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Fall Enrollment
Integrated Postsecondary Education Data System (IPEDS) 2019-20
to 2021-22
Changes for 2020-21 are included in the attached survey materials.
Please note that the terminology 'COVID-19' will be replaced with the terminology
'coronavirus pandemic' before the materials are released.
6/24/2020
IPEDS Data Collection System
2020-21
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | ipedshelp@rti.org
OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
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. Enrollment by age is required in odd-numbered years, and enrollment by residence of first-time
undergraduates is required in even-numbered years.
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:
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
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.
For reporting students studying in consortium agreements, please refer to the Resource page at https://nces.ed.gov/ipeds/report-your-data/data-tip-sheetreporting-data-consortium-institutions.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Part Selection
Completion of 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
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Fall Enrollment - CIPCODE Selection
Indicate which of the following fields of study are offered by your institution. In addition to reporting total undergraduate and graduate fall enrollments every year,
in even-numbered years you are to report the subset of enrollments that fall within each of the CIP codes listed below.
Fields for which enrollment was reported for Fall 2018 have already been checked; please make sure all listed fields that are offered by your institution are checked.
Note: CIP codes listed below may not reflect all fields of study offered by your institution, therefore the subset of enrollments by CIP codes selected may not sum to
your institution’s total fall enrollment.
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 box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
part-time
undergraduate
students
Non-degree/
non-certificateseeking
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
part-time
undergraduate
students
Non-degree/
non-certificateseeking
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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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 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.
Men
Enrolled for credit
Total full-time
Total part-time
Total graduate 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
Total full-time
Total part-time
Total graduate 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 women
Total women prior year
Grand total (men+women)
Grand total (men+women) prior year
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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 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
Total full-time
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 women
Grand Total (men+women)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Non-degree/
non-certificate-seeking
Total,
full-time
undergraduate
students
Non-degree/
non-certificate-seeking
Total,
full-time
undergraduate
students
Degree/certificate-seeking
Students enrolled for credit
Transfer-in
(non-first-time entering)
First-time
Continuing/
Returning
Total
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
Degree/certificate-seeking
Students enrolled for credit
Transfer-in
(non-first-time entering)
First-time
Continuing/
Returning
Total
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) 2018-19
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Non-degree/
non-certificate-seeking
Total,
part-time
undergraduate
students
Non-degree/
non-certificate-seeking
Total,
part-time
undergraduate
students
Degree/certificate-seeking
Students enrolled for credit
Transfer-in
(non-first-time entering)
First-time
Continuing/
Returning
Total
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
Degree/certificate-seeking
Students enrolled for credit
Transfer-in
(non-first-time entering)
First-time
Continuing/
Returning
Total
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) 2018-19
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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 firstprofessional)
Men
Students enrolled for credit
Total full-time
Total part-time
Total graduate students
Total part-time
Total graduate 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
Total full-time
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) 2018-19
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Total full-time
Total part-time
Total
Total full-time
Total part-time
Total
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) 2018-19
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Undergraduate Students
Degree/certificate-seeking
Graduate Students
Non-degree/non-certificate-seeking
Enrolled exclusively in distance education courses
Enrolled in at least one but not all distance education courses
Not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance education courses, report the number that are:
Undergraduate Students
Degree/certificateseeking
Graduate
Students
Non-degree/non-certificateseeking
Located in the same state/jurisdiction as the institution
Located in the U.S. but not in the same state/jurisdiction as the
institution
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)
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Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Full-time Undergraduate Students
Men
Women
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)
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Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Part-time Undergraduate Students
Men
Women
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)
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Part B - Fall Enrollment by Age and Gender for Full-time Graduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Full-time Graduate Students
Men
Women
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)
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Part B - Fall Enrollment by Age and Gender for Part-time Graduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Part-time Graduate Students
Men
Women
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)
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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 box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
98
Total first-time degree/certificate-seeking undergraduates (from Part A)
Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
Total first-time
degree/certificate-seeking
undergraduates
(1)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part D - Total Undergraduate Entering Class
Total Undergraduate Entering Class, Fall 2020
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/non-certificate-seeking undergraduates (full-time + part-time) from Part A
D5
Of the total non-degree/non-certificate-seeking undergraduates displayed on line D4, the number that are new to the institution in Fall 2020
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/non-certificateseeking undergraduates entering in Fall 2020 (line D5).
D7
Percentage of undergraduate entering class represented by your GR cohort (line D1/line D6)
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Part E - First-time Bachelor's Cohort Retention Rates (Full-time)
Retention Rates - Full-time, First-time Bachelor's Cohort from Fall 2019
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, 2019 and retention based on August 1, 2020.
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 2019 status (e.g., if a student was full-time in Fall 2019, report them in the full-time cohort regardless of their Fall 2020 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 2018 cohort)
FULL-TIME, FIRST-TIME BACHELOR'S COHORT RETENTION:
E1 Full-time, first-time Fall 2019 bachelor's cohort
E2a Exclusions from the Fall 2019 cohort
E2b Inclusion to the Fall 2019 cohort
E3 Adjusted Fall 2019 cohort (line E1- E2a + E2b)
E4 Students from Fall 2019 cohort still enrolled as of Fall 2020
E5 Full-time, first-time Fall 2019 bachelor's cohort retention rate (line E4 / line E3)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part E - First-time Bachelor's Cohort Retention Rates (Part-time)
Retention Rates - Part-time, First-time Bachelor's Cohort from Fall 2019
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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was part-time in Fall 2019, report them in the part-time cohort regardless of their Fall 2020 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 2018 cohort)
PART-TIME, FIRST-TIME BACHELOR'S COHORT RETENTION:
E6 Part-time, first-time Fall 2019 bachelor's cohort
E7a Exclusions from the Fall 2019 cohort
E7b Inclusions to the Fall 2019 cohort
E8 Adjusted Fall 2019 cohort (line E6 - E7a + E7b)
E9 Students from Fall 2019 cohort still enrolled as of Fall 2020
E10 Part-time, first-time Fall 2019 bachelor's cohort retention rate (line E9 / line E8)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part F - Student-to-Faculty Ratio
Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate programs for Fall 2020. 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
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part F - Four-Year Institutions with Graduate Programs Student-to-Faculty Ratio Worksheet
To reduce administrative burden, this worksheet is optional but is provided 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 and SAVE this worksheet 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 2020
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
Total adjusted full-time student count
(Line F1 - F2)
PART-TIME STUDENTS:
F3
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
Total adjusted part-time student count
(Line F4 - F5)
Full-time equivalent of adjusted part-time student count
F7
(Line F6 * 1/3)
F6
F8
Total adjusted full-time equivalent students
(Line F3 + F7)
Instructional Staff, Fall 2020
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.)
F10AOf the full-time instructional staff reported in Line F9, the number teaching exclusively in stand-alone graduate or professional programs
F10BOf 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.)
F13AOf the part-time instructional staff reported in Line F12, the number teaching exclusively in stand-alone graduate or professional programs
F13BOf 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
Total adjusted part-time instructional staff
(Line F12 - (F13A + F13B) + F14)
Full-time equivalent of adjusted part-time instructional staff
F16
(Line F15 * 1/3)
F15
Total full-time equivalent of adjusted instructional staff
F17
(Line F11 + F16)
F18
Student-to-faculty ratio
(Line F8/F17)
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Prepared by
Prepared by
Reporting Reminders:
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.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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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.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
Enrollment by age is mandatory this year. Enrollment by residence is optional.
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.
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.
Coverage
Who to Include
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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 recognized postsecondary credential), 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
Graduate students enrolled for credit while not seeking a degree or certificate.
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 recognized postsecondary credential
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
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's 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's 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.
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 Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Questions
Before entering any data, a screening question 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.
CIPCODE Selection
Reporting enrollment by selected fields of study is required this year and all even-numbered years. In Part A, enrollment in the selected fields will need to be
reported in addition to the total enrollment data reported.
Select the fields of study that are offered by your institution. Field names and corresponding CIP codes for the programs known to exist at your institution will
already be checked. Please update this list, if necessary, by adding or removing checks in the associated boxes. 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.) - Only select 51.1201 if the institution offers an M.D. program.
Once you have updated this CIPCODE Selection screen and saved the results, screens similar to the Part A Summary screens will be generated at the
appropriate levels and fields of study.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
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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.
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 full-time with the intent to earn a
degree, certificate, or other recognized postsecondary credential. 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 or recognized postsecondary credential 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 recognized postsecondary credential. 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, 2020 and October 31, 2020.
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 (non-first-time entering) 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, 2020 and October 31, 2020
Academic Reporters: Include students who transferred into your institution as of the institution's official fall reporting date or October 15, 2020 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/certificate-seeking 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/non-certificate-seeking full-time undergraduates
In column 5, report the total number of full-time non-degree/non-certificate-seeking undergraduates. These students are enrolled for credit but not with the
intent of earning a degree or other recognized postsecondary credential. Note: High school students enrolled in creditable courses prior to high school
graduation are considered non-degree/non-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.
Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
Part A: Graduate Students by Race/Ethnicity and Gender
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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 postbaccalaureate classifications. Report all postbaccalaureate degree
and certificate students as graduate students, including doctor's - professional practice students (formerly first-professional).
Part A: Enrollment by Selected Fields of Study
Report students in the selected fields using the same definitions and instructions provided for Part A: Enrollment by Race/Ethnicity screens.
Students at your institution that have not declared a major field of study or their major field of study is not one of the selected fields should be reported on Part
A Enrollment by Race/Ethnicity. The enrollment reporting by the selected fields of study is most likely only a subset of the total students enrolled in your
institution. Note: Enrollment by Selected Fields of Study is not an unduplicated count. Thus, students that declared more than one selected major field of
study may be reported as enrolled in more than one field of study.
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 at least one 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.
If a student is enrolled at the home institution but takes distance education courses from a consortium member institution, distance
education enrollment should be reported at the consortium member institution, not the home institution. If a student is taking distance
education courses at BOTH the home institution and a consortium member institution, the student should be reported as enrolled in
distance education courses at BOTH institutions.
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 (non-first-time entering) + continuing), non-degree/non-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 degree-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.
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.
Part B: Fall Enrollment by Age and Gender
Part B is mandatory 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, 2020.
Program reporters: report student age as of August 1, 2020.
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.
Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is optional 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/certificate-seeking 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/certificateseeking 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/certificateseeking 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 part-time, 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.
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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).
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 (non-first-time entering), and non-degree/non-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 (non-first-time entering)
undergraduates (full-time and part-time) and the subset of non-degree/non-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/non-certificate-seeking undergraduate students displayed on line D4, who are new to the institution in Fall 2020.
Line D6 will calculate the total undergraduate entering students. This is calculated as all first-time students (line D2) + all transfer-in (non-first-time entering)
students (line D3) + non-degree/non-certificate-seeking undergraduate students new to the institution in Fall 2020 (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.
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 2019 cohort.
Academic reporters: determine the cohort using the institution's official fall reporting date or as of October 15, 2019.
Program reporters: determine the cohort based on students who were enrolled in the institution at any time between August 1 and October 31, 2019.
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 2019 status.
Exclusions from the cohorts (see below for allowable exclusions)
Inclusion to the Fall 2019 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 2019 cohort. Include students who were reported as first-time but who are studying abroad Fall 2020.
Total students retained = students from the Fall 2019 cohort who are still enrolled as of Fall 2020.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters: Report students retained as of August 1, 2020.
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 2019 cohort still enrolled as of Fall 2020/Adjusted Fall 2019 cohort)*100
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 2020 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
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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 part-time 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 survey component.
Line F12. The total number of part-time instructional staff (non-medical) as reported on the HR survey 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 2020 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 survey 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 HR survey
component count reported in line F12) that are teaching a credit course in Fall 2020.
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 survey component) minus the total exclusions [line F10A (total full-time instructional staff teaching exclusively in standalone graduate or professional programs) + line F10B (total full-time instructional staff teaching exclusively non-credit 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 survey component) 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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Glossary
date: 06/24/2020
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 transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
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
recognized postsecondary credential.
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.
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.
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.
CIP code
A six-digit code in the form xx.xxxx that identifies instructional program specialties within educational institutions.
Cohort
A specific group of students established for tracking purposes.
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 recognized postsecondary credential,
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 recognized postsecondary credential, 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 recognized postsecondary credential. 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.
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 or recognized postsecondary credential 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 clock 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
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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).
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
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 clock 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.
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).
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.
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.
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.
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 non-degree/non-certificate-seeking undergraduates entering
in the fall.
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
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
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.
Distance education
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.
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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.
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.
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).
Black or African American
A person having origins in any of the black racial groups of Africa.
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.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
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.
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.
Race/ethnicity
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
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.
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.
Student-to-faculty ratio
"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.
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.
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 firsttime and not transfer-in).
Cohort year
The year that a cohort of students begins attending college.
Recognized postsecondary
credential
A recognized postsecondary credential includes any credential that is received after completion of a program that is eligible for
Title IV federal student aid or that is awarded in recognition of an individual's attainment of measurable technical or
industry/occupational skills necessary to obtain employment or advance within an industry/occupation. These technical or
industry/occupational skills generally are based on standards developed or endorsed by employers or industry associations.
Non-first-time entering
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 (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
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Transfer-in (non-first-time
entering) student
IPEDS Data Collection System
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
reporting institution the prior summer term. The student may transfer with or without credit. For systems of coordinated
institutions (multi-campus system), students are to be identified as transfer-in students upon entering an institution from
another institution within the same coordinated system.
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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 first-professional students on this component. Why are there no screens for reporting first-professional 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?
7)Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
8)Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
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 or postsecondary award 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 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?
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)?
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?
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?
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?
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?
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?
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?
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Answer:
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 recognized postsecondary credential, 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/non-certificate-seeking
column.
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 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.
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.
4)
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 reclassified postbaccalaureate degree categories that exclude the first-professional
category. 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.
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 https://nces.ed.gov/ipeds/report-your-data/data-tip-sheet-reportingdata-consortium-institutions.
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.
7)
Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
If your institution is participating in the Dual Enrollment experimental site or the Second Chance Pell experimental site program, exclude these students from
reporting.
8)
Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
For academic reporters, if fall-enrolled students were first enrolled full-time during the prior summer term that began before June 30 (i.e., the end date for the
Outcome Measures (OM) survey cohort year) AND the summer term is considered a full and regular term, do NOT report these students as first-time students on the
Fall Enrollment (EF) survey. This will ensure that first-time students are reported in the same academic year in both the EF and OM surveys.
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,
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),
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Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's, bachelor's, etc.), 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.
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 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?
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.
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 "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)
5)
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.
6)
How do I report a student who earned college credit or postsecondary award 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 or postsecondary award 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)
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 non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
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/certificate-seeking.
9)
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/certificateseeking undergraduate students who are not first-time and did not transfer-in to the institution in that Fall.
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?
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)."
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.
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 non-resident alien category is reserved specifically for students that are in the U.S. under that specific legal status.
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?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not creditable for an award:
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
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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 clock 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.
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.
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.
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 "Full-time and Part-time 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 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.
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.
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.”
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 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.
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.
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).
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 non-degree/non-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.
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 @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short/(first-time bachelor's degreeseeking students in Fall @Collection_Prior_Year_Short - cohort exclusions + cohort inclusions)
2-year and Less-than-2-year Institutions:
(first-time students in Fall @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short + first-time students in Fall
@Collection_Prior_Year_Short who completed their program by Fall @Collection_Year_Short)/(first-time students in Fall @Collection_Prior_Year_Short - cohort
exclusions + cohort inclusions)
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?
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.
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?
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 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- 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.
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.
2)
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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 criterion 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.
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?
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.
U.S. Department of Education
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2020-21
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | ipedshelp@rti.org
OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
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. Enrollment by age is required in odd-numbered years, and enrollment by residence of first-time
undergraduates is required in even-numbered years.
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:
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
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.
For reporting students studying in consortium agreements, please refer to the Resource page at https://nces.ed.gov/ipeds/report-your-data/data-tip-sheetreporting-data-consortium-institutions.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Part Selection
Completion of 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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
part-time
undergraduate
students
Non-degree/
non-certificateseeking
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
Degree/certificate-seeking
Enrolled for credit
Transfer-in
(non-first-time
entering)
First-time
Continuing/
Returning
Total degree/certificateseeking
Total,
part-time
undergraduate
students
Non-degree/
non-certificateseeking
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
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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 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
Total full-time
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 women
Grand Total (men+women)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Enrolled exclusively in distance education courses
Enrolled in at least one but not all distance education courses
Not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance education courses, report the number that are:
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Located in the same state/jurisdiction as the institution
Located in the U.S. but not in the same state/jurisdiction as the institution
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)
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Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Full-time Undergraduate Students
Men
Women
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)
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Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Part-time Undergraduate Students
Men
Women
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)
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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 box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
98
Total first-time degree/certificate-seeking undergraduates (from Part A)
Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
Total first-time
degree/certificate-seeking
undergraduates
(1)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part D - Total Undergraduate Entering Class
Total Undergraduate Entering Class, Fall 2020
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/non-certificate-seeking undergraduates (full-time + part-time) from Part A
D5
Of the total non-degree/non-certificate-seeking undergraduates displayed on line D4, the number that are new to the institution in Fall 2020
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/non-certificateseeking undergraduates entering in Fall 2020 (line D5).
D7
Percentage of undergraduate entering class represented by your GR cohort (line D1/line D6)
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Part E - First-Time Student Cohort Retention Rates (Full-time)
Retention Rates - Full-time, First-time Degree/Certificate-Seeking Cohort from Fall 2019
The Fall 2019 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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was full-time in Fall 2019, report them in the full-time cohort regardless of Fall 2020 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
2018
cohort)
Preloaded
cohort
FULL-TIME, FIRST-TIME COHORT RETENTION:
E1 Full-time, first-time Fall 2019 cohort
E2a Exclusions from the Fall 2019 cohort
E2b Inclusions to the Fall 2019 cohort
E3 Adjusted Fall 2019 cohort (line E1 - E2a + E2b)
E4 Students from Fall 2019 cohort who are still enrolled + students from Fall 2019 cohort who
completed their program as of Fall 2020
E5 Full-time, first-time Fall 2019 cohort retention rate (line E4 / line E3)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part E - First-Time Student Cohort Retention Rates (Part-time)
Retention Rates - Part-time, First-time Degree/Certificate-Seeking Cohort from Fall 2019
The Fall 2019 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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was part-time in Fall 2019, report them in the part-time cohort regardless of their Fall 2020 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
2018
cohort)
Preloaded
cohort
PART-TIME, FIRST-TIME COHORT RETENTION:
E6 Part-time, first-time Fall 2019 cohort
E7a Exclusions from the Fall 2019 cohort
E7b Inclusions to the Fall 2019 cohort
E8 Adjusted Fall 2019 cohort (line E6 - E7a + E7b)
E9 Students from Fall 2019 cohort who are still enrolled + students from Fall 2019 cohort who
completed their program as of Fall 2020
E10 Part-time, first-time Fall 2019 cohort retention rate (line E9 / line E8)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part F - Student-to-Faculty Ratio
Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate programs for Fall 2020. 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
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part F - Less Than Four-Year Institutions and Four Year-Institutions Without Graduate Programs Student-to-Faculty Ratio Worksheet
To reduce administrative burden, this worksheet is optional but is provided 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 and SAVE this worksheet 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 2020
F1 Total full-time students from Part A
F2 Total part-time students from Part A
Full-time equivalent of part-time students
(Line F2 * 1/3)
F3
F4
Total full-time equivalent students
(Line F1 + F3)
Instructional Staff, Fall 2020
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):
Full-Time Instructional Staff Exclusion:
Of the number of full-time instructional staff reported in Line F5, the number teaching exclusively non-credit courses
F6
Total adjusted full-time instructional staff
(Line F5 - F6)
PART-TIME INSTRUCTIONAL STAFF:
F7
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):
F10Number of administrators, or other staff NOT reported to IPEDS as instructors, that are teaching a credit course(s) in the Fall
Total adjusted part-time instructional staff
(Line F8 - F9 + F10)
Full-time equivalent of adjusted part-time instructional staff
F12
(Line F11 * 1/3)
F11
Total full-time equivalent instructional staff
(Line F7 + F12)
F13
F14
Student-to-faculty ratio
(Line F4/F13)
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Prepared by
Prepared by
Reporting Reminders:
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.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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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.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
Enrollment by age is mandatory this year. Enrollment by residence is optional.
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.
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.
Coverage
Who to Include
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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 recognized postsecondary credential), 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 recognized postsecondary credential
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
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's 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's 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.
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 Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Questions
Before entering any data, a screening question 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.
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.
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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.
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 full-time with the intent to earn a
degree, certificate, or other recognized postsecondary credential. 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 or recognized postsecondary credential 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 recognized postsecondary credential. 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, 2020 and October 31, 2020.
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 (non-first-time entering) 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, 2020 and October 31, 2020
Academic Reporters: Include students who transferred into your institution as of the institution's official fall reporting date or October 15, 2020 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/certificate-seeking 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/non-certificate-seeking full-time undergraduates
In column 5, report the total number of full-time non-degree/non-certificate-seeking undergraduates. These students are enrolled for credit but not with the
intent of earning a degree or other recognized postsecondary credential. Note: High school students enrolled in creditable courses prior to high school
graduation are considered non-degree/non-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.
Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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 at least one 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.
If a student is enrolled at the home institution but takes distance education courses from a consortium member institution, distance
education enrollment should be reported at the consortium member institution, not the home institution. If a student is taking distance
education courses at BOTH the home institution and a consortium member institution, the student should be reported as enrolled in
distance education courses at BOTH institutions.
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 nondegree/non-certificate-seeking undergraduates.
Location of students enrolled exclusively in distance education courses
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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.
Part B: Fall Enrollment by Age and Gender
Part B is mandatory 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, 2020.
Program reporters: report student age as of August 1, 2020.
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.
Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is optional 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/certificate-seeking 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/certificateseeking 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/certificateseeking 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 part-time, 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).
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 (non-first-time entering), and non-degree/non-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 (non-first-time entering)
undergraduates (full-time and part-time) and the subset of non-degree/non-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/non-certificate-seeking undergraduate students displayed on line D4, who are new to the institution in Fall 2020.
Line D6 will calculate the total undergraduate entering students. This is calculated as all first-time students (line D2) + all transfer-in (non-first-time entering)
students (line D3) + non-degree/non-certificate-seeking undergraduate students new to the institution in Fall 2020 (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.
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 2019, 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 2019 cohort.
Attendance status (full- or part-time) should be based on the student's Fall 2019 attendance status.
Report any exclusions for the cohort (see below for allowable exclusions).
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Report any inclusions of first-time study abroad students who were excluded from the first-time cohort but who have re-enrolled at the institution their
second year.
Report the total number of students retained from the Fall 2019 cohort. Include students who were reported as first-time but who are studying abroad in
Fall 2020.
Total students retained = students from Fall 2019 cohort still enrolled as of Fall 2020 + students from Fall 2019 cohort who completed
their program as of Fall 2020.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters: Report students retained as of August 1, 2020.
Exclusions:
Institutions may report exclusions for the Fall 2019 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 2019 cohort still enrolled + Students from Fall 2019 cohort who completed their program as of Fall 2020/Adjusted Fall
2019 cohort)*100.
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 are 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 survey component.
In line F8, report the total number of part-time instructional staff as reported on the HR survey 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 non-credit courses.
In line F9, report the number of part-time instructional staff reported in line F8 that are teaching exclusively non-credit 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 survey 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 survey 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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Glossary
date: 06/24/2020
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 transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
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
recognized postsecondary credential.
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.
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.
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.
CIP code
A six-digit code in the form xx.xxxx that identifies instructional program specialties within educational institutions.
Cohort
A specific group of students established for tracking purposes.
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 recognized postsecondary credential,
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 recognized postsecondary credential, 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 recognized postsecondary credential. 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.
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 or recognized postsecondary credential 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 clock 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
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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).
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
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 clock 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.
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).
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.
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.
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.
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 non-degree/non-certificate-seeking undergraduates entering
in the fall.
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
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
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.
Distance education
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.
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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.
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.
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).
Black or African American
A person having origins in any of the black racial groups of Africa.
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.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
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.
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.
Race/ethnicity
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
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.
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.
Student-to-faculty ratio
"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.
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.
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 firsttime and not transfer-in).
Cohort year
The year that a cohort of students begins attending college.
Recognized postsecondary
credential
A recognized postsecondary credential includes any credential that is received after completion of a program that is eligible for
Title IV federal student aid or that is awarded in recognition of an individual's attainment of measurable technical or
industry/occupational skills necessary to obtain employment or advance within an industry/occupation. These technical or
industry/occupational skills generally are based on standards developed or endorsed by employers or industry associations.
Non-first-time entering
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 (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
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entering) student
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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
reporting institution the prior summer term. The student may transfer with or without credit. For systems of coordinated
institutions (multi-campus system), students are to be identified as transfer-in students upon entering an institution from
another institution within the same coordinated system.
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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 first-professional students on this component. Why are there no screens for reporting first-professional 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?
7)Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
8)Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
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 or postsecondary award 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 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?
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)?
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?
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?
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?
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?
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?
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?
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Answer:
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 recognized postsecondary credential, 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/non-certificate-seeking
column.
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 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.
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.
4)
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 reclassified postbaccalaureate degree categories that exclude the first-professional
category. 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.
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 https://nces.ed.gov/ipeds/report-your-data/data-tip-sheet-reportingdata-consortium-institutions.
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.
7)
Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
If your institution is participating in the Dual Enrollment experimental site or the Second Chance Pell experimental site program, exclude these students from
reporting.
8)
Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
For academic reporters, if fall-enrolled students were first enrolled full-time during the prior summer term that began before June 30 (i.e., the end date for the
Outcome Measures (OM) survey cohort year) AND the summer term is considered a full and regular term, do NOT report these students as first-time students on the
Fall Enrollment (EF) survey. This will ensure that first-time students are reported in the same academic year in both the EF and OM surveys.
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,
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),
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Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's, bachelor's, etc.), 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.
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 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?
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.
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 "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)
5)
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.
6)
How do I report a student who earned college credit or postsecondary award 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 or postsecondary award 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)
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 non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
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/certificate-seeking.
9)
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/certificateseeking undergraduate students who are not first-time and did not transfer-in to the institution in that Fall.
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?
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)."
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.
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 non-resident alien category is reserved specifically for students that are in the U.S. under that specific legal status.
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?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not creditable for an award:
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
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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 clock 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.
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.
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.
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 "Full-time and Part-time 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 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.
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.
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.”
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 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.
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.
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).
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 non-degree/non-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.
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 @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short/(first-time bachelor's degreeseeking students in Fall @Collection_Prior_Year_Short - cohort exclusions + cohort inclusions)
2-year and Less-than-2-year Institutions:
(first-time students in Fall @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short + first-time students in Fall
@Collection_Prior_Year_Short who completed their program by Fall @Collection_Year_Short)/(first-time students in Fall @Collection_Prior_Year_Short - cohort
exclusions + cohort inclusions)
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?
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.
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?
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 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- 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.
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.
2)
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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 criterion 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.
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?
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.
U.S. Department of Education
National Center for
Education Statistics
Software Provider Resources
Section 508 Compliance
Use of Cookies
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=6&instructionid=30077&formid=77&faqid=3
Troubleshooting
Browsers Supported
NCES Privacy Policy
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2020-21
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | ipedshelp@rti.org
OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
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. Enrollment by age is required in odd-numbered years, and enrollment by residence of first-time
undergraduates is required in even-numbered years.
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
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
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.
For reporting students studying in consortium agreements, please refer to the Resource page at https://nces.ed.gov/ipeds/report-your-data/data-tip-sheetreporting-data-consortium-institutions.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Part Selection
Completion of 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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Full-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
Other certificate-seeking
Total,
full-time
undergraduate
students
Non-certificate-seeking
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
First-time, certificate-seeking
Other certificate-seeking
Total,
full-time
undergraduate
students
Non-certificate-seeking
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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Other certificate-seeking
Total,
part-time
undergraduate
students
Non-certificate-seeking
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
First-time, certificate-seeking
Other certificate-seeking
Total,
part-time
undergraduate
students
Non-certificate-seeking
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
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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 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
Total full-time
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 women
Grand Total (men+women)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Enrolled exclusively in distance education courses
Enrolled in at least one but not all distance education courses
Not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance education courses, report the number that are:
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Located in the same state/jurisdiction as the institution
Located in the U.S. but not in the same state/jurisdiction as the institution
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)
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Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Full-time Undergraduate Students
Men
Women
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)
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Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Part-time Undergraduate Students
Men
Women
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)
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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 box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
98
Total first-time degree/certificate-seeking undergraduates (from Part A)
Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
Total first-time
degree/certificate-seeking
undergraduates
(1)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part E - First-Time Student Cohort Retention Rates (Full-time)
Retention Rates - Full-time, First-time Degree/Certificate-Seeking Cohort from Fall 2019
The Fall 2019 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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was full-time in Fall 2019, report them in the full-time cohort regardless of Fall 2020 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
2018
cohort)
Preloaded
cohort
FULL-TIME, FIRST-TIME COHORT RETENTION:
E1 Full-time, first-time Fall 2019 cohort
E2a Exclusions from the Fall 2019 cohort
E2b Inclusions to the Fall 2019 cohort
E3 Adjusted Fall 2019 cohort (line E1 - E2a + E2b)
E4 Students from Fall 2019 cohort who are still enrolled + students from Fall 2019 cohort who
completed their program as of Fall 2020
E5 Full-time, first-time Fall 2019 cohort retention rate (line E4 / line E3)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part E - First-Time Student Cohort Retention Rates (Part-time)
Retention Rates - Part-time, First-time Degree/Certificate-Seeking Cohort from Fall 2019
The Fall 2019 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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was part-time in Fall 2019, report them in the part-time cohort regardless of their Fall 2020 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
2018
cohort)
Preloaded
cohort
PART-TIME, FIRST-TIME COHORT RETENTION:
E6 Part-time, first-time Fall 2019 cohort
E7a Exclusions from the Fall 2019 cohort
E7b Inclusions to the Fall 2019 cohort
E8 Adjusted Fall 2019 cohort (line E6 - E7a + E7b)
E9 Students from Fall 2019 cohort who are still enrolled + students from Fall 2019 cohort who
completed their program as of Fall 2020
E10 Part-time, first-time Fall 2019 cohort retention rate (line E9 / line E8)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part F - Student-to-Faculty Ratio
Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate programs for Fall 2020. 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
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part F - Less Than Four-Year Institutions and Four Year-Institutions Without Graduate Programs Student-to-Faculty Ratio Worksheet
To reduce administrative burden, this worksheet is optional but is provided 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 and SAVE this worksheet 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 2020
F1 Total full-time students from Part A
F2 Total part-time students from Part A
Full-time equivalent of part-time students
(Line F2 * 1/3)
F3
F4
Total full-time equivalent students
(Line F1 + F3)
Instructional Staff, Fall 2020
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):
Full-Time Instructional Staff Exclusion:
Of the number of full-time instructional staff reported in Line F5, the number teaching exclusively non-credit courses
F6
Total adjusted full-time instructional staff
(Line F5 - F6)
PART-TIME INSTRUCTIONAL STAFF:
F7
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):
F10Number of administrators, or other staff NOT reported to IPEDS as instructors, that are teaching a credit course(s) in the Fall
Total adjusted part-time instructional staff
(Line F8 - F9 + F10)
Full-time equivalent of adjusted part-time instructional staff
F12
(Line F11 * 1/3)
F11
Total full-time equivalent instructional staff
(Line F7 + F12)
F13
F14
Student-to-faculty ratio
(Line F4/F13)
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Prepared by
Prepared by
Reporting Reminders:
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.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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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.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
Enrollment by age is mandatory this year. Enrollment by residence is optional.
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.
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.
Coverage
Who to Include
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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 recognized postsecondary credential), 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 recognized postsecondary credential
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
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's 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's 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.
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 Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Questions
Before entering any data, a screening question 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.
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.
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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.
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 full-time with the intent to earn a
certificate or other recognized postsecondary credential. 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 or recognized postsecondary credential 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 recognized postsecondary credential. Dual enrolled high school students are not considered certificate-seeking. Note: All students eligible to
receive federal student financial aid are to be considered certificate-seeking.
Program Reporters: Include first-time students who entered your institution between August 1, 2020 and October 31, 2020.
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 (non-first-time entering) 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 recognized postsecondary credential. 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.
Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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 at least one 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.
If a student is enrolled at the home institution but takes distance education courses from a consortium member institution, distance
education enrollment should be reported at the consortium member institution, not the home institution. If a student is taking distance
education courses at BOTH the home institution and a consortium member institution, the student should be reported as enrolled in
distance education courses at BOTH institutions.
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 nondegree/non-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 mandatory 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, 2020.
Program reporters: report student age as of August 1, 2020.
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.
Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is optional 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/certificate-seeking 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/certificateseeking 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/certificateseeking 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 part-time, 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).
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 2019, 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 2019 cohort.
Attendance status (full- or part-time) should be based on the student's Fall 2019 attendance status.
Report any exclusions for the cohort (see below for allowable exclusions).
Report any inclusions of first-time study abroad students who were excluded from the first-time cohort but who have re-enrolled at the institution their
second year.
Report the total number of students retained from the Fall 2019 cohort. Include students who were reported as first-time but who are studying abroad in
Fall 2020.
Total students retained = students from Fall 2019 cohort still enrolled as of Fall 2020 + students from Fall 2019 cohort who completed
their program as of Fall 2020.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters: Report students retained as of August 1, 2020.
Exclusions:
Institutions may report exclusions for the Fall 2019 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 2019 cohort still enrolled + Students from Fall 2019 cohort who completed their program as of Fall 2020/Adjusted Fall
2019 cohort)*100.
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
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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 are 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 survey component.
In line F8, report the total number of part-time instructional staff as reported on the HR survey 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 non-credit courses.
In line F9, report the number of part-time instructional staff reported in line F8 that are teaching exclusively non-credit 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 survey 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 survey 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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Glossary
date: 06/24/2020
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 transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
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
recognized postsecondary credential.
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.
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.
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.
CIP code
A six-digit code in the form xx.xxxx that identifies instructional program specialties within educational institutions.
Cohort
A specific group of students established for tracking purposes.
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 recognized postsecondary credential,
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 recognized postsecondary credential, 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 recognized postsecondary credential. 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.
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 or recognized postsecondary credential 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 clock 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
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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).
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
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 clock 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.
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).
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.
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.
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.
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 non-degree/non-certificate-seeking undergraduates entering
in the fall.
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
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
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.
Distance education
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.
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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.
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.
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).
Black or African American
A person having origins in any of the black racial groups of Africa.
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.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
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.
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.
Race/ethnicity
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
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.
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.
Student-to-faculty ratio
"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.
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.
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 firsttime and not transfer-in).
Cohort year
The year that a cohort of students begins attending college.
Recognized postsecondary
credential
A recognized postsecondary credential includes any credential that is received after completion of a program that is eligible for
Title IV federal student aid or that is awarded in recognition of an individual's attainment of measurable technical or
industry/occupational skills necessary to obtain employment or advance within an industry/occupation. These technical or
industry/occupational skills generally are based on standards developed or endorsed by employers or industry associations.
Non-first-time entering
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 (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
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entering) student
IPEDS Data Collection System
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
reporting institution the prior summer term. The student may transfer with or without credit. For systems of coordinated
institutions (multi-campus system), students are to be identified as transfer-in students upon entering an institution from
another institution within the same coordinated system.
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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 first-professional students on this component. Why are there no screens for reporting first-professional 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?
7)Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
8)Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
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 or postsecondary award 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 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?
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)?
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?
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?
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?
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?
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?
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?
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Answer:
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 recognized postsecondary credential, 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/non-certificate-seeking
column.
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 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.
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.
4)
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 reclassified postbaccalaureate degree categories that exclude the first-professional
category. 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.
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 https://nces.ed.gov/ipeds/report-your-data/data-tip-sheet-reportingdata-consortium-institutions.
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.
7)
Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
If your institution is participating in the Dual Enrollment experimental site or the Second Chance Pell experimental site program, exclude these students from
reporting.
8)
Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
For academic reporters, if fall-enrolled students were first enrolled full-time during the prior summer term that began before June 30 (i.e., the end date for the
Outcome Measures (OM) survey cohort year) AND the summer term is considered a full and regular term, do NOT report these students as first-time students on the
Fall Enrollment (EF) survey. This will ensure that first-time students are reported in the same academic year in both the EF and OM surveys.
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,
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),
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Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's, bachelor's, etc.), 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.
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 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?
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.
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 "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)
5)
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.
6)
How do I report a student who earned college credit or postsecondary award 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 or postsecondary award 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)
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 non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
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/certificate-seeking.
9)
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/certificateseeking undergraduate students who are not first-time and did not transfer-in to the institution in that Fall.
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?
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)."
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.
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 non-resident alien category is reserved specifically for students that are in the U.S. under that specific legal status.
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?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not creditable for an award:
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
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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 clock 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.
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.
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.
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 "Full-time and Part-time 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 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.
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.
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.”
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 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.
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.
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).
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 non-degree/non-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.
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 @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short/(first-time bachelor's degreeseeking students in Fall @Collection_Prior_Year_Short - cohort exclusions + cohort inclusions)
2-year and Less-than-2-year Institutions:
(first-time students in Fall @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short + first-time students in Fall
@Collection_Prior_Year_Short who completed their program by Fall @Collection_Year_Short)/(first-time students in Fall @Collection_Prior_Year_Short - cohort
exclusions + cohort inclusions)
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?
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.
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?
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 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- 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.
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.
2)
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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 criterion 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.
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?
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.
U.S. Department of Education
National Center for
Education Statistics
Software Provider Resources
Section 508 Compliance
Use of Cookies
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Troubleshooting
Browsers Supported
NCES Privacy Policy
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2020-21
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | ipedshelp@rti.org
OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
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. Enrollment by age is required in odd-numbered years, and enrollment by residence of first-time
undergraduates is required in even-numbered years.
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:
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
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.
For reporting students studying in consortium agreements, please refer to the Resource page at https://nces.ed.gov/ipeds/report-your-data/data-tip-sheetreporting-data-consortium-institutions.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Part Selection
Completion of 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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Full-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
Total,
full-time
undergraduate
students
All Other
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
First-time, certificate-seeking
Total,
full-time
undergraduate
students
All Other
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
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
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
Total,
part-time
undergraduate
students
All Other
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
First-time, certificate-seeking
Total,
part-time
undergraduate
students
All Other
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
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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 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
Total full-time
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 women
Grand Total (men+women)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
All Undergraduate Students
Enrolled exclusively in distance education courses
Enrolled in at least one but not all distance education courses
Not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Fall Enrollment by Distance Education Status
Of those students exclusively enrolled in distance education courses, report the number that are:
All Undergraduate Students
Located in the same state/jurisdiction as the institution
Located in the U.S. but not in the same state/jurisdiction as the institution
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)
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Part B - Fall Enrollment by Age and Gender for Full-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Full-time Undergraduate Students
Men
Women
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)
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Part B - Fall Enrollment by Age and Gender for Part-time Undergraduate Students
Academic reporters report enrollment as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
NOTE: These data are optional this year.
Age
Part-time Undergraduate Students
Men
Women
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)
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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 box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
Total first-time
degree/certificate-seeking
undergraduates
(1)
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Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
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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, 2020.
Program reporters report students enrolled at any time between August 1 and October 31, 2020.
Enter at least one zero, where applicable, to verify that the screen has not been skipped.
State of residence when student
was first admitted
FIPS Code
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
98
Total first-time degree/certificate-seeking undergraduates (from Part A)
Of students in column 1, those
who enrolled within 12 months
of high school graduation
or receiving their GED
(2)
Total first-time
degree/certificate-seeking
undergraduates
(1)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part E - First-Time Student Cohort Retention Rates (Full-time)
Retention Rates - Full-time, First-time Degree/Certificate-Seeking Cohort from Fall 2019
The Fall 2019 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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was full-time in Fall 2019, report them in the full-time cohort regardless of Fall 2020 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
2018
cohort)
Preloaded
cohort
FULL-TIME, FIRST-TIME COHORT RETENTION:
E1 Full-time, first-time Fall 2019 cohort
E2a Exclusions from the Fall 2019 cohort
E2b Inclusions to the Fall 2019 cohort
E3 Adjusted Fall 2019 cohort (line E1 - E2a + E2b)
E4 Students from Fall 2019 cohort who are still enrolled + students from Fall 2019 cohort who
completed their program as of Fall 2020
E5 Full-time, first-time Fall 2019 cohort retention rate (line E4 / line E3)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part E - First-Time Student Cohort Retention Rates (Part-time)
Retention Rates - Part-time, First-time Degree/Certificate-Seeking Cohort from Fall 2019
The Fall 2019 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, 2019 and retention based on August 1, 2020.
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 2019 attendance status (e.g., if a student was part-time in Fall 2019, report them in the part-time cohort regardless of their Fall 2020 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
2018
cohort)
Preloaded
cohort
PART-TIME, FIRST-TIME COHORT RETENTION:
E6 Part-time, first-time Fall 2019 cohort
E7a Exclusions from the Fall 2019 cohort
E7b Inclusions to the Fall 2019 cohort
E8 Adjusted Fall 2019 cohort (line E6 - E7a + E7b)
E9 Students from Fall 2019 cohort who are still enrolled + students from Fall 2019 cohort who
completed their program as of Fall 2020
E10 Part-time, first-time Fall 2019 cohort retention rate (line E9 / line E8)
%
%
The notes below provide context for the data you've reported above and may be posted on the College Navigator website.
Choose one option that best explains your data or choose "Non-applicable" if you do not wish to provide context notes. If none of the options provided explain your
institution’s data, then choose "Other" and write your own context notes. Therefore, you should write all context notes using proper grammar (e.g., complete
sentences with punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
Non-applicable
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Part F - Student-to-Faculty Ratio
Student-to-Faculty Ratio
Please provide your institution's student-to-faculty ratio (i.e., student-to-instructional staff) for undergraduate programs for Fall 2020. 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
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part F - Less Than Four-Year Institutions and Four Year-Institutions Without Graduate Programs Student-to-Faculty Ratio Worksheet
To reduce administrative burden, this worksheet is optional but is provided 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 and SAVE this worksheet 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 2020
F1 Total full-time students from Part A
F2 Total part-time students from Part A
Full-time equivalent of part-time students
(Line F2 * 1/3)
F3
F4
Total full-time equivalent students
(Line F1 + F3)
Instructional Staff, Fall 2020
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):
Full-Time Instructional Staff Exclusion:
Of the number of full-time instructional staff reported in Line F5, the number teaching exclusively non-credit courses
F6
Total adjusted full-time instructional staff
(Line F5 - F6)
PART-TIME INSTRUCTIONAL STAFF:
F7
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):
F10Number of administrators, or other staff NOT reported to IPEDS as instructors, that are teaching a credit course(s) in the Fall
Total adjusted part-time instructional staff
(Line F8 - F9 + F10)
Full-time equivalent of adjusted part-time instructional staff
F12
(Line F11 * 1/3)
F11
Total full-time equivalent instructional staff
(Line F7 + F12)
F13
F14
Student-to-faculty ratio
(Line F4/F13)
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Prepared by
Prepared by
Reporting Reminders:
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.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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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.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
Enrollment by age is mandatory this year. Enrollment by residence is optional.
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.
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.
Coverage
Who to Include
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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 recognized postsecondary credential), 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 recognized postsecondary credential
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
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's 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's 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.
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 Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Questions
Before entering any data, a screening question 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.
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.
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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.
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 full-time with the intent to earn a
certificate or other recognized postsecondary credential. 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 or recognized postsecondary credential 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 recognized postsecondary credential. Note: All students eligible to receive federal student financial aid are to be considered certificate-seeking.
Dual enrolled high school students are not considered certificate-seeking.
Program Reporters: Include first-time students who entered your institution between August 1, 2020 and October 31, 2020.
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:
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 recognized postsecondary credential 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.
Part A: Part-time Undergraduate Students
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
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 at least one 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.
If a student is enrolled at the home institution but takes distance education courses from a consortium member institution, distance
education enrollment should be reported at the consortium member institution, not the home institution. If a student is taking distance
education courses at BOTH the home institution and a consortium member institution, the student should be reported as enrolled in
distance education courses at BOTH institutions.
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.
Part B: Fall Enrollment by Age and Gender
Part B is mandatory this year. This part is required in odd-numbered years.
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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, 2020.
Program reporters: report student age as of August 1, 2020.
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.
Part C: Residence of First-time Degree/Certificate-Seeking Undergraduate Students
Part C is optional 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/certificate-seeking 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/certificateseeking 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/certificateseeking 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 part-time, 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).
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 2019, 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 2019 cohort.
Attendance status (full- or part-time) should be based on the student's Fall 2019 attendance status.
Report any exclusions for the cohort (see below for allowable exclusions).
Report any inclusions of first-time study abroad students who were excluded from the first-time cohort but who have re-enrolled at the institution their
second year.
Report the total number of students retained from the Fall 2019 cohort. Include students who were reported as first-time but who are studying abroad in
Fall 2020.
Total students retained = students from Fall 2019 cohort still enrolled as of Fall 2020 + students from Fall 2019 cohort who completed
their program as of Fall 2020.
Academic reporters: Report students retained as of the institution's official fall reporting date or as of October 15, 2020.
Program reporters: Report students retained as of August 1, 2020.
Exclusions:
Institutions may report exclusions for the Fall 2019 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 2019 cohort still enrolled + Students from Fall 2019 cohort who completed their program as of Fall 2020/Adjusted Fall
2019 cohort)*100.
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.
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FULL- AND PART-TIME STUDENT DATA:
All student data on the worksheet are 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 survey component.
In line F8, report the total number of part-time instructional staff as reported on the HR survey 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 non-credit courses.
In line F9, report the number of part-time instructional staff reported in line F8 that are teaching exclusively non-credit 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 survey 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 survey 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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Glossary
date: 06/24/2020
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 transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
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
recognized postsecondary credential.
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.
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.
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.
CIP code
A six-digit code in the form xx.xxxx that identifies instructional program specialties within educational institutions.
Cohort
A specific group of students established for tracking purposes.
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 recognized postsecondary credential,
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 recognized postsecondary credential, 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 recognized postsecondary credential. 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.
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 or recognized postsecondary credential 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 clock 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
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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).
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
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 clock 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.
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).
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.
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.
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.
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 non-degree/non-certificate-seeking undergraduates entering
in the fall.
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
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
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.
Distance education
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.
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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.
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.
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).
Black or African American
A person having origins in any of the black racial groups of Africa.
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.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
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.
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.
Race/ethnicity
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
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.
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.
Student-to-faculty ratio
"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.
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.
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 firsttime and not transfer-in).
Cohort year
The year that a cohort of students begins attending college.
Recognized postsecondary
credential
A recognized postsecondary credential includes any credential that is received after completion of a program that is eligible for
Title IV federal student aid or that is awarded in recognition of an individual's attainment of measurable technical or
industry/occupational skills necessary to obtain employment or advance within an industry/occupation. These technical or
industry/occupational skills generally are based on standards developed or endorsed by employers or industry associations.
Non-first-time entering
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 (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
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entering) student
IPEDS Data Collection System
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
reporting institution the prior summer term. The student may transfer with or without credit. For systems of coordinated
institutions (multi-campus system), students are to be identified as transfer-in students upon entering an institution from
another institution within the same coordinated system.
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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 first-professional students on this component. Why are there no screens for reporting first-professional 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?
7)Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
8)Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
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 or postsecondary award 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 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?
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)?
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?
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?
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?
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?
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?
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?
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Answer:
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 recognized postsecondary credential, 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/non-certificate-seeking
column.
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 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.
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.
4)
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 reclassified postbaccalaureate degree categories that exclude the first-professional
category. 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.
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 https://nces.ed.gov/ipeds/report-your-data/data-tip-sheet-reportingdata-consortium-institutions.
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.
7)
Should my institution, which is participating as an experimental site, report high school students or incarcerated students who have received a Pell Grant while
taking college coursework?
If your institution is participating in the Dual Enrollment experimental site or the Second Chance Pell experimental site program, exclude these students from
reporting.
8)
Should I report fall-enrolled students as first-time if they were enrolled full-time during the prior summer term?
For academic reporters, if fall-enrolled students were first enrolled full-time during the prior summer term that began before June 30 (i.e., the end date for the
Outcome Measures (OM) survey cohort year) AND the summer term is considered a full and regular term, do NOT report these students as first-time students on the
Fall Enrollment (EF) survey. This will ensure that first-time students are reported in the same academic year in both the EF and OM surveys.
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,
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),
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Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's, bachelor's, etc.), 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.
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 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?
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.
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 "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)
5)
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.
6)
How do I report a student who earned college credit or postsecondary award 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 or postsecondary award 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)
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 non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
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/certificate-seeking.
9)
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/certificateseeking undergraduate students who are not first-time and did not transfer-in to the institution in that Fall.
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?
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)."
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.
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 non-resident alien category is reserved specifically for students that are in the U.S. under that specific legal status.
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?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not creditable for an award:
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
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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 clock 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.
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.
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.
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 "Full-time and Part-time 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 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.
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.
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.”
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 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.
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.
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).
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 non-degree/non-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.
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 @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short/(first-time bachelor's degreeseeking students in Fall @Collection_Prior_Year_Short - cohort exclusions + cohort inclusions)
2-year and Less-than-2-year Institutions:
(first-time students in Fall @Collection_Prior_Year_Short who are still enrolled in Fall @Collection_Year_Short + first-time students in Fall
@Collection_Prior_Year_Short who completed their program by Fall @Collection_Year_Short)/(first-time students in Fall @Collection_Prior_Year_Short - cohort
exclusions + cohort inclusions)
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?
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.
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?
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 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- 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.
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.
2)
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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 criterion 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.
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?
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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| File Type | application/pdf |
| Author | Lawley, Tara |
| File Modified | 2020-06-25 |
| File Created | 2020-06-25 |