Download:
pdf |
pdf1
12 Month 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
12-month Enrollment for 4-year institutions
Overview
12-month Enrollment Overview
The 12-month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and graduate level is estimated. Institutions with Doctor's professional practice students will also report the FTE enrollment of those students. NCES uses the FTE enrollment to produce indicators such as expenses by
function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
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.
Changes to reporting for 2020-21:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time (entering),
transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
1/20
6/24/2020
IPEDS Data Collection System
Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours.
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
2/20
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/certificateseeking
Non‑degree/
non‑certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
Total,
Full-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Degree/certificate-seeking
Students enrolled for credit
First-time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/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
Grand total (2019-20)
Prior year data:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
3/20
6/24/2020
Total Full-time undergraduate enrollment Fall
2019
NOTE: Grand total (2019-20) calculated above
is expected to be greater than total Full-time
undergraduate enrollment Fall 2019.
IPEDS Data Collection System
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
4/20
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/certificateseeking
Non‑degree/
non‑certificateseeking
Total,
Part-time
undergraduate
students
Non-degree/
non-certificateseeking
Total,
Part-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Degree/certificate-seeking
Students enrolled for credit
First-time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/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
Grand total (2019-20)
Prior year data:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
5/20
6/24/2020
Total Part-time undergraduate enrollment Fall
2019
NOTE: Grand total (2019-20) calculated above
is expected to be greater than total Part-time
undergraduate enrollment Fall 2019.
IPEDS Data Collection System
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
6/20
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Graduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Graduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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)
Men
Students enrolled for credit
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
Students enrolled for credit
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 (2019-20)
Prior year data:
Unduplicated headcount (2018-19)
Total enrollment Fall 2019
NOTE: Grand total (2019-20) calculated above is expected to be greater than Total enrollment Fall 2019.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
7/20
6/24/2020
IPEDS Data Collection System
Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2019 – June 30, 2020
Undergraduate Students
Degree/certificate‑seeking
Non‑degree/non‑certificate‑seeking
Graduate
Students
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education
courses
Students 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
8/20
6/24/2020
IPEDS Data Collection System
Part B - Instructional Activity
12-month Instructional Activity
July 1, 2019 - June 30, 2020
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
Graduate credit hour activity should not include any doctor’s – professional practice activity, the total of those students’ FTE is entered separately instead.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate or graduate FTE unless IPEDS FTE calculations would be misleading for comparison
purposes among all IPEDS reporting institutions.
Instructional Activity
2019-20 total
activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Graduate level:
Credit hour activity
(Do not include doctor's-professional practice instructional activity here; the total FTE of those students should be
entered separately below)
Full-Time Equivalent (FTE) of Students
2019-20 total
activity
Prior year data
Doctor's - professional practice level:
Doctor's - professional practice FTE student estimate
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in
the "Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and
IPEDS comparisons.
Please provide your best estimate of undergraduate and graduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable
for IPEDS comparison purposes:
Institution
reported
FTE 2019-20
Calculated FTE
2019-20
Prior year FTE
2018-19
Undergraduate student FTE
Graduate student FTE
(excluding doctor's - professional practice student FTE)
Doctor's - professional practice student FTE
Total FTE student enrollment
Please provide an explanation in the context box if the option is used due to COVID-19. 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
9/20
6/24/2020
IPEDS Data Collection System
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
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
Entering Data
Revising and Locking Data
hours
hours
hours
hours
10/20
6/24/2020
IPEDS Data Collection System
12-Month 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 Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses for undergraduate students. For graduate
students, data are collected by race/ethnicity and gender. Instructional activity is collected as total credit and/or clock hours attempted at the undergraduate,
graduate, and doctor’s professional levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and
graduate level is estimated.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time
(entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2019 - June 30, 2020.
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
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
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
11/20
6/24/2020
IPEDS Data Collection System
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
Students in Experimental Pell Programs
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
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 Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
12/20
6/24/2020
IPEDS Data Collection System
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: Unduplicated Count by Student Level, Gender, and Race/Ethnicity
Report all students enrolled for credit at any time during the July 1, 2019 - June 30, 2020 reporting period. Students are reported by gender, race/ethnicity,
and their level of standing with the institution.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
Student Level Reporting Reminders:
Students who already hold a Bachelor's degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
Students admitted with graduate standing should be counted as graduate students, even if they are taking some undergraduate courses
If a student's level (undergraduate or graduate) changes during the 12-month period, count the student at his/her highest level enrolled. For example: If
a student is an undergraduate in the fall and a graduate student in the spring, count the student as a graduate student.
Doctor's - professional practice students (formerly called first-professional students) should be counted in the graduate student enrollment counts for Part
A.
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported last
year (2018-19). The second is the total fall enrollment from Fall 2019, as reported on the Fall Enrollment survey component. Since the Fall 2019 enrollment
falls within the 12-month period currently being reported (2019-20), the 12-month unduplicated count must be greater than or equal to the Fall 2019 total
enrollment.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2019 - June 30, 2020. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
13/20
6/24/2020
IPEDS Data Collection System
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
60 hours + 50 hours + 60 hours = 170 hours
Report credit hour activity by course level, if applicable to your institution. The level of each course (undergraduate or graduate) should be the level of the
course as designated by the institution. If there are courses that cannot be assigned to a single level (i.e., if some courses serve both undergraduate and
graduate students), partition the enrollment in the course based on the level of the student. For example, a 3-credit course has 5 graduate students and 10
undergraduate students enrolled. The total credit hour activity for the course is 45 hours (3x15). The undergraduate credit hour activity for the course is
30 hours (3x10), and the graduate credit hour activity for the course is 15 hours (3x5).
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Graduate Level Instructional Activity Reporting Reminder: Be sure to exclude doctor's - professional practice activity (formerly firstprofessional) from the graduate level instructional activity.
If your institution has doctor's-professional practice students but does not see the section to report them on their survey screens, you must contact the
IPEDS Help Desk.
Once you have entered the instructional activity information, then click "save" and the FTE student enrollment will be calculated and appear on the screen.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment, by level (undergraduate and graduate) will be calculated for the institution using the instructional activity
data reported in Part B. This total FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full-time for
one academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45, and graduate credit hours are divided by 36. If Institution DEZ from the example above was an undergraduate program on the
quarter system, the FTE would be 170/45, or approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30, and graduate credit hours are divided by 24. If Institution DEZ was an undergraduate program on the
one of these systems, the FTE would be 170/30, or approximately 6 students.
If these calculated estimates are not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If
the instructional activity data reported are inaccurate, then the calculated FTE estimate will also be inaccurate.
After double checking the instructional activity data reported, if the FTE count estimated for the institution is still not reasonable, the system will allow
you to enter more accurate FTE data for the institution in the "Institution reported FTE" column below. This option should be used ONLY if the system
calculated estimates are not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
14/20
6/24/2020
IPEDS Data Collection System
Glossary
date: 06/24/2020
Term
Definition
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.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer session.
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
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
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.
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.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
15/20
6/24/2020
IPEDS Data Collection System
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer session. Note: the standard term length range is defined by the
Office of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
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.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
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.
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.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
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).
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
16/20
6/24/2020
IPEDS Data Collection System
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
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
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.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (usually either July 1 through June 30 or
September 1 through August 31). This time period should be consistent across all IPEDS data collections and from year-to-year.
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.
enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the 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.
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.
Transfer-in (non-first-time
entering) student
A student entering the reporting institution for the first time but known to have previously attended a postsecondary institution
at the same level (e.g., undergraduate, graduate). This includes new students enrolled in the fall term who transferred into the
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
17/20
6/24/2020
IPEDS Data Collection System
12-month 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 for 12-month enrollment?
3)What is the difference between 12-month enrollment and Fall enrollment?
4)In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
5)Should I report students who are studying abroad?
6)Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) 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?
8)I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
1)Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2)How do I report a student who changes enrollment levels during the 12-month period?
3)How do I report foreign students living outside the U.S. who are enrolled in my institution?
4)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?
5)In which race/ethnicity category do I report undocumented students?
6)How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
7)Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
1)How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2)Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
3)How is the estimate of full-time equivalent (FTE) students calculated?
4)The calculated FTE is not a reasonable estimate for my institution. What should I do?
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 postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
12-month enrollment is a cumulative unduplicated headcount of enrollment over the full 12-month period beginning July 1 and ending June 30. In contrast, 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 an institution's enrollment at a
specific time.
4)
In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
Since the 2010-11 collection year, institutions have been required to use the new postbaccalaureate degree categories (eliminating the first-professional category
and reclassifying those programs). In part A, all postbaccalaureate students are to be reported as graduate students (including students formerly reported as firstprofessional).
In Part B, Doctor's - professional practice activity (formerly first-professional) will be reported separately from the graduate instructional activity. FTE for these
programs should be reported as defined by the institution.
5)
Should I report students who are studying abroad?
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. Their enrollment
at your institution serves only as an administrative record.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
18/20
6/24/2020
IPEDS Data Collection System
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in 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,
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)
I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
For students who start in the summer, and if summer is NOT a “full” term, please use the following guidance:
If a student starts in the summer of 2019 (prior to July 1), and they do NOT enroll in any additional terms in 2019-20, they are not included in the July 1, 2019 –
June 30, 2020 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2019 (prior to July 1 or after July 1), the summer term is not a “full term,” and the student continues enrollment beyond
summer, the institution should use the next “full” term (e.g., Fall) to determine if the student is full-time or part-time, and the student should be included in the
2019-20 E12 counts.
If a student starts in the summer of 2019 (after July 1), and they do NOT enroll in any additional terms in 2019-20, they are still included in the 2019-20 E12
counts, at the enrollment level (i.e., full-time or part-time) in which they were enrolled during the summer.
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall @Collection_Prior_Year_Short lies within
the 12-month period currently being reported on the 12-Month Enrollment survey component (@Collection_Prior_Year_Full), the 12-month unduplicated count must
be equal to or greater than the Fall @Collection_Prior_Year_Short reported enrollments.
2)
How do I report a student who changes enrollment levels during the 12-month period?
The enrollment level should be determined at the first “full” term at entry. For example, a student enrolled as an undergraduate in the fall and then as a graduate
student in the spring should be reported as an undergraduate student on the 12-month Enrollment survey component.
3)
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 with the new race/ethnicity reporting method. 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.
4)
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.
5)
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.
6)
How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
Count these students as continuing degree/certificate-seeking because these students became degree/certificate-seeking at some point during the E12
period (July 1 – June 30) and had “prior postsecondary experience.”
Count these students as first-time degree/certificate-seeking if they were enrolled for credit at your institution in the fall prior to receipt of a high school
diploma (dual enrolled students).
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 first-time
degree/certificate-seeking, if appropriate.
8)
How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30069&formid=69&faqid=11
19/20
6/24/2020
IPEDS Data Collection System
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2019 – June 30, 2020 12-month Enrollment reporting period.
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
Starting with the 2012-13 data collection, institutions now report the FTE for doctor's - professional practice (DPP) programs as a separate amount in Part B. This
DPP FTE amount will then be summed with the undergraduate and graduate FTE amounts to create the total FTE enrollment for the institution.
3)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900
Quarter Calendar System: Undergraduate credit hours are divided by 45 and graduate credit hours are divided by 36
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30 and graduate credit hours are divided by 24.
Doctor's - professional practice (DPP) FTE student enrollment is reported by the institution, based on the institution's definition of a full-time equivalent DPP student.
This amount is then added to the undergraduate and graduate FTE amounts to create a total FTE student enrollment count.
4)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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=9&instructionid=30069&formid=69&faqid=11
Troubleshooting
Browsers Supported
NCES Privacy Policy
20/20
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
12-month Enrollment for 2-year degree-granting institutions
Overview
12-month Enrollment Overview
The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment is estimated. NCES uses the FTE enrollment to produce indicators such as
expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
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.
Changes to reporting for 2020-21:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time (entering),
transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
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 the survey, please contact the IPEDS Help Desk at 1-877-225-2568.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
1/19
6/24/2020
IPEDS Data Collection System
Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours.
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
2/19
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/certificateseeking
Non‑degree/
non‑certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
Total,
Full-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Degree/certificate-seeking
Students enrolled for credit
First-time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/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
Grand total (2019-20)
Prior year data:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
3/19
6/24/2020
Total Full-time undergraduate enrollment Fall
2019
NOTE: Grand total (2019-20) calculated above
is expected to be greater than total Full-time
undergraduate enrollment Fall 2019.
IPEDS Data Collection System
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
4/19
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/certificateseeking
Non‑degree/
non‑certificateseeking
Total,
Part-time
undergraduate
students
Non-degree/
non-certificateseeking
Total,
Part-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Degree/certificate-seeking
Students enrolled for credit
First-time
Transfer-in
(non-firsttime
entering)
Continuing/
Returning
Total
degree/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
Grand total (2019-20)
Prior year data:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
5/19
6/24/2020
Total Part-time undergraduate enrollment Fall
2019
NOTE: Grand total (2019-20) calculated above
is expected to be greater than total Part-time
undergraduate enrollment Fall 2019.
IPEDS Data Collection System
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
6/19
6/24/2020
IPEDS Data Collection System
Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2019 – June 30, 2020
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education courses
Students 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
7/19
6/24/2020
IPEDS Data Collection System
Part B - Instructional Activity
12-month Instructional Activity
July 1, 2019 - June 30, 2020
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate FTE unless IPEDS FTE calculations would be misleading for comparison purposes among
all IPEDS reporting institutions.
Instructional Activity
2019-20 total activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Full-Time Equivalent (FTE) of Students
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in
the "Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and
IPEDS comparisons.
Please provide your best estimate of undergraduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable for IPEDS
comparison purposes:
Calculated FTE
2019-20
Institution reported
FTE 2019-20
Prior year FTE
2018-19
Undergraduate student FTE
Please provide an explanation in the context box if the option is used due to COVID-19. 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
8/19
6/24/2020
IPEDS Data Collection System
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
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
Entering Data
Revising and Locking Data
hours
hours
hours
hours
9/19
6/24/2020
IPEDS Data Collection System
12-Month 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 Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses for undergraduate students. For graduate
students, data are collected by race/ethnicity and gender. Instructional activity is collected as total credit and/or clock hours attempted at the undergraduate,
graduate, and doctor’s professional levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and
graduate level is estimated.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time
(entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2019 - June 30, 2020.
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
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)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
10/19
6/24/2020
IPEDS Data Collection System
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
Students in Experimental Pell Programs
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 is serves as an administrative record
Students enrolled in any branch campus located in a foreign country
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 Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
11/19
6/24/2020
IPEDS Data Collection System
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: Unduplicated Count by Gender and Race/Ethnicity
Report all students enrolled for credit at any time during the July 1, 2019 - June 30, 2020 reporting period. Students are reported by gender and
race/ethnicity.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
Student Level Reporting Reminders:
Students who already hold a Bachelor's degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
Students admitted with graduate standing should be counted as graduate students, even if they are taking some undergraduate courses
If a student's level (undergraduate or graduate) changes during the 12-month period, count the student at his/her highest level enrolled. For example: If
a student is an undergraduate in the fall and a graduate student in the spring, count the student as a graduate student.
Doctor's - professional practice students (formerly called first-professional students) should be counted in the graduate student enrollment counts for Part
A.
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported from
last year (2018-19). The second is the total fall enrollment from Fall 2019, as reported on the Fall Enrollment survey component. Since the Fall 2019
enrollment falls within the 12-month period currently being reported (2019-20), the 12-month unduplicated count must be greater than or equal to the Fall
2019 total enrollment.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2019 - June 30, 2020. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
12/19
6/24/2020
IPEDS Data Collection System
>60 hours + 50 hours + 60 hours = 170 hours
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment will be calculated for the institution using the instructional activity data (total clock hour and credit hour
activity) reported in Part B. This FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full time for one
academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45. If Institution DEZ from the example above was an undergraduate program on the quarter system, the FTE would be 170/45, or
approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30. If Institution DEZ was an undergraduate program on one of these systems, the FTE would be 170/30, or
approximately 6 students.
If the calculated estimate is not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If the
instructional activity data reported are inaccurate, then the calculated FTE amount will also be inaccurate.
After double checking the instructional activity data reported, if the FTE estimated for the institution is still not reasonable the system will allow you to enter
more accurate FTE data for the institution in the "Institution reported FTE" column. This option should be used ONLY if the system calculated estimate is
not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
13/19
6/24/2020
IPEDS Data Collection System
Glossary
date: 06/24/2020
Term
Definition
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.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer session.
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
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
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.
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.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
14/19
6/24/2020
IPEDS Data Collection System
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer session. Note: the standard term length range is defined by the
Office of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
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.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
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.
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.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
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).
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
15/19
6/24/2020
IPEDS Data Collection System
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
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
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.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (usually either July 1 through June 30 or
September 1 through August 31). This time period should be consistent across all IPEDS data collections and from year-to-year.
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.
enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the 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.
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.
Transfer-in (non-first-time
entering) student
A student entering the reporting institution for the first time but known to have previously attended a postsecondary institution
at the same level (e.g., undergraduate, graduate). This includes new students enrolled in the fall term who transferred into the
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
16/19
6/24/2020
IPEDS Data Collection System
12-month 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 for 12-month enrollment?
3)What is the difference between 12-month enrollment and Fall enrollment?
4)In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
5)Should I report students who are studying abroad?
6)Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) 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?
8)I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
1)Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2)How do I report a student who changes enrollment levels during the 12-month period?
3)How do I report foreign students living outside the U.S. who are enrolled in my institution?
4)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?
5)In which race/ethnicity category do I report undocumented students?
6)How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
7)Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
1)How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2)Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
3)How is the estimate of full-time equivalent (FTE) students calculated?
4)The calculated FTE is not a reasonable estimate for my institution. What should I do?
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 postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
12-month enrollment is a cumulative unduplicated headcount of enrollment over the full 12-month period beginning July 1 and ending June 30. In contrast, 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 an institution's enrollment at a
specific time.
4)
In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
Since the 2010-11 collection year, institutions have been required to use the new postbaccalaureate degree categories (eliminating the first-professional category
and reclassifying those programs). In part A, all postbaccalaureate students are to be reported as graduate students (including students formerly reported as firstprofessional).
In Part B, Doctor's - professional practice activity (formerly first-professional) will be reported separately from the graduate instructional activity. FTE for these
programs should be reported as defined by the institution.
5)
Should I report students who are studying abroad?
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. Their enrollment
at your institution serves only as an administrative record.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
17/19
6/24/2020
IPEDS Data Collection System
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in 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,
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)
I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
For students who start in the summer, and if summer is NOT a “full” term, please use the following guidance:
If a student starts in the summer of 2019 (prior to July 1), and they do NOT enroll in any additional terms in 2019-20, they are not included in the July 1, 2019 –
June 30, 2020 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2019 (prior to July 1 or after July 1), the summer term is not a “full term,” and the student continues enrollment beyond
summer, the institution should use the next “full” term (e.g., Fall) to determine if the student is full-time or part-time, and the student should be included in the
2019-20 E12 counts.
If a student starts in the summer of 2019 (after July 1), and they do NOT enroll in any additional terms in 2019-20, they are still included in the 2019-20 E12
counts, at the enrollment level (i.e., full-time or part-time) in which they were enrolled during the summer.
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall @Collection_Prior_Year_Short lies within
the 12-month period currently being reported on the 12-Month Enrollment survey component (@Collection_Prior_Year_Full), the 12-month unduplicated count must
be equal to or greater than the Fall @Collection_Prior_Year_Short reported enrollments.
2)
How do I report a student who changes enrollment levels during the 12-month period?
The enrollment level should be determined at the first “full” term at entry. For example, a student enrolled as an undergraduate in the fall and then as a graduate
student in the spring should be reported as an undergraduate student on the 12-month Enrollment survey component.
3)
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 with the new race/ethnicity reporting method. 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.
4)
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.
5)
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.
6)
How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
Count these students as continuing degree/certificate-seeking because these students became degree/certificate-seeking at some point during the E12
period (July 1 – June 30) and had “prior postsecondary experience.”
Count these students as first-time degree/certificate-seeking if they were enrolled for credit at your institution in the fall prior to receipt of a high school
diploma (dual enrolled students).
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 first-time
degree/certificate-seeking, if appropriate.
8)
How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=39&faqid=11
18/19
6/24/2020
IPEDS Data Collection System
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2019 – June 30, 2020 12-month Enrollment reporting period.
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
Starting with the 2012-13 data collection, institutions now report the FTE for doctor's - professional practice (DPP) programs as a separate amount in Part B. This
DPP FTE amount will then be summed with the undergraduate and graduate FTE amounts to create the total FTE enrollment for the institution.
3)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900
Quarter Calendar System: Undergraduate credit hours are divided by 45 and graduate credit hours are divided by 36
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30 and graduate credit hours are divided by 24.
Doctor's - professional practice (DPP) FTE student enrollment is reported by the institution, based on the institution's definition of a full-time equivalent DPP student.
This amount is then added to the undergraduate and graduate FTE amounts to create a total FTE student enrollment count.
4)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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=9&instructionid=30039&formid=39&faqid=11
Troubleshooting
Browsers Supported
NCES Privacy Policy
19/19
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
12-month Enrollment for public 2-year and less-than-2-year non-degree-granting institutions
Overview
12-month Enrollment Overview
The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment is estimated. NCES uses the FTE enrollment to produce indicators such as
expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
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.
Changes to reporting for 2020-21:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time (entering),
transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
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 the survey, please contact the IPEDS Help Desk at 1-877-225-2568.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
1/17
6/24/2020
IPEDS Data Collection System
Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours.
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
2/17
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time,
certificate‑seeking
Other
certificate‑seeking
Non‑certificateseeking
Total,
Full‑time undergraduate
students
Other
certificate‑seeking
Non‑certificateseeking
Total,
Full-time undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
First‑time,
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
Grand total (2019-20)
Prior year data:
Total Full-time undergraduate enrollment Fall 2019
NOTE: Grand total (2019-20) calculated above is expected to be
greater than total Full-time undergraduate enrollment Fall 2019.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
3/17
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time,
certificate‑seeking
Other
certificate‑seeking
Non‑certificateseeking
Total,
Part‑time
undergraduate
students
Other
certificate‑seeking
Non‑certificateseeking
Total,
Part-time
undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
First‑time,
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
Grand total (2019-20)
Prior year data:
Total Part-time undergraduate enrollment Fall 2019
NOTE: Grand total (2019-20) calculated above is
expected to be greater than total Part-time undergraduate
enrollment Fall 2019.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
4/17
6/24/2020
IPEDS Data Collection System
Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2019 – June 30, 2020
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education courses
Students 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
5/17
6/24/2020
IPEDS Data Collection System
Part B - Instructional Activity
12-month Instructional Activity
July 1, 2019 - June 30, 2020
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate FTE unless IPEDS FTE calculations would be misleading for comparison purposes among
all IPEDS reporting institutions.
Instructional Activity
2019-20 total activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Full-Time Equivalent (FTE) of Students
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in
the "Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and
IPEDS comparisons.
Please provide your best estimate of undergraduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable for IPEDS
comparison purposes:
Calculated FTE
2019-20
Institution reported
FTE 2019-20
Prior year FTE
2018-19
Undergraduate student FTE
Please provide an explanation in the context box if the option is used due to COVID-19. 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
6/17
6/24/2020
IPEDS Data Collection System
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
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
Entering Data
Revising and Locking Data
hours
hours
hours
hours
7/17
6/24/2020
IPEDS Data Collection System
12-Month 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 Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses for undergraduate students. For graduate
students, data are collected by race/ethnicity and gender. Instructional activity is collected as total credit and/or clock hours attempted at the undergraduate,
graduate, and doctor’s professional levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and
graduate level is estimated.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time
(entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2019 - June 30, 2020.
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
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)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
8/17
6/24/2020
IPEDS Data Collection System
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
Students in Experimental Pell Programs
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 is serves as an administrative record
Students enrolled in any branch campus located in a foreign country
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 Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
9/17
6/24/2020
IPEDS Data Collection System
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: Unduplicated Count by Gender and Race/Ethnicity
Report all students enrolled for credit at any time during the July 1, 2019 - June 30, 2020 reporting period. Students are reported by gender and
race/ethnicity.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
Student Level Reporting Reminders:
Students who already hold a Bachelor's degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
Students admitted with graduate standing should be counted as graduate students, even if they are taking some undergraduate courses
If a student's level (undergraduate or graduate) changes during the 12-month period, count the student at his/her highest level enrolled. For example: If
a student is an undergraduate in the fall and a graduate student in the spring, count the student as a graduate student.
Doctor's - professional practice students (formerly called first-professional students) should be counted in the graduate student enrollment counts for Part
A.
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported from
last year (2018-19). The second is the total fall enrollment from Fall 2019, as reported on the Fall Enrollment survey component. Since the Fall 2019
enrollment falls within the 12-month period currently being reported (2019-20), the 12-month unduplicated count must be greater than or equal to the Fall
2019 total enrollment.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2019 - June 30, 2020. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
10/17
6/24/2020
IPEDS Data Collection System
>60 hours + 50 hours + 60 hours = 170 hours
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment will be calculated for the institution using the instructional activity data (total clock hour and credit hour
activity) reported in Part B. This FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full time for one
academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45. If Institution DEZ from the example above was an undergraduate program on the quarter system, the FTE would be 170/45, or
approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30. If Institution DEZ was an undergraduate program on one of these systems, the FTE would be 170/30, or
approximately 6 students.
If the calculated estimate is not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If the
instructional activity data reported are inaccurate, then the calculated FTE amount will also be inaccurate.
After double checking the instructional activity data reported, if the FTE estimated for the institution is still not reasonable the system will allow you to enter
more accurate FTE data for the institution in the "Institution reported FTE" column. This option should be used ONLY if the system calculated estimate is
not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
11/17
6/24/2020
IPEDS Data Collection System
Glossary
date: 06/24/2020
Term
Definition
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.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer session.
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
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
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.
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.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
12/17
6/24/2020
IPEDS Data Collection System
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer session. Note: the standard term length range is defined by the
Office of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
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.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
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.
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.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
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).
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
13/17
6/24/2020
IPEDS Data Collection System
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
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
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.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (usually either July 1 through June 30 or
September 1 through August 31). This time period should be consistent across all IPEDS data collections and from year-to-year.
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.
enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the 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.
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.
Transfer-in (non-first-time
entering) student
A student entering the reporting institution for the first time but known to have previously attended a postsecondary institution
at the same level (e.g., undergraduate, graduate). This includes new students enrolled in the fall term who transferred into the
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
14/17
6/24/2020
IPEDS Data Collection System
12-month 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 for 12-month enrollment?
3)What is the difference between 12-month enrollment and Fall enrollment?
4)In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
5)Should I report students who are studying abroad?
6)Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) 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?
8)I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
1)Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2)How do I report a student who changes enrollment levels during the 12-month period?
3)How do I report foreign students living outside the U.S. who are enrolled in my institution?
4)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?
5)In which race/ethnicity category do I report undocumented students?
6)How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
7)Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
1)How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2)Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
3)How is the estimate of full-time equivalent (FTE) students calculated?
4)The calculated FTE is not a reasonable estimate for my institution. What should I do?
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 postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
12-month enrollment is a cumulative unduplicated headcount of enrollment over the full 12-month period beginning July 1 and ending June 30. In contrast, 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 an institution's enrollment at a
specific time.
4)
In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
Since the 2010-11 collection year, institutions have been required to use the new postbaccalaureate degree categories (eliminating the first-professional category
and reclassifying those programs). In part A, all postbaccalaureate students are to be reported as graduate students (including students formerly reported as firstprofessional).
In Part B, Doctor's - professional practice activity (formerly first-professional) will be reported separately from the graduate instructional activity. FTE for these
programs should be reported as defined by the institution.
5)
Should I report students who are studying abroad?
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. Their enrollment
at your institution serves only as an administrative record.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
15/17
6/24/2020
IPEDS Data Collection System
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in 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,
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)
I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
For students who start in the summer, and if summer is NOT a “full” term, please use the following guidance:
If a student starts in the summer of 2019 (prior to July 1), and they do NOT enroll in any additional terms in 2019-20, they are not included in the July 1, 2019 –
June 30, 2020 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2019 (prior to July 1 or after July 1), the summer term is not a “full term,” and the student continues enrollment beyond
summer, the institution should use the next “full” term (e.g., Fall) to determine if the student is full-time or part-time, and the student should be included in the
2019-20 E12 counts.
If a student starts in the summer of 2019 (after July 1), and they do NOT enroll in any additional terms in 2019-20, they are still included in the 2019-20 E12
counts, at the enrollment level (i.e., full-time or part-time) in which they were enrolled during the summer.
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall @Collection_Prior_Year_Short lies within
the 12-month period currently being reported on the 12-Month Enrollment survey component (@Collection_Prior_Year_Full), the 12-month unduplicated count must
be equal to or greater than the Fall @Collection_Prior_Year_Short reported enrollments.
2)
How do I report a student who changes enrollment levels during the 12-month period?
The enrollment level should be determined at the first “full” term at entry. For example, a student enrolled as an undergraduate in the fall and then as a graduate
student in the spring should be reported as an undergraduate student on the 12-month Enrollment survey component.
3)
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 with the new race/ethnicity reporting method. 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.
4)
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.
5)
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.
6)
How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
Count these students as continuing degree/certificate-seeking because these students became degree/certificate-seeking at some point during the E12
period (July 1 – June 30) and had “prior postsecondary experience.”
Count these students as first-time degree/certificate-seeking if they were enrolled for credit at your institution in the fall prior to receipt of a high school
diploma (dual enrolled students).
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 first-time
degree/certificate-seeking, if appropriate.
8)
How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=110&faqid=11
16/17
6/24/2020
IPEDS Data Collection System
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2019 – June 30, 2020 12-month Enrollment reporting period.
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
Starting with the 2012-13 data collection, institutions now report the FTE for doctor's - professional practice (DPP) programs as a separate amount in Part B. This
DPP FTE amount will then be summed with the undergraduate and graduate FTE amounts to create the total FTE enrollment for the institution.
3)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900
Quarter Calendar System: Undergraduate credit hours are divided by 45 and graduate credit hours are divided by 36
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30 and graduate credit hours are divided by 24.
Doctor's - professional practice (DPP) FTE student enrollment is reported by the institution, based on the institution's definition of a full-time equivalent DPP student.
This amount is then added to the undergraduate and graduate FTE amounts to create a total FTE student enrollment count.
4)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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=9&instructionid=30039&formid=110&faqid=11
Troubleshooting
Browsers Supported
NCES Privacy Policy
17/17
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
12-month Enrollment for private 2-year and less-than-2-year non-degree-granting institutions
Overview
12-month Enrollment Overview
The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment is estimated. NCES uses the FTE enrollment to produce indicators such as
expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
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.
Changes to reporting for 2020-21:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time (entering),
transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
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 the survey, please contact the IPEDS Help Desk at 1-877-225-2568.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
1/17
6/24/2020
IPEDS Data Collection System
Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours.
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
2/17
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time, certificate‑seeking
All Other
Total,
Full‑time undergraduate
students
All Other
Total,
Full-time undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
First-time, 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
Grand total (2019-20)
Prior year data:
Total Full-time undergraduate enrollment Fall 2019
NOTE: Grand total (2019-20) calculated above is
expected to be greater than total Full-time undergraduate enrollment Fall 2019.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
3/17
6/24/2020
IPEDS Data Collection System
Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2019 – June 30, 2020
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
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
Students enrolled for credit
First‑time, certificate‑seeking
All Other
Total,
Part‑time undergraduate
students
All Other
Total,
Part-time undergraduate
students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Women
Students enrolled for credit
First-time, 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
Grand total (2019-20)
Prior year data:
Total Part-time undergraduate enrollment Fall 2019
NOTE: Grand total (2019-20) calculated above is
expected to be greater than total Part-time undergraduate enrollment Fall 2019.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
4/17
6/24/2020
IPEDS Data Collection System
Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2019 – June 30, 2020
All Undergraduate Students
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education courses
Students 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
5/17
6/24/2020
IPEDS Data Collection System
Part B - Instructional Activity
12-month Instructional Activity
July 1, 2019 - June 30, 2020
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate FTE unless IPEDS FTE calculations would be misleading for comparison purposes among
all IPEDS reporting institutions.
Instructional Activity
2019-20 total activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Full-Time Equivalent (FTE) of Students
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in
the "Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and
IPEDS comparisons.
Please provide your best estimate of undergraduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable for IPEDS
comparison purposes:
Calculated FTE
2019-20
Institution reported
FTE 2019-20
Prior year FTE
2018-19
Undergraduate student FTE
Please provide an explanation in the context box if the option is used due to COVID-19. 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).
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
6/17
6/24/2020
IPEDS Data Collection System
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
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
Entering Data
Revising and Locking Data
hours
hours
hours
hours
7/17
6/24/2020
IPEDS Data Collection System
12-Month 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 Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses for undergraduate students. For graduate
students, data are collected by race/ethnicity and gender. Instructional activity is collected as total credit and/or clock hours attempted at the undergraduate,
graduate, and doctor’s professional levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and
graduate level is estimated.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
Unduplicated enrollment counts of undergraduate students are collected by gender, attendance status (full-time, part-time), race/ethnicity, first-time
(entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses.
Unduplicated enrollment counts by distance education status are collected.
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2019 - June 30, 2020.
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
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)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
8/17
6/24/2020
IPEDS Data Collection System
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
Students in Experimental Pell Programs
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 is serves as an administrative record
Students enrolled in any branch campus located in a foreign country
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 Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
9/17
6/24/2020
IPEDS Data Collection System
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: Unduplicated Count by Gender and Race/Ethnicity
Report all students enrolled for credit at any time during the July 1, 2019 - June 30, 2020 reporting period. Students are reported by gender and
race/ethnicity.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
Student Level Reporting Reminders:
Students who already hold a Bachelor's degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
Students admitted with graduate standing should be counted as graduate students, even if they are taking some undergraduate courses
If a student's level (undergraduate or graduate) changes during the 12-month period, count the student at his/her highest level enrolled. For example: If
a student is an undergraduate in the fall and a graduate student in the spring, count the student as a graduate student.
Doctor's - professional practice students (formerly called first-professional students) should be counted in the graduate student enrollment counts for Part
A.
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported from
last year (2018-19). The second is the total fall enrollment from Fall 2019, as reported on the Fall Enrollment survey component. Since the Fall 2019
enrollment falls within the 12-month period currently being reported (2019-20), the 12-month unduplicated count must be greater than or equal to the Fall
2019 total enrollment.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2019 - June 30, 2020. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2019 - June 30, 2020 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
10/17
6/24/2020
IPEDS Data Collection System
>60 hours + 50 hours + 60 hours = 170 hours
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment will be calculated for the institution using the instructional activity data (total clock hour and credit hour
activity) reported in Part B. This FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full time for one
academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45. If Institution DEZ from the example above was an undergraduate program on the quarter system, the FTE would be 170/45, or
approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30. If Institution DEZ was an undergraduate program on one of these systems, the FTE would be 170/30, or
approximately 6 students.
If the calculated estimate is not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If the
instructional activity data reported are inaccurate, then the calculated FTE amount will also be inaccurate.
After double checking the instructional activity data reported, if the FTE estimated for the institution is still not reasonable the system will allow you to enter
more accurate FTE data for the institution in the "Institution reported FTE" column. This option should be used ONLY if the system calculated estimate is
not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
11/17
6/24/2020
IPEDS Data Collection System
Glossary
date: 06/24/2020
Term
Definition
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.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer session.
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
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
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.
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.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
12/17
6/24/2020
IPEDS Data Collection System
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer session. Note: the standard term length range is defined by the
Office of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
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.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
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.
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.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
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).
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
13/17
6/24/2020
IPEDS Data Collection System
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
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
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.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (usually either July 1 through June 30 or
September 1 through August 31). This time period should be consistent across all IPEDS data collections and from year-to-year.
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.
enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the 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.
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.
Transfer-in (non-first-time
entering) student
A student entering the reporting institution for the first time but known to have previously attended a postsecondary institution
at the same level (e.g., undergraduate, graduate). This includes new students enrolled in the fall term who transferred into the
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.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
14/17
6/24/2020
IPEDS Data Collection System
12-month 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 for 12-month enrollment?
3)What is the difference between 12-month enrollment and Fall enrollment?
4)In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
5)Should I report students who are studying abroad?
6)Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) 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?
8)I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
1)Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2)How do I report a student who changes enrollment levels during the 12-month period?
3)How do I report foreign students living outside the U.S. who are enrolled in my institution?
4)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?
5)In which race/ethnicity category do I report undocumented students?
6)How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
7)Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
8)How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
1)How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2)Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
3)How is the estimate of full-time equivalent (FTE) students calculated?
4)The calculated FTE is not a reasonable estimate for my institution. What should I do?
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 postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
12-month enrollment is a cumulative unduplicated headcount of enrollment over the full 12-month period beginning July 1 and ending June 30. In contrast, 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 an institution's enrollment at a
specific time.
4)
In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students?
Since the 2010-11 collection year, institutions have been required to use the new postbaccalaureate degree categories (eliminating the first-professional category
and reclassifying those programs). In part A, all postbaccalaureate students are to be reported as graduate students (including students formerly reported as firstprofessional).
In Part B, Doctor's - professional practice activity (formerly first-professional) will be reported separately from the graduate instructional activity. FTE for these
programs should be reported as defined by the institution.
5)
Should I report students who are studying abroad?
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. Their enrollment
at your institution serves only as an administrative record.
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
15/17
6/24/2020
IPEDS Data Collection System
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in 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,
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)
I have a degree-seeking undergraduate student who took a summer session in 2019. However, the start date of the summer session was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2019-20 E12 counts?
For students who start in the summer, and if summer is NOT a “full” term, please use the following guidance:
If a student starts in the summer of 2019 (prior to July 1), and they do NOT enroll in any additional terms in 2019-20, they are not included in the July 1, 2019 –
June 30, 2020 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2019 (prior to July 1 or after July 1), the summer term is not a “full term,” and the student continues enrollment beyond
summer, the institution should use the next “full” term (e.g., Fall) to determine if the student is full-time or part-time, and the student should be included in the
2019-20 E12 counts.
If a student starts in the summer of 2019 (after July 1), and they do NOT enroll in any additional terms in 2019-20, they are still included in the 2019-20 E12
counts, at the enrollment level (i.e., full-time or part-time) in which they were enrolled during the summer.
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall @Collection_Prior_Year_Short lies within
the 12-month period currently being reported on the 12-Month Enrollment survey component (@Collection_Prior_Year_Full), the 12-month unduplicated count must
be equal to or greater than the Fall @Collection_Prior_Year_Short reported enrollments.
2)
How do I report a student who changes enrollment levels during the 12-month period?
The enrollment level should be determined at the first “full” term at entry. For example, a student enrolled as an undergraduate in the fall and then as a graduate
student in the spring should be reported as an undergraduate student on the 12-month Enrollment survey component.
3)
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 with the new race/ethnicity reporting method. 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.
4)
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.
5)
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.
6)
How do I report students who enter my institution as non-degree/non-certificate-seeking students in the fall, but in the following spring term enroll as
degree/certificate-seeking students?
Count these students as continuing degree/certificate-seeking because these students became degree/certificate-seeking at some point during the E12
period (July 1 – June 30) and had “prior postsecondary experience.”
Count these students as first-time degree/certificate-seeking if they were enrolled for credit at your institution in the fall prior to receipt of a high school
diploma (dual enrolled students).
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 first-time
degree/certificate-seeking, if appropriate.
8)
How do I count a high school student who enrolls for credit at my institution in Spring 2019, takes courses for credit during Summer 2019 after graduating high
school, and subsequently enrolls in the institution in Fall 2019?
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=9&instructionid=30039&formid=112&faqid=11
16/17
6/24/2020
IPEDS Data Collection System
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2019 – June 30, 2020 12-month Enrollment reporting period.
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report
the activity for these programs?
Starting with the 2012-13 data collection, institutions now report the FTE for doctor's - professional practice (DPP) programs as a separate amount in Part B. This
DPP FTE amount will then be summed with the undergraduate and graduate FTE amounts to create the total FTE enrollment for the institution.
3)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900
Quarter Calendar System: Undergraduate credit hours are divided by 45 and graduate credit hours are divided by 36
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30 and graduate credit hours are divided by 24.
Doctor's - professional practice (DPP) FTE student enrollment is reported by the institution, based on the institution's definition of a full-time equivalent DPP student.
This amount is then added to the undergraduate and graduate FTE amounts to create a total FTE student enrollment count.
4)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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=9&instructionid=30039&formid=112&faqid=11
Troubleshooting
Browsers Supported
NCES Privacy Policy
17/17
| File Type | application/pdf |
| Author | Lawley, Tara |
| File Modified | 2020-06-25 |
| File Created | 2020-06-25 |