INSTITUTIONAL
CHARACTERISTICS HEADER
|
1
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
2
|
Added
a note to new dual enrollment question clarifying that the
response
to this question will determine the screen generated for
reporting 12-month unduplicated count of high school students
enrolled in college courses for credit in the 12-month Enrollment
(E12) survey component during the Fall collection.
|
Addition
|
3
|
New
FAQ:
Should
incarcerated students be included in reporting?
Include
all students enrolled for credit even if enrolled at off-campus
locations (e.g., federal or state penal institution). This
includes, but is not limited to, students enrolled for credit in
a recognized prison education program (PEP).
|
Addition
|
4
|
Removed
parenthetical references to “4 weeks” for text to
read “1 month”:
Report
tuition and fees and books and supplies information by program
for the entire
length of the program.
For living expenses, report costs for 4
weeks (1
month).
Note: Living expenses are only applicable to institutions with
full-time, first-time students and are reported with the
largest program.
|
Deletion
|
5
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS reporting?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
reporting.
|
Addition/
Deletion
|
INSTITUTIONAL
CHARACTERISTICS
|
6
|
Removed
all temporary guidance that was added in response to Coronavirus
Pandemic.
|
Deletion
|
7
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
8
|
Rephrased
“room and board” terminology to “food and
housing” under FAFSA
Simplification Act (116 Pub. L. 260, Division FF, Title VII) and
the Consolidated Appropriations Act, 2022 (117 Pub. L. 103,
Division R).
|
Rewording
|
9
|
Removed
parenthetical references to “4 weeks” for text to
read “1 month”:
Room
and board
Food
and housing for
1
month 4.33
weeks)
Provide
amounts for tuition and fees, books and supplies,;
room
and board
food and housing,;
and other expenses FOR THE TIME PERIOD INDICATED (either for the
length of the program, or for 4
weeks
1 month).
These are the amounts used by your financial aid office for
determining eligibility for student financial assistance.
|
Deletion
|
10
|
New
FAQ:
Should
incarcerated students be included in IC reporting?
Include
all students enrolled for credit even if enrolled at off-campus
locations (e.g., federal or state penal institution). This
includes, but is not limited to, students enrolled for credit in
a recognized prison education program (PEP).
|
Addition
|
11
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS Institutional
Characteristics (IC) student counts and cost of attendance
amounts?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
cost
of attendance student counts and amounts reported on the IC
survey component reporting.
|
Addition/
Deletion
|
12
|
New
FAQ:
What
costs should be included in books and supplies?
Books
and supplies typically include books, course materials, supplies,
and equipment required of all students in the same course of
study. It may include the documented rental or cost of a computer
as determined by the institution. See the IPEDS Glossary for
additional information. Please work with the financial aid office
to make sure costs are assigned to the correct period for IPEDS
reporting purposes.
|
Addition
|
13
|
New
FAQ:
What
are living expenses?
Living
expenses typically include food and housing costs for students
attending the at least half time regardless of the student’s
living arrangements. There are exceptions to this rule. Please
work with the financial aid office to report these data items to
IPEDS. Note: Food and housing are the same as room and board.
|
Addition
|
COMPLETIONS
|
14
|
Revised
survey materials related to Gender Unknown or Another Gender
reporting, including non-reporting for small cell size:
Gender
Unknown or Another gender than Provided
Categories Men/Women
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
Is
your institution able to report another gender for the 2023-24
data
collection? If you indicate ‘No, my
institution does not collect data on another gender,’
your
institution should leave
the cells in the rows for ‘Another gender’ blank
(i.e., do not report 0). If
you indicate ‘No, some cells will have a value of less than
5 students,’ your institution collects data on another
gender, but some cells have a value of less than 5 students, do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’.
Undergraduate
students:
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Graduate
students:
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
II.a.
"All Completers" screen
Enter
the number of students who earned an award between July
1, 2022 and June 30, 2023
by
gender and race and ethnicity. Count each student only once,
regardless of how many awards he/she earned. The intent of this
screen is to collect an unduplicated count of total numbers of
completers.
(Students
counted on the "All Completers" screen should be the
students who earned the awards.)
For
the ‘All Completers’ screen that is collected by
gender and race/ethnicity, allocate students for whom gender is
unknown or another gender than the binary gender categories
provided. After that screen, you will be asked to report how many
students you had to allocate to a binary gender category
(Men/Women) because their gender was unknown or another gender
than the provided categories (Men/Women). If your institution
does
not collect data on another gender, cannot
currently report ‘Another gender’
please select ‘No,
my institution does not collect data on another gender’’
to the question and leave the cells in the ‘Another gender’
row blank (do not input 0s). If
you institution collects data on another gender, but some cells
will have a value of less than 5 students, please select ‘No,
some cells will have a value of less than 5 students,’ do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’ in the appropriate
row(s).
|
Addition/
Deletion
|
15
|
Updated
FAQ:
What
certificates should be included?
Any
All certificates
that are recognized
postsecondary credentials eligible
to be recorded on students’ transcripts should
be included. This
typically means any certificates that are eligible to be recorded
on students’ transcripts. All
certificates should be recognized by the institution’s
appropriate governing body.
|
Addition/
Deletion
|
16
|
New
FAQ:
Should
recognized postsecondary credentials awarded to incarcerated
students be reported in the Completions survey component?
Yes,
all recognized postsecondary credentials awarded by your
institution should be reported, including those conferred to
incarcerated students.
|
Addition
|
17
|
New
FAQ:
Should
my institution, which is participating as a U.S. Department of
Education experimental site, include experimental site
participants in IPEDS Completions?
No,
exclude experimental site participants from reporting.
|
Addition
|
18
|
Updated
FAQ:
In
which race/ethnicity category do I report undocumented and DACA
students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
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
If
a student’s race/ethnicity is unknown, you can include them
in the race/ethnicity unknown category. Note:
If the institution cannot verify F-1 visa status for undocumented
and DACA students at the time of high school graduation, the
institution can assume that the status at the time of application
was the same as the status at the time of high school graduation.
|
Addition
|
12-MONTH
ENROLLMENT
|
19
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
20
|
Rephrased
“dual enrolled students” terminology to “high
school students enrolled in college courses for credit” for
clarity.
|
Rewording
|
21
|
Revised
survey materials related to Gender Unknown or Another Gender
reporting, including non-reporting for small cell size:
Part
A – 12-month Enrollment – Gender Unknown or Another
Gender
than Provided Categories
12-month
Unduplicated Count by Gender Unknown or Another
Gender
than Provided Categories
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
Is
your institution able to report another gender for the 2023-24
data
collection? If you indicate ‘No, my
institution does not collect data on another gender,’
your
institution should leave
the cells in the rows for ‘Another gender’ blank
(i.e., do not report 0). If
you indicate ‘No, some cells will have a value of less than
5 students,’ your institution collects data on another
gender, but some cells have a value of less than 5 students, do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’.
Undergraduate
students:
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Graduate
students:
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Part
A: 12-month Enrollment – Gender Unknown or another gender
than Provided Categories
Of
the total undergraduate and graduate reported on previous Part A
screens, indicate how many students you had to allocate to a
binary gender category (Men/Women) because their gender was
unknown or another gender than the provided categories
(Men/Women). If your institution does
not collect data on another gender, cannot
currently report ‘Another gender’
please select ‘No,
my institution does not collect data on another gender’’
to the question and leave the cells in the ‘Another gender’
row blank (do not input 0s). If
you institution collects data on another gender, but some cells
will have a value of less than 5 students, please select ‘No,
some cells will have a value of less than 5 students,’ do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’ in the appropriate
row(s).
|
Addition/
Deletion
|
22
|
New
FAQ:
Should
incarcerated students be included in enrollment reporting?
Include
all students enrolled for credit even if enrolled at off-campus
locations (e.g., federal or state penal institution). This
includes, but is not limited to, students enrolled for credit in
a recognized prison education program (PEP). Enrollment statuses
for incarcerated students (e.g., full-/part-time,
first-time/non-first-time, distance education) should be
determined in the same way as all other students enrolled for
credit.
|
Addition
|
23
|
New
FAQ:
Should
my institution, which is participating as a U.S. Department of
Education experimental site, include experimental site
participants in enrollment counts?
No,
exclude experimental site participants from reporting.
|
Addition
|
24
|
Updated
FAQ:
In
which race/ethnicity category do I report undocumented and DACA
students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
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
If
a student’s race/ethnicity is unknown, you can include them
in the race/ethnicity unknown category. Note:
If the institution cannot verify F-1 visa status for undocumented
and DACA students at the time of high school graduation, the
institution can assume that the status at the time of application
was the same as the status at the time of high school graduation.
|
Addition
|
25
|
Updated
FAQ:
How
do I report an undergraduate student who took courses as a
non-degree-seeking student and re-enrolls as a degree-seeking
student at the same reporting institution?
This
student should be reported as a "continuing/returning"
student. IPEDS defines "continuing/returning students"
as "A student who is not new to the institution in the fall,
but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in)."
Within
the current reporting year, if the student enrolled in the fall
term as non-degree-seeking and in a later term (e.g., winter,
spring) as degree-seeking, the student should be reported as
non-degree-seeking as a student’s fall enrollment status
should be consistently reported between the Fall Enrollment (EF)
and 12-month Enrollment (E12) survey components.
If
a student enrolled in a prior reporting year as
non-degree-seeking and in the current reporting year re-enrolls
as degree-seeking, the student should be reported as a
"continuing/returning" student as the student is not
new to the reporting institution. Note: This does not apply to
dual enrolled high school students if they were reported as
non-degree-seeking students in a prior reporting year. After
receipt of the high school diploma or recognized equivalent, they
can be classified as first-time degree/certificate-seeking, if
appropriate.
|
Addition/
Deletion
|
26
|
Updated
FAQ:
How
is the estimate of full-time equivalent (FTE) students
calculated?
The
FTE enrollment estimate is calculated based on the total
instructional
activity (measured in credit
and/or
clock
hours and/or
credit hours)
reported in Part B and the institution's calendar system, as
reported on the prior year Institutional Characteristics (IC)
survey component. The following method is used to convert total
instructional activity the
credit and/or clock
hours reported
to an indicator of full-time equivalent students:
Clock
Hour Reporters:
Clock hours are divided by 900.
Quarter
Calendar System:
Undergraduate credit hours are divided by 45.
Semester/Trimester/4-1-4
Plan/Other Calendar System:
Undergraduate credit hours are divided by 30.
|
Addition/
Deletion
|
27
|
Added
a note to Instructions regarding distance education enrollment
reporting to ensure consistency with Fall Enrollment (EF)
reporting:
Part
A: Unduplicated Count by Distance Education Status [Applicable
to degree-granting institutions only]
On
this screen, report all students reported on previous Part A
screens who, during the July 1 – June 30 reporting period,
were:
Enrolled
exclusively in distance education courses offered at your
institution.
Enrolled
in at least one but not all distance education courses offered
at your institution. Students who are enrolled in at least one
course that is considered a distance education course, but are
not enrolled exclusively in distance education courses. Note:
Students reported in the prior-year Fall Enrollment (EF) survey
component as “enrolled in at least one but not all
distance education courses” must also be reported in this
same category for the current-year 12-month Enrollment (E12)
survey component, as there was at least some portion of the
12-month reporting period in which the student enrolled in both
distance education and non-distance education courses.
|
Addition
|
28
|
Revised
text and organization of Instructions regarding instructional
activity and full-time equivalent enrollment (Note: no changes
were made to methodology or reporting guidelines).
|
Rewording
|
STUDENT
FINANCIAL AID
|
29
|
Removed
all references to the ‘groups’:
|
Deletion
|
30
|
Renumbered
lines on screens and in instructions:
|
Rewording
|
31
|
Reiterated
instructions on what is reported in each part for specific
students and reporting periods:
|
Addition
|
32
|
Rephrased
“room and board” terminology to “food and
housing” under FAFSA
Simplification Act (116 Pub. L. 260, Division FF, Title VII) and
the Consolidated Appropriations Act, 2022 (117 Pub. L. 103,
Division R)
|
Rewording
|
33
|
New
FAQ:
Should
incarcerated students be reported to IPEDS in SFA?
Yes.
Include all incarcerated students when determining students
counts and financial aid amounts reported to IPEDS.
|
Addition
|
34
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS Student Financial Aid
(SFA) student counts and financial aid amounts?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
reporting.
|
Addition/
Deletion
|
GRADUATION
RATES/200% GRADUATION RATES
|
35
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
36
|
Revised
survey materials related to Gender Unknown or Another Gender
reporting, including non-reporting for small cell size:
Section
I - Establishing cohorts - Gender Unknown or another gender than
Provided Categories
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
Is
your institution able to report another gender for the 2023-24
data
collection? If you indicate ‘No, my
institution does not collect data on another gender,’
your
institution should leave
the cells in the rows for ‘Another gender’ blank
(i.e., do not report 0). If
you indicate ‘No, some cells will have a value of less than
5 students,’ your institution collects data on another
gender, but some cells have a value of less than 5 students, do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’.
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Section
I – Establishing cohorts – Gender Unknown or another
gender than Provided Categories
Report
how many students in the revised cohort you had to allocate to a
binary gender category (Men/Women) because their gender was
unknown or another gender than the provided categories
(Men/Women). If your institution does
not collect data on another gender, cannot
currently report ‘Another gender’
please select ‘No,
my institution does not collect data on another gender’’
to the question and leave the cells in the ‘Another gender’
row blank (do not input 0s). If
you institution collects data on another gender, but some cells
will have a value of less than 5 students, please select ‘No,
some cells will have a value of less than 5 students,’ do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’ in the appropriate
row(s).
|
Addition/
Deletion
|
37
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS reporting?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
reporting.
|
Addition/
Deletion
|
38
|
Updated
FAQ:
In
which race/ethnicity category do I report undocumented and DACA
students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
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
If
a student’s race/ethnicity is unknown, you can include them
in the race/ethnicity unknown category. Note:
If the institution cannot verify F-1 visa status for undocumented
and DACA students at the time of high school graduation, the
institution can assume that the status at the time of application
was the same as the status at the time of high school graduation.
|
Addition/
Deletion
|
39
|
New
FAQ:
Should
awards in GR be consistent with those reported in the IPEDS
Completions survey?
Yes.
Awards must be recognized postsecondary credentials conferred as
the result of completion of an academic or
occupational/vocational program of study and should be consistent
with awards reported in the IPEDS Completions survey. Refer to
the Completions instructions for relevant inclusion and exclusion
criteria.
|
Addition
|
40
|
New
FAQ:
Should
incarcerated students be included in GR cohorts?
Yes.
Include all incarcerated students who meet the cohort inclusion
criteria listed in the survey instructions.
|
Addition
|
OUTCOME
MEASURES
|
41
|
New
FAQ:
Should
incarcerated students be included in OM cohorts?
Yes.
Include all incarcerated students who meet the cohort inclusion
criteria listed in the survey instructions.
|
Addition
|
42
|
New
FAQ:
How
do I report students who change from
non-degree/certificate-seeking to degree/certificate-seeking at
my institution?
Students’
statuses for OM reporting purposes are determined in their first
full term as a degree/certificate-seeking student. For example:
A
student who began as non-degree/certificate-seeking in fall 2015
and became degree/certificate-seeking in spring 2016 would be
included in the 2015-16 OM cohort as a non-first-time entering
student.
A
student who began as non-degree/certificate-seeking between July
1, 2015 and June 30, 2016, and became degree/certificate-seeking
after July 1, 2016 would not be included in the 2015-16 OM
cohort. This student should be reported in the OM cohort year in
which they became degree/certificate-seeking as a non-first-time
entering student.
Note:
These instructions do not apply to dual enrolled students, who
should be reported as first-time entering students upon receipt
of their high school diploma and becoming
degree/certificate-seeking students.
|
Addition
|
43
|
New
FAQ:
Should
awards in OM be consistent with those reported in the IPEDS
Completions survey?
Yes.
Awards must be recognized postsecondary credentials conferred as
the result of completion of an academic or
occupational/vocational program of study and should be consistent
with awards reported in the IPEDS Completions survey. Refer to
the Completions instructions for relevant inclusion and exclusion
criteria.
|
Addition
|
44
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS reporting?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
reporting.
|
Addition/
Deletion
|
ADMISSIONS
|
45
|
Revised
survey materials related to Gender Unknown or Another Gender
reporting, including non-reporting for small cell size:
Selection
Process - A/A/E
2.
Provide the number of first-time, degree/certificate-seeking
undergraduate students who applied, who were admitted, and who
enrolled (either full- or part-time) at your institution for Fall
2023.
Include early decision, early action, and students who began
studies during the summer prior to Fall
2023.
Remember
that this question applies only to first-time,
degree/certificate-seeking undergraduates. Do not include any
other students in these totals. Report admitted students who
enrolled in the summer ONLY IF they remained enrolled into the
fall.
Only
include levels that you indicated were offered in the IC Header.
If you made an error in the IC Header, please remember to fix the
error next year.
The
‘gender unknown’ category will be calculated
based on the reported total minus the total of determined
by subtracting (men
+ women + another gender) from
the Total.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
Is
your institution able to report another gender for the 2023-24
data
collection? If you indicate ‘No, my
institution does not collect data on another gender,’
your
institution should leave
the cells in the rows for ‘Another gender’ blank
(i.e., do not report 0). If
you indicate ‘No, some cells will have a value of less than
5 students,’ your institution collects data on another
gender, but some cells will have a value of less than 5 students,
do not report the data and leave the cells in the rows for
‘Another gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’.
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Selection
Process
Applicants/admitted/enrolled
students
Provide
the number of men, women, another gender, and total first-time,
degree/certificate-seeking undergraduate students who applied,
who were admitted, and who enrolled (either full- or part-time)
at your institution for Fall 2022. Include information for all
first-time students for whom admissions criteria (other than a
school diploma) were required. If your institution cannot
currently report ‘Another gender’, please select ‘No’
to the question and leave the cells in the ‘Another gender’
column blank (do not input 0s). If your institution does
not collect data on another gender, cannot
currently report ‘Another gender’
please select ‘No,
my institution does not collect data on another gender’’
to the question and leave the cells in the ‘Another gender’
row blank (do not input 0s). If
you institution collects data on another gender, but some cells
will have a value of less than 5 students, please select ‘No,
some cells will have a value of less than 5 students,’ do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’ in the appropriate
row(s).
|
Addition/
Deletion
|
46
|
Added
clarification to Instructions regarding reporting test scores:
Report
the scores used in the admission decision, whether test scores
are required or are only considered for admission. If you report
less than 5 students for any of the scores, do not report
percentiles.
Institutions
that use test scores for some students report the percentile
scores for the students for whom test scores were used.
Test
Scores
Provide
data for Fall
2023.
Report the scores used in the admission decision,
whether test scores are required or are only considered for
admission.
If you report less than 5 students for any of the scores, do not
report percentiles.
Institutions that use test scores for some students report the
percentile scores for the students for whom test scores were
used.
|
Addition
|
47
|
New
FAQ:
Should
incarcerated students be included in ADM reporting?
Include
all first-time degree/certificate-seeking undergraduate students.
|
Addition
|
48
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS Admissions (ADM)?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
reporting.
|
Addition/
Deletion
|
FALL
ENROLLMENT
|
49
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
50
|
Rephrased
“dual enrolled students” terminology to “high
school students enrolled in college courses for credit” for
clarity.
|
Rewording
|
51
|
Revised
survey materials related to Gender Unknown or Another Gender
reporting, including non-reporting for small cell size:
Part
A – Fall Enrollment – Gender Unknown or another
gender than Provided Categories
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
Is
your institution able to report another gender for the 2023-24
data
collection? If you indicate ‘No, my
institution does not collect data on another gender,’
your
institution should leave
the cells in the rows for ‘Another gender’ blank
(i.e., do not report 0). If
you indicate ‘No, some cells will have a value of less than
5 students,’ your institution collects data on another
gender, but some cells will have a value of less than 5 students,
do not report the data and leave the cells in the rows for
‘Another gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’.
Undergraduate
students:
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Graduate
students:
-
Radio
button option
|
Yes
|
Radio
button option
|
No,
some cells will have a value of less than 5 students (do not
report)
|
Radio
button option
|
No,
my
institution does not collect data on another gender
|
Part
A: Fall Enrollment – Gender Unknown or another gender than
Provided Categories
For
both undergraduate and graduate students [as applicable], report
how many students you had to allocate to a binary gender category
(Men/Women) because their gender was unknown or another gender
than the provided categories (Men/Women). If your institution
does
not collect data on another gender, cannot
currently report ‘Another gender’
please select ‘No,
my institution does not collect data on another gender’’
to the question and leave the cells in the ‘Another gender’
row blank (do not input 0s). If
you institution collects data on another gender, but some cells
will have a value of less than 5 students, please select ‘No,
some cells will have a value of less than 5 students,’ do
not report the data and leave the cells in the rows for ‘Another
gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’ in the appropriate
row(s).
|
Addition/
Deletion
|
52
|
Revised
Part E Instructions to clarify that bachelor’s degree
completers by their second fall term among the first-time
bachelor’s degree-seeking student cohort should be
considered retained [Applicable to 4-year degree granting
institutions]:
Part
E: Retention Rates for First-Time Bachelor's Degree Seeking
Student Cohort
[Applicable
to 4-year degree granting institutions]
Retention
rates examine the percentage of first-time
bachelor's degree (or equivalent) seeking students
enrolled in the fall of the prior year that are still enrolled in
the fall of the current year or
have completed their bachelor’s program in that time.
On
each retention screen (full-time cohort and part-time cohort
screens) institutions must report:
Academic
reporters:
determine the cohort using the institution's official fall
reporting date or as of October
15, 2022.
Program
reporters:
determine the cohort based on students who were enrolled in the
institution at any time between August
1 and October 31, 2022.
Note:
The retention cohorts are the subset of first-time
degree/certificate-seeking students reported in Part A of the
prior year Fall Enrollment survey that
are
bachelor's degree (or equivalent) seeking. Attendance status
(full- or part-time) should be based on the student's Fall
2022
status.
Exclusions
from the cohorts (see below for allowable exclusions)
Inclusion
to the Fall
2022
cohort. Report on this line first-time bachelor's seeking study
abroad students who were excluded from the first-time cohort but
who have re-enrolled at the institution their second year.
Total
number of students retained from the Fall
2022
cohort. Include students who were reported as first-time but who
are studying abroad Fall
2023.
Total
students retained = students from the Fall
2022
cohort who are still enrolled as of Fall
2023 +
students from the Fall 2022 cohort who completed their bachelor’s
program as of Fall 2023.
Academic
reporters:
Report students retained as of the institution's official fall
reporting date or as of October
15, 2023.
Program
reporters:
Report students retained as of August
1, 2023.
Exclusions:
Institutions
may report cohort exclusions. Allowable exclusions are students
who left the institution for any of the following reasons:
Died
or were totally and permanently disabled
To
serve in the armed forces (including those called to active
duty)
To
serve with a foreign aid service of the Federal Government
(e.g., Peace Corps) To serve on official church missions
The
system will compute an adjusted
cohort by subtracting the student exclusions from the original
cohort prior to calculating the retention rate.
Retention
rates will be computed by the system after clicking 'Save.' The
retention rate is calculated as:
(Students
from the Fall
2022
cohort still enrolled as of Fall
2023 +
students from the Fall 2022 cohort who completed their bachelor’s
program as of Fall 2023/Adjusted
Fall
2022
cohort)*100
Note:
The number of first-time bachelor's degree (or equivalent)
seeking students who attain a bachelor’s degree (or
equivalent) by their second fall term is expected to be zero or
very small. In exceptional cases when a first-time student does
satisfy all degree requirements including full credit completion
(e.g., typically 120 credit hours) and is awarded a bachelor’s
degree (or equivalent) by their second fall term, they are to be
considered “retained” for EF reporting purposes.
|
Addition
|
53
|
Updated
FAQ:
Should
my institution, which is participating as an
U.S.
Department of Education experimental
site, report
high school students or incarcerated students who have received a
Pell Grant while taking college coursework
include
experimental site participants in IPEDS Fall Enrollment (EF)?
If
your institution is participating in the Dual Enrollment
experimental site or the Second Chance Pell experimental site
program,
No,
exclude
experimental
site participants
these
students
from
reporting.
|
Addition/
Deletion
|
54
|
Updated
FAQ:
How
do I report an undergraduate student who took courses as a
non-degree-seeking student and re-enrolls as a degree-seeking
student at the same reporting institution?
This
student should be reported as a "continuing/returning"
student. IPEDS defines "continuing/returning students"
as "A student who is not new to the institution in the fall,
but instead is continuing his or her studies at the institution
(i.e., not first-time and not transfer-in)."
If
a student enrolled in a prior reporting year as
non-degree-seeking and in the current reporting year re-enrolls
as degree-seeking, the student should be reported as a
"continuing/returning" student as the student is not
new to the reporting institution. Note: This does not apply to
dual enrolled high school students if they were reported as
non-degree-seeking students in a prior reporting year. After
receipt of the high school diploma or recognized equivalent, they
can be classified as first-time degree/certificate-seeking, if
appropriate.
|
Addition/
Deletion
|
55
|
Updated
FAQ:
In
which race/ethnicity category do I report undocumented and DACA
students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
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
If
a student’s race/ethnicity is unknown, you can include them
in the race/ethnicity unknown category. Note:
If the institution cannot verify F-1 visa status for undocumented
and DACA students at the time of high school graduation, the
institution can assume that the status at the time of application
was the same as the status at the time of high school graduation.
|
Addition
|
56
|
New
FAQ:
Should
incarcerated students be included in enrollment reporting?
Include
all students enrolled for credit even if enrolled at off-campus
locations (e.g., federal or state penal institution). This
includes, but is not limited to, students enrolled for credit in
a recognized prison education program (PEP). Enrollment statuses
for incarcerated students (e.g., full-/part-time,
first-time/non-first-time, distance education) should be
determined in the same way as all other students enrolled for
credit.
|
Addition
|
57
|
New
FAQ:
How
do I determine whether a student should be reported as full-time
or part-time?
Based
on IPEDS definitions, a full-time undergraduate student is 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,
while a part-time undergraduate student is a student enrolled for
either less than 12 semester or quarter credits, or less than 24
clock hours a week each term.
A
full-time graduate student is 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, while a part-time graduate student
is a student enrolled for less than 9 semester or quarter
credits.
In
some rare cases, however, students may be enrolled in fewer than
the specified full-time credit thresholds outlined above but
still be considered full-time for federal financial aid purposes.
In these instances, students who are determined to be full-time
enrolled for federal financial aid purposes are also to be
considered full-time for IPEDS reporting purposes.
|
Addition
|
58
|
Removed
reference to Common Data Set methodology in survey materials
regarding student-to-faculty ratio.
|
Deletion
|
FINANCE
|
59
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
60
|
Rephrased
“room and board” terminology to “food and
housing” under FAFSA
Simplification Act (116 Pub. L. 260, Division FF, Title VII) and
the Consolidated Appropriations Act, 2022 (117 Pub. L. 103,
Division R)
|
Rewording
|
61
|
Removed
reference to “teaching faculty” from the instructions
for the Instruction expense category to ensure representativeness
for all institutions and their delivery modes (per TRP #66
panelists’ suggestion):
Instruction
- Expenses of the colleges, schools, departments, and other
instructional divisions of the institution and expenses for
departmental research and public service that are not separately
budgeted should be included in this classification. Include
expenses for both credit and noncredit activities. Exclude
expenses for academic administration where the primary function
is administration (e.g., academic deans); such expenses should be
reported on line 05. The instruction category includes academic
instruction, occupational and vocational instruction, community
education, preparatory,
developmental
and adult basic education, and
remedial
and tutorial instruction conducted
by the teaching
faculty
for the institution’s students.
|
Deletion
|
62
|
Revised
instructions for the Academic Support expense category for
consistency with the definition:
Academic
support
- This category includes expenses for the support services that
are an integral part of the institution’s primary missions
of instruction, research, and public service. Include expenses
for museums, libraries, galleries, audio/visual services,
ancillary support, academic
administration, and formally organized and/or separately budgeted
academic
administration
academic
personnel
development,
and
course and curriculum development. Include expenses for
veterinary and dental clinics if their primary purpose is to
support the institutional program.
|
Addition/
Deletion
|
63
|
Added
a note to the instructions that the Spending distribution for
current use amount is treated as negative value:
Spending
distribution for current use
- Report the amount of withdrawals from endowments to fund the
institution’s operating budget and other institutional
expenses. The
reported amount is treated as negative value.
|
Addition
|
64
|
Updated
FAQ:
My
institution offered an early retirement program last year to
faculty and staff as a long-term plan to reduce costs. An expense
of $5 million dollars was incurred. How should this be reported
in IPEDS Finance survey component reporting?
The
$5 million dollars in expense should be reported in the Total
amount of the Employee fringe benefits or Benefits (rather than
being allocated across the other functions such as Instruction,
Research, or Institutional support). By doing so, the $5 million
dollar expense will appear (by
default) as
an Other Functional
Eexpenses
and Ddeductions
within
the benefits column.
The
consequence of this reporting is that the one-time early
retirement buyout will not affect the historical nature of total
or benefits costs by function.
An explanation may also be added to the context box to explain
this early retirement buyout. The Financial Accounting and
Reporting Manual (FARM) from the National Association of College
and University Business Officers offers little guidance on this
topic. However, the FARM contains useful language from GASB
(Statement 47) and FASB (Concept Statement 2) indicating that
such expenses should be treated as benefits: “In financial
statements based on accrual accounting, employers should
recognize a liability and expense for voluntary termination
benefits (for example, early-retirement incentives) when the
offer has been accepted and the amount can be estimated.”
|
Addition/
Deletion
|
HUMAN
RESOURCES
|
65
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
66
|
New
FAQ:
Should
staff providing instruction or services for incarcerated students
be reported in HR?
Yes.
Include all staff who provide instruction or services to
incarcerated students and who are paid for these services
directly by their institution.
|
Addition
|
ACADEMIC
LIBRARIES
|
N/A
|
No
changes.
|
|
GLOSSARY
|
67
|
Revised
the “Allowable costs” term under the FAFSA
Simplification Act:
Except
in the case of correspondence
and incarcerated
students, allowable costs for the cost of attendance typically
include:
Tuition
and fees;
Room
and board
Food and housing;
Books
and supplies
Books, materials, supplies, and equipment, which may include the
rental or purchase of a personal computer;
Transportation,
which may include, but is not limited to, vehicle maintenance
and/or travel costs between campus, residences, and the
student’s place of work; and
,
and m Miscellaneous
expenses, which may include other
costs and allowances under the law and/or as determined by the
institution for a student attending at least half-time such as
an allowance for:
Rental
or purchase of a personal computer;
Vehicle
maintenance for transportation to and from the institution; and
Prior
learning assessment costs.
An
allowance for:
Dependent
care;
Study
abroad expenses;
Disability-related
expenses;
Employment
expenses for co-op study Cooperative
education costs;
Professional
licensure, certification, or first professional credential
costs; and
Federal
student Lloan
fees.
Note:
Certain
Other
restrictions and limitations may apply to the cost components and
allowances, especially for less-than-full-time, correspondence,
and incarcerated students.
|
Addition/
Deletion
|
68
|
Revised
the “12-month Enrollment (E12)” term for improved
clarity and consistency with the survey component instructions:
This
annual component of IPEDS collects unduplicated student
enrollment counts and instructional activity data for an entire
12-month period.
These data were collected in the Enrollment component prior to
the 2007 IPEDS data
collection.
Data
are collected for the entire 12-month academic year reporting
period, while enrollment data collected in the Fall Enrollment
component are fall data.
Institutions report an unduplicated head count for the total
number of students,
by gender, attendance status (full-time, part-time),
race/ethnicity, level (undergraduate,
and
graduate, including
doctor’s – professional practice)
,
first-professional),
first-time (entering), transfer-in (non-first-time entering),
continuing/returning, and degree/certificate-seeking statuses,
enrolled throughout the reporting period. Students included are
those enrolled in any courses for
credit leading
to a degree or other recognized postsecondary credential, as well
as those enrolled in courses that are part of a terminal
vocational or occupational program. Institutions also report the
total instructional activity for the
same 12-month period for both undergraduate and graduate
programs. Instructional activity data are reported in units of
clock hours or credit hours. Starting with the 2023-24 data
collection, institutions will also report data on dual
enrollment.
|
Addition/
Deletion
|
69
|
Rephrased
“room and board” terminology to “food and
housing” under FAFSA
Simplification Act (116 Pub. L. 260, Division FF, Title VII) and
the Consolidated Appropriations Act, 2022 (117 Pub. L. 103,
Division R)
|
Rewording
|
70
|
Added
“Transportation expenses” term and definition under
FAFSA Simplification Act:
An
allowance, as determined by the institution, for student travel
costs between campus, residences, and the student’s job. It
is separate from the miscellaneous expense cost component and may
include vehicle maintenance costs and roundtrip travel costs home
during scheduled breaks.
|
Addition
|
71
|
Removed
all duplicate terms for GASB aligned form reporters as terms and
definition for the functional expense categories are the same
across survey forms.
|
Deletion
|
72
|
Revised
the “Books and supplies” term under FAFSA
Simplification Act:
The
average cost of books,
course materials, supplies,
and equipment
supplies
for
a typical student for an entire academic year (or program). Does
not include unusual costs for special groups of students (e.g.,
engineering or art majors), unless they constitute the majority
of students at an institution.
|
Addition/
Deletion
|
73
|
Replaced
“academic year” with “reporting period”
for the “Completions (C)” term for clarity:
This
annual component of IPEDS collects number of degrees and other
recognized postsecondary credentials (certificates) conferred.
These data are reported by level (associate's, bachelor's,
master's, and doctor's), as well as by length of program for
some. Both are reported by race/ethnicity and gender of
recipient, and the field of study, using the Classification of
Instructional Programs (CIP) code. Institutions report all
degrees and other awards conferred during an entire reporting
period
academic
year,
from July 1 of one calendar year through June 30 of the following
year. Completions data by race/ethnicity at the 2-digit CIP level
became an annual collection in 1990; since the 1995 collection,
race/ethnicity is collected at the 6-digit CIP level. In 2001,
IPEDS began collecting completers of double majors by level,
6-digit CIP code, and by race/ethnicity and gender of recipient.
|
Addition/
Deletion
|
74
|
Added
the “Comprehensive transition and postsecondary program for
students with intellectual disabilities” term for clarity:
A
degree, certificate, nondegree, or noncertificate program
designed to support and provide students with intellectual
disabilities with opportunities to participate in coursework and
other activities with students without disabilities while
obtaining academic training and independent living instruction at
an institution of higher education to prepare for gainful
employment. (For more information, see 34 CFR 668.231).
|
Addition
|
75
|
Added
the “Dependent care expenses” term for clarity:
A
cost of attendance allowance based on the number and age of
dependents, and actual estimated cost in the community where the
student resides for dependent care during commuting time, class
time, study time, field work, internships, and other education
related activities as determined by the financial aid office.
|
Addition
|
76
|
Revised
the “Fall Enrollment (EF)” term for improved clarity
and consistency with the survey component instructions:
This
annual component of IPEDS collects data on the number of students
enrolled in the fall at postsecondary institutions. Students
reported are those enrolled in courses creditable toward a degree
or other recognized postsecondary credential; students enrolled
in courses that are part of a vocational or occupational program,
including those enrolled in off-campus or extension centers; and
high school students taking regular
college
courses for credit. Institutions report annually the number of
full- and part-time students, by gender, race/ethnicity, and
level (undergraduate,
and
graduate,
including
doctor’s – professional practice students
first-professional);
the total number of full-
and part-time undergraduate
entering
degree/certificate-seeking students
(first-time entering,
full-and part-time students,
transfer-ins, and continuing/returning)
and full- and part-time undergraduate non-degree/non-certificate
students); and retention rates. In even-numbered years, data are
collected for state of residence of first-time students and for
the number of those students who graduated from high school or
received high school equivalent certificates in the past 12
months. Also in even-numbered years, 4-year institutions are
required to provide enrollment data by gender, race/ethnicity,
and level for selected fields of study. In odd-numbered years,
data are collected for enrollment by age category by student
level and gender.
|
Addition/
Deletion
|
77
|
Revised
the “Finance (F)” term for improved clarity and
consistency with the survey component instructions:
This
annual component of IPEDS collects data that describe the
financial condition of postsecondary education in the nation.
These data are used to monitor changes in postsecondary education
finance and to promote research involving institutional financial
resources and expenditures. Specific data elements include such
items as institutional revenues by source (e.g., tuition and
fees, government, private gifts); institutional expenses
expenditures
by
function (e.g., instruction, research, student
services plant
maintenance and operation);
physical plant assets and indebtedness; and endowment
investments. Institutions may use different survey forms
depending on the control of institution (e.g. public, private
not-for-profit
non-profit,
or private for-profit) and the accounting standards followed by
the institution (e.g. FASB or GASB).
|
Addition/
Deletion
|
78
|
Deleted
the “Hispanic-serving institution (HIS)” term as
IPEDS does not collect or derive or designate institutions as
HSIs.
|
Deletion
|
79
|
Updated
the “IPEDS Data Center” term with the “IPEDS
Use the Data Webpage”:
The
IPEDS Use
the Data webpage Data
Center
is
the single entry point for retrieving IPEDS data. Using the
webpage
data
center,
one can easily download data files for one or more institutions
with information from any of the IPEDS survey
components
or download complete data files, produce a variety of reports and
data trends,
or create group statistics. The
data center replaces the old IPEDS Peer Analysis System and
Dataset Cutting Tool, and features improvements in navigation,
institution selection, and variable selection, as well as
increased on-screen help.
|
Addition/
Deletion
|
80
|
Revised
the “Recognized postsecondary credential” term for
clarity:
A
recognized postsecondary credential includes any credential that
is recognized
by the institution’s appropriate governing body and
received
after completion of an
academic
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.
|
Addition/
Deletion
|
81
|
Rephrased
all references to “remedial education” and “remedial
courses” to “developmental education” and
“developmental courses.”
|
Rewording
|
KEYHOLDER
HANDBOOK
|
82
|
Replaced
the title “New Keyholder Handbook” with “Keyholder
Handbook” as the information presented in the Handbook is
relevant for all keyholders.
|
Rewording
|
83
|
Replaced
“IPEDS listserv” with the “IPEDS Knowledge
Exchange” and updated the link to access the new platform
for the IPEDS community to connect, share resources, and ask each
other questions.
|
Rewording
|
84
|
Updated
IPEDS website screenshots to reflect the redesign of the IPEDS
website
|
Addition/
Deletion
|
85
|
Replaced
“Join In” with “Collaborate with NCES”
name for the webpage.
|
Rewording
|
COMMUNICATIONS
|
86
|
Moved
the Annual Update Email to CEOs/Coordinators from registration
period to Fall collection to avoid conflict with the help desk
training.
|
Rewording
|
87
|
Eliminated
the third registration letter (4 weeks prior to Fall collection
closing) as this mailing has not been adding much utility.
|
Deletion
|
88
|
Moved
the registration reminder calls one week earlier (moving from
Fall close-4 weeks to close-3 weeks).
|
Rewording
|
89
|
Updated
the FSA fine amount. ($59,017 -> $67,544)
|
Addition/
Deletion
|
90
|
Revised
the Registration Letter to CEOs of Institutions with no Previous
Keyholder to highlight the importance of appointing the keyholder
and to omit the information that is communicated in other letters
to keyholders.
|
Addition/
Deletion
|
91
|
Reiterated
the topics covered in the Annual Update Email to CEOs of IPEDS
Institutions and removed the note with not as helpful detail.
|
Addition/
Deletion
|
92
|
Added
the Email Communication Regarding Changes in the Prior Year
Revision (PYR) System)
|
Addition
|