Integrated Postsecondary Education Data System (IPEDS) 2017-18 through 2019-20

Admissions
Integrated Postsecondary Education Data System (IPEDS) 2017-18

This IPEDS Admissions data collection instrument will be used
again during the 2017-18 data collection. The next page shows a
previously approved change starting in 2017-18 that does not yet
appear in the form.

Change to IPEDS Admissions component, 2017-18
1. Instruction change for reporting SAT Critical Reading and Critical Math scores:
In the 2016-17 forms, SAT critical reading and math scores were reported based on the (2015)
SAT score range. In 2017-18, SAT critical reading and math scores should be reported
based on the new (2016) SAT score range. Institutions that have scores based on the
(2015) SAT score range should convert scores using the College Board concordance
tables.
New instruction
SAT critical reading and math scores should now be reported based on the 2016 SAT score range. Institutions that have
scores based on the old (2015) SAT score range should convert scores using the College Board concordance tables.

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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

Admissions
Overview 
Admissions Overview
Welcome to the IPEDS Admissions (ADM) survey component. The primary purpose of ADM is to collect basic
information about the undergraduate selection process for entering first-time, degree/certificate-seeking students. This
includes information about admissions considerations, admissions yields, and SAT and ACT test scores (if test scores
are required for admission). ADM will be collected only from institutions that do not have an open admissions policy for
entering first-time students.
Recent changes
•
•
Due to changes in the SAT, institutions will need to convert scores from the old SAT scale to the new SAT using
College Board Concordance tables.
Data Reporting Reminders
•
ADM covers data for the most recent Fall period.
•
ADM is only applicable to first-time entering students; do not include other students in the number of
applicants, number of admits, and number (of admitted) that enrolled. Only include levels (full-time, part-time)
that you indicated were offered in the IC Header. If you made an error in the IC Header, please call the
IPEDS Help Desk.

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.

Admissions Considerations, 1 
1. Please select the option that best describes how your institution uses any of the following data in its
undergraduate selection process.
Admission Considerations

Required Considered Recommended Neither Required
but not
nor Recommended
required

Secondary school GPA
Secondary school rank
Secondary school record
Completion of college-preparatory program
Recommendations
Formal demonstration of competencies (e.g., portfolios,
certificates of mastery, assessment instruments)
Admission test scores
SAT / ACT
Other Test (ABT, Wonderlic, WISC-III, etc.)
Note: If this is the only requirement other than a diploma or
equivalent, and few students are not admitted due to this
test, your institution is open enrollment. Please contact the
Help Desk to correct your response to this question.
TOEFL (Test of English as a Foreign Language)
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posted
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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.

Selection Process - A/A/E 
2. Provide the number of first-time, degree/certificate-seeking undergraduate students who applied, who were
admitted, and who enrolled (either full- or part-time) at your institution for Fall 2016. Include early decision,
early action, and students who began studies during the summer prior to Fall 2016.
Remember that this question is only applicable to first-time students, do not include other students in these totals.
Only include levels that you indicated were offered in the IC Header. If you made an error in the IC Header, please
remember to fix the error the next year.
Men
Number of applicants
Number of admissions
Number (of admitted) that enrolled full-time
Number (of admitted) that enrolled part-time
Total enrolled full-time and part-time
Percent of admissions enrolled full-time and part-time

Women

Total

Selection Process - Test Scores 
3. Provide data for Fall 2016. Include new students admitted the summer prior to Fall 2016.
SAT scores for 2016-17 must be reported using the old SAT score scale. Please see instructions for more
information.
Number of enrolled students that submitted SAT scores
Percent of enrolled students that submitted SAT scores
Number of enrolled students that submitted ACT scores
Percent of enrolled students that submitted ACT scores

25th Percentile

75th Percentile

SAT Critical Reading
SAT Math

ACT Composite
ACT English
ACT Math

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the
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will be posted on the College Navigator website, and should be written to be understood by students and
parents.

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2016-17 Survey Materials > Instructions

date: 8/9/2016

Admissions full instructions

Purpose of Admissions Survey
Changes in Reporting
General Instructions
Reporting Period for Admissions
Context Boxes

Coverage
Where to Get Help
Where the Data Will Appear
Reporting Directions
Purpose of Survey
The primary purpose of the IPEDS Admissions (ADM) component is to collect basic information about the
undergraduate selection process for entering first-time, degree/certificate-seeking students. This includes information
about admissions considerations, admissions yields, and SAT and ACT test scores (if test scores are required for
admission). The ADM component will be collected only from institutions that do not have an open admissions policy for
all or most entering first-time students.

Changes
Reporting
Changes inin
reporting
Changes in

Due to changes in the SAT, institutions will need to convert scores from the old SAT scale to the new
SAT using College Board concordance tables.

General Instructions
Reporting period covered
ADM covers data for the most recent Fall period.

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
ADM is only applicable to first-time entering students; do not include other students in the number of applicants,
number of admits, and number (of admitted) that enrolled.
Only include levels (full-time, part-time) that you indicated were offered in the IC Header. If you made an error in the
IC Header, please call the IPEDS Help Desk and correct your error.
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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
Admission considerations
Select the option that best describes how your institution uses the following considerations as part of the selection
process for entering first-time, degree/certificate-seeking students. For each consideration, indicate whether it is
required, considered but not required, recommended, or neither required nor recommended:

•
•
•
•
•
•
•

Secondary school GPA
Secondary school rank
Secondary school record
Completion of college-preparatory program
Recommendations
Formal demonstration of competencies (e.g., portfolios, certificates of mastery, assessment instruments)
Admission test scores
◦
SAT/ACT
◦
Other test (ABT, Wonderlic, WISC-III, etc.)
◦
TOEFL

Note: if ABT, Wonderlic, WISC-III (or similar) test is the only requirement other than a diploma or equivalent, and few
students are not admitted due to this test, please call the IPEDS Help Desk so that your response to the screening
question for this component can be corrected.
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Selection process
Applicants/admitted/enrolled students
Provide the number of men, women, and total first-time, degree/certificate-seeking undergraduate students who
applied, who were admitted, and who enrolled (either full- or part-time) at your institution for Fall 2016. Include
information for all first-time students for whom admissions criteria (other than a school diploma) were required.
Since the total may include students who did not provide gender data, the detail need not sum to the total.
You should not report admissions data for any level that you did not report as an offering on the Enrollment levels
question in IC-Header. For example, if you indicated that you do not enroll part-time, first-time students leave those
boxes blank.

Number of applicants
Applicants should include only those students who fulfilled all requirements for consideration for admission and who
have been notified of one of the following actions: admission, non-admission, placement on a wait list, or application
withdrawn (by applicant or institution). Admitted applicants (admissions) should include wait-listed students who were
subsequently offered admission.

Number of admissions
Include all students who were offered admission to your institution. This would include:
•
•
•

early decision students who were notified of an admissions decision prior to the regular notification date and
who agreed to accept;
early action students who were notified of an admission decision prior to the regular notification date with no
commitment to accept; and
admitted students who began studies during the summer prior to Fall 2016.

Number (of admitted) that enrolled
Remember that this question is only applicable to first-time students; do not include other students in these totals.
Include students enrolled in the fall term who attended college for the first time in the prior summer term. Also include
students who entered with advanced standing (college credits earned before graduation from high school).
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Selection process
Test scores
If test scores are required for admission for first-time, degree/certificate-seeking undergraduate students, provide the
number and percentage of enrolled students submitting SAT and/or ACT scores, as well as the 25th and 75th
percentile scores for each test.

Number and percent of enrolled students that submitted test scores
Provide data for Fall 2016. Include information for ALL enrolled, degree/certificate-seeking, first-time (freshman)
students for whom test scores were required. Include new students admitted the summer prior to Fall 2016.

Test Scores
Provide data for Fall 2016. Report the scores used in the admission decision.
•
•
•

If students submitted both SAT and ACT scores, but only SAT scores were considered for admission, only
report the SAT scores (and vice versa).
If students submitted both SAT and ACT scores, and both SAT and ACT scores were considered for admission,
report both scores.
If a student submitted two sets of scores for a single test, report this information according to how you use the
data. For example:
◦
If you consider the highest scores from either submission, use the highest combination of scores (e.g.,
verbal from one submission, math from the other).
◦
If you average the scores, use the average to report the scores.

SAT critical reading and math scores should be reported based on the old (2015) SAT score range. Institutions that
have scores based on the new (2016) SAT score range should convert scores using the College Board concordance
tables (more information about converting scores using concordance tables is available at
https://collegereadiness.collegeboard.org/educators/higher-ed/scoring-changes/concordance).
Do not convert test scores (e.g., do NOT convert an ACT score into a SAT score); scores must be reported separately.
Do not include partial test scores (e.g., mathematics scores but not verbal scores for a category of students) or
combine other standardized test results (such as TOEFL) in this item.
Provide writing test scores only if used for admission.
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date: 8/9/2016

Glossary
Term

Definition

ACT

ACT, previously known as the American College Testing program, measures educational development and readiness
to pursue college-level coursework in English, mathematics, natural science, and social studies. Student performance
does not reflect innate ability and is influenced by a student's educational preparedness.

Admissions

This annual component is required of all currently operating Title IV postsecondary institutions in the United States
and other areas that are do not have an open admissions policy. Eligibility for Admissions is determined using a
screening question in the Institutional Characteristics â€“ Header component and open admissions institutions will
not see the component. Admissions data are collected for the current fall reporting period. Data are collected on
admissions requirements, the number of applicants, admitted students, the number of admitted students that
subsequently enrolled, and percentiles for ACT and SAT test scores. The number of applicants, admitted, and
enrolled students is disaggregated by gender; enrolled students are further disaggregated by part-time and full-time
status. Prior to the 2014-15 data collection cycle, Admissions was part of the Institutional Characteristics
components. In 2014-15, it became part of the Winter data collection.

Admissions test scores

Scores on standardized admissions tests or special admissions tests.

Admitted students

Applicants that have been granted an official offer to enroll in a postsecondary institution.

Applicant

An individual who has fulfilled the institution's requirements to be considered for admission (including payment or
waiving of the application fee, if any) and who has been notified of one of the following actions: admission,
nonadmission, placement on waiting list, or application withdrawn by applicant or institution.

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.

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).

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.

SAT

Previously known as the Scholastic Aptitude Test, this is an examination administered by the Educational Testing
Service (ETS) and used to predict the facility with which an individual will progress in learning college-level academic
subjects.

Test of English as a Foreign
Language (TOEFL)

The standardized test designed to determine an applicant's ability to benefit from instruction in English.

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).

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2016-17 Survey Materials > FAQ

date: 8/9/2016

Admissions
Click one of the following questions to view the answer.
General
1)
When reporting admitted students, do I include early admits?
2)
Why can’t I report Admissions data for transfer students?
3)
What do I do about students that were considered for admission, even though they did not submit all application
materials?
4)
Some students send us both ACT and SAT scores. How should we report the data for these students?
5)
My institution does not use ACT scores for admission, so if a student submits an ACT score we convert it to an SAT
score. Can I report that converted score to IPEDS so that it doesn’t look like we accept ACT scores?
6)
How do I report to IPEDS when my institution uses the highest of multiple test scores to evaluate students for
admission?
7)
How do I report to IPEDS when my institution averages multiple test scores to evaluate students for admission?
8)
How do I report TOEFL or other standardized test scores (other than ACT and SAT)?

Answers:
General
1)
When reporting admitted students, do I include early admits?

Yes, include all students who were offered admission to your institution. This would include early decision students
who were notified of an admission decision prior to the regular notification date and who agreed to accept; early
action students who were notified of an admission decision prior to the regular notification date with no commitment
to accept; and the admitted students who began studies during the summer prior to the fall reporting period.
Back to top
2)
Why can’t I report Admissions data for transfer students?

Admissions requirements for transfer students are often different from the requirements for first-time students. In
order to make the data useful to students, it is important that you not report data for transfer students. 
Back to top
3)
What do I do about students that were considered for admission, even though they did not submit all
application materials?

If a student provided enough information that a decision could be made (admitted, not admitted, waitlisted), they
should be included in the counts. However, institutions should only report this way if it is part of their institution’s
formal application review process. 
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4)
Some students send us both ACT and SAT scores. How should we report the data for these students?

Report both scores to IPEDS. This may mean that the total number of students reported in test scores is greater than
the total number of admitted students.
Back to top
5)
My institution does not use ACT scores for admission, so if a student submits an ACT score we convert it to
an SAT score. Can I report that converted score to IPEDS so that it doesn’t look like we accept ACT
scores?

No. There is no approved methodology for converting test scores, so any conversion would render the data unusable.
Back to top
6)
How do I report to IPEDS when my institution uses the highest of multiple test scores to evaluate
students for admission?

Report to IPEDS the test score that is used to make the admissions decision. This may include a mix of scores from
tests taken at different times. 
Back to top
7)
How do I report to IPEDS when my institution averages multiple test scores to evaluate students for
admission?

Report to IPEDS the averaged test score used that is used to make the admissions decision.
Back to top
8)
How do I report TOEFL or other standardized test scores (other than ACT and SAT)?

For IPEDS purposes, TOEFL scores and other standardized test scores (other than ACT and SAT) are not reported. 
Back to top

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