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Graduation Rates
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
Graduation Rates for 4-year institutions reporting on a fall cohort (academic reporters)
Overview
Graduation Rates Overview
Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking
undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is
collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Data Reporting Reminders
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
Once a student is in the cohort, they remain in the cohort, even if their status changes to part-time or they drop out or transfer out of the institution. However,
adjustments can be made to the cohort for allowable exclusions, which include the death of a student, permanent disability, military deployment, or service
on an official church mission or with a foreign aid service of the Federal government.
When reporting award levels for sub-baccalaureate certificates, determine program length by the number of credit or clock hours, NOT the academic year
length in parentheses. The academic year length is meant only to provide context.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
The survey materials package for this component can be downloaded using the following link: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Section I - Establishing cohorts
Establishing cohorts
Based on your institution's response to the predominant calendar system question (B3) on the Institutional Characteristics Header survey component from the IPEDS
Fall 2020 data collection,
your institution must report graduation rates data using a :
Fall Cohort (Fall 2014)
A fall cohort is used by institutions with standard academic terms (semester, trimester, quarter, 4-1-4). A full-year cohort is used by institutions offering primarily
occupational/vocational programs and operating on a continuous basis.
Reporting Reminder:
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
NOTE: Reporting using the new race/ethnicity categories is now mandatory. On this screen you will need to revise your preloaded 2014 cohort of full-time, first-time
degree/certificate-seeking undergraduate students to the new race/ethnicity categories (if applicable). For information and assistance with this, please visit the
IPEDS Race/Ethnicity Information Center.
Men
Screen 1 of 2
Cohort year 2014
Initial cohort
Revised cohort
(Column 01)
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
Screen 1 of 2
Cohort year 2014
Initial cohort
Revised cohort
(Column 01)
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
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Total men + women
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Section I - Establishing cohorts
Incoming students seeking a bachelor's degree should be reported in Column 02. Column 03 will then be generated for you. Column 03 is meant to include any
full-time, first-time entering students who were seeking a degree or certificate other than a bachelor's degree, such as an associate's degree or undergraduate
certificate.
If you have no changes to the preloaded data on this screen, click the "Save and Next" button to generate additional screens for reporting completers and
transfers/exclusions.
Establishing cohorts
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 2
Cohort year 2014
Cohort
Bachelor's or equivalent
degree-seeking subcohort
Other degree/certificate-seeking
subcohort
(Cohort minus Bachelor’s or equivalent degree-seeking subcohort)
(Column 01)
(Column 02)
(Column 03)
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
Screen 2 of 2
Cohort year 2014
Cohort
Bachelor's or equivalent
degree-seeking subcohort
Other degree/certificate-seeking
subcohort
(Cohort minus Bachelor’s or equivalent degree-seeking subcohort)
(Column 01)
(Column 02)
(Column 03)
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 men + women
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Section II - Bachelor's or equivalent degree-seeking subcohort - Completers within 150%
In the columns below, report the status of the bachelor's degree-seeking subcohort of students listed in Column 10.
Of the students in Column 10, those who attained a degree or certificate OTHER THAN A BACHELOR'S DEGREE within 150% of the normal time to complete
the program as of August 31, 2020 should be reported in either Column 11 or 12, depending on the length of the program completed.
Of the students in Column 10, those who attained a bachelor's degree or equivalent within 150% of normal time should be reported in Column 18.
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 1 of 4
Cohort year 2014
Bachelor's or
equivalent degreeseeking subcohort
(Column 10)
Subcohort students who completed their program within 150% of normal time to completion
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
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at
least 2 but less than 4 academic yrs
(or equivalent)
Completers of
bachelor's or
equivalent degrees
(Column 11)
(Column 12)
(Column 18)
Total
completers
within
150%
(Column
29)
Women
Screen 1 of 4
Cohort year 2014
Bachelor's or
equivalent degreeseeking subcohort
(Column 10)
Subcohort students who completed their program within 150% of normal time to completion
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
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at
least 2 but less than 4 academic yrs
(or equivalent)
Completers of
bachelor's or
equivalent degrees
(Column 11)
(Column 12)
(Column 18)
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Total
completers
within
150%
(Column
29)
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Race and
ethnicity
unknown
Total women
Total men +
women
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Section II - Bachelor's completers by length of time to degree
Those students in the bachelor's or equivalent degree-seeking subcohort who attained a bachelor's degree or equivalent within 150% of normal time to completion,
as reported on the previous screen, are listed in Column 18. In Column 19, report the number of these students who earned a bachelor's degree in 4 years. In Column
20, report the number of these students who earned a bachelor's degree in 5 years. Column 21 will be calculated for you.
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 4
Cohort year 2014
Bachelor's or equivalent degreeseeking subcohort
Completed
bachelor's degree
or equivalent within
150%
(Column 10)
(Column 18)
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
Subcohort students who attained a bachelor's degree or
equivalent
Completed the
program in
4 yrs or less
Completed the
program in
5 yrs
Completed the
program in
6 yrs
(Column 19)
(Column 20)
(Column 21)
Women
Screen 2 of 4
Cohort year 2014
Bachelor's or equivalent degreeseeking subcohort
Completed
bachelor's degree
or equivalent within
150%
(Column 10)
(Column 18)
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
Subcohort students who attained a bachelor's degree or
equivalent
Completed the
program in
4 yrs or less
Completed the
program in
5 yrs
Completed the
program in
6 yrs
(Column 19)
(Column 20)
(Column 21)
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Total men + women
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Section II - Bachelor's or equivalent degree-seeking subcohort - Transfers/exclusions
In the columns below, report the status of those students in the BACHELOR'S OR EQUIVALENT DEGREE-SEEKING SUBCOHORT listed in Column 10 who did not
complete a program within 150% of normal time to completion.
Report transfers-out who did not complete a program in Column 30. If the mission of your institution includes providing substantial preparation for students to
enroll in another eligible institution WITHOUT having completed a program, you must report transfer-out data in Column 30. A school is required to report only
on those students that the school knows have transferred to another eligible institution. A school must document that the student actually transferred. If it is
not part of your mission, you may report transfer-out data if you wish.
Report eligible exclusions from the subcohort in Column 45. The ONLY allowable categories for this column are:
Students who died or became permanently disabled
Students who left school to serve in the armed forces (or have been called up to active duty)
Students who left school to serve with a foreign aid service of the Federal Government
Students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who have dropped out as well as those who completed in greater than 150%
of normal time.
If you do not have any values to report in either Column 30, 45, or 51, you must enter at least one zero in a field on this screen to continue.
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 3 of 4
Cohort year 2014
Bachelor's or
equivalent
degree-seeking
subcohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
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
Screen 3 of 4
Cohort year 2014
Bachelor's or
equivalent
degree-seeking
subcohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
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Two or more races
Race and ethnicity unknown
Total women
Total men + women
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Section II - Bachelor’s or equivalent degree-seeking cohort - Pell recipients and a recipients of a subsidized Direct Loan who did not
receive a Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, the number of students that completed a bachelor’s or equivalent
degree within 150% of normal time to completion, and the total completers within 150%.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the Bachelor’s or equivalent degree-seeking cohort
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Screen 4 of 4
Cohort year 2014
Number of students
in cohort
(Column 10)
Bachelor's or equivalent degree-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (within entering year) that
did not receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan
(within entering year)
Total exclusions
Completed
bachelor's degree
or equivalent
within 150%
Total completers
within 150%
(Column 45)
(Column 18)
(Column 29)
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Section III - Other degree/certificate-seeking subcohort - Completers within 150%
In the columns below, report the status of the subcohort of students seeking other than a bachelor's or equivalent degree listed in Column 10.
Of the students in Column 10, those who attained a degree or certificate other than a bachelor's degree within 150% of the normal time to complete the
program as of August 31, 2020 should be reported in either Column 11 or 12, depending on the length of the program completed.
Of the students in Column 10, those who attained a bachelor's degree or equivalent within 150% of normal time should be reported in Column 18.
Subcohort of full-time, first-time students seeking other than a bachelor's degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 1 of 3
Cohort year 2014
Subcohort students who completed their program within 150% of normal time to completion
Other
degree/certificateseeking subcohort
(Column 10)
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at least
2 but less than 4 academic yrs (or
equivalent)
(Column 11)
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
(Column 12)
Completers of
bachelor's or
equivalent degrees
(Column 18)
Total
completers
within
150%
(Column
29)
Women
Screen 1 of 3
Cohort year 2014
Subcohort students who completed their program within 150% of normal time to completion
Other
degree/certificateseeking subcohort
(Column 10)
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at least
2 but less than 4 academic yrs (or
equivalent)
(Column 11)
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
https://edsurveys.rti.org/IPEDS2k20_21/public/survey-materials/package?surveyid=4&instructionid=30055&formid=55&faqid=4
(Column 12)
Completers of
bachelor's or
equivalent degrees
(Column 18)
Total
completers
within
150%
(Column
29)
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Race and
ethnicity
unknown
Total women
Total men +
women
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Section III - Other degree/certificate-seeking subcohort - Transfers/exclusions
In the columns below, report the status of those students in the OTHER DEGREE/CERTIFICATE-SEEKING SUBCOHORT listed in Column 10 who did not
complete a program within 150% of normal time to completion.
Report transfers-out who did not complete a program in Column 30. A school is required to report only on those students that the school knows have
transferred to another eligible institution. A school must document that the student actually transferred. If it is not part of your mission, you may report
transfer-out data if you wish.
Report eligible exclusions from the subcohort in Column 45. The ONLY allowable categories for this column are:
Students who died or became permanently disabled
Students who left school to serve in the armed forces (or have been called up to active duty)
Students who left school to serve with a foreign aid service of the Federal Government
Students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who dropped out as well as those who completed in greater than 150% of
normal time.
If you do not have any values to report in either Column 30, 45, or 51, you must enter at least one zero in a field on this screen to continue.
Subcohort of full-time, first-time students seeking other than a bachelor's degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 3
Cohort year 2014
Other degree/certificateseeking subcohort
Total completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No
longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column
52)
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
Screen 2 of 3
Cohort year 2014
Other degree/certificateseeking subcohort
Total completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No
longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column
52)
Nonresident alien
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
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Two or more races
Race and ethnicity unknown
Total women
Total men + women
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Section III - Other degree/certificate-seeking subcohort - Pell recipients and recipients of a subsidized Direct Loan who did not receive a
Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, the number of students who completed a bachelor’s or equivalent
degree with 150%, and the total completers within 150%.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the other degree/certificate-seeking cohort
Subcohort of full-time, first-time students seeking other than a bachelor's degree
Screen 3 of 3
Cohort year 2014
Number of students
in cohort
(Column 10)
Other degree/certificate-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (within entering year) that
did not receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan
(within entering year)
Total exclusions
Completed
bachelor's degree
or equivalent
within 150%
Total completers
within 150%
(Column 45)
(Column 18)
(Column 29)
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Prepared by
Prepared by
Reporting Reminders:
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there are questions concerning the data.
The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the reporting burden associated with IPEDS.
Please include in your estimate the time it took for you to review instructions, query and search data sources, complete and review the component, and
submit the data through the Data Collection System.
Thank you for your assistance.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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Graduation Rates Full Instructions - 4-Year Institutions
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
Where the Reported Data Will Appear
Uploading Files to the IPEDS Data Collection System
Reporting Directions
Reporting Individuals by Racial/Ethnic Categories
Section I: Establishing and Revising Cohorts
Section II: Bachelor's Degree Subcohort
Section III: Other Degree/Certificate-Seeking Subcohorts
Worksheets
Purpose of the Survey
The purpose of the IPEDS Graduation Rates survey component is to track given cohorts of full-time, first-time degree/certificate-seeking undergraduate students as well as their completion status at 150% of the normal time to complete all requirements of their program of study - at postsecondary institutions. These data
are collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
There are clarifications to the terms "transfer-in student" and "transfer-out student"
As a clarification to the reporting of transfers-out, if a student transfers out of an institution and goes to another institution within the same coordinated
system, they should be counted as a transfer-out student. Since each reporting entity that has an IPEDS UnitID is recognized as an individual reporting
institution for Graduation Rates purposes, only report completers if that campus confers the award or degree.
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
General Instructions
Reporting Period Covered
This survey component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students enrolled in your institution either
(1) as of October 15, 2014 (or the institution's official fall reporting date) for institutions that offer a predominant number of programs based on standard
academic terms (e.g., semesters, trimesters, quarters, or 4-1-4 plan); or (2) during the period between September 1, 2014 and August 31, 2015 for
institutions that do not offer a predominant number of programs based on standard academic terms. Institutions are to report the status of these students as
of August 31, 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 in the Cohort
Include all full-time, first-time degree/certificate-seeking undergraduate students entering the institution either during the fall term or during the 12-month
period as described above. Include students enrolled in the fall term who attended college for the first time in the prior summer term and students who entered
with advanced standing (college credits earned before graduating from high school).
For institutions that will report using a full-year cohort, count as entering students all students who entered the institution between September 1, 2014 and
August 31, 2015, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than
one year in length.
Include all students enrolled for credit toward a degree, diploma, certificate, or other recognized postsecondary credential. Include students enrolled in courses
that are part of a vocational or occupational program, INCLUDING those enrolled in off-campus centers and those enrolled in distance learning/home study
programs.
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Be sure to include full-time students taking remedial courses if the student is considered degree-seeking for the purpose of student financial aid determination.
This includes students who:
Received any type of federal financial aid, regardless of what courses they took at any time
Received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree, certificate, or transfer-seeking
program
Obtained a student visa to enroll at a U.S. postsecondary institution
A student who is designated as a member of the cohort remains in the cohort, even if the student:
Becomes a part-time student
Transfers to another institution
Drops out of the institution
Stops out of the institution
Has not fulfilled the institution's requirements to receive a degree or certificate
Went on a study abroad program the first year upon entering the institution
Who to Exclude from the Cohort
Do NOT include students in the cohort who are:
Enrolled exclusively in courses not creditable toward a recognized postsecondary credential or the completion of a vocational program (i.e., nondegree/certificate-seeking students)
Exclusively taking CEUs
Exclusively auditing classes
Enrolled part-time
Transfers into the institution
Foreign students who are only taking coursework at a host institution (e.g., an American institution overseas), if these students are not enrolled at a U.S.
institution.
Students in Experimental Pell Programs.
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's Trainings & Outreach page which contains several tutorials on IPEDS data collection, a self-paced overview of IPEDS tools,
and other valuable resources.
IPEDS Resource Page
The IPEDS Website's Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials, taxonomies, information centers (e.g.,
academic libraries, average net price, human resources, race/ethnicity, etc.), and other valuable information.
Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution and aggregate levels.
At the institution-level, data will appear in the:
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Uploading Files to the IPEDS Data Collection System
The File Import/Upload option is found under the Tools menu. In order to perform the upload you’ll need to have a file formatted to specifications. Upload
specifications are included with the survey materials found under the Help menu. There are three upload formats available for the Graduation Rates survey
component:
Fixed width file
Key value file
XML format
Reporting Instructions
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
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White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not
have the right to remain indefinitely. NOTE - Nonresident aliens are to be reported separately, in the boxes provided, rather than included in any of the
seven racial/ethnic categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or nationals of the United
States and who have been admitted as legal immigrants for the purpose of obtaining permanent resident alien status (and who hold either an alien
registration card (Form I-551 or I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys
legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian) are to be reported in the
appropriate racial/ethnic categories along with United States citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or ethnic designation.
Section I – Establishing Cohorts
Cohort Type
The method used to report graduation rates data on this survey is predetermined by your institution's response to the predominant calendar system
question (B3) on the IC Header survey component of the IPEDS Fall 2020 data collection, according to the following rules:
Institutions that offer a predominant number of programs based on standard academic terms (semesters, trimesters, quarters, or 4-1-4 plan) will
report using a fall cohort of students. Institutions may use October 15, 2014 or the institution's official fall reporting date to determine the cohort.
This should be the same reporting date used for the IPEDS Fall Enrollment survey.
Institutions that do not offer a predominant number of programs based on standard academic terms (as defined above) will report using a full-year
cohort. These institutions must count as entering students all those students who entered the institution between September 1, 2014 and August 31,
2015, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than one
year in length.
Establishing your Cohorts
Report each student only once.
Please complete all of Section I. Screens for Sections II and III will be generated based on the data reported in Section I.
Initial cohort - If you are reporting on a fall cohort, the information reported on full-time, first-time degree/certificate-seeking undergraduate student
enrollment at your institution on the 2014 IPEDS Fall Enrollment survey will be preloaded in this column. If you did not respond to that survey, or if you are
reporting on a full-year cohort, the column will be blank.
Revised cohort (Column 01) - Institutions have the option of revising their preloaded cohort if:
there are eligible students who were omitted in the past
students were reported who did not belong in the cohort (e.g., they were not actually first-time, or full-time)
better information regarding race/ethnicity or gender is available for eligible students
Please review the data in the Initial cohort column (if applicable) and re-enter the cohort data in the Revised cohort column according to the 1997
racial/ethnic categories, making any necessary corrections for omissions, erroneous reporting, or where better information regarding race/ethnicity or
gender is available. If your data do not appear in the Initial cohort column, please provide the enrollment data as requested in the Revised cohort column.
Establishing Subcohorts
For 4-year institutions, the cohort is divided into two subcohorts: (1) those students who upon entry are seeking a bachelor's or equivalent degree, and (2)
those students who upon entry are seeking an undergraduate award other than a bachelor's degree. Institutions that do not determine degree intent upon
entry should report all students as if they are bachelor's degree-seeking.
Bachelor's or equivalent degree-seeking subcohort (Column 02) –Of the revised cohort of students listed in Column 1, indicate the number of
these students who declared intent to seek a bachelor's or equivalent degree upon entry. As indicated above, this should also include any students whose
intent was not known. These data will be carried forward to Section II.
Other degree/certificate-seeking subcohort (Column 03) –This column represents the difference between the Revised cohort (Column 1) and the
Bachelor's or equivalent degree-seeking subcohort (Column 2). The values in this column are calculated for you, and represent the number of students who
declared intent to seek an undergraduate award other than a bachelor's level degree (e.g., an associate's degree or other recognized postsecondary
credential) upon entry. These data will be carried forward to Section III.
Section II – Completers within 150% - Bachelor’s or Equivalent Degree-Seeking Subcohort
Report each student only once.
Report the status of the 2014 subcohort of bachelor’s or equivalent degree-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers by type of program completed. Report all students by race/ethnicity and gender.
Report only for full-time, first-time students who were seeking a bachelor’s or equivalent degree upon entry. Do NOT include part-time students,
students who transferred into your institution, or students who changed their program of study to a bachelor's level degree after their first semester.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
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In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
Note that completers should be reported in terms of the type of program completed, as defined by award level. For programs that are defined in terms of clock
or credit hours, the program type may not be indicative of the actual calendar time a program takes to complete. For more information on program types,
please consult the IPEDS Glossary.
Bachelor's or equivalent degree-seeking subcohort (Column 10) - The data in this column are carried forward from Section I for your reference.
Completers of programs of less than 2 academic years (or equivalent) (Column 11) - Enter the number of students in the bachelor's or equivalent
degree-seeking subcohort who completed programs of less than 2 full-time equivalent academic years within 150% of normal time to completion. This includes
awards, certificates, or diplomas of less than one academic year and of at least one but less than two academic years; or designed for completion in less than
60 semester or trimester credit hours, less than 90 quarter credit hours, or less than 1,800 clock hours.
Completers of programs of at least 2 but less than 4 academic years (or equivalent) (Column 12) - Enter the number of students in the bachelor's or
equivalent degree-seeking subcohort who completed programs of at least 2 but less than 4 full-time equivalent academic years within 150% of normal time to
completion. This includes awards, certificates, or diplomas of at least two but less than four academic years - or designed for completion in at least 60 but less
than 120 semester or trimester credit hours, at least 90 but less than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours and associate's degrees.
Completers of bachelor's or equivalent degrees (Column 18) - Enter the number of students in the bachelor's or equivalent degree-seeking subcohort
who completed a bachelor’s degree or equivalent program within 150% of normal time to completion. Note: Completers of 3-year bachelor’s degree programs
should only be included if they completed the program within 4-1/2 years.
Total completers within 150% (Column 29) - This column is the sum of the previous three columns, and is calculated for you by the data collection
system.
Section II – Bachelor’s Completers by Length of Time to Degree
Report each student only once.
Of those students in the bachelor's or equivalent degree-seeking subcohort who completed a bachelor's degree or equivalent program within 150% of normal
time to completion you must provide additional information on the length of time it took them to complete their program. Include all baccalaureate level
degrees, including 5-year bachelor's/cooperative programs and those bachelor's degrees in which the normal 4 years of work are completed in 3 years. Of the
total number of completers of bachelor's or equivalent degrees within 150% of normal time listed in Column 18, provide the following breakout:
Completed the program in 4 yrs or less (Column 19) - Enter the number of students who completed a bachelor's degree or equivalent in 4 years or less.
This should include all students who completed a bachelor's degree or equivalent by August 31, 2018.
Completed the program in 5 yrs (Column 20) - Enter the number of students who completed a bachelor's degree or equivalent in 5 years. This should
include all students who completed a bachelor's degree or equivalent in the period from September 1, 2018 through August 31, 2019. Do NOT include students
who completed their program in 4 years or less in this column.
Completed the program in 6 yrs (Column 21) - This column represents the difference between the number of completers of bachelor's degrees or
equivalent within 150% of normal time (Column 18) and the sum of those who completed their program in 4 years or less (Column 19) and those who
completed their program in 5 years (Column 20). This should include all students who completed a bachelor's degree or equivalent in the period from
September 1, 2019 through August 31, 2020. This column is calculated for you by the data collection system.
Section II – Non-completers - Bachelor’s or Equivalent Degree-Seeking Subcohort
Report each student only once.
Report the status of the non-completers from the 2014 subcohort of bachelor’s or equivalent degree-seeking students as of 150% of the normal time to
completion for their program or August 31, 2020 (whichever was earlier). Report all students by race/ethnicity and gender.
Report only for full-time, first-time students who were seeking a bachelor's or equivalent degree upon entry. Do NOT include part-time students,
students who transferred into your institution, or students who changed their program of study to a bachelor's level degree after their first semester.
Bachelor's or equivalent degree-seeking subcohort (Column 10) – The data in this column are carried forward from Section I for your reference.
Total completers within 150% (Column 29) - The data in this column are carried forward from page 1 of Section II for your reference.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, you must report the total number of students who transferred out of your institution (without earning a
degree/award) within 150% of normal time to completion. Include students who transferred out of your institution and subsequently re-enrolled at another
eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Total exclusions (Column 45)- Indicate the total number of students who left your institution within 150% of normal time to completion for their program
(and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (Do NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the reasons noted above, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Still enrolled (Column 51) - Enter the number of students who were still enrolled at your institution as of 150% of normal time to completion for their
program (or August 31, 2020 if 150% of normal time to completion had not elapsed by that time).
No longer enrolled (Column 52) - This column represents the difference between the bachelor's or equivalent degree-seeking subcohort (Column 10)
and the sum of Columns 29, 30, 45, and 51. This column should include students who graduated from their program after 150% of normal time to completion
elapsed.
Section II – Bachelor’s or equivalent degree-seeking cohort - Graduation Rate for Pell recipients and recipients of a
subsidized Direct Loan who did not receive a Pell Grant
Report each student only once.
Report the status of the 2014 subcohort of bachelor’s or equivalent degree-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers.
Report only for full-time, first-time students who were seeking a bachelor’s or equivalent degree upon entry. Do NOT include part-time students,
students who transferred into your institution, or students who changed their program of study to a bachelor's level degree after their first semester.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to other
institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
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Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For each of two different subcohorts - Bachelor's or equivalent degree-seeking students and Other degree/certificate-seeking students, data will be collected on
those students who were recipients of a Pell Grant and those students who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct loan. These students must receive and use the award within
their first year at the institution. If the student is a recipient of an award at a later point, they would not be included in one of the subcohorts.
Number of students in the cohort - The number of students in the bachelor's or equivalent degree-seeking subcohort will be preloaded from Section 1 of the
GR form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but
DID NOT receive a Pell Grant. These two categories() will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all
students.
Total exclusions - The number of exclusions in the bachelor's or equivalent degree-seeking subcohort will be preloaded from Section II of the GR form. Of
those students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct
Loan but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the
total of all students.
Completed bachelor's degree or equivalent within 150% - The number of students in the bachelor's or equivalent degree-seeking subcohort who
completed a bachelor’s degree or equivalent program within 150% of normal time to completion will be preloaded from Section II of the GR form. Of those
students reported as completers, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. This must be less than or equal to the Completers within 150% of normal time. The total of these two subcohorts must be
less than or equal to the total of all students.
Total completers within 150% of normal time - The total number of students who completed their program within 150% of normal time to completion will
be preloaded from Section II of the GR form. Of those students reported as completers, report the number of students who received a Pell Grant and the
number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these
two subcohorts must be less than or equal to the total of all students.
Section III – Completers within 150% - Other Degree/Certificate-Seeking Subcohort
Report each student only once.
Report the status of the 2014 subcohort of students seeking other than a bachelor's degree as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers by type of program completed. Report all students by race/ethnicity and gender.
Report only for full-time, first-time students who were seeking undergraduate degrees or certificates other than a bachelor’s degree upon
entry (within entering year). Do NOT include part-time students, students who transferred into your institution, or students who changed their program of
study from a bachelor's level degree after the first semester.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
Note that completers should be reported in terms of the type of program completed, as defined by award level. For programs that are defined in terms of clock
or credit hours, the program type may not be indicative of the actual calendar time a program takes to complete. For more information on program types,
please consult the IPEDS Glossary. Other degree/certificate-seeking subcohort (Column 10) - The data in this column are carried forward from Section I
for your reference.
Completers of programs of less than 2 academic years (or equivalent) (Column 11) - Enter the number of students in the other degree/certificateseeking subcohort who completed programs of less than 2 full-time equivalent academic years within 150% of normal time to completion. This includes
awards, certificates, or diplomas of less than one academic year and of at least one but less than two academic years; or designed for completion in less than
60 semester or trimester credit hours, less than 90 quarter credit hours, or less than 1,800 clock hours.
Completers of programs of at least 2 but less than 4 academic years (or equivalent) (Column 12) - Enter the number of students in the other
degree/certificate-seeking subcohort who completed programs of at least 2 but less than 4 full-time equivalent academic years within 150% of normal time to
completion. This includes awards, certificates, or diplomas of at least two but less than four academic years - or designed for completion in at least 60 but less
than 120 semester or trimester credit hours, at least 90 but less than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours and associate's degrees.
Completers of bachelor's or equivalent degrees (Column 18) - Enter the number of students in the other degree/certificate-seeking subcohort who
completed a bachelor’s degree or equivalent program within 150% of normal time to completion. Note: Completers of 3-year bachelor’s degree programs
should only be included if they completed the program within 4-1/2 years.
Total completers within 150% (Column 29) - This column is the sum of the previous three columns, and is calculated for you by the data collection
system.
Section III – Non-completers - Other Degree/Certificate-Seeking Subcohort
Report each student only once.
Report the status of the non-completers from the 2014 subcohort of students seeking other than a bachelor's or equivalent degree as of 150% of the normal
time to completion for their program or August 31, 2020 (whichever was earlier). Report all students by race/ethnicity and gender.
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Report only for full-time, first-time students who were seeking an undergraduate award other than a bachelor's level degree upon entry. Do
NOT include part-time students, students who transferred into your institution, or students who changed their program of study from a bachelor's level degree
after their first semester.
Other degree/certificate-seeking subcohort (Column 10) – The data in this column are carried forward from Section I for your reference.
Total completers within 150% (Column 29) - The data in this column are carried forward from page 1 of Section III for your reference.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, you must report the total number of students who transferred out of your institution (without earning a
degree/award) within 150% of normal time to completion. Include students who transferred out of your institution and subsequently re-enrolled at another
eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Total exclusions (Column 45)- Indicate the total number of students who left your institution within 150% of normal time to completion for their
program (and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (DO NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the reasons noted above, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Still enrolled (Column 51) - Enter the number of students who were still enrolled at your institution as of 150% of normal time to completion for their
program (or August 31, 2020 if 150% of normal time to completion had not elapsed by that time).
No longer enrolled (Column 52) - This column represents the difference between the other degree/certificate-seeking subcohort (Column 10) and the sum
of Columns 29, 30, 45, and 51. This column should include students who graduated from their program after 150% of normal time to completion elapsed.
Section III – Other Degree/Certificate-Seeking Subcohort - Pell recipients and recipients of a subsidized Direct Loan who
did not receive a Pell Grant
Report each student only once.
Report the status of the 2014 subcohort of Other degree/certificate-seeking students as of 150% of normal time to completion or August 31, 2020 (whichever
was earlier) in terms of the number of completers.
Report only for full-time, first-time students who were seeking Other degree/certificate. Do NOT include part-time students, students who
transferred into your institution.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to other
institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For each of two different subcohorts - Bachelor's or equivalent degree-seeking students and Other degree/certificate-seeking students, data will be collected on
those students who were recipients of a Pell Grant and those students who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct loan. These students must receive and use the award within
their first year at the institution. If the student is a recipient of an award at a later point, they would not be included in one of the subcohorts.
Number of students in the cohort - The number of students in the Other degree/certificate-seeking subcohort will be preloaded from Section 1 of the GR
form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID
NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all
students.
Total exclusions - The number of exclusions in the Other degree/certificate-seeking subcohort will be preloaded from Section III of the GR form. Of those
students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of
all students.
Completed bachelor's degree or equivalent within 150% - The number of students in the Other degree/certificate-seeking subcohort who completed a
Bachelor’s degree or equivalent within 150% of normal time to completion will be preloaded from Section III of the GR form. Of those students reported as
completers, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a
Pell Grant. These two categories will be mutually exclusive. This must be less than or equal to the Total completers within 150%. The total of these two
subcohorts must be less than or equal to the total of all students.
Total completers within 150% - The total number of students in the Other degree/certificate-seeking subcohort who completed their degree/certificate
program within 150% of normal time to completion will be preloaded from Section III of the GR form. Of those students reported as completers, report the
number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two
categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all students.
Calculation of Graduation and Transfer-out Rates
Worksheets
Worksheets calculating the Student Right-To-Know and overall four-year average completion/graduation and transfer-out rates of full-time, first-time
degree/certificate-seeking undergraduate students for the 2014 student cohort are provided as a convenience to the institution. In addition, the 4-year, 5-year,
and 6-year graduation rates for the 2014 bachelor's or equivalent degree-seeking subcohort are provided for those institutions that are able to report
bachelor's or equivalent completers by length of time to degree. Data previously reported by the institution are preloaded for use in these calculations.
Note that certain information from these worksheets will be displayed on College Navigator, as noted. Additional information relevant to the calculated rates
may be entered in the context box provided, and will also be displayed on College Navigator.
Privacy Issues With Disclosure
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Before using the worksheets for disclosure, please consider the following:
The Family Educational Rights and Privacy Act of 1974 as amended (1998) (FERPA) requires that institutions not disclose information where students could be
identified.
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Glossary
date: 06/24/2020
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall Enrollment component, it is the
cohort for calculating retention rate; for the Graduation Rates component, this is the cohort from which graduation and transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
Associate's degree
An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.
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.
Bachelor's or equivalent
degree-seeking subcohort
In the GR component of IPEDS, a cohort of students who were seeking a bachelor's or equivalent degree upon entry.
Cohort
A specific group of students established for tracking purposes.
Completers within 150% of
normal time
Students who completed their program within 150% of the normal (or expected) time for completion.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other recognized postsecondary credential. This
includes students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree,
certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome Measures, and
Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the institution for one of the
following reasons: death or total and permanent disability; service in the armed forces (including those called to active duty);
service with a foreign aid service of the federal government, such as the Peace Corps; or service on official church missions.
Fall cohort
The group of students entering in the fall term established for tracking purposes. For the Graduation Rates component, this
includes all students who enter an institution as full-time, first-time degree or certificate-seeking undergraduate students during
the fall term of a given year.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in
the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing
(college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Full-year cohort
This is a group of students entering at any time during the 12-month period for tracking and reporting. For Graduation Rate (GR),
a full-year cohort is from September 1 through August 31 and is used primarily by institutions that offer occupational programs
of varying lengths. Students must be full-time and first-time to be considered in the cohort. For Outcome Measures (OM)
component, all degree-granting institutions report on a full-year cohort from July 1 through June 30. Students are reported once
in one of the four OM cohorts: first-time, full-time; first-time, part-time: non-first-time, full-time; or non-first-time, part-time.
Graduation rate
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total
number of completers within 150% of normal time divided by the revised adjusted cohort.
Initial cohort
A specific group of individuals established for tracking purposes. For the Graduation Rates (GR) and Outcome Measures (OM)
components of IPEDS, the initial cohort is defined as the enrollment count before removing revisions and exclusions of all
degree/certificate-seeking students who enter in either (1) the fall term of a given academic year, or (2) between September 1st
and August 31st of the following year. For the GR component of IPEDS, the initial cohort is only for full-time, first-time students.
For OM, all undergraduates are placed in one of four initial cohorts: full-time, first-time; part-time, first-time; full-time, non-firsttime; and part-time, non-first time.
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).
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Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Normal time to completion
The amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution's
catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor's degree in
a standard term-based institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate's
degree in a standard term-based institution; and the various scheduled times for certificate programs.
Other degree/certificateseeking subcohort
A subset of students belonging to a GR cohort who were seeking a degree or certificate other than bachelor's degree upon entry.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Revised cohort
Initial cohort after revisions are made. Cohorts may be revised if an institution discovers that incorrect data were reported in an
earlier year.
Student Right-to-Know Act
Also known as the "Student Right-to-Know and Campus Security Act" (P.L. 101-542), which was passed by Congress November
9, 1990. Title I, Section 103, requires institutions eligible for Title IV funding to calculate completion or graduation rates of
certificate- or degree-seeking, full-time students entering that institution, and to disclose these rates to all students and
prospective students. Further, Section 104 requires each institution that participates in any Title IV program and is attended by
students receiving athletically-related student aid to submit a report to the Secretary of Education annually. This report is to
contain, among other things, graduation/completion rates of all students as well as students receiving athletically-related
student aid by race/ethnicity and gender and by sport, and the average completion or graduation rate for the four most recent
years. These data are also required to be disclosed to parents, coaches, and potential student athletes when the institution
offers athletically-related student aid. The Graduation Rates component of IPEDS was developed specifically to help institutions
respond to these requirements. See Graduation Rates for the current description of data collected.
Transfer-out rate
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to
completion divided by the adjusted cohort.
Transfer-out student
A student that leaves the reporting institution and enrolls at another institution. For systems of coordinated institutions (multicampus system), students are to be identified as transfer-out students when leaving an institution to enroll into another
institution within the same coordinated system.
Transfer-preparatory program
A program designed specifically to provide a student with the basic knowledge needed to transfer into a higher level program.
For example, this may be the first 2 years of a baccalaureate level program for which the institution does not offer an award, or 2
years of undergraduate study needed for entrance into a first-professional program, or 1 or more years of undergraduate study
needed for entrance into health services fields.
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.
Graduation Rates (GR)
This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know
legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program
within 150 percent of normal time to completion; the number that transfer to other institutions if transfer is part of the
institution's mission. Prior to 2007, institutions who offered athletically-related student aid were asked to report, by sport, the
number of students receiving aid and whether they completed within 150 percent of normal time to completion. Now, these
institutions only need to report a URL where the athletic data is located on their website, when available. GR automatically
generates worksheets that calculate rates, including average rates over 4 years.
Subcohort
A predefined subset of the initial cohort or the revised cohort established for tracking purposes. Degree/certificate-seeking
students in the bachelor's degree-seeking group in the Graduation Rates (GR) component and Pell-Grant, non-first-time, part-time
students in the Outcome Measures (OM) component are examples of subcohorts.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate in any of the
Title IV federal student financial assistance programs (other than the State Student Incentive Grant (SSIG) and the National Early
Intervention Scholarship and Partnership (NEISP) programs).
Black or African American
A person having origins in any of the black racial groups of Africa.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who maintains
cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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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
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.
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.
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Graduation Rates for 4-year institutions
Click one of the following questions to view the answer.
General
1)My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
2)Why is it necessary for 4-year institutions to separate their entering cohort into two groups?
3)My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
4)When can I revise or adjust my cohort?
5)Do I need to track students every term?
6)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?
1)What is a "first-time" student?
2)My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
3)How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
4)Where do I place transfers INTO my institution?
5)How do I report students who are taking ESL (English as a Second Language) or developmental courses?
6)Are students in remedial courses included in the cohort?
7)If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
8)What about non-credit enrollment, or students taking CEUs?
9)Are non-degree/certificate-seekers included?
10)How do I treat new entrants that receive credit for life experience?
11)Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
12)How do I report students studying in consortium agreements?
13)Many of our students take courses during the summer at other schools; should these be considered transfers-out?
14)My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
15)If a student in my cohort obtains two undergraduate level degrees (e.g., AA and BA) within the 6-year period, can I count both completions?
16)I have a student who intended upon entry to complete a bachelor’s degree, so he is included in my Section II - Bachelor's or equivalent degreeseeking subcohort. However, he does not complete his BA within the 6-year period, and instead completes an associate’s degree along the way, and it was
completed within 3 years. Where should I report him?
1)How do I calculate 150% of normal time to completion?
2)How do I report a student who has switched programs since entering the cohort?
3)How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
4)According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
1)Does my institution need to report transfers-out?
2)What kind of verification must I have to report a student as a transfer-out?
3)My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
4)My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
1)Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
2)Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
3)My institution belongs to the NCAA; do I have to report graduation rates data to IPEDS? Do I also need to report to the Secretary of Education?
4)The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
5)What is a "transfer-preparatory program?"
6)My institution offers pre-med and pre-vet programs, but recognized postsecondary credentials are not given. What happens to these students?
7)My institution offers a PharmD program where students are accepted into the program after completing a 2 or 3 year program of undergraduate
studies. What happens to these students?
8)How do I deal with "3/2" programs? My institution provides the first 3 years of an engineering program and our students matriculate to another university for
the last 2 years of study and to attain their degree. Can we count these students as completers when they receive their degree from the second institution?
9)There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
1)Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
2)If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
3)If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
Answer:
General
1)
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My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
Student Right-to-Know legislation states that institutions that offer a predominant number of programs based on a term basis (semester, quarter, or trimester) must
calculate graduation and transfer-out rates using a fall cohort; otherwise, you must use a full-year cohort. The cohort used to report your institution's GR data
is predetermined based on your response to the Calendar System question on the IPEDS Institutional Characteristics Header survey component.
2)
Why is it necessary for 4-year institutions to separate their entering cohort into two groups?
NCES requests that 4-year institutions that offer undergraduate awards other than a bachelor’s degree define two distinct subcohorts: (1) students who upon entry
intend to complete a bachelor’s or equivalent degree, and (2) students who upon entry intend to complete an undergraduate award other than a bachelor’s or
equivalent degree. Students whose intent is unknown should be reported in the subcohort with those seeking a bachelor’s or equivalent degree. By separating the
cohort in this way, the graduation and transfer rates of the first group can be compared with those at like institutions, as well as with those at institutions offering
only a bachelor’s degree. Similarly, the rates of the second group can more easily be compared with those at 2-year institutions.
3)
My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
Student Right-to-Know legislation states that graduation rates reporting is mandatory for institutions that enrolled full-time, first-time degree/certificate-seeking
undergraduate students during the relevant cohort year. If you did not enroll this type of student, or your institution was not in operation during the relevant cohort
year, please report this information on the Institutional Characteristics Header survey component.
4)
When can I revise or adjust my cohort?
There is a difference between revising and adjusting a cohort. Revising a cohort means modifying the cohort data to reflect better information that has become
available since the cohort was first reported in the relevant Fall Enrollment survey (e.g., you may now have more complete racial/ethnic information on the cohort).
Fall cohorts may be revised by entering new data in the Revised cohort column on the data collection screen. Adjusting a cohort means subtracting any allowable
exclusions from the revised cohort to establish a denominator for graduation rate calculation. Both fall and full-year cohorts are adjusted for you on the worksheet
screens when calculating graduation and transfer-out rates.
5)
Do I need to track students every term?
No. You can set up your system to identify your cohort upon entry, and then, at the end of 150% of normal time to complete all requirements of the longest program,
look back to see the status of those in the cohort. You will need to know when students in the cohort completed, but it is not necessary to compare or track these
students from term-to-term.
6)
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.
1)
What is a "first-time" student?
According to the IPEDS Glossary, a first-time student is "A student who has no prior postsecondary experience attending any institution for the first time at the
undergraduate level." This means that the student is first-time in terms of postsecondary education (or the student is not known to have attended another
postsecondary institution). There are two exceptions: (1) students who attended any institution for the first time the summer prior to entering your institution in the
fall term are to be counted as "first-time", as are (2) students who entered with advanced standing (college credits earned before graduation from high school).
2)
My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
Yes. You must report the data to NCES regardless of the cohort size. See the questions related to disclosure requirements under Other below for
additional information.
3)
How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
You should report the student as a transfer-out. For the purposes of the full-time, first-time cohort used for IPEDS graduation rates reporting, this action closes out
their status in the cohort. Upon re-enrolling at your institution, the student would then be included in a subsequent, non-first-time cohort not collected through the
IPEDS GR survey.
4)
Where do I place transfers INTO my institution?
The IPEDS GR survey does NOT collect information on transfers in. THESE STUDENTS SHOULD NOT BE INCLUDED IN ANY GR COHORT.
5)
How do I report students who are taking ESL (English as a Second Language) or developmental courses?
These students are not included in the cohort if their courses are not part of a program of study that leads to a degree, diploma, certificate, or other recognized
postsecondary credential, and if they are not eligible for Title IV federal financial aid.
6)
Are students in remedial courses included in the cohort?
Use the same reasoning here that you use to determine who to report as degree/certificate-seeking in the IPEDS Fall Enrollment survey. If a student
is degree/certificate-seeking for the purposes of qualifying for student financial aid, then they must be included in the GR cohort.
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7)
If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
No. The student does not qualify as "first-time" because they are known to have previously attended a postsecondary institution (yours or another school) even
though they are entering with no credit.
8)
What about non-credit enrollment, or students taking CEUs?
Neither should be included in the cohort for graduation rates reporting.
9)
Are non-degree/certificate-seekers included?
Even though these students are enrolled for credit, if they are not seeking a degree/certificate, they should not be included in the cohort according to Student Rightto-Know regulations. Be sure to carefully review the definition of degree/certificate-seeking in the IPEDS Glossary.
10)
How do I treat new entrants that receive credit for life experience?
If the student has never enrolled in a postsecondary institution, they should be counted as "first-time."
11)
Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
Since these students must have been previously enrolled in a postsecondary institution in order to obtain credit through correspondence or distance learning, they
are not considered "first-time."
12)
How do I report students studying in consortium agreements?
Use the same reasoning here that you use to determine who to report in the IPEDS Fall Enrollment survey. For additional information on this topic, please refer to the
IPEDS Data Tip Sheet related to Reporting Students for Institutions in Consortia.
13)
Many of our students take courses during the summer at other schools; should these be considered transfers-out?
No. Keep the students in the cohort since they return in the fall and continue their programs of study.
14)
My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
It looks like your cohort is defined correctly. Remember YOUR COHORT NEVER CHANGES. Students who stop out or drop out do not leave the cohort. They remain in
the count; and if they complete their most recent program within 150% of normal time they should be reported accordingly. Students who switch to part-time status
or to another program are not given extra time to complete, nor are they removed from the cohort. Report their status as requested.
15)
If a student in my cohort obtains two undergraduate level degrees (e.g., AA and BA) within the 6-year period, can I count both completions?
No, you may only count one. Please report the highest degree attained.
16)
I have a student who intended upon entry to complete a bachelor’s degree, so he is included in my Section II - Bachelor's or equivalent degreeseeking subcohort. However, he does not complete his BA within the 6-year period, and instead completes an associate’s degree along the way, and it was
completed within 3 years. Where should I report him?
By all means, count this student as a completer of an associate’s degree (at least 2 but less than 4 year program) since that degree was completed within 150% of
normal time. Remember, intent is not important when reporting your completers; what is important is whether or not they finished any program within 150% of
normal time.
1)
How do I calculate 150% of normal time to completion?
In order to calculate this, we must first define "normal time to completion". IPEDS has adopted the definition developed by the Joint Commission on Accountability
Reporting (JCAR) as a definition of normal time. As such,
"normal time to completion" is defined as "the amount of time necessary for a student to complete all requirements for a degree or certificate according to the
institution’s catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor’s degree in a standard term-based
institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate’s degree in a standard term-based institution; and the various
scheduled times for certificate programs." Let’s look at some examples:
Many bachelor’s degree programs are outlined as 4-year programs (8 semesters – typically fall and spring). Extending this to 150% (1.5 x 8) would be 12 semesters
or through the end of the spring term of the sixth year.
Similarly, an associate’s degree program that is advertised as a 2-year program (6 quarters - fall, winter, and spring, with no scheduled summer quarter) would extend
to 9 quarters (1.5 x 6) or through the end of the spring quarter of the third year.
However, the Technical Amendment to the Student Right-to-Know Act redefined the cohort year to allow you to count completers through August 31 of the summer
following the sixth year of a 4-year program (or the third year of a 2-year program).
Certificate programs must be handled somewhat differently. If a 900 clock hour course is advertised as taking 30 weeks to complete, the calculation of 1.5 x 30
equals 45 weeks after the start date. If the student completes within that 45-week period, they are within 150% of normal time.
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2)
How do I report a student who has switched programs since entering the cohort?
If a student has switched programs, you will calculate 150% of normal time to completion based on his or her most recent program for reporting outcomes.
However, the student's "clock" does not reset once they switch programs. He or she must still graduate, transfer, or qualify as an exclusion within 150% of normal
time to completion starting from the date he or she first entered the cohort.
3)
How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
There is no difference in the calculation. The 150% of normal time calculation should be applied as of the student's initial start date, and is the same regardless of
stop-out time. Some students may stop out for a term or two and still complete within 150% of normal time.
4)
According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
Technically you cannot count the completion until the degree has been conferred. If you "award" the degree upon completion of the program (i.e., an award date of,
or prior to, August 31 is noted in the student’s record) and simply allow the student to "pick up" their degree at the December ceremony, then you should be able to
count the student as having completed within 150% of normal time.
1)
Does my institution need to report transfers-out?
The Student Right-to-Know legislation states that "An institution that determines that its mission includes providing substantial preparation for students to enroll in
another eligible institution" must report transfers-out so that a transfer-out rate may be calculated for its full-time, first-time degree/certificate-seeking undergraduate
students. Students to be reported as transfers are those who have NOT completed a program or graduated, so they cannot be counted as completers, but have
subsequently enrolled in any program of an eligible institution for which the insititution provided substantial preparation. If the institution does not have such a
mission, reporting of transfers-out is optional.
2)
What kind of verification must I have to report a student as a transfer-out?
None. All verification requirements were dropped from the regulations.
3)
My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
As long as your institution does not include providing substantial preparation for students to enroll in another eligible institution as part of its mission, you do not
need to set up a system to track transfers-out. However, if your institution does have such a mission, you must be able to track and report on transfers-out.
(Applicable to Gradua on Rates and Gradua on Rates 200 only; requirements for Outcome Measures are different. Please review the Outcome Measures requirements
separately.)
4)
My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
No. Your institution may not count that student as completer because that student is considered a transfer-out student. Each reporting entity that has an IPEDS
UnitID is recognized as an individual reporting institution for Graduation Rates purposes and can only report completers if that campus confers the award or degree.
1)
Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
Student Right-to-Know Act regulations state that an institution must annually prepare the completion or graduation rates of its full-time, first-time degree/certificateseeking undergraduate students; and for institutions that determine that their mission includes providing substantial preparation for students to enroll in another
eligible institution, the transfer-out rate of these students. In calculating these rates, an institution must count any students who have completed or graduated by the
end of the 12-month period ending August 31 during which 150% of the normal time for completion or graduation from their program has lapsed.
Therefore, at a minimum, you must report and disclose your graduation and transfer-out rates (as of August 31 of the prior year). The Secretary urges institutions to
disclose as much additional information as warranted to help consumers understand institutional mission, etc. Thus you should consider disclosing additional rates
as well, such as rates for part-time students and possibly rates 8 or 10 years out, if your students typically take longer to complete.
2)
Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
NO! NO! and NO! The IPEDS GR survey provides institutions with instructions, definitions, and a format for calculating graduation rates and transfer-out rates. It also
provides institutions with a methodology so that there is some level of consistency in the way the rates are calculated. However, the SRK requires disclosure of these
rates to students and prospective students. In addition, for schools that offer athletically-related student aid there are additional disclosure and reporting
requirements. By completing the GR survey, you will have the rates you need to disclose, but you still need to make them available. The GR survey statisfies the
reporting requirements ONLY.
3)
My institution belongs to the NCAA; do I have to report graduation rates data to IPEDS? Do I also need to report to the Secretary of Education?
Completing the IPEDS Graduation Rates survey through the web-based data collection system satisfies all of your reporting requirements to the Secretary of
Education. However, the NCAA is now collecting their own data on graduation rates, separately from IPEDS. You will still need to report data to the NCAA. If you have
any questions about these reporting requirements, you should contact the NCAA directly.
4)
The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
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No. The allowable exclusions are provided for those institutions that may have a significant number of students who require longer to (or cannot) complete their
programs for the reasons stated.
5)
What is a "transfer-preparatory program?"
This term is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a 2-year program that is
acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree program." The Secretary
considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not receive a "recognized postsecondary
credential") should be counted as completers.
6)
My institution offers pre-med and pre-vet programs, but recognized postsecondary credentials are not given. What happens to these students?
Assuming that these are 2- or 3-year programs, count the students as completers of an "at least 2 but less than 4 year program" provided they complete within 150%
of normal time.
7)
My institution offers a PharmD program where students are accepted into the program after completing a 2 or 3 year program of undergraduate
studies. What happens to these students?
Students who complete the undergraduate portion of the program within 150% of normal time should be counted in the other degree/certificate-seeking subcohort
(Section III) as completers of an "at least 2 but less than 4 year program". However, do not track their progress any further towards the PharmD since this is a firstprofessional degree, and thus not part of IPEDS GR reporting.
8)
How do I deal with "3/2" programs? My institution provides the first 3 years of an engineering program and our students matriculate to another university
for the last 2 years of study and to attain their degree. Can we count these students as completers when they receive their degree from the second
institution?
No, you should NEVER count a student as a completer when they receive their degree from another institution. Your job is done when they leave your school. If the
student completed the first 3 years of a 3/2 program (within 150% of normal time) so that they are now ready to "transfer" in order to complete the remaining 2 years
at another institution, then you should count the student as a completer of an "at least 2 but less than 4 year program." This works the same way as the "transferpreparatory program" described above.
9)
There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
No, there is no such provision.
1)
Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
For the purposes of the GR component, a recipient of a Pell Grant or Subsidized Direct Loan is a student who receives and uses that award (i.e., award is partially or
fully disbursed) within their first year at the institution (July 1 - June 30).
2)
If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
They would only be counted if they received and used their award within their first year at the institution (July 1 - June 30). If they received and used it at any later
time, they would not be part of these subgroups. They would be part of the calculated row - "Did not receive either a Pell Grant or Subsidized Direct Loan".
3)
If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
As long as the student receives and uses their aid within their first year at the institution (July 1 - June 30), they do not have to continue to be awarded that aid during
their time at the institution to be counted as part of these subgroups.
U.S. Department of Education
National Center for
Education Statistics
Software Provider Resources
Section 508 Compliance
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2020-21
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | ipedshelp@rti.org
OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
Graduation Rates for 4-year institutions reporting on a full-year cohort (program reporters)
Overview
Graduation Rates Overview
Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking
undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is
collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Data Reporting Reminders
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
Once a student is in the cohort, they remain in the cohort, even if their status changes to part-time or they drop out or transfer out of the institution. However,
adjustments can be made to the cohort for allowable exclusions, which include the death of a student, permanent disability, military deployment, or service
on an official church mission or with a foreign aid service of the Federal government.
When reporting award levels for sub-baccalaureate certificates, determine program length by the number of credit or clock hours, NOT the academic year
length in parentheses. The academic year length is meant only to provide context.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
The survey materials package for this component can be downloaded using the following link: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Section I - Establishing cohorts
Establishing cohorts
Based on your institution's response to the predominant calendar system question (B3) on the Institutional Characteristics Header survey component from the IPEDS
Fall 2020 data collection,
your institution must report graduation rates data using a :
Full-Year Cohort (September 1, 2014 - August 31, 2015)
A fall cohort is used by institutions with standard academic terms (semester, trimester, quarter, 4-1-4). A full-year cohort is used by institutions offering primarily
occupational/vocational programs and operating on a continuous basis.
Reporting Reminder:
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
NOTE: Reporting using the new race/ethnicity categories is now mandatory. On this screen you will need to establish your 2014 cohort of full-time, first-time
degree/certificate-seeking undergraduate students using the new race/ethnicity categories. For information and assistance with this, please visit the IPEDS
Race/Ethnicity Information Center.
Men
Screen 1 of 2
Cohort year 2014
Cohort
(Column 01)
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
Screen 1 of 2
Cohort year 2014
Cohort
(Column 01)
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
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Total men + women
Total in prior year (men and women)
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Section I - Establishing cohorts
Incoming students seeking a bachelor's degree should be reported in Column 02. Column 03 will then be generated for you. Column 03 is meant to include any
full-time, first-time entering students who were seeking a degree or certificate other than a bachelor's degree, such as an associate's degree or undergraduate
certificate.
If you have no changes to the preloaded data on this screen, click the "Save and Next" button to generate additional screens for reporting completers and
transfers/exclusions.
Establishing cohorts
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 2
Cohort year 2014
Cohort
Bachelor's or equivalent
degree-seeking subcohort
Other degree/certificate-seeking
subcohort
(Cohort minus Bachelor’s or equivalent degree-seeking subcohort)
(Column 01)
(Column 02)
(Column 03)
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
Screen 2 of 2
Cohort year 2014
Cohort
Bachelor's or equivalent
degree-seeking subcohort
Other degree/certificate-seeking
subcohort
(Cohort minus Bachelor’s or equivalent degree-seeking subcohort)
(Column 01)
(Column 02)
(Column 03)
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 men + women
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Section II - Bachelor's or equivalent degree-seeking subcohort - Completers within 150%
In the columns below, report the status of the bachelor's degree-seeking subcohort of students listed in Column 10.
Of the students in Column 10, those who attained a degree or certificate OTHER THAN A BACHELOR'S DEGREE within 150% of the normal time to complete
the program as of August 31, 2020 should be reported in either Column 11 or 12, depending on the length of the program completed.
Of the students in Column 10, those who attained a bachelor's degree or equivalent within 150% of normal time should be reported in Column 18.
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 1 of 4
Cohort year 2014
Bachelor's or
equivalent degreeseeking subcohort
(Column 10)
Subcohort students who completed their program within 150% of normal time to completion
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
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at
least 2 but less than 4 academic yrs
(or equivalent)
Completers of
bachelor's or
equivalent degrees
(Column 11)
(Column 12)
(Column 18)
Total
completers
within
150%
(Column
29)
Women
Screen 1 of 4
Cohort year 2014
Bachelor's or
equivalent degreeseeking subcohort
(Column 10)
Subcohort students who completed their program within 150% of normal time to completion
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
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at
least 2 but less than 4 academic yrs
(or equivalent)
Completers of
bachelor's or
equivalent degrees
(Column 11)
(Column 12)
(Column 18)
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Total
completers
within
150%
(Column
29)
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Race and
ethnicity
unknown
Total women
Total men +
women
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Section II - Bachelor's completers by length of time to degree
Those students in the bachelor's or equivalent degree-seeking subcohort who attained a bachelor's degree or equivalent within 150% of normal time to completion,
as reported on the previous screen, are listed in Column 18. In Column 19, report the number of these students who earned a bachelor's degree in 4 years. In Column
20, report the number of these students who earned a bachelor's degree in 5 years. Column 21 will be calculated for you.
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 4
Cohort year 2014
Bachelor's or equivalent degreeseeking subcohort
Completed
bachelor's degree
or equivalent within
150%
(Column 10)
(Column 18)
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
Subcohort students who attained a bachelor's degree or
equivalent
Completed the
program in
4 yrs or less
Completed the
program in
5 yrs
Completed the
program in
6 yrs
(Column 19)
(Column 20)
(Column 21)
Women
Screen 2 of 4
Cohort year 2014
Bachelor's or equivalent degreeseeking subcohort
Completed
bachelor's degree
or equivalent within
150%
(Column 10)
(Column 18)
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
Subcohort students who attained a bachelor's degree or
equivalent
Completed the
program in
4 yrs or less
Completed the
program in
5 yrs
Completed the
program in
6 yrs
(Column 19)
(Column 20)
(Column 21)
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Total men + women
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Section II - Bachelor's or equivalent degree-seeking subcohort - Transfers/exclusions
In the columns below, report the status of those students in the BACHELOR'S OR EQUIVALENT DEGREE-SEEKING SUBCOHORT listed in Column 10 who did not
complete a program within 150% of normal time to completion.
Report transfers-out who did not complete a program in Column 30. If the mission of your institution includes providing substantial preparation for students to
enroll in another eligible institution WITHOUT having completed a program, you must report transfer-out data in Column 30. A school is required to report only
on those students that the school knows have transferred to another eligible institution. A school must document that the student actually transferred. If it is
not part of your mission, you may report transfer-out data if you wish.
Report eligible exclusions from the subcohort in Column 45. The ONLY allowable categories for this column are:
Students who died or became permanently disabled
Students who left school to serve in the armed forces (or have been called up to active duty)
Students who left school to serve with a foreign aid service of the Federal Government
Students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who have dropped out as well as those who completed in greater than 150%
of normal time.
If you do not have any values to report in either Column 30, 45, or 51, you must enter at least one zero in a field on this screen to continue.
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 3 of 4
Cohort year 2014
Bachelor's or
equivalent
degree-seeking
subcohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
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
Screen 3 of 4
Cohort year 2014
Bachelor's or
equivalent
degree-seeking
subcohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
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Two or more races
Race and ethnicity unknown
Total women
Total men + women
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Section II - Bachelor’s or equivalent degree-seeking cohort - Pell recipients and a recipients of a subsidized Direct Loan who did not
receive a Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, the number of students that completed a bachelor’s or equivalent
degree within 150% of normal time to completion, and the total completers within 150%.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the Bachelor’s or equivalent degree-seeking cohort
Subcohort of full-time, first-time students seeking a bachelor's or equivalent degree
Screen 4 of 4
Cohort year 2014
Number of students
in cohort
(Column 10)
Bachelor's or equivalent degree-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (within entering year) that
did not receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan
(within entering year)
Total exclusions
Completed
bachelor's degree
or equivalent
within 150%
Total completers
within 150%
(Column 45)
(Column 18)
(Column 29)
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Section III - Other degree/certificate-seeking subcohort - Completers within 150%
In the columns below, report the status of the subcohort of students seeking other than a bachelor's or equivalent degree listed in Column 10.
Of the students in Column 10, those who attained a degree or certificate other than a bachelor's degree within 150% of the normal time to complete the
program as of August 31, 2020 should be reported in either Column 11 or 12, depending on the length of the program completed.
Of the students in Column 10, those who attained a bachelor's degree or equivalent within 150% of normal time should be reported in Column 18.
Subcohort of full-time, first-time students seeking other than a bachelor's degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 1 of 3
Cohort year 2014
Subcohort students who completed their program within 150% of normal time to completion
Other
degree/certificateseeking subcohort
(Column 10)
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at least
2 but less than 4 academic yrs (or
equivalent)
(Column 11)
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
(Column 12)
Completers of
bachelor's or
equivalent degrees
(Column 18)
Total
completers
within
150%
(Column
29)
Women
Screen 1 of 3
Cohort year 2014
Subcohort students who completed their program within 150% of normal time to completion
Other
degree/certificateseeking subcohort
(Column 10)
Completers of programs of
less than 2 academic yrs (or
equivalent)
Completers of programs of at least
2 but less than 4 academic yrs (or
equivalent)
(Column 11)
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
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(Column 12)
Completers of
bachelor's or
equivalent degrees
(Column 18)
Total
completers
within
150%
(Column
29)
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Race and
ethnicity
unknown
Total women
Total men +
women
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Section III - Other degree/certificate-seeking subcohort - Transfers/exclusions
In the columns below, report the status of those students in the OTHER DEGREE/CERTIFICATE-SEEKING SUBCOHORT listed in Column 10 who did not
complete a program within 150% of normal time to completion.
Report transfers-out who did not complete a program in Column 30. A school is required to report only on those students that the school knows have
transferred to another eligible institution. A school must document that the student actually transferred. If it is not part of your mission, you may report
transfer-out data if you wish.
Report eligible exclusions from the subcohort in Column 45. The ONLY allowable categories for this column are:
Students who died or became permanently disabled
Students who left school to serve in the armed forces (or have been called up to active duty)
Students who left school to serve with a foreign aid service of the Federal Government
Students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who dropped out as well as those who completed in greater than 150% of
normal time.
If you do not have any values to report in either Column 30, 45, or 51, you must enter at least one zero in a field on this screen to continue.
Subcohort of full-time, first-time students seeking other than a bachelor's degree
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 3
Cohort year 2014
Other degree/certificateseeking subcohort
Total completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No
longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column
52)
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
Screen 2 of 3
Cohort year 2014
Other degree/certificateseeking subcohort
Total completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No
longer
enrolled
(Column 10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column
52)
Nonresident alien
Hispanic/Latino
American Indian or Alaska
Native
Asian
Black or African American
Native Hawaiian or Other
Pacific Islander
White
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Two or more races
Race and ethnicity unknown
Total women
Total men + women
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Section III - Other degree/certificate-seeking subcohort - Pell recipients and recipients of a subsidized Direct Loan who did not receive a
Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, the number of students who completed a bachelor’s or equivalent
degree with 150%, and the total completers within 150%.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the other degree/certificate-seeking cohort
Subcohort of full-time, first-time students seeking other than a bachelor's degree
Screen 3 of 3
Cohort year 2014
Number of students
in cohort
(Column 10)
Other degree/certificate-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (within entering year) that
did not receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan
(within entering year)
Total exclusions
Completed
bachelor's degree
or equivalent
within 150%
Total completers
within 150%
(Column 45)
(Column 18)
(Column 29)
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Prepared by
Prepared by
Reporting Reminders:
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there are questions concerning the data.
The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the reporting burden associated with IPEDS.
Please include in your estimate the time it took for you to review instructions, query and search data sources, complete and review the component, and
submit the data through the Data Collection System.
Thank you for your assistance.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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Graduation Rates Full Instructions - 4-Year Institutions
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
Where the Reported Data Will Appear
Uploading Files to the IPEDS Data Collection System
Reporting Directions
Reporting Individuals by Racial/Ethnic Categories
Section I: Establishing and Revising Cohorts
Section II: Bachelor's Degree Subcohort
Section III: Other Degree/Certificate-Seeking Subcohorts
Worksheets
Purpose of the Survey
The purpose of the IPEDS Graduation Rates survey component is to track given cohorts of full-time, first-time degree/certificate-seeking undergraduate students as well as their completion status at 150% of the normal time to complete all requirements of their program of study - at postsecondary institutions. These data
are collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
There are clarifications to the terms "transfer-in student" and "transfer-out student"
As a clarification to the reporting of transfers-out, if a student transfers out of an institution and goes to another institution within the same coordinated
system, they should be counted as a transfer-out student. Since each reporting entity that has an IPEDS UnitID is recognized as an individual reporting
institution for Graduation Rates purposes, only report completers if that campus confers the award or degree.
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
General Instructions
Reporting Period Covered
This survey component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students enrolled in your institution either
(1) as of October 15, 2014 (or the institution's official fall reporting date) for institutions that offer a predominant number of programs based on standard
academic terms (e.g., semesters, trimesters, quarters, or 4-1-4 plan); or (2) during the period between September 1, 2014 and August 31, 2015 for
institutions that do not offer a predominant number of programs based on standard academic terms. Institutions are to report the status of these students as
of August 31, 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 in the Cohort
Include all full-time, first-time degree/certificate-seeking undergraduate students entering the institution either during the fall term or during the 12-month
period as described above. Include students enrolled in the fall term who attended college for the first time in the prior summer term and students who entered
with advanced standing (college credits earned before graduating from high school).
For institutions that will report using a full-year cohort, count as entering students all students who entered the institution between September 1, 2014 and
August 31, 2015, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than
one year in length.
Include all students enrolled for credit toward a degree, diploma, certificate, or other recognized postsecondary credential. Include students enrolled in courses
that are part of a vocational or occupational program, INCLUDING those enrolled in off-campus centers and those enrolled in distance learning/home study
programs.
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Be sure to include full-time students taking remedial courses if the student is considered degree-seeking for the purpose of student financial aid determination.
This includes students who:
Received any type of federal financial aid, regardless of what courses they took at any time
Received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree, certificate, or transfer-seeking
program
Obtained a student visa to enroll at a U.S. postsecondary institution
A student who is designated as a member of the cohort remains in the cohort, even if the student:
Becomes a part-time student
Transfers to another institution
Drops out of the institution
Stops out of the institution
Has not fulfilled the institution's requirements to receive a degree or certificate
Went on a study abroad program the first year upon entering the institution
Who to Exclude from the Cohort
Do NOT include students in the cohort who are:
Enrolled exclusively in courses not creditable toward a recognized postsecondary credential or the completion of a vocational program (i.e., nondegree/certificate-seeking students)
Exclusively taking CEUs
Exclusively auditing classes
Enrolled part-time
Transfers into the institution
Foreign students who are only taking coursework at a host institution (e.g., an American institution overseas), if these students are not enrolled at a U.S.
institution.
Students in Experimental Pell Programs.
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's Trainings & Outreach page which contains several tutorials on IPEDS data collection, a self-paced overview of IPEDS tools,
and other valuable resources.
IPEDS Resource Page
The IPEDS Website's Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials, taxonomies, information centers (e.g.,
academic libraries, average net price, human resources, race/ethnicity, etc.), and other valuable information.
Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution and aggregate levels.
At the institution-level, data will appear in the:
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Uploading Files to the IPEDS Data Collection System
The File Import/Upload option is found under the Tools menu. In order to perform the upload you’ll need to have a file formatted to specifications. Upload
specifications are included with the survey materials found under the Help menu. There are three upload formats available for the Graduation Rates survey
component:
Fixed width file
Key value file
XML format
Reporting Instructions
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
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White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not
have the right to remain indefinitely. NOTE - Nonresident aliens are to be reported separately, in the boxes provided, rather than included in any of the
seven racial/ethnic categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or nationals of the United
States and who have been admitted as legal immigrants for the purpose of obtaining permanent resident alien status (and who hold either an alien
registration card (Form I-551 or I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys
legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian) are to be reported in the
appropriate racial/ethnic categories along with United States citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or ethnic designation.
Section I – Establishing Cohorts
Cohort Type
The method used to report graduation rates data on this survey is predetermined by your institution's response to the predominant calendar system
question (B3) on the IC Header survey component of the IPEDS Fall 2020 data collection, according to the following rules:
Institutions that offer a predominant number of programs based on standard academic terms (semesters, trimesters, quarters, or 4-1-4 plan) will
report using a fall cohort of students. Institutions may use October 15, 2014 or the institution's official fall reporting date to determine the cohort.
This should be the same reporting date used for the IPEDS Fall Enrollment survey.
Institutions that do not offer a predominant number of programs based on standard academic terms (as defined above) will report using a full-year
cohort. These institutions must count as entering students all those students who entered the institution between September 1, 2014 and August 31,
2015, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than one
year in length.
Establishing your Cohorts
Report each student only once.
Please complete all of Section I. Screens for Sections II and III will be generated based on the data reported in Section I.
Initial cohort - If you are reporting on a fall cohort, the information reported on full-time, first-time degree/certificate-seeking undergraduate student
enrollment at your institution on the 2014 IPEDS Fall Enrollment survey will be preloaded in this column. If you did not respond to that survey, or if you are
reporting on a full-year cohort, the column will be blank.
Revised cohort (Column 01) - Institutions have the option of revising their preloaded cohort if:
there are eligible students who were omitted in the past
students were reported who did not belong in the cohort (e.g., they were not actually first-time, or full-time)
better information regarding race/ethnicity or gender is available for eligible students
Please review the data in the Initial cohort column (if applicable) and re-enter the cohort data in the Revised cohort column according to the 1997
racial/ethnic categories, making any necessary corrections for omissions, erroneous reporting, or where better information regarding race/ethnicity or
gender is available. If your data do not appear in the Initial cohort column, please provide the enrollment data as requested in the Revised cohort column.
Establishing Subcohorts
For 4-year institutions, the cohort is divided into two subcohorts: (1) those students who upon entry are seeking a bachelor's or equivalent degree, and (2)
those students who upon entry are seeking an undergraduate award other than a bachelor's degree. Institutions that do not determine degree intent upon
entry should report all students as if they are bachelor's degree-seeking.
Bachelor's or equivalent degree-seeking subcohort (Column 02) –Of the revised cohort of students listed in Column 1, indicate the number of
these students who declared intent to seek a bachelor's or equivalent degree upon entry. As indicated above, this should also include any students whose
intent was not known. These data will be carried forward to Section II.
Other degree/certificate-seeking subcohort (Column 03) –This column represents the difference between the Revised cohort (Column 1) and the
Bachelor's or equivalent degree-seeking subcohort (Column 2). The values in this column are calculated for you, and represent the number of students who
declared intent to seek an undergraduate award other than a bachelor's level degree (e.g., an associate's degree or other recognized postsecondary
credential) upon entry. These data will be carried forward to Section III.
Section II – Completers within 150% - Bachelor’s or Equivalent Degree-Seeking Subcohort
Report each student only once.
Report the status of the 2014 subcohort of bachelor’s or equivalent degree-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers by type of program completed. Report all students by race/ethnicity and gender.
Report only for full-time, first-time students who were seeking a bachelor’s or equivalent degree upon entry. Do NOT include part-time students,
students who transferred into your institution, or students who changed their program of study to a bachelor's level degree after their first semester.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
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In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
Note that completers should be reported in terms of the type of program completed, as defined by award level. For programs that are defined in terms of clock
or credit hours, the program type may not be indicative of the actual calendar time a program takes to complete. For more information on program types,
please consult the IPEDS Glossary.
Bachelor's or equivalent degree-seeking subcohort (Column 10) - The data in this column are carried forward from Section I for your reference.
Completers of programs of less than 2 academic years (or equivalent) (Column 11) - Enter the number of students in the bachelor's or equivalent
degree-seeking subcohort who completed programs of less than 2 full-time equivalent academic years within 150% of normal time to completion. This includes
awards, certificates, or diplomas of less than one academic year and of at least one but less than two academic years; or designed for completion in less than
60 semester or trimester credit hours, less than 90 quarter credit hours, or less than 1,800 clock hours.
Completers of programs of at least 2 but less than 4 academic years (or equivalent) (Column 12) - Enter the number of students in the bachelor's or
equivalent degree-seeking subcohort who completed programs of at least 2 but less than 4 full-time equivalent academic years within 150% of normal time to
completion. This includes awards, certificates, or diplomas of at least two but less than four academic years - or designed for completion in at least 60 but less
than 120 semester or trimester credit hours, at least 90 but less than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours and associate's degrees.
Completers of bachelor's or equivalent degrees (Column 18) - Enter the number of students in the bachelor's or equivalent degree-seeking subcohort
who completed a bachelor’s degree or equivalent program within 150% of normal time to completion. Note: Completers of 3-year bachelor’s degree programs
should only be included if they completed the program within 4-1/2 years.
Total completers within 150% (Column 29) - This column is the sum of the previous three columns, and is calculated for you by the data collection
system.
Section II – Bachelor’s Completers by Length of Time to Degree
Report each student only once.
Of those students in the bachelor's or equivalent degree-seeking subcohort who completed a bachelor's degree or equivalent program within 150% of normal
time to completion you must provide additional information on the length of time it took them to complete their program. Include all baccalaureate level
degrees, including 5-year bachelor's/cooperative programs and those bachelor's degrees in which the normal 4 years of work are completed in 3 years. Of the
total number of completers of bachelor's or equivalent degrees within 150% of normal time listed in Column 18, provide the following breakout:
Completed the program in 4 yrs or less (Column 19) - Enter the number of students who completed a bachelor's degree or equivalent in 4 years or less.
This should include all students who completed a bachelor's degree or equivalent by August 31, 2018.
Completed the program in 5 yrs (Column 20) - Enter the number of students who completed a bachelor's degree or equivalent in 5 years. This should
include all students who completed a bachelor's degree or equivalent in the period from September 1, 2018 through August 31, 2019. Do NOT include students
who completed their program in 4 years or less in this column.
Completed the program in 6 yrs (Column 21) - This column represents the difference between the number of completers of bachelor's degrees or
equivalent within 150% of normal time (Column 18) and the sum of those who completed their program in 4 years or less (Column 19) and those who
completed their program in 5 years (Column 20). This should include all students who completed a bachelor's degree or equivalent in the period from
September 1, 2019 through August 31, 2020. This column is calculated for you by the data collection system.
Section II – Non-completers - Bachelor’s or Equivalent Degree-Seeking Subcohort
Report each student only once.
Report the status of the non-completers from the 2014 subcohort of bachelor’s or equivalent degree-seeking students as of 150% of the normal time to
completion for their program or August 31, 2020 (whichever was earlier). Report all students by race/ethnicity and gender.
Report only for full-time, first-time students who were seeking a bachelor's or equivalent degree upon entry. Do NOT include part-time students,
students who transferred into your institution, or students who changed their program of study to a bachelor's level degree after their first semester.
Bachelor's or equivalent degree-seeking subcohort (Column 10) – The data in this column are carried forward from Section I for your reference.
Total completers within 150% (Column 29) - The data in this column are carried forward from page 1 of Section II for your reference.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, you must report the total number of students who transferred out of your institution (without earning a
degree/award) within 150% of normal time to completion. Include students who transferred out of your institution and subsequently re-enrolled at another
eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Total exclusions (Column 45)- Indicate the total number of students who left your institution within 150% of normal time to completion for their program
(and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (Do NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the reasons noted above, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Still enrolled (Column 51) - Enter the number of students who were still enrolled at your institution as of 150% of normal time to completion for their
program (or August 31, 2020 if 150% of normal time to completion had not elapsed by that time).
No longer enrolled (Column 52) - This column represents the difference between the bachelor's or equivalent degree-seeking subcohort (Column 10)
and the sum of Columns 29, 30, 45, and 51. This column should include students who graduated from their program after 150% of normal time to completion
elapsed.
Section II – Bachelor’s or equivalent degree-seeking cohort - Graduation Rate for Pell recipients and recipients of a
subsidized Direct Loan who did not receive a Pell Grant
Report each student only once.
Report the status of the 2014 subcohort of bachelor’s or equivalent degree-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers.
Report only for full-time, first-time students who were seeking a bachelor’s or equivalent degree upon entry. Do NOT include part-time students,
students who transferred into your institution, or students who changed their program of study to a bachelor's level degree after their first semester.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to other
institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
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Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For each of two different subcohorts - Bachelor's or equivalent degree-seeking students and Other degree/certificate-seeking students, data will be collected on
those students who were recipients of a Pell Grant and those students who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct loan. These students must receive and use the award within
their first year at the institution. If the student is a recipient of an award at a later point, they would not be included in one of the subcohorts.
Number of students in the cohort - The number of students in the bachelor's or equivalent degree-seeking subcohort will be preloaded from Section 1 of the
GR form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but
DID NOT receive a Pell Grant. These two categories() will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all
students.
Total exclusions - The number of exclusions in the bachelor's or equivalent degree-seeking subcohort will be preloaded from Section II of the GR form. Of
those students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct
Loan but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the
total of all students.
Completed bachelor's degree or equivalent within 150% - The number of students in the bachelor's or equivalent degree-seeking subcohort who
completed a bachelor’s degree or equivalent program within 150% of normal time to completion will be preloaded from Section II of the GR form. Of those
students reported as completers, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. This must be less than or equal to the Completers within 150% of normal time. The total of these two subcohorts must be
less than or equal to the total of all students.
Total completers within 150% of normal time - The total number of students who completed their program within 150% of normal time to completion will
be preloaded from Section II of the GR form. Of those students reported as completers, report the number of students who received a Pell Grant and the
number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these
two subcohorts must be less than or equal to the total of all students.
Section III – Completers within 150% - Other Degree/Certificate-Seeking Subcohort
Report each student only once.
Report the status of the 2014 subcohort of students seeking other than a bachelor's degree as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers by type of program completed. Report all students by race/ethnicity and gender.
Report only for full-time, first-time students who were seeking undergraduate degrees or certificates other than a bachelor’s degree upon
entry (within entering year). Do NOT include part-time students, students who transferred into your institution, or students who changed their program of
study from a bachelor's level degree after the first semester.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
Note that completers should be reported in terms of the type of program completed, as defined by award level. For programs that are defined in terms of clock
or credit hours, the program type may not be indicative of the actual calendar time a program takes to complete. For more information on program types,
please consult the IPEDS Glossary. Other degree/certificate-seeking subcohort (Column 10) - The data in this column are carried forward from Section I
for your reference.
Completers of programs of less than 2 academic years (or equivalent) (Column 11) - Enter the number of students in the other degree/certificateseeking subcohort who completed programs of less than 2 full-time equivalent academic years within 150% of normal time to completion. This includes
awards, certificates, or diplomas of less than one academic year and of at least one but less than two academic years; or designed for completion in less than
60 semester or trimester credit hours, less than 90 quarter credit hours, or less than 1,800 clock hours.
Completers of programs of at least 2 but less than 4 academic years (or equivalent) (Column 12) - Enter the number of students in the other
degree/certificate-seeking subcohort who completed programs of at least 2 but less than 4 full-time equivalent academic years within 150% of normal time to
completion. This includes awards, certificates, or diplomas of at least two but less than four academic years - or designed for completion in at least 60 but less
than 120 semester or trimester credit hours, at least 90 but less than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours and associate's degrees.
Completers of bachelor's or equivalent degrees (Column 18) - Enter the number of students in the other degree/certificate-seeking subcohort who
completed a bachelor’s degree or equivalent program within 150% of normal time to completion. Note: Completers of 3-year bachelor’s degree programs
should only be included if they completed the program within 4-1/2 years.
Total completers within 150% (Column 29) - This column is the sum of the previous three columns, and is calculated for you by the data collection
system.
Section III – Non-completers - Other Degree/Certificate-Seeking Subcohort
Report each student only once.
Report the status of the non-completers from the 2014 subcohort of students seeking other than a bachelor's or equivalent degree as of 150% of the normal
time to completion for their program or August 31, 2020 (whichever was earlier). Report all students by race/ethnicity and gender.
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Report only for full-time, first-time students who were seeking an undergraduate award other than a bachelor's level degree upon entry. Do
NOT include part-time students, students who transferred into your institution, or students who changed their program of study from a bachelor's level degree
after their first semester.
Other degree/certificate-seeking subcohort (Column 10) – The data in this column are carried forward from Section I for your reference.
Total completers within 150% (Column 29) - The data in this column are carried forward from page 1 of Section III for your reference.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, you must report the total number of students who transferred out of your institution (without earning a
degree/award) within 150% of normal time to completion. Include students who transferred out of your institution and subsequently re-enrolled at another
eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Total exclusions (Column 45)- Indicate the total number of students who left your institution within 150% of normal time to completion for their
program (and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (DO NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the reasons noted above, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Still enrolled (Column 51) - Enter the number of students who were still enrolled at your institution as of 150% of normal time to completion for their
program (or August 31, 2020 if 150% of normal time to completion had not elapsed by that time).
No longer enrolled (Column 52) - This column represents the difference between the other degree/certificate-seeking subcohort (Column 10) and the sum
of Columns 29, 30, 45, and 51. This column should include students who graduated from their program after 150% of normal time to completion elapsed.
Section III – Other Degree/Certificate-Seeking Subcohort - Pell recipients and recipients of a subsidized Direct Loan who
did not receive a Pell Grant
Report each student only once.
Report the status of the 2014 subcohort of Other degree/certificate-seeking students as of 150% of normal time to completion or August 31, 2020 (whichever
was earlier) in terms of the number of completers.
Report only for full-time, first-time students who were seeking Other degree/certificate. Do NOT include part-time students, students who
transferred into your institution.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to other
institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For each of two different subcohorts - Bachelor's or equivalent degree-seeking students and Other degree/certificate-seeking students, data will be collected on
those students who were recipients of a Pell Grant and those students who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct loan. These students must receive and use the award within
their first year at the institution. If the student is a recipient of an award at a later point, they would not be included in one of the subcohorts.
Number of students in the cohort - The number of students in the Other degree/certificate-seeking subcohort will be preloaded from Section 1 of the GR
form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID
NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all
students.
Total exclusions - The number of exclusions in the Other degree/certificate-seeking subcohort will be preloaded from Section III of the GR form. Of those
students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of
all students.
Completed bachelor's degree or equivalent within 150% - The number of students in the Other degree/certificate-seeking subcohort who completed a
Bachelor’s degree or equivalent within 150% of normal time to completion will be preloaded from Section III of the GR form. Of those students reported as
completers, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a
Pell Grant. These two categories will be mutually exclusive. This must be less than or equal to the Total completers within 150%. The total of these two
subcohorts must be less than or equal to the total of all students.
Total completers within 150% - The total number of students in the Other degree/certificate-seeking subcohort who completed their degree/certificate
program within 150% of normal time to completion will be preloaded from Section III of the GR form. Of those students reported as completers, report the
number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two
categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all students.
Calculation of Graduation and Transfer-out Rates
Worksheets
Worksheets calculating the Student Right-To-Know and overall four-year average completion/graduation and transfer-out rates of full-time, first-time
degree/certificate-seeking undergraduate students for the 2014 student cohort are provided as a convenience to the institution. In addition, the 4-year, 5-year,
and 6-year graduation rates for the 2014 bachelor's or equivalent degree-seeking subcohort are provided for those institutions that are able to report
bachelor's or equivalent completers by length of time to degree. Data previously reported by the institution are preloaded for use in these calculations.
Note that certain information from these worksheets will be displayed on College Navigator, as noted. Additional information relevant to the calculated rates
may be entered in the context box provided, and will also be displayed on College Navigator.
Privacy Issues With Disclosure
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Before using the worksheets for disclosure, please consider the following:
The Family Educational Rights and Privacy Act of 1974 as amended (1998) (FERPA) requires that institutions not disclose information where students could be
identified.
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Glossary
date: 06/24/2020
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall Enrollment component, it is the
cohort for calculating retention rate; for the Graduation Rates component, this is the cohort from which graduation and transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
Associate's degree
An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.
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.
Bachelor's or equivalent
degree-seeking subcohort
In the GR component of IPEDS, a cohort of students who were seeking a bachelor's or equivalent degree upon entry.
Cohort
A specific group of students established for tracking purposes.
Completers within 150% of
normal time
Students who completed their program within 150% of the normal (or expected) time for completion.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other recognized postsecondary credential. This
includes students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree,
certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome Measures, and
Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the institution for one of the
following reasons: death or total and permanent disability; service in the armed forces (including those called to active duty);
service with a foreign aid service of the federal government, such as the Peace Corps; or service on official church missions.
Fall cohort
The group of students entering in the fall term established for tracking purposes. For the Graduation Rates component, this
includes all students who enter an institution as full-time, first-time degree or certificate-seeking undergraduate students during
the fall term of a given year.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in
the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing
(college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Full-year cohort
This is a group of students entering at any time during the 12-month period for tracking and reporting. For Graduation Rate (GR),
a full-year cohort is from September 1 through August 31 and is used primarily by institutions that offer occupational programs
of varying lengths. Students must be full-time and first-time to be considered in the cohort. For Outcome Measures (OM)
component, all degree-granting institutions report on a full-year cohort from July 1 through June 30. Students are reported once
in one of the four OM cohorts: first-time, full-time; first-time, part-time: non-first-time, full-time; or non-first-time, part-time.
Graduation rate
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total
number of completers within 150% of normal time divided by the revised adjusted cohort.
Initial cohort
A specific group of individuals established for tracking purposes. For the Graduation Rates (GR) and Outcome Measures (OM)
components of IPEDS, the initial cohort is defined as the enrollment count before removing revisions and exclusions of all
degree/certificate-seeking students who enter in either (1) the fall term of a given academic year, or (2) between September 1st
and August 31st of the following year. For the GR component of IPEDS, the initial cohort is only for full-time, first-time students.
For OM, all undergraduates are placed in one of four initial cohorts: full-time, first-time; part-time, first-time; full-time, non-firsttime; and part-time, non-first time.
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).
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Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Normal time to completion
The amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution's
catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor's degree in
a standard term-based institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate's
degree in a standard term-based institution; and the various scheduled times for certificate programs.
Other degree/certificateseeking subcohort
A subset of students belonging to a GR cohort who were seeking a degree or certificate other than bachelor's degree upon entry.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Revised cohort
Initial cohort after revisions are made. Cohorts may be revised if an institution discovers that incorrect data were reported in an
earlier year.
Student Right-to-Know Act
Also known as the "Student Right-to-Know and Campus Security Act" (P.L. 101-542), which was passed by Congress November
9, 1990. Title I, Section 103, requires institutions eligible for Title IV funding to calculate completion or graduation rates of
certificate- or degree-seeking, full-time students entering that institution, and to disclose these rates to all students and
prospective students. Further, Section 104 requires each institution that participates in any Title IV program and is attended by
students receiving athletically-related student aid to submit a report to the Secretary of Education annually. This report is to
contain, among other things, graduation/completion rates of all students as well as students receiving athletically-related
student aid by race/ethnicity and gender and by sport, and the average completion or graduation rate for the four most recent
years. These data are also required to be disclosed to parents, coaches, and potential student athletes when the institution
offers athletically-related student aid. The Graduation Rates component of IPEDS was developed specifically to help institutions
respond to these requirements. See Graduation Rates for the current description of data collected.
Transfer-out rate
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to
completion divided by the adjusted cohort.
Transfer-out student
A student that leaves the reporting institution and enrolls at another institution. For systems of coordinated institutions (multicampus system), students are to be identified as transfer-out students when leaving an institution to enroll into another
institution within the same coordinated system.
Transfer-preparatory program
A program designed specifically to provide a student with the basic knowledge needed to transfer into a higher level program.
For example, this may be the first 2 years of a baccalaureate level program for which the institution does not offer an award, or 2
years of undergraduate study needed for entrance into a first-professional program, or 1 or more years of undergraduate study
needed for entrance into health services fields.
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.
Graduation Rates (GR)
This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know
legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program
within 150 percent of normal time to completion; the number that transfer to other institutions if transfer is part of the
institution's mission. Prior to 2007, institutions who offered athletically-related student aid were asked to report, by sport, the
number of students receiving aid and whether they completed within 150 percent of normal time to completion. Now, these
institutions only need to report a URL where the athletic data is located on their website, when available. GR automatically
generates worksheets that calculate rates, including average rates over 4 years.
Subcohort
A predefined subset of the initial cohort or the revised cohort established for tracking purposes. Degree/certificate-seeking
students in the bachelor's degree-seeking group in the Graduation Rates (GR) component and Pell-Grant, non-first-time, part-time
students in the Outcome Measures (OM) component are examples of subcohorts.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate in any of the
Title IV federal student financial assistance programs (other than the State Student Incentive Grant (SSIG) and the National Early
Intervention Scholarship and Partnership (NEISP) programs).
Black or African American
A person having origins in any of the black racial groups of Africa.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who maintains
cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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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
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.
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.
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Graduation Rates for 4-year institutions
Click one of the following questions to view the answer.
General
1)My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
2)Why is it necessary for 4-year institutions to separate their entering cohort into two groups?
3)My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
4)When can I revise or adjust my cohort?
5)Do I need to track students every term?
6)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?
1)What is a "first-time" student?
2)My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
3)How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
4)Where do I place transfers INTO my institution?
5)How do I report students who are taking ESL (English as a Second Language) or developmental courses?
6)Are students in remedial courses included in the cohort?
7)If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
8)What about non-credit enrollment, or students taking CEUs?
9)Are non-degree/certificate-seekers included?
10)How do I treat new entrants that receive credit for life experience?
11)Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
12)How do I report students studying in consortium agreements?
13)Many of our students take courses during the summer at other schools; should these be considered transfers-out?
14)My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
15)If a student in my cohort obtains two undergraduate level degrees (e.g., AA and BA) within the 6-year period, can I count both completions?
16)I have a student who intended upon entry to complete a bachelor’s degree, so he is included in my Section II - Bachelor's or equivalent degreeseeking subcohort. However, he does not complete his BA within the 6-year period, and instead completes an associate’s degree along the way, and it was
completed within 3 years. Where should I report him?
1)How do I calculate 150% of normal time to completion?
2)How do I report a student who has switched programs since entering the cohort?
3)How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
4)According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
1)Does my institution need to report transfers-out?
2)What kind of verification must I have to report a student as a transfer-out?
3)My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
4)My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
1)Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
2)Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
3)My institution belongs to the NCAA; do I have to report graduation rates data to IPEDS? Do I also need to report to the Secretary of Education?
4)The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
5)What is a "transfer-preparatory program?"
6)My institution offers pre-med and pre-vet programs, but recognized postsecondary credentials are not given. What happens to these students?
7)My institution offers a PharmD program where students are accepted into the program after completing a 2 or 3 year program of undergraduate
studies. What happens to these students?
8)How do I deal with "3/2" programs? My institution provides the first 3 years of an engineering program and our students matriculate to another university for
the last 2 years of study and to attain their degree. Can we count these students as completers when they receive their degree from the second institution?
9)There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
1)Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
2)If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
3)If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
Answer:
General
1)
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My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
Student Right-to-Know legislation states that institutions that offer a predominant number of programs based on a term basis (semester, quarter, or trimester) must
calculate graduation and transfer-out rates using a fall cohort; otherwise, you must use a full-year cohort. The cohort used to report your institution's GR data
is predetermined based on your response to the Calendar System question on the IPEDS Institutional Characteristics Header survey component.
2)
Why is it necessary for 4-year institutions to separate their entering cohort into two groups?
NCES requests that 4-year institutions that offer undergraduate awards other than a bachelor’s degree define two distinct subcohorts: (1) students who upon entry
intend to complete a bachelor’s or equivalent degree, and (2) students who upon entry intend to complete an undergraduate award other than a bachelor’s or
equivalent degree. Students whose intent is unknown should be reported in the subcohort with those seeking a bachelor’s or equivalent degree. By separating the
cohort in this way, the graduation and transfer rates of the first group can be compared with those at like institutions, as well as with those at institutions offering
only a bachelor’s degree. Similarly, the rates of the second group can more easily be compared with those at 2-year institutions.
3)
My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
Student Right-to-Know legislation states that graduation rates reporting is mandatory for institutions that enrolled full-time, first-time degree/certificate-seeking
undergraduate students during the relevant cohort year. If you did not enroll this type of student, or your institution was not in operation during the relevant cohort
year, please report this information on the Institutional Characteristics Header survey component.
4)
When can I revise or adjust my cohort?
There is a difference between revising and adjusting a cohort. Revising a cohort means modifying the cohort data to reflect better information that has become
available since the cohort was first reported in the relevant Fall Enrollment survey (e.g., you may now have more complete racial/ethnic information on the cohort).
Fall cohorts may be revised by entering new data in the Revised cohort column on the data collection screen. Adjusting a cohort means subtracting any allowable
exclusions from the revised cohort to establish a denominator for graduation rate calculation. Both fall and full-year cohorts are adjusted for you on the worksheet
screens when calculating graduation and transfer-out rates.
5)
Do I need to track students every term?
No. You can set up your system to identify your cohort upon entry, and then, at the end of 150% of normal time to complete all requirements of the longest program,
look back to see the status of those in the cohort. You will need to know when students in the cohort completed, but it is not necessary to compare or track these
students from term-to-term.
6)
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.
1)
What is a "first-time" student?
According to the IPEDS Glossary, a first-time student is "A student who has no prior postsecondary experience attending any institution for the first time at the
undergraduate level." This means that the student is first-time in terms of postsecondary education (or the student is not known to have attended another
postsecondary institution). There are two exceptions: (1) students who attended any institution for the first time the summer prior to entering your institution in the
fall term are to be counted as "first-time", as are (2) students who entered with advanced standing (college credits earned before graduation from high school).
2)
My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
Yes. You must report the data to NCES regardless of the cohort size. See the questions related to disclosure requirements under Other below for
additional information.
3)
How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
You should report the student as a transfer-out. For the purposes of the full-time, first-time cohort used for IPEDS graduation rates reporting, this action closes out
their status in the cohort. Upon re-enrolling at your institution, the student would then be included in a subsequent, non-first-time cohort not collected through the
IPEDS GR survey.
4)
Where do I place transfers INTO my institution?
The IPEDS GR survey does NOT collect information on transfers in. THESE STUDENTS SHOULD NOT BE INCLUDED IN ANY GR COHORT.
5)
How do I report students who are taking ESL (English as a Second Language) or developmental courses?
These students are not included in the cohort if their courses are not part of a program of study that leads to a degree, diploma, certificate, or other recognized
postsecondary credential, and if they are not eligible for Title IV federal financial aid.
6)
Are students in remedial courses included in the cohort?
Use the same reasoning here that you use to determine who to report as degree/certificate-seeking in the IPEDS Fall Enrollment survey. If a student
is degree/certificate-seeking for the purposes of qualifying for student financial aid, then they must be included in the GR cohort.
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7)
If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
No. The student does not qualify as "first-time" because they are known to have previously attended a postsecondary institution (yours or another school) even
though they are entering with no credit.
8)
What about non-credit enrollment, or students taking CEUs?
Neither should be included in the cohort for graduation rates reporting.
9)
Are non-degree/certificate-seekers included?
Even though these students are enrolled for credit, if they are not seeking a degree/certificate, they should not be included in the cohort according to Student Rightto-Know regulations. Be sure to carefully review the definition of degree/certificate-seeking in the IPEDS Glossary.
10)
How do I treat new entrants that receive credit for life experience?
If the student has never enrolled in a postsecondary institution, they should be counted as "first-time."
11)
Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
Since these students must have been previously enrolled in a postsecondary institution in order to obtain credit through correspondence or distance learning, they
are not considered "first-time."
12)
How do I report students studying in consortium agreements?
Use the same reasoning here that you use to determine who to report in the IPEDS Fall Enrollment survey. For additional information on this topic, please refer to the
IPEDS Data Tip Sheet related to Reporting Students for Institutions in Consortia.
13)
Many of our students take courses during the summer at other schools; should these be considered transfers-out?
No. Keep the students in the cohort since they return in the fall and continue their programs of study.
14)
My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
It looks like your cohort is defined correctly. Remember YOUR COHORT NEVER CHANGES. Students who stop out or drop out do not leave the cohort. They remain in
the count; and if they complete their most recent program within 150% of normal time they should be reported accordingly. Students who switch to part-time status
or to another program are not given extra time to complete, nor are they removed from the cohort. Report their status as requested.
15)
If a student in my cohort obtains two undergraduate level degrees (e.g., AA and BA) within the 6-year period, can I count both completions?
No, you may only count one. Please report the highest degree attained.
16)
I have a student who intended upon entry to complete a bachelor’s degree, so he is included in my Section II - Bachelor's or equivalent degreeseeking subcohort. However, he does not complete his BA within the 6-year period, and instead completes an associate’s degree along the way, and it was
completed within 3 years. Where should I report him?
By all means, count this student as a completer of an associate’s degree (at least 2 but less than 4 year program) since that degree was completed within 150% of
normal time. Remember, intent is not important when reporting your completers; what is important is whether or not they finished any program within 150% of
normal time.
1)
How do I calculate 150% of normal time to completion?
In order to calculate this, we must first define "normal time to completion". IPEDS has adopted the definition developed by the Joint Commission on Accountability
Reporting (JCAR) as a definition of normal time. As such,
"normal time to completion" is defined as "the amount of time necessary for a student to complete all requirements for a degree or certificate according to the
institution’s catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor’s degree in a standard term-based
institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate’s degree in a standard term-based institution; and the various
scheduled times for certificate programs." Let’s look at some examples:
Many bachelor’s degree programs are outlined as 4-year programs (8 semesters – typically fall and spring). Extending this to 150% (1.5 x 8) would be 12 semesters
or through the end of the spring term of the sixth year.
Similarly, an associate’s degree program that is advertised as a 2-year program (6 quarters - fall, winter, and spring, with no scheduled summer quarter) would extend
to 9 quarters (1.5 x 6) or through the end of the spring quarter of the third year.
However, the Technical Amendment to the Student Right-to-Know Act redefined the cohort year to allow you to count completers through August 31 of the summer
following the sixth year of a 4-year program (or the third year of a 2-year program).
Certificate programs must be handled somewhat differently. If a 900 clock hour course is advertised as taking 30 weeks to complete, the calculation of 1.5 x 30
equals 45 weeks after the start date. If the student completes within that 45-week period, they are within 150% of normal time.
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2)
How do I report a student who has switched programs since entering the cohort?
If a student has switched programs, you will calculate 150% of normal time to completion based on his or her most recent program for reporting outcomes.
However, the student's "clock" does not reset once they switch programs. He or she must still graduate, transfer, or qualify as an exclusion within 150% of normal
time to completion starting from the date he or she first entered the cohort.
3)
How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
There is no difference in the calculation. The 150% of normal time calculation should be applied as of the student's initial start date, and is the same regardless of
stop-out time. Some students may stop out for a term or two and still complete within 150% of normal time.
4)
According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
Technically you cannot count the completion until the degree has been conferred. If you "award" the degree upon completion of the program (i.e., an award date of,
or prior to, August 31 is noted in the student’s record) and simply allow the student to "pick up" their degree at the December ceremony, then you should be able to
count the student as having completed within 150% of normal time.
1)
Does my institution need to report transfers-out?
The Student Right-to-Know legislation states that "An institution that determines that its mission includes providing substantial preparation for students to enroll in
another eligible institution" must report transfers-out so that a transfer-out rate may be calculated for its full-time, first-time degree/certificate-seeking undergraduate
students. Students to be reported as transfers are those who have NOT completed a program or graduated, so they cannot be counted as completers, but have
subsequently enrolled in any program of an eligible institution for which the insititution provided substantial preparation. If the institution does not have such a
mission, reporting of transfers-out is optional.
2)
What kind of verification must I have to report a student as a transfer-out?
None. All verification requirements were dropped from the regulations.
3)
My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
As long as your institution does not include providing substantial preparation for students to enroll in another eligible institution as part of its mission, you do not
need to set up a system to track transfers-out. However, if your institution does have such a mission, you must be able to track and report on transfers-out.
(Applicable to Gradua on Rates and Gradua on Rates 200 only; requirements for Outcome Measures are different. Please review the Outcome Measures requirements
separately.)
4)
My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
No. Your institution may not count that student as completer because that student is considered a transfer-out student. Each reporting entity that has an IPEDS
UnitID is recognized as an individual reporting institution for Graduation Rates purposes and can only report completers if that campus confers the award or degree.
1)
Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
Student Right-to-Know Act regulations state that an institution must annually prepare the completion or graduation rates of its full-time, first-time degree/certificateseeking undergraduate students; and for institutions that determine that their mission includes providing substantial preparation for students to enroll in another
eligible institution, the transfer-out rate of these students. In calculating these rates, an institution must count any students who have completed or graduated by the
end of the 12-month period ending August 31 during which 150% of the normal time for completion or graduation from their program has lapsed.
Therefore, at a minimum, you must report and disclose your graduation and transfer-out rates (as of August 31 of the prior year). The Secretary urges institutions to
disclose as much additional information as warranted to help consumers understand institutional mission, etc. Thus you should consider disclosing additional rates
as well, such as rates for part-time students and possibly rates 8 or 10 years out, if your students typically take longer to complete.
2)
Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
NO! NO! and NO! The IPEDS GR survey provides institutions with instructions, definitions, and a format for calculating graduation rates and transfer-out rates. It also
provides institutions with a methodology so that there is some level of consistency in the way the rates are calculated. However, the SRK requires disclosure of these
rates to students and prospective students. In addition, for schools that offer athletically-related student aid there are additional disclosure and reporting
requirements. By completing the GR survey, you will have the rates you need to disclose, but you still need to make them available. The GR survey statisfies the
reporting requirements ONLY.
3)
My institution belongs to the NCAA; do I have to report graduation rates data to IPEDS? Do I also need to report to the Secretary of Education?
Completing the IPEDS Graduation Rates survey through the web-based data collection system satisfies all of your reporting requirements to the Secretary of
Education. However, the NCAA is now collecting their own data on graduation rates, separately from IPEDS. You will still need to report data to the NCAA. If you have
any questions about these reporting requirements, you should contact the NCAA directly.
4)
The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
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No. The allowable exclusions are provided for those institutions that may have a significant number of students who require longer to (or cannot) complete their
programs for the reasons stated.
5)
What is a "transfer-preparatory program?"
This term is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a 2-year program that is
acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree program." The Secretary
considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not receive a "recognized postsecondary
credential") should be counted as completers.
6)
My institution offers pre-med and pre-vet programs, but recognized postsecondary credentials are not given. What happens to these students?
Assuming that these are 2- or 3-year programs, count the students as completers of an "at least 2 but less than 4 year program" provided they complete within 150%
of normal time.
7)
My institution offers a PharmD program where students are accepted into the program after completing a 2 or 3 year program of undergraduate
studies. What happens to these students?
Students who complete the undergraduate portion of the program within 150% of normal time should be counted in the other degree/certificate-seeking subcohort
(Section III) as completers of an "at least 2 but less than 4 year program". However, do not track their progress any further towards the PharmD since this is a firstprofessional degree, and thus not part of IPEDS GR reporting.
8)
How do I deal with "3/2" programs? My institution provides the first 3 years of an engineering program and our students matriculate to another university
for the last 2 years of study and to attain their degree. Can we count these students as completers when they receive their degree from the second
institution?
No, you should NEVER count a student as a completer when they receive their degree from another institution. Your job is done when they leave your school. If the
student completed the first 3 years of a 3/2 program (within 150% of normal time) so that they are now ready to "transfer" in order to complete the remaining 2 years
at another institution, then you should count the student as a completer of an "at least 2 but less than 4 year program." This works the same way as the "transferpreparatory program" described above.
9)
There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
No, there is no such provision.
1)
Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
For the purposes of the GR component, a recipient of a Pell Grant or Subsidized Direct Loan is a student who receives and uses that award (i.e., award is partially or
fully disbursed) within their first year at the institution (July 1 - June 30).
2)
If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
They would only be counted if they received and used their award within their first year at the institution (July 1 - June 30). If they received and used it at any later
time, they would not be part of these subgroups. They would be part of the calculated row - "Did not receive either a Pell Grant or Subsidized Direct Loan".
3)
If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
As long as the student receives and uses their aid within their first year at the institution (July 1 - June 30), they do not have to continue to be awarded that aid during
their time at the institution to be counted as part of these subgroups.
U.S. Department of Education
National Center for
Education Statistics
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OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
Graduation Rates for 2-year institutions reporting on a fall cohort (academic reporters)
Overview
Graduation Rates Overview
Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking
undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is
collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Data Reporting Reminders
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
Once a student is in the cohort, they remain in the cohort, even if their status changes to part-time or they drop out or transfer out of the institution. However,
adjustments can be made to the cohort for allowable exclusions, which include the death of a student, permanent disability, military deployment, or service
on an official church mission or with a foreign aid service of the Federal government.
When reporting award levels for sub-baccalaureate certificates, determine program length by the number of credit or clock hours, NOT the academic year
length in parentheses. The academic year length is meant only to provide context.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
The survey materials package for this component can be downloaded using the following link: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Establishing cohort
Establishing cohorts
Based on your institution's response to the predominant calendar system question (B3) on the Institutional Characteristics Header survey component from the IPEDS
Fall 2020 data collection,
your institution must report graduation rates data using a :
Fall Cohort (Fall 2017)
A fall cohort is used by institutions with standard academic terms (semester, trimester, quarter, 4-1-4). A full-year cohort is used by institutions offering primarily
occupational/vocational programs and operating on a continuous basis.
Reporting Reminder:
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Please review the data in the initial cohort column and re-enter the cohort data making any necessary corrections for omissions, erroneous reporting, or where better
information regarding race/ethnicity or gender is available. Institutions must continue to report using the new race/ethnicity categories. For information and
assistance with this, please visit the IPEDS Race/Ethnicity Information Center.
Men
Screen 1 of 5
Cohort year 2017
Initial cohort
Revised cohort
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
Screen 1 of 5
Cohort year 2017
Initial cohort
Revised cohort
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 men + women
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Completers within 150%
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
In the columns below, report the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students listed in Column 10. Those who
completed their program within 150% of normal time as of August 31, 2020 should be reported in either Column 11 or 12, depending on the length of the program
completed.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 5
Cohort year 2017
Cohort students who completed their program within
150% of normal time to completion
Cohort
Completers of programs of less than 2
academic yrs (or equivalent)
(Column
10)
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
Completers of programs of at least 2 but less than
4 academic yrs (or equivalent)
(Column 11)
(Column 12)
Total
completers
within
150%
(Column
29)
Women
Screen 2 of 5
Cohort year 2017
Cohort students who completed their program within
150% of normal time to completion
Cohort
Completers of programs of less than 2
academic yrs (or equivalent)
(Column
10)
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
(Column 11)
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Completers of programs of at least 2 but less than
4 academic yrs (or equivalent)
(Column 12)
Total
completers
within
150%
(Column
29)
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Total men + women
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Transfers/exclusions
In the columns below, report the status of those students in the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students listed in
Column 10 who did not complete a program as of August 31, 2020.
Report transfers-out who did not complete a program in Column 30. If the mission of your institution includes providing substantial preparation for students to
enroll in another eligible institution WITHOUT having completed a program, you must report transfer-out data in Column 30. A school is required to report only
on those students that the school knows have transferred to another eligible institution. A school must document that the student actually transferred. If it is
not part of your mission, you may report transfer-out data if you wish.
Report eligible exclusions from the cohort in Column 45. The ONLY allowable categories for this column are:
students who died or became permanently disabled
students who left school to serve in the armed forces (or have been called up to active duty)
students who left school to serve with a foreign aid service of the Federal Government
students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who have dropped out as well as those who completed in greater than 150%
of normal time.
If you do not have any values to report in either Column 30, 45, or 51, you must enter at least one zero in a field on this screen to continue.
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 3 of 5
Cohort year 2017
Cohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column
10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
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
Screen 3 of 5
Cohort year 2017
Cohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column
10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
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Two or more races
Race and ethnicity unknown
Total women
Total men + women
Total in prior year (men and women)
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Completers within 100%
In the columns below, report the status of those students in the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students who
completed their program within 100% of normal time to completion.
Those who completed their program within 100% of normal time should be reported in either Column 55 or 56, depending on the length of the program
completed.
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 4
Cohort year 2017
of 5
Total
men +
women
Revised
cohort
Exclusions
Cohort students who completed their program within
100% of normal time to completion
Completers of programs of less
than 2 academic yrs (or equivalent)
Completers of programs of at least 2 but
less than 4 academic yrs (or equivalent)
(Column 55)
(Column 56)
Total completers within
100% (Column 55 + 56)
(Column 57)
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Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, and the number of students that completed a certificate or degree
within 150% of normal time to completion.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the full-time, first-time, degree/certificate-seeking cohort
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 5 of 5
Cohort year 2017
Number of students in
cohort
Total exclusions
Number of students that
completed within 150%
of
normal time to
completion
(Column 10)
(Column 45)
(Column 29)
Full-time, first-time, degree/certificate-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (Within entering year) that did not
receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan (within entering
year)
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Prepared by
Prepared by
Reporting Reminders:
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there are questions concerning the data.
The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the reporting burden associated with IPEDS.
Please include in your estimate the time it took for you to review instructions, query and search data sources, complete and review the component, and
submit the data through the Data Collection System.
Thank you for your assistance.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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GR- 2yr - Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Where to Get Help for Reporting
Where the Reported Data Will Appear
Uploading Files to the IPEDS Data Collection System
Reporting Directions
Reporting Individuals by Racial/Ethnic Categories
Establishing Cohorts
Completers within 150% of Normal Time to Completion
Non-completers
Completers within 100% of Normal Time to Completion
Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
Calculation of Graduation and Transfer-out Rates
Purpose of the Survey
The purpose of the IPEDS Graduation Rates survey component is to track given cohorts of full-time, first-time degree/certificate-seeking undergraduate students as well as their completion status at 150% of the normal time to complete all requirements of their program of study - at postsecondary institutions. These data
are collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
There are clarifications to the terms "transfer-in student" and "transfer-out student"
As a clarification to the reporting of transfers-out, if a student transfers out of an institution and goes to another institution within the same coordinated
system, they should be counted as a transfer-out student. Since each reporting entity that has an IPEDS UnitID is recognized as an individual reporting
institution for Graduation Rates purposes, only report completers if that campus confers the award or degree.
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
General Instructions
Reporting Period Covered
This survey component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students enrolled in your institution either
(1) as of October 15, 2017 (or the institution's official fall reporting date) for institutions that offer a predominant number of programs based on standard
academic terms (e.g., semesters, trimesters, quarters, or 4-1-4 plan); or (2) during the period between September 1, 2017 and August 31, 2018 for
institutions that do not offer a predominant number of programs based on standard academic terms. Institutions are to report the status of these students as
of August 31, 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 in the Cohort
Include all full-time, first-time degree/certificate-seeking undergraduate students entering the institution either during the fall term or during the 12-month
period as described above. Include students enrolled in the fall term who attended college for the first time in the prior summer term and students who entered
with advanced standing (college credits earned before graduating from high school).
For institutions that will report using a full-year cohort, count as entering students all those students who entered the institution between September 1, 2017
and August 31, 2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater
than one year in length.
Include all students enrolled for credit toward a degree, diploma, certificate, or other recognized postsecondary credential. Include students enrolled in courses
that are part of a vocational or occupational program, INCLUDING those enrolled in off-campus centers and those enrolled in distance learning/home study
programs.
Be sure to include full-time students taking remedial courses if the student is considered degree-seeking for the purpose of student financial aid determination.
This includes students who:
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Received any type of federal financial aid, regardless of what courses they took at any time
Received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree, certificate, or transfer-seeking
program
Obtained a student visa to enroll at a U.S. postsecondary institution
A student who is designated as a member of the cohort remains in the cohort, even if the student:
Becomes a part-time student
Transfers to another institution
Drops out of the institution
Stops out of the institution
Has not fulfilled the institution's requirements to receive a degree or certificate
Went on a study abroad program the first year upon entering the institution
Who to Exclude from the Cohort
Do NOT include students in the cohort who are:
Enrolled exclusively in courses not creditable toward a recognized postsecondary credential or the completion of a vocational program (i.e., nondegree/certificate-seeking students)
Exclusively taking CEUs
Exclusively auditing classes
Enrolled part-time
Transfers into the institution
Foreign students who are only taking coursework at a host institution (e.g., an American institution overseas), if these students are not enrolled at a U.S.
institution
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's Trainings & Outreach page which contains several tutorials on IPEDS data collection, a self-paced overview of IPEDS tools,
and other valuable resources.
IPEDS Resource Page
The IPEDS Website's Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials, taxonomies, information centers (e.g.,
academic libraries, average net price, human resources, race/ethnicity, etc.), and other valuable information.
Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution and aggregate levels.
At the institution-level, data will appear in the:
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Uploading Files to the IPEDS Data Collection System
The File Import/Upload option is found under the Tools menu. In order to perform the upload you’ll need to have a file formatted to specifications. Upload
specifications are included with the survey materials found under the Help menu. There are three upload formats available for the Graduation Rates survey
component:
Fixed width file
Key value file
XML format
Reporting Instructions
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
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In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not
have the right to remain indefinitely. NOTE - Nonresident aliens are to be reported separately, in the boxes provided, rather than included in any of the
seven racial/ethnic categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or nationals of the United
States and who have been admitted as legal immigrants for the purpose of obtaining permanent resident alien status (and who hold either an alien
registration card (Form I-551 or I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys
legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian) are to be reported in the
appropriate racial/ethnic categories along with United States citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or ethnic designation.
Establishing Cohorts
The method used to report graduation rates data on this survey is predetermined by your institution's response to the predominant calendar system question
(B3) on the IC Header component of the IPEDS Fall 2020 data collection, according to the following rules:
1. Institutions that offer a predominant number of programs based on standard academic terms (semesters, trimesters, quarters, or 4-1-4 plan) will report
using a fall cohort of students. Institutions may use October 15, 2017 or the institution's official fall reporting date to determine the cohort. This should
be the same reporting date used for the IPEDS Fall Enrollment survey.
2. Institutions that do not offer a predominant number of programs based on standard academic terms (as defined above) will report using a full-year
cohort. These institutions must count as entering students all those students who entered the institution between September 1, 2017 and August 31,
2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than one year
in length.
Report each student only once.
Initial cohort - If you are reporting on a fall cohort, the information reported on full-time, first-time degree/certificate-seeking undergraduate student
enrollment at your institution on the 2017 IPEDS Fall Enrollment survey will be preloaded in this column. If you did not respond to that survey, or if you are
reporting on a full-year cohort, the column will be blank.
Revised cohort - Institutions have the option of revising their preloaded cohort if:
there are eligible students who were omitted in the past
students were reported who did not belong in the cohort (e.g., they were not actually first-time, or full-time)
better information regarding race/ethnicity or gender is available for eligible students
Please review the data in the Initial cohort column (if applicable) and re-enter the cohort data in the Revised cohort column according to the 1997 racial/ethnic
categories, making any necessary corrections for omissions, erroneous reporting, or where better information regarding race/ethnicity or gender is available. If
your data do not appear in the Initial cohort column, please provide the enrollment data as requested in the Revised cohort column.
Completers within 150% of Normal Time to Completion
Report each student only once.
Report the status of the 2017 cohort of degree/certificate-seeking undergraduate students as of 150% of normal time to completion for their program
or August 31, 2020 (whichever was earlier) in terms of the number of completers by type of program completed. Report all students by race/ethnicity and
gender.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
Note that completers should be reported in terms of the type of program completed, as defined by award level. For programs that are defined in terms of clock
or credit hours, the program type may not be indicative of the actual calendar time a program takes to complete. For more information on program types,
please consult the IPEDS Glossary.
Revised Cohort (Column 10) – The data in this column are carried forward from the "Establishing Cohort" screen for your reference.
Completers of programs of less than 2 academic years (or equivalent) (Column 11) - Enter the number of students who completed programs of less
than 2 full-time equivalent academic years within 150% of normal time to completion. This includes awards, certificates, or diplomas of less than one academic
year and of at least one but less than two academic years; or designed for completion in less than 60 semester or trimester credit hours, less than 90 quarter
credit hours, or less than 1,800 clock hours.
Completers of programs of at least 2 years but less than 4 academic years (or equivalent) (Column 12) - Enter the number of students who
completed programs of at least 2 but less than 4 full-time equivalent academic years within 150% of normal time to completion. This includes awards,
certificates, or diplomas of at least two but less than four academic years - or designed for completion in at least 60 but less than 120 semester or trimester
credit hours, at least 90 but less than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours - and associate's degrees.
Total completers within 150% (Column 29) - This column is the sum of the previous two columns, and is calculated for you by the data collection system.
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Non-completers
Report each student only once.
Report the status of the non-completers from the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students as of 150% of the
normal time to completion for their program or August 31, 2020 (whichever was earlier). Report all students by race/ethnicity and gender.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Revised Cohort (Column 10) – The data in this column are carried forward from the "Establishing Cohort" screen for your reference.
Total completers within 150% (Column 29) - The data in this column are carried forward from the "Completers within 150%" screen for your reference.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, you must report the total number of students who transferred out of your institution (without earning a
degree/award) within 150% of normal time to completion. Include students who transferred out of your institution and subsequently re-enrolled at another
eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Total exclusions (Column 45)- Indicate the total number of students who left your institution within 150% of normal time to completion for their program
(and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (Do NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the above reasons, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Still enrolled (Column 51) - Enter the number of students who were still enrolled at your institution as of 150% of normal time to completion for their
program (or August 31, 2020 if 150% of normal time to completion had not elapsed by that time).
No longer enrolled (Column 52) - This column represents the difference between the revised cohort (Column 10) and the sum of Columns 29, 30, 45, and
51. This column should include students who graduated from their program after 150% of normal time to completion elapsed.
Completers within 100% of Normal Time to Completion
Report each student only once.
Report the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students who completed their program as of 100% of
normal time to completion for their program or August 31, 2020 (whichever was earlier) in terms of the number of completers by type of program
completed. Note that this should be a subset of the students reported as completers within 150% of normal time reported earlier in this survey.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Count completers only once and indicate the highest award level attained.
Revised Cohort (Column 10) – The data in this column are carried forward from the "Establishing Cohort" screen for your reference.
Exclusions - The data in this column are carried forward from Column 45 – Total Exclusions of the “Transfers/Exclusions” screen for your reference.
Cohort students who completed their program within 100% of normal time to completion (Columns 55 and 56)
Completers of programs of less than 2 academic years (or equivalent) (Column 55) - Enter the number of students who completed programs of less
than 2 full-time equivalent academic years within 100% of normal time to completion. This includes awards, certificates, or diplomas of less than one academic
year and of at least one but less than two academic years; or designed for completion in less than 60 semester or trimester credit hours, less than 90 quarter
credit hours, or less than 1,800 clock hours.
Completed a program of at least 2 years, but less than 4 years within 100% (Column 56) - Enter the number of students who completed programs of
at least 2 but less than 4 full-time equivalent academic years within 100% of normal time to completion. This includes awards, certificates, or diplomas of at
least two but less than four academic years - or designed for completion in at least 60 but less than 120 semester or trimester credit hours, at least 90 but less
than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours - and associate's degrees.
Total completers within 100% (Column 57) – This column is the sum of the previous two columns and is calculated for you by the data collection system.
Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
Report each student only once.
Report the status of the 2017 cohort of first-time, full-time degree/certificate-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers.
Report only for full-time, first-time degree/certificate-seeking students.
Do NOT include part-time students or students who transferred into your institution.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to other
institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For the first-time, full-time degree/certificate-seeking cohort, data will be collected on those students who were recipients of a Pell Grant and those students
who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct loan. These students must receive and use the award within
their first year at the institution. If the student is a recipient of an award at a later point, they would not be included in one of the subcohorts.
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Number of students in the cohort - The number of students in the full-time, first-time degree/certificate-seeking cohort will be preloaded from the GR
form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID
NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all
students.
Total exclusions - The number of exclusions in the full-time, first-time degree/certificate-seeking cohort will be preloaded from the GR form. Of those
students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of
all students.
Number of students completing within 150% or normal time - The number of students in the full-time, first-time degree/certificate-seeking cohort who
completed within 150% of normal time to completion will be preloaded from the GR form. Of those students reported as completers, report the number of
students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two categories
will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all students.
Calculation of Graduation and Transfer-out Rates
Worksheets
Worksheets calculating the Student Right-To-Know and overall four-year average completion/graduation and transfer-out rates of full-time, first-time
degree/certificate-seeking undergraduate students for the 2017 student cohort are provided as a convenience to the institution. Data previously reported by
the institution are preloaded for use in these calculations.
Note that certain information from these worksheets will be displayed on College Navigator, as noted. Additional information relevant to the calculated rates
may be entered in the context box provided, and will also be displayed on College Navigator.
Privacy Issue With Disclosure
Before using the worksheets for disclosure, please consider the following:
The Family Educational Rights and Privacy Act of 1974 as amended (1998) (FERPA) requires that institutions not disclose information where students could
be identified.
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Glossary
date: 06/24/2020
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall Enrollment component, it is the
cohort for calculating retention rate; for the Graduation Rates component, this is the cohort from which graduation and transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
Associate's degree
An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.
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.
Bachelor's or equivalent
degree-seeking subcohort
In the GR component of IPEDS, a cohort of students who were seeking a bachelor's or equivalent degree upon entry.
Cohort
A specific group of students established for tracking purposes.
Completers within 150% of
normal time
Students who completed their program within 150% of the normal (or expected) time for completion.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other recognized postsecondary credential. This
includes students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree,
certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome Measures, and
Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the institution for one of the
following reasons: death or total and permanent disability; service in the armed forces (including those called to active duty);
service with a foreign aid service of the federal government, such as the Peace Corps; or service on official church missions.
Fall cohort
The group of students entering in the fall term established for tracking purposes. For the Graduation Rates component, this
includes all students who enter an institution as full-time, first-time degree or certificate-seeking undergraduate students during
the fall term of a given year.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in
the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing
(college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Full-year cohort
This is a group of students entering at any time during the 12-month period for tracking and reporting. For Graduation Rate (GR),
a full-year cohort is from September 1 through August 31 and is used primarily by institutions that offer occupational programs
of varying lengths. Students must be full-time and first-time to be considered in the cohort. For Outcome Measures (OM)
component, all degree-granting institutions report on a full-year cohort from July 1 through June 30. Students are reported once
in one of the four OM cohorts: first-time, full-time; first-time, part-time: non-first-time, full-time; or non-first-time, part-time.
Graduation rate
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total
number of completers within 150% of normal time divided by the revised adjusted cohort.
Initial cohort
A specific group of individuals established for tracking purposes. For the Graduation Rates (GR) and Outcome Measures (OM)
components of IPEDS, the initial cohort is defined as the enrollment count before removing revisions and exclusions of all
degree/certificate-seeking students who enter in either (1) the fall term of a given academic year, or (2) between September 1st
and August 31st of the following year. For the GR component of IPEDS, the initial cohort is only for full-time, first-time students.
For OM, all undergraduates are placed in one of four initial cohorts: full-time, first-time; part-time, first-time; full-time, non-firsttime; and part-time, non-first time.
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).
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Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Normal time to completion
The amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution's
catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor's degree in
a standard term-based institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate's
degree in a standard term-based institution; and the various scheduled times for certificate programs.
Other degree/certificateseeking subcohort
A subset of students belonging to a GR cohort who were seeking a degree or certificate other than bachelor's degree upon entry.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Revised cohort
Initial cohort after revisions are made. Cohorts may be revised if an institution discovers that incorrect data were reported in an
earlier year.
Student Right-to-Know Act
Also known as the "Student Right-to-Know and Campus Security Act" (P.L. 101-542), which was passed by Congress November
9, 1990. Title I, Section 103, requires institutions eligible for Title IV funding to calculate completion or graduation rates of
certificate- or degree-seeking, full-time students entering that institution, and to disclose these rates to all students and
prospective students. Further, Section 104 requires each institution that participates in any Title IV program and is attended by
students receiving athletically-related student aid to submit a report to the Secretary of Education annually. This report is to
contain, among other things, graduation/completion rates of all students as well as students receiving athletically-related
student aid by race/ethnicity and gender and by sport, and the average completion or graduation rate for the four most recent
years. These data are also required to be disclosed to parents, coaches, and potential student athletes when the institution
offers athletically-related student aid. The Graduation Rates component of IPEDS was developed specifically to help institutions
respond to these requirements. See Graduation Rates for the current description of data collected.
Transfer-out rate
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to
completion divided by the adjusted cohort.
Transfer-out student
A student that leaves the reporting institution and enrolls at another institution. For systems of coordinated institutions (multicampus system), students are to be identified as transfer-out students when leaving an institution to enroll into another
institution within the same coordinated system.
Transfer-preparatory program
A program designed specifically to provide a student with the basic knowledge needed to transfer into a higher level program.
For example, this may be the first 2 years of a baccalaureate level program for which the institution does not offer an award, or 2
years of undergraduate study needed for entrance into a first-professional program, or 1 or more years of undergraduate study
needed for entrance into health services fields.
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.
Graduation Rates (GR)
This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know
legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program
within 150 percent of normal time to completion; the number that transfer to other institutions if transfer is part of the
institution's mission. Prior to 2007, institutions who offered athletically-related student aid were asked to report, by sport, the
number of students receiving aid and whether they completed within 150 percent of normal time to completion. Now, these
institutions only need to report a URL where the athletic data is located on their website, when available. GR automatically
generates worksheets that calculate rates, including average rates over 4 years.
Subcohort
A predefined subset of the initial cohort or the revised cohort established for tracking purposes. Degree/certificate-seeking
students in the bachelor's degree-seeking group in the Graduation Rates (GR) component and Pell-Grant, non-first-time, part-time
students in the Outcome Measures (OM) component are examples of subcohorts.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate in any of the
Title IV federal student financial assistance programs (other than the State Student Incentive Grant (SSIG) and the National Early
Intervention Scholarship and Partnership (NEISP) programs).
Black or African American
A person having origins in any of the black racial groups of Africa.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who maintains
cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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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
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.
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.
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Graduation Rates for 2-year institutions
Click one of the following questions to view the answer.
General
1)My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
3)My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
4)When can I revise or adjust my cohort?
5)Do I need to track students every term?
6)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?
1)What is a "first-time" student?
2)My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
3)How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
4)Where do I place transfers INTO my institution?
5)How do I report students who are taking ESL (English as a Second Language) or developmental courses?
6)Are students in remedial courses included in the cohort?
7)If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
8)What about non-credit enrollment, or students taking CEUs?
9)Are non-degree/certificate-seekers included?
10)How do I treat new entrants that receive credit for life experience?
11)Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
12)How do I report students studying in consortium agreements?
13)Many of our students take courses during the summer at other schools; should these be considered transfers-out?
14)My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
17)If a student in my cohort obtains two undergraduate level awards (e.g., certificate in cosmetology and an AA) within the 3-year period, can I count both
completions?
1)How do I calculate 150% of normal time to completion?
2)How do I report a student who has switched programs since entering the cohort?
3)How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
4)According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
1)Does my institution need to report transfers-out?
2)What kind of verification must I have to report a student as a transfer-out?
3)My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
4)My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
1)Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
2)Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
4)The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
9)What is a "transfer-preparatory program"?
10)My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
11)Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
12)There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already
in the military but are transferred to another duty station?
1)Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
2)If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
3)If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
Answer:
General
1)
My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
The Student Right-to-Know legislation states that institutions that offer a predominant number of programs based on a term basis (semester, quarter, or trimester)
must calculate graduation and transfer-out rates using a fall cohort; otherwise, you must use a full-year cohort. The cohort used to report your institution's GR data
is predetermined based on your response to the Calendar System question on the IPEDS Institutional Characteristics Header survey component.
3)
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My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
Student Right-to-Know legislation states that graduation rates reporting is mandatory for institutions that enrolled full-time, first-time degree/certificate-seeking
undergraduate students during the relevant cohort year. If you did not enroll this type of student, or your institution was not in operation during the relevant cohort
year, please report this information on the Institutional Characteristics Header survey component.
4)
When can I revise or adjust my cohort?
There is a difference between revising and adjusting a cohort. Revising a cohort means modifying the cohort data to reflect better information that has become
available since the cohort was first reported in the relevant Fall Enrollment survey (e.g., you may now have more complete racial/ethnic information on the cohort).
Fall cohorts may be revised by entering new data in the Revised cohort column on the data collection screen. Adjusting a cohort means subtracting any allowable
exclusions from the revised cohort to establish a denominator for graduation rate calculation. Both fall and full-year cohorts are adjusted for you on the worksheet
screens when calculating graduation and transfer-out rates.
5)
Do I need to track students every term?
No. You can set up your system to identify your cohort upon entry, and then, at the end of 150% of normal time to complete all requirements of the longest program,
look back to see the status of those in the cohort. You will need to know when students in the cohort completed, but it is not necessary to compare or track these
students from term-to-term.
6)
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.
1)
What is a "first-time" student?
According to the IPEDS Glossary, a first-time student is "A student who has no prior postsecondary experience attending any institution for the first time at the
undergraduate level." This means that the student is first-time in terms of postsecondary education (or the student is not known to have attended another
postsecondary institution). There are two exceptions: (1) students who attended any institution for the first time the summer prior to entering your institution in the
fall term are to be counted as "first-time", as are (2) students who entered with advanced standing (college credits earned before graduation from high school).
2)
My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
Yes. You must report the data to NCES regardless of the cohort size. See the questions related to disclosure requirements under Other below for
additional information.
3)
How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
You should report the student as a transfer-out. For the purposes of the full-time, first-time cohort used for IPEDS graduation rates reporting, this action closes out
their status in the cohort. Upon re-enrolling at your institution, the student would then be included in a subsequent, non-first-time cohort not collected through the
IPEDS GR survey.
4)
Where do I place transfers INTO my institution?
The IPEDS GR survey does NOT collect information on transfers in. THESE STUDENTS SHOULD NOT BE INCLUDED IN ANY GR COHORT.
5)
How do I report students who are taking ESL (English as a Second Language) or developmental courses?
These students are not included in the cohort if their courses are not part of a program of study that leads to a degree, diploma, certificate, or other recognized
postsecondary credential, and if they are not eligible for Title IV federal financial aid.
6)
Are students in remedial courses included in the cohort?
Use the same reasoning here that you use to determine who to report as degree/certificate-seeking in the IPEDS Fall Enrollment survey. If a student
is degree/certificate-seeking for the purposes of qualifying for student financial aid, then they must be included in the GR cohort.
7)
If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
No. The student does not qualify as "first-time" because they are known to have previously attended a postsecondary institution (yours or another school) even
though they are entering with no credit.
8)
What about non-credit enrollment, or students taking CEUs?
Neither should be included in the cohort for graduation rates reporting.
9)
Are non-degree/certificate-seekers included?
Even though these students are enrolled for credit, if they are not seeking a degree/certificate, they should not be included in the cohort according to Student Rightto-Know regulations. Be sure to carefully review the definition of degree/certificate-seeking in the IPEDS Glossary.
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10)
How do I treat new entrants that receive credit for life experience?
If the student has never enrolled in a postsecondary institution, they should be counted as "first-time."
11)
Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
Since these students must have been previously enrolled in a postsecondary institution in order to obtain credit through correspondence or distance learning, they
are not considered "first-time."
12)
How do I report students studying in consortium agreements?
Use the same reasoning here that you use to determine who to report in the IPEDS Fall Enrollment survey. For additional information on this topic, please refer to the
IPEDS Data Tip Sheet related to Reporting Students for Institutions in Consortia.
13)
Many of our students take courses during the summer at other schools; should these be considered transfers-out?
No. Keep the students in the cohort since they return in the fall and continue their programs of study.
14)
My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
It looks like your cohort is defined correctly. Remember YOUR COHORT NEVER CHANGES. Students who stop out or drop out do not leave the cohort. They remain in
the count; and if they complete their most recent program within 150% of normal time they should be reported accordingly. Students who switch to part-time status
or to another program are not given extra time to complete, nor are they removed from the cohort. Report their status as requested.
17)
If a student in my cohort obtains two undergraduate level awards (e.g., certificate in cosmetology and an AA) within the 3-year period, can I count both
completions?
No, you may only count one. Please report the highest level award attained.
1)
How do I calculate 150% of normal time to completion?
In order to calculate this, we must first define "normal time to completion". IPEDS has adopted the definition developed by the Joint Commission on Accountability
Reporting (JCAR) as a definition of normal time. As such,
"normal time to completion" is defined as "the amount of time necessary for a student to complete all requirements for a degree or certificate according to the
institution’s catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor’s degree in a standard term-based
institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate’s degree in a standard term-based institution; and the various
scheduled times for certificate programs." Let’s look at some examples:
Many bachelor’s degree programs are outlined as 4-year programs (8 semesters – typically fall and spring). Extending this to 150% (1.5 x 8) would be 12 semesters
or through the end of the spring term of the sixth year.
Similarly, an associate’s degree program that is advertised as a 2-year program (6 quarters - fall, winter, and spring, with no scheduled summer quarter) would extend
to 9 quarters (1.5 x 6) or through the end of the spring quarter of the third year.
However, the Technical Amendment to the Student Right-to-Know Act redefined the cohort year to allow you to count completers through August 31 of the summer
following the sixth year of a 4-year program (or the third year of a 2-year program).
Certificate programs must be handled somewhat differently. If a 900 clock hour course is advertised as taking 30 weeks to complete, the calculation of 1.5 x 30
equals 45 weeks after the start date. If the student completes within that 45-week period, they are within 150% of normal time.
2)
How do I report a student who has switched programs since entering the cohort?
If a student has switched programs, you will calculate 150% of normal time to completion based on his or her most recent program for reporting outcomes.
However, the student's "clock" does not reset once they switch programs. He or she must still graduate, transfer, or qualify as an exclusion within 150% of normal
time to completion starting from the date he or she first entered the cohort.
3)
How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
There is no difference in the calculation. The 150% of normal time calculation should be applied as of the student's initial start date, and is the same regardless of
stop-out time. Some students may stop out for a term or two and still complete within 150% of normal time.
4)
According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
Technically you cannot count the completion until the degree has been conferred. If you "award" the degree upon completion of the program (i.e., an award date of,
or prior to, August 31 is noted in the student’s record) and simply allow the student to "pick up" their degree at the December ceremony, then you should be able to
count the student as having completed within 150% of normal time.
1)
Does my institution need to report transfers-out?
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The Student Right-to-Know legislation states that "An institution that determines that its mission includes providing substantial preparation for students to enroll in
another eligible institution" must report transfers-out so that a transfer-out rate may be calculated for its full-time, first-time degree/certificate-seeking undergraduate
students. Students to be reported as transfers are those who have NOT completed a program or graduated, so they cannot be counted as completers, but have
subsequently enrolled in any program of an eligible institution for which the insititution provided substantial preparation. If the institution does not have such a
mission, reporting of transfers-out is optional.
2)
What kind of verification must I have to report a student as a transfer-out?
None. All verification requirements were dropped from the regulations.
3)
My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
As long as your institution does not include providing substantial preparation for students to enroll in another eligible institution as part of its mission, you do not
need to set up a system to track transfers-out. However, if your institution does have such a mission, you must be able to track and report on transfers-out.
(Applicable to Gradua on Rates and Gradua on Rates 200 only; requirements for Outcome Measures are different. Please review the Outcome Measures requirements
separately.)
4)
My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
No. Your institution may not count that student as completer because that student is considered a transfer-out student. Each reporting entity that has an IPEDS
UnitID is recognized as an individual reporting institution for Graduation Rates purposes and can only report completers if that campus confers the award or degree.
1)
Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
Student Right-to-Know Act regulations state that an institution must annually prepare the completion or graduation rates of its full-time, first-time degree/certificateseeking undergraduate students; and for institutions that determine that their mission includes providing substantial preparation for students to enroll in another
eligible institution, the transfer-out rate of these students. In calculating these rates, an institution must count any students who have completed or graduated by the
end of the 12-month period ending August 31 during which 150% of the normal time for completion or graduation from their program has lapsed.
Therefore, at a minimum, you must report and disclose your graduation and transfer-out rates (as of August 31 of the prior year). The Secretary urges institutions to
disclose as much additional information as warranted to help consumers understand institutional mission, etc. Thus you should consider disclosing additional rates
as well, such as rates for part-time students and possibly rates 8 or 10 years out, if your students typically take longer to complete.
2)
Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
NO! NO! and NO! The IPEDS GR survey provides institutions with instructions, definitions, and a format for calculating graduation rates and transfer-out rates. It also
provides institutions with a methodology so that there is some level of consistency in the way the rates are calculated. However, the SRK requires disclosure of these
rates to students and prospective students. In addition, for schools that offer athletically-related student aid there are additional disclosure and reporting
requirements. By completing the GR survey, you will have the rates you need to disclose, but you still need to make them available. The GR survey statisfies the
reporting requirements ONLY.
4)
The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
No. The allowable exclusions are provided for those institutions that may have a significant number of students who require longer to (or cannot) complete their
programs for the reasons stated.
9)
What is a "transfer-preparatory program"?
This term is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a 2-year program that is
acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree program." The Secretary
considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not receive a "recognized postsecondary
credential") should be counted as completers.
10)
My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
Let's look at this one step at a time. First, schools with programs of less than 4 years are to report on the @3_Year_Cohort cohort. Therefore, you should look at
those students who entered your institution between @Full_Year_Cohort_3_Year. Next, assuming the latest possible enrollment date would be August 31,
@GR_4_Year_Completer, 150% of 9 months following this date would extend to October 15, @Collection_Prior_Year_Short (13 1/2 months later). In order to
complete the IPEDS GR survey, the first status date following this is August 31, @Collection_Year_Short and the report is due during the Winter
@Collection_Year_Full data collection. So you are on track for reporting this cohort.
11)
Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
No, you may not report these students as completers since they left the institution prior to completing their program.
12)
There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
No, there is no such provision.
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1)
Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
For the purposes of the GR component, a recipient of a Pell Grant or Subsidized Direct Loan is a student who receives and uses that award (i.e., award is partially or
fully disbursed) within their first year at the institution (July 1 - June 30).
2)
If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
They would only be counted if they received and used their award within their first year at the institution (July 1 - June 30). If they received and used it at any later
time, they would not be part of these subgroups. They would be part of the calculated row - "Did not receive either a Pell Grant or Subsidized Direct Loan".
3)
If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
As long as the student receives and uses their aid within their first year at the institution (July 1 - June 30), they do not have to continue to be awarded that aid during
their time at the institution to be counted as part of these subgroups.
U.S. Department of Education
National Center for
Education Statistics
Software Provider Resources
Section 508 Compliance
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2020-21
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | ipedshelp@rti.org
OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
Graduation Rates for 2-year institutions reporting on a full-year cohort (program reporters)
Overview
Graduation Rates Overview
Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking
undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is
collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Data Reporting Reminders
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
Once a student is in the cohort, they remain in the cohort, even if their status changes to part-time or they drop out or transfer out of the institution. However,
adjustments can be made to the cohort for allowable exclusions, which include the death of a student, permanent disability, military deployment, or service
on an official church mission or with a foreign aid service of the Federal government.
When reporting award levels for sub-baccalaureate certificates, determine program length by the number of credit or clock hours, NOT the academic year
length in parentheses. The academic year length is meant only to provide context.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
The survey materials package for this component can be downloaded using the following link: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Establishing cohort
Establishing cohorts
Based on your institution's response to the predominant calendar system question (B3) on the Institutional Characteristics Header survey component from the IPEDS
Fall 2020 data collection,
your institution must report graduation rates data using a :
Full-Year Cohort (September 1, 2017 - August 31, 2018)
A fall cohort is used by institutions with standard academic terms (semester, trimester, quarter, 4-1-4). A full-year cohort is used by institutions offering primarily
occupational/vocational programs and operating on a continuous basis.
Reporting Reminder:
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
NOTE: Reporting using the new race/ethnicity categories is now mandatory. On this screen you will need to establish your 2017 cohort of full-time, first-time
degree/certificate-seeking undergraduate students using the new race/ethnicity categories. For information and assistance with this, please visit the IPEDS
Race/Ethnicity Information Center.
Men
Screen 1 of 5
Cohort year 2017
Cohort
(Column 01)
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
Screen 1 of 5
Cohort year 2017
Cohort
(Column 01)
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
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Total men + women
Total in prior year (men and women)
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Completers within 150%
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
In the columns below, report the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students listed in Column 10. Those who
completed their program within 150% of normal time as of August 31, 2020 should be reported in either Column 11 or 12, depending on the length of the program
completed.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 2 of 5
Cohort year 2017
Cohort students who completed their program within
150% of normal time to completion
Cohort
Completers of programs of less than 2
academic yrs (or equivalent)
(Column
10)
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
Completers of programs of at least 2 but less than
4 academic yrs (or equivalent)
(Column 11)
(Column 12)
Total
completers
within
150%
(Column
29)
Women
Screen 2 of 5
Cohort year 2017
Cohort students who completed their program within
150% of normal time to completion
Cohort
Completers of programs of less than 2
academic yrs (or equivalent)
(Column
10)
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
(Column 11)
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Completers of programs of at least 2 but less than
4 academic yrs (or equivalent)
(Column 12)
Total
completers
within
150%
(Column
29)
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Total men + women
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Transfers/exclusions
In the columns below, report the status of those students in the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students listed in
Column 10 who did not complete a program as of August 31, 2020.
Report transfers-out who did not complete a program in Column 30. If the mission of your institution includes providing substantial preparation for students to
enroll in another eligible institution WITHOUT having completed a program, you must report transfer-out data in Column 30. A school is required to report only
on those students that the school knows have transferred to another eligible institution. A school must document that the student actually transferred. If it is
not part of your mission, you may report transfer-out data if you wish.
Report eligible exclusions from the cohort in Column 45. The ONLY allowable categories for this column are:
students who died or became permanently disabled
students who left school to serve in the armed forces (or have been called up to active duty)
students who left school to serve with a foreign aid service of the Federal Government
students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who have dropped out as well as those who completed in greater than 150%
of normal time.
If you do not have any values to report in either Column 30, 45, or 51, you must enter at least one zero in a field on this screen to continue.
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Men
Screen 3 of 5
Cohort year 2017
Cohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column
10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
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
Screen 3 of 5
Cohort year 2017
Cohort
Total
completers
within 150%
Total transfer-out
students
Total
exclusions
Still enrolled
No longer
enrolled
(Column
10)
(Column 29)
(Column 30)
(Column 45)
(Column 51)
(Column 52)
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific
Islander
White
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Two or more races
Race and ethnicity unknown
Total women
Total men + women
Total in prior year (men and women)
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Completers within 100%
In the columns below, report the status of those students in the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students who
completed their program within 100% of normal time to completion.
Those who completed their program within 100% of normal time should be reported in either Column 55 or 56, depending on the length of the program
completed.
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 4
Cohort year 2017
of 5
Total
men +
women
Revised
cohort
Exclusions
Cohort students who completed their program within
100% of normal time to completion
Completers of programs of less
than 2 academic yrs (or equivalent)
Completers of programs of at least 2 but
less than 4 academic yrs (or equivalent)
(Column 55)
(Column 56)
Total completers within
100% (Column 55 + 56)
(Column 57)
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Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, and the number of students that completed a certificate or degree
within 150% of normal time to completion.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the full-time, first-time, degree/certificate-seeking cohort
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 5 of 5
Cohort year 2017
Number of students in
cohort
Total exclusions
Number of students that
completed within 150%
of
normal time to
completion
(Column 10)
(Column 45)
(Column 29)
Full-time, first-time, degree/certificate-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (Within entering year) that did not
receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan (within entering
year)
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Prepared by
Prepared by
Reporting Reminders:
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there are questions concerning the data.
The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the reporting burden associated with IPEDS.
Please include in your estimate the time it took for you to review instructions, query and search data sources, complete and review the component, and
submit the data through the Data Collection System.
Thank you for your assistance.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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GR- 2yr - Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Where to Get Help for Reporting
Where the Reported Data Will Appear
Uploading Files to the IPEDS Data Collection System
Reporting Directions
Reporting Individuals by Racial/Ethnic Categories
Establishing Cohorts
Completers within 150% of Normal Time to Completion
Non-completers
Completers within 100% of Normal Time to Completion
Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
Calculation of Graduation and Transfer-out Rates
Purpose of the Survey
The purpose of the IPEDS Graduation Rates survey component is to track given cohorts of full-time, first-time degree/certificate-seeking undergraduate students as well as their completion status at 150% of the normal time to complete all requirements of their program of study - at postsecondary institutions. These data
are collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
There are clarifications to the terms "transfer-in student" and "transfer-out student"
As a clarification to the reporting of transfers-out, if a student transfers out of an institution and goes to another institution within the same coordinated
system, they should be counted as a transfer-out student. Since each reporting entity that has an IPEDS UnitID is recognized as an individual reporting
institution for Graduation Rates purposes, only report completers if that campus confers the award or degree.
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
General Instructions
Reporting Period Covered
This survey component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students enrolled in your institution either
(1) as of October 15, 2017 (or the institution's official fall reporting date) for institutions that offer a predominant number of programs based on standard
academic terms (e.g., semesters, trimesters, quarters, or 4-1-4 plan); or (2) during the period between September 1, 2017 and August 31, 2018 for
institutions that do not offer a predominant number of programs based on standard academic terms. Institutions are to report the status of these students as
of August 31, 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 in the Cohort
Include all full-time, first-time degree/certificate-seeking undergraduate students entering the institution either during the fall term or during the 12-month
period as described above. Include students enrolled in the fall term who attended college for the first time in the prior summer term and students who entered
with advanced standing (college credits earned before graduating from high school).
For institutions that will report using a full-year cohort, count as entering students all those students who entered the institution between September 1, 2017
and August 31, 2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater
than one year in length.
Include all students enrolled for credit toward a degree, diploma, certificate, or other recognized postsecondary credential. Include students enrolled in courses
that are part of a vocational or occupational program, INCLUDING those enrolled in off-campus centers and those enrolled in distance learning/home study
programs.
Be sure to include full-time students taking remedial courses if the student is considered degree-seeking for the purpose of student financial aid determination.
This includes students who:
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Received any type of federal financial aid, regardless of what courses they took at any time
Received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree, certificate, or transfer-seeking
program
Obtained a student visa to enroll at a U.S. postsecondary institution
A student who is designated as a member of the cohort remains in the cohort, even if the student:
Becomes a part-time student
Transfers to another institution
Drops out of the institution
Stops out of the institution
Has not fulfilled the institution's requirements to receive a degree or certificate
Went on a study abroad program the first year upon entering the institution
Who to Exclude from the Cohort
Do NOT include students in the cohort who are:
Enrolled exclusively in courses not creditable toward a recognized postsecondary credential or the completion of a vocational program (i.e., nondegree/certificate-seeking students)
Exclusively taking CEUs
Exclusively auditing classes
Enrolled part-time
Transfers into the institution
Foreign students who are only taking coursework at a host institution (e.g., an American institution overseas), if these students are not enrolled at a U.S.
institution
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's Trainings & Outreach page which contains several tutorials on IPEDS data collection, a self-paced overview of IPEDS tools,
and other valuable resources.
IPEDS Resource Page
The IPEDS Website's Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials, taxonomies, information centers (e.g.,
academic libraries, average net price, human resources, race/ethnicity, etc.), and other valuable information.
Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution and aggregate levels.
At the institution-level, data will appear in the:
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Uploading Files to the IPEDS Data Collection System
The File Import/Upload option is found under the Tools menu. In order to perform the upload you’ll need to have a file formatted to specifications. Upload
specifications are included with the survey materials found under the Help menu. There are three upload formats available for the Graduation Rates survey
component:
Fixed width file
Key value file
XML format
Reporting Instructions
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
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In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American- A person having origins in any of the black racial groups of Africa.
Native Hawaiian or Other Pacific Islander- A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Other descriptive categories
Nonresident alien - A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not
have the right to remain indefinitely. NOTE - Nonresident aliens are to be reported separately, in the boxes provided, rather than included in any of the
seven racial/ethnic categories. Resident aliens and other eligible (for financial aid purposes) non-citizens who are not citizens or nationals of the United
States and who have been admitted as legal immigrants for the purpose of obtaining permanent resident alien status (and who hold either an alien
registration card (Form I-551 or I-151), a Temporary Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys
legal immigrant status such as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian) are to be reported in the
appropriate racial/ethnic categories along with United States citizens.
Race and ethnicity unknown - This category is used only if the person did not select EITHER a racial or ethnic designation.
Establishing Cohorts
The method used to report graduation rates data on this survey is predetermined by your institution's response to the predominant calendar system question
(B3) on the IC Header component of the IPEDS Fall 2020 data collection, according to the following rules:
1. Institutions that offer a predominant number of programs based on standard academic terms (semesters, trimesters, quarters, or 4-1-4 plan) will report
using a fall cohort of students. Institutions may use October 15, 2017 or the institution's official fall reporting date to determine the cohort. This should
be the same reporting date used for the IPEDS Fall Enrollment survey.
2. Institutions that do not offer a predominant number of programs based on standard academic terms (as defined above) will report using a full-year
cohort. These institutions must count as entering students all those students who entered the institution between September 1, 2017 and August 31,
2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than one year
in length.
Report each student only once.
Initial cohort - If you are reporting on a fall cohort, the information reported on full-time, first-time degree/certificate-seeking undergraduate student
enrollment at your institution on the 2017 IPEDS Fall Enrollment survey will be preloaded in this column. If you did not respond to that survey, or if you are
reporting on a full-year cohort, the column will be blank.
Revised cohort - Institutions have the option of revising their preloaded cohort if:
there are eligible students who were omitted in the past
students were reported who did not belong in the cohort (e.g., they were not actually first-time, or full-time)
better information regarding race/ethnicity or gender is available for eligible students
Please review the data in the Initial cohort column (if applicable) and re-enter the cohort data in the Revised cohort column according to the 1997 racial/ethnic
categories, making any necessary corrections for omissions, erroneous reporting, or where better information regarding race/ethnicity or gender is available. If
your data do not appear in the Initial cohort column, please provide the enrollment data as requested in the Revised cohort column.
Completers within 150% of Normal Time to Completion
Report each student only once.
Report the status of the 2017 cohort of degree/certificate-seeking undergraduate students as of 150% of normal time to completion for their program
or August 31, 2020 (whichever was earlier) in terms of the number of completers by type of program completed. Report all students by race/ethnicity and
gender.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
Note that completers should be reported in terms of the type of program completed, as defined by award level. For programs that are defined in terms of clock
or credit hours, the program type may not be indicative of the actual calendar time a program takes to complete. For more information on program types,
please consult the IPEDS Glossary.
Revised Cohort (Column 10) – The data in this column are carried forward from the "Establishing Cohort" screen for your reference.
Completers of programs of less than 2 academic years (or equivalent) (Column 11) - Enter the number of students who completed programs of less
than 2 full-time equivalent academic years within 150% of normal time to completion. This includes awards, certificates, or diplomas of less than one academic
year and of at least one but less than two academic years; or designed for completion in less than 60 semester or trimester credit hours, less than 90 quarter
credit hours, or less than 1,800 clock hours.
Completers of programs of at least 2 years but less than 4 academic years (or equivalent) (Column 12) - Enter the number of students who
completed programs of at least 2 but less than 4 full-time equivalent academic years within 150% of normal time to completion. This includes awards,
certificates, or diplomas of at least two but less than four academic years - or designed for completion in at least 60 but less than 120 semester or trimester
credit hours, at least 90 but less than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours - and associate's degrees.
Total completers within 150% (Column 29) - This column is the sum of the previous two columns, and is calculated for you by the data collection system.
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Non-completers
Report each student only once.
Report the status of the non-completers from the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students as of 150% of the
normal time to completion for their program or August 31, 2020 (whichever was earlier). Report all students by race/ethnicity and gender.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Revised Cohort (Column 10) – The data in this column are carried forward from the "Establishing Cohort" screen for your reference.
Total completers within 150% (Column 29) - The data in this column are carried forward from the "Completers within 150%" screen for your reference.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, you must report the total number of students who transferred out of your institution (without earning a
degree/award) within 150% of normal time to completion. Include students who transferred out of your institution and subsequently re-enrolled at another
eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Total exclusions (Column 45)- Indicate the total number of students who left your institution within 150% of normal time to completion for their program
(and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (Do NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the above reasons, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Still enrolled (Column 51) - Enter the number of students who were still enrolled at your institution as of 150% of normal time to completion for their
program (or August 31, 2020 if 150% of normal time to completion had not elapsed by that time).
No longer enrolled (Column 52) - This column represents the difference between the revised cohort (Column 10) and the sum of Columns 29, 30, 45, and
51. This column should include students who graduated from their program after 150% of normal time to completion elapsed.
Completers within 100% of Normal Time to Completion
Report each student only once.
Report the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students who completed their program as of 100% of
normal time to completion for their program or August 31, 2020 (whichever was earlier) in terms of the number of completers by type of program
completed. Note that this should be a subset of the students reported as completers within 150% of normal time reported earlier in this survey.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Count completers only once and indicate the highest award level attained.
Revised Cohort (Column 10) – The data in this column are carried forward from the "Establishing Cohort" screen for your reference.
Exclusions - The data in this column are carried forward from Column 45 – Total Exclusions of the “Transfers/Exclusions” screen for your reference.
Cohort students who completed their program within 100% of normal time to completion (Columns 55 and 56)
Completers of programs of less than 2 academic years (or equivalent) (Column 55) - Enter the number of students who completed programs of less
than 2 full-time equivalent academic years within 100% of normal time to completion. This includes awards, certificates, or diplomas of less than one academic
year and of at least one but less than two academic years; or designed for completion in less than 60 semester or trimester credit hours, less than 90 quarter
credit hours, or less than 1,800 clock hours.
Completed a program of at least 2 years, but less than 4 years within 100% (Column 56) - Enter the number of students who completed programs of
at least 2 but less than 4 full-time equivalent academic years within 100% of normal time to completion. This includes awards, certificates, or diplomas of at
least two but less than four academic years - or designed for completion in at least 60 but less than 120 semester or trimester credit hours, at least 90 but less
than 180 quarter credit hours, or at least 1,800 but less than 3,600 clock hours - and associate's degrees.
Total completers within 100% (Column 57) – This column is the sum of the previous two columns and is calculated for you by the data collection system.
Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
Report each student only once.
Report the status of the 2017 cohort of first-time, full-time degree/certificate-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers.
Report only for full-time, first-time degree/certificate-seeking students.
Do NOT include part-time students or students who transferred into your institution.
Count completers only once and indicate the highest award level attained.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to other
institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For the first-time, full-time degree/certificate-seeking cohort, data will be collected on those students who were recipients of a Pell Grant and those students
who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct loan. These students must receive and use the award within
their first year at the institution. If the student is a recipient of an award at a later point, they would not be included in one of the subcohorts.
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Number of students in the cohort - The number of students in the full-time, first-time degree/certificate-seeking cohort will be preloaded from the GR
form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID
NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all
students.
Total exclusions - The number of exclusions in the full-time, first-time degree/certificate-seeking cohort will be preloaded from the GR form. Of those
students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of
all students.
Number of students completing within 150% or normal time - The number of students in the full-time, first-time degree/certificate-seeking cohort who
completed within 150% of normal time to completion will be preloaded from the GR form. Of those students reported as completers, report the number of
students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two categories
will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all students.
Calculation of Graduation and Transfer-out Rates
Worksheets
Worksheets calculating the Student Right-To-Know and overall four-year average completion/graduation and transfer-out rates of full-time, first-time
degree/certificate-seeking undergraduate students for the 2017 student cohort are provided as a convenience to the institution. Data previously reported by
the institution are preloaded for use in these calculations.
Note that certain information from these worksheets will be displayed on College Navigator, as noted. Additional information relevant to the calculated rates
may be entered in the context box provided, and will also be displayed on College Navigator.
Privacy Issue With Disclosure
Before using the worksheets for disclosure, please consider the following:
The Family Educational Rights and Privacy Act of 1974 as amended (1998) (FERPA) requires that institutions not disclose information where students could
be identified.
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Glossary
date: 06/24/2020
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall Enrollment component, it is the
cohort for calculating retention rate; for the Graduation Rates component, this is the cohort from which graduation and transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
Associate's degree
An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.
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.
Bachelor's or equivalent
degree-seeking subcohort
In the GR component of IPEDS, a cohort of students who were seeking a bachelor's or equivalent degree upon entry.
Cohort
A specific group of students established for tracking purposes.
Completers within 150% of
normal time
Students who completed their program within 150% of the normal (or expected) time for completion.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other recognized postsecondary credential. This
includes students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree,
certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome Measures, and
Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the institution for one of the
following reasons: death or total and permanent disability; service in the armed forces (including those called to active duty);
service with a foreign aid service of the federal government, such as the Peace Corps; or service on official church missions.
Fall cohort
The group of students entering in the fall term established for tracking purposes. For the Graduation Rates component, this
includes all students who enter an institution as full-time, first-time degree or certificate-seeking undergraduate students during
the fall term of a given year.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in
the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing
(college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Full-year cohort
This is a group of students entering at any time during the 12-month period for tracking and reporting. For Graduation Rate (GR),
a full-year cohort is from September 1 through August 31 and is used primarily by institutions that offer occupational programs
of varying lengths. Students must be full-time and first-time to be considered in the cohort. For Outcome Measures (OM)
component, all degree-granting institutions report on a full-year cohort from July 1 through June 30. Students are reported once
in one of the four OM cohorts: first-time, full-time; first-time, part-time: non-first-time, full-time; or non-first-time, part-time.
Graduation rate
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total
number of completers within 150% of normal time divided by the revised adjusted cohort.
Initial cohort
A specific group of individuals established for tracking purposes. For the Graduation Rates (GR) and Outcome Measures (OM)
components of IPEDS, the initial cohort is defined as the enrollment count before removing revisions and exclusions of all
degree/certificate-seeking students who enter in either (1) the fall term of a given academic year, or (2) between September 1st
and August 31st of the following year. For the GR component of IPEDS, the initial cohort is only for full-time, first-time students.
For OM, all undergraduates are placed in one of four initial cohorts: full-time, first-time; part-time, first-time; full-time, non-firsttime; and part-time, non-first time.
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).
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Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Normal time to completion
The amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution's
catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor's degree in
a standard term-based institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate's
degree in a standard term-based institution; and the various scheduled times for certificate programs.
Other degree/certificateseeking subcohort
A subset of students belonging to a GR cohort who were seeking a degree or certificate other than bachelor's degree upon entry.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Revised cohort
Initial cohort after revisions are made. Cohorts may be revised if an institution discovers that incorrect data were reported in an
earlier year.
Student Right-to-Know Act
Also known as the "Student Right-to-Know and Campus Security Act" (P.L. 101-542), which was passed by Congress November
9, 1990. Title I, Section 103, requires institutions eligible for Title IV funding to calculate completion or graduation rates of
certificate- or degree-seeking, full-time students entering that institution, and to disclose these rates to all students and
prospective students. Further, Section 104 requires each institution that participates in any Title IV program and is attended by
students receiving athletically-related student aid to submit a report to the Secretary of Education annually. This report is to
contain, among other things, graduation/completion rates of all students as well as students receiving athletically-related
student aid by race/ethnicity and gender and by sport, and the average completion or graduation rate for the four most recent
years. These data are also required to be disclosed to parents, coaches, and potential student athletes when the institution
offers athletically-related student aid. The Graduation Rates component of IPEDS was developed specifically to help institutions
respond to these requirements. See Graduation Rates for the current description of data collected.
Transfer-out rate
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to
completion divided by the adjusted cohort.
Transfer-out student
A student that leaves the reporting institution and enrolls at another institution. For systems of coordinated institutions (multicampus system), students are to be identified as transfer-out students when leaving an institution to enroll into another
institution within the same coordinated system.
Transfer-preparatory program
A program designed specifically to provide a student with the basic knowledge needed to transfer into a higher level program.
For example, this may be the first 2 years of a baccalaureate level program for which the institution does not offer an award, or 2
years of undergraduate study needed for entrance into a first-professional program, or 1 or more years of undergraduate study
needed for entrance into health services fields.
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.
Graduation Rates (GR)
This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know
legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program
within 150 percent of normal time to completion; the number that transfer to other institutions if transfer is part of the
institution's mission. Prior to 2007, institutions who offered athletically-related student aid were asked to report, by sport, the
number of students receiving aid and whether they completed within 150 percent of normal time to completion. Now, these
institutions only need to report a URL where the athletic data is located on their website, when available. GR automatically
generates worksheets that calculate rates, including average rates over 4 years.
Subcohort
A predefined subset of the initial cohort or the revised cohort established for tracking purposes. Degree/certificate-seeking
students in the bachelor's degree-seeking group in the Graduation Rates (GR) component and Pell-Grant, non-first-time, part-time
students in the Outcome Measures (OM) component are examples of subcohorts.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate in any of the
Title IV federal student financial assistance programs (other than the State Student Incentive Grant (SSIG) and the National Early
Intervention Scholarship and Partnership (NEISP) programs).
Black or African American
A person having origins in any of the black racial groups of Africa.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who maintains
cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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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
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.
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.
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Graduation Rates for 2-year institutions
Click one of the following questions to view the answer.
General
1)My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
3)My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
4)When can I revise or adjust my cohort?
5)Do I need to track students every term?
6)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?
1)What is a "first-time" student?
2)My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
3)How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
4)Where do I place transfers INTO my institution?
5)How do I report students who are taking ESL (English as a Second Language) or developmental courses?
6)Are students in remedial courses included in the cohort?
7)If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
8)What about non-credit enrollment, or students taking CEUs?
9)Are non-degree/certificate-seekers included?
10)How do I treat new entrants that receive credit for life experience?
11)Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
12)How do I report students studying in consortium agreements?
13)Many of our students take courses during the summer at other schools; should these be considered transfers-out?
14)My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
17)If a student in my cohort obtains two undergraduate level awards (e.g., certificate in cosmetology and an AA) within the 3-year period, can I count both
completions?
1)How do I calculate 150% of normal time to completion?
2)How do I report a student who has switched programs since entering the cohort?
3)How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
4)According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
1)Does my institution need to report transfers-out?
2)What kind of verification must I have to report a student as a transfer-out?
3)My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
4)My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
1)Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
2)Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
4)The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
9)What is a "transfer-preparatory program"?
10)My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
11)Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
12)There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already
in the military but are transferred to another duty station?
1)Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
2)If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
3)If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
Answer:
General
1)
My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
The Student Right-to-Know legislation states that institutions that offer a predominant number of programs based on a term basis (semester, quarter, or trimester)
must calculate graduation and transfer-out rates using a fall cohort; otherwise, you must use a full-year cohort. The cohort used to report your institution's GR data
is predetermined based on your response to the Calendar System question on the IPEDS Institutional Characteristics Header survey component.
3)
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My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
Student Right-to-Know legislation states that graduation rates reporting is mandatory for institutions that enrolled full-time, first-time degree/certificate-seeking
undergraduate students during the relevant cohort year. If you did not enroll this type of student, or your institution was not in operation during the relevant cohort
year, please report this information on the Institutional Characteristics Header survey component.
4)
When can I revise or adjust my cohort?
There is a difference between revising and adjusting a cohort. Revising a cohort means modifying the cohort data to reflect better information that has become
available since the cohort was first reported in the relevant Fall Enrollment survey (e.g., you may now have more complete racial/ethnic information on the cohort).
Fall cohorts may be revised by entering new data in the Revised cohort column on the data collection screen. Adjusting a cohort means subtracting any allowable
exclusions from the revised cohort to establish a denominator for graduation rate calculation. Both fall and full-year cohorts are adjusted for you on the worksheet
screens when calculating graduation and transfer-out rates.
5)
Do I need to track students every term?
No. You can set up your system to identify your cohort upon entry, and then, at the end of 150% of normal time to complete all requirements of the longest program,
look back to see the status of those in the cohort. You will need to know when students in the cohort completed, but it is not necessary to compare or track these
students from term-to-term.
6)
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.
1)
What is a "first-time" student?
According to the IPEDS Glossary, a first-time student is "A student who has no prior postsecondary experience attending any institution for the first time at the
undergraduate level." This means that the student is first-time in terms of postsecondary education (or the student is not known to have attended another
postsecondary institution). There are two exceptions: (1) students who attended any institution for the first time the summer prior to entering your institution in the
fall term are to be counted as "first-time", as are (2) students who entered with advanced standing (college credits earned before graduation from high school).
2)
My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
Yes. You must report the data to NCES regardless of the cohort size. See the questions related to disclosure requirements under Other below for
additional information.
3)
How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
You should report the student as a transfer-out. For the purposes of the full-time, first-time cohort used for IPEDS graduation rates reporting, this action closes out
their status in the cohort. Upon re-enrolling at your institution, the student would then be included in a subsequent, non-first-time cohort not collected through the
IPEDS GR survey.
4)
Where do I place transfers INTO my institution?
The IPEDS GR survey does NOT collect information on transfers in. THESE STUDENTS SHOULD NOT BE INCLUDED IN ANY GR COHORT.
5)
How do I report students who are taking ESL (English as a Second Language) or developmental courses?
These students are not included in the cohort if their courses are not part of a program of study that leads to a degree, diploma, certificate, or other recognized
postsecondary credential, and if they are not eligible for Title IV federal financial aid.
6)
Are students in remedial courses included in the cohort?
Use the same reasoning here that you use to determine who to report as degree/certificate-seeking in the IPEDS Fall Enrollment survey. If a student
is degree/certificate-seeking for the purposes of qualifying for student financial aid, then they must be included in the GR cohort.
7)
If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
No. The student does not qualify as "first-time" because they are known to have previously attended a postsecondary institution (yours or another school) even
though they are entering with no credit.
8)
What about non-credit enrollment, or students taking CEUs?
Neither should be included in the cohort for graduation rates reporting.
9)
Are non-degree/certificate-seekers included?
Even though these students are enrolled for credit, if they are not seeking a degree/certificate, they should not be included in the cohort according to Student Rightto-Know regulations. Be sure to carefully review the definition of degree/certificate-seeking in the IPEDS Glossary.
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10)
How do I treat new entrants that receive credit for life experience?
If the student has never enrolled in a postsecondary institution, they should be counted as "first-time."
11)
Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
Since these students must have been previously enrolled in a postsecondary institution in order to obtain credit through correspondence or distance learning, they
are not considered "first-time."
12)
How do I report students studying in consortium agreements?
Use the same reasoning here that you use to determine who to report in the IPEDS Fall Enrollment survey. For additional information on this topic, please refer to the
IPEDS Data Tip Sheet related to Reporting Students for Institutions in Consortia.
13)
Many of our students take courses during the summer at other schools; should these be considered transfers-out?
No. Keep the students in the cohort since they return in the fall and continue their programs of study.
14)
My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
It looks like your cohort is defined correctly. Remember YOUR COHORT NEVER CHANGES. Students who stop out or drop out do not leave the cohort. They remain in
the count; and if they complete their most recent program within 150% of normal time they should be reported accordingly. Students who switch to part-time status
or to another program are not given extra time to complete, nor are they removed from the cohort. Report their status as requested.
17)
If a student in my cohort obtains two undergraduate level awards (e.g., certificate in cosmetology and an AA) within the 3-year period, can I count both
completions?
No, you may only count one. Please report the highest level award attained.
1)
How do I calculate 150% of normal time to completion?
In order to calculate this, we must first define "normal time to completion". IPEDS has adopted the definition developed by the Joint Commission on Accountability
Reporting (JCAR) as a definition of normal time. As such,
"normal time to completion" is defined as "the amount of time necessary for a student to complete all requirements for a degree or certificate according to the
institution’s catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor’s degree in a standard term-based
institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate’s degree in a standard term-based institution; and the various
scheduled times for certificate programs." Let’s look at some examples:
Many bachelor’s degree programs are outlined as 4-year programs (8 semesters – typically fall and spring). Extending this to 150% (1.5 x 8) would be 12 semesters
or through the end of the spring term of the sixth year.
Similarly, an associate’s degree program that is advertised as a 2-year program (6 quarters - fall, winter, and spring, with no scheduled summer quarter) would extend
to 9 quarters (1.5 x 6) or through the end of the spring quarter of the third year.
However, the Technical Amendment to the Student Right-to-Know Act redefined the cohort year to allow you to count completers through August 31 of the summer
following the sixth year of a 4-year program (or the third year of a 2-year program).
Certificate programs must be handled somewhat differently. If a 900 clock hour course is advertised as taking 30 weeks to complete, the calculation of 1.5 x 30
equals 45 weeks after the start date. If the student completes within that 45-week period, they are within 150% of normal time.
2)
How do I report a student who has switched programs since entering the cohort?
If a student has switched programs, you will calculate 150% of normal time to completion based on his or her most recent program for reporting outcomes.
However, the student's "clock" does not reset once they switch programs. He or she must still graduate, transfer, or qualify as an exclusion within 150% of normal
time to completion starting from the date he or she first entered the cohort.
3)
How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
There is no difference in the calculation. The 150% of normal time calculation should be applied as of the student's initial start date, and is the same regardless of
stop-out time. Some students may stop out for a term or two and still complete within 150% of normal time.
4)
According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
Technically you cannot count the completion until the degree has been conferred. If you "award" the degree upon completion of the program (i.e., an award date of,
or prior to, August 31 is noted in the student’s record) and simply allow the student to "pick up" their degree at the December ceremony, then you should be able to
count the student as having completed within 150% of normal time.
1)
Does my institution need to report transfers-out?
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The Student Right-to-Know legislation states that "An institution that determines that its mission includes providing substantial preparation for students to enroll in
another eligible institution" must report transfers-out so that a transfer-out rate may be calculated for its full-time, first-time degree/certificate-seeking undergraduate
students. Students to be reported as transfers are those who have NOT completed a program or graduated, so they cannot be counted as completers, but have
subsequently enrolled in any program of an eligible institution for which the insititution provided substantial preparation. If the institution does not have such a
mission, reporting of transfers-out is optional.
2)
What kind of verification must I have to report a student as a transfer-out?
None. All verification requirements were dropped from the regulations.
3)
My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
As long as your institution does not include providing substantial preparation for students to enroll in another eligible institution as part of its mission, you do not
need to set up a system to track transfers-out. However, if your institution does have such a mission, you must be able to track and report on transfers-out.
(Applicable to Gradua on Rates and Gradua on Rates 200 only; requirements for Outcome Measures are different. Please review the Outcome Measures requirements
separately.)
4)
My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
No. Your institution may not count that student as completer because that student is considered a transfer-out student. Each reporting entity that has an IPEDS
UnitID is recognized as an individual reporting institution for Graduation Rates purposes and can only report completers if that campus confers the award or degree.
1)
Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
Student Right-to-Know Act regulations state that an institution must annually prepare the completion or graduation rates of its full-time, first-time degree/certificateseeking undergraduate students; and for institutions that determine that their mission includes providing substantial preparation for students to enroll in another
eligible institution, the transfer-out rate of these students. In calculating these rates, an institution must count any students who have completed or graduated by the
end of the 12-month period ending August 31 during which 150% of the normal time for completion or graduation from their program has lapsed.
Therefore, at a minimum, you must report and disclose your graduation and transfer-out rates (as of August 31 of the prior year). The Secretary urges institutions to
disclose as much additional information as warranted to help consumers understand institutional mission, etc. Thus you should consider disclosing additional rates
as well, such as rates for part-time students and possibly rates 8 or 10 years out, if your students typically take longer to complete.
2)
Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
NO! NO! and NO! The IPEDS GR survey provides institutions with instructions, definitions, and a format for calculating graduation rates and transfer-out rates. It also
provides institutions with a methodology so that there is some level of consistency in the way the rates are calculated. However, the SRK requires disclosure of these
rates to students and prospective students. In addition, for schools that offer athletically-related student aid there are additional disclosure and reporting
requirements. By completing the GR survey, you will have the rates you need to disclose, but you still need to make them available. The GR survey statisfies the
reporting requirements ONLY.
4)
The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
No. The allowable exclusions are provided for those institutions that may have a significant number of students who require longer to (or cannot) complete their
programs for the reasons stated.
9)
What is a "transfer-preparatory program"?
This term is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a 2-year program that is
acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree program." The Secretary
considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not receive a "recognized postsecondary
credential") should be counted as completers.
10)
My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
Let's look at this one step at a time. First, schools with programs of less than 4 years are to report on the @3_Year_Cohort cohort. Therefore, you should look at
those students who entered your institution between @Full_Year_Cohort_3_Year. Next, assuming the latest possible enrollment date would be August 31,
@GR_4_Year_Completer, 150% of 9 months following this date would extend to October 15, @Collection_Prior_Year_Short (13 1/2 months later). In order to
complete the IPEDS GR survey, the first status date following this is August 31, @Collection_Year_Short and the report is due during the Winter
@Collection_Year_Full data collection. So you are on track for reporting this cohort.
11)
Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
No, you may not report these students as completers since they left the institution prior to completing their program.
12)
There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
No, there is no such provision.
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1)
Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
For the purposes of the GR component, a recipient of a Pell Grant or Subsidized Direct Loan is a student who receives and uses that award (i.e., award is partially or
fully disbursed) within their first year at the institution (July 1 - June 30).
2)
If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
They would only be counted if they received and used their award within their first year at the institution (July 1 - June 30). If they received and used it at any later
time, they would not be part of these subgroups. They would be part of the calculated row - "Did not receive either a Pell Grant or Subsidized Direct Loan".
3)
If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
As long as the student receives and uses their aid within their first year at the institution (July 1 - June 30), they do not have to continue to be awarded that aid during
their time at the institution to be counted as part of these subgroups.
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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
Graduation Rates for less-than-2-year institutions reporting on a fall cohort (academic reporters)
Overview
Graduation Rates Overview
Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking
undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is
collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Data Reporting Reminders
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
Once a student is in the cohort, they remain in the cohort, even if their status changes to part-time or they drop out or transfer out of the institution. However,
adjustments can be made to the cohort for allowable exclusions, which include the death of a student, permanent disability, military deployment, or service
on an official church mission or with a foreign aid service of the Federal government.
When reporting award levels for sub-baccalaureate certificates, determine program length by the number of credit or clock hours, NOT the academic year
length in parentheses. The academic year length is meant only to provide context.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
The survey materials package for this component can be downloaded using the following link: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Graduation rates
Establishing cohorts
Based on your institution's response to the predominant calendar system question (B3) on the Institutional Characteristics Header survey component from the IPEDS
Fall 2020 data collection,
your institution must report graduation rates data using a :
Fall Cohort (Fall 2017)
A fall cohort is used by institutions with standard academic terms (semester, trimester, quarter, 4-1-4). A full-year cohort is used by institutions offering primarily
occupational/vocational programs and operating on a continuous basis.
Reporting Reminder:
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
In the columns below, indicate the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students reported in Column 10.
The cumulative number of these students who completed their program within 150% of normal time as of August 31, 2020 should be reported in Column 11.
Report transfers-out who did not complete a program in Column 30. If the mission of your institution includes providing substantial preparation for students to
enroll in another eligible institution WITHOUT having completed a program, you must report transfer-out data in Column 30. A school is required to report only on
those students that the school knows have transferred to another eligible institution. A school must document that the student actually transferred. If it is not part
of your mission, you may report transfer-out data if you wish.
Report eligible exclusions from the cohort in Column 45. The ONLY allowable categories for this column are:
students who died or became permanently disabled
students who left school to serve in the armed forces (or have been called up to active duty)
students who left school to serve with a foreign aid service of the Federal Government
students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who dropped out as well as those who completed in greater than 150% of normal
time.
Column 55 [Completers within 100%] is a subset of Column 11 [Completers within 150%]. These data are being requested so they can be preloaded into next
year's Graduation Rates 200% survey component.
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 1 of 2
Cohort year 2017
Completed
within 150%
of normal
time to
completion
Initial
cohort
Revised
cohort
Total
exclusions
Adjusted
cohort
(Col 10 Col 45)
(Column 10)
(Column 45)
(Column
50)
(Column 11)
Of those in
Column 11,
those who
completed
within 100%
of normal
time to
completion
Total
transfer-out
students
Still enrolled
No
longer
enrolled
(Column 55)
(Column 30)
(Column 51)
(Column
52)
Total men + women
Total men + women
prior year
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Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, and the number of students that completed a certificate or degree
within 150% of normal time to completion.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the full-time, first-time, degree/certificate-seeking cohort
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 2 of 2
Cohort year 2017
Number of students in
cohort
Total exclusions
Number of students that
completed within 150%
of
normal time to
completion
(Column 10)
(Column 45)
(Column 11)
Full-time, first-time, degree/certificate-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (within entering year) that did not
receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan (within entering
year)
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Prepared by
Prepared by
Reporting Reminders:
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there are questions concerning the data.
The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the reporting burden associated with IPEDS.
Please include in your estimate the time it took for you to review instructions, query and search data sources, complete and review the component, and
submit the data through the Data Collection System.
Thank you for your assistance.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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Graduation Rates Full Instructions - Less Than 2-Year Institutions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Where to Get Help for Reporting
Where Reported Data Will Appear
Uploading Files to the IPEDS Data Collection System
Reporting Directions
Purpose of the Survey
The purpose of the IPEDS Graduation Rates survey component is to track given cohorts of full-time, first-time degree/certificate-seeking undergraduate students as well as their completion status at 150% of the normal time to complete all requirements of their program of study - at postsecondary institutions. These data
are collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
There are clarifications to the terms "transfer-in student" and "transfer-out student"
As a clarification to the reporting of transfers-out, if a student transfers out of an institution and goes to another institution within the same coordinated
system, they should be counted as a transfer-out student. Since each reporting entity that has an IPEDS UnitID is recognized as an individual reporting
institution for Graduation Rates purposes, only report completers if that campus confers the award or degree.
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
General Instructions
Reporting Period Covered
This survey component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students enrolled in your institution either
(1) as of October 15, 2017 (or the institution's official fall reporting date) for institutions that offer a predominant number of programs based on standard
academic terms (e.g., semesters, trimesters, quarters, or 4-1-4 plan); or (2) during the period between September 1, 2017 and August 31, 2018 for
institutions that do not offer a predominant number of programs based on standard academic terms. Institutions are to report the status of these students as
of August 31, 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 in the Cohort
Include all full-time, first-time degree/certificate-seeking undergraduate students entering the institution either during the fall term or during the 12-month
period as described above. Include students enrolled in the fall term who attended college for the first time in the prior summer term and students who entered
with advanced standing (college credits earned before graduating from high school).
For institutions that will report using a full-year cohort, count as entering students all those students who entered the institution between September 1, 2017
and August 31, 2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater
than one year in length.
Include all students enrolled for credit toward a degree, diploma, certificate, or other recognized postsecondary credential. Include students enrolled in courses
that are part of a vocational or occupational program, INCLUDING those enrolled in off-campus centers and those enrolled in distance learning/home study
programs.
Be sure to include full-time students taking remedial courses if the student is considered degree-seeking for the purpose of student financial aid determination.
This includes students who:
Received any type of federal financial aid, regardless of what courses they took at any time
Received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree, certificate, or transfer-seeking
program
Obtained a student visa to enroll at a U.S. postsecondary institution
A student who is designated as a member of the cohort remains in the cohort, even if the student:
Becomes a part-time student
Transfers to another institution
Drops out of the institution
Stops out of the institution
Has not fulfilled the institution's requirements to receive a degree or certificate
Went on a study abroad program the first year upon entering the institution
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Who to Exclude from the Cohort
Do NOT include students in the cohort who are:
Enrolled exclusively in courses not creditable toward a recognized postsecondary credential or the completion of a vocational program (i.e., nondegree/certificate-seeking students)
Exclusively taking CEUs
Exclusively auditing classes
Enrolled part-time
Transfers into the institution
Foreign students who are only taking coursework at a host institution (e.g., an American institution overseas), if these students are not enrolled at a U.S.
institution
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's Trainings & Outreach page which contains several tutorials on IPEDS data collection, a self-paced overview of IPEDS tools,
and other valuable resources.
IPEDS Resource Page
The IPEDS Website's Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials, taxonomies, information centers (e.g.,
academic libraries, average net price, human resources, race/ethnicity, etc.), and other valuable information.
Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution and aggregate levels.
At the institution-level, data will appear in the:
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Uploading Files to the IPEDS Data Collection System
The File Import/Upload option is found under the Tools menu. In order to perform the upload you’ll need to have a file formatted to specifications. Upload
specifications are included with the survey materials found under the Help menu. There are three upload formats available for the Graduation Rates survey
component:
Fixed width file
Key value file
XML format
Reporting Instructions
The method used to report graduation rates data on this survey is predetermined by your institution's response to the predominant calendar system question (B3)
on the IC Header component of the IPEDS Fall 2020 data collection, according to the following rules:
a. Institutions that offer a predominant number of programs based on standard academic terms (semesters, trimesters, quarters, or 4-1-4 plan) will report
using a fall cohort of students. Institutions may use October 15, 2017 or the institution's official fall reporting date to determine the cohort. This should
be the same reporting date used for the IPEDS Fall Enrollment survey.
b. Institutions that do not offer a predominant number of programs based on standard academic terms (as defined above) will report using a full-year
cohort. These institutions must count as entering students all those students who entered the institution between September 1, 2017 and August 31,
2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than one year
in length.
Cohort Data
Report the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students as of August 31, 2020 in terms of the number
of completers within 150% of normal time to completion for their program, the number of transfer-out students, and the number of allowable exclusions to the
cohort. Report the combined total of men and women.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Initial cohort - If you are reporting on a fall cohort, the information reported on full-time, first-time degree/certificate-seeking undergraduate student
enrollment at your institution on the 2017 IPEDS Fall Enrollment survey will be preloaded in this column. If you did not respond to that survey, or if you are
reporting on a full-year cohort, the column will be blank.
Revised cohort (Column 10) - Institutions have the option of revising their preloaded cohort if:
there are eligible students who were omitted in the past
students were reported who did not belong in the cohort (e.g., they were not actually first-time, or full-time)
Please review the data in the Initial cohort column (if applicable) and make any necessary corrections for omissions or erroneous reporting in the Revised
cohort column. If your data do not appear in the Initial cohort column, please provide the enrollment data as requested in the Revised cohort column.
Total exclusions (Column 45) - Indicate the total number of students who left your institution within 150% of normal time to completion for their
program (and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (Do NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
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d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the reasons noted above, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Completed within 150% of normal time to completion (Column 11) - In order to calculate a graduation rate that complies with Student Right-to-Know
regulations, institutions may count as completers only those students who received their degree/certificate within 150% of the normal time for program
completion (normal time to completion is the amount of time necessary to complete all requirements for a degree or certificate according to the institution's
catalog). Do not count as completers students who receive their degree/certificate from another institution.
Enter the number of students who completed programs of less than 2 full-time equivalent academic years within 150% of normal time to completion. This
includes awards, certificates, or diplomas of less than one academic year and of at least one but less than two academic years; or designed for completion in
less than 60 semester or trimester credit hours, less than 90 quarter credit hours, or less than 1,800 clock hours. For example, a student who completed a 6month (or equivalent) program in 9 months or less would be reported in Column 11; those taking longer would not be reported in this column.
Completed within 100% of normal time to completion (Column 55) - Of those students reported in Column 11 who completed their program within
150% of normal time to completion, enter the number who completed their program within 100% of normal time. For example, a student who completed a 6month (or equivalent) program in 6 months or less would be reported in column 55; those taking longer would not be reported in this column.
The number of students reported in Column 55 should be a subset of those reported in Column 11.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, and your institution has information on students who transfer-out, report the total number of students
who transferred out of your institution (without earning a degree/award) within 150% of normal time to completion. Include students who transferred out of
your institution and subsequently re-enrolled in another eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Still enrolled (Column 51) - Enter the number of students who are still enrolled at your institution as of the fall census date for the fall term following 150%
of normal time to completion of their program.
Report each student in only one outcome category (i.e., as completing a program, as a transfer-out, as an exclusion, or as still enrolled) with
the exception of those students reported in Column 55, which are a subset of the students reported in Column 11.
No longer enrolled (Column 52) - This column represents the difference between the revised cohort (Column 10) and the sum of Columns 11, 30, 45, and
51.
Calculation of Graduation and Transfer-out Rates
Worksheets
A worksheet calculating the Student Right-To-Know and overall four-year average completion/graduation and transfer-out rates of full-time, first-time
degree/certificate-seeking undergraduate students for the 2017 student cohort is provided as a convenience to the institution. Data previously reported by
the institution are preloaded for use in these calculations.
Note that certain information from these worksheets will be displayed on College Navigator, as noted. Additional information relevant to the calcualated
rates may be entered in the context box provided on the previous screen, and will aso be displayed on College Navigator.
Privacy Issue With Disclosure
Before using the worksheets for disclosure, please consider the following:
The Family Educational Rights and Privacy Act of 1974 as amended (1998) (FERPA) requires that institutions not disclose information where students
could be identified.
Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
Report each student only once.
Report the status of the 2017 cohort of first-time, full-time degree/certificate-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Count completers only once.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For the first-time, full-time degree/certificate-seeking cohort, data will be collected on those students who were recipients of a Pell Grant and those students
who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct Loan. These students must receive the award upon entry into
the institution. If the student is a recipient of an award at a later point after entry, they would not be included in one of the subcohorts.
Number of students in the cohort - The number of students in the full-time, first-time degree/certificate-seeking cohort will be preloaded from column 10 of
the GR form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of
all students.
Total exclusions - The number of exclusions in the full-time, first-time degree/certificate-seeking cohort will be preloaded from column 45 of the GR form. Of
those students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct
Loan but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the
total of all students.
Number of students completing within 150% or normal time - The number of students in the full-time, first-time degree/certificate-seeking cohort who
completed within 150% of normal time to completion will be preloaded from column 11 of the GR form. Of those students reported as completers, report the
number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two
categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all students.
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Glossary
date: 06/24/2020
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall Enrollment component, it is the
cohort for calculating retention rate; for the Graduation Rates component, this is the cohort from which graduation and transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
Associate's degree
An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.
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.
Bachelor's or equivalent
degree-seeking subcohort
In the GR component of IPEDS, a cohort of students who were seeking a bachelor's or equivalent degree upon entry.
Cohort
A specific group of students established for tracking purposes.
Completers within 150% of
normal time
Students who completed their program within 150% of the normal (or expected) time for completion.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other recognized postsecondary credential. This
includes students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree,
certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome Measures, and
Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the institution for one of the
following reasons: death or total and permanent disability; service in the armed forces (including those called to active duty);
service with a foreign aid service of the federal government, such as the Peace Corps; or service on official church missions.
Fall cohort
The group of students entering in the fall term established for tracking purposes. For the Graduation Rates component, this
includes all students who enter an institution as full-time, first-time degree or certificate-seeking undergraduate students during
the fall term of a given year.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in
the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing
(college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Full-year cohort
This is a group of students entering at any time during the 12-month period for tracking and reporting. For Graduation Rate (GR),
a full-year cohort is from September 1 through August 31 and is used primarily by institutions that offer occupational programs
of varying lengths. Students must be full-time and first-time to be considered in the cohort. For Outcome Measures (OM)
component, all degree-granting institutions report on a full-year cohort from July 1 through June 30. Students are reported once
in one of the four OM cohorts: first-time, full-time; first-time, part-time: non-first-time, full-time; or non-first-time, part-time.
Graduation rate
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total
number of completers within 150% of normal time divided by the revised adjusted cohort.
Initial cohort
A specific group of individuals established for tracking purposes. For the Graduation Rates (GR) and Outcome Measures (OM)
components of IPEDS, the initial cohort is defined as the enrollment count before removing revisions and exclusions of all
degree/certificate-seeking students who enter in either (1) the fall term of a given academic year, or (2) between September 1st
and August 31st of the following year. For the GR component of IPEDS, the initial cohort is only for full-time, first-time students.
For OM, all undergraduates are placed in one of four initial cohorts: full-time, first-time; part-time, first-time; full-time, non-firsttime; and part-time, non-first time.
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).
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Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Normal time to completion
The amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution's
catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor's degree in
a standard term-based institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate's
degree in a standard term-based institution; and the various scheduled times for certificate programs.
Other degree/certificateseeking subcohort
A subset of students belonging to a GR cohort who were seeking a degree or certificate other than bachelor's degree upon entry.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Revised cohort
Initial cohort after revisions are made. Cohorts may be revised if an institution discovers that incorrect data were reported in an
earlier year.
Student Right-to-Know Act
Also known as the "Student Right-to-Know and Campus Security Act" (P.L. 101-542), which was passed by Congress November
9, 1990. Title I, Section 103, requires institutions eligible for Title IV funding to calculate completion or graduation rates of
certificate- or degree-seeking, full-time students entering that institution, and to disclose these rates to all students and
prospective students. Further, Section 104 requires each institution that participates in any Title IV program and is attended by
students receiving athletically-related student aid to submit a report to the Secretary of Education annually. This report is to
contain, among other things, graduation/completion rates of all students as well as students receiving athletically-related
student aid by race/ethnicity and gender and by sport, and the average completion or graduation rate for the four most recent
years. These data are also required to be disclosed to parents, coaches, and potential student athletes when the institution
offers athletically-related student aid. The Graduation Rates component of IPEDS was developed specifically to help institutions
respond to these requirements. See Graduation Rates for the current description of data collected.
Transfer-out rate
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to
completion divided by the adjusted cohort.
Transfer-out student
A student that leaves the reporting institution and enrolls at another institution. For systems of coordinated institutions (multicampus system), students are to be identified as transfer-out students when leaving an institution to enroll into another
institution within the same coordinated system.
Transfer-preparatory program
A program designed specifically to provide a student with the basic knowledge needed to transfer into a higher level program.
For example, this may be the first 2 years of a baccalaureate level program for which the institution does not offer an award, or 2
years of undergraduate study needed for entrance into a first-professional program, or 1 or more years of undergraduate study
needed for entrance into health services fields.
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.
Graduation Rates (GR)
This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know
legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program
within 150 percent of normal time to completion; the number that transfer to other institutions if transfer is part of the
institution's mission. Prior to 2007, institutions who offered athletically-related student aid were asked to report, by sport, the
number of students receiving aid and whether they completed within 150 percent of normal time to completion. Now, these
institutions only need to report a URL where the athletic data is located on their website, when available. GR automatically
generates worksheets that calculate rates, including average rates over 4 years.
Subcohort
A predefined subset of the initial cohort or the revised cohort established for tracking purposes. Degree/certificate-seeking
students in the bachelor's degree-seeking group in the Graduation Rates (GR) component and Pell-Grant, non-first-time, part-time
students in the Outcome Measures (OM) component are examples of subcohorts.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate in any of the
Title IV federal student financial assistance programs (other than the State Student Incentive Grant (SSIG) and the National Early
Intervention Scholarship and Partnership (NEISP) programs).
Black or African American
A person having origins in any of the black racial groups of Africa.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who maintains
cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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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
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.
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.
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Graduation Rates for Less than 2-year institutions
Click one of the following questions to view the answer.
General
1)My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
3)My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
4)When can I revise or adjust my cohort?
5)Do I need to track students every term?
6)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?
1)What is a "first-time" student?
2)My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
3)How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
4)Where do I place transfers INTO my institution?
5)How do I report students who are taking ESL (English as a Second Language) or developmental courses?
6)Are students in remedial courses included in the cohort?
7)If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
8)What about non-credit enrollment, or students taking CEUs?
9)Are non-degree/certificate-seekers included?
10)How do I treat new entrants that receive credit for life experience?
11)Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
12)How do I report students studying in consortium agreements?
14)My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
18)If a student in my cohort obtains two awards (e.g., certificate in cosmetology and certificate in word processing) within the 150% of normal time for the longest
program (cosmetology), can I count both completions?
1)How do I calculate 150% of normal time to completion?
2)How do I report a student who has switched programs since entering the cohort?
3)How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
4)According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
1)Does my institution need to report transfers-out?
2)What kind of verification must I have to report a student as a transfer-out?
3)My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
4)My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
1)Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
2)Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
4)The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
9)What is a "transfer-preparatory program"?
10)My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
11)Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
12)There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already
in the military but are transferred to another duty station?
1)Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
2)If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
3)If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
Answer:
General
1)
My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
Student Right-to-Know legislation states that institutions that offer a predominant number of programs based on a term basis (semester, quarter, or trimester) must
calculate graduation and transfer-out rates using a fall cohort; otherwise, you must use a full-year cohort. The cohort used to report your institution's GR data
is predetermined based on your response to the Calendar System question on the IPEDS Institutional Characteristics Header survey component.
3)
My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
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Student Right-to-Know legislation states that graduation rates reporting is mandatory for institutions that enrolled full-time, first-time degree/certificate-seeking
undergraduate students during the relevant cohort year. If you did not enroll this type of student, or your institution was not in operation during the relevant cohort
year, please report this information on the Institutional Characteristics Header survey component.
4)
When can I revise or adjust my cohort?
There is a difference between revising and adjusting a cohort. Revising a cohort means modifying the cohort data to reflect better information that has become
available since the cohort was first reported in the relevant Fall Enrollment survey (e.g., you may now have more complete racial/ethnic information on the cohort).
Fall cohorts may be revised by entering new data in the Revised cohort column on the data collection screen. Adjusting a cohort means subtracting any allowable
exclusions from the revised cohort to establish a denominator for graduation rate calculation. Both fall and full-year cohorts are adjusted for you on the worksheet
screens when calculating graduation and transfer-out rates.
5)
Do I need to track students every term?
No. You can set up your system to identify your cohort upon entry, and then, at the end of 150% of normal time to complete all requirements of the longest program,
look back to see the status of those in the cohort. You will need to know when students in the cohort completed, but it is not necessary to compare or track these
students from term-to-term.
6)
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.
1)
What is a "first-time" student?
According to the IPEDS Glossary, a first-time student is "A student who has no prior postsecondary experience attending any institution for the first time at the
undergraduate level." This means that the student is first-time in terms of postsecondary education (or the student is not known to have attended another
postsecondary institution). There are two exceptions: (1) students who attended any institution for the first time the summer prior to entering your institution in the
fall term are to be counted as "first-time", as are (2) students who entered with advanced standing (college credits earned before graduation from high school).
2)
My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
Yes. You must report the data to NCES regardless of the cohort size. See the questions related to disclosure requirements under Other below for
additional information.
3)
How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
You should report the student as a transfer-out. For the purposes of the full-time, first-time cohort used for IPEDS graduation rates reporting, this action closes out
their status in the cohort. Upon re-enrolling at your institution, the student would then be included in a subsequent, non-first-time cohort not collected through the
IPEDS GR survey.
4)
Where do I place transfers INTO my institution?
The IPEDS GR survey does NOT collect information on transfers in. THESE STUDENTS SHOULD NOT BE INCLUDED IN ANY GR COHORT.
5)
How do I report students who are taking ESL (English as a Second Language) or developmental courses?
These students are not included in the cohort if their courses are not part of a program of study that leads to a degree, diploma, certificate, or other recognized
postsecondary credential, and if they are not eligible for Title IV federal financial aid.
6)
Are students in remedial courses included in the cohort?
Use the same reasoning here that you use to determine who to report as degree/certificate-seeking in the IPEDS Fall Enrollment survey. If a student
is degree/certificate-seeking for the purposes of qualifying for student financial aid, then they must be included in the GR cohort.
7)
If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
No. The student does not qualify as "first-time" because they are known to have previously attended a postsecondary institution (yours or another school) even
though they are entering with no credit.
8)
What about non-credit enrollment, or students taking CEUs?
Neither should be included in the cohort for graduation rates reporting.
9)
Are non-degree/certificate-seekers included?
Even though these students are enrolled for credit, if they are not seeking a degree/certificate, they should not be included in the cohort according to Student Rightto-Know regulations. Be sure to carefully review the definition of degree/certificate-seeking in the IPEDS Glossary.
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10)
How do I treat new entrants that receive credit for life experience?
If the student has never enrolled in a postsecondary institution, they should be counted as "first-time."
11)
Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
Since these students must have been previously enrolled in a postsecondary institution in order to obtain credit through correspondence or distance learning, they
are not considered "first-time."
12)
How do I report students studying in consortium agreements?
Use the same reasoning here that you use to determine who to report in the IPEDS Fall Enrollment survey. For additional information on this topic, please refer to the
IPEDS Data Tip Sheet related to Reporting Students for Institutions in Consortia.
14)
My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
It looks like your cohort is defined correctly. Remember YOUR COHORT NEVER CHANGES. Students who stop out or drop out do not leave the cohort. They remain in
the count; and if they complete their most recent program within 150% of normal time they should be reported accordingly. Students who switch to part-time status
or to another program are not given extra time to complete, nor are they removed from the cohort. Report their status as requested.
18)
If a student in my cohort obtains two awards (e.g., certificate in cosmetology and certificate in word processing) within the 150% of normal time for the longest
program (cosmetology), can I count both completions?
No, you may only count one. Please report the award with the highest level attained. If they are the same award level, again just report this as one completer.
1)
How do I calculate 150% of normal time to completion?
In order to calculate this, we must first define "normal time to completion". IPEDS has adopted the definition developed by the Joint Commission on Accountability
Reporting (JCAR) as a definition of normal time. As such,
"normal time to completion" is defined as "the amount of time necessary for a student to complete all requirements for a degree or certificate according to the
institution’s catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor’s degree in a standard term-based
institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate’s degree in a standard term-based institution; and the various
scheduled times for certificate programs." Let’s look at some examples:
Many bachelor’s degree programs are outlined as 4-year programs (8 semesters – typically fall and spring). Extending this to 150% (1.5 x 8) would be 12 semesters
or through the end of the spring term of the sixth year.
Similarly, an associate’s degree program that is advertised as a 2-year program (6 quarters - fall, winter, and spring, with no scheduled summer quarter) would extend
to 9 quarters (1.5 x 6) or through the end of the spring quarter of the third year.
However, the Technical Amendment to the Student Right-to-Know Act redefined the cohort year to allow you to count completers through August 31 of the summer
following the sixth year of a 4-year program (or the third year of a 2-year program).
Certificate programs must be handled somewhat differently. If a 900 clock hour course is advertised as taking 30 weeks to complete, the calculation of 1.5 x 30
equals 45 weeks after the start date. If the student completes within that 45-week period, they are within 150% of normal time.
2)
How do I report a student who has switched programs since entering the cohort?
If a student has switched programs, you will calculate 150% of normal time to completion based on his or her most recent program for reporting outcomes.
However, the student's "clock" does not reset once they switch programs. He or she must still graduate, transfer, or qualify as an exclusion within 150% of normal
time to completion starting from the date he or she first entered the cohort.
3)
How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
There is no difference in the calculation. The 150% of normal time calculation should be applied as of the student's initial start date, and is the same regardless of
stop-out time. Some students may stop out for a term or two and still complete within 150% of normal time.
4)
According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
Technically you cannot count the completion until the degree has been conferred. If you "award" the degree upon completion of the program (i.e., an award date of,
or prior to, August 31 is noted in the student’s record) and simply allow the student to "pick up" their degree at the December ceremony, then you should be able to
count the student as having completed within 150% of normal time.
1)
Does my institution need to report transfers-out?
The Student Right-to-Know legislation states that "An institution that determines that its mission includes providing substantial preparation for students to enroll in
another eligible institution" must report transfers-out so that a transfer-out rate may be calculated for its full-time, first-time degree/certificate-seeking undergraduate
students. Students to be reported as transfers are those who have NOT completed a program or graduated, so they cannot be counted as completers, but have
subsequently enrolled in any program of an eligible institution for which the insititution provided substantial preparation. If the institution does not have such a
mission, reporting of transfers-out is optional.
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2)
What kind of verification must I have to report a student as a transfer-out?
None. All verification requirements were dropped from the regulations.
3)
My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
As long as your institution does not include providing substantial preparation for students to enroll in another eligible institution as part of its mission, you do not
need to set up a system to track transfers-out. However, if your institution does have such a mission, you must be able to track and report on transfers-out.
(Applicable to Gradua on Rates and Gradua on Rates 200 only; requirements for Outcome Measures are different. Please review the Outcome Measures requirements
separately.)
4)
My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
No. Your institution may not count that student as completer because that student is considered a transfer-out student. Each reporting entity that has an IPEDS
UnitID is recognized as an individual reporting institution for Graduation Rates purposes and can only report completers if that campus confers the award or degree.
1)
Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
Student Right-to-Know Act regulations state that an institution must annually prepare the completion or graduation rates of its full-time, first-time degree/certificateseeking undergraduate students; and for institutions that determine that their mission includes providing substantial preparation for students to enroll in another
eligible institution, the transfer-out rate of these students. In calculating these rates, an institution must count any students who have completed or graduated by the
end of the 12-month period ending August 31 during which 150% of the normal time for completion or graduation from their program has lapsed.
Therefore, at a minimum, you must report and disclose your graduation and transfer-out rates (as of August 31 of the prior year). The Secretary urges institutions to
disclose as much additional information as warranted to help consumers understand institutional mission, etc. Thus you should consider disclosing additional rates
as well, such as rates for part-time students and possibly rates 8 or 10 years out, if your students typically take longer to complete.
2)
Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
NO! NO! and NO! The IPEDS GR survey provides institutions with instructions, definitions, and a format for calculating graduation rates and transfer-out rates. It also
provides institutions with a methodology so that there is some level of consistency in the way the rates are calculated. However, the SRK requires disclosure of these
rates to students and prospective students. In addition, for schools that offer athletically-related student aid there are additional disclosure and reporting
requirements. By completing the GR survey, you will have the rates you need to disclose, but you still need to make them available. The GR survey statisfies the
reporting requirements ONLY.
4)
The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
No. The allowable exclusions are provided for those institutions that may have a significant number of students who require longer to (or cannot) complete their
programs for the reasons stated.
9)
What is a "transfer-preparatory program"?
This term is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a 2-year program that is
acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree program." The Secretary
considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not receive a "recognized postsecondary
credential") should be counted as completers.
10)
My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
Let's look at this one step at a time. First, schools with programs of less than 4 years are to report on the @3_Year_Cohort cohort. Therefore, you should look at
those students who entered your institution between @Full_Year_Cohort_3_Year. Next, assuming the latest possible enrollment date would be August 31,
@GR_4_Year_Completer, 150% of 9 months following this date would extend to October 15, @Collection_Prior_Year_Short (13 1/2 months later). In order to
complete the IPEDS GR survey, the first status date following this is August 31, @Collection_Year_Short and the report is due during the Winter
@Collection_Year_Full data collection. So you are on track for reporting this cohort.
11)
Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
No, you may not report these students as completers since they left the institution prior to completing their program.
12)
There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
No, there is no such provision.
1)
Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
For the purposes of the GR component, a recipient of a Pell Grant or Subsidized Direct Loan is a student who receives and uses that award (i.e., award is partially or
fully disbursed) within their first year at the institution (July 1 - June 30).
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2)
If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
They would only be counted if they received and used their award within their first year at the institution (July 1 - June 30). If they received and used it at any later
time, they would not be part of these subgroups. They would be part of the calculated row - "Did not receive either a Pell Grant or Subsidized Direct Loan".
3)
If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
As long as the student receives and uses their aid within their first year at the institution (July 1 - June 30), they do not have to continue to be awarded that aid during
their time at the institution to be counted as part of these subgroups.
U.S. Department of Education
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OMB NO. 1850-0582 v.24 : Approval Expires 8/31/2022
2020-21 Survey Materials Package
Graduation Rates for less-than-2-year institutions reporting on a full-year cohort (program reporters)
Overview
Graduation Rates Overview
Welcome to the IPEDS Graduation Rates (GR) survey component. The GR component collects data on the cohort of full-time, first-time degree/certificate-seeking
undergraduate students and tracks their completion status at 150% of the normal time to complete all requirements of their program of study. This information is
collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Data Reporting Reminders
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due COVID-19 postponements, continue to report using the timeframes as defined in
the IPEDS instructions.NCES expects that some data reported during the 2020-21 data collection year will vary from established prior trends due to the
impacts of COVID-19. If an error edit is triggered even when submitting accurate data, please indicate in the corresponding context box or verbally to the Help
Desk that the seemingly inconsistent data are accurate and reflect the effects of COVID-19.
Once a student is in the cohort, they remain in the cohort, even if their status changes to part-time or they drop out or transfer out of the institution. However,
adjustments can be made to the cohort for allowable exclusions, which include the death of a student, permanent disability, military deployment, or service
on an official church mission or with a foreign aid service of the Federal government.
When reporting award levels for sub-baccalaureate certificates, determine program length by the number of credit or clock hours, NOT the academic year
length in parentheses. The academic year length is meant only to provide context.
Changes to reporting for 2020-21:
There are no changes to this survey component.
Resources:
The survey materials package for this component can be downloaded using the following link: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Graduation rates
Establishing cohorts
Based on your institution's response to the predominant calendar system question (B3) on the Institutional Characteristics Header survey component from the IPEDS
Fall 2020 data collection,
your institution must report graduation rates data using a :
Full-Year Cohort (September 1, 2017 - August 31, 2018)
A fall cohort is used by institutions with standard academic terms (semester, trimester, quarter, 4-1-4). A full-year cohort is used by institutions offering primarily
occupational/vocational programs and operating on a continuous basis.
Reporting Reminder:
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
In the columns below, indicate the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students reported in Column 10.
The cumulative number of these students who completed their program within 150% of normal time as of August 31, 2020 should be reported in Column 11.
Report transfers-out who did not complete a program in Column 30. If the mission of your institution includes providing substantial preparation for students to
enroll in another eligible institution WITHOUT having completed a program, you must report transfer-out data in Column 30. A school is required to report only on
those students that the school knows have transferred to another eligible institution. A school must document that the student actually transferred. If it is not part
of your mission, you may report transfer-out data if you wish.
Report eligible exclusions from the cohort in Column 45. The ONLY allowable categories for this column are:
students who died or became permanently disabled
students who left school to serve in the armed forces (or have been called up to active duty)
students who left school to serve with a foreign aid service of the Federal Government
students who left school to serve on an official church mission
Column 52 [No longer enrolled] will be calculated for you. This includes students who dropped out as well as those who completed in greater than 150% of normal
time.
Column 55 [Completers within 100%] is a subset of Column 11 [Completers within 150%]. These data are being requested so they can be preloaded into next
year's Graduation Rates 200% survey component.
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 1 of 2
Cohort year 2017
Completed
within 150%
of normal
time to
completion
Initial
cohort
Revised
cohort
Total
exclusions
Adjusted
cohort
(Col 10 Col 45)
(Column 10)
(Column 45)
(Column
50)
(Column 11)
Of those in
Column 11,
those who
completed
within 100%
of normal
time to
completion
Total
transfer-out
students
Still enrolled
No
longer
enrolled
(Column 55)
(Column 30)
(Column 51)
(Column
52)
Total men + women
Total men + women
prior year
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Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
For each subcohort, report the number of students in the cohort, total exclusions for the cohort, and the number of students that completed a certificate or degree
within 150% of normal time to completion.
Recipients of a Pell Grant and Recipients of a Direct Subsidized Loan that did not receive a Pell Grant are mutually exclusive, that is, if a student is in one
cohort, they cannot be in the other cohort.
- The total of these 2 subcohorts must be less than the full-time, first-time, degree/certificate-seeking cohort
Cohort of full-time, first-time degree/certificate-seeking undergraduate students
Screen 2 of 2
Cohort year 2017
Number of students in
cohort
Total exclusions
Number of students that
completed within 150%
of
normal time to
completion
(Column 10)
(Column 45)
(Column 11)
Full-time, first-time, degree/certificate-seeking cohort
Recipients of a Pell Grant (within entering year)
Recipients of a Direct Subsidized Loan (within entering year) that did not
receive a Pell Grant
Did not receive either a Pell Grant or Direct Subsidized Loan (within entering
year)
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Prepared by
Prepared by
Reporting Reminders:
The name of the preparer is being collected so that we can follow up with the appropriate person in the event that there are questions concerning the data.
The Keyholder will be copied on all email correspondence to other preparers.
The time it took to prepare this component is being collected so that we can continue to improve our estimate of the reporting burden associated with IPEDS.
Please include in your estimate the time it took for you to review instructions, query and search data sources, complete and review the component, and
submit the data through the Data Collection System.
Thank you for your assistance.
This survey component was prepared by:
Keyholder
SFA Contact
HR Contact
Finance Contact
Academic Library Contact
Other
Name:
Email:
How many staff from your institution only were involved in the data collection and reporting process of this survey component?
Number of Staff (including yourself)
How many hours did you and others from your institution only spend on each of the steps below when responding to this survey component?
Exclude the hours spent collecting data for state and other reporting purposes.
Collecting Data Needed
Revising Data to Match
IPEDS Requirements
Staff member
Your office
hours
hours
Other offices
hours
hours
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Entering Data
Revising and Locking Data
hours
hours
hours
hours
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Graduation Rates Full Instructions - Less Than 2-Year Institutions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Where to Get Help for Reporting
Where Reported Data Will Appear
Uploading Files to the IPEDS Data Collection System
Reporting Directions
Purpose of the Survey
The purpose of the IPEDS Graduation Rates survey component is to track given cohorts of full-time, first-time degree/certificate-seeking undergraduate students as well as their completion status at 150% of the normal time to complete all requirements of their program of study - at postsecondary institutions. These data
are collected to assist institutions in complying with the requirements of the Student Right-to-Know Act.
Changes in reporting
The following changes were implemented for the 2020-21 data collection period:
There are clarifications to the terms "transfer-in student" and "transfer-out student"
As a clarification to the reporting of transfers-out, if a student transfers out of an institution and goes to another institution within the same coordinated
system, they should be counted as a transfer-out student. Since each reporting entity that has an IPEDS UnitID is recognized as an individual reporting
institution for Graduation Rates purposes, only report completers if that campus confers the award or degree.
The term 'contact hour' has been replaced with the term 'clock hour'
The term 'formal award' has been replaced with the term 'recognized postsecondary credential'
There is a new instruction to exclude students participating in Experimental Pell (See https://experimentalsites.ed.gov/exp/approved.html)
General Instructions
Reporting Period Covered
This survey component collects data on the cohort of full-time, first-time degree/certificate-seeking undergraduate students enrolled in your institution either
(1) as of October 15, 2017 (or the institution's official fall reporting date) for institutions that offer a predominant number of programs based on standard
academic terms (e.g., semesters, trimesters, quarters, or 4-1-4 plan); or (2) during the period between September 1, 2017 and August 31, 2018 for
institutions that do not offer a predominant number of programs based on standard academic terms. Institutions are to report the status of these students as
of August 31, 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 in the Cohort
Include all full-time, first-time degree/certificate-seeking undergraduate students entering the institution either during the fall term or during the 12-month
period as described above. Include students enrolled in the fall term who attended college for the first time in the prior summer term and students who entered
with advanced standing (college credits earned before graduating from high school).
For institutions that will report using a full-year cohort, count as entering students all those students who entered the institution between September 1, 2017
and August 31, 2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater
than one year in length.
Include all students enrolled for credit toward a degree, diploma, certificate, or other recognized postsecondary credential. Include students enrolled in courses
that are part of a vocational or occupational program, INCLUDING those enrolled in off-campus centers and those enrolled in distance learning/home study
programs.
Be sure to include full-time students taking remedial courses if the student is considered degree-seeking for the purpose of student financial aid determination.
This includes students who:
Received any type of federal financial aid, regardless of what courses they took at any time
Received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree, certificate, or transfer-seeking
program
Obtained a student visa to enroll at a U.S. postsecondary institution
A student who is designated as a member of the cohort remains in the cohort, even if the student:
Becomes a part-time student
Transfers to another institution
Drops out of the institution
Stops out of the institution
Has not fulfilled the institution's requirements to receive a degree or certificate
Went on a study abroad program the first year upon entering the institution
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Who to Exclude from the Cohort
Do NOT include students in the cohort who are:
Enrolled exclusively in courses not creditable toward a recognized postsecondary credential or the completion of a vocational program (i.e., nondegree/certificate-seeking students)
Exclusively taking CEUs
Exclusively auditing classes
Enrolled part-time
Transfers into the institution
Foreign students who are only taking coursework at a host institution (e.g., an American institution overseas), if these students are not enrolled at a U.S.
institution
Students in Experimental Pell Programs
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: ipedshelp@rti.org
Web Tutorials
You can consult the IPEDS Website's Trainings & Outreach page which contains several tutorials on IPEDS data collection, a self-paced overview of IPEDS tools,
and other valuable resources.
IPEDS Resource Page
The IPEDS Website's Reporting Tools page contains frequently asked questions, a link to data tip sheets, tutorials, taxonomies, information centers (e.g.,
academic libraries, average net price, human resources, race/ethnicity, etc.), and other valuable information.
Where the Reported Data Will Appear
Data collected through IPEDS will be accessible at the institution and aggregate levels.
At the institution-level, data will appear in the:
College Navigator Website
IPEDS Data Center
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Uploading Files to the IPEDS Data Collection System
The File Import/Upload option is found under the Tools menu. In order to perform the upload you’ll need to have a file formatted to specifications. Upload
specifications are included with the survey materials found under the Help menu. There are three upload formats available for the Graduation Rates survey
component:
Fixed width file
Key value file
XML format
Reporting Instructions
The method used to report graduation rates data on this survey is predetermined by your institution's response to the predominant calendar system question (B3)
on the IC Header component of the IPEDS Fall 2020 data collection, according to the following rules:
a. Institutions that offer a predominant number of programs based on standard academic terms (semesters, trimesters, quarters, or 4-1-4 plan) will report
using a fall cohort of students. Institutions may use October 15, 2017 or the institution's official fall reporting date to determine the cohort. This should
be the same reporting date used for the IPEDS Fall Enrollment survey.
b. Institutions that do not offer a predominant number of programs based on standard academic terms (as defined above) will report using a full-year
cohort. These institutions must count as entering students all those students who entered the institution between September 1, 2017 and August 31,
2018, and who were enrolled for at least 15 days in a program of up to and including one year in length; or 30 days in a program of greater than one year
in length.
Cohort Data
Report the status of the 2017 cohort of full-time, first-time degree/certificate-seeking undergraduate students as of August 31, 2020 in terms of the number
of completers within 150% of normal time to completion for their program, the number of transfer-out students, and the number of allowable exclusions to the
cohort. Report the combined total of men and women.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Initial cohort - If you are reporting on a fall cohort, the information reported on full-time, first-time degree/certificate-seeking undergraduate student
enrollment at your institution on the 2017 IPEDS Fall Enrollment survey will be preloaded in this column. If you did not respond to that survey, or if you are
reporting on a full-year cohort, the column will be blank.
Revised cohort (Column 10) - Institutions have the option of revising their preloaded cohort if:
there are eligible students who were omitted in the past
students were reported who did not belong in the cohort (e.g., they were not actually first-time, or full-time)
Please review the data in the Initial cohort column (if applicable) and make any necessary corrections for omissions or erroneous reporting in the Revised
cohort column. If your data do not appear in the Initial cohort column, please provide the enrollment data as requested in the Revised cohort column.
Total exclusions (Column 45) - Indicate the total number of students who left your institution within 150% of normal time to completion for their
program (and have neither graduated nor transferred to another institution) due to one of the following documented reasons:
a. The student is deceased or is totally and permanently disabled and thus unable to return to school.
b. The student left school to serve in the armed forces or was called up to active duty. (Do NOT include students already in the military who transfer to
another duty station.)
c. The student left school to serve with a foreign aid service of the Federal Government, such as the Peace Corps.
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d. The student left school to serve on an official church mission.
NOTE: Students who leave the institution for one of the reasons noted above, but return prior to the status date of August 31, 2020, may still be
subtracted/excluded from the cohort during the calculation of graduation rates.
Completed within 150% of normal time to completion (Column 11) - In order to calculate a graduation rate that complies with Student Right-to-Know
regulations, institutions may count as completers only those students who received their degree/certificate within 150% of the normal time for program
completion (normal time to completion is the amount of time necessary to complete all requirements for a degree or certificate according to the institution's
catalog). Do not count as completers students who receive their degree/certificate from another institution.
Enter the number of students who completed programs of less than 2 full-time equivalent academic years within 150% of normal time to completion. This
includes awards, certificates, or diplomas of less than one academic year and of at least one but less than two academic years; or designed for completion in
less than 60 semester or trimester credit hours, less than 90 quarter credit hours, or less than 1,800 clock hours. For example, a student who completed a 6month (or equivalent) program in 9 months or less would be reported in Column 11; those taking longer would not be reported in this column.
Completed within 100% of normal time to completion (Column 55) - Of those students reported in Column 11 who completed their program within
150% of normal time to completion, enter the number who completed their program within 100% of normal time. For example, a student who completed a 6month (or equivalent) program in 6 months or less would be reported in column 55; those taking longer would not be reported in this column.
The number of students reported in Column 55 should be a subset of those reported in Column 11.
Total transfer-out students (Column 30) - If the mission of your institution includes providing substantial preparation for students to enroll in another
eligible institution without having completed a program, and your institution has information on students who transfer-out, report the total number of students
who transferred out of your institution (without earning a degree/award) within 150% of normal time to completion. Include students who transferred out of
your institution and subsequently re-enrolled in another eligible institution. If it is not part of your mission, you may still report transfer-out data if you wish.
Still enrolled (Column 51) - Enter the number of students who are still enrolled at your institution as of the fall census date for the fall term following 150%
of normal time to completion of their program.
Report each student in only one outcome category (i.e., as completing a program, as a transfer-out, as an exclusion, or as still enrolled) with
the exception of those students reported in Column 55, which are a subset of the students reported in Column 11.
No longer enrolled (Column 52) - This column represents the difference between the revised cohort (Column 10) and the sum of Columns 11, 30, 45, and
51.
Calculation of Graduation and Transfer-out Rates
Worksheets
A worksheet calculating the Student Right-To-Know and overall four-year average completion/graduation and transfer-out rates of full-time, first-time
degree/certificate-seeking undergraduate students for the 2017 student cohort is provided as a convenience to the institution. Data previously reported by
the institution are preloaded for use in these calculations.
Note that certain information from these worksheets will be displayed on College Navigator, as noted. Additional information relevant to the calcualated
rates may be entered in the context box provided on the previous screen, and will aso be displayed on College Navigator.
Privacy Issue With Disclosure
Before using the worksheets for disclosure, please consider the following:
The Family Educational Rights and Privacy Act of 1974 as amended (1998) (FERPA) requires that institutions not disclose information where students
could be identified.
Pell recipients and recipients of a subsidized Direct Loan who did not receive a Pell Grant
Report each student only once.
Report the status of the 2017 cohort of first-time, full-time degree/certificate-seeking students as of 150% of normal time to completion or August 31, 2020
(whichever was earlier) in terms of the number of completers.
Report only for full-time, first-time degree/certificate-seeking students. Do NOT include part-time students or students who transferred into your
institution.
Count completers only once.
SPECIAL NOTE: In order to resolve a potential conflict between transfers-out and the mission of particular programs to prepare students for transfer to
other institutions, institutions may count as completers those students who have successfully completed a transfer-preparatory program.
Transfer-preparatory program is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a
2-year program that is acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree
program." The Secretary considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not
receive a "recognized postsecondary credential") should be counted as completers of an at least 2 but less than 4 year program.
Similarly, institutions may count as completers those students who have successfully completed the first three years of a 3-2 program and are eligible to
enter another institution to complete the program (provided the program is acceptable for full credit towards a five-year bachelor's degree, and qualifies a
student for admission into the fourth year of a five-year bachelor's degree program). As with a transfer-preparatory program, these students should be
counted as completers of an at least 2 but less than 4 year program.
In order to calculate a graduation rate that complies with Student Right-to-Know regulations, institutions may count as completers only those students who
received their degree/certificate (or completed a transfer-preparatory program) within 150% of the normal time for program completion (normal time to
completion is the amount of time necessary to complete all requirements for a program according to the institution's catalog). Do not count as completers
students who receive their degree from another institution.
For the first-time, full-time degree/certificate-seeking cohort, data will be collected on those students who were recipients of a Pell Grant and those students
who were recipients of a subsidized Direct Loan that did not receive a Pell Grant.
Recipients are defined as those students receiving and using their Pell Grant or Subsidized Direct Loan. These students must receive the award upon entry into
the institution. If the student is a recipient of an award at a later point after entry, they would not be included in one of the subcohorts.
Number of students in the cohort - The number of students in the full-time, first-time degree/certificate-seeking cohort will be preloaded from column 10 of
the GR form. Of those students, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan
but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of
all students.
Total exclusions - The number of exclusions in the full-time, first-time degree/certificate-seeking cohort will be preloaded from column 45 of the GR form. Of
those students reported as exclusions, report the number of students who received a Pell Grant and the number of students who received a subsidized Direct
Loan but DID NOT receive a Pell Grant. These two categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the
total of all students.
Number of students completing within 150% or normal time - The number of students in the full-time, first-time degree/certificate-seeking cohort who
completed within 150% of normal time to completion will be preloaded from column 11 of the GR form. Of those students reported as completers, report the
number of students who received a Pell Grant and the number of students who received a subsidized Direct Loan but DID NOT receive a Pell Grant. These two
categories will be mutually exclusive. The total of these two subcohorts must be less than or equal to the total of all students.
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Glossary
date: 06/24/2020
Term
Definition
Adjusted cohort
The result of removing any allowable exclusions from a cohort (or subcohort). For the Fall Enrollment component, it is the
cohort for calculating retention rate; for the Graduation Rates component, this is the cohort from which graduation and transferout rates are calculated; and for the Outcome Measures component, these are the four cohorts (first-time, full-time; first-time,
part-time; non-first-time, full-time; or non-first-time, part-time) for which outcomes rates are calculated at 4, 6, and 8 years.
Associate's degree
An award that normally requires at least 2 but less than 4 years of full-time equivalent college work.
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.
Bachelor's or equivalent
degree-seeking subcohort
In the GR component of IPEDS, a cohort of students who were seeking a bachelor's or equivalent degree upon entry.
Cohort
A specific group of students established for tracking purposes.
Completers within 150% of
normal time
Students who completed their program within 150% of the normal (or expected) time for completion.
Degree/certificate-seeking
students
Students enrolled in courses for credit who are seeking a degree, certificate, or other recognized postsecondary credential. This
includes students who:
- received any type of federal financial aid, regardless of what courses they took at any time;
- received any state or locally based financial aid with an eligibility requirement that the student be enrolled in a degree,
certificate, or transfer-seeking program; or
- obtained a student visa to study at a U.S. postsecondary institution
High school students also enrolled in postsecondary courses for credit are not considered degree/certificate-seeking.
Exclusions
Those students who may be removed (deleted) from a cohort (or subcohort). For the Graduation Rates, Outcome Measures, and
Fall Enrollment retention rate reporting, students may be removed from a cohort if they left the institution for one of the
following reasons: death or total and permanent disability; service in the armed forces (including those called to active duty);
service with a foreign aid service of the federal government, such as the Peace Corps; or service on official church missions.
Fall cohort
The group of students entering in the fall term established for tracking purposes. For the Graduation Rates component, this
includes all students who enter an institution as full-time, first-time degree or certificate-seeking undergraduate students during
the fall term of a given year.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in
the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing
(college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Full-year cohort
This is a group of students entering at any time during the 12-month period for tracking and reporting. For Graduation Rate (GR),
a full-year cohort is from September 1 through August 31 and is used primarily by institutions that offer occupational programs
of varying lengths. Students must be full-time and first-time to be considered in the cohort. For Outcome Measures (OM)
component, all degree-granting institutions report on a full-year cohort from July 1 through June 30. Students are reported once
in one of the four OM cohorts: first-time, full-time; first-time, part-time: non-first-time, full-time; or non-first-time, part-time.
Graduation rate
The rate required for disclosure and/or reporting purposes under Student Right-to-Know Act. This rate is calculated as the total
number of completers within 150% of normal time divided by the revised adjusted cohort.
Initial cohort
A specific group of individuals established for tracking purposes. For the Graduation Rates (GR) and Outcome Measures (OM)
components of IPEDS, the initial cohort is defined as the enrollment count before removing revisions and exclusions of all
degree/certificate-seeking students who enter in either (1) the fall term of a given academic year, or (2) between September 1st
and August 31st of the following year. For the GR component of IPEDS, the initial cohort is only for full-time, first-time students.
For OM, all undergraduates are placed in one of four initial cohorts: full-time, first-time; part-time, first-time; full-time, non-firsttime; and part-time, non-first time.
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).
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Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Normal time to completion
The amount of time necessary for a student to complete all requirements for a degree or certificate according to the institution's
catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor's degree in
a standard term-based institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate's
degree in a standard term-based institution; and the various scheduled times for certificate programs.
Other degree/certificateseeking subcohort
A subset of students belonging to a GR cohort who were seeking a degree or certificate other than bachelor's degree upon entry.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
Revised cohort
Initial cohort after revisions are made. Cohorts may be revised if an institution discovers that incorrect data were reported in an
earlier year.
Student Right-to-Know Act
Also known as the "Student Right-to-Know and Campus Security Act" (P.L. 101-542), which was passed by Congress November
9, 1990. Title I, Section 103, requires institutions eligible for Title IV funding to calculate completion or graduation rates of
certificate- or degree-seeking, full-time students entering that institution, and to disclose these rates to all students and
prospective students. Further, Section 104 requires each institution that participates in any Title IV program and is attended by
students receiving athletically-related student aid to submit a report to the Secretary of Education annually. This report is to
contain, among other things, graduation/completion rates of all students as well as students receiving athletically-related
student aid by race/ethnicity and gender and by sport, and the average completion or graduation rate for the four most recent
years. These data are also required to be disclosed to parents, coaches, and potential student athletes when the institution
offers athletically-related student aid. The Graduation Rates component of IPEDS was developed specifically to help institutions
respond to these requirements. See Graduation Rates for the current description of data collected.
Transfer-out rate
Total number of students who are known to have transferred out of the reporting institution within 150% of normal time to
completion divided by the adjusted cohort.
Transfer-out student
A student that leaves the reporting institution and enrolls at another institution. For systems of coordinated institutions (multicampus system), students are to be identified as transfer-out students when leaving an institution to enroll into another
institution within the same coordinated system.
Transfer-preparatory program
A program designed specifically to provide a student with the basic knowledge needed to transfer into a higher level program.
For example, this may be the first 2 years of a baccalaureate level program for which the institution does not offer an award, or 2
years of undergraduate study needed for entrance into a first-professional program, or 1 or more years of undergraduate study
needed for entrance into health services fields.
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.
Graduation Rates (GR)
This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know
legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificateseeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program
within 150 percent of normal time to completion; the number that transfer to other institutions if transfer is part of the
institution's mission. Prior to 2007, institutions who offered athletically-related student aid were asked to report, by sport, the
number of students receiving aid and whether they completed within 150 percent of normal time to completion. Now, these
institutions only need to report a URL where the athletic data is located on their website, when available. GR automatically
generates worksheets that calculate rates, including average rates over 4 years.
Subcohort
A predefined subset of the initial cohort or the revised cohort established for tracking purposes. Degree/certificate-seeking
students in the bachelor's degree-seeking group in the Graduation Rates (GR) component and Pell-Grant, non-first-time, part-time
students in the Outcome Measures (OM) component are examples of subcohorts.
Title IV institution
An institution that has a written agreement with the Secretary of Education that allows the institution to participate in any of the
Title IV federal student financial assistance programs (other than the State Student Incentive Grant (SSIG) and the National Early
Intervention Scholarship and Partnership (NEISP) programs).
Black or African American
A person having origins in any of the black racial groups of Africa.
American Indian or Alaska
Native
A person having origins in any of the original peoples of North and South America (including Central America) who maintains
cultural identification through tribal affiliation or community attachment.
Asian
A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for
example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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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
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.
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.
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Graduation Rates for Less than 2-year institutions
Click one of the following questions to view the answer.
General
1)My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
3)My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
4)When can I revise or adjust my cohort?
5)Do I need to track students every term?
6)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?
1)What is a "first-time" student?
2)My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
3)How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
4)Where do I place transfers INTO my institution?
5)How do I report students who are taking ESL (English as a Second Language) or developmental courses?
6)Are students in remedial courses included in the cohort?
7)If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
8)What about non-credit enrollment, or students taking CEUs?
9)Are non-degree/certificate-seekers included?
10)How do I treat new entrants that receive credit for life experience?
11)Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
12)How do I report students studying in consortium agreements?
14)My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
18)If a student in my cohort obtains two awards (e.g., certificate in cosmetology and certificate in word processing) within the 150% of normal time for the longest
program (cosmetology), can I count both completions?
1)How do I calculate 150% of normal time to completion?
2)How do I report a student who has switched programs since entering the cohort?
3)How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
4)According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
1)Does my institution need to report transfers-out?
2)What kind of verification must I have to report a student as a transfer-out?
3)My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
4)My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
1)Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
2)Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
4)The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
9)What is a "transfer-preparatory program"?
10)My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
11)Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
12)There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already
in the military but are transferred to another duty station?
1)Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
2)If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
3)If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
Answer:
General
1)
My institution has programs that operate on both a term basis AND a clock hour (continuing enrollment) basis. How do I choose which cohort to use for
Graduation Rates (GR) reporting?
Student Right-to-Know legislation states that institutions that offer a predominant number of programs based on a term basis (semester, quarter, or trimester) must
calculate graduation and transfer-out rates using a fall cohort; otherwise, you must use a full-year cohort. The cohort used to report your institution's GR data
is predetermined based on your response to the Calendar System question on the IPEDS Institutional Characteristics Header survey component.
3)
My institution does not have any information on the cohort you are requesting. Do I have to do anything this year?
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Student Right-to-Know legislation states that graduation rates reporting is mandatory for institutions that enrolled full-time, first-time degree/certificate-seeking
undergraduate students during the relevant cohort year. If you did not enroll this type of student, or your institution was not in operation during the relevant cohort
year, please report this information on the Institutional Characteristics Header survey component.
4)
When can I revise or adjust my cohort?
There is a difference between revising and adjusting a cohort. Revising a cohort means modifying the cohort data to reflect better information that has become
available since the cohort was first reported in the relevant Fall Enrollment survey (e.g., you may now have more complete racial/ethnic information on the cohort).
Fall cohorts may be revised by entering new data in the Revised cohort column on the data collection screen. Adjusting a cohort means subtracting any allowable
exclusions from the revised cohort to establish a denominator for graduation rate calculation. Both fall and full-year cohorts are adjusted for you on the worksheet
screens when calculating graduation and transfer-out rates.
5)
Do I need to track students every term?
No. You can set up your system to identify your cohort upon entry, and then, at the end of 150% of normal time to complete all requirements of the longest program,
look back to see the status of those in the cohort. You will need to know when students in the cohort completed, but it is not necessary to compare or track these
students from term-to-term.
6)
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.
1)
What is a "first-time" student?
According to the IPEDS Glossary, a first-time student is "A student who has no prior postsecondary experience attending any institution for the first time at the
undergraduate level." This means that the student is first-time in terms of postsecondary education (or the student is not known to have attended another
postsecondary institution). There are two exceptions: (1) students who attended any institution for the first time the summer prior to entering your institution in the
fall term are to be counted as "first-time", as are (2) students who entered with advanced standing (college credits earned before graduation from high school).
2)
My institution has a very small cohort, sometimes only 4 or 5 students. Do I need to complete the GR survey?
Yes. You must report the data to NCES regardless of the cohort size. See the questions related to disclosure requirements under Other below for
additional information.
3)
How do I count a student who started in my original cohort, transferred to another institution (for which I have a confirmation of transfer), and then returned to my
institution and is still enrolled?
You should report the student as a transfer-out. For the purposes of the full-time, first-time cohort used for IPEDS graduation rates reporting, this action closes out
their status in the cohort. Upon re-enrolling at your institution, the student would then be included in a subsequent, non-first-time cohort not collected through the
IPEDS GR survey.
4)
Where do I place transfers INTO my institution?
The IPEDS GR survey does NOT collect information on transfers in. THESE STUDENTS SHOULD NOT BE INCLUDED IN ANY GR COHORT.
5)
How do I report students who are taking ESL (English as a Second Language) or developmental courses?
These students are not included in the cohort if their courses are not part of a program of study that leads to a degree, diploma, certificate, or other recognized
postsecondary credential, and if they are not eligible for Title IV federal financial aid.
6)
Are students in remedial courses included in the cohort?
Use the same reasoning here that you use to determine who to report as degree/certificate-seeking in the IPEDS Fall Enrollment survey. If a student
is degree/certificate-seeking for the purposes of qualifying for student financial aid, then they must be included in the GR cohort.
7)
If a student took only remedial courses last year and applies as a full-time degree/certificate-seeking student this fall, can I count the student as "first-time"?
No. The student does not qualify as "first-time" because they are known to have previously attended a postsecondary institution (yours or another school) even
though they are entering with no credit.
8)
What about non-credit enrollment, or students taking CEUs?
Neither should be included in the cohort for graduation rates reporting.
9)
Are non-degree/certificate-seekers included?
Even though these students are enrolled for credit, if they are not seeking a degree/certificate, they should not be included in the cohort according to Student Rightto-Know regulations. Be sure to carefully review the definition of degree/certificate-seeking in the IPEDS Glossary.
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10)
How do I treat new entrants that receive credit for life experience?
If the student has never enrolled in a postsecondary institution, they should be counted as "first-time."
11)
Do I count students who have acquired credits through distance learning or correspondence as "first-time"?
Since these students must have been previously enrolled in a postsecondary institution in order to obtain credit through correspondence or distance learning, they
are not considered "first-time."
12)
How do I report students studying in consortium agreements?
Use the same reasoning here that you use to determine who to report in the IPEDS Fall Enrollment survey. For additional information on this topic, please refer to the
IPEDS Data Tip Sheet related to Reporting Students for Institutions in Consortia.
14)
My initial cohort includes all full-time, first-time degree/certificate-seeking undergraduate students enrolled as of October 15 - the same as on my IPEDS Fall
Enrollment survey. Now what happens to: stop outs, drop outs, students who enroll part-time after the first semester, or students who change programs?
It looks like your cohort is defined correctly. Remember YOUR COHORT NEVER CHANGES. Students who stop out or drop out do not leave the cohort. They remain in
the count; and if they complete their most recent program within 150% of normal time they should be reported accordingly. Students who switch to part-time status
or to another program are not given extra time to complete, nor are they removed from the cohort. Report their status as requested.
18)
If a student in my cohort obtains two awards (e.g., certificate in cosmetology and certificate in word processing) within the 150% of normal time for the longest
program (cosmetology), can I count both completions?
No, you may only count one. Please report the award with the highest level attained. If they are the same award level, again just report this as one completer.
1)
How do I calculate 150% of normal time to completion?
In order to calculate this, we must first define "normal time to completion". IPEDS has adopted the definition developed by the Joint Commission on Accountability
Reporting (JCAR) as a definition of normal time. As such,
"normal time to completion" is defined as "the amount of time necessary for a student to complete all requirements for a degree or certificate according to the
institution’s catalog. This is typically 4 years (8 semesters or trimesters, or 12 quarters, excluding summer terms) for a bachelor’s degree in a standard term-based
institution; 2 years (4 semesters or trimesters, or 6 quarters, excluding summer terms) for an associate’s degree in a standard term-based institution; and the various
scheduled times for certificate programs." Let’s look at some examples:
Many bachelor’s degree programs are outlined as 4-year programs (8 semesters – typically fall and spring). Extending this to 150% (1.5 x 8) would be 12 semesters
or through the end of the spring term of the sixth year.
Similarly, an associate’s degree program that is advertised as a 2-year program (6 quarters - fall, winter, and spring, with no scheduled summer quarter) would extend
to 9 quarters (1.5 x 6) or through the end of the spring quarter of the third year.
However, the Technical Amendment to the Student Right-to-Know Act redefined the cohort year to allow you to count completers through August 31 of the summer
following the sixth year of a 4-year program (or the third year of a 2-year program).
Certificate programs must be handled somewhat differently. If a 900 clock hour course is advertised as taking 30 weeks to complete, the calculation of 1.5 x 30
equals 45 weeks after the start date. If the student completes within that 45-week period, they are within 150% of normal time.
2)
How do I report a student who has switched programs since entering the cohort?
If a student has switched programs, you will calculate 150% of normal time to completion based on his or her most recent program for reporting outcomes.
However, the student's "clock" does not reset once they switch programs. He or she must still graduate, transfer, or qualify as an exclusion within 150% of normal
time to completion starting from the date he or she first entered the cohort.
3)
How do I calculate 150% for students who stop out, or drop out, and then return and complete the program?
There is no difference in the calculation. The 150% of normal time calculation should be applied as of the student's initial start date, and is the same regardless of
stop-out time. Some students may stop out for a term or two and still complete within 150% of normal time.
4)
According to the Technical Amendment to the SRK, I can count as completers within 150% of normal time students who complete their program through August
31 of the 6th year; but what if the student does not receive the degree until our December graduation? Does this mean I cannot count them as completers?
Technically you cannot count the completion until the degree has been conferred. If you "award" the degree upon completion of the program (i.e., an award date of,
or prior to, August 31 is noted in the student’s record) and simply allow the student to "pick up" their degree at the December ceremony, then you should be able to
count the student as having completed within 150% of normal time.
1)
Does my institution need to report transfers-out?
The Student Right-to-Know legislation states that "An institution that determines that its mission includes providing substantial preparation for students to enroll in
another eligible institution" must report transfers-out so that a transfer-out rate may be calculated for its full-time, first-time degree/certificate-seeking undergraduate
students. Students to be reported as transfers are those who have NOT completed a program or graduated, so they cannot be counted as completers, but have
subsequently enrolled in any program of an eligible institution for which the insititution provided substantial preparation. If the institution does not have such a
mission, reporting of transfers-out is optional.
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2)
What kind of verification must I have to report a student as a transfer-out?
None. All verification requirements were dropped from the regulations.
3)
My school does not track transfers-out, and our limited budget does not allow us to set up a system to do so. Am I still in compliance with the requirements of the
Student Right-to-Know Act, and am I still responsive to the GR survey, if I don’t report transfers-out?
As long as your institution does not include providing substantial preparation for students to enroll in another eligible institution as part of its mission, you do not
need to set up a system to track transfers-out. However, if your institution does have such a mission, you must be able to track and report on transfers-out.
(Applicable to Gradua on Rates and Gradua on Rates 200 only; requirements for Outcome Measures are different. Please review the Outcome Measures requirements
separately.)
4)
My institution is part of a coordinated system of institutions. If a student transfers out of my institution and goes to another institution within the coordinated
system, can I count that student at my institution as a completer?
No. Your institution may not count that student as completer because that student is considered a transfer-out student. Each reporting entity that has an IPEDS
UnitID is recognized as an individual reporting institution for Graduation Rates purposes and can only report completers if that campus confers the award or degree.
1)
Exactly what must be disclosed in order to be in compliance with the Student Right-to-Know Act?
Student Right-to-Know Act regulations state that an institution must annually prepare the completion or graduation rates of its full-time, first-time degree/certificateseeking undergraduate students; and for institutions that determine that their mission includes providing substantial preparation for students to enroll in another
eligible institution, the transfer-out rate of these students. In calculating these rates, an institution must count any students who have completed or graduated by the
end of the 12-month period ending August 31 during which 150% of the normal time for completion or graduation from their program has lapsed.
Therefore, at a minimum, you must report and disclose your graduation and transfer-out rates (as of August 31 of the prior year). The Secretary urges institutions to
disclose as much additional information as warranted to help consumers understand institutional mission, etc. Thus you should consider disclosing additional rates
as well, such as rates for part-time students and possibly rates 8 or 10 years out, if your students typically take longer to complete.
2)
Will completing the IPEDS Graduation Rates survey satisfy all of my requirements for the Student Right-to-Know Act?
NO! NO! and NO! The IPEDS GR survey provides institutions with instructions, definitions, and a format for calculating graduation rates and transfer-out rates. It also
provides institutions with a methodology so that there is some level of consistency in the way the rates are calculated. However, the SRK requires disclosure of these
rates to students and prospective students. In addition, for schools that offer athletically-related student aid there are additional disclosure and reporting
requirements. By completing the GR survey, you will have the rates you need to disclose, but you still need to make them available. The GR survey statisfies the
reporting requirements ONLY.
4)
The number of students who could be considered for the adjustments to the cohort (allowable exclusions) at my institution is very small. Do I need to track
these "leavers"?
No. The allowable exclusions are provided for those institutions that may have a significant number of students who require longer to (or cannot) complete their
programs for the reasons stated.
9)
What is a "transfer-preparatory program"?
This term is defined in 34 CFR Student Assistance General Provisions, Section 668.8(b)(1)(ii) as "the successful completion of at least a 2-year program that is
acceptable for full credit toward a bachelor’s degree and qualifies a student for admission into the third year of a bachelor’s degree program." The Secretary
considers this the equivalent of an associate’s degree, thus completers of transfer-preparatory programs (although they do not receive a "recognized postsecondary
credential") should be counted as completers.
10)
My school enrolls students on a monthly basis, so we will be using a full-year cohort. If my longest program is 9 months, how do I calculate 150% of normal time;
and which cohort should I use?
Let's look at this one step at a time. First, schools with programs of less than 4 years are to report on the @3_Year_Cohort cohort. Therefore, you should look at
those students who entered your institution between @Full_Year_Cohort_3_Year. Next, assuming the latest possible enrollment date would be August 31,
@GR_4_Year_Completer, 150% of 9 months following this date would extend to October 15, @Collection_Prior_Year_Short (13 1/2 months later). In order to
complete the IPEDS GR survey, the first status date following this is August 31, @Collection_Year_Short and the report is due during the Winter
@Collection_Year_Full data collection. So you are on track for reporting this cohort.
11)
Can I report students as completers if they left the institution to get a job in their field of study, but did not finish their program?
No, you may not report these students as completers since they left the institution prior to completing their program.
12)
There is a provision for excluding students who leave the institution to join the Armed Forces. Is there a similar provision for excluding students who are already in
the military but are transferred to another duty station?
No, there is no such provision.
1)
Who is considered a "recipient" of a Pell Grant or Subsidized Direct Loan?
For the purposes of the GR component, a recipient of a Pell Grant or Subsidized Direct Loan is a student who receives and uses that award (i.e., award is partially or
fully disbursed) within their first year at the institution (July 1 - June 30).
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2)
If a student received their Pell Grant or Subsidized Direct Loan after their first year at the institution (July 1 - June 30), would they be counted as part of these
subgroups?
They would only be counted if they received and used their award within their first year at the institution (July 1 - June 30). If they received and used it at any later
time, they would not be part of these subgroups. They would be part of the calculated row - "Did not receive either a Pell Grant or Subsidized Direct Loan".
3)
If a student receives and uses their Pell Grant or Subsidized Direct Loan within their first year at the institution (July 1 - June 30), do they have to continue to
receive this aid throughout their time at the institution to be counted as part of these subgroups?
As long as the student receives and uses their aid within their first year at the institution (July 1 - June 30), they do not have to continue to be awarded that aid during
their time at the institution to be counted as part of these subgroups.
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| File Type | application/pdf |
| Author | Lawley, Tara |
| File Modified | 2020-06-25 |
| File Created | 2020-06-25 |