (F); and Academic
Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or formal award.
Non-first-time student
(undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of
students may closely reflect the transfer-in enrollment from Fall Enrollment (EF) component.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other formal award.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis
and does not have the right to remain indefinitely.
Off-campus centers
(extension centers)
Sites outside the confines of the parent institution where courses are offered that are part of an organized program
at the parent institution. The sites are not considered to be temporary but may be rented or made available to the
institution at no cost by another institution or an organization, agency, or firm.
Official fall reporting date
The date (in the fall) on which an institution must report fall enrollment data to either the state, its board of trustees
or governing board, or some other external governing body.
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 contact hours
a week each term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Race/ethnicity
Categories developed in 1997 by the Office of Management and Budget (OMB) that are used to describe groups to
which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote
scientific definitions of anthropological origins. The designations are used to categorize U.S. citizens, resident aliens,
and other eligible non-citizens.
Individuals are asked to first designate ethnicity as:
- Hispanic or Latino or
- Not Hispanic or Latino
Second, individuals are asked to indicate all races that apply among the following:
- American Indian or Alaska Native
- Asian
- Black or African American
- Native Hawaiian or Other Pacific Islander
- White
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular
postsecondary curriculum and educational setting.
Residence
A person's permanent address determined by such evidence as a driver's license or voter registration. For entering
freshmen, residence may be the legal residence of a parent or guardian.
Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the
purpose of obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or
I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or
Cuban-Haitian).
Retention rate
A measure of the rate at which students persist in their educational program at an institution, expressed as a
percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking
undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the
percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or
successfully completed their program by the current fall.
State of residence
A person's permanent address as determined by such evidence as a driver's license or voter registration. For
entering freshmen, state of residence may be the legal state of residence of a parent or guardian.
State unknown
Status used when the reporting institution is unable to determine from existing records the home state or residence
of the student.
Student-to-faculty ratio
The ratio of FTE students to FTE instructional staff, i.e., students divided by staff.
Students enrolled in "stand-alone" graduate or professional programs and instructional staff teaching in these
programs are excluded from both full-time and part-time counts.
"Stand-alone" graduate or professional programs are those programs such as medicine, law, veterinary, dentistry,
social work, or public health, in which faculty teach virtually only graduate-level students (also referred to as
"independent" programs).
Each FTE value is equal to the number of full-time students/staff plus 1/3 the number of part-time students/staff.
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a
campus abroad or through a cooperative agreement with some other U.S. college or an institution of another
country.
Summer session
A summer session is shorter than a regular session and is not considered part of the academic year. It is not the
third term of an institution operating on a trimester system or the fourth term of an institution operating on a
quarter calendar system. The institution may have two or more sessions occurring in the summer months. Some
schools, such as vocational and beauty schools, have year-round classes with no separate summer session.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate
in any of the Title IV federal student financial assistance programs (other than the State Student Incentive Grant
(SSIG) and the National Early Intervention Scholarship and Partnership (NEISP) programs).
Transfer-in student
A student entering the reporting institution for the first time but known to have previously attended a postsecondary
institution at the same level (e.g., undergraduate, graduate). This includes new students enrolled in the fall term
who transferred into the institution the prior summer term. The student may transfer with or without credit.
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or
technical program below the baccalaureate.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
U.S. Department of Education
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NCES National Center for Education Statistics
2016-17 Survey Materials > FAQ
date: 8/9/2016
Fall Enrollment
Click one of the following questions to view the answer.
General
1)
2)
3)
4)
Who should I include in my enrollment reporting?
What is the reporting period/date for fall enrollment?
Should I report students who are studying abroad?
In the past I reported first-professional students on this component. Why are there no screens for reporting firstprofessional students?
5)
My school is part of a consortium of schools. How do I report student enrollment?
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in Fall
Enrollment?
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
2)
Where do I report students if I don't know whether or not they are first-time?
3)
Where do I report undergraduate students who enrolled at my institution for the first time this fall (without prior
postsecondary experience), but earned college credits during the prior summer?
4)
How do I treat new students who transferred into the institution the prior summer term and take courses in the fall?
5)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
6)
How do I report a student who earned college credit while in high school (a dual enrolled student) and has now
graduated high school and enrolled in my institution in the Fall?
7)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how do I
determine whether they are degree/certificate-seeking?
9)
Where do I report students who are seeking a second baccalaureate degree?
10)
How do I report an undergraduate student who took courses as a non-degree-seeking student and re-enrolls as a
degree-seeking student at the same reporting institution?
11)
My institution has students for which gender is unknown. Since there is no place to report “gender unknown” on the
IPEDS data collection screens, how should we report these individuals?
12)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
13)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the determination of a
student's full-time status?
14)
In which race/ethnicity category do I report undocumented students?
Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
2)
How do I report students in program areas that do not appear on the CIP selection screen?
3)
How do I report undergraduates who have not yet declared a major?
4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part A (i.e.,
13.0000 Education and 27.0000 Mathematics)?
Distance Education
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student considered enrolled in exclusively distance education courses?
2)
What should I do if I do not know the location of students enrolled exclusively in distance education courses?
3)
How do I determine location for those students enrolled exclusively in distance education?
4)
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for distance
education location reporting?
5)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted in the distance education portion of Fall Enrollment?
Fall Enrollment by Age (Part B)
1)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose ages are
unknown?
2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the second column
that asks for numbers of students that graduated high school within 12 months?
2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries on a
temporary basis (e.g., military/diplomatic service). When reporting residence and migration data, what location do I
use?
Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort) and the
undergraduate entering class calculated in Part D?
Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
2)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time) between
one fall and the next?
3)
Are students on a leave of absence from the institution considered retained?
4)
For less-than-4-year institutions that have a student who completed a program and are still enrolled at the same
institution in another program, how should they count that student?
5)
My institution’s freshman study abroad students were excluded from the prior year first-time enrollment count. How
can I add these students back into the prior year’s first-time cohort for the current year’s retention calculation?
6)
Sophomore study abroad students have been excluded from my fall enrollment count because they are taking classes
in a foreign country. How can I include them as part of my retention calculation?
Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as medicine, law,
veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
3)
My institution has graduate and/or doctors-professional practice programs but does not have any "stand-alone"
programs. What should I enter on the student and faculty exclusion line items related to these types of programs on
the worksheet for Part F?
Answers:
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as “Recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a degree,
diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.”
Students who are not seeking a degree or certificate may be still be enrolled for credit. These students are to be
reported in the non-degree/certificate-seeking column.
2)
3)
Back to top
What is the reporting period/date for fall enrollment?
Fall enrollment is a count of students enrolled on a particular date in the Fall. Fall enrollment is often referred to as a
"snapshot" of the enrollment at an institution at a specific time in the Fall. The date/period used depends on whether
the institution is an academic reporter or a program reporter for IPEDS purposes.
Academic reporters: Report enrollment as of October 15 or as of the institution's official fall reporting date.
Program reporters: Report enrollment during the 3-month period of August 1 to October 31. If a student enrolls or
remains enrolled at any time during that period, the student is included in the fall enrollment counts.
Back to top
Should I report students who are studying abroad?
U.S. students who are enrolled in your institution and attend classes in a foreign country should be included in your
institution's enrollment report if your institution provides instructional resources (classroom, instructors), even though
the education occurs abroad. Students who are enrolled in your institution and attend classes in a foreign country
should NOT be included in your enrollment report if:
•
•
•
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if
the student pays tuition to your institution.
Foreign students who are enrolled for credit and taking courses at the institution should be included in the
institution's enrollment report.
While study abroad students may be excluded from the enrollment count for reasons cited above, they may
be included in the institution’s retention calculation. Please see the specific instructions on Part E: Retention
or the FAQ on including study abroad students in retention.
For additional information on how to report study abroad students in all IPEDS survey components, please
visit the following link: http://nces.ed.gov/ipeds/pdf/Reporting_Study_Abroad_Students.pdf.
4)
5)
Back to top
In the past I reported first-professional students on this component. Why are there no screens for
reporting first-professional students?
Beginning with the 2009-10 collection year, institutions are required to use the new postbaccalaureate degree
categories (eliminating the first-professional category and reclassifying those programs). In parts A and B, all
postbaccalaureate students are to be reported as graduate students, including doctor's-professional practice students
(formerly reported as first-professional). Even though Teacher Preparation certificate programs may require a
bachelor's degree for admission, they are considered subbaccalaureate undergraduate programs, and students in
these programs are undergraduate students.
Back to top
My school is part of a consortium of schools. How do I report student enrollment?
For reporting students studying in consortium agreements, please refer to the Resource page
at http://nces.ed.gov/ipeds/Section/Consortium_Cheatsheet.
Back to top
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in
Fall Enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary,
students who are ONLY enrolled in ESL programs (programs comprised exclusively of ESL courses),
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
Back to top
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
•
Credit for military service/training from an association such as the American Council on Education,
•
•
•
•
2)
3)
4)
5)
6)
7)
8)
9)
10)
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., AP or dual enrollment
credits), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval Academy, etc.) would NOT be considered first-time students.
Back to top
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
Back to top
Where do I report undergraduate students who enrolled at my institution for the first time this fall
(without prior postsecondary experience), but earned college credits during the prior summer?
These students should be reported as first-time undergraduates. The definition of “first-time” allows for students to
still be classified as first-time if the college credit they have previously earned occurred in the summer immediately
prior to enrollment.
Back to top
How do I treat new students who transferred into the institution the prior summer term and take courses
in the fall?
For the Fall Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not entering the institution for the first time in the fall. (Applies only to academic
reporters)
Back to top
Does "continuing/returning student" include those students who have stopped out and re-entered the
same institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in the institution and those who have stopped out and re-enrolled,
without having transferred to another institution.
Back to top
How do I report a student who earned college credit while in high school (a dual enrolled student) and
has now graduated high school and enrolled in my institution in the Fall?
If the college credit was earned prior to the student graduating high school, then this student would be considered a
first-time student in the Fall. The definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school graduation. (Applies only to academic
reporters)
Back to top
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a student is non-degree/certificate-seeking. After receipt of the high
school diploma or recognized equivalent, they can be classified as degree/certificate-seeking, if appropriate.
Back to top
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be
degree/certificate-seeking.
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Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificate-seeking students (column 3). This column
is intended to capture all degree/certificate-seeking undergraduate students who are not first-time and did not
transfer-in to the institution in that Fall.
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How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls as a degree-seeking student at the same reporting institution?
11)
12)
13)
This student should be reported as a "continuing/returning" student. IPEDS defines "continuing/returning students" as
"A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in)."
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My institution has students for which gender is unknown. Since there is no place to report “gender
unknown” on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS, even though their gender is unknown. It is up to the institution to
decide how best to handle reporting individuals whose gender is unknown. However, a common method used is to
allocate students with gender unknown based on the known proportion of men to women.
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How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified
in the Race/Ethnicity Unknown category. Only U.S. citizens are to be categorized in the specific Race/Ethnicity
categories. The non-resident alien category is reserved specifically for students that are in the U.S. under that specific
legal status.
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How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses
not creditable for an award:
•
•
•
14)
Students enrolled in remedial courses that are not creditable toward an award but have been
admitted into an eligible Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted
into an eligible Title-IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for
award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of
remedial and ESL courses may be used in the determination of a student's full-time status if the remedial or ESL
course is part of a program that leads to a postsecondary award. In these cases, the remedial or ESL courses should
count the same as the comparable full-credit class. For co-op students, the work portion of a cooperative education
program in which the amount of work performed is equivalent to the academic workload of a full-time student will also
count toward the determination of full-time status.
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is
a legal status for students with specific types of visas, undocumented students would not be reported under any of
these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the race/ethnicity FAQ for
more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
However, Deferred Action for Childhood Arrivals (DACA) students are a particular group of undocumented students
that have been authorized by the Department of Homeland Security to be lawfully present in the U.S. for the duration
of their DACA, and as such, this status would allow them to be reported under the "nonresident alien" category.
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Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
Select “None of the above” on the CIP selection screen and report all students enrolled for credit, regardless of field of
study, Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
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How do I report students in program areas that do not appear on the CIP selection screen?
The program areas on the CIP selection screen are the only fields for which enrollment data is collected separately. In
addition to reporting enrollment by the selected fields requested, report all students enrolled for credit (regardless of
field of study) on the "Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
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3)
How do I report undergraduates who have not yet declared a major?
These students should only be reported on the Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A,
where all students enrolled for credit (regardless of field of study) are reported.
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4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part
A (i.e., 13.0000 Education and 27.0000 Mathematics)?
Report the students as either full-time or part-time depending on their status at the institution. Then report them on
the corresponding CIP pages. The CIP pages are not an unduplicated count and students can be included on more
than one page.
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Distance Education
1)
2)
2)
3)
4)
5)
Fall
1)
If a student is taking the instructional portions of their program entirely online, but are then required to
complete a practicum, residency, or internship, is the student considered enrolled in exclusively distance
education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusive distance
education course.
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What should I do if I do not know the location of students enrolled exclusively in distance education
courses?
If you have no information about the location of students enrolled exclusively in distance education, do not report
them in any of the location fields. The system will calculate the number of "Location Unknown" exclusively distance
education enrollments.
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How do I determine location for those students enrolled exclusively in distance education?
Location for those students enrolled exclusively in distance education should be their physical location or current
address, as of the institution's Fall reporting date. If this is not available, use the address on file for the student. For
students enlisted in the military on active duty, use the permanent address instead of the student's physical location.
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Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for
distance education location reporting?
Yes, Students located in a U.S. jurisdiction while they are enrolled in distance education courses should be reported as
located in the U.S.
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We offer courses that combine distance education and traditional teaching methods (“hybrid” courses).
How should students enrolled in these courses be counted in the distance education portion of Fall
Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance education courses.”
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Enrollment by Age (Part B)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose
ages are unknown?
The number of students whose age is unknown will be computed by the data collection system. The difference
between the sum of students reported by age category in Part B and the corresponding total enrollment reported in
Part A results in the number of students whose age is unknown.
If this results in a negative number, a fatal error will appear and you will need to either correct your data or contact
the IPEDS Help Desk for assistance.
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2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
In order to have consistent data from all institutions, IPEDS must use standard age categories. Use the students'
dates of birth to report the enrollment by IPEDS age categories.
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Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the
second column that asks for numbers of students that graduated high school within 12 months?
If the student received the GED within the past 12 months, they should be included in the second column.
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2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries
on a temporary basis (e.g., military/diplomatic service). When reporting residence and migration data,
what location do I use?
The home state could be the student’s or parent’s official home state, the state where they are registered to vote or
pay taxes, or the state issuing their driver’s license. If no such information is available, they would be reported under
“State unknown”(57).
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Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort)
and the undergraduate entering class calculated in Part D?
In addition to the students in the full-time, first-time degree/certificate-seeking cohort, the total undergraduate
entering class includes part-time students of the same criteria as well as transfers-in and full- and part-time nondegree/certificate-seeking students that are new to your institution in the Fall.
The entering class is intended to represent all students new to an institution in a given fall and provide context for the
GRS cohort. The percent of the entering class that is represented by the institution's GRS cohort is included on College
Navigator as a note to the graduation rate data displayed.
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Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
The retention rate is calculated as follows:
4-year Institutions:
first-time bachelor's degree-seeking students in Fall 2015 who are still enrolled in Fall 2016/(first-time bachelor's
degree-seeking students in Fall 2015 - cohort exclusions + cohort inclusions)
2)
3)
4)
5)
2-year and Less-than-2-year Institutions:
(first-time students in Fall 2015 who are still enrolled in Fall 2016 + first-time students in Fall 2015 who completed
their program by Fall 2016)/(first-time students in Fall 2015 - cohort exclusions + cohort inclusions)
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How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
between one fall and the next?
Report students based on their attendance status in the fall the cohort was initially based on, even if that status
changed in the following fall.
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Are students on a leave of absence from the institution considered retained?
No. Students must be enrolled for credit at the institution in the Fall to be considered retained from the previous fall.
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For less-than-4-year institutions that have a student who completed a program and are still enrolled at
the same institution in another program, how should they count that student?
The institution should count that student as "retained" only once. Do NOT count that student twice, once for having
completed the program and another time for still being enrolled.
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My institution’s freshman study abroad students were excluded from the prior year first-time enrollment
count. How can I add these students back into the prior year’s first-time cohort for the current year’s
retention calculation?
Freshman study abroad students can be added to the first-time cohort. Report in the inclusion box
first-time bachelor’s degree-/certificate-seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
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Sophomore study abroad students have been excluded from my fall enrollment count because they are
taking classes in a foreign country. How can I include them as part of my retention calculation?
Sophomore study abroad students are considered part of the retained cohort even though they may not be included in
the institution’s fall enrollment count. Count these students in the retained cohort.
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Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
A worksheet has been provided to guide the process of calculating the student-to-faculty ratio for your institution. The
worksheet can be accessed from the Part F screen in the Data Collection System.
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2)
Can you provide an example of a stand-alone graduate or professional program (a program such as
medicine, law, veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
An example of a program that would fall into this category (typically a doctor's-professional practice program) is a
school of medicine that only awards degrees/certificates at the graduate level and therefore its faculty exclusively (or
in some cases almost exclusively) teach graduate students. Programs that are "stand-alone" graduate programs may
have some undergraduate students enrolled in their courses, however a "stand-alone" graduate program would only
award degrees/certificates at the graduate level. An example of a graduate program that would not meet this criteria
is a school of business that has an undergraduate and graduate program and therefore enrolls both types of students
and awards degrees/certificates at both levels. Further, the faculty would teach a mix of undergraduate and graduate
students. Excluding “stand-alone” graduate programs is intended to make the student-to-faculty ratio closer to an
undergraduate student-to-faculty ratio than it would be if these programs were included in the calculation, without
overburdening institutions.
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3)
My institution has graduate and/or doctors-professional practice programs but does not have any "standalone" programs. What should I enter on the student and faculty exclusion line items related to these
types of programs on the worksheet for Part F?
If your institution does not have any "stand-alone" graduate or professional programs, then enter 0 for students and 0
for faculty in the lines for these types of programs. Most institutions do not have these types of graduate or
professional programs, so entering 0 in those lines will be fairly common.
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6)
U.S. Department of Education
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NCES National Center for Education Statistics
2016-17 Survey Materials > Form
date: 8/9/2016
Fall Enrollment for 2-year degree-granting institutions
Overview
Fall Enrollment Overview
The Fall Enrollment component collects student enrollment counts by level of student, enrollment status, gender and
race/ethnicity. In addition, first-time student retention rates and the student-to-faculty ratio are collected. Every other
year data on residence of first-time undergraduates is required and in opposite years, enrollment by student age is
required to be reported.
Institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4) report Fall
enrollment as of the institution's official fall reporting date or October 15. Institutions operating on a calendar that
differs by program or that enrolls students on a continuous basis (referred to as program reporters) report Fall
enrollment as students enrolled any time during the period August 1 and October 31.
Data Reporting Reminders:
•Part B, Enrollment of students by age, is optional this year.
•Part C, Residence of first-time degree/certificate-seeking undergraduates, is required this year.
Recent changes:
•
There is one change to the 2016-17 Fall Enrollment component from the 2015-16 collection. The one change
is for retention rates. IPEDS ask that you report inclusions in the adjusted Fall 2015 cohort. For inclusions to
the Fall 2015 cohort, report first-time bachelor's seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
Resources:
To download the survey materials for this component: Survey Materials
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
Part Selection
Completion of Part B (Enrollment of Students by Age) is optional this year.
Do you wish to complete Part B this year?
If you select 'Yes', you will be expected to complete the Part B screens.
If you select 'No', you will skip Part B.
No, I will not complete Part B
Yes, I will complete Part B
Part A - Fall Enrollment for Full-Time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Full-time Undergraduate Students
Reporting Reminders:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
•Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are
considered subbaccalaureate undergraduate programs, and students in these programs are undergraduate students.
Men
Enrolled for
credit
First-time
Degree/certificate-seeking
Non-degree/
Total,
Full-time
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking
undergraduate
Returning
seeking
students
First-time
Degree/certificate-seeking
Non-degree/
Total,
Full-time
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking
undergraduate
Returning
seeking
students
Nonresident
alien
Hispanic/Latino
American
Indian or
Alaska Native
Asian
Black or
African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total men
Total men prior
year
Women
Enrolled for
credit
Nonresident
alien
Hispanic/Latino
American
Indian or
Alaska Native
Asian
Black or
African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total women
Total women
prior year
Grand total
(men+women)
Grand total
(men+women)
prior year
Part A - Fall Enrollment for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Part-time Undergraduate Students
Reporting Reminders:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
•Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are
considered subbaccalaureate undergraduate programs, and students in these programs are undergraduate students.
Men
Enrolled for
credit
First-time
Degree/certificate-seeking
Non-degree/
Total,
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking part-time
undergraduate
Returning
seeking
students
First-time
Degree/certificate-seeking
Non-degree/
Total,
Transfer-in Continuing/ Total degree/certificate- non-certificate-seeking part-time
undergraduate
Returning
seeking
students
Nonresident
alien
Hispanic/Latino
American
Indian or Alaska
Native
Asian
Black or African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total men
Total men prior
year
Women
Enrolled for
credit
Nonresident
alien
Hispanic/Latino
American
Indian or Alaska
Native
Asian
Black or African
American
Native
Hawaiian or
Other Pacific
Islander
White
Two or more
races
Race and
ethnicity
unknown
Total women
Total women
prior year
Grand total
(men+women)
Grand total
(men+women)
prior year
Part A - Fall Enrollment Summary
Fall Enrollment Summary
Men
Students enrolled for credit
Total full-time
students
Total part-time
students
Grand total,
all students
Total full-time
students
Total part-time
students
Grand total,
all students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand Total (men+women)
Part A - Fall Enrollment by Distance Education Status
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Undergraduate Students
Degree/Certificate Seeking Non-Degree/Certificate Seeking
Enrolled exclusively in distance education courses
Enrolled in some but not all distance education
courses
Not enrolled in any distance education courses
Total (from prior part A screens)
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description.
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may
beon
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the
College
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description.
You may use the space below to provide context for the data you've reported above.
These context notes may be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance education
courses, report the number that are:
Located in
Located in the U.S. but not in
Located in the U.S. but state/jurisdiction unknown
Located outside the U.S.
Location unknown/unreported
Total students exclusively enrolled in distance education (from
section above)
Undergraduate Students
Degree/Certificate
Non-Degree/Certificate
Seeking
Seeking
Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total full-time undergraduate students (from part A)
Full-time Undergraduate Students
Men
Women
Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total part-time undergraduate students (from part A)
Part-time Undergraduate Students
Men
Women
Part C - Screening Question
Did any of your first-time degree/certificate-seeking undergraduate students (reported in Part A) enroll within 12
months of graduating high school or receiving their GED?
No, we do not have any first-time students who enrolled within 12 months of their high school
graduation.
Yes, we have first-time students who enrolled within 12 months of their high school graduation.
You may use the space below to provide context for the data you've reported above.
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Of students in column 1, those
Total first-time
was first admitted
who
enrolled within 12 months
degree/certificate-seeking
of high school graduation
undergraduates
or receiving their GED
(1)
(2)
Alabama
01
Alaska
02
Arizona
04
Arkansas
05
California
06
Colorado
08
Connecticut
09
Delaware
10
District of Columbia
11
Florida
12
Georgia
13
Hawaii
15
Idaho
16
Illinois
17
Indiana
18
Iowa
19
Kansas
20
Kentucky
21
Louisiana
22
Maine
23
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Total first-time
Of students in column 1, those
was first admitted
degree/certificate-seeking
who enrolled within 12 months
undergraduates
of high school graduation
(1)
or receiving their GED
(2)
Maryland
24
Massachusetts
25
Michigan
26
Minnesota
27
Mississippi
28
Missouri
29
Montana
30
Nebraska
31
Nevada
32
New Hampshire
33
New Jersey
34
New Mexico
35
New York
36
North Carolina
37
North Dakota
38
Ohio
39
Oklahoma
40
Oregon
41
Pennsylvania
42
Rhode Island
44
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS
Total first-time
Of students in column 1, those
was first admitted
Code degree/certificate-seeking who enrolled within 12 months of
undergraduates
high school graduation
(1)
or receiving their GED
(2)
South Carolina
45
South Dakota
46
Tennessee
47
Texas
48
Utah
49
Vermont
50
Virginia
51
Washington
53
West Virginia
54
Wisconsin
55
Wyoming
56
State Unknown
57
American Samoa
60
Federated States of Micronesia
64
Guam
66
Marshall Islands
68
Northern Marianas
69
Palau
70
Puerto Rico
72
Virgin Islands
78
Foreign Countries
90
Residence unknown/unreported
Total first-time degree/certificate-seeking
undergraduates (from Part A)
98
You may use the space below to provide context for the data you've reported above.
This part is only required from academic reporters.
Part D - Total Undergraduate Entering Class
Total Undergraduate Entering Class, Fall 2016
D1 Total full-time, first-time degree/certificate-seeking undergraduates from Part A (GR cohort)
D2 Total first-time degree/certificate-seeking undergraduates (full-time + part-time) from Part A
D3 Total transfer-in degree/certificate-seeking undergraduates (full-time + part-time) from Part A
D4 Total non-degree/certificate-seeking undergraduates (full-time + part-time) from Part A
D5 Of the total non-degree/certificate-seeking undergraduates displayed on line D4, the number that are
new to the institution in Fall 2016
D6 Total entering students at the undergraduate level
Note: This is calculated as first-time students (line D2) + students transferring to the institution (line D3)
+ non-degree/certificate-seeking undergraduates entering in Fall 2016 (line D5).
D7 Percentage of undergraduate entering class represented by your GR cohort (line D1/line D6)
Part E - First-Time Student Cohort Retention Rates (Full-time)
Retention Rates
Full-time, First-time Degree/Certificate-Seeking Cohort from Fall 2015
The Fall 2015 cohort is preloaded based on data reported in the prior year Fall Enrollment survey component.
Academic reporters report retention data as of the institution's official fall reporting date or as of October 15. Program
reporters determine the cohort with enrollment any time between August 1 and October 31, 2015 and retention based
on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted from the
original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only full-time, first-time degree/certificate-seeking students in this cohort.
•
Determine full-time using Fall 2015 attendance status (e.g. if a student was full-time in Fall 2015, report them in
the full-time cohort regardless of Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E2a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E2b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E1) but who have re-enrolled at the institution their second year.
Preloaded
cohort
Prior year
data (Fall
2014
cohort)
FULL-TIME, FIRST-TIME COHORT RETENTION:
E1
Full-time, first-time Fall 2015 cohort
E2a
Exclusions from the Fall 2015 cohort
E2b
Inclusions to the Fall 2015 cohort
E3
Adjusted Fall 2015 cohort (line E1 - E2a + E2b)
E4
Students from Fall 2015 cohort who are still enrolled + students
from Fall 2015 cohort who completed their program as of Fall 2016
E5
Full-time, first-time Fall 2015 cohort retention rate (line E4 / line
E3)
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%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part E - First-Time Student Cohort Retention Rates (Part-time)
Retention Rates
Part-time, First-time Degree/Certificate-Seeking Cohort from Fall 2015
The Fall 2015 cohort is preloaded based on data reported in the prior year Fall Enrollment survey component.
Academic reporters report retention data as of the institution's official fall reporting date or as of October 15. Program
reporters determine the cohort with enrollment any time between August 1 and October 31, 2015 and retention based
on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted from the
original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only part-time, first-time degree/certificate-seeking students in this cohort.
•
Determine part-time using Fall 2015 attendance status (e.g. if a student was part-time in Fall 2015, report them
in the part-time cohort regardless of their Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E7a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E7b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E6) but who have re-enrolled at the institution their second year.
Preloaded
cohort
Prior year
data (Fall
2014
cohort)
PART-TIME, FIRST-TIME COHORT RETENTION:
E6
Part-time, first-time Fall 2015 cohort
E7a
Exclusions from the Fall 2015 cohort
E7b
Inclusions to the Fall 2015 cohort
E8
Adjusted Fall 2015 cohort (line E6 - line E7)
E9
Students from Fall 2015 cohort who are still enrolled + students
from Fall 2015 cohort who completed their program as of Fall 2016
E10
Part-time, first-time Fall 2015 cohort retention rate (line E9 / line
E8)
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You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate
programs for Fall 2016. The student-to-faculty ratio and any accompanying context that is provided will be
displayed on College Navigator.
Note: Logic in this item is similar to item I-2 from the Common Data Set data collection.
Click here to use a worksheet to help you determine the student-to-faculty ratio
Student-to-faculty ratio
to 1
Student-to-faculty ratio prior year
to 1
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You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Less Than Four-Year Institutions and Four Year-Institutions Without Graduate
Programs Student-to-Faculty Ratio Worksheet
This worksheet is designed to help you determine your institution's student-to-faculty ratio.
Data entered on this worksheet will NOT be collected or saved. Therefore, please PRINT this screen if you
would like to refer to the ratio calculation for your institution at a later time.
Note: The logic used for this calculation is similar to item I-2 from the Common Data Set data collection.
Students, Fall 2016
F1 Total full-time students from Part A
F2 Total part-time students from Part A
F3 Full-time equivalent of part-time students
(Line F2 * 1/3)
F4 Total full-time equivalent students
(Line F1 + F3)
Instructional Staff, Fall 2016
FULL-TIME INSTRUCTIONAL STAFF:
F5 Number of full-time instructional staff as reported on the HR survey component
Full-Time Instructional Staff Exclusion (Line F6):
F6 Full-Time Instructional Staff Exclusion:
Of the number of full-time instructional staff reported in Line F5, the number teaching
exclusively non-credit courses
F7 Total adjusted full-time instructional staff
(Line F5 - F6)
PART-TIME INSTRUCTIONAL STAFF:
F8 Number of part-time instructional staff as reported on the HR survey component
Part-Time Instructional Staff Exclusion (Line F9):
F9 Of the number of part-time instructional staff reported in Line F8, the number teaching
exclusively non-credit courses
Part-Time Instructional Staff Addition (Line F10):
F10 Number of administrators, or other staff not reported to IPEDS as instructors, that are
teaching a credit course(s) in the Fall
F11 Total adjusted part-time instructional staff
(Line F8 - F9 + F10)
F12 Full-time equivalent of adjusted part-time instructional staff
(Line F11 * 1/3)
F13 Total full-time equivalent instructional staff
(Line F7 + F12)
F14 Student-to-faculty ratio
(Line F4/F13)
to 1
Prepared by
This survey component was prepared by:
Keyholder
Finance Contact
SFA Contact
HR Contact
Academic Library Contact
Other
hours
minutes
Name:
Email:
How long did it take to prepare
this survey component?
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there
are questions concerning the data. The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the
reporting burden associated with IPEDS. Please include in your estimate the time it took for you to review instructions,
query and search data sources, complete and review the component, and submit the data through the Data Collection
System.
Thank you for your assistance.
U.S. Department of Education
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IPEDS Help Desk
(877) 225-2568 or ipedshelp@rti.org
NCES National Center for Education Statistics
2016-17 Survey Materials > Instructions
date: 8/9/2016
Fall Enrollment Full Instructions
Purpose of Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help For Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Questions
Reporting Individuals by Racial/Ethnic Categories
Part A: Fall Enrollment by Level, Attendance Status, Race/Ethnicity, and Gender
Part B: Fall Enrollment by Age
Part C: Residence of First-Time Degree/Certificate-Seeking Undergraduates
Part D: Total Undergraduate Entering Class
Part E: Retention Rates for First-Time Degree/Certificate-Seeking Undergraduates
Part F: Student-to-Faculty Ratio
Purpose of Survey
The purpose of the Fall Enrollment component of IPEDS is to collect enrollment data on all students enrolled for credit
in courses/programs that could lead to awards ranging from postsecondary certificates of less than 1 year to doctoral
degrees. Fall enrollment data are collected by level of student, attendance status, race/ethnicity, and gender. In
addition, the Fall Enrollment component collects data on the institution's undergraduate entering class, first-time
student retention rates, and the student-to-faculty ratio. Every other year data on enrollment by nine selected fields of
study are collected, as is residency of first-time degree/certificate-seeking undergraduate students. In opposite years,
enrollment by student age is collected.
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Changes in Reporting
Enrollment by residence will be mandatory this year. Enrollment by age is optional.
A new field was added to the retention screens for inclusion to the Fall 2015 cohort to allow the institution to include in
their first-time cohort eligible students who studied abroad their first year upon entering the institution.
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General Instructions
Reporting Period Covered
For institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4), fall
enrollment should be reported as of the institution's official fall reporting date or October 15.
For institutions operating on an "other academic calendar," a calendar that differs by program, or enrolls students on a
continuous basis (referred to as program reporters), fall enrollment is reported for students enrolled any time during
the period August 1 and October 31.
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Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note
that some context boxes are posted on the College Navigator Website, which is the college search tool offered by
NCES. NCES will review entries in these context boxes for applicability and appropriateness before posting them on the
College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied
towards the requirements for a postsecondary degree, diploma, certificate, or other formal award), regardless of
whether or not they are seeking a degree or certificate. This includes:
•
•
•
•
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid
determination
Students from overseas enrolled in for credit at your institution (e.g., online students)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
•
•
•
•
Students enrolled exclusively in courses that cannot be applied towards a formal award
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
In addition, the following students should be excluded:
•
•
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution serves
as an administrative record
Students enrolled in any branch campus located in a foreign country
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Where to Get Help with Reporting
IPEDS Help Desk
Phone: 1-877-225-2568
Email: ipedshelp@rti.org
Web Tutorials
You can also consult the IPEDS Website Trainings & Outreach page which contains several tutorials on IPEDS data
collection, a self-paced overview of IPEDS tools, and other valuable resources.
IPEDS Resource Page
The IPEDS Website Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials,
taxonomies, information centers (e.g., academic libraries, average net price, human resources, race/ethnicity, etc.),
and other valuable information.
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Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution- and aggregate-levels.
At the institution-level, data will appear in the:
•
•
•
•
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
•
•
•
•
•
IPEDS First Looks
IPEDS Table Library
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
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Reporting Directions
Screening Questions
Before entering any data, screening questions will need to be answered.
Part B Selection
Part B (Enrollment by Age) is optional this year. Indicate whether or not you will complete Part B of the Fall Enrollment
survey component this year.
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Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the
Education Amendments of 1972 and Sec. 421(a)(1) of the Carl D. Perkins Vocational Education Act. These instructions
correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S.
Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first
question is whether the respondent is Hispanic/Latino. The second question is whether the respondent is from one or
more races from the following list: American Indian or Alaska Native, Asian, Black or African American, Native
Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race
and ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education
using the NINE categories below. Racial/ethnic designations are requested only for United States citizens, resident
aliens, and other eligible non-citizens.
•
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
•
•
•
•
•
•
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
•
•
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of
anthropological origins. The categories are:
•
•
•
•
•
•
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish
culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South
America (including Central America) who maintains cultural identification through tribal affiliation or
community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine
Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
•
•
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country
on a visa or temporary basis and does not have the right to remain indefinitely. NOTE - Nonresident aliens are
to be reported separately, in the boxes provided, rather than included in any of the seven racial/ethnic
categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or
nationals of the United States and who have been admitted as legal immigrants for the purpose of obtaining
permanent resident alien status (and who hold either an alien registration card (Form I-551 or I-151), a
Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee
or Cuban-Haitian) are to be reported in the appropriate racial/ethnic categories along with United States
citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or
ethnic designation.
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Part A: Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level. The undergraduate level
includes students enrolled in undergraduate level courses, in 4 or 5-year bachelor's degree programs, associate's
degree programs, or any certificate programs below the baccalaureate level. Students who have already earned a
bachelor's degree but are taking undergraduate courses for credit should be included as undergraduates.
Full-time, first-time degree/certificate-seeking students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled fulltime with the intent to earn a degree, certificate, or other formal award. The following are also considered firsttime:
•
•
Students enrolled in the fall term who attended college for the first time in the prior summer session
(applicable to academic reporters only)
Students who entered with advanced standing (any college credits earned before graduation from high school)
In order to be considered degree or certificate-seeking, the student must be enrolled in courses for credit and be
recognized by the institution as seeking a degree or other formal award. Note: All students eligible to receive federal
student financial aid are to be considered degree/certificate-seeking. Dual enrolled high school students are not
degree/certificate-seeking students.
Program Reporters: Include first-time students who entered your institution between August 1, 2016 and October
31, 2016.
Academic Reporters: Student counts reported in column 1 define the initial cohort for reporting graduation rates in
the IPEDS Graduation Rates (GR) component to meet Student Right-to-Know reporting requirements. Students
reported in this group will become your GR cohort in the reporting year appropriate for your institution. The number of
students reported in column 1 will also appear in Part D to be used in determining the percentage of the
undergraduate entering class represented by the cohort.
Full-time, transfer-in degree/certificate-seeking undergraduate students
In column 2, report the total number of full-time degree/certificate-seeking undergraduate students entering the
reporting institution for the first time but known to have previously attended a postsecondary institution at the
undergraduate level. Include students enrolled in the fall term who transferred into the institution the prior summer
term. These students may or may not have transferred credit(s).
Program Reporters: Include students who transferred into your institution between August 1, 2016 and October 31,
2016
Academic Reporters: Include students who transferred into your institution as of the institution's official fall
reporting date or October 15, 2016 and those who transferred in the prior summer term.
Full-time, continuing degree/certificate-seeking undergraduate students
In column 3, report the total number of continuing (i.e., not first-time and not transfer-in) full-time degree/certificateseeking undergraduate students. These are students who are not new to the institution in the fall, but instead are
continuing their studies at the institution.
Full-time, non-degree/certificate-seeking full-time undergraduates
In column 5, report the total number of full-time non-degree/certificate-seeking undergraduates. These students are
enrolled for credit but not with the intent of earning a degree or other formal award. Note: High school students
enrolled in creditable courses prior to high school graduation are considered non-degree/certificate-seeking students.
Once you save the data by clicking the 'Verify and Save' button, the 'Total full-time degree/certificate-seeking
undergraduates' (column 4) and 'Total, full-time undergraduate students' (column 6) will be calculated by the system
and display on the survey screen.
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Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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Part A: Enrollment by Distance Education Status
On this screen, report all students reported on previous Part A screens who are:
•
•
Enrolled exclusively in distance education courses offered at your institution: Students who are
enrolled only in courses that are considered distance education courses at your institution.
Enrolled in some but not all distance education courses offered at your institution: Students who are
enrolled in at least one course that is considered a distance education course, but are not enrolled exclusively
in distance education courses.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a
course from being classified as exclusively distance education. Similarly, if a student is taking instructional portions of
their program entirely online, but are then required to complete a practicum, residency, or internship, the student can
still be considered enrolled in entirely education courses.
Not enrolled in any distance education courses offered at your institution: This number represents the
students who are not enrolled in any distance education courses at your institution. It will be calculated by subtracting
the (students enrolled exclusively in distance education + students enrolled in some but not all distance education
courses) from the total enrolled students from Part A, which is the totals for degree/certificate-seeking undergraduates
and non-degree/certificate-seeking undergraduates.
Location of students enrolled exclusively in distance education courses
If there are students reported as enrolled exclusively in distance education courses, further data on the location of
these distance education students will need to be reported. Report, by degree/certificate-seeking status, the number
of exclusively distance education students that are located in the same state/jurisdiction as the institution, in a
different state/jurisdiction than the institution, in the U.S. but the state/jurisdiction is unknown, and residing outside
the U.S. Location for those students enrolled exclusively in distance education should be their physical location or
current address, as of the institution's Fall reporting date. If this is not available, use the address on file for the
student. For students enlisted in the military on active duty, use the permanent address instead of the student's
physical location or current address.
The total students exclusively enrolled in distance education courses will be carried forward from earlier on the screen.
If the total students reported by location does not equal the total enrolled exclusively in distance education from
above, the “Location unknown/unreported” is calculated.
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Part B: Fall Enrollment by Age and Gender
Part B is optional this year. This part is required in odd-numbered years.
This distribution of students should include all students reported in Part A.
Enrollment by Age
Use institutional records to calculate student age.
Academic reporters: report student age as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters: report student age as of August 1, 2016.
The totals by gender for each attendance status (full- or part-time) and student level (undergraduate or graduate) will
be carried forward from the corresponding Part A screens. When the Part B and Part A totals do not agree, the "Age
unknown/unreported" is calculated.
Note: If the Part B student count total is larger than the total carried forward from Part A (resulting in a negative
value), a fatal error results. In this case, reexamine both the age data and comparable portion of Part A to identify the
error and make appropriate corrections.
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Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is mandatory this year. This part is required in even-numbered years only.
This distribution of students should include all first-time degree/certificate-seeking undergraduate students
(both full- and part-time) reported in Part A.
Recent High School Graduates Screening Question
Part C begins with a screening question to determine whether or not your institution has first-time degree/certificateseeking undergraduate students who enrolled within 12 months of graduating high school or receiving their GED. If the
answer is 'No', then only one column for all first-time degree/certificate-seeking undergraduates will display in Part C.
If the answer is 'Yes', then 2 columns will be reported in Part C, one for all first-time degree/certificate-seeking
undergraduates and one for those first-time degree/certificate-seeking undergraduates enrolled within 12 months of
graduating high school or receiving their GED.
State of residence
Use the state identified by the student as his/her permanent address at the time of application to the institution. This
may be the legal residence of a parent or guardian, or the state in which a student has a driver's license or is
registered to vote. It is not necessarily the state in which the student's high school is located.
Residence of first-time degree/certificate-seeking undergraduate students
In column (1), report all first-time degree/certificate-seeking undergraduate students, both full-time and parttime, by state of residence. The total line for column (1) will be carried forward from the total first-time
degree/certificate-seeking undergraduate students reported in Part A. If the sum of the students reported by state of
residence in column (1), lines 1-90, does not agree with the total first-time degree/certificate-seeking undergraduates
from Part A, the "Residence unknown/unreported" (line 98) will be calculated.
Note: When the sum of students by state of residence is larger than the total carried forward from Part A (resulting in
a negative value calculated for the "Residence unknown/unreported" line), a fatal error results. In this case, reexamine
both the residence data and comparable section of Part A to identify the error and make appropriate corrections.
If your institution responded 'Yes' to the screening question, the subset of students from column (1) who enrolled
within 12 months of graduating high school or receiving their GED are to be reported again by their state of residence
in column (2).
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Part D: Total Undergraduate Entering Class
Program reporters and non-degree-granting institutions do not complete Part D.
Total entering class data are included to address concerns some institutions have raised about the cohort that is
defined by the IPEDS Graduation Rates (GR) component. The GR cohort includes only full-time, first-time
degree/certificate-seeking undergraduate students. For institutions with substantial part-time, transfer-in, and nondegree/certificate-seeking enrollment, this may result in graduation rates that are not representative of their typical
entering class.
The total undergraduate entering class is comprised of all first-time undergraduates (full-time and part-time), all
transfer-in undergraduates (full-time and part-time) and the subset of non-degree/certificate-seeking undergraduates
who are new to the institution in the Fall. To reach the total entering class total, Part D follows a line-by-line step
process.
Lines D1 - D4 are carried forward from Part A reporting.
In Line D5, report the subset of non-degree/certificate-seeking undergraduate students displayed on line D4, who are
new to the institution in Fall 2016.
Line D6 will calculate the total undergraduate entering students. This is calculated as all first-time students (line D2)
+ all transfer-in students (line D3) + non-degree/certificate-seeking undergraduate students new to the institution in
Fall 2016 (line D5).
After clicking 'Save', Line D7 will display the percentage of the undergraduate entering class that is represented by
the current GR cohort (the GR cohort is carried forward from Part A and displayed in Line D1). The percentage is
calculated as line D1/D6.
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Part E: Retention Rates for the First-Time Degree/Certificate-Seeking Student Cohort
Retention rates examine the percentage of first-time degree/certificate seeking students enrolled in the fall of the prior
year that are either still enrolled in the fall of the current year or have completed their program in that time.
The retention cohorts, full-time and part-time, first-time degree/certificate-seeking undergraduates from Fall 2015, are
preloaded from Part A of the prior year Fall Enrollment survey component.
On each retention screen (full-time cohort and part-time cohort screens), institutions must:
•
•
•
•
Verify the preloaded Fall 2015 cohort.
Attendance status (full- or part-time) should be based on the student's Fall 2015 attendance status.
Report any exclusions for the cohort (see below for allowable exclusions).
Report any inclusions of first-time bachelor's seeking study abroad students who were excluded from the firsttime cohort but who have re-enrolled at the institution their second year.
Report the total number of students retained from the Fall 2015 cohort. Include students who were reported
as first-time but who are studying abroad in Fall 2016.
Total students retained = students from Fall 2015 cohort still enrolled as of Fall 2016 + students
from Fall 2015 cohort who completed their program as of Fall 2016.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15,
2016.
Program reporters: Report students retained as of August 1, 2016.
Exclusions:
Institutions may report exclusions for the Fall 2015 cohort. Allowable exclusions are students who left the institution
for any of the following reasons:
•
•
•
Died or were totally and permanently disabled
To serve in the armed forces (including those called to active duty)
To serve with a foreign aid service of the Federal Government (e.g., Peace Corps)
•
To serve on official church missions
The system will compute an adjusted cohort by subtracting the student exclusions from the original cohort prior to
calculating the retention rate.
Retention rates will be computed by the system after clicking 'Save.' The retention rate is calculated as:
(Students from Fall 2015 cohort still enrolled + Students from Fall 2015 cohort who completed their
program as of Fall 2016/Adjusted Fall 2015 cohort)*100.
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Part F: Student-to-Faculty Ratio
Graduate only institutions do not complete Part F.
Report the student-to-faculty ratio for undergraduate programs at your institution. A worksheet is available to help
determine your institution's ratio. Click on the link from the Part F screen to access the worksheet.
Worksheet for Less Than Four-Year Institutions and Four-Year Institutions without Graduate or
Professional Programs
The worksheet is designed to help institutions determine their student-to-faculty ratio. It is NOT mandatory that you
use this worksheet to calculate your student-to-faculty ratio. Data entered on the worksheet will NOT be collected or
saved. Make sure to print the screen in order to refer to the ratio calculation for your institution at a later time.
Please note: The logic used in this calculation is similar to that of item I-2 from the Common Data Set data collection.
FULL- AND PART-TIME STUDENT DATA:
All student data on the worksheet is either carried forward from Part A or a calculated field.
Lines F1 and F2. Total full-time and total part-time students.
The total number of full- and part-time students are carried forward from Part A.
Line F3. A full-time equivalent (FTE) of the part-time student count.
The FTE will be calculated as line F2 (total part-time student count) * 1/3.
Line F4. Total FTE students.
This is calculated as the sum of lines F1 (total full-time students) and F3 (FTE of part-time students). Line F4 is used in
the ratio calculation.
FULL-AND PART-TIME INSTRUCTIONAL STAFF DATA:
Lines F5 and F8 should be reported based on data your institution is reporting in the IPEDS Human Resources (HR)
survey component. Please work together with the appropriate staff at your institution to ensure that the data used on
this worksheet and reported in the HR component are the same.
In line F5, report the total number of full-time instructional staff as reported on the HR component.
In line F8, report the total number of part-time instructional staff as reported on the HR component.
Instructional Staff Exclusion for Non-Credit Instructors:
In line F6, report the number of full-time instructional staff reported in line F5 that are teaching exclusively noncredit courses.
In line F9, report the number of part-time instructional staff reported in line F8 that are teaching exclusively noncredit courses.
For institutions that have a large amount of non-credit activity, the above exclusions will better align the student data
with the instructional staff data being used in the ratio.
Part-Time Instructional Staff Addition:
In line F10, report the number of administrators or other staff NOT reported to IPEDS as instructors (and therefore
not included in the instructional staff count reported in line F8) that are teaching a credit course in the Fall.
For institutions that have administrators and other professionals on staff that are not reported to IPEDS as instructors
(because it is not their "primary function") but they teach credit courses, the above allowable addition will produce a
more accurate ratio.
With the above instructional staff exclusions and part-time instructional staff addition information above, the system
will compute the following on the worksheet:
Line F7. Total adjusted full-time instructional staff.
The adjusted full-time instructional staff is the total full-time instructional staff, excluding those teaching exclusively
non-credit classes. The system will calculate line F7 as line F5 (total full-time instructional staff as reported on the HR
component) minus line F6 (total full-time instructional staff teaching exclusively non-credit courses).
Line F11. Total adjusted part-time instructional staff.
The adjusted part-time instructional staff is the total part-time instructional staff, excluding those teaching exclusively
non-credit classes, and adding those administrators and other staff teaching credit courses. The system will calculate
line F11 as line F8 (total part-time instructional staff as reported on the HR component) minus line F9 (total part-time
instructional staff teaching exclusively non-credit courses) + line F10 (administrators and other staff teaching credit
courses).
Line F12. Total FTE of adjusted part-time instructional staff.
The FTE will be calculated as line F11 (total adjusted part-time instructional staff) * 1/3.
Line F13. Total FTE of adjusted instructional staff.
This is calculated as the sum of lines F7 (total adjusted full-time instructional staff) and F12 (FTE of total adjusted part
-time instructional staff). Line F13 is used in the ratio calculation.
Line F14. Student-to-faculty ratio.
The ratio will be calculated by the system as line F4 (total adjusted FTE students) divided by line F13 (total adjusted
FTE instructional staff). The ratio will be displayed on the worksheet as xxx to 1.
The calculated ratio can then be entered onto the Part F (Student-to-Faculty Ratio) screen.
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date: 8/9/2016
Glossary
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall
Enrollment component, it is the cohort for calculating retention rate; for the Graduation Rates
component, this is the cohort from which graduation and transfer-out rates are calculated; and for the Outcome
Measures component, these are the four cohorts (full-time, first-time; part-time-first-time; full-time, non-first-time;
and part-time, non-first-time) for which outcomes rates are calculated at 6 and 8 years.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent,
including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand,
and Vietnam.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a
degree or other formal award.
Black or African American
A person having origins in any of the black racial groups of Africa.
Branch institution
A campus or site of an educational institution that is not temporary, is located in a community beyond a reasonable
commuting distance from its parent institution, and offers full programs of study, not just courses.
Cohort
A specific group of students established for tracking purposes.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in).
Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a
recipient toward the requirements for a postsecondary degree, diploma, certificate, or other formal award,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other formal award. This includes
students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a
degree, certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Distance education
Education that uses one or more technologies to deliver instruction to students who are separated from the
instructor and to support regular and substantive interaction between the students and the instructor synchronously
or asynchronously.
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through
open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication
devices; audio conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used
in a course in conjunction with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming
to campus for orientation, testing, or academic support services do not exclude a course from being classified as
distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance
education courses.
Dual credit
A program through which high school students are enrolled in Advanced Placement (AP) courses, taught at their high
school, that fulfill high school graduation requirements and may earn the student college credits .
Dual enrollment
A program through which high school students may enroll in college courses while still enrolled in high school.
Students are not required to apply for admission to the college in order to participate.
Entering students
(undergraduate)
Students at the undergraduate level, both full-time and part-time, coming into the institution for the first time in the
fall term (or the prior summer term who returned again in the fall). This includes all first-time undergraduate
students, students transferring into the institution at the undergraduate level for the first time, and nondegree/certificate seeking undergraduates entering in the fall.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome
Measures , and Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the
institution for one of the following reasons: death or total and permanent disability; service in the armed forces
(including those called to active duty); service with a foreign aid service of the federal government, such as the
Peace Corps; or service on official church missions.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first
time at the undergraduate level. This includes students enrolled in academic or occupational programs. It also
includes students enrolled in the fall term who attended college for the first time in the prior summer term, and
students who entered with advanced standing (college credits earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more
contact hours a week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter
credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.
Doctor's degree - Professional practice - as defined by the institution.
High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the
following:
•recognized attainment of satisfactory scores on the GED or another state-authorized
examination
•recognized completion of homeschooling at the secondary level as defined by state law
•completion of secondary school education in a homeschool setting which qualifies for an
exemption from compulsory attendance requirements under state law, if state law does not
require a homeschooled student to receive credential for their education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless
of race.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves
annual institution-level data collections. All postsecondary institutions that have a Program Participation Agreement
with the Office of Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as
"Title IV") are required to report data using a web-based data collection system. IPEDS currently consists of the
following components: Institutional Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions
(ADM); Student Financial Aid (SFA); Human Resources (HR) composed of Employees by Assigned Position, Fall Staff,
and Salaries; Fall Enrollment (EF); Graduation Rates (GR); Outcome Measures (OM); Finance (F); and Academic
Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or formal award.
Non-first-time student
(undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of
students may closely reflect the transfer-in enrollment from Fall Enrollment (EF) component.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other formal award.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis
and does not have the right to remain indefinitely.
Off-campus centers
(extension centers)
Sites outside the confines of the parent institution where courses are offered that are part of an organized program
at the parent institution. The sites are not considered to be temporary but may be rented or made available to the
institution at no cost by another institution or an organization, agency, or firm.
Official fall reporting date
The date (in the fall) on which an institution must report fall enrollment data to either the state, its board of trustees
or governing board, or some other external governing body.
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 contact hours
a week each term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Race/ethnicity
Categories developed in 1997 by the Office of Management and Budget (OMB) that are used to describe groups to
which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote
scientific definitions of anthropological origins. The designations are used to categorize U.S. citizens, resident aliens,
and other eligible non-citizens.
Individuals are asked to first designate ethnicity as:
- Hispanic or Latino or
- Not Hispanic or Latino
Second, individuals are asked to indicate all races that apply among the following:
- American Indian or Alaska Native
- Asian
- Black or African American
- Native Hawaiian or Other Pacific Islander
- White
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular
postsecondary curriculum and educational setting.
Residence
A person's permanent address determined by such evidence as a driver's license or voter registration. For entering
freshmen, residence may be the legal residence of a parent or guardian.
Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the
purpose of obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or
I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or
Cuban-Haitian).
Retention rate
A measure of the rate at which students persist in their educational program at an institution, expressed as a
percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking
undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the
percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or
successfully completed their program by the current fall.
State of residence
A person's permanent address as determined by such evidence as a driver's license or voter registration. For
entering freshmen, state of residence may be the legal state of residence of a parent or guardian.
State unknown
Status used when the reporting institution is unable to determine from existing records the home state or residence
of the student.
Student-to-faculty ratio
The ratio of FTE students to FTE instructional staff, i.e., students divided by staff.
Students enrolled in "stand-alone" graduate or professional programs and instructional staff teaching in these
programs are excluded from both full-time and part-time counts.
"Stand-alone" graduate or professional programs are those programs such as medicine, law, veterinary, dentistry,
social work, or public health, in which faculty teach virtually only graduate-level students (also referred to as
"independent" programs).
Each FTE value is equal to the number of full-time students/staff plus 1/3 the number of part-time students/staff.
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a
campus abroad or through a cooperative agreement with some other U.S. college or an institution of another
country.
Summer session
A summer session is shorter than a regular session and is not considered part of the academic year. It is not the
third term of an institution operating on a trimester system or the fourth term of an institution operating on a
quarter calendar system. The institution may have two or more sessions occurring in the summer months. Some
schools, such as vocational and beauty schools, have year-round classes with no separate summer session.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate
in any of the Title IV federal student financial assistance programs (other than the State Student Incentive Grant
(SSIG) and the National Early Intervention Scholarship and Partnership (NEISP) programs).
Transfer-in student
A student entering the reporting institution for the first time but known to have previously attended a postsecondary
institution at the same level (e.g., undergraduate, graduate). This includes new students enrolled in the fall term
who transferred into the institution the prior summer term. The student may transfer with or without credit.
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or
technical program below the baccalaureate.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
U.S. Department of Education
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NCES National Center for Education Statistics
2016-17 Survey Materials > FAQ
date: 8/9/2016
Fall Enrollment
Click one of the following questions to view the answer.
General
1)
2)
3)
4)
Who should I include in my enrollment reporting?
What is the reporting period/date for fall enrollment?
Should I report students who are studying abroad?
In the past I reported first-professional students on this component. Why are there no screens for reporting firstprofessional students?
5)
My school is part of a consortium of schools. How do I report student enrollment?
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in Fall
Enrollment?
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
2)
Where do I report students if I don't know whether or not they are first-time?
3)
Where do I report undergraduate students who enrolled at my institution for the first time this fall (without prior
postsecondary experience), but earned college credits during the prior summer?
4)
How do I treat new students who transferred into the institution the prior summer term and take courses in the fall?
5)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
6)
How do I report a student who earned college credit while in high school (a dual enrolled student) and has now
graduated high school and enrolled in my institution in the Fall?
7)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how do I
determine whether they are degree/certificate-seeking?
9)
Where do I report students who are seeking a second baccalaureate degree?
10)
How do I report an undergraduate student who took courses as a non-degree-seeking student and re-enrolls as a
degree-seeking student at the same reporting institution?
11)
My institution has students for which gender is unknown. Since there is no place to report “gender unknown” on the
IPEDS data collection screens, how should we report these individuals?
12)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
13)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the determination of a
student's full-time status?
14)
In which race/ethnicity category do I report undocumented students?
Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
2)
How do I report students in program areas that do not appear on the CIP selection screen?
3)
How do I report undergraduates who have not yet declared a major?
4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part A (i.e.,
13.0000 Education and 27.0000 Mathematics)?
Distance Education
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student considered enrolled in exclusively distance education courses?
2)
What should I do if I do not know the location of students enrolled exclusively in distance education courses?
3)
How do I determine location for those students enrolled exclusively in distance education?
4)
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for distance
education location reporting?
5)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted in the distance education portion of Fall Enrollment?
Fall Enrollment by Age (Part B)
1)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose ages are
unknown?
2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the second column
that asks for numbers of students that graduated high school within 12 months?
2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries on a
temporary basis (e.g., military/diplomatic service). When reporting residence and migration data, what location do I
use?
Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort) and the
undergraduate entering class calculated in Part D?
Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
2)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time) between
one fall and the next?
3)
Are students on a leave of absence from the institution considered retained?
4)
For less-than-4-year institutions that have a student who completed a program and are still enrolled at the same
institution in another program, how should they count that student?
5)
My institution’s freshman study abroad students were excluded from the prior year first-time enrollment count. How
can I add these students back into the prior year’s first-time cohort for the current year’s retention calculation?
6)
Sophomore study abroad students have been excluded from my fall enrollment count because they are taking classes
in a foreign country. How can I include them as part of my retention calculation?
Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as medicine, law,
veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
3)
My institution has graduate and/or doctors-professional practice programs but does not have any "stand-alone"
programs. What should I enter on the student and faculty exclusion line items related to these types of programs on
the worksheet for Part F?
Answers:
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as “Recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a degree,
diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.”
Students who are not seeking a degree or certificate may be still be enrolled for credit. These students are to be
reported in the non-degree/certificate-seeking column.
2)
3)
Back to top
What is the reporting period/date for fall enrollment?
Fall enrollment is a count of students enrolled on a particular date in the Fall. Fall enrollment is often referred to as a
"snapshot" of the enrollment at an institution at a specific time in the Fall. The date/period used depends on whether
the institution is an academic reporter or a program reporter for IPEDS purposes.
Academic reporters: Report enrollment as of October 15 or as of the institution's official fall reporting date.
Program reporters: Report enrollment during the 3-month period of August 1 to October 31. If a student enrolls or
remains enrolled at any time during that period, the student is included in the fall enrollment counts.
Back to top
Should I report students who are studying abroad?
U.S. students who are enrolled in your institution and attend classes in a foreign country should be included in your
institution's enrollment report if your institution provides instructional resources (classroom, instructors), even though
the education occurs abroad. Students who are enrolled in your institution and attend classes in a foreign country
should NOT be included in your enrollment report if:
•
•
•
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if
the student pays tuition to your institution.
Foreign students who are enrolled for credit and taking courses at the institution should be included in the
institution's enrollment report.
While study abroad students may be excluded from the enrollment count for reasons cited above, they may
be included in the institution’s retention calculation. Please see the specific instructions on Part E: Retention
or the FAQ on including study abroad students in retention.
For additional information on how to report study abroad students in all IPEDS survey components, please
visit the following link: http://nces.ed.gov/ipeds/pdf/Reporting_Study_Abroad_Students.pdf.
4)
5)
Back to top
In the past I reported first-professional students on this component. Why are there no screens for
reporting first-professional students?
Beginning with the 2009-10 collection year, institutions are required to use the new postbaccalaureate degree
categories (eliminating the first-professional category and reclassifying those programs). In parts A and B, all
postbaccalaureate students are to be reported as graduate students, including doctor's-professional practice students
(formerly reported as first-professional). Even though Teacher Preparation certificate programs may require a
bachelor's degree for admission, they are considered subbaccalaureate undergraduate programs, and students in
these programs are undergraduate students.
Back to top
My school is part of a consortium of schools. How do I report student enrollment?
For reporting students studying in consortium agreements, please refer to the Resource page
at http://nces.ed.gov/ipeds/Section/Consortium_Cheatsheet.
Back to top
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in
Fall Enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary,
students who are ONLY enrolled in ESL programs (programs comprised exclusively of ESL courses),
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
Back to top
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
•
Credit for military service/training from an association such as the American Council on Education,
•
•
•
•
2)
3)
4)
5)
6)
7)
8)
9)
10)
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., AP or dual enrollment
credits), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval Academy, etc.) would NOT be considered first-time students.
Back to top
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
Back to top
Where do I report undergraduate students who enrolled at my institution for the first time this fall
(without prior postsecondary experience), but earned college credits during the prior summer?
These students should be reported as first-time undergraduates. The definition of “first-time” allows for students to
still be classified as first-time if the college credit they have previously earned occurred in the summer immediately
prior to enrollment.
Back to top
How do I treat new students who transferred into the institution the prior summer term and take courses
in the fall?
For the Fall Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not entering the institution for the first time in the fall. (Applies only to academic
reporters)
Back to top
Does "continuing/returning student" include those students who have stopped out and re-entered the
same institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in the institution and those who have stopped out and re-enrolled,
without having transferred to another institution.
Back to top
How do I report a student who earned college credit while in high school (a dual enrolled student) and
has now graduated high school and enrolled in my institution in the Fall?
If the college credit was earned prior to the student graduating high school, then this student would be considered a
first-time student in the Fall. The definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school graduation. (Applies only to academic
reporters)
Back to top
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a student is non-degree/certificate-seeking. After receipt of the high
school diploma or recognized equivalent, they can be classified as degree/certificate-seeking, if appropriate.
Back to top
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be
degree/certificate-seeking.
Back to top
Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificate-seeking students (column 3). This column
is intended to capture all degree/certificate-seeking undergraduate students who are not first-time and did not
transfer-in to the institution in that Fall.
Back to top
How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls as a degree-seeking student at the same reporting institution?
11)
12)
13)
This student should be reported as a "continuing/returning" student. IPEDS defines "continuing/returning students" as
"A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in)."
Back to top
My institution has students for which gender is unknown. Since there is no place to report “gender
unknown” on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS, even though their gender is unknown. It is up to the institution to
decide how best to handle reporting individuals whose gender is unknown. However, a common method used is to
allocate students with gender unknown based on the known proportion of men to women.
Back to top
How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified
in the Race/Ethnicity Unknown category. Only U.S. citizens are to be categorized in the specific Race/Ethnicity
categories. The non-resident alien category is reserved specifically for students that are in the U.S. under that specific
legal status.
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How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses
not creditable for an award:
•
•
•
14)
Students enrolled in remedial courses that are not creditable toward an award but have been
admitted into an eligible Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted
into an eligible Title-IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for
award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of
remedial and ESL courses may be used in the determination of a student's full-time status if the remedial or ESL
course is part of a program that leads to a postsecondary award. In these cases, the remedial or ESL courses should
count the same as the comparable full-credit class. For co-op students, the work portion of a cooperative education
program in which the amount of work performed is equivalent to the academic workload of a full-time student will also
count toward the determination of full-time status.
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is
a legal status for students with specific types of visas, undocumented students would not be reported under any of
these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the race/ethnicity FAQ for
more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
However, Deferred Action for Childhood Arrivals (DACA) students are a particular group of undocumented students
that have been authorized by the Department of Homeland Security to be lawfully present in the U.S. for the duration
of their DACA, and as such, this status would allow them to be reported under the "nonresident alien" category.
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Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
Select “None of the above” on the CIP selection screen and report all students enrolled for credit, regardless of field of
study, Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
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How do I report students in program areas that do not appear on the CIP selection screen?
The program areas on the CIP selection screen are the only fields for which enrollment data is collected separately. In
addition to reporting enrollment by the selected fields requested, report all students enrolled for credit (regardless of
field of study) on the "Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
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3)
How do I report undergraduates who have not yet declared a major?
These students should only be reported on the Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A,
where all students enrolled for credit (regardless of field of study) are reported.
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4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part
A (i.e., 13.0000 Education and 27.0000 Mathematics)?
Report the students as either full-time or part-time depending on their status at the institution. Then report them on
the corresponding CIP pages. The CIP pages are not an unduplicated count and students can be included on more
than one page.
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Distance Education
1)
2)
2)
3)
4)
5)
Fall
1)
If a student is taking the instructional portions of their program entirely online, but are then required to
complete a practicum, residency, or internship, is the student considered enrolled in exclusively distance
education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusive distance
education course.
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What should I do if I do not know the location of students enrolled exclusively in distance education
courses?
If you have no information about the location of students enrolled exclusively in distance education, do not report
them in any of the location fields. The system will calculate the number of "Location Unknown" exclusively distance
education enrollments.
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How do I determine location for those students enrolled exclusively in distance education?
Location for those students enrolled exclusively in distance education should be their physical location or current
address, as of the institution's Fall reporting date. If this is not available, use the address on file for the student. For
students enlisted in the military on active duty, use the permanent address instead of the student's physical location.
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Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for
distance education location reporting?
Yes, Students located in a U.S. jurisdiction while they are enrolled in distance education courses should be reported as
located in the U.S.
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We offer courses that combine distance education and traditional teaching methods (“hybrid” courses).
How should students enrolled in these courses be counted in the distance education portion of Fall
Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance education courses.”
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Enrollment by Age (Part B)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose
ages are unknown?
The number of students whose age is unknown will be computed by the data collection system. The difference
between the sum of students reported by age category in Part B and the corresponding total enrollment reported in
Part A results in the number of students whose age is unknown.
If this results in a negative number, a fatal error will appear and you will need to either correct your data or contact
the IPEDS Help Desk for assistance.
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2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
In order to have consistent data from all institutions, IPEDS must use standard age categories. Use the students'
dates of birth to report the enrollment by IPEDS age categories.
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Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the
second column that asks for numbers of students that graduated high school within 12 months?
If the student received the GED within the past 12 months, they should be included in the second column.
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2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries
on a temporary basis (e.g., military/diplomatic service). When reporting residence and migration data,
what location do I use?
The home state could be the student’s or parent’s official home state, the state where they are registered to vote or
pay taxes, or the state issuing their driver’s license. If no such information is available, they would be reported under
“State unknown”(57).
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Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort)
and the undergraduate entering class calculated in Part D?
In addition to the students in the full-time, first-time degree/certificate-seeking cohort, the total undergraduate
entering class includes part-time students of the same criteria as well as transfers-in and full- and part-time nondegree/certificate-seeking students that are new to your institution in the Fall.
The entering class is intended to represent all students new to an institution in a given fall and provide context for the
GRS cohort. The percent of the entering class that is represented by the institution's GRS cohort is included on College
Navigator as a note to the graduation rate data displayed.
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Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
The retention rate is calculated as follows:
4-year Institutions:
first-time bachelor's degree-seeking students in Fall 2015 who are still enrolled in Fall 2016/(first-time bachelor's
degree-seeking students in Fall 2015 - cohort exclusions + cohort inclusions)
2)
3)
4)
5)
2-year and Less-than-2-year Institutions:
(first-time students in Fall 2015 who are still enrolled in Fall 2016 + first-time students in Fall 2015 who completed
their program by Fall 2016)/(first-time students in Fall 2015 - cohort exclusions + cohort inclusions)
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How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
between one fall and the next?
Report students based on their attendance status in the fall the cohort was initially based on, even if that status
changed in the following fall.
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Are students on a leave of absence from the institution considered retained?
No. Students must be enrolled for credit at the institution in the Fall to be considered retained from the previous fall.
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For less-than-4-year institutions that have a student who completed a program and are still enrolled at
the same institution in another program, how should they count that student?
The institution should count that student as "retained" only once. Do NOT count that student twice, once for having
completed the program and another time for still being enrolled.
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My institution’s freshman study abroad students were excluded from the prior year first-time enrollment
count. How can I add these students back into the prior year’s first-time cohort for the current year’s
retention calculation?
Freshman study abroad students can be added to the first-time cohort. Report in the inclusion box
first-time bachelor’s degree-/certificate-seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
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Sophomore study abroad students have been excluded from my fall enrollment count because they are
taking classes in a foreign country. How can I include them as part of my retention calculation?
Sophomore study abroad students are considered part of the retained cohort even though they may not be included in
the institution’s fall enrollment count. Count these students in the retained cohort.
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Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
A worksheet has been provided to guide the process of calculating the student-to-faculty ratio for your institution. The
worksheet can be accessed from the Part F screen in the Data Collection System.
Back to top
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as
medicine, law, veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
An example of a program that would fall into this category (typically a doctor's-professional practice program) is a
school of medicine that only awards degrees/certificates at the graduate level and therefore its faculty exclusively (or
in some cases almost exclusively) teach graduate students. Programs that are "stand-alone" graduate programs may
have some undergraduate students enrolled in their courses, however a "stand-alone" graduate program would only
award degrees/certificates at the graduate level. An example of a graduate program that would not meet this criteria
is a school of business that has an undergraduate and graduate program and therefore enrolls both types of students
and awards degrees/certificates at both levels. Further, the faculty would teach a mix of undergraduate and graduate
students. Excluding “stand-alone” graduate programs is intended to make the student-to-faculty ratio closer to an
undergraduate student-to-faculty ratio than it would be if these programs were included in the calculation, without
overburdening institutions.
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3)
My institution has graduate and/or doctors-professional practice programs but does not have any "standalone" programs. What should I enter on the student and faculty exclusion line items related to these
types of programs on the worksheet for Part F?
If your institution does not have any "stand-alone" graduate or professional programs, then enter 0 for students and 0
for faculty in the lines for these types of programs. Most institutions do not have these types of graduate or
professional programs, so entering 0 in those lines will be fairly common.
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6)
U.S. Department of Education
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NCES National Center for Education Statistics
2016-17 Survey Materials > Form
date: 8/9/2016
Fall Enrollment for public 2-year and less-than-2-year non-degree-granting
institutions
Overview
Fall Enrollment Overview
The Fall Enrollment component collects student enrollment counts by level of student, enrollment status, gender and
race/ethnicity. In addition, first-time student retention rates and the student-to-faculty ratio are collected. Every other
year data on residence of first-time undergraduates is required and in opposite years, enrollment by student age is
required to be reported.
Institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4) report Fall
enrollment as of the institution's official fall reporting date or October 15. Institutions operating on a calendar that
differs by program or that enrolls students on a continuous basis (referred to as program reporters) report Fall
enrollment as students enrolled any time during the period August 1 and October 31.
Data Reporting Reminders:
•Part B, Enrollment of students by age, is optional this year.
•Part C, Residence of first-time degree/certificate-seeking undergraduates, is required this year.
Recent changes:
•
There is one change to the 2016-17 Fall Enrollment component from the 2015-16 collection. The one change
is for retention rates. IPEDS ask that you report inclusions in the adjusted Fall 2015 cohort. For inclusions to
the Fall 2015 cohort, report first-time bachelor's seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
Resources:
To download the survey materials for this component: Survey Materials
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
Part Selection
Completion of Part B (Enrollment of Students by Age) is optional this year.
Do you wish to complete Part B this year?
If you select 'Yes', you will be expected to complete the Part B screens.
If you select 'No', you will skip Part B.
No, I will not complete Part B
Yes, I will complete Part B
Part A - Fall Enrollment for Full-Time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Full-time UndergraduateStudents
Race/Ethnicity Reporting Reminder:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Enrolled for credit
First-time, certificateseeking
Other certificateseeking
Non-certificate-seeking
Total,
full-time
undergraduate
students
First-time, certificateseeking
Other certificateseeking
Non-certificate-seeking
Total,
full-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women)
Grand total (men+women) prior
year
Part A - Fall Enrollment for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Part-time Undergraduate Students
Race/Ethnicity Reporting Reminder:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Enrolled for credit
First-time, certificateseeking
Other certificateseeking
Non-certificate-seeking
Total,
part-time
undergraduate
students
First-time, certificateseeking
Other certificateseeking
Non-certificate-seeking
Total,
part-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women)
Grand total (men+women) prior
year
Part A - Fall Enrollment Summary
Fall Enrollment Summary
Men
Students enrolled for credit
Total full-time
students
Total part-time
students
Grand total,
all students
Total full-time
students
Total part-time
students
Grand total,
all students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand Total (men+women)
Part A - Fall Enrollment by Distance Education Status
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Undergraduate Students
Degree/Certificate Seeking Non-Degree/Certificate Seeking
Enrolled exclusively in distance education courses
Enrolled in some but not all distance education
courses
Not enrolled in any distance education courses
Total (from prior part A screens)
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College
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You may use the space below to provide context for the data you've reported above.
These context notes may be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance education
courses, report the number that are:
Located in
Located in the U.S. but not in
Located in the U.S. but state/jurisdiction unknown
Located outside the U.S.
Location unknown/unreported
Total students exclusively enrolled in distance education (from
section above)
Undergraduate Students
Degree/Certificate
Non-Degree/Certificate
Seeking
Seeking
Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total full-time undergraduate students (from part A)
Full-time Undergraduate Students
Men
Women
Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total part-time undergraduate students (from part A)
Part-time Undergraduate Students
Men
Women
Part C - Screening Question
Did any of your first-time degree/certificate-seeking undergraduate students (reported in Part A) enroll within 12
months of graduating high school or receiving their GED?
No, we do not have any first-time students who enrolled within 12 months of their high school
graduation.
Yes, we have first-time students who enrolled within 12 months of their high school graduation.
You may use the space below to provide context for the data you've reported above.
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Of students in column 1, those
Total first-time
was first admitted
who
enrolled within 12 months
degree/certificate-seeking
of high school graduation
undergraduates
or receiving their GED
(1)
(2)
Alabama
01
Alaska
02
Arizona
04
Arkansas
05
California
06
Colorado
08
Connecticut
09
Delaware
10
District of Columbia
11
Florida
12
Georgia
13
Hawaii
15
Idaho
16
Illinois
17
Indiana
18
Iowa
19
Kansas
20
Kentucky
21
Louisiana
22
Maine
23
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Total first-time
Of students in column 1, those
was first admitted
degree/certificate-seeking
who enrolled within 12 months
undergraduates
of high school graduation
(1)
or receiving their GED
(2)
Maryland
24
Massachusetts
25
Michigan
26
Minnesota
27
Mississippi
28
Missouri
29
Montana
30
Nebraska
31
Nevada
32
New Hampshire
33
New Jersey
34
New Mexico
35
New York
36
North Carolina
37
North Dakota
38
Ohio
39
Oklahoma
40
Oregon
41
Pennsylvania
42
Rhode Island
44
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS
Total first-time
Of students in column 1, those
was first admitted
Code degree/certificate-seeking who enrolled within 12 months of
undergraduates
high school graduation
(1)
or receiving their GED
(2)
South Carolina
45
South Dakota
46
Tennessee
47
Texas
48
Utah
49
Vermont
50
Virginia
51
Washington
53
West Virginia
54
Wisconsin
55
Wyoming
56
State Unknown
57
American Samoa
60
Federated States of Micronesia
64
Guam
66
Marshall Islands
68
Northern Marianas
69
Palau
70
Puerto Rico
72
Virgin Islands
78
Foreign Countries
90
Residence unknown/unreported
Total first-time degree/certificate-seeking
undergraduates (from Part A)
98
You may use the space below to provide context for the data you've reported above.
Part E - First-Time Student Cohort Retention Rates (Full-time)
Retention Rates
Full-time, First-time Degree/Certificate-Seeking Cohort from Fall 2015
The Fall 2015 cohort is preloaded based on data reported in the prior year Fall Enrollment survey component.
Academic reporters report retention data as of the institution's official fall reporting date or as of October 15. Program
reporters determine the cohort with enrollment any time between August 1 and October 31, 2015 and retention based
on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted from the
original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only full-time, first-time degree/certificate-seeking students in this cohort.
•
Determine full-time using Fall 2015 attendance status (e.g. if a student was full-time in Fall 2015, report them in
the full-time cohort regardless of Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E2a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E2b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E1) but who have re-enrolled at the institution their second year.
Preloaded
cohort
Prior year
data (Fall
2014
cohort)
FULL-TIME, FIRST-TIME COHORT RETENTION:
E1
Full-time, first-time Fall 2015 cohort
E2a
Exclusions from the Fall 2015 cohort
E2b
Inclusions to the Fall 2015 cohort
E3
Adjusted Fall 2015 cohort (line E1 - E2a + E2b)
E4
Students from Fall 2015 cohort who are still enrolled + students
from Fall 2015 cohort who completed their program as of Fall 2016
E5
Full-time, first-time Fall 2015 cohort retention rate (line E4 / line
E3)
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description.
These
context
notes
will
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posted
the
College
Navigator.
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%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part E - First-Time Student Cohort Retention Rates (Part-time)
Retention Rates
Part-time, First-time Degree/Certificate-Seeking Cohort from Fall 2015
The Fall 2015 cohort is preloaded based on data reported in the prior year Fall Enrollment survey component.
Academic reporters report retention data as of the institution's official fall reporting date or as of October 15. Program
reporters determine the cohort with enrollment any time between August 1 and October 31, 2015 and retention based
on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted from the
original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only part-time, first-time degree/certificate-seeking students in this cohort.
•
Determine part-time using Fall 2015 attendance status (e.g. if a student was part-time in Fall 2015, report them
in the part-time cohort regardless of their Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E7a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E7b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E6) but who have re-enrolled at the institution their second year.
Preloaded
cohort
Prior year
data (Fall
2014
cohort)
PART-TIME, FIRST-TIME COHORT RETENTION:
E6
Part-time, first-time Fall 2015 cohort
E7a
Exclusions from the Fall 2015 cohort
E7b
Inclusions to the Fall 2015 cohort
E8
Adjusted Fall 2015 cohort (line E6 - line E7)
E9
Students from Fall 2015 cohort who are still enrolled + students
from Fall 2015 cohort who completed their program as of Fall 2016
E10
Part-time, first-time Fall 2015 cohort retention rate (line E9 / line
E8)
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description.
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context
notes
will
be on
posted
the
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Navigator.
End
of image
description.
%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate
programs for Fall 2016. The student-to-faculty ratio and any accompanying context that is provided will be
displayed on College Navigator.
Note: Logic in this item is similar to item I-2 from the Common Data Set data collection.
Click here to use a worksheet to help you determine the student-to-faculty ratio
Student-to-faculty ratio
to 1
Student-to-faculty ratio prior year
to 1
Image
description.
These
context
notes
will
be on
posted
the
College
Navigator.
End of image
description.
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Less Than Four-Year Institutions and Four Year-Institutions Without Graduate
Programs Student-to-Faculty Ratio Worksheet
This worksheet is designed to help you determine your institution's student-to-faculty ratio.
Data entered on this worksheet will NOT be collected or saved. Therefore, please PRINT this screen if you
would like to refer to the ratio calculation for your institution at a later time.
Note: The logic used for this calculation is similar to item I-2 from the Common Data Set data collection.
Students, Fall 2016
F1 Total full-time students from Part A
F2 Total part-time students from Part A
F3 Full-time equivalent of part-time students
(Line F2 * 1/3)
F4 Total full-time equivalent students
(Line F1 + F3)
Instructional Staff, Fall 2016
FULL-TIME INSTRUCTIONAL STAFF:
F5 Number of full-time instructional staff as reported on the HR survey component
Full-Time Instructional Staff Exclusion (Line F6):
F6 Full-Time Instructional Staff Exclusion:
Of the number of full-time instructional staff reported in Line F5, the number teaching
exclusively non-credit courses
F7 Total adjusted full-time instructional staff
(Line F5 - F6)
PART-TIME INSTRUCTIONAL STAFF:
F8 Number of part-time instructional staff as reported on the HR survey component
Part-Time Instructional Staff Exclusion (Line F9):
F9 Of the number of part-time instructional staff reported in Line F8, the number teaching
exclusively non-credit courses
Part-Time Instructional Staff Addition (Line F10):
F10 Number of administrators, or other staff not reported to IPEDS as instructors, that are
teaching a credit course(s) in the Fall
F11 Total adjusted part-time instructional staff
(Line F8 - F9 + F10)
F12 Full-time equivalent of adjusted part-time instructional staff
(Line F11 * 1/3)
F13 Total full-time equivalent instructional staff
(Line F7 + F12)
F14 Student-to-faculty ratio
(Line F4/F13)
to 1
Prepared by
This survey component was prepared by:
Keyholder
Finance Contact
SFA Contact
HR Contact
Academic Library Contact
Other
hours
minutes
Name:
Email:
How long did it take to prepare
this survey component?
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there
are questions concerning the data. The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the
reporting burden associated with IPEDS. Please include in your estimate the time it took for you to review instructions,
query and search data sources, complete and review the component, and submit the data through the Data Collection
System.
Thank you for your assistance.
U.S. Department of Education
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IPEDS Help Desk
(877) 225-2568 or ipedshelp@rti.org
NCES National Center for Education Statistics
2016-17 Survey Materials > Instructions
date: 8/9/2016
Fall Enrollment Full Instructions
Purpose of Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help For Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Questions
Reporting Individuals by Racial/Ethnic Categories
Part A: Fall Enrollment by Level, Attendance Status, Race/Ethnicity, and Gender
Part B: Fall Enrollment by Age
Part C: Residence of First-Time Certificate-Seeking Undergraduates
Part E: Retention Rates for First-Time Certificate-Seeking Undergraduates
Part F: Student-to-Faculty Ratio
Purpose of Survey
The purpose of the Fall Enrollment component of IPEDS is to collect enrollment data on all students enrolled for credit
in courses/programs that could lead to awards ranging from postsecondary certificates of less than 1 year to doctoral
degrees. Fall enrollment data are collected by level of student, attendance status, race/ethnicity, and gender. In
addition, the Fall Enrollment component collects data on the institution's undergraduate entering class, first-time
student retention rates, and the student-to-faculty ratio. Every other year data on enrollment by nine selected fields of
study are collected, as is residency of first-time degree/certificate-seeking undergraduate students. In opposite years,
enrollment by student age is collected.
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Changes in Reporting
Enrollment by residence will be mandatory this year. Enrollment by age is optional.
A new field was added to the retention screens for inclusion to the Fall 2015 cohort to allow the institution to include in
their first-time cohort eligible students who studied abroad their first year upon entering the institution.
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General Instructions
Reporting Period Covered
For institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4), fall
enrollment should be reported as of the institution's official fall reporting date or October 15.
For institutions operating on an "other academic calendar," a calendar that differs by program, or enrolls students on a
continuous basis (referred to as program reporters), fall enrollment is reported for students enrolled any time during
the period August 1 and October 31.
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Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note
that some context boxes are posted on the College Navigator Website, which is the college search tool offered by
NCES. NCES will review entries in these context boxes for applicability and appropriateness before posting them on the
College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied
towards the requirements for a postsecondary degree, diploma, certificate, or other formal award), regardless of
whether or not they are seeking a degree or certificate. This includes:
•
•
•
•
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid
determination
Students from overseas enrolled in for credit at your institution (e.g., online students)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
•
•
•
•
Students enrolled exclusively in courses that cannot be applied towards a formal award
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
In addition, the following students should be excluded:
•
•
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution serves
as an administrative record
Students enrolled in any branch campus located in a foreign country
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Where to Get Help with Reporting
IPEDS Help Desk
Phone: 1-877-225-2568
Email: ipedshelp@rti.org
Web Tutorials
You can also consult the IPEDS Website Trainings & Outreach page which contains several tutorials on IPEDS data
collection, a self-paced overview of IPEDS tools, and other valuable resources.
IPEDS Resource Page
The IPEDS Website Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials,
taxonomies, information centers (e.g., academic libraries, average net price, human resources, race/ethnicity, etc.),
and other valuable information.
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Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution- and aggregate-levels.
At the institution-level, data will appear in the:
•
•
•
•
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
•
•
•
•
•
IPEDS First Looks
IPEDS Table Library
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
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Reporting Directions
Screening Questions
Before entering any data, screening questions will need to be answered.
Part B Selection
Part B (Enrollment by Age) is optional this year. Indicate whether or not you will complete Part B of the Fall Enrollment
survey component this year.
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Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the
Education Amendments of 1972 and Sec. 421(a)(1) of the Carl D. Perkins Vocational Education Act. These instructions
correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S.
Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first
question is whether the respondent is Hispanic/Latino. The second question is whether the respondent is from one or
more races from the following list: American Indian or Alaska Native, Asian, Black or African American, Native
Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race
and ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education
using the NINE categories below. Racial/ethnic designations are requested only for United States citizens, resident
aliens, and other eligible non-citizens.
•
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
•
•
•
•
•
•
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
•
•
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of
anthropological origins. The categories are:
•
•
•
•
•
•
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish
culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South
America (including Central America) who maintains cultural identification through tribal affiliation or
community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine
Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
•
•
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country
on a visa or temporary basis and does not have the right to remain indefinitely. NOTE - Nonresident aliens are
to be reported separately, in the boxes provided, rather than included in any of the seven racial/ethnic
categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or
nationals of the United States and who have been admitted as legal immigrants for the purpose of obtaining
permanent resident alien status (and who hold either an alien registration card (Form I-551 or I-151), a
Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee
or Cuban-Haitian) are to be reported in the appropriate racial/ethnic categories along with United States
citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or
ethnic designation.
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Part A - Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level. The undergraduate level
includes students enrolled in undergraduate level courses or any certificate programs below the baccalaureate level.
Students who have already earned a bachelor's degree but are taking undergraduate courses for credit should be
included as undergraduates.
Full-time, first-time certificate-seeking undergraduate students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled fulltime with the intent to earn a certificate or other formal award. The following are also considered first-time:
•
•
Students enrolled in the fall term who attended college for the first time in the prior summer
session (applicable to academic reporters only)
Students who entered with advanced standing (any college credits earned before graduation from high school)
In order to be considered certificate-seeking, the student must be enrolled in courses for credit and be recognized by
the institution as seeking a certificate or other formal award. Dual enrolled high school students are not considered
certificate-seeking. Note: All students eligible to receive federal student financial aid are to be considered certificateseeking.
Program Reporters: Include first-time students who entered your institution between August 1, 2016 and October
31, 2016.
Academic Reporters: Student counts reported in column 1 define the initial cohort for reporting graduation rates on
the IPEDS Graduation Rates (GR) component to meet Student Right-to-Know reporting requirements. Students
reported in this group will become your GR cohort in the reporting year appropriate for your institution.
Full-time, Other certificate-seeking undergraduate students
In column 2, report the total number of all other (i.e. not first-time) full-time certificate-seeking undergraduate
students. This includes:
•
•
transfer-in certificate-seeking students
continuing certificate-seeking students (i.e. students not new to the institution in the fall, but instead are
continuing in their courses/program at the institution)
Full-time, Non-certificate-seeking undergraduate students
In column 3, report the total number of full-time non-certificate-seeking undergraduates. These students are enrolled
for credit but not with the intention of earning a certificate or formal award. Note: High school students enrolled in
creditable courses prior to high school graduation are considered non-certificate-seeking students.
Once you save the data by clicking the 'Verify and Save' button, the 'Total full-time undergraduates' (column 4) will be
calculated by the system and display on the survey screen.
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Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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Part A: Enrollment by Distance Education Status
On this screen, report all students reported on previous Part A screens who are:
•
•
Enrolled exclusively in distance education courses offered at your institution: Students who are
enrolled only in courses that are considered distance education courses at your institution.
Enrolled in some but not all distance education courses offered at your institution: Students who are
enrolled in at least one course that is considered a distance education course, but are not enrolled exclusively
in distance education courses.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a
course from being classified as exclusively distance education. Similarly, if a student is taking instructional portions of
their program entirely online, but are then required to complete a practicum, residency, or internship, the student can
still be considered enrolled in entirely education courses.
Not enrolled in any distance education courses offered at your institution: This number represents the
students who are not enrolled in any distance education courses at your institution. It will be calculated by subtracting
the (students enrolled exclusively in distance education + students enrolled in some but not all distance education
courses) from the total enrolled students from Part A, which is the totals for degree/certificate-seeking undergraduates
and non-degree/certificate-seeking undergraduates.
Location of students enrolled exclusively in distance education courses
If there are students reported as enrolled exclusively in distance education courses, further data on the location of
these distance education students will need to be reported. Report, by degree/certificate-seeking status, the number
of exclusively distance education students that are located in the same state/jurisdiction as the institution, in a
different state/jurisdiction than the institution, in the U.S. but the state/jurisdiction is unknown, and residing outside
the U.S. Location for those students enrolled exclusively in distance education should be their physical location or
current address, as of the institution's Fall reporting date. If this is not available, use the address on file for the
student. For students enlisted in the military on active duty, use the permanent address instead of the student's
physical location or current address.
The total students exclusively enrolled in distance education courses will be carried forward from earlier on the screen.
If the total students reported by location does not equal the total enrolled exclusively in distance education from
above, the “Location unknown/unreported” is calculated.
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Part B: Fall Enrollment by Age and Gender
Part B is optional this year. This part is required in odd-numbered years.
This distribution of students should include all students reported in Part A.
Enrollment by Age
Use institutional records to calculate student age.
Academic reporters: report student age as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters: report student age as of August 1, 2016.
The totals by gender for each attendance status (full- or part-time) and student level (undergraduate or graduate) will
be carried forward from the corresponding Part A screens. When the Part B and Part A totals do not agree, the "Age
unknown/unreported" is calculated.
Note: If the Part B student count total is larger than the total carried forward from Part A (resulting in a negative
value), a fatal error results. In this case, reexamine both the age data and comparable portion of Part A to identify the
error and make appropriate corrections.
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Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is mandatory this year. This part is required in even-numbered years only.
This distribution of students should include all first-time degree/certificate-seeking undergraduate students
(both full- and part-time) reported in Part A.
Recent High School Graduates Screening Question
Part C begins with a screening question to determine whether or not your institution has first-time degree/certificateseeking undergraduate students who enrolled within 12 months of graduating high school or receiving their GED. If the
answer is 'No', then only one column for all first-time degree/certificate-seeking undergraduates will display in Part C.
If the answer is 'Yes', then 2 columns will be reported in Part C, one for all first-time degree/certificate-seeking
undergraduates and one for those first-time degree/certificate-seeking undergraduates enrolled within 12 months of
graduating high school or receiving their GED.
State of residence
Use the state identified by the student as his/her permanent address at the time of application to the institution. This
may be the legal residence of a parent or guardian, or the state in which a student has a driver's license or is
registered to vote. It is not necessarily the state in which the student's high school is located.
Residence of first-time degree/certificate-seeking undergraduate students
In column (1), report all first-time degree/certificate-seeking undergraduate students, both full-time and parttime, by state of residence. The total line for column (1) will be carried forward from the total first-time
degree/certificate-seeking undergraduate students reported in Part A. If the sum of the students reported by state of
residence in column (1), lines 1-90, does not agree with the total first-time degree/certificate-seeking undergraduates
from Part A, the "Residence unknown/unreported" (line 98) will be calculated.
Note: When the sum of students by state of residence is larger than the total carried forward from Part A (resulting in
a negative value calculated for the "Residence unknown/unreported" line), a fatal error results. In this case, reexamine
both the residence data and comparable section of Part A to identify the error and make appropriate corrections.
If your institution responded 'Yes' to the screening question, the subset of students from column (1) who enrolled
within 12 months of graduating high school or receiving their GED are to be reported again by their state of residence
in column (2).
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Part E: Retention Rates for the First-Time Degree/Certificate-Seeking Student Cohort
Retention rates examine the percentage of first-time degree/certificate seeking students enrolled in the fall of the prior
year that are either still enrolled in the fall of the current year or have completed their program in that time.
The retention cohorts, full-time and part-time, first-time degree/certificate-seeking undergraduates from Fall 2015, are
preloaded from Part A of the prior year Fall Enrollment survey component.
On each retention screen (full-time cohort and part-time cohort screens), institutions must:
•
•
•
•
Verify the preloaded Fall 2015 cohort.
Attendance status (full- or part-time) should be based on the student's Fall 2015 attendance status.
Report any exclusions for the cohort (see below for allowable exclusions).
Report any inclusions of first-time bachelor's seeking study abroad students who were excluded from the firsttime cohort but who have re-enrolled at the institution their second year.
Report the total number of students retained from the Fall 2015 cohort. Include students who were reported
as first-time but who are studying abroad in Fall 2016.
Total students retained = students from Fall 2015 cohort still enrolled as of Fall 2016 + students
from Fall 2015 cohort who completed their program as of Fall 2016.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15,
2016.
Program reporters: Report students retained as of August 1, 2016.
Exclusions:
Institutions may report exclusions for the Fall 2015 cohort. Allowable exclusions are students who left the institution
for any of the following reasons:
•
•
•
•
Died or were totally and permanently disabled
To serve in the armed forces (including those called to active duty)
To serve with a foreign aid service of the Federal Government (e.g., Peace Corps)
To serve on official church missions
The system will compute an adjusted cohort by subtracting the student exclusions from the original cohort prior to
calculating the retention rate.
Retention rates will be computed by the system after clicking 'Save.' The retention rate is calculated as:
(Students from Fall 2015 cohort still enrolled + Students from Fall 2015 cohort who completed their
program as of Fall 2016/Adjusted Fall 2015 cohort)*100.
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Part F: Student-to-Faculty Ratio
Graduate only institutions do not complete Part F.
Report the student-to-faculty ratio for undergraduate programs at your institution. A worksheet is available to help
determine your institution's ratio. Click on the link from the Part F screen to access the worksheet.
Worksheet for Less Than Four-Year Institutions and Four-Year Institutions without Graduate or
Professional Programs
The worksheet is designed to help institutions determine their student-to-faculty ratio. It is NOT mandatory that you
use this worksheet to calculate your student-to-faculty ratio. Data entered on the worksheet will NOT be collected or
saved. Make sure to print the screen in order to refer to the ratio calculation for your institution at a later time.
Please note: The logic used in this calculation is similar to that of item I-2 from the Common Data Set data collection.
FULL- AND PART-TIME STUDENT DATA:
All student data on the worksheet is either carried forward from Part A or a calculated field.
Lines F1 and F2. Total full-time and total part-time students.
The total number of full- and part-time students are carried forward from Part A.
Line F3. A full-time equivalent (FTE) of the part-time student count.
The FTE will be calculated as line F2 (total part-time student count) * 1/3.
Line F4. Total FTE students.
This is calculated as the sum of lines F1 (total full-time students) and F3 (FTE of part-time students). Line F4 is used in
the ratio calculation.
FULL-AND PART-TIME INSTRUCTIONAL STAFF DATA:
Lines F5 and F8 should be reported based on data your institution is reporting in the IPEDS Human Resources (HR)
survey component. Please work together with the appropriate staff at your institution to ensure that the data used on
this worksheet and reported in the HR component are the same.
In line F5, report the total number of full-time instructional staff as reported on the HR component.
In line F8, report the total number of part-time instructional staff as reported on the HR component.
Instructional Staff Exclusion for Non-Credit Instructors:
In line F6, report the number of full-time instructional staff reported in line F5 that are teaching exclusively noncredit courses.
In line F9, report the number of part-time instructional staff reported in line F8 that are teaching exclusively noncredit courses.
For institutions that have a large amount of non-credit activity, the above exclusions will better align the student data
with the instructional staff data being used in the ratio.
Part-Time Instructional Staff Addition:
In line F10, report the number of administrators or other staff NOT reported to IPEDS as instructors (and therefore
not included in the instructional staff count reported in line F8) that are teaching a credit course in the Fall.
For institutions that have administrators and other professionals on staff that are not reported to IPEDS as instructors
(because it is not their "primary function") but they teach credit courses, the above allowable addition will produce a
more accurate ratio.
With the above instructional staff exclusions and part-time instructional staff addition information above, the system
will compute the following on the worksheet:
Line F7. Total adjusted full-time instructional staff.
The adjusted full-time instructional staff is the total full-time instructional staff, excluding those teaching exclusively
non-credit classes. The system will calculate line F7 as line F5 (total full-time instructional staff as reported on the HR
component) minus line F6 (total full-time instructional staff teaching exclusively non-credit courses).
Line F11. Total adjusted part-time instructional staff.
The adjusted part-time instructional staff is the total part-time instructional staff, excluding those teaching exclusively
non-credit classes, and adding those administrators and other staff teaching credit courses. The system will calculate
line F11 as line F8 (total part-time instructional staff as reported on the HR component) minus line F9 (total part-time
instructional staff teaching exclusively non-credit courses) + line F10 (administrators and other staff teaching credit
courses).
Line F12. Total FTE of adjusted part-time instructional staff.
The FTE will be calculated as line F11 (total adjusted part-time instructional staff) * 1/3.
Line F13. Total FTE of adjusted instructional staff.
This is calculated as the sum of lines F7 (total adjusted full-time instructional staff) and F12 (FTE of total adjusted part
-time instructional staff). Line F13 is used in the ratio calculation.
Line F14. Student-to-faculty ratio.
The ratio will be calculated by the system as line F4 (total adjusted FTE students) divided by line F13 (total adjusted
FTE instructional staff). The ratio will be displayed on the worksheet as xxx to 1.
The calculated ratio can then be entered onto the Part F (Student-to-Faculty Ratio) screen.
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date: 8/9/2016
Glossary
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall
Enrollment component, it is the cohort for calculating retention rate; for the Graduation Rates
component, this is the cohort from which graduation and transfer-out rates are calculated; and for the Outcome
Measures component, these are the four cohorts (full-time, first-time; part-time-first-time; full-time, non-first-time;
and part-time, non-first-time) for which outcomes rates are calculated at 6 and 8 years.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent,
including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand,
and Vietnam.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a
degree or other formal award.
Black or African American
A person having origins in any of the black racial groups of Africa.
Branch institution
A campus or site of an educational institution that is not temporary, is located in a community beyond a reasonable
commuting distance from its parent institution, and offers full programs of study, not just courses.
Cohort
A specific group of students established for tracking purposes.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in).
Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a
recipient toward the requirements for a postsecondary degree, diploma, certificate, or other formal award,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other formal award. This includes
students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a
degree, certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Distance education
Education that uses one or more technologies to deliver instruction to students who are separated from the
instructor and to support regular and substantive interaction between the students and the instructor synchronously
or asynchronously.
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through
open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication
devices; audio conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used
in a course in conjunction with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming
to campus for orientation, testing, or academic support services do not exclude a course from being classified as
distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance
education courses.
Dual credit
A program through which high school students are enrolled in Advanced Placement (AP) courses, taught at their high
school, that fulfill high school graduation requirements and may earn the student college credits .
Dual enrollment
A program through which high school students may enroll in college courses while still enrolled in high school.
Students are not required to apply for admission to the college in order to participate.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome
Measures , and Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the
institution for one of the following reasons: death or total and permanent disability; service in the armed forces
(including those called to active duty); service with a foreign aid service of the federal government, such as the
Peace Corps; or service on official church missions.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first
time at the undergraduate level. This includes students enrolled in academic or occupational programs. It also
includes students enrolled in the fall term who attended college for the first time in the prior summer term, and
students who entered with advanced standing (college credits earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more
contact hours a week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter
credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.
Doctor's degree - Professional practice - as defined by the institution.
High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the
following:
•recognized attainment of satisfactory scores on the GED or another state-authorized
examination
•recognized completion of homeschooling at the secondary level as defined by state law
•completion of secondary school education in a homeschool setting which qualifies for an
exemption from compulsory attendance requirements under state law, if state law does not
require a homeschooled student to receive credential for their education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless
of race.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves
annual institution-level data collections. All postsecondary institutions that have a Program Participation Agreement
with the Office of Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as
"Title IV") are required to report data using a web-based data collection system. IPEDS currently consists of the
following components: Institutional Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions
(ADM); Student Financial Aid (SFA); Human Resources (HR) composed of Employees by Assigned Position, Fall Staff,
and Salaries; Fall Enrollment (EF); Graduation Rates (GR); Outcome Measures (OM); Finance (F); and Academic
Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or formal award.
Non-first-time student
(undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of
students may closely reflect the transfer-in enrollment from Fall Enrollment (EF) component.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other formal award.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis
and does not have the right to remain indefinitely.
Off-campus centers
(extension centers)
Sites outside the confines of the parent institution where courses are offered that are part of an organized program
at the parent institution. The sites are not considered to be temporary but may be rented or made available to the
institution at no cost by another institution or an organization, agency, or firm.
Official fall reporting date
The date (in the fall) on which an institution must report fall enrollment data to either the state, its board of trustees
or governing board, or some other external governing body.
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 contact hours
a week each term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Race/ethnicity
Categories developed in 1997 by the Office of Management and Budget (OMB) that are used to describe groups to
which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote
scientific definitions of anthropological origins. The designations are used to categorize U.S. citizens, resident aliens,
and other eligible non-citizens.
Individuals are asked to first designate ethnicity as:
- Hispanic or Latino or
- Not Hispanic or Latino
Second, individuals are asked to indicate all races that apply among the following:
- American Indian or Alaska Native
- Asian
- Black or African American
- Native Hawaiian or Other Pacific Islander
- White
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular
postsecondary curriculum and educational setting.
Residence
A person's permanent address determined by such evidence as a driver's license or voter registration. For entering
freshmen, residence may be the legal residence of a parent or guardian.
Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the
purpose of obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or
I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or
Cuban-Haitian).
Retention rate
A measure of the rate at which students persist in their educational program at an institution, expressed as a
percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking
undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the
percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or
successfully completed their program by the current fall.
State of residence
A person's permanent address as determined by such evidence as a driver's license or voter registration. For
entering freshmen, state of residence may be the legal state of residence of a parent or guardian.
State unknown
Status used when the reporting institution is unable to determine from existing records the home state or residence
of the student.
Student-to-faculty ratio
The ratio of FTE students to FTE instructional staff, i.e., students divided by staff.
Students enrolled in "stand-alone" graduate or professional programs and instructional staff teaching in these
programs are excluded from both full-time and part-time counts.
"Stand-alone" graduate or professional programs are those programs such as medicine, law, veterinary, dentistry,
social work, or public health, in which faculty teach virtually only graduate-level students (also referred to as
"independent" programs).
Each FTE value is equal to the number of full-time students/staff plus 1/3 the number of part-time students/staff.
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a
campus abroad or through a cooperative agreement with some other U.S. college or an institution of another
country.
Summer session
A summer session is shorter than a regular session and is not considered part of the academic year. It is not the
third term of an institution operating on a trimester system or the fourth term of an institution operating on a
quarter calendar system. The institution may have two or more sessions occurring in the summer months. Some
schools, such as vocational and beauty schools, have year-round classes with no separate summer session.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate
in any of the Title IV federal student financial assistance programs (other than the State Student Incentive Grant
(SSIG) and the National Early Intervention Scholarship and Partnership (NEISP) programs).
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or
technical program below the baccalaureate.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
U.S. Department of Education
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IPEDS Help Desk
(877) 225-2568 or ipedshelp@rti.org
NCES National Center for Education Statistics
2016-17 Survey Materials > FAQ
date: 8/9/2016
Fall Enrollment
Click one of the following questions to view the answer.
General
1)
2)
3)
4)
Who should I include in my enrollment reporting?
What is the reporting period/date for fall enrollment?
Should I report students who are studying abroad?
In the past I reported first-professional students on this component. Why are there no screens for reporting firstprofessional students?
5)
My school is part of a consortium of schools. How do I report student enrollment?
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in Fall
Enrollment?
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
2)
Where do I report students if I don't know whether or not they are first-time?
3)
Where do I report undergraduate students who enrolled at my institution for the first time this fall (without prior
postsecondary experience), but earned college credits during the prior summer?
4)
How do I treat new students who transferred into the institution the prior summer term and take courses in the fall?
5)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
6)
How do I report a student who earned college credit while in high school (a dual enrolled student) and has now
graduated high school and enrolled in my institution in the Fall?
7)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how do I
determine whether they are degree/certificate-seeking?
9)
Where do I report students who are seeking a second baccalaureate degree?
10)
How do I report an undergraduate student who took courses as a non-degree-seeking student and re-enrolls as a
degree-seeking student at the same reporting institution?
11)
My institution has students for which gender is unknown. Since there is no place to report “gender unknown” on the
IPEDS data collection screens, how should we report these individuals?
12)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
13)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the determination of a
student's full-time status?
14)
In which race/ethnicity category do I report undocumented students?
Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
2)
How do I report students in program areas that do not appear on the CIP selection screen?
3)
How do I report undergraduates who have not yet declared a major?
4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part A (i.e.,
13.0000 Education and 27.0000 Mathematics)?
Distance Education
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student considered enrolled in exclusively distance education courses?
2)
What should I do if I do not know the location of students enrolled exclusively in distance education courses?
3)
How do I determine location for those students enrolled exclusively in distance education?
4)
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for distance
education location reporting?
5)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted in the distance education portion of Fall Enrollment?
Fall Enrollment by Age (Part B)
1)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose ages are
unknown?
2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the second column
that asks for numbers of students that graduated high school within 12 months?
2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries on a
temporary basis (e.g., military/diplomatic service). When reporting residence and migration data, what location do I
use?
Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort) and the
undergraduate entering class calculated in Part D?
Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
2)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time) between
one fall and the next?
3)
Are students on a leave of absence from the institution considered retained?
4)
For less-than-4-year institutions that have a student who completed a program and are still enrolled at the same
institution in another program, how should they count that student?
5)
My institution’s freshman study abroad students were excluded from the prior year first-time enrollment count. How
can I add these students back into the prior year’s first-time cohort for the current year’s retention calculation?
6)
Sophomore study abroad students have been excluded from my fall enrollment count because they are taking classes
in a foreign country. How can I include them as part of my retention calculation?
Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as medicine, law,
veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
3)
My institution has graduate and/or doctors-professional practice programs but does not have any "stand-alone"
programs. What should I enter on the student and faculty exclusion line items related to these types of programs on
the worksheet for Part F?
Answers:
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as “Recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a degree,
diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.”
Students who are not seeking a degree or certificate may be still be enrolled for credit. These students are to be
reported in the non-degree/certificate-seeking column.
2)
3)
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What is the reporting period/date for fall enrollment?
Fall enrollment is a count of students enrolled on a particular date in the Fall. Fall enrollment is often referred to as a
"snapshot" of the enrollment at an institution at a specific time in the Fall. The date/period used depends on whether
the institution is an academic reporter or a program reporter for IPEDS purposes.
Academic reporters: Report enrollment as of October 15 or as of the institution's official fall reporting date.
Program reporters: Report enrollment during the 3-month period of August 1 to October 31. If a student enrolls or
remains enrolled at any time during that period, the student is included in the fall enrollment counts.
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Should I report students who are studying abroad?
U.S. students who are enrolled in your institution and attend classes in a foreign country should be included in your
institution's enrollment report if your institution provides instructional resources (classroom, instructors), even though
the education occurs abroad. Students who are enrolled in your institution and attend classes in a foreign country
should NOT be included in your enrollment report if:
•
•
•
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if
the student pays tuition to your institution.
Foreign students who are enrolled for credit and taking courses at the institution should be included in the
institution's enrollment report.
While study abroad students may be excluded from the enrollment count for reasons cited above, they may
be included in the institution’s retention calculation. Please see the specific instructions on Part E: Retention
or the FAQ on including study abroad students in retention.
For additional information on how to report study abroad students in all IPEDS survey components, please
visit the following link: http://nces.ed.gov/ipeds/pdf/Reporting_Study_Abroad_Students.pdf.
4)
5)
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In the past I reported first-professional students on this component. Why are there no screens for
reporting first-professional students?
Beginning with the 2009-10 collection year, institutions are required to use the new postbaccalaureate degree
categories (eliminating the first-professional category and reclassifying those programs). In parts A and B, all
postbaccalaureate students are to be reported as graduate students, including doctor's-professional practice students
(formerly reported as first-professional). Even though Teacher Preparation certificate programs may require a
bachelor's degree for admission, they are considered subbaccalaureate undergraduate programs, and students in
these programs are undergraduate students.
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My school is part of a consortium of schools. How do I report student enrollment?
For reporting students studying in consortium agreements, please refer to the Resource page
at http://nces.ed.gov/ipeds/Section/Consortium_Cheatsheet.
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6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in
Fall Enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary,
students who are ONLY enrolled in ESL programs (programs comprised exclusively of ESL courses),
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
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Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
•
Credit for military service/training from an association such as the American Council on Education,
•
•
•
•
2)
3)
4)
5)
6)
7)
8)
9)
10)
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., AP or dual enrollment
credits), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval Academy, etc.) would NOT be considered first-time students.
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Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
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Where do I report undergraduate students who enrolled at my institution for the first time this fall
(without prior postsecondary experience), but earned college credits during the prior summer?
These students should be reported as first-time undergraduates. The definition of “first-time” allows for students to
still be classified as first-time if the college credit they have previously earned occurred in the summer immediately
prior to enrollment.
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How do I treat new students who transferred into the institution the prior summer term and take courses
in the fall?
For the Fall Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not entering the institution for the first time in the fall. (Applies only to academic
reporters)
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Does "continuing/returning student" include those students who have stopped out and re-entered the
same institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in the institution and those who have stopped out and re-enrolled,
without having transferred to another institution.
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How do I report a student who earned college credit while in high school (a dual enrolled student) and
has now graduated high school and enrolled in my institution in the Fall?
If the college credit was earned prior to the student graduating high school, then this student would be considered a
first-time student in the Fall. The definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school graduation. (Applies only to academic
reporters)
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Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a student is non-degree/certificate-seeking. After receipt of the high
school diploma or recognized equivalent, they can be classified as degree/certificate-seeking, if appropriate.
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If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be
degree/certificate-seeking.
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Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificate-seeking students (column 3). This column
is intended to capture all degree/certificate-seeking undergraduate students who are not first-time and did not
transfer-in to the institution in that Fall.
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How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls as a degree-seeking student at the same reporting institution?
11)
12)
13)
This student should be reported as a "continuing/returning" student. IPEDS defines "continuing/returning students" as
"A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in)."
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My institution has students for which gender is unknown. Since there is no place to report “gender
unknown” on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS, even though their gender is unknown. It is up to the institution to
decide how best to handle reporting individuals whose gender is unknown. However, a common method used is to
allocate students with gender unknown based on the known proportion of men to women.
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How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified
in the Race/Ethnicity Unknown category. Only U.S. citizens are to be categorized in the specific Race/Ethnicity
categories. The non-resident alien category is reserved specifically for students that are in the U.S. under that specific
legal status.
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How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses
not creditable for an award:
•
•
•
14)
Students enrolled in remedial courses that are not creditable toward an award but have been
admitted into an eligible Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted
into an eligible Title-IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for
award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of
remedial and ESL courses may be used in the determination of a student's full-time status if the remedial or ESL
course is part of a program that leads to a postsecondary award. In these cases, the remedial or ESL courses should
count the same as the comparable full-credit class. For co-op students, the work portion of a cooperative education
program in which the amount of work performed is equivalent to the academic workload of a full-time student will also
count toward the determination of full-time status.
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is
a legal status for students with specific types of visas, undocumented students would not be reported under any of
these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the race/ethnicity FAQ for
more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
However, Deferred Action for Childhood Arrivals (DACA) students are a particular group of undocumented students
that have been authorized by the Department of Homeland Security to be lawfully present in the U.S. for the duration
of their DACA, and as such, this status would allow them to be reported under the "nonresident alien" category.
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Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
Select “None of the above” on the CIP selection screen and report all students enrolled for credit, regardless of field of
study, Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
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How do I report students in program areas that do not appear on the CIP selection screen?
The program areas on the CIP selection screen are the only fields for which enrollment data is collected separately. In
addition to reporting enrollment by the selected fields requested, report all students enrolled for credit (regardless of
field of study) on the "Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
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3)
How do I report undergraduates who have not yet declared a major?
These students should only be reported on the Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A,
where all students enrolled for credit (regardless of field of study) are reported.
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4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part
A (i.e., 13.0000 Education and 27.0000 Mathematics)?
Report the students as either full-time or part-time depending on their status at the institution. Then report them on
the corresponding CIP pages. The CIP pages are not an unduplicated count and students can be included on more
than one page.
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Distance Education
1)
2)
2)
3)
4)
5)
Fall
1)
If a student is taking the instructional portions of their program entirely online, but are then required to
complete a practicum, residency, or internship, is the student considered enrolled in exclusively distance
education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusive distance
education course.
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What should I do if I do not know the location of students enrolled exclusively in distance education
courses?
If you have no information about the location of students enrolled exclusively in distance education, do not report
them in any of the location fields. The system will calculate the number of "Location Unknown" exclusively distance
education enrollments.
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How do I determine location for those students enrolled exclusively in distance education?
Location for those students enrolled exclusively in distance education should be their physical location or current
address, as of the institution's Fall reporting date. If this is not available, use the address on file for the student. For
students enlisted in the military on active duty, use the permanent address instead of the student's physical location.
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Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for
distance education location reporting?
Yes, Students located in a U.S. jurisdiction while they are enrolled in distance education courses should be reported as
located in the U.S.
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We offer courses that combine distance education and traditional teaching methods (“hybrid” courses).
How should students enrolled in these courses be counted in the distance education portion of Fall
Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance education courses.”
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Enrollment by Age (Part B)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose
ages are unknown?
The number of students whose age is unknown will be computed by the data collection system. The difference
between the sum of students reported by age category in Part B and the corresponding total enrollment reported in
Part A results in the number of students whose age is unknown.
If this results in a negative number, a fatal error will appear and you will need to either correct your data or contact
the IPEDS Help Desk for assistance.
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2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
In order to have consistent data from all institutions, IPEDS must use standard age categories. Use the students'
dates of birth to report the enrollment by IPEDS age categories.
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Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the
second column that asks for numbers of students that graduated high school within 12 months?
If the student received the GED within the past 12 months, they should be included in the second column.
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2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries
on a temporary basis (e.g., military/diplomatic service). When reporting residence and migration data,
what location do I use?
The home state could be the student’s or parent’s official home state, the state where they are registered to vote or
pay taxes, or the state issuing their driver’s license. If no such information is available, they would be reported under
“State unknown”(57).
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Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort)
and the undergraduate entering class calculated in Part D?
In addition to the students in the full-time, first-time degree/certificate-seeking cohort, the total undergraduate
entering class includes part-time students of the same criteria as well as transfers-in and full- and part-time nondegree/certificate-seeking students that are new to your institution in the Fall.
The entering class is intended to represent all students new to an institution in a given fall and provide context for the
GRS cohort. The percent of the entering class that is represented by the institution's GRS cohort is included on College
Navigator as a note to the graduation rate data displayed.
Back to top
Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
The retention rate is calculated as follows:
4-year Institutions:
first-time bachelor's degree-seeking students in Fall 2015 who are still enrolled in Fall 2016/(first-time bachelor's
degree-seeking students in Fall 2015 - cohort exclusions + cohort inclusions)
2)
3)
4)
5)
2-year and Less-than-2-year Institutions:
(first-time students in Fall 2015 who are still enrolled in Fall 2016 + first-time students in Fall 2015 who completed
their program by Fall 2016)/(first-time students in Fall 2015 - cohort exclusions + cohort inclusions)
Back to top
How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
between one fall and the next?
Report students based on their attendance status in the fall the cohort was initially based on, even if that status
changed in the following fall.
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Are students on a leave of absence from the institution considered retained?
No. Students must be enrolled for credit at the institution in the Fall to be considered retained from the previous fall.
Back to top
For less-than-4-year institutions that have a student who completed a program and are still enrolled at
the same institution in another program, how should they count that student?
The institution should count that student as "retained" only once. Do NOT count that student twice, once for having
completed the program and another time for still being enrolled.
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My institution’s freshman study abroad students were excluded from the prior year first-time enrollment
count. How can I add these students back into the prior year’s first-time cohort for the current year’s
retention calculation?
Freshman study abroad students can be added to the first-time cohort. Report in the inclusion box
first-time bachelor’s degree-/certificate-seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
Back to top
Sophomore study abroad students have been excluded from my fall enrollment count because they are
taking classes in a foreign country. How can I include them as part of my retention calculation?
Sophomore study abroad students are considered part of the retained cohort even though they may not be included in
the institution’s fall enrollment count. Count these students in the retained cohort.
Back to top
Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
A worksheet has been provided to guide the process of calculating the student-to-faculty ratio for your institution. The
worksheet can be accessed from the Part F screen in the Data Collection System.
Back to top
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as
medicine, law, veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
An example of a program that would fall into this category (typically a doctor's-professional practice program) is a
school of medicine that only awards degrees/certificates at the graduate level and therefore its faculty exclusively (or
in some cases almost exclusively) teach graduate students. Programs that are "stand-alone" graduate programs may
have some undergraduate students enrolled in their courses, however a "stand-alone" graduate program would only
award degrees/certificates at the graduate level. An example of a graduate program that would not meet this criteria
is a school of business that has an undergraduate and graduate program and therefore enrolls both types of students
and awards degrees/certificates at both levels. Further, the faculty would teach a mix of undergraduate and graduate
students. Excluding “stand-alone” graduate programs is intended to make the student-to-faculty ratio closer to an
undergraduate student-to-faculty ratio than it would be if these programs were included in the calculation, without
overburdening institutions.
Back to top
3)
My institution has graduate and/or doctors-professional practice programs but does not have any "standalone" programs. What should I enter on the student and faculty exclusion line items related to these
types of programs on the worksheet for Part F?
If your institution does not have any "stand-alone" graduate or professional programs, then enter 0 for students and 0
for faculty in the lines for these types of programs. Most institutions do not have these types of graduate or
professional programs, so entering 0 in those lines will be fairly common.
Back to top
6)
U.S. Department of Education
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2016-17 Survey Materials > Form
date: 8/9/2016
Fall Enrollment for private 2-year and less-than-2-year non-degree-granting
institutions
Overview
Fall Enrollment Overview
The Fall Enrollment component collects student enrollment counts by level of student, enrollment status, gender and
race/ethnicity. In addition, first-time student retention rates and the student-to-faculty ratio are collected. Every other
year data on residence of first-time undergraduates is required and in opposite years, enrollment by student age is
required to be reported.
Institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4) report Fall
enrollment as of the institution's official fall reporting date or October 15. Institutions operating on a calendar that
differs by program or that enrolls students on a continuous basis (referred to as program reporters) report Fall
enrollment as students enrolled any time during the period August 1 and October 31.
Data Reporting Reminders:
•Part B, Enrollment of students by age, is optional this year.
•Part C, Residence of first-time degree/certificate-seeking undergraduates, is required this year.
Recent changes:
•
There is one change to the 2016-17 Fall Enrollment component from the 2015-16 collection. The one change
is for retention rates. IPEDS ask that you report inclusions in the adjusted Fall 2015 cohort. For inclusions to
the Fall 2015 cohort, report first-time bachelor's seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
Resources:
To download the survey materials for this component: Survey Materials
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
Part Selection
Completion of Part B (Enrollment of Students by Age) is optional this year.
Do you wish to complete Part B this year?
If you select 'Yes', you will be expected to complete the Part B screens.
If you select 'No', you will skip Part B.
No, I will not complete Part B
Yes, I will complete Part B
Part A - Fall Enrollment for Full-Time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Full-time UndergraduateStudents
Race/Ethnicity Reporting Reminder:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Enrolled for credit
First-time, certificate-seeking
All Other
Total,
full-time
undergraduate
students
First-time, certificate-seeking
All Other
Total,
full-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women)
Grand total (men+women) prior year
Part A - Fall Enrollment for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Part-time Undergraduate Students
Race/Ethnicity Reporting Reminder:
•Report Hispanic/Latino individuals of any race as Hispanic/Latino
•Report race for non-Hispanic/Latino individuals only
Men
Enrolled for credit
First-time, certificate-seeking
All Other
Total,
part-time
undergraduate
students
First-time, certificate-seeking
All Other
Total,
part-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women)
Grand total (men+women) prior year
Part A - Fall Enrollment Summary
Fall Enrollment Summary
Men
Students enrolled for credit
Total full-time
students
Total part-time
students
Grand total,
all students
Total full-time
students
Total part-time
students
Grand total,
all students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Grand Total (men+women)
Part A - Fall Enrollment by Distance Education Status
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
All Undergraduate Students
Enrolled exclusively in distance education courses
Enrolled in some but not all distance education courses
Not enrolled in any distance education courses
Total (from prior part A screens)
Image
description.
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context
notes
may
beon
posted
the
College
Navigator.
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description.
You may use the space below to provide context for the data you've reported above.
These context notes may be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part A - Fall Enrollment by Distance Education Status
All Undergraduate
Students
Of those students exclusively enrolled in distance education courses, report the
number that are:
Located in
Located in the U.S. but not in
Located in the U.S. but state/jurisdiction unknown
Located outside the U.S.
Location unknown/unreported
Total students exclusively enrolled in distance education (from section above)
Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total full-time undergraduate students (from part A)
Full-time Undergraduate Students
Men
Women
Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
NOTE: These data are optional this year.
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Age
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
65 and over
Age unknown/unreported
Total part-time undergraduate students (from part A)
Part-time Undergraduate Students
Men
Women
Part C - Screening Question
Did any of your first-time degree/certificate-seeking undergraduate students (reported in Part A) enroll within 12
months of graduating high school or receiving their GED?
No, we do not have any first-time students who enrolled within 12 months of their high school
graduation.
Yes, we have first-time students who enrolled within 12 months of their high school graduation.
You may use the space below to provide context for the data you've reported above.
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Of students in column 1, those
Total first-time
was first admitted
who
enrolled within 12 months
degree/certificate-seeking
of high school graduation
undergraduates
or receiving their GED
(1)
(2)
Alabama
01
Alaska
02
Arizona
04
Arkansas
05
California
06
Colorado
08
Connecticut
09
Delaware
10
District of Columbia
11
Florida
12
Georgia
13
Hawaii
15
Idaho
16
Illinois
17
Indiana
18
Iowa
19
Kansas
20
Kentucky
21
Louisiana
22
Maine
23
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS Code
Total first-time
Of students in column 1, those
was first admitted
degree/certificate-seeking
who enrolled within 12 months
undergraduates
of high school graduation
(1)
or receiving their GED
(2)
Maryland
24
Massachusetts
25
Michigan
26
Minnesota
27
Mississippi
28
Missouri
29
Montana
30
Nebraska
31
Nevada
32
New Hampshire
33
New Jersey
34
New Mexico
35
New York
36
North Carolina
37
North Dakota
38
Ohio
39
Oklahoma
40
Oregon
41
Pennsylvania
42
Rhode Island
44
Part C - Residence of First-time Undergraduates
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters report students enrolled at any time between August 1 and October 31, 2016.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
FIPS
Total first-time
Of students in column 1, those
was first admitted
Code degree/certificate-seeking who enrolled within 12 months of
undergraduates
high school graduation
(1)
or receiving their GED
(2)
South Carolina
45
South Dakota
46
Tennessee
47
Texas
48
Utah
49
Vermont
50
Virginia
51
Washington
53
West Virginia
54
Wisconsin
55
Wyoming
56
State Unknown
57
American Samoa
60
Federated States of Micronesia
64
Guam
66
Marshall Islands
68
Northern Marianas
69
Palau
70
Puerto Rico
72
Virgin Islands
78
Foreign Countries
90
Residence unknown/unreported
Total first-time degree/certificate-seeking
undergraduates (from Part A)
98
You may use the space below to provide context for the data you've reported above.
Part E - First-Time Student Cohort Retention Rates (Full-time)
Retention Rates
Full-time, First-time Degree/Certificate-Seeking Cohort from Fall 2015
The Fall 2015 cohort is preloaded based on data reported in the prior year Fall Enrollment survey component.
Academic reporters report retention data as of the institution's official fall reporting date or as of October 15. Program
reporters determine the cohort with enrollment any time between August 1 and October 31, 2015 and retention based
on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted from the
original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only full-time, first-time degree/certificate-seeking students in this cohort.
•
Determine full-time using Fall 2015 attendance status (e.g. if a student was full-time in Fall 2015, report them in
the full-time cohort regardless of Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E2a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E2b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E1) but who have re-enrolled at the institution their second year.
Preloaded
cohort
Prior year
data (Fall
2014
cohort)
FULL-TIME, FIRST-TIME COHORT RETENTION:
E1
Full-time, first-time Fall 2015 cohort
E2a
Exclusions from the Fall 2015 cohort
E2b
Inclusions to the Fall 2015 cohort
E3
Adjusted Fall 2015 cohort (line E1 - E2a + E2b)
E4
Students from Fall 2015 cohort who are still enrolled + students
from Fall 2015 cohort who completed their program as of Fall 2016
E5
Full-time, first-time Fall 2015 cohort retention rate (line E4 / line
E3)
Image
description.
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context
notes
will
be on
posted
the
College
Navigator.
End
of image
description.
%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part E - First-Time Student Cohort Retention Rates (Part-time)
Retention Rates
Part-time, First-time Degree/Certificate-Seeking Cohort from Fall 2015
The Fall 2015 cohort is preloaded based on data reported in the prior year Fall Enrollment survey component.
Academic reporters report retention data as of the institution's official fall reporting date or as of October 15. Program
reporters determine the cohort with enrollment any time between August 1 and October 31, 2015 and retention based
on August 1, 2016.
The retention rate is calculated by the system after clicking "Save" on the screen. Exclusions are subtracted from the
original cohort and the resulting adjusted cohort is used for calculating the retention rate.
Retention Data Reporting Reminders:
•
Include only part-time, first-time degree/certificate-seeking students in this cohort.
•
Determine part-time using Fall 2015 attendance status (e.g. if a student was part-time in Fall 2015, report them
in the part-time cohort regardless of their Fall 2016 status).
•
If there are no students to report in the cohort, enter zero. Do not leave the field blank.
•
Report in the exclusions box (line E7a) the number of students from the cohort who left the institution for any of
the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including
those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps);
or to serve on official church missions.
•
Report in the inclusion box (line E7b) first-time bachelor’s-seeking study abroad students who were excluded
from the first-time cohort (line E6) but who have re-enrolled at the institution their second year.
Preloaded
cohort
Prior year
data (Fall
2014
cohort)
PART-TIME, FIRST-TIME COHORT RETENTION:
E6
Part-time, first-time Fall 2015 cohort
E7a
Exclusions from the Fall 2015 cohort
E7b
Inclusions to the Fall 2015 cohort
E8
Adjusted Fall 2015 cohort (line E6 - line E7)
E9
Students from Fall 2015 cohort who are still enrolled + students
from Fall 2015 cohort who completed their program as of Fall 2016
E10
Part-time, first-time Fall 2015 cohort retention rate (line E9 / line
E8)
Image
description.
These
context
notes
will
be on
posted
the
College
Navigator.
End
of image
description.
%
%
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate
programs for Fall 2016. The student-to-faculty ratio and any accompanying context that is provided will be
displayed on College Navigator.
Note: Logic in this item is similar to item I-2 from the Common Data Set data collection.
Click here to use a worksheet to help you determine the student-to-faculty ratio
Student-to-faculty ratio
to 1
Student-to-faculty ratio prior year
to 1
Image
description.
These
context
notes
will
be on
posted
the
College
Navigator.
End of image
description.
You may use the space below to provide context for the data you've reported above.
These context notes will be posted on the College Navigator website, and should be written to be understood
by students and parents.
Part F - Less Than Four-Year Institutions and Four Year-Institutions Without Graduate
Programs Student-to-Faculty Ratio Worksheet
This worksheet is designed to help you determine your institution's student-to-faculty ratio.
Data entered on this worksheet will NOT be collected or saved. Therefore, please PRINT this screen if you
would like to refer to the ratio calculation for your institution at a later time.
Note: The logic used for this calculation is similar to item I-2 from the Common Data Set data collection.
Students, Fall 2016
F1 Total full-time students from Part A
F2 Total part-time students from Part A
F3 Full-time equivalent of part-time students
(Line F2 * 1/3)
F4 Total full-time equivalent students
(Line F1 + F3)
Instructional Staff, Fall 2016
FULL-TIME INSTRUCTIONAL STAFF:
F5 Number of full-time instructional staff as reported on the HR survey component
Full-Time Instructional Staff Exclusion (Line F6):
F6 Full-Time Instructional Staff Exclusion:
Of the number of full-time instructional staff reported in Line F5, the number teaching
exclusively non-credit courses
F7 Total adjusted full-time instructional staff
(Line F5 - F6)
PART-TIME INSTRUCTIONAL STAFF:
F8 Number of part-time instructional staff as reported on the HR survey component
Part-Time Instructional Staff Exclusion (Line F9):
F9 Of the number of part-time instructional staff reported in Line F8, the number teaching
exclusively non-credit courses
Part-Time Instructional Staff Addition (Line F10):
F10 Number of administrators, or other staff not reported to IPEDS as instructors, that are
teaching a credit course(s) in the Fall
F11 Total adjusted part-time instructional staff
(Line F8 - F9 + F10)
F12 Full-time equivalent of adjusted part-time instructional staff
(Line F11 * 1/3)
F13 Total full-time equivalent instructional staff
(Line F7 + F12)
F14 Student-to-faculty ratio
(Line F4/F13)
to 1
Prepared by
This survey component was prepared by:
Keyholder
Finance Contact
SFA Contact
HR Contact
Academic Library Contact
Other
hours
minutes
Name:
Email:
How long did it take to prepare
this survey component?
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there
are questions concerning the data. The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the
reporting burden associated with IPEDS. Please include in your estimate the time it took for you to review instructions,
query and search data sources, complete and review the component, and submit the data through the Data Collection
System.
Thank you for your assistance.
U.S. Department of Education
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NCES National Center for Education Statistics
2016-17 Survey Materials > Instructions
date: 8/9/2016
Fall Enrollment Full Instructions
Purpose of Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help For Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Questions
Reporting Individuals by Racial/Ethnic Categories
Part A: Fall Enrollment by Level, Attendance Status, Race/Ethnicity, and Gender
Part B: Fall Enrollment by Age
Part C: Residence of First-Time Certificate-Seeking Undergraduates
Part E: Retention Rates for First-Time Certificate-Seeking Undergraduates
Part F: Student-to-Faculty Ratio
Purpose of Survey
The purpose of the Fall Enrollment component of IPEDS is to collect enrollment data on all students enrolled for credit
in courses/programs that could lead to awards ranging from postsecondary certificates of less than 1 year to doctoral
degrees. Fall enrollment data are collected by level of student, attendance status, race/ethnicity, and gender. In
addition, the Fall Enrollment component collects data on the institution's undergraduate entering class, first-time
student retention rates, and the student-to-faculty ratio. Every other year data on enrollment by nine selected fields of
study are collected, as is residency of first-time degree/certificate-seeking undergraduate students. In opposite years,
enrollment by student age is collected.
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Changes in Reporting
Enrollment by residence will be mandatory this year. Enrollment by age is optional.
A new field was added to the retention screens for inclusion to the Fall 2015 cohort to allow the institution to include in
their first-time cohort eligible students who studied abroad their first year upon entering the institution.
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General Instructions
Reporting Period Covered
For institutions operating on a traditional academic year calendar (semester, trimester, quarter, or 4-1-4), fall
enrollment should be reported as of the institution's official fall reporting date or October 15.
For institutions operating on an "other academic calendar," a calendar that differs by program, or enrolls students on a
continuous basis (referred to as program reporters), fall enrollment is reported for students enrolled any time during
the period August 1 and October 31.
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Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note
that some context boxes are posted on the College Navigator Website, which is the college search tool offered by
NCES. NCES will review entries in these context boxes for applicability and appropriateness before posting them on the
College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied
towards the requirements for a postsecondary degree, diploma, certificate, or other formal award), regardless of
whether or not they are seeking a degree or certificate. This includes:
•
•
•
•
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid
determination
Students from overseas enrolled in for credit at your institution (e.g., online students)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
•
•
•
•
Students enrolled exclusively in courses that cannot be applied towards a formal award
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
In addition, the following students should be excluded:
•
•
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution serves
as an administrative record
Students enrolled in any branch campus located in a foreign country
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Where to Get Help with Reporting
IPEDS Help Desk
Phone: 1-877-225-2568
Email: ipedshelp@rti.org
Web Tutorials
You can also consult the IPEDS Website Trainings & Outreach page which contains several tutorials on IPEDS data
collection, a self-paced overview of IPEDS tools, and other valuable resources.
IPEDS Resource Page
The IPEDS Website Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials,
taxonomies, information centers (e.g., academic libraries, average net price, human resources, race/ethnicity, etc.),
and other valuable information.
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Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution- and aggregate-levels.
At the institution-level, data will appear in the:
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College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
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IPEDS First Looks
IPEDS Table Library
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
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Reporting Directions
Screening Questions
Before entering any data, screening questions will need to be answered.
Part B Selection
Part B (Enrollment by Age) is optional this year. Indicate whether or not you will complete Part B of the Fall Enrollment
survey component this year.
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Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the
Education Amendments of 1972 and Sec. 421(a)(1) of the Carl D. Perkins Vocational Education Act. These instructions
correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S.
Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first
question is whether the respondent is Hispanic/Latino. The second question is whether the respondent is from one or
more races from the following list: American Indian or Alaska Native, Asian, Black or African American, Native
Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race
and ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education
using the NINE categories below. Racial/ethnic designations are requested only for United States citizens, resident
aliens, and other eligible non-citizens.
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Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
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American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
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Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of
anthropological origins. The categories are:
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Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish
culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South
America (including Central America) who maintains cultural identification through tribal affiliation or
community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine
Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
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Nonresident alien - A person who is not a citizen or national of the United States and who is in this country
on a visa or temporary basis and does not have the right to remain indefinitely. NOTE - Nonresident aliens are
to be reported separately, in the boxes provided, rather than included in any of the seven racial/ethnic
categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or
nationals of the United States and who have been admitted as legal immigrants for the purpose of obtaining
permanent resident alien status (and who hold either an alien registration card (Form I-551 or I-151), a
Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee
or Cuban-Haitian) are to be reported in the appropriate racial/ethnic categories along with United States
citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or
ethnic designation.
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Part A - Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level. The undergraduate level
includes students enrolled in undergraduate level courses or any certificate programs below the baccalaureate level.
Students who have already earned a bachelor's degree but are taking undergraduate courses for credit should be
included as undergraduates.
Full-time, first-time certificate-seeking students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled fulltime with the intent to earn a certificate or other formal award. The following are also considered first-time:
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Students enrolled in the fall term who attended college for the first time in the prior summer
session (applicable to academic reporters only)
Students who entered with advanced standing (any college credits earned before graduation from high school)
In order to be considered certificate-seeking, the student must be enrolled in courses for credit and be recognized by
the institution as seeking a certificate or other formal award. Note: All students eligible to receive federal student
financial aid are to be considered certificate-seeking. Dual enrolled high school students are not considered certificateseeking
Program Reporters: Include first-time students who entered your institution between August 1, 2016 and October
31, 2016.
Academic Reporters: Student counts reported in column 1 define the initial cohort for reporting graduation rates on
the IPEDS Graduation Rates (GR) component to meet Student Right-to-Know reporting requirements. Students
reported in this group will become your GR cohort in the reporting year appropriate for your institution.
All other full-time undergraduate students
In column 2, report the total number of all other (i.e. not first-time) full-time undergraduate students enrolled for
credit. This includes:
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students transferring-in to your institution
continuing certificate-seeking students (i.e. students not new to the institution in the fall, but instead are
continuing in their courses/program at the institution)
non-certificate-seeking students (i.e. students enrolled for credit, but not intending to earn a certificate or
formal award or high school students with dual enrollment)
Once you save the data by clicking the 'Verify and Save' button, the 'Total full-time undergraduates' (column 3) will be
calculated by the system and display on the survey screen.
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Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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Part A: Enrollment by Distance Education Status
On this screen, report all students reported on previous Part A screens who are:
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Enrolled exclusively in distance education courses offered at your institution: Students who are
enrolled only in courses that are considered distance education courses at your institution.
Enrolled in some but not all distance education courses offered at your institution: Students who are
enrolled in at least one course that is considered a distance education course, but are not enrolled exclusively
in distance education courses.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a
course from being classified as being exclusively distance education. Similarly, if a student is taking instructional
portions of their program entirely online, but are then required to complete a practicum, residency, or internship, the
student can still be considered enrolled in entirely education courses.
Not enrolled in any distance education courses offered at your institution: This number represents the
students who are not enrolled in any distance education courses at your institution. It will be calculated by subtracting
the (students enrolled exclusively in distance education + students enrolled in some but not all distance education
courses) from the total enrolled students from Part A, which is the total undergraduates.
Location of students enrolled exclusively in distance education courses
If there are students reported as enrolled exclusively in distance education courses, further data on the location of
these distance education students will need to be reported. Report the number of exclusively distance education
students that are located in the same state/jurisdiction as the institution, in a different state/jurisdiction than the
institution, in the U.S. but the state/jurisdiction is unknown, and residing outside the U.S. Location for those students
enrolled exclusively in distance education should be their physical location or current address, as of the institution's
Fall reporting date. If this is not available, use the address on file for the student. For students enlisted in the military
on active duty, use the permanent address instead of the student's physical location or current address.
The total students exclusively enrolled in distance education courses will be carried forward from earlier on the screen.
If the total students reported by location does not equal the total enrolled exclusively in distance education from
above, the “Location unknown/unreported” is calculated.
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Part B: Fall Enrollment by Age and Gender
Part B is optional this year. This part is required in odd-numbered years.
This distribution of students should include all students reported in Part A.
Enrollment by Age
Use institutional records to calculate student age.
Academic reporters: report student age as of the institution's official fall reporting date or as of October 15, 2016.
Program reporters: report student age as of August 1, 2016.
The totals by gender for each attendance status (full- or part-time) and student level (undergraduate or graduate) will
be carried forward from the corresponding Part A screens. When the Part B and Part A totals do not agree, the "Age
unknown/unreported" is calculated.
Note: If the Part B student count total is larger than the total carried forward from Part A (resulting in a negative
value), a fatal error results. In this case, reexamine both the age data and comparable portion of Part A to identify the
error and make appropriate corrections.
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Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is mandatory this year. This part is required in even-numbered years only.
This distribution of students should include all first-time degree/certificate-seeking undergraduate students
(both full- and part-time) reported in Part A.
Recent High School Graduates Screening Question
Part C begins with a screening question to determine whether or not your institution has first-time degree/certificateseeking undergraduate students who enrolled within 12 months of graduating high school or receiving their GED. If the
answer is 'No', then only one column for all first-time degree/certificate-seeking undergraduates will display in Part C.
If the answer is 'Yes', then 2 columns will be reported in Part C, one for all first-time degree/certificate-seeking
undergraduates and one for those first-time degree/certificate-seeking undergraduates enrolled within 12 months of
graduating high school or receiving their GED.
State of residence
Use the state identified by the student as his/her permanent address at the time of application to the institution. This
may be the legal residence of a parent or guardian, or the state in which a student has a driver's license or is
registered to vote. It is not necessarily the state in which the student's high school is located.
Residence of first-time degree/certificate-seeking undergraduate students
In column (1), report all first-time degree/certificate-seeking undergraduate students, both full-time and parttime, by state of residence. The total line for column (1) will be carried forward from the total first-time
degree/certificate-seeking undergraduate students reported in Part A. If the sum of the students reported by state of
residence in column (1), lines 1-90, does not agree with the total first-time degree/certificate-seeking undergraduates
from Part A, the "Residence unknown/unreported" (line 98) will be calculated.
Note: When the sum of students by state of residence is larger than the total carried forward from Part A (resulting in
a negative value calculated for the "Residence unknown/unreported" line), a fatal error results. In this case, reexamine
both the residence data and comparable section of Part A to identify the error and make appropriate corrections.
If your institution responded 'Yes' to the screening question, the subset of students from column (1) who enrolled
within 12 months of graduating high school or receiving their GED are to be reported again by their state of residence
in column (2).
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Part E: Retention Rates for the First-Time Degree/Certificate-Seeking Student Cohort
Retention rates examine the percentage of first-time degree/certificate seeking students enrolled in the fall of the prior
year that are either still enrolled in the fall of the current year or have completed their program in that time.
The retention cohorts, full-time and part-time, first-time degree/certificate-seeking undergraduates from Fall 2015, are
preloaded from Part A of the prior year Fall Enrollment survey component.
On each retention screen (full-time cohort and part-time cohort screens), institutions must:
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Verify the preloaded Fall 2015 cohort.
Attendance status (full- or part-time) should be based on the student's Fall 2015 attendance status.
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Report any exclusions for the cohort (see below for allowable exclusions).
Report any inclusions of first-time bachelor's seeking study abroad students who were excluded from the firsttime cohort but who have re-enrolled at the institution their second year.
Report the total number of students retained from the Fall 2015 cohort. Include students who were reported
as first-time but who are studying abroad in Fall 2016.
Total students retained = students from Fall 2015 cohort still enrolled as of Fall 2016 + students
from Fall 2015 cohort who completed their program as of Fall 2016.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15,
2016.
Program reporters: Report students retained as of August 1, 2016.
Exclusions:
Institutions may report exclusions for the Fall 2015 cohort. Allowable exclusions are students who left the institution
for any of the following reasons:
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Died or were totally and permanently disabled
To serve in the armed forces (including those called to active duty)
To serve with a foreign aid service of the Federal Government (e.g., Peace Corps)
To serve on official church missions
The system will compute an adjusted cohort by subtracting the student exclusions from the original cohort prior to
calculating the retention rate.
Retention rates will be computed by the system after clicking 'Save.' The retention rate is calculated as:
(Students from Fall 2015 cohort still enrolled + Students from Fall 2015 cohort who completed their
program as of Fall 2016/Adjusted Fall 2015 cohort)*100.
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Part F: Student-to-Faculty Ratio
Graduate only institutions do not complete Part F.
Report the student-to-faculty ratio for undergraduate programs at your institution. A worksheet is available to help
determine your institution's ratio. Click on the link from the Part F screen to access the worksheet.
Worksheet for Less Than Four-Year Institutions and Four-Year Institutions without Graduate or
Professional Programs
The worksheet is designed to help institutions determine their student-to-faculty ratio. It is NOT mandatory that you
use this worksheet to calculate your student-to-faculty ratio. Data entered on the worksheet will NOT be collected or
saved. Make sure to print the screen in order to refer to the ratio calculation for your institution at a later time.
Please note: The logic used in this calculation is similar to that of item I-2 from the Common Data Set data collection.
FULL- AND PART-TIME STUDENT DATA:
All student data on the worksheet is either carried forward from Part A or a calculated field.
Lines F1 and F2. Total full-time and total part-time students.
The total number of full- and part-time students are carried forward from Part A.
Line F3. A full-time equivalent (FTE) of the part-time student count.
The FTE will be calculated as line F2 (total part-time student count) * 1/3.
Line F4. Total FTE students.
This is calculated as the sum of lines F1 (total full-time students) and F3 (FTE of part-time students). Line F4 is used in
the ratio calculation.
FULL-AND PART-TIME INSTRUCTIONAL STAFF DATA:
Lines F5 and F8 should be reported based on data your institution is reporting in the IPEDS Human Resources (HR)
survey component. Please work together with the appropriate staff at your institution to ensure that the data used on
this worksheet and reported in the HR component are the same.
In line F5, report the total number of full-time instructional staff as reported on the HR component.
In line F8, report the total number of part-time instructional staff as reported on the HR component.
Instructional Staff Exclusion for Non-Credit Instructors:
In line F6, report the number of full-time instructional staff reported in line F5 that are teaching exclusively noncredit courses.
In line F9, report the number of part-time instructional staff reported in line F8 that are teaching exclusively noncredit courses.
For institutions that have a large amount of non-credit activity, the above exclusions will better align the student data
with the instructional staff data being used in the ratio.
Part-Time Instructional Staff Addition:
In line F10, report the number of administrators or other staff NOT reported to IPEDS as instructors (and therefore
not included in the instructional staff count reported in line F8) that are teaching a credit course in the Fall.
For institutions that have administrators and other professionals on staff that are not reported to IPEDS as instructors
(because it is not their "primary function") but they teach credit courses, the above allowable addition will produce a
more accurate ratio.
With the above instructional staff exclusions and part-time instructional staff addition information above, the system
will compute the following on the worksheet:
Line F7. Total adjusted full-time instructional staff.
The adjusted full-time instructional staff is the total full-time instructional staff, excluding those teaching exclusively
non-credit classes. The system will calculate line F7 as line F5 (total full-time instructional staff as reported on the HR
component) minus line F6 (total full-time instructional staff teaching exclusively non-credit courses).
Line F11. Total adjusted part-time instructional staff.
The adjusted part-time instructional staff is the total part-time instructional staff, excluding those teaching exclusively
non-credit classes, and adding those administrators and other staff teaching credit courses. The system will calculate
line F11 as line F8 (total part-time instructional staff as reported on the HR component) minus line F9 (total part-time
instructional staff teaching exclusively non-credit courses) + line F10 (administrators and other staff teaching credit
courses).
Line F12. Total FTE of adjusted part-time instructional staff.
The FTE will be calculated as line F11 (total adjusted part-time instructional staff) * 1/3.
Line F13. Total FTE of adjusted instructional staff.
This is calculated as the sum of lines F7 (total adjusted full-time instructional staff) and F12 (FTE of total adjusted part
-time instructional staff). Line F13 is used in the ratio calculation.
Line F14. Student-to-faculty ratio.
The ratio will be calculated by the system as line F4 (total adjusted FTE students) divided by line F13 (total adjusted
FTE instructional staff). The ratio will be displayed on the worksheet as xxx to 1.
The calculated ratio can then be entered onto the Part F (Student-to-Faculty Ratio) screen.
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date: 8/9/2016
Glossary
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall
Enrollment component, it is the cohort for calculating retention rate; for the Graduation Rates
component, this is the cohort from which graduation and transfer-out rates are calculated; and for the Outcome
Measures component, these are the four cohorts (full-time, first-time; part-time-first-time; full-time, non-first-time;
and part-time, non-first-time) for which outcomes rates are calculated at 6 and 8 years.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent,
including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand,
and Vietnam.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a
degree or other formal award.
Black or African American
A person having origins in any of the black racial groups of Africa.
Branch institution
A campus or site of an educational institution that is not temporary, is located in a community beyond a reasonable
commuting distance from its parent institution, and offers full programs of study, not just courses.
Cohort
A specific group of students established for tracking purposes.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in).
Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a
recipient toward the requirements for a postsecondary degree, diploma, certificate, or other formal award,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other formal award. This includes
students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a
degree, certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Distance education
Education that uses one or more technologies to deliver instruction to students who are separated from the
instructor and to support regular and substantive interaction between the students and the instructor synchronously
or asynchronously.
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through
open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication
devices; audio conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used
in a course in conjunction with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming
to campus for orientation, testing, or academic support services do not exclude a course from being classified as
distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance
education courses.
Dual credit
A program through which high school students are enrolled in Advanced Placement (AP) courses, taught at their high
school, that fulfill high school graduation requirements and may earn the student college credits .
Dual enrollment
A program through which high school students may enroll in college courses while still enrolled in high school.
Students are not required to apply for admission to the college in order to participate.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome
Measures , and Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the
institution for one of the following reasons: death or total and permanent disability; service in the armed forces
(including those called to active duty); service with a foreign aid service of the federal government, such as the
Peace Corps; or service on official church missions.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first
time at the undergraduate level. This includes students enrolled in academic or occupational programs. It also
includes students enrolled in the fall term who attended college for the first time in the prior summer term, and
students who entered with advanced standing (college credits earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more
contact hours a week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter
credits, or a student involved in thesis or dissertation preparation that is considered full-time by the institution.
Doctor's degree - Professional practice - as defined by the institution.
High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the
following:
•recognized attainment of satisfactory scores on the GED or another state-authorized
examination
•recognized completion of homeschooling at the secondary level as defined by state law
•completion of secondary school education in a homeschool setting which qualifies for an
exemption from compulsory attendance requirements under state law, if state law does not
require a homeschooled student to receive credential for their education
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves
annual institution-level data collections. All postsecondary institutions that have a Program Participation Agreement
with the Office of Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as
"Title IV") are required to report data using a web-based data collection system. IPEDS currently consists of the
following components: Institutional Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions
(ADM); Student Financial Aid (SFA); Human Resources (HR) composed of Employees by Assigned Position, Fall Staff,
and Salaries; Fall Enrollment (EF); Graduation Rates (GR); Outcome Measures (OM); Finance (F); and Academic
Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or formal award.
Non-first-time student
(undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of
students may closely reflect the transfer-in enrollment from Fall Enrollment (EF) component.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other formal award.
Off-campus centers
(extension centers)
Sites outside the confines of the parent institution where courses are offered that are part of an organized program
at the parent institution. The sites are not considered to be temporary but may be rented or made available to the
institution at no cost by another institution or an organization, agency, or firm.
Official fall reporting date
The date (in the fall) on which an institution must report fall enrollment data to either the state, its board of trustees
or governing board, or some other external governing body.
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 contact hours
a week each term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Race/ethnicity
Categories developed in 1997 by the Office of Management and Budget (OMB) that are used to describe groups to
which individuals belong, identify with, or belong in the eyes of the community. The categories do not denote
scientific definitions of anthropological origins. The designations are used to categorize U.S. citizens, resident aliens,
and other eligible non-citizens.
Individuals are asked to first designate ethnicity as:
- Hispanic or Latino or
- Not Hispanic or Latino
Second, individuals are asked to indicate all races that apply among the following:
- American Indian or Alaska Native
- Asian
- Black or African American
- Native Hawaiian or Other Pacific Islander
- White
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular
postsecondary curriculum and educational setting.
Residence
A person's permanent address determined by such evidence as a driver's license or voter registration. For entering
freshmen, residence may be the legal residence of a parent or guardian.
Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the
purpose of obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or
I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that
conveys legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or
Cuban-Haitian).
Retention rate
A measure of the rate at which students persist in their educational program at an institution, expressed as a
percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking
undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the
percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or
successfully completed their program by the current fall.
State of residence
A person's permanent address as determined by such evidence as a driver's license or voter registration. For
entering freshmen, state of residence may be the legal state of residence of a parent or guardian.
State unknown
Status used when the reporting institution is unable to determine from existing records the home state or residence
of the student.
Student-to-faculty ratio
The ratio of FTE students to FTE instructional staff, i.e., students divided by staff.
Students enrolled in "stand-alone" graduate or professional programs and instructional staff teaching in these
programs are excluded from both full-time and part-time counts.
"Stand-alone" graduate or professional programs are those programs such as medicine, law, veterinary, dentistry,
social work, or public health, in which faculty teach virtually only graduate-level students (also referred to as
"independent" programs).
Each FTE value is equal to the number of full-time students/staff plus 1/3 the number of part-time students/staff.
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a
campus abroad or through a cooperative agreement with some other U.S. college or an institution of another
country.
Summer session
A summer session is shorter than a regular session and is not considered part of the academic year. It is not the
third term of an institution operating on a trimester system or the fourth term of an institution operating on a
quarter calendar system. The institution may have two or more sessions occurring in the summer months. Some
schools, such as vocational and beauty schools, have year-round classes with no separate summer session.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate
in any of the Title IV federal student financial assistance programs (other than the State Student Incentive Grant
(SSIG) and the National Early Intervention Scholarship and Partnership (NEISP) programs).
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or
technical program below the baccalaureate.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
U.S. Department of Education
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NCES National Center for Education Statistics
2016-17 Survey Materials > FAQ
date: 8/9/2016
Fall Enrollment
Click one of the following questions to view the answer.
General
1)
2)
3)
4)
Who should I include in my enrollment reporting?
What is the reporting period/date for fall enrollment?
Should I report students who are studying abroad?
In the past I reported first-professional students on this component. Why are there no screens for reporting firstprofessional students?
5)
My school is part of a consortium of schools. How do I report student enrollment?
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in Fall
Enrollment?
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
2)
Where do I report students if I don't know whether or not they are first-time?
3)
Where do I report undergraduate students who enrolled at my institution for the first time this fall (without prior
postsecondary experience), but earned college credits during the prior summer?
4)
How do I treat new students who transferred into the institution the prior summer term and take courses in the fall?
5)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
6)
How do I report a student who earned college credit while in high school (a dual enrolled student) and has now
graduated high school and enrolled in my institution in the Fall?
7)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how do I
determine whether they are degree/certificate-seeking?
9)
Where do I report students who are seeking a second baccalaureate degree?
10)
How do I report an undergraduate student who took courses as a non-degree-seeking student and re-enrolls as a
degree-seeking student at the same reporting institution?
11)
My institution has students for which gender is unknown. Since there is no place to report “gender unknown” on the
IPEDS data collection screens, how should we report these individuals?
12)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
13)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the determination of a
student's full-time status?
14)
In which race/ethnicity category do I report undocumented students?
Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
2)
How do I report students in program areas that do not appear on the CIP selection screen?
3)
How do I report undergraduates who have not yet declared a major?
4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part A (i.e.,
13.0000 Education and 27.0000 Mathematics)?
Distance Education
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student considered enrolled in exclusively distance education courses?
2)
What should I do if I do not know the location of students enrolled exclusively in distance education courses?
3)
How do I determine location for those students enrolled exclusively in distance education?
4)
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for distance
education location reporting?
5)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted in the distance education portion of Fall Enrollment?
Fall Enrollment by Age (Part B)
1)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose ages are
unknown?
2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the second column
that asks for numbers of students that graduated high school within 12 months?
2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries on a
temporary basis (e.g., military/diplomatic service). When reporting residence and migration data, what location do I
use?
Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort) and the
undergraduate entering class calculated in Part D?
Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
2)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time) between
one fall and the next?
3)
Are students on a leave of absence from the institution considered retained?
4)
For less-than-4-year institutions that have a student who completed a program and are still enrolled at the same
institution in another program, how should they count that student?
5)
My institution’s freshman study abroad students were excluded from the prior year first-time enrollment count. How
can I add these students back into the prior year’s first-time cohort for the current year’s retention calculation?
6)
Sophomore study abroad students have been excluded from my fall enrollment count because they are taking classes
in a foreign country. How can I include them as part of my retention calculation?
Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as medicine, law,
veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
3)
My institution has graduate and/or doctors-professional practice programs but does not have any "stand-alone"
programs. What should I enter on the student and faculty exclusion line items related to these types of programs on
the worksheet for Part F?
Answers:
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as “Recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a degree,
diploma, certificate, or other formal award, irrespective of the activity's unit of measurement.”
Students who are not seeking a degree or certificate may be still be enrolled for credit. These students are to be
reported in the non-degree/certificate-seeking column.
2)
3)
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What is the reporting period/date for fall enrollment?
Fall enrollment is a count of students enrolled on a particular date in the Fall. Fall enrollment is often referred to as a
"snapshot" of the enrollment at an institution at a specific time in the Fall. The date/period used depends on whether
the institution is an academic reporter or a program reporter for IPEDS purposes.
Academic reporters: Report enrollment as of October 15 or as of the institution's official fall reporting date.
Program reporters: Report enrollment during the 3-month period of August 1 to October 31. If a student enrolls or
remains enrolled at any time during that period, the student is included in the fall enrollment counts.
Back to top
Should I report students who are studying abroad?
U.S. students who are enrolled in your institution and attend classes in a foreign country should be included in your
institution's enrollment report if your institution provides instructional resources (classroom, instructors), even though
the education occurs abroad. Students who are enrolled in your institution and attend classes in a foreign country
should NOT be included in your enrollment report if:
•
•
•
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if
the student pays tuition to your institution.
Foreign students who are enrolled for credit and taking courses at the institution should be included in the
institution's enrollment report.
While study abroad students may be excluded from the enrollment count for reasons cited above, they may
be included in the institution’s retention calculation. Please see the specific instructions on Part E: Retention
or the FAQ on including study abroad students in retention.
For additional information on how to report study abroad students in all IPEDS survey components, please
visit the following link: http://nces.ed.gov/ipeds/pdf/Reporting_Study_Abroad_Students.pdf.
4)
5)
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In the past I reported first-professional students on this component. Why are there no screens for
reporting first-professional students?
Beginning with the 2009-10 collection year, institutions are required to use the new postbaccalaureate degree
categories (eliminating the first-professional category and reclassifying those programs). In parts A and B, all
postbaccalaureate students are to be reported as graduate students, including doctor's-professional practice students
(formerly reported as first-professional). Even though Teacher Preparation certificate programs may require a
bachelor's degree for admission, they are considered subbaccalaureate undergraduate programs, and students in
these programs are undergraduate students.
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My school is part of a consortium of schools. How do I report student enrollment?
For reporting students studying in consortium agreements, please refer to the Resource page
at http://nces.ed.gov/ipeds/Section/Consortium_Cheatsheet.
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6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in
Fall Enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary,
students who are ONLY enrolled in ESL programs (programs comprised exclusively of ESL courses),
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
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Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
•
Credit for military service/training from an association such as the American Council on Education,
•
•
•
•
2)
3)
4)
5)
6)
7)
8)
9)
10)
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., AP or dual enrollment
credits), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval Academy, etc.) would NOT be considered first-time students.
Back to top
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
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Where do I report undergraduate students who enrolled at my institution for the first time this fall
(without prior postsecondary experience), but earned college credits during the prior summer?
These students should be reported as first-time undergraduates. The definition of “first-time” allows for students to
still be classified as first-time if the college credit they have previously earned occurred in the summer immediately
prior to enrollment.
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How do I treat new students who transferred into the institution the prior summer term and take courses
in the fall?
For the Fall Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not entering the institution for the first time in the fall. (Applies only to academic
reporters)
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Does "continuing/returning student" include those students who have stopped out and re-entered the
same institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in the institution and those who have stopped out and re-enrolled,
without having transferred to another institution.
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How do I report a student who earned college credit while in high school (a dual enrolled student) and
has now graduated high school and enrolled in my institution in the Fall?
If the college credit was earned prior to the student graduating high school, then this student would be considered a
first-time student in the Fall. The definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school graduation. (Applies only to academic
reporters)
Back to top
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a student is non-degree/certificate-seeking. After receipt of the high
school diploma or recognized equivalent, they can be classified as degree/certificate-seeking, if appropriate.
Back to top
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be
degree/certificate-seeking.
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Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificate-seeking students (column 3). This column
is intended to capture all degree/certificate-seeking undergraduate students who are not first-time and did not
transfer-in to the institution in that Fall.
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How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls as a degree-seeking student at the same reporting institution?
11)
12)
13)
This student should be reported as a "continuing/returning" student. IPEDS defines "continuing/returning students" as
"A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in)."
Back to top
My institution has students for which gender is unknown. Since there is no place to report “gender
unknown” on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS, even though their gender is unknown. It is up to the institution to
decide how best to handle reporting individuals whose gender is unknown. However, a common method used is to
allocate students with gender unknown based on the known proportion of men to women.
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How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified
in the Race/Ethnicity Unknown category. Only U.S. citizens are to be categorized in the specific Race/Ethnicity
categories. The non-resident alien category is reserved specifically for students that are in the U.S. under that specific
legal status.
Back to top
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses
not creditable for an award:
•
•
•
14)
Students enrolled in remedial courses that are not creditable toward an award but have been
admitted into an eligible Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted
into an eligible Title-IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for
award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of
remedial and ESL courses may be used in the determination of a student's full-time status if the remedial or ESL
course is part of a program that leads to a postsecondary award. In these cases, the remedial or ESL courses should
count the same as the comparable full-credit class. For co-op students, the work portion of a cooperative education
program in which the amount of work performed is equivalent to the academic workload of a full-time student will also
count toward the determination of full-time status.
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is
a legal status for students with specific types of visas, undocumented students would not be reported under any of
these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the race/ethnicity FAQ for
more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
However, Deferred Action for Childhood Arrivals (DACA) students are a particular group of undocumented students
that have been authorized by the Department of Homeland Security to be lawfully present in the U.S. for the duration
of their DACA, and as such, this status would allow them to be reported under the "nonresident alien" category.
Back to top
Fall Enrollment in Selected Fields (Part A, 4-year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP selection screen?
Select “None of the above” on the CIP selection screen and report all students enrolled for credit, regardless of field of
study, Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
Back to top
How do I report students in program areas that do not appear on the CIP selection screen?
The program areas on the CIP selection screen are the only fields for which enrollment data is collected separately. In
addition to reporting enrollment by the selected fields requested, report all students enrolled for credit (regardless of
field of study) on the "Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A.
Back to top
3)
How do I report undergraduates who have not yet declared a major?
These students should only be reported on the Full-time and Part-time Enrollment by Race/Ethnicity screens of Part A,
where all students enrolled for credit (regardless of field of study) are reported.
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4)
How do we report a student that has majors falling under more than one of the CIP codes collected in Part
A (i.e., 13.0000 Education and 27.0000 Mathematics)?
Report the students as either full-time or part-time depending on their status at the institution. Then report them on
the corresponding CIP pages. The CIP pages are not an unduplicated count and students can be included on more
than one page.
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Distance Education
1)
2)
2)
3)
4)
5)
Fall
1)
If a student is taking the instructional portions of their program entirely online, but are then required to
complete a practicum, residency, or internship, is the student considered enrolled in exclusively distance
education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusive distance
education course.
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What should I do if I do not know the location of students enrolled exclusively in distance education
courses?
If you have no information about the location of students enrolled exclusively in distance education, do not report
them in any of the location fields. The system will calculate the number of "Location Unknown" exclusively distance
education enrollments.
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How do I determine location for those students enrolled exclusively in distance education?
Location for those students enrolled exclusively in distance education should be their physical location or current
address, as of the institution's Fall reporting date. If this is not available, use the address on file for the student. For
students enlisted in the military on active duty, use the permanent address instead of the student's physical location.
Back to top
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered in the U.S. for
distance education location reporting?
Yes, Students located in a U.S. jurisdiction while they are enrolled in distance education courses should be reported as
located in the U.S.
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We offer courses that combine distance education and traditional teaching methods (“hybrid” courses).
How should students enrolled in these courses be counted in the distance education portion of Fall
Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance education courses.”
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Enrollment by Age (Part B)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report students whose
ages are unknown?
The number of students whose age is unknown will be computed by the data collection system. The difference
between the sum of students reported by age category in Part B and the corresponding total enrollment reported in
Part A results in the number of students whose age is unknown.
If this results in a negative number, a fatal error will appear and you will need to either correct your data or contact
the IPEDS Help Desk for assistance.
Back to top
2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B. What should I do?
In order to have consistent data from all institutions, IPEDS must use standard age categories. Use the students'
dates of birth to report the enrollment by IPEDS age categories.
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Residence of First-Time Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who completed a GED in the
second column that asks for numbers of students that graduated high school within 12 months?
If the student received the GED within the past 12 months, they should be included in the second column.
Back to top
2)
Some first-time undergraduates at my institution are dependents whose parents are in foreign countries
on a temporary basis (e.g., military/diplomatic service). When reporting residence and migration data,
what location do I use?
The home state could be the student’s or parent’s official home state, the state where they are registered to vote or
pay taxes, or the state issuing their driver’s license. If no such information is available, they would be reported under
“State unknown”(57).
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Total Undergraduate Entering Class (Part D)
1)
What is the difference between the full-time, first-time degree/certificate-seeking cohort (GRS cohort)
and the undergraduate entering class calculated in Part D?
In addition to the students in the full-time, first-time degree/certificate-seeking cohort, the total undergraduate
entering class includes part-time students of the same criteria as well as transfers-in and full- and part-time nondegree/certificate-seeking students that are new to your institution in the Fall.
The entering class is intended to represent all students new to an institution in a given fall and provide context for the
GRS cohort. The percent of the entering class that is represented by the institution's GRS cohort is included on College
Navigator as a note to the graduation rate data displayed.
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Retention Rates for First-Time Undergraduates (Part E)
1)
How is the retention rate calculated?
The retention rate is calculated as follows:
4-year Institutions:
first-time bachelor's degree-seeking students in Fall 2015 who are still enrolled in Fall 2016/(first-time bachelor's
degree-seeking students in Fall 2015 - cohort exclusions + cohort inclusions)
2)
3)
4)
5)
2-year and Less-than-2-year Institutions:
(first-time students in Fall 2015 who are still enrolled in Fall 2016 + first-time students in Fall 2015 who completed
their program by Fall 2016)/(first-time students in Fall 2015 - cohort exclusions + cohort inclusions)
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How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
between one fall and the next?
Report students based on their attendance status in the fall the cohort was initially based on, even if that status
changed in the following fall.
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Are students on a leave of absence from the institution considered retained?
No. Students must be enrolled for credit at the institution in the Fall to be considered retained from the previous fall.
Back to top
For less-than-4-year institutions that have a student who completed a program and are still enrolled at
the same institution in another program, how should they count that student?
The institution should count that student as "retained" only once. Do NOT count that student twice, once for having
completed the program and another time for still being enrolled.
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My institution’s freshman study abroad students were excluded from the prior year first-time enrollment
count. How can I add these students back into the prior year’s first-time cohort for the current year’s
retention calculation?
Freshman study abroad students can be added to the first-time cohort. Report in the inclusion box
first-time bachelor’s degree-/certificate-seeking study abroad students who were excluded from the
first-time cohort but who have re-enrolled at the institution their second year.
Back to top
Sophomore study abroad students have been excluded from my fall enrollment count because they are
taking classes in a foreign country. How can I include them as part of my retention calculation?
Sophomore study abroad students are considered part of the retained cohort even though they may not be included in
the institution’s fall enrollment count. Count these students in the retained cohort.
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Undergraduate Student-to-Faculty Ratio (Part F)
1)
How do I calculate my institution's student-to-faculty ratio?
A worksheet has been provided to guide the process of calculating the student-to-faculty ratio for your institution. The
worksheet can be accessed from the Part F screen in the Data Collection System.
Back to top
2)
Can you provide an example of a stand-alone graduate or professional program (a program such as
medicine, law, veterinary, or dentistry in which faculty teach virtually only graduate-level students)?
An example of a program that would fall into this category (typically a doctor's-professional practice program) is a
school of medicine that only awards degrees/certificates at the graduate level and therefore its faculty exclusively (or
in some cases almost exclusively) teach graduate students. Programs that are "stand-alone" graduate programs may
have some undergraduate students enrolled in their courses, however a "stand-alone" graduate program would only
award degrees/certificates at the graduate level. An example of a graduate program that would not meet this criteria
is a school of business that has an undergraduate and graduate program and therefore enrolls both types of students
and awards degrees/certificates at both levels. Further, the faculty would teach a mix of undergraduate and graduate
students. Excluding “stand-alone” graduate programs is intended to make the student-to-faculty ratio closer to an
undergraduate student-to-faculty ratio than it would be if these programs were included in the calculation, without
overburdening institutions.
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3)
My institution has graduate and/or doctors-professional practice programs but does not have any "standalone" programs. What should I enter on the student and faculty exclusion line items related to these
types of programs on the worksheet for Part F?
If your institution does not have any "stand-alone" graduate or professional programs, then enter 0 for students and 0
for faculty in the lines for these types of programs. Most institutions do not have these types of graduate or
professional programs, so entering 0 in those lines will be fairly common.
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6)
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Fall Enrollment
Click one of the following questions to view the answer.
General
1)
Who should I include in my enrollment reporting?
2)
What is the reporting period/date for fall enrollment?
3)
Should I report students who are studying abroad?
4)
In the past I reported firstprofessional students on this component. Why are there no
screens for reporting firstprofessional students?
5)
My school is part of a consortium of schools. How do I report student enrollment?
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively
of ESL courses) in Fall Enrollment?
Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
1)
What is NOT considered "prior postsecondary experience" when reporting firsttime
students?
2)
Where do I report students if I don't know whether or not they are firsttime?
3)
Where do I report undergraduate students who enrolled at my institution for the first
time this fall (without prior postsecondary experience), but earned college credits
during the prior summer?
4)
How do I treat new students who transferred into the institution the prior summer term
and take courses in the fall?
5)
Does "continuing/returning student" include those students who have stopped out and
reentered the same institution?
6)
How do I report a student who earned college credit while in high school (a dual
enrolled student) and has now graduated high school and enrolled in my institution in
the Fall?
7)
Where do I report a high school student who is enrolled for credit at my institution (a
dual enrolled student)?
8)
If a student enrolled for credit has not indicated whether they intend to earn a degree
or certificate, how do I determine whether they are degree/certificateseeking?
9)
Where do I report students who are seeking a second baccalaureate degree?
10)
How do I report an undergraduate student who took courses as a nondegreeseeking
student and reenrolls as a degreeseeking student at the same reporting institution?
11)
My institution has students for which gender is unknown. Since there is no place to
report “gender unknown” on the IPEDS data collection screens, how should we report
these individuals?
12)
How do I report foreign students living outside the U.S. who are enrolled in my
institution?
13)
How does enrollment in noncredit or zerocredit remedial/ESL and coop courses count
in the determination of a student's fulltime status?
14)
In which race/ethnicity category do I report undocumented students?
Fall Enrollment in Selected Fields (Part A, 4year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed on the CIP
selection screen?
2)
How do I report students in program areas that do not appear on the CIP selection
screen?
3)
How do I report undergraduates who have not yet declared a major?
4)
How do we report a student that has majors falling under more than one of the CIP
codes collected in Part A (i.e., 13.0000 Education and 27.0000 Mathematics)?
Distance Education
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1)
If a student is taking the instructional portions of their program entirely online, but are
then required to complete a practicum, residency, or internship, is the student
considered enrolled in exclusively distance education courses?
2)
What should I do if I do not know the location of students enrolled exclusively in
distance education courses?
3)
How do I determine location for those students enrolled exclusively in distance
education?
4)
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.) considered
in the U.S. for distance education location reporting?
5)
We offer courses that combine distance education and traditional teaching methods
(“hybrid” courses). How should students enrolled in these courses be counted in the
distance education portion of Fall Enrollment?
Fall Enrollment by Age (Part B)
1)
I am not able to enter a number in the “Age unknown/unreported” box. How do I report
students whose ages are unknown?
2)
My institution uses age range categories that differ from the ones IPEDS uses in Part B.
What should I do?
Residence of FirstTime Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students who
completed a GED in the second column that asks for numbers of students that
graduated high school within 12 months?
2)
Some firsttime undergraduates at my institution are dependents whose parents are in
foreign countries on a temporary basis (e.g., military/diplomatic service). When
reporting residence and migration data, what location do I use?
Total Undergraduate Entering Class (Part D)
1)
What is the difference between the fulltime, firsttime degree/certificateseeking
cohort (GRS cohort) and the undergraduate entering class calculated in Part D?
Retention Rates for FirstTime Undergraduates (Part E)
1)
How is the retention rate calculated?
2)
How do I report students who changed attendance status (parttime to fulltime or full
time to parttime) between one fall and the next?
3)
Are students on a leave of absence from the institution considered retained?
4)
For lessthan4year institutions that have a student who completed a program and are
still enrolled at the same institution in another program, how should they count that
student?
5)
My institution’s freshman study abroad students were excluded from the prior year
firsttime enrollment count. How can I add these students back into the prior year’s
firsttime cohort for the current year’s retention calculation?
6)
Sophomore study abroad students have been excluded from my fall enrollment count
because they are taking classes in a foreign country. How can I include them as part of
my retention calculation?
Undergraduate StudenttoFaculty Ratio (Part F)
1)
How do I calculate my institution's studenttofaculty ratio?
2)
Can you provide an example of a standalone graduate or professional program (a
program such as medicine, law, veterinary, or dentistry in which faculty teach virtually
only graduatelevel students)?
3)
My institution has graduate and/or doctorsprofessional practice programs but does not
have any "standalone" programs. What should I enter on the student and faculty
exclusion line items related to these types of programs on the worksheet for Part F?
Answers:
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as “Recognition
of attendance or performance in an instructional activity (course or program) that
can be applied by a recipient toward the requirements for a degree, diploma,
certificate, or other formal award, irrespective of the activity's unit of
measurement.”
Students who are not seeking a degree or certificate may be still be enrolled for
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credit. These students are to be reported in the nondegree/certificateseeking
column.
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2)
What is the reporting period/date for fall enrollment?
Fall enrollment is a count of students enrolled on a particular date in the Fall. Fall
enrollment is often referred to as a "snapshot" of the enrollment at an institution at
a specific time in the Fall. The date/period used depends on whether the institution
is an academic reporter or a program reporter for IPEDS purposes.
Academic reporters: Report enrollment as of October 15 or as of the institution's
official fall reporting date.
Program reporters: Report enrollment during the 3month period of August 1 to
October 31. If a student enrolls or remains enrolled at any time during that period,
the student is included in the fall enrollment counts.
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3)
Should I report students who are studying abroad?
U.S. students who are enrolled in your institution and attend classes in a foreign
country should be included in your institution's enrollment report if your institution
provides instructional resources (classroom, instructors), even though the education
occurs abroad. Students who are enrolled in your institution and attend classes in a
foreign country should NOT be included in your enrollment report if:
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign
country;
Your institution does not provide the instructional resources (i.e., classrooms,
instructors), even if the student pays tuition to your institution.
Foreign students who are enrolled for credit and taking courses at the institution
should be included in the institution's enrollment report.
While study abroad students may be excluded from the enrollment count for
reasons cited above, they may be included in the institution’s retention
calculation. Please see the specific instructions on Part E: Retention or the FAQ
on including study abroad students in retention.
For additional information on how to report study abroad students in all IPEDS
survey components, please visit the following link:
http://nces.ed.gov/ipeds/pdf/Reporting_Study_Abroad_Students.pdf.
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4)
In the past I reported firstprofessional students on this component. Why
are there no screens for reporting firstprofessional students?
Beginning with the 200910 collection year, institutions are required to use the new
postbaccalaureate degree categories (eliminating the firstprofessional category and
reclassifying those programs). In parts A and B, all postbaccalaureate students are
to be reported as graduate students, including doctor'sprofessional practice
students (formerly reported as firstprofessional). Even though Teacher Preparation
certificate programs may require a bachelor's degree for admission, they are
considered subbaccalaureate undergraduate programs, and students in these
programs are undergraduate students.
5)
My school is part of a consortium of schools. How do I report student
enrollment?
For reporting students studying in consortium agreements, please refer to the
Resource page at http://nces.ed.gov/ipeds/Section/Consortium_Cheatsheet.
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6)
Do I include students enrolled only in ESL programs (programs comprised
exclusively of ESL courses) in Fall Enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is
considered nonpostsecondary, students who are ONLY enrolled in ESL
programs (programs comprised exclusively of ESL courses), regardless of
whether or not they are receiving TitleIV aid, should NOT be counted in
enrollment.
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Fall Enrollment by Student Level, Race/Ethnicity and Gender (Part A)
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IPEDS Survey Material: View F.A.Q
What is NOT considered "prior postsecondary experience" when reporting
firsttime students?
Credit for military service/training from an association such as the American
Council on Education,
Credit from any noncredit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., AP
or dual enrollment credits), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military
academic institution (e.g., Community College of the Air Force, West Point, U.S.
Naval Academy, etc.) would NOT be considered firsttime students.
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2)
Where do I report students if I don't know whether or not they are first
time?
If their status is not indicated directly and the student does not enroll with prior
credits or transcripts from another institution, then assume the student is firsttime.
3)
Where do I report undergraduate students who enrolled at my institution for
the first time this fall (without prior postsecondary experience), but earned
college credits during the prior summer?
These students should be reported as firsttime undergraduates. The definition of
“firsttime” allows for students to still be classified as firsttime if the college credit
they have previously earned occurred in the summer immediately prior to
enrollment.
4)
How do I treat new students who transferred into the institution the prior
summer term and take courses in the fall?
For the Fall Enrollment survey, count the student as a "transferin," even if the
student transferred into the institution during the prior summer term and is not
entering the institution for the first time in the fall. (Applies only to academic
reporters)
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5)
Does "continuing/returning student" include those students who have
stopped out and reentered the same institution?
Yes, "continuing/returning student" is meant to capture students who are not first
time or transferin. This includes students who have been continuously enrolled in
the institution and those who have stopped out and reenrolled, without having
transferred to another institution.
6)
How do I report a student who earned college credit while in high school (a
dual enrolled student) and has now graduated high school and enrolled in
my institution in the Fall?
If the college credit was earned prior to the student graduating high school, then
this student would be considered a firsttime student in the Fall. The definition of
“firsttime” allows for students to still be classified as firsttime if the college credit
they have previously earned was prior to their high school graduation. (Applies only
to academic reporters)
7)
Where do I report a high school student who is enrolled for credit at my
institution (a dual enrolled student)?
This student would be reported as nondegree/certificateseeking. Prior to receipt of
a high school diploma or recognized equivalent (see glossary definition), a student
is nondegree/certificateseeking. After receipt of the high school diploma or
recognized equivalent, they can be classified as degree/certificateseeking, if
appropriate.
8)
If a student enrolled for credit has not indicated whether they intend to earn
a degree or certificate, how do I determine whether they are
degree/certificateseeking?
If the student has not indicated any intent but is applying for Title IV federal
financial aid, assume the student to be degree/certificateseeking.
9)
Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificateseeking
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students (column 3). This column is intended to capture all degree/certificate
seeking undergraduate students who are not firsttime and did not transferin to the
institution in that Fall.
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10)
How do I report an undergraduate student who took courses as a non
degreeseeking student and reenrolls as a degreeseeking student at the
same reporting institution?
This student should be reported as a "continuing/returning" student. IPEDS defines
"continuing/returning students" as "A student who is not new to the institution in the
fall, but instead is continuing his or her studies at the institution (i.e., not firsttime
and not transferin)."
11)
My institution has students for which gender is unknown. Since there is no
place to report “gender unknown” on the IPEDS data collection screens, how
should we report these individuals?
These individuals are still to be reported to IPEDS, even though their gender is
unknown. It is up to the institution to decide how best to handle reporting individuals
whose gender is unknown. However, a common method used is to allocate students
with gender unknown based on the known proportion of men to women.
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12)
How do I report foreign students living outside the U.S. who are enrolled in
my institution?
There has been no change to how these students should be reported. Foreign
students living outside the U.S., such as a foreign student living outside the U.S.
who is enrolled in distance education at your institution, should be classified in the
Race/Ethnicity Unknown category. Only U.S. citizens are to be categorized in the
specific Race/Ethnicity categories. The nonresident alien category is reserved
specifically for students that are in the U.S. under that specific legal status.
13)
How does enrollment in noncredit or zerocredit remedial/ESL and coop
courses count in the determination of a student's fulltime status?
Students in the following categories are considered degreeseeking in IPEDS,
though they may be enrolled in courses not creditable for an award:
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Students enrolled in remedial courses that are not creditable toward an
award but have been admitted into an eligible TitleIV program and receive
TitleIV aid
Students enrolled in ESL courses that are not creditable toward an award but
have been admitted into an eligible TitleIV program and receive TitleIV aid
Coop students enrolled in courses that are not creditable toward an award
but are required for award attainment
In determination of the student's fulltime status, credit or contact hours (up to one
academic year's worth) of remedial and ESL courses may be used in the
determination of a student's fulltime status if the remedial or ESL course is part of
a program that leads to a postsecondary award. In these cases, the remedial or
ESL courses should count the same as the comparable fullcredit class. For coop
students, the work portion of a cooperative education program in which the amount
of work performed is equivalent to the academic workload of a fulltime student will
also count toward the determination of fulltime status.
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14)
In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and
the "nonresident alien" category is a legal status for students with specific types of
visas, undocumented students would not be reported under any of these statuses.
Instead, they should be reported as "Race/ethnicity unknown." Please visit the
race/ethnicity FAQ for more
information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
However, Deferred Action for Childhood Arrivals (DACA) students are a particular
group of undocumented students that have been authorized by the Department of
Homeland Security to be lawfully present in the U.S. for the duration of their DACA,
and as such, this status would allow them to be reported under the "nonresident
alien" category.
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Fall Enrollment in Selected Fields (Part A, 4year institutions only)
1)
What do I do if my institution does not offer any of the program areas listed
on the CIP selection screen?
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Select “None of the above” on the CIP selection screen and report all students
enrolled for credit, regardless of field of study, Fulltime and Parttime Enrollment
by Race/Ethnicity screens of Part A.
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2)
How do I report students in program areas that do not appear on the CIP
selection screen?
The program areas on the CIP selection screen are the only fields for which
enrollment data is collected separately. In addition to reporting enrollment by the
selected fields requested, report all students enrolled for credit (regardless of field
of study) on the "Fulltime and Parttime Enrollment by Race/Ethnicity screens of
Part A.
3)
How do I report undergraduates who have not yet declared a major?
These students should only be reported on the Fulltime and Parttime Enrollment
by Race/Ethnicity screens of Part A, where all students enrolled for credit
(regardless of field of study) are reported.
4)
How do we report a student that has majors falling under more than one of
the CIP codes collected in Part A (i.e., 13.0000 Education and 27.0000
Mathematics)?
Report the students as either fulltime or parttime depending on their status at the
institution. Then report them on the corresponding CIP pages. The CIP pages are
not an unduplicated count and students can be included on more than one page.
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Distance Education
1)
If a student is taking the instructional portions of their program entirely
online, but are then required to complete a practicum, residency, or
internship, is the student considered enrolled in exclusively distance
education courses?
Yes, if the instructional portions are entirely online, the student is considered to be
enrolled in exclusive distance education course.
2)
What should I do if I do not know the location of students enrolled
exclusively in distance education courses?
If you have no information about the location of students enrolled exclusively in
distance education, do not report them in any of the location fields. The system will
calculate the number of "Location Unknown" exclusively distance education
enrollments.
3)
How do I determine location for those students enrolled exclusively in
distance education?
Location for those students enrolled exclusively in distance education should be
their physical location or current address, as of the institution's Fall reporting date.
If this is not available, use the address on file for the student. For students enlisted
in the military on active duty, use the permanent address instead of the student's
physical location.
4)
Are U.S. jurisdictions or territories (like Guam, the U.S. Virgin Island, etc.)
considered in the U.S. for distance education location reporting?
Yes, Students located in a U.S. jurisdiction while they are enrolled in distance
education courses should be reported as located in the U.S.
5)
We offer courses that combine distance education and traditional teaching
methods (“hybrid” courses). How should students enrolled in these courses
be counted in the distance education portion of Fall Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students
enrolled in “hybrid” courses should be reported as “not enrolled in any distance
education courses.”
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Fall Enrollment by Age (Part B)
1)
I am not able to enter a number in the “Age unknown/unreported” box. How
do I report students whose ages are unknown?
The number of students whose age is unknown will be computed by the data
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collection system. The difference between the sum of students reported by age
category in Part B and the corresponding total enrollment reported in Part A results
in the number of students whose age is unknown.
If this results in a negative number, a fatal error will appear and you will need to
either correct your data or contact the IPEDS Help Desk for assistance.
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2)
My institution uses age range categories that differ from the ones IPEDS
uses in Part B. What should I do?
In order to have consistent data from all institutions, IPEDS must use standard age
categories. Use the students' dates of birth to report the enrollment by IPEDS age
categories.
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Residence of FirstTime Undergraduates (Part C)
1)
When reporting students by residence (Part C), should I include students
who completed a GED in the second column that asks for numbers of
students that graduated high school within 12 months?
If the student received the GED within the past 12 months, they should be included
in the second column.
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2)
Some firsttime undergraduates at my institution are dependents whose
parents are in foreign countries on a temporary basis (e.g.,
military/diplomatic service). When reporting residence and migration data,
what location do I use?
The home state could be the student’s or parent’s official home state, the state
where they are registered to vote or pay taxes, or the state issuing their driver’s
license. If no such information is available, they would be reported under “State
unknown”(57).
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Total Undergraduate Entering Class (Part D)
1)
What is the difference between the fulltime, firsttime degree/certificate
seeking cohort (GRS cohort) and the undergraduate entering class calculated
in Part D?
In addition to the students in the fulltime, firsttime degree/certificateseeking
cohort, the total undergraduate entering class includes parttime students of the
same criteria as well as transfersin and full and parttime nondegree/certificate
seeking students that are new to your institution in the Fall.
The entering class is intended to represent all students new to an institution in a
given fall and provide context for the GRS cohort. The percent of the entering class
that is represented by the institution's GRS cohort is included on College Navigator
as a note to the graduation rate data displayed.
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Retention Rates for FirstTime Undergraduates (Part E)
1)
How is the retention rate calculated?
The retention rate is calculated as follows:
4year Institutions:
firsttime bachelor's degreeseeking students in Fall 2015 who are still enrolled in
Fall 2016/(firsttime bachelor's degreeseeking students in Fall 2015 cohort
exclusions + cohort inclusions)
2year and Lessthan2year Institutions:
(firsttime students in Fall 2015 who are still enrolled in Fall 2016 + firsttime
students in Fall 2015 who completed their program by Fall 2016)/(firsttime students
in Fall 2015 cohort exclusions + cohort inclusions)
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2)
How do I report students who changed attendance status (parttime to full
time or fulltime to parttime) between one fall and the next?
Report students based on their attendance status in the fall the cohort was initially
based on, even if that status changed in the following fall.
3)
Are students on a leave of absence from the institution considered retained?
No. Students must be enrolled for credit at the institution in the Fall to be considered
retained from the previous fall.
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4)
For lessthan4year institutions that have a student who completed a
program and are still enrolled at the same institution in another program,
how should they count that student?
The institution should count that student as "retained" only once. Do NOT count that
student twice, once for having completed the program and another time for still
being enrolled.
5)
My institution’s freshman study abroad students were excluded from the
prior year firsttime enrollment count. How can I add these students back
into the prior year’s firsttime cohort for the current year’s retention
calculation?
Freshman study abroad students can be added to the first‐〠〠me cohort.
Report in the inclusion box first‐〠〠me bachelor’s degree‐/cer〠〠ficate‐
seeking study abroad students who were excluded from the first‐〠〠me
cohort but who have re‐enrolled at the ins〠〠tu〠〠on their second year.
6)
Sophomore study abroad students have been excluded from my fall
enrollment count because they are taking classes in a foreign country. How
can I include them as part of my retention calculation?
Sophomore study abroad students are considered part of the retained cohort even
though they may not be included in the institution’s fall enrollment count. Count
these students in the retained cohort.
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Undergraduate StudenttoFaculty Ratio (Part F)
1)
How do I calculate my institution's studenttofaculty ratio?
A worksheet has been provided to guide the process of calculating the studentto
faculty ratio for your institution. The worksheet can be accessed from the Part F
screen in the Data Collection System.
2)
Can you provide an example of a standalone graduate or professional
program (a program such as medicine, law, veterinary, or dentistry in which
faculty teach virtually only graduatelevel students)?
An example of a program that would fall into this category (typically a doctor's
professional practice program) is a school of medicine that only awards
degrees/certificates at the graduate level and therefore its faculty exclusively (or in
some cases almost exclusively) teach graduate students. Programs that are "stand
alone" graduate programs may have some undergraduate students enrolled in their
courses, however a "standalone" graduate program would only award
degrees/certificates at the graduate level. An example of a graduate program that
would not meet this criteria is a school of business that has an undergraduate and
graduate program and therefore enrolls both types of students and awards
degrees/certificates at both levels. Further, the faculty would teach a mix of
undergraduate and graduate students. Excluding “standalone” graduate programs
is intended to make the studenttofaculty ratio closer to an undergraduate student
tofaculty ratio than it would be if these programs were included in the calculation,
without overburdening institutions.
3)
My institution has graduate and/or doctorsprofessional practice programs
but does not have any "standalone" programs. What should I enter on the
student and faculty exclusion line items related to these types of programs
on the worksheet for Part F?
If your institution does not have any "standalone" graduate or professional
programs, then enter 0 for students and 0 for faculty in the lines for these types of
programs. Most institutions do not have these types of graduate or professional
programs, so entering 0 in those lines will be fairly common.
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| File Type | application/pdf |
| Author | Authorised User |
| File Modified | 2016-08-30 |
| File Created | 2016-08-30 |