Download:
pdf |
pdf12 Month Enrollment
Integrated Postsecondary Education Data System (IPEDS)
2019-20 to 2021-22
Changes are detailed in the Change Memo. Dates are also updated
to reflect the current data collection.
6/29/2021
IPEDS Data Collection System
2021-22
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | [email protected]
OMB NO. 1850-0582 v.28 : Approval Expires 8/31/2022
2021-22 Survey Materials Package
12-month Enrollment for 4-year degree-granting institutions
Overview
12-month Enrollment Overview
The 12-month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and graduate level is estimated (4-year institutions only).
Institutions with Doctor's - professional practice students will also report the FTE enrollment of those students (4-year institutions only). NCES uses the FTE
enrollment to produce indicators such as expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due to Coronavirus Pandemic postponements, continue to report using the timeframes
as defined in the IPEDS instructions. NCES expects that some data reported during the 2021-22 data collection year will vary from established prior trends
due to the impacts of Coronavirus Pandemic. 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 Coronavirus Pandemic.
Changes to reporting for 2021-22:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather determined at
their first full term of enrollment (i.e., fall or spring).
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing this survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours. (4-year institutions only)
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First‑time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Full-time
undergraduate
students
Non‑degree/
non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First-time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (2020-21)
Prior year data:
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Grand total (men+women) prior year
Total Full-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is expected to be
greater than total Full-time undergraduate enrollment Fall 2020.
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Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First‑time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Part-time
undergraduate
students
Non‑degree/
non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First-time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Part-time
undergraduate
students
Non-degree/
non-certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (2020-21)
Prior year data:
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Grand total (men+women) prior year
Total Part-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is expected to be
greater than total Part-time undergraduate enrollment Fall 2020.
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Part A - Unduplicated Count for Graduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Graduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Report all postbaccalaureate degree and certificate students as graduate students, including any doctor's - professional practice students (formerly firstprofessional)
Men
Students enrolled for credit
Graduate students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Students enrolled for credit
Graduate students
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (2020-21)
Prior year data:
Unduplicated headcount (2019-20)
Total enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is expected to be greater than Total enrollment Fall 2020.
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Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2020 – June 30, 2021
Undergraduate Students
Degree/certificate‑seeking
Graduate Students
Non‑degree/non‑certificate‑seeking
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education courses
Students not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part B - Instructional Activity
12-month Instructional Activity
July 1, 2020 - June 30, 2021
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
Graduate credit hour activity should not include any doctor’s – professional practice activity, the total of those students’ FTE is entered separately instead.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate or graduate FTE unless IPEDS FTE calculations would be misleading for comparison
purposes among all IPEDS reporting institutions.
Instructional Activity
2020-21 total
activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Graduate level:
Credit hour activity
(Do not include doctor's-professional practice instructional activity here; the total FTE of those students should be
entered separately below)
Full-Time Equivalent (FTE) of Students
2020-21 total
activity
Prior year data
Doctor's - professional practice level:
Doctor's - professional practice FTE student estimate
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in the
"Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and IPEDS
comparisons.
Please provide your best estimate of undergraduate and graduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable for
IPEDS comparison purposes. Please provide an explanation in the context box if the option is used due to Coronavirus Pandemic.
Institution
reported
FTE 2020-21
Calculated FTE
2020-21
Prior year FTE
2019-20
Undergraduate student FTE
Graduate student FTE
(excluding doctor's - professional practice student FTE)
Doctor's - professional practice student FTE
Total FTE student enrollment
Context notes will be posted on the College Navigator website. Therefore, you should write all context notes using proper grammar (e.g., complete sentences with
punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
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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
Entering Data
Your office
hours
hours
hours
hours
Other offices
hours
hours
hours
hours
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Revising and Locking Data
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12-Month Enrollment Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help for Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses for undergraduate students. For graduate
students, data are collected by race/ethnicity and gender. Instructional activity is collected as total credit and/or clock hours attempted at the undergraduate,
graduate, and doctor’s professional levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and
graduate level is estimated.
Changes in reporting
The following changes were implemented for the 2021-22 data collection period:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather
determined at their first full term of enrollment (i.e., fall or spring).
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2020 - June 30, 2021.
Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note that some context boxes are posted on
the College Navigator Website, which is the college search tool offered by NCES. NCES will review entries in these context boxes for applicability and
appropriateness before posting them on the College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied towards the requirements for a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential), regardless of whether or not they are seeking a degree or
certificate. This includes:
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid determination
Students from overseas enrolled for credit at your institution (e.g., online students)
Graduate students enrolled for thesis credits, even when zero credits are awarded, as these students are still enrolled and seeking their degree
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
Students enrolled exclusively in courses that cannot be applied towards a recognized postsecondary credential
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
Residents or interns in doctor's - professional practice programs, since they have already received their doctor's degree
Students in Experimental Pell Programs
In addition, the following students should be excluded:
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution serves as an administrative record
Students enrolled in any branch campus located in a foreign country
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: [email protected]
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 Use the Data portal
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Question
Before entering any data, a screening question will need to be answered.
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Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
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.
Determining Attendance Status (Full-Time vs. Part-Time)
The attendance level of students is determined on the first full term (i.e., semester or quarter) at entry. For example, if a
transfer-in (non-first-time entering)
undergraduate student entered an institution in the Spring term of the July 1 – June 30 reporting period as
part-time, this student should be reported as a
part-time, transfer-in (non-first-time entering) undergraduate student Or, if degree/certificate
seeking undergraduate student who took a summer term
preceding the start of the July 1 – June 30 reporting period
enrolled in following fall term as a full-time students should be reported as a full-time, first-time
degree/certificate
seeking undergraduate student.
Note: Even if the student’s attendance status changes (i.e., full-time to part-time, or vice versa) of if the
student drops
out, transfers out, or transfers back into the institution during the 12-month period, the student’s attendance status is
reported as of entry to the
institution for the first full term.
Part A: Unduplicated Count of Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level at any time during the July 1,
2020 – June 30, 2021 reporting
period. The undergraduate level includes students enrolled in undergraduate level courses, in 4 or 5 -year bachelor’s degree programs, associate’s degree
programs, or any certificate programs below the baccalaureate level. Students who have already earned a bachelor’s degree but are taking undergraduate
courses for credit
should be included as undergraduates.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of
each short program.
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To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For
example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
Full-time, first-time degree/certificate-seeking undergraduate students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled full-time with the intent to earn a degree,
certificate, or other recognized postsecondary credential. The following are also considered first-time:
Students enrolled and attended college for the first time at any time during July 1 – June 30 reporting period
Students who entered with advanced standing (any college credits or recognized postsecondary credential earned before graduation
from high school)
In column 2, report the total number of full-time degree/certificate-seeking undergraduate students entering the reporting
institution for the first time but
known to have previously attended a postsecondary institution at the undergraduate level.
Include students enrolled in the institution who transferred into the
institution at least once during the July 1 – June 30
reporting period.
Full-time, continuing degree/certificate-seeking undergraduate students
In column 3, report the total number of continuing (i.e., not first-time and not transfer-in (non-first-time entering)) full-time degree/certificate
seeking
undergraduate students. These are students who are not new to the institution at the beginning of July 1 – June 30
reporting period, but instead are continuing
their studies at the institution.
Full-time, non-degree/non-certificate-seeking full-time undergraduate students
In column 5, report the total number of full-time non-degree/non-certificate-seeking undergraduate students. These
students are enrolled for credit but not
with the intent of earning a degree or other recognized postsecondary credential for a whole July 1 – June 30
reporting period. Note: High school students
enrolled in creditable courses prior to high school graduation are considered
non-degree/non-certificate-seeking students.
Once you save the data by clicking the ‘Verify and Save’ button, the ‘Total full-time degree/certificate-seeking
undergraduate students (column 4) and ‘Total,
full-time undergraduate students (column 6) will be calculated by the system
and display on the survey screen.
Student Level Reporting Reminders:
Students who already hold a bachelor's degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
Students admitted with graduate standing should be counted as graduate students, even if they are taking some undergraduate courses
If a student's attendance level (undergraduate or graduate) changes during the 12-month period, count the student’s attendance level as of entry to the
institution for the first full term (i.e., typically the fall or spring terms for academic reporters). For example: If a student is an undergraduate in the fall
and a graduate student in the spring, count the student as an undergraduate student.
Doctor's - professional practice students (formerly called first-professional students) should be counted in the graduate student enrollment counts for Part
A.
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported last
year (2020-21). The second is the total fall enrollment from Fall 2020, as reported on the Fall Enrollment survey component. Since the Fall 2020 enrollment
falls within the 12-month period currently being reported (2020-21), the 12-month unduplicated count must be greater than or equal to the Fall 2020 total
enrollment.
Part A: Unduplicated Count of Part-Time Undergraduate Students by Race/Ethnicity and Gender
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
Part A: Unduplicated Count of Graduate Students by Race/Ethnicity and Gender
Report graduate students enrolled for credit at any time during the July 1, 2020 – June 30, 2021 reporting period.
Students are reported by gender and
race/ethnicity.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period
for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of
each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For
example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
Student Level Reporting Reminders:
Students who already hold a bachelor’s degree but are enrolled as an undergraduate for additional undergraduate
courses should be reported as
undergraduate students
Students admitted with graduate standing should be counted as graduate students, even if they are taking some
undergraduate courses
If a student’s level (undergraduate or graduate) changes during the 12-month period, count the student at his/her
initial level of enrollment. For example:
If a student is an undergraduate student in the fall and a graduate student in the
spring, count the student as an under-graduate student.
Doctor’s – professional practice students (formerly called first-professional students) should be counted in the graduate
student enrollment counts for Part
A.
Part A: Unduplicated Count by Distance Education Status
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On this screen, report all students reported on previous Part A screens who, are at least once during the July 1 – June 30
reporting period:
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.
Not enrolled in any distance education courses offered at your institution: This number represents the students who are
not enrolled in any distance
education courses at your institution. It will be calculated by subtracting the (students
enrolled exclusively in distance education courses + students
enrolled in at least one but not all distance education
courses) from the total enrolled students from previous Part A screens, which is the totals for
degree/certificate-seeking
undergraduate (first-time + transfer-in (non-first-time entering) + continuing), non-degree/non-certificate-seeking
undergraduate students and
graduate students.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a course
from being classified as exclusively
distance education. Similarly, if a student is taking instructional portions of their program
entirely online, but are then required to complete a practicum,
residency, or internship, the student can still be considered
enrolled in entirely distance education courses.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2020 - June 30, 2021. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
60 hours + 50 hours + 60 hours = 170 hours
Report credit hour activity by course level, if applicable to your institution. The level of each course (undergraduate or graduate) should be the level of the
course as designated by the institution. If there are courses that cannot be assigned to a single level (i.e., if some courses serve both undergraduate and
graduate students), partition the enrollment in the course based on the level of the student. For example, a 3-credit course has 5 graduate students and 10
undergraduate students enrolled. The total credit hour activity for the course is 45 hours (3x15). The undergraduate credit hour activity for the course is
30 hours (3x10), and the graduate credit hour activity for the course is 15 hours (3x5).
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Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Graduate Level Instructional Activity Reporting Reminder: Be sure to exclude doctor's - professional practice activity (formerly firstprofessional) from the graduate level instructional activity.
If your institution has doctor's-professional practice students but does not see the section to report them on their survey screens, you must contact the
IPEDS Help Desk.
Once you have entered the instructional activity information, then click "save" and the FTE student enrollment will be calculated and appear on the screen.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment, by level (undergraduate and graduate) will be calculated for the institution using the instructional activity
data reported in Part B. This total FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full-time for
one academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45, and graduate credit hours are divided by 36. If Institution DEZ from the example above was an undergraduate program on the
quarter system, the FTE would be 170/45, or approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30, and graduate credit hours are divided by 24. If Institution DEZ was an undergraduate program on the
one of these systems, the FTE would be 170/30, or approximately 6 students.
If these calculated estimates are not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If
the instructional activity data reported are inaccurate, then the calculated FTE estimate will also be inaccurate.
After double checking the instructional activity data reported, if the FTE count estimated for the institution is still not reasonable, the system will allow
you to enter more accurate FTE data for the institution in the "Institution reported FTE" column below. This option should be used ONLY if the system
calculated estimates are not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
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Glossary
date: 06/29/2021
Term
Definition
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (All institutions must use the July 1 - June 30
reporting period). This time period should be consistent across all IPEDS data collections and from year-to-year.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer term.
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.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a degree or other
recognized postsecondary credential.
Bachelor's degree
An award (baccalaureate or equivalent degree, as determined by the Secretary, U.S. Department of Education) that normally
requires at least 4 but not more than 5 years of full-time equivalent college-level work. This includes all bachelor's degrees
conferred in a 5-year cooperative (work-study) program. A cooperative plan provides for alternate class attendance and
employment in business, industry, or government; thus, it allows students to combine actual work experience with their college
studies. Also includes bachelor's degrees in which the normal 4 years of work are completed in 3 years.
Black or African American
A person having origins in any of the black racial groups of Africa.
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Cohort year
The year that a cohort of students begins attending college.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution (i.e., not firsttime and not transfer-in).
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Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a recipient
toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of
measurement.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
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.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to
support regular and substantive interaction between the students and the instructor synchronously or asynchronously.
Distance education
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through open
broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio
conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used in a course in conjunction
with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming to campus
for orientation, testing, or academic support services do not exclude a course from being classified as distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance education
courses.
Doctor's degree-professional
practice
A doctor's degree that is conferred upon completion of a program providing the knowledge and skills for the recognition,
credential, or license required for professional practice. The degree is awarded after a period of study such that the total time to
the degree, including both pre-professional and professional preparation, equals at least six full-time equivalent academic years.
Some of these degrees were formerly classified as first-professional and may include: Chiropractic (D.C. or D.C.M.); Dentistry
(D.D.S. or D.M.D.); Law (J.D.); Medicine (M.D.); Optometry (O.D.); Osteopathic Medicine (D.O); Pharmacy (Pharm.D.); Podiatry
(D.P.M., Pod.D., D.P.); or, Veterinary Medicine (D.V.M.), and others, as designated by the awarding institution.
Dual enrollment
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
Enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a postsecondary
degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of measurement.
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Entering students
(undergraduate)
Students at the undergraduate level, both full-time and part-time, coming into the institution for the first time in the fall term (or
the prior summer term who returned again in the fall). This includes all first-time undergraduate students, students transferring
into the institution at the undergraduate level for the first time, and non-degree/non-certificate-seeking undergraduates entering
in the fall.
First-time student
(undergraduate)
A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the
undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled
in the fall term who attended college for the first time in the prior summer term, and students who entered with advanced
standing (college credits or recognized postsecondary credential earned before graduation from high school).
Full-time student
Undergraduate: A student enrolled for 12 or more semester credits, or 12 or more quarter credits, or 24 or more clock hours a
week each term. Graduate: A student enrolled for 9 or more semester credits, or 9 or more quarter credits, or a student involved
in thesis or dissertation preparation that is considered full-time by the institution. Doctor's degree - Professional practice - as
defined by the institution.
Graduate student
A student who holds a bachelor's degree or above and is taking courses at the postbaccalaureate level. These students may or
may not be enrolled in graduate programs.
High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the following:
- recognized attainment of satisfactory scores on the GED or another state-authorized examination
- recognized completion of homeschooling at the secondary level as defined by state law
-
completion of secondary school education in a homeschool setting which qualifies for an exemption from compulsory
attendance requirements under state law, if state law does not require a homeschooled student to receive credential for their
education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves annual
institution-level data collections. All postsecondary institutions that have a Program Participation Agreement with the Office of
Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as "Title IV") are required to report
data using a web-based data collection system. IPEDS currently consists of the following components: Institutional
Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions (ADM); Student Financial Aid (SFA); Human
Resources (HR) composed of Employees by Assigned Position, Fall Staff, and Salaries; Fall Enrollment (EF); Graduation Rates
(GR); Outcome Measures (OM); Finance (F); and Academic Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
Non-first-time entering
student (undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of students may
closely reflect the transfer-in (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 clock hours a week each
term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
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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
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.
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the purpose of
obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or I-151), a Temporary
Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys legal immigrant status such
as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer term. Note: the standard term length range is defined by the Office
of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a campus abroad
or through a cooperative agreement with some other U.S. college or an institution of another country.
Summer Term
A summer term is typically not considered a full term. It is not the third term of an institution operating on a trimester system or
the fourth term of an institution operating on a quarter calendar system. The institution may have two or more sessions
occurring in the summer term. Some schools, such as vocational and beauty schools, have year-round classes with no separate
summer term.
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).
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or technical
program below the baccalaureate.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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12-month Enrollment for degree-granting 4 year institutions
Click one of the following questions to view the answer.
General
1) Who should I include in my enrollment reporting?
2) What is the reporting period for 12-month enrollment?
3) What is the difference between 12-month enrollment and Fall enrollment?
4)
In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students? (4-year
institutions only)
5) Should I report students who are studying abroad?
6) Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
7)
I have a degree-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start date of
July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
8) How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
Unduplicated Count (Part A)
1) Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2) How do I report a student who changes enrollment levels during the 12-month period? (4-year institutions only)
3) How do I report foreign students living outside the U.S. who are enrolled in my institution?
4)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
5) In which race/ethnicity category do I report undocumented students?
6) What is NOT considered "prior postsecondary experience" when reporting first-time students?
7) Where do I report students if I don't know whether or not they are first-time?
8) How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
9) Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
10) How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
11)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school
and enrolled in my institution?
12) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
13)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificateseeking?
14) Where do I report students who are seeking a second baccalaureate degree?
15)
How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls
as a degree-seeking student at the same reporting
institution?
16) How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
17) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
18)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the
student considered enrolled in exclusively distance education courses?
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be
counted in the distance education portion of 12-month Enrollment?
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Instructional Activity and FTE (Part B)
1) How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2)
Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report the activity for these
programs? (4-year institutions only)
3) How is the estimate of full-time equivalent (FTE) students calculated?
4) The calculated FTE is not a reasonable estimate for my institution. What should I do?
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as "recognition of attendance or performance in an instructional activity (course or program) that
can be applied by a recipient toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
The 12-month Enrollment (E12) survey component collects an institution’s cumulative unduplicated headcount enrollment for the entire 12-month period beginning
July 1 and ending June 30. In contrast, the Fall Enrollment (EF) survey component collects an institution’s “snapshot” enrollment count in the fall. For academic
reporters, EF enrollment counts reflect the institution’s official fall reporting date or October 15. For program reporters, EF enrollment counts reflect students enrolled
during the period August 1 to October 31. The EF enrollment counts, for both academic reporters and program reporters, should be viewed as a subset of the larger
E12 counts. The E12 survey component captures all unduplicated student enrollments, including fall-enrolled students (i.e., reported on the EF survey component)
plus all other unduplicated student enrollments not captured on the EF survey component but that enrolled during the July 1 to June 30 time period.
4)
In the past I reported first-professional student enrollment separately in Part A. Why is there no column for reporting first-professional students? (4-year institutions
only)
Since the 2010-11 collection year, institutions have been required to use the new postbaccalaureate degree categories (eliminating the first-professional category
and reclassifying those programs). In part A, all postbaccalaureate students are to be reported as graduate students (including students formerly reported as firstprofessional).
In Part B, Doctor's - professional practice activity (formerly first-professional) will be reported separately from the graduate instructional activity. FTE for these
programs should be reported as defined by the institution.
5)
Should I report students who are studying abroad?
Students who are enrolled in your institution and attend classes in a foreign country should be included in your institution's enrollment report if your institution
provides instructional resources (classroom, instructors), even though the education occurs abroad. Students who are enrolled in your institution and attend classes
in a foreign country should NOT be included in your enrollment report if:
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if the student pays tuition to your institution. Their enrollment
at your institution serves only as an administrative record.
6)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary, students who are ONLY enrolled in ESL programs,
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
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7)
I have a degree-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start date of
July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
For students who start in the summer, the summer term is typically not considered a full term. Please use the following guidance:
If a student starts in the summer of 2020 (prior to July 1), and they do NOT enroll in any additional terms in 2020-21, they are not to be included in the July 1,
2020 – June 30, 2021 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2020 (after July 1), and they do NOT enroll in any additional terms in 2020-21, they are still included in the 2020-21 E12
counts, at the attendance status (i.e., full-time or part-time) in which they were enrolled during the summer.
If a student starts in the summer of 2020 (prior to July 1 or after July 1) and the student continues enrollment beyond summer, either into the fall term or reenrolls in the spring term, the institution should use the full term (e.g., fall or spring) to determine if the student is full-time or part-time, and the student should
be included in the 2020-21 E12 counts.
8)
How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
The Fall Enrollment (EF) survey component is a “snapshot” of the institution’s enrollment in the fall. The 12-month Enrollment (E12) survey component
captures the institution’s total unduplicated headcount enrollment for an entire 12-month period (July 1 to June 30).
EF enrollment counts are a subset of the E12 enrollment counts, as the E12 survey component captures students enrolled in the fall plus any other
unduplicated students not captured in the EF survey component (e.g., students who first enroll in the spring term or enroll only in the summer term).
Because the EF survey component is a subset of the E12 survey component, all student enrollment counts (total and by disaggregate) reported in the
current year’s E12 survey component should be greater than or equal to the prior year’s EF survey component. Note that the prior year’s EF survey
component matches the “data year” of the current year’s E12 survey because there is a greater “time lag” in reporting E12 data.
Because the fall term is considered a full term for IPEDS reporting purposes, students enrolled in the fall term and captured in the EF survey component
should retain their same enrollment statuses (e.g., part-time or full-time, first-time or non-first-time, degree/certificate-seeking or non-degree/non-certificate
seeking, undergraduate or graduate) in the E12 survey component.
For example, a full-time, first-time student reported on the EF survey would also be reported as a full-time, first-time student in the E12 survey. Similarly,
a part-time, non-degree/non-certificate-seeking student reported in the EF survey component would retain those statuses in the E12 survey component.
For both program reporters and academic reporters, student enrollment statuses as reported on the current-year EF survey should be retained for E12
reporting in the following data collection year when the data coverage periods align (i.e., you should not change students’ statuses between EF and E12
reporting).
For students not reported on the EF survey component (i.e., not enrolled in the fall and therefore not captured), default to the student’s first full term at
entry to determine enrollment statuses (typically spring in this scenario). If the student enrolls only in the summer and at no other time during the 12month reporting period, then the summer term may be used to determine student statuses.
While the E12 survey component captures unduplicated enrollment counts during the 12-month period of July 1 to June 30, the Outcome Measures (OM)
survey component captures the 4-, 6-, and 8-year academic outcomes for the cohort of degree/certificate-seeking students during the same 12-month period.
Like the E12 survey component, students’ statuses (i.e., first-time/non-first-time, Pell/Non-Pell, full-time/part-time) are determined by students’ first full term
(i.e., fall or spring).
Unlike the E12 survey component, the OM survey component captures only degree/certificate-seeking students. For this reason, students’ statuses for OM
reporting purposes are determined in their first full term as a degree/certificate-seeking student. For example, students enter as non-degree/non-certificateseeking students in the fall and in the following spring term enroll as degree/certificate-seeking students, these students would be reported as:
In EF as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term).
In E12 as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term). Note
that students reported on both the EF and E12 survey components should be reported with the same enrollment statuses (i.e., they do not change).
In OM as degree/certificate-seeking students with the statuses (i.e., first-time/non-first-time, Pell/non-Pell, full-time/part-time) determined at their first
full term as degree/certificate-seeking students (i.e., spring term). Because the OM survey component is designed to capture academic outcomes for
degree/certificate-seeking students, students who are non-degree/non-certificate-seeking in the fall (and reported as such for both EF and 12 survey
components) but then become degree/certificate-seeking after the fall term should be reported for OM reporting purposes. Only in this scenario and
only for OM reporting purposes should fall-enrolled students’ enrollment statuses then be determined from a non-fall term to align with when they
became degree/certificate-seeking.
Therefore, OM counts should be same or slightly greater than degree/certificate-seeking student counts reported in E12 because there is the potential for
some students to enroll as non-degree/non-certificate-seeking in the fall term (and reported as such for EF and E12 survey components) but then change their
enrollment to degree/certificate-seeking in the spring term (and thus need to be captured in the OM survey component).
Unduplicated Count (Part A)
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall 2020 lies within the 12-month period
currently being reported on the 12-Month Enrollment survey component (2020-21), the 12-month unduplicated count must be equal to or greater than the Fall
2020 reported enrollments.
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2)
How do I report a student who changes enrollment levels during the 12-month period? (4-year institutions only)
The enrollment level should be determined at the first full term during the 12-month reporting period. For example, a student enrolled as an undergraduate in the fall
and then as a graduate student in the spring should be reported as an undergraduate student on the 12-month Enrollment survey component.
3)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported with the new race/ethnicity reporting method. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified in the Race/Ethnicity Unknown category. Only
U.S. citizens are to be categorized in the specific Race/Ethnicity categories. The non-resident alien category is reserved specifically for students that are in the U.S.
under that specific legal status.
4)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS. It is up to the institution to decide how best to handle reporting individuals whose gender does not align with the
‘Men’ and ‘Women’ categories. However, a common method used is to allocate these students based on the known proportion of men to women.
5)
In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is a legal status for students with specific types
of visas, undocumented students would not be reported under any of these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the
race/ethnicity FAQ for more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
6)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
Credit for military service/training from an association such as the American Council on Education,
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., dual enrollment credits),
Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's,
bachelor's, etc.), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval
Academy, etc.) would NOT be considered first-time students.
7)
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
8)
How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
For the 12-month Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not
entering the institution for the first time in the fall. (Applies only to academic
reporters)
9)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in
the institution and those who have stopped out and re-enrolled, without
having transferred to another institution.
10)
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How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
Report students based on their attendance status in their first full term enrolled (i.e., typically the fall or spring terms for academic reporters), even if that
status
changed during the 12-month period.
11)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school and
enrolled in my institution?
If the college credit or postsecondary award was earned prior to the student graduating high school, then this student would
be considered a first-time student. The
definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school
graduation. (Applies only to academic reporters)
12)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
if appropriate.
13)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be degree/
certificate-seeking.
14)
Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificate-seeking students (column 3). This column is
intended to capture all degree/certificateseeking undergraduate students who are not first-time and did not transfer-in to
the institution during the July 1- June 30 reporting period.
15)
How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls
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)."
16)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not
creditable for an award:
Students enrolled in remedial courses that are not creditable toward an award but have been admitted into an eligible
Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted into an eligible Title-
IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of remedial and
ESL courses may be used in the
determination of a student's full-time status if the remedial or ESL course is part of a
program that leads to a postsecondary award. In these cases, the remedial or
ESL courses should count the same as the
comparable full-credit class. For co-op students, the work portion of a cooperative education program in which the
amount
of work performed is equivalent to the academic workload of a full-time student will also count toward the determination of
full-time status.
17)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as first-time
degree/certificate-seeking, if appropriate.
18)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
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This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2020 – June 30, 2021 12-month Enrollment reporting period.
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student
considered enrolled in exclusively distance education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusively distance
education courses.
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted
in the distance education portion of 12-month Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance
education courses.”
Instructional Activity and FTE (Part B)
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
Instructional activity in doctor's - professional practice programs is measured differently from other graduate programs. How should I report the activity for these
programs? (4-year institutions only)
Starting with the 2012-13 data collection, institutions now report the FTE for doctor's - professional practice (DPP) programs as a separate amount in Part B. This
DPP FTE amount will then be summed with the undergraduate and graduate FTE amounts to create the total FTE enrollment for the institution.
3)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900
Quarter Calendar System: Undergraduate credit hours are divided by 45 and graduate credit hours are divided by 36.
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30 and graduate credit hours are divided by 24.
Doctor's - professional practice (DPP) FTE student enrollment is reported by the institution, based on the institution's definition of a full-time equivalent DPP student.
This amount is then added to the undergraduate and graduate FTE amounts to create a total FTE student enrollment count.
4)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
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First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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2021-22
Data Collection System
IPEDS HELP DESK
(877) 225-2568 | [email protected]
OMB NO. 1850-0582 v.27 : Approval Expires 8/31/2022
2021-22 Survey Materials Package
12-month Enrollment for 2-year degree-granting institutions
Overview
12-month Enrollment Overview
The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment is estimated. NCES uses the FTE enrollment to produce indicators such as
expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due to Coronavirus Pandemic postponements, continue to report using the timeframes
as defined in the IPEDS instructions. NCES expects that some data reported during the 2021-22 data collection year will vary from established prior trends
due to the impacts of Coronavirus Pandemic. 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 Coronavirus Pandemic.
Changes to reporting for 2021-22:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather determined at
their first full term of enrollment (i.e., fall or spring).
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing the survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours. (4-year institutions only)
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First‑time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Full-time
undergraduate
students
Non‑degree/
non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First-time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Full-time
undergraduate
students
Non-degree/
non-certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (2020-21)
Prior year data:
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Grand total (men+women) prior year
Total Full-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is expected to be
greater than total Full-time undergraduate enrollment Fall 2020.
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Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First‑time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Part-time
undergraduate
students
Non‑degree/
non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Degree/certificate-seeking
Students enrolled for credit
Non-first-time
First-time
Transfer- Continuing/
in
Returning
Total
degree/certificateseeking
Total,
Part-time
undergraduate
students
Non-degree/
non-certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (2020-21)
Prior year data:
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Grand total (men+women) prior year
Total Part-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is expected to be
greater than total Part-time undergraduate enrollment Fall 2020.
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12-Month Enrollment Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help for Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), transfer-in (non-first-time entering), continuing/returning, and degree/certificate-seeking statuses for undergraduate students. Instructional
activity is collected as total credit and/or clock hours attempted at the undergraduate levels. Using the instructional activity data reported, a full-time equivalent
(FTE) student enrollment at the undergraduate level is estimated.
Changes in reporting
The following changes were implemented for the 2021-22 data collection period:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather
determined at their first full term of enrollment (i.e., fall or spring).
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2020 - June 30, 2021.
Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note that some context boxes are posted on
the College Navigator Website, which is the college search tool offered by NCES. NCES will review entries in these context boxes for applicability and
appropriateness before posting them on the College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied towards the requirements for a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential), regardless of whether or not they are seeking a degree or
certificate. This includes:
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid determination
Students from overseas enrolled for credit at your institution (e.g., online students)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
Students enrolled exclusively in courses that cannot be applied towards a recognized postsecondary credential
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
Students in Experimental Pell Programs
In addition, the following students should be excluded:
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution is serves as an administrative record
Students enrolled in any branch campus located in a foreign country
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: [email protected]
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 Use the Data portal
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
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Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
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.
Determining Attendance Status (Full-Time vs. Part-Time)
The attendance level of students is determined on the first full term (i.e., semester or quarter) at entry. For example, if a
transfer-in (non-first-time entering)
undergraduate student entered an institution in the Spring term of the July 1 – June 30 reporting period as
part-time, this student should be reported as a
part-time, transfer-in (non-first-time entering) undergraduate student Or, if degree/certificate
seeking undergraduate student who took a summer term
preceding the start of the July 1 – June 30 reporting period
enrolled in following fall term as a full-time students should be reported as a full-time, first-time
degree/certificate
seeking undergraduate student.
Note: Even if the student’s attendance status changes (i.e., full-time to part-time, or vice versa) of if the
student drops
out, transfers out, or transfers back into the institution during the 12-month period, the student’s attendance status is
reported as of entry to the
institution for the first full term.
Part A: Unduplicated Count of Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level at any time during the July 1,
2020 – June 30, 2021 reporting
period. The undergraduate level includes students enrolled in undergraduate level courses, in 4 or 5 -year bachelor’s degree programs, associate’s degree
programs, or any certificate programs below the baccalaureate level. Students who have already earned a bachelor’s degree but are taking undergraduate
courses for credit
should be included as undergraduates.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of
each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For
example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
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Full-time, first-time degree/certificate-seeking undergraduate students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled full-time with the intent to earn a degree,
certificate, or other recognized postsecondary credential. The following are also considered first-time:
Students enrolled and attended college for the first time at any time during July 1 – June 30 reporting period
Students who entered with advanced standing (any college credits or recognized postsecondary credential earned before graduation
from high school)
In column 2, report the total number of full-time degree/certificate-seeking undergraduate students entering the reporting
institution for the first time but
known to have previously attended a postsecondary institution at the undergraduate level.
Include students enrolled in the institution who transferred into the
institution at least once during the July 1 – June 30
reporting period.
Full-time, continuing degree/certificate-seeking undergraduate students
In column 3, report the total number of continuing (i.e., not first-time and not transfer-in (non-first-time entering)) full-time degree/certificate
seeking
undergraduate students. These are students who are not new to the institution at the beginning of July 1 – June 30
reporting period, but instead are continuing
their studies at the institution.
Full-time, non-degree/non-certificate-seeking full-time undergraduate students
In column 5, report the total number of full-time non-degree/non-certificate-seeking undergraduate students. These
students are enrolled for credit but not
with the intent of earning a degree or other recognized postsecondary credential for a whole July 1 – June 30
reporting period. Note: High school students
enrolled in creditable courses prior to high school graduation are considered
non-degree/non-certificate-seeking students.
Once you save the data by clicking the ‘Verify and Save’ button, the ‘Total full-time degree/certificate-seeking
undergraduate students (column 4) and ‘Total,
full-time undergraduate students (column 6) will be calculated by the system
and display on the survey screen.
Student Level Reporting Reminders:
Students who already hold an undergraduate degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported last
year (2020-21). The second is the total fall enrollment from Fall 2020, as reported on the Fall Enrollment survey component. Since the Fall 2020 enrollment
falls within the 12-month period currently being reported (2020-21), the 12-month unduplicated count must be greater than or equal to the Fall 2020 total
enrollment.
Part A: Unduplicated Count of Part-Time Undergraduate Students by Race/Ethnicity and Gender
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
Part A: Unduplicated Count by Distance Education Status
On this screen, report all students reported on previous Part A screens who, are at least once during the July 1 – June 30
reporting period:
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.
Not enrolled in any distance education courses offered at your institution: This number represents the students who are
not enrolled in any distance
education courses at your institution. It will be calculated by subtracting the (students
enrolled exclusively in distance education courses + students
enrolled in at least one but not all distance education
courses) from the total enrolled students from previous Part A screens, which is the totals for
degree/certificate-seeking
undergraduate (first-time + transfer-in (non-first-time entering) + continuing) and non-degree/non-certificate-seeking
undergraduate students.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a course
from being classified as exclusively
distance education. Similarly, if a student is taking instructional portions of their program
entirely online, but are then required to complete a practicum,
residency, or internship, the student can still be considered
enrolled in entirely distance education courses.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2020 - June 30, 2021. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
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Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
>60 hours + 50 hours + 60 hours = 170 hours
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment will be calculated for the institution using the instructional activity data (total clock hour and credit hour
activity) reported in Part B. This FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full time for one
academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45. If Institution DEZ from the example above was an undergraduate program on the quarter system, the FTE would be 170/45, or
approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30. If Institution DEZ was an undergraduate program on one of these systems, the FTE would be 170/30, or
approximately 6 students.
If the calculated estimate is not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If the
instructional activity data reported are inaccurate, then the calculated FTE amount will also be inaccurate.
After double checking the instructional activity data reported, if the FTE estimated for the institution is still not reasonable the system will allow you to enter
more accurate FTE data for the institution in the "Institution reported FTE" column. This option should be used ONLY if the system calculated estimate is
not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
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Glossary
date: 06/29/2021
Term
Definition
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (All institutions must use the July 1 - June 30
reporting period). This time period should be consistent across all IPEDS data collections and from year-to-year.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer term.
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.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a degree or other
recognized postsecondary credential.
Black or African American
A person having origins in any of the black racial groups of Africa.
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Cohort year
The year that a cohort of students begins attending college.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution (i.e., not firsttime and not transfer-in).
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a recipient
toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of
measurement.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
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.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to
support regular and substantive interaction between the students and the instructor synchronously or asynchronously.
Distance education
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through open
broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio
conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used in a course in conjunction
with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming to campus
for orientation, testing, or academic support services do not exclude a course from being classified as distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance education
courses.
Dual enrollment
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
Enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a postsecondary
degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of measurement.
Entering students
(undergraduate)
Students at the undergraduate level, both full-time and part-time, coming into the institution for the first time in the fall term (or
the prior summer term who returned again in the fall). This includes all first-time undergraduate students, students transferring
into the institution at the undergraduate level for the first time, and non-degree/non-certificate-seeking undergraduates entering
in the fall.
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.
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High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the following:
- recognized attainment of satisfactory scores on the GED or another state-authorized examination
- recognized completion of homeschooling at the secondary level as defined by state law
-
completion of secondary school education in a homeschool setting which qualifies for an exemption from compulsory
attendance requirements under state law, if state law does not require a homeschooled student to receive credential for their
education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves annual
institution-level data collections. All postsecondary institutions that have a Program Participation Agreement with the Office of
Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as "Title IV") are required to report
data using a web-based data collection system. IPEDS currently consists of the following components: Institutional
Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions (ADM); Student Financial Aid (SFA); Human
Resources (HR) composed of Employees by Assigned Position, Fall Staff, and Salaries; Fall Enrollment (EF); Graduation Rates
(GR); Outcome Measures (OM); Finance (F); and Academic Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
Non-first-time entering
student (undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of students may
closely reflect the transfer-in (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 clock hours a week each
term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
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
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.
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the purpose of
obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or I-151), a Temporary
Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys legal immigrant status such
as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer term. Note: the standard term length range is defined by the Office
of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a campus abroad
or through a cooperative agreement with some other U.S. college or an institution of another country.
Summer Term
A summer term is typically not considered a full term. It is not the third term of an institution operating on a trimester system or
the fourth term of an institution operating on a quarter calendar system. The institution may have two or more sessions
occurring in the summer term. Some schools, such as vocational and beauty schools, have year-round classes with no separate
summer term.
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).
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or technical
program below the baccalaureate.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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12-month Enrollment for degree-granting 2 year institutions
Click one of the following questions to view the answer.
General
1) Who should I include in my enrollment reporting?
2) What is the reporting period for 12-month enrollment?
3) What is the difference between 12-month enrollment and Fall enrollment?
4) Should I report students who are studying abroad?
5) Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
6)
I have a degree-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start date of
July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
7) How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
Unduplicated Count (Part A)
1) Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2) How do I report foreign students living outside the U.S. who are enrolled in my institution?
3)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
4) In which race/ethnicity category do I report undocumented students?
5) What is NOT considered "prior postsecondary experience" when reporting first-time students?
6) Where do I report students if I don't know whether or not they are first-time?
7) How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
8) Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
9) How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
10)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school
and enrolled in my institution?
11) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
12)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificateseeking?
13) Where do I report students who are seeking a second baccalaureate degree?
14)
How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls
as a degree-seeking student at the same reporting
institution?
15) How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
16) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
17)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the
student considered enrolled in exclusively distance education courses?
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be
counted in the distance education portion of 12-month Enrollment?
Instructional Activity and FTE (Part B)
1) How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2) How is the estimate of full-time equivalent (FTE) students calculated?
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3) The calculated FTE is not a reasonable estimate for my institution. What should I do?
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as "recognition of attendance or performance in an instructional activity (course or program) that
can be applied by a recipient toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
The 12-month Enrollment (E12) survey component collects an institution’s cumulative unduplicated headcount enrollment for the entire 12-month period beginning
July 1 and ending June 30. In contrast, the Fall Enrollment (EF) survey component collects an institution’s “snapshot” enrollment count in the fall. For academic
reporters, EF enrollment counts reflect the institution’s official fall reporting date or October 15. For program reporters, EF enrollment counts reflect students enrolled
during the period August 1 to October 31. The EF enrollment counts, for both academic reporters and program reporters, should be viewed as a subset of the larger
E12 counts. The E12 survey component captures all unduplicated student enrollments, including fall-enrolled students (i.e., reported on the EF survey component)
plus all other unduplicated student enrollments not captured on the EF survey component but that enrolled during the July 1 to June 30 time period.
4)
Should I report students who are studying abroad?
Students who are enrolled in your institution and attend classes in a foreign country should be included in your institution's enrollment report if your institution
provides instructional resources (classroom, instructors), even though the education occurs abroad. Students who are enrolled in your institution and attend classes
in a foreign country should NOT be included in your enrollment report if:
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if the student pays tuition to your institution. Their enrollment
at your institution serves only as an administrative record.
5)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary, students who are ONLY enrolled in ESL programs,
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
6)
I have a degree-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start date of
July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
For students who start in the summer, the summer term is typically not considered a full term. Please use the following guidance:
If a student starts in the summer of 2020 (prior to July 1), and they do NOT enroll in any additional terms in 2020-21, they are not to be included in the July 1,
2020 – June 30, 2021 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2020 (after July 1), and they do NOT enroll in any additional terms in 2020-21, they are still included in the 2020-21 E12
counts, at the attendance status (i.e., full-time or part-time) in which they were enrolled during the summer.
If a student starts in the summer of 2020 (prior to July 1 or after July 1) and the student continues enrollment beyond summer, either into the fall term or reenrolls in the spring term, the institution should use the full term (e.g., fall or spring) to determine if the student is full-time or part-time, and the student should
be included in the 2020-21 E12 counts.
7)
How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
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The Fall Enrollment (EF) survey component is a “snapshot” of the institution’s enrollment in the fall. The 12-month Enrollment (E12) survey component
captures the institution’s total unduplicated headcount enrollment for an entire 12-month period (July 1 to June 30).
EF enrollment counts are a subset of the E12 enrollment counts, as the E12 survey component captures students enrolled in the fall plus any other
unduplicated students not captured in the EF survey component (e.g., students who first enroll in the spring term or enroll only in the summer term).
Because the EF survey component is a subset of the E12 survey component, all student enrollment counts (total and by disaggregate) reported in the
current year’s E12 survey component should be greater than or equal to the prior year’s EF survey component. Note that the prior year’s EF survey
component matches the “data year” of the current year’s E12 survey because there is a greater “time lag” in reporting E12 data.
Because the fall term is considered a full term for IPEDS reporting purposes, students enrolled in the fall term and captured in the EF survey component
should retain their same enrollment statuses (e.g., part-time or full-time, first-time or non-first-time, degree/certificate-seeking or non-degree/non-certificate
seeking, undergraduate or graduate) in the E12 survey component.
For example, a full-time, first-time student reported on the EF survey would also be reported as a full-time, first-time student in the E12 survey. Similarly,
a part-time, non-degree/non-certificate-seeking student reported in the EF survey component would retain those statuses in the E12 survey component.
For both program reporters and academic reporters, student enrollment statuses as reported on the current-year EF survey should be retained for E12
reporting in the following data collection year when the data coverage periods align (i.e., you should not change students’ statuses between EF and E12
reporting).
For students not reported on the EF survey component (i.e., not enrolled in the fall and therefore not captured), default to the student’s first full term at
entry to determine enrollment statuses (typically spring in this scenario). If the student enrolls only in the summer and at no other time during the 12month reporting period, then the summer term may be used to determine student statuses.
While the E12 survey component captures unduplicated enrollment counts during the 12-month period of July 1 to June 30, the Outcome Measures (OM)
survey component captures the 4-, 6-, and 8-year academic outcomes for the cohort of degree/certificate-seeking students during the same 12-month period.
Like the E12 survey component, students’ statuses (i.e., first-time/non-first-time, Pell/Non-Pell, full-time/part-time) are determined by students’ first full term
(i.e., fall or spring).
Unlike the E12 survey component, the OM survey component captures only degree/certificate-seeking students. For this reason, students’ statuses for OM
reporting purposes are determined in their first full term as a degree/certificate-seeking student. For example, students enter as non-degree/non-certificateseeking students in the fall and in the following spring term enroll as degree/certificate-seeking students, these students would be reported as:
In EF as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term).
In E12 as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term). Note
that students reported on both the EF and E12 survey components should be reported with the same enrollment statuses (i.e., they do not change).
In OM as degree/certificate-seeking students with the statuses (i.e., first-time/non-first-time, Pell/non-Pell, full-time/part-time) determined at their first
full term as degree/certificate-seeking students (i.e., spring term). Because the OM survey component is designed to capture academic outcomes for
degree/certificate-seeking students, students who are non-degree/non-certificate-seeking in the fall (and reported as such for both EF and 12 survey
components) but then become degree/certificate-seeking after the fall term should be reported for OM reporting purposes. Only in this scenario and
only for OM reporting purposes should fall-enrolled students’ enrollment statuses then be determined from a non-fall term to align with when they
became degree/certificate-seeking.
Therefore, OM counts should be same or slightly greater than degree/certificate-seeking student counts reported in E12 because there is the potential for
some students to enroll as non-degree/non-certificate-seeking in the fall term (and reported as such for EF and E12 survey components) but then change their
enrollment to degree/certificate-seeking in the spring term (and thus need to be captured in the OM survey component).
Unduplicated Count (Part A)
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall 2020 lies within the 12-month period
currently being reported on the 12-Month Enrollment survey component (2020-21), the 12-month unduplicated count must be equal to or greater than the Fall
2020 reported enrollments.
2)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported with the new race/ethnicity reporting method. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified in the Race/Ethnicity Unknown category. Only
U.S. citizens are to be categorized in the specific Race/Ethnicity categories. The non-resident alien category is reserved specifically for students that are in the U.S.
under that specific legal status.
3)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS. It is up to the institution to decide how best to handle reporting individuals whose gender does not align with the
‘Men’ and ‘Women’ categories. However, a common method used is to allocate these students based on the known proportion of men to women.
4)
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is a legal status for students with specific types
of visas, undocumented students would not be reported under any of these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the
race/ethnicity FAQ for more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
5)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
Credit for military service/training from an association such as the American Council on Education,
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., dual enrollment credits),
Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's,
bachelor's, etc.), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval
Academy, etc.) would NOT be considered first-time students.
6)
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
7)
How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
For the 12-month Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not
entering the institution for the first time in the fall. (Applies only to academic
reporters)
8)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in
the institution and those who have stopped out and re-enrolled, without
having transferred to another institution.
9)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
Report students based on their attendance status in their first full term enrolled (i.e., typically the fall or spring terms for academic reporters), even if that
status
changed during the 12-month period.
10)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school and
enrolled in my institution?
If the college credit or postsecondary award was earned prior to the student graduating high school, then this student would
be considered a first-time student. The
definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school
graduation. (Applies only to academic reporters)
11)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
if appropriate.
12)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be degree/
certificate-seeking.
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13)
Where do I report students who are seeking a second baccalaureate degree?
Report these students in the column labeled "Continuing" degree/certificate-seeking students (column 3). This column is
intended to capture all degree/certificateseeking undergraduate students who are not first-time and did not transfer-in to
the institution during the July 1- June 30 reporting period.
14)
How do I report an undergraduate student who took courses as a non-degree-seeking student and reenrolls
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)."
15)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not
creditable for an award:
Students enrolled in remedial courses that are not creditable toward an award but have been admitted into an eligible
Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted into an eligible Title-
IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of remedial and
ESL courses may be used in the
determination of a student's full-time status if the remedial or ESL course is part of a
program that leads to a postsecondary award. In these cases, the remedial or
ESL courses should count the same as the
comparable full-credit class. For co-op students, the work portion of a cooperative education program in which the
amount
of work performed is equivalent to the academic workload of a full-time student will also count toward the determination of
full-time status.
16)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as first-time
degree/certificate-seeking, if appropriate.
17)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2020 – June 30, 2021 12-month Enrollment reporting period.
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student
considered enrolled in exclusively distance education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusively distance
education courses.
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted
in the distance education portion of 12-month Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance
education courses.”
Instructional Activity and FTE (Part B)
1)
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How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900.
Quarter Calendar System: Undergraduate credit hours are divided by 45.
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30.
3)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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IPEDS HELP DESK
(877) 225-2568 | [email protected]
OMB NO. 1850-0582 v.27 : Approval Expires 8/31/2022
2021-22 Survey Materials Package
12-month Enrollment for public 2-year and less-than-2-year non-degree-granting institutions
Overview
12-month Enrollment Overview
The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment is estimated. NCES uses the FTE enrollment to produce indicators such as
expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due to Coronavirus Pandemic postponements, continue to report using the timeframes
as defined in the IPEDS instructions. NCES expects that some data reported during the 2021-22 data collection year will vary from established prior trends
due to the impacts of Coronavirus Pandemic. 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 Coronavirus Pandemic.
Changes to reporting for 2021-22:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather determined at
their first full term of enrollment (i.e., fall or spring).
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing the survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours. (4-year institutions only)
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Students enrolled for credit
First‑time,
certificate‑seeking
Other
certificate‑seeking
Total,
Full‑time undergraduate
students
Non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Students enrolled for credit
First‑time,
certificate‑seeking
Other
certificate‑seeking
Total,
Full-time undergraduate
students
Non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women) prior year
Total Full-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is expected to be
greater than total Full-time undergraduate enrollment Fall 2020.
Grand total (2020-21)
Prior year data:
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Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Students enrolled for credit
First‑time,
certificate‑seeking
Other
certificate‑seeking
Total,
Part‑time
undergraduate
students
Non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Students enrolled for credit
First‑time,
certificate‑seeking
Other
certificate‑seeking
Total,
Part-time
undergraduate
students
Non‑certificateseeking
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (2020-21)
Prior year data:
Grand total (men+women) prior year
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Total Part-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is
expected to be greater than total Part-time undergraduate
enrollment Fall 2020.
IPEDS Data Collection System
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Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2020 – June 30, 2021
Undergraduate Students
Degree/certificate-seeking
Non-degree/non-certificate-seeking
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education courses
Students not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part B - Instructional Activity
12-month Instructional Activity
July 1, 2020 - June 30, 2021
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate FTE unless IPEDS FTE calculations would be misleading for comparison purposes
among all IPEDS reporting institutions.
Instructional Activity
2020-21 total activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Full-Time Equivalent (FTE) of Students
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in the
"Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and IPEDS
comparisons.
Please provide your best estimate of undergraduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable for IPEDS
comparison purposes. Please provide an explanation in the context box if the option is used due to Coronavirus Pandemic.
Calculated FTE
2020-21
Institution reported
FTE 2020-21
Prior year FTE
2019-20
Undergraduate student FTE
Context notes will be posted on the College Navigator website. Therefore, you should write all context notes using proper grammar (e.g., complete sentences with
punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
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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
Entering Data
Your office
hours
hours
hours
hours
Other offices
hours
hours
hours
hours
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12-Month Enrollment Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help for Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), other (non-first-time entering) and certificate-seeking statuses for undergraduate students. Instructional activity is collected as total credit
and/or clock hours attempted at the undergraduate levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the
undergraduate level is estimated.
Changes in reporting
The following changes were implemented for the 2021-22 data collection period:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather
determined at their first full term of enrollment (i.e., fall or spring).
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2020 - June 30, 2021.
Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note that some context boxes are posted on
the College Navigator Website, which is the college search tool offered by NCES. NCES will review entries in these context boxes for applicability and
appropriateness before posting them on the College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied towards the requirements for a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential), regardless of whether or not they are seeking a degree or
certificate. This includes:
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid determination
Students from overseas enrolled for credit at your institution (e.g., online students)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
Students enrolled exclusively in courses that cannot be applied towards a recognized postsecondary credential
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
Students in Experimental Pell Programs
In addition, the following students should be excluded:
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution is serves as an administrative record
Students enrolled in any branch campus located in a foreign country
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: [email protected]
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 Use the Data portal
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
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Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
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.
Determining Attendance Status (Full-Time vs. Part-Time)
The attendance level of students is determined on the first full term (i.e., semester or quarter) at entry. For example, if a
transfer-in (other, non-first-time
entering) undergraduate student entered an institution in the Spring term of the July 1 – June 30 reporting period as
part-time, this student should be reported
as a part-time, other (non-first-time entering) undergraduate student Or, if certificate
seeking undergraduate student who took a summer term preceding the
start of the July 1 – June 30 reporting period
enrolled in following fall term as a full-time students should be reported as a full-time, first-time certificateseeking undergraduate student.
Note: Even if the student’s attendance status changes (i.e., full-time to part-time, or vice versa) of if the student drops
out,
transfers out, or transfers back into the institution during the 12-month period, the student’s attendance status is
reported as of entry to the institution for the
first full term.
Part A: Unduplicated Count of Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level at any time during the July 1,
2020 – June 30, 2021 reporting
period. The undergraduate level includes students enrolled in undergraduate level courses, in 4 or 5 -year bachelor’s degree programs, associate’s degree
programs, or any certificate programs below the baccalaureate level. Students who have already earned a bachelor’s degree but are taking undergraduate
courses for credit
should be included as undergraduates.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of
each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For
example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
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Full-time, first-time certificate-seeking undergraduate students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled full-time with the intent to earn a degree,
certificate, or other recognized postsecondary credential. The following are also considered first-time:
Students enrolled and attended college for the first time at any time during July 1 – June 30 reporting period
Students who entered with advanced standing (any college credits or recognized postsecondary credential earned before graduation
from high school)
Full-time, Other certificate-seeking undergraduate students
In column 2, report the total number of all other (i.e. not first-time) full-time certificate-seeking undergraduate students. This includes:
transfer-in (non-first-time entering) certificate-seeking students. These are students who enter the reporting institution for the first time but known to
have previously attended a postsecondary institution at the undergraduate level.
Include students enrolled in the institution who transferred into the
institution at least once during the July 1 – June 30 reporting period.
continuing certificate-seeking students. These are students who are not new to the institution at the beginning of July 1 – June 30
reporting period, but
instead are continuing their studies at the institution.
Full-time, Non-certificate-seeking undergraduate students
In column 3, report the total number of full-time non-certificate-seeking undergraduate students. These
students are enrolled for credit but not with the intent
of earning a certificate or other recognized postsecondary credential for a whole July 1 – June 30 reporting period. Note: High school students enrolled in
creditable courses prior to high school graduation are considered non-degree/non-certificate-seeking students.
Once you save the data by clicking the ‘Verify and Save’ button, the ‘Total, full-time undergraduate students (column 4) will be calculated by the system and
display on the survey screen.
Student Level Reporting Reminders:
Students who already hold an undergraduate degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported last
year (2020-21). The second is the total fall enrollment from Fall 2020, as reported on the Fall Enrollment survey component. Since the Fall 2020 enrollment
falls within the 12-month period currently being reported (2020-21), the 12-month unduplicated count must be greater than or equal to the Fall 2020 total
enrollment.
Part A: Unduplicated Count of Part-Time Undergraduate Students by Race/Ethnicity and Gender
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
Part A: Unduplicated Count by Distance Education Status
On this screen, report all students reported on previous Part A screens who, are at least once during the July 1 – June 30
reporting period:
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.
Not enrolled in any distance education courses offered at your institution: This number represents the students who are
not enrolled in any distance
education courses at your institution. It will be calculated by subtracting the (students
enrolled exclusively in distance education courses + students
enrolled in at least one but not all distance education
courses) from the total enrolled students from previous Part A screens, which is the totals for
certificate-seeking
undergraduate (first-time + other (non-first-time entering + continuing) and, non-certificate-seeking undergraduate students.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a course
from being classified as exclusively
distance education. Similarly, if a student is taking instructional portions of their program
entirely online, but are then required to complete a practicum,
residency, or internship, the student can still be considered
enrolled in entirely distance education courses.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2020 - June 30, 2021. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
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Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
>60 hours + 50 hours + 60 hours = 170 hours
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment will be calculated for the institution using the instructional activity data (total clock hour and credit hour
activity) reported in Part B. This FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full time for one
academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45. If Institution DEZ from the example above was an undergraduate program on the quarter system, the FTE would be 170/45, or
approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30. If Institution DEZ was an undergraduate program on one of these systems, the FTE would be 170/30, or
approximately 6 students.
If the calculated estimate is not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If the
instructional activity data reported are inaccurate, then the calculated FTE amount will also be inaccurate.
After double checking the instructional activity data reported, if the FTE estimated for the institution is still not reasonable the system will allow you to enter
more accurate FTE data for the institution in the "Institution reported FTE" column. This option should be used ONLY if the system calculated estimate is
not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
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Glossary
date: 06/29/2021
Term
Definition
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (All institutions must use the July 1 - June 30
reporting period). This time period should be consistent across all IPEDS data collections and from year-to-year.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer term.
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.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a degree or other
recognized postsecondary credential.
Black or African American
A person having origins in any of the black racial groups of Africa.
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Cohort year
The year that a cohort of students begins attending college.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution (i.e., not firsttime and not transfer-in).
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a recipient
toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of
measurement.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
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.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to
support regular and substantive interaction between the students and the instructor synchronously or asynchronously.
Distance education
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through open
broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio
conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used in a course in conjunction
with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming to campus
for orientation, testing, or academic support services do not exclude a course from being classified as distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance education
courses.
Dual enrollment
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
Enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a postsecondary
degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of measurement.
Entering students
(undergraduate)
Students at the undergraduate level, both full-time and part-time, coming into the institution for the first time in the fall term (or
the prior summer term who returned again in the fall). This includes all first-time undergraduate students, students transferring
into the institution at the undergraduate level for the first time, and non-degree/non-certificate-seeking undergraduates entering
in the fall.
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.
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High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the following:
- recognized attainment of satisfactory scores on the GED or another state-authorized examination
- recognized completion of homeschooling at the secondary level as defined by state law
-
completion of secondary school education in a homeschool setting which qualifies for an exemption from compulsory
attendance requirements under state law, if state law does not require a homeschooled student to receive credential for their
education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves annual
institution-level data collections. All postsecondary institutions that have a Program Participation Agreement with the Office of
Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as "Title IV") are required to report
data using a web-based data collection system. IPEDS currently consists of the following components: Institutional
Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions (ADM); Student Financial Aid (SFA); Human
Resources (HR) composed of Employees by Assigned Position, Fall Staff, and Salaries; Fall Enrollment (EF); Graduation Rates
(GR); Outcome Measures (OM); Finance (F); and Academic Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
Non-first-time entering
student (undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of students may
closely reflect the transfer-in (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 clock hours a week each
term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
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
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.
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the purpose of
obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or I-151), a Temporary
Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys legal immigrant status such
as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer term. Note: the standard term length range is defined by the Office
of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a campus abroad
or through a cooperative agreement with some other U.S. college or an institution of another country.
Summer Term
A summer term is typically not considered a full term. It is not the third term of an institution operating on a trimester system or
the fourth term of an institution operating on a quarter calendar system. The institution may have two or more sessions
occurring in the summer term. Some schools, such as vocational and beauty schools, have year-round classes with no separate
summer term.
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).
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or technical
program below the baccalaureate.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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12-month Enrollment for public non-degree-granting institutions
Click one of the following questions to view the answer.
General
1) Who should I include in my enrollment reporting?
2) What is the reporting period for 12-month enrollment?
3) What is the difference between 12-month enrollment and Fall enrollment?
4) Should I report students who are studying abroad?
5) Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
6)
I have a certificate-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
7) How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
Unduplicated Count (Part A)
1) Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2) How do I report foreign students living outside the U.S. who are enrolled in my institution?
3)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
4) In which race/ethnicity category do I report undocumented students?
5) What is NOT considered "prior postsecondary experience" when reporting first-time students?
6) Where do I report students if I don't know whether or not they are first-time?
7) How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
8) Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
9) How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
10)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school
and enrolled in my institution?
11) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
12)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificateseeking?
13) Where do I report students who are seeking a second certificate?
14)
How do I report an undergraduate student who took courses as a non-certificate-seeking student and reenrolls
as a certificate-seeking student at the same
reporting institution?
15) How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
16) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
17)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the
student considered enrolled in exclusively distance education courses?
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be
counted in the distance education portion of 12-month Enrollment?
Instructional Activity and FTE (Part B)
1) How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2) How is the estimate of full-time equivalent (FTE) students calculated?
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3) The calculated FTE is not a reasonable estimate for my institution. What should I do?
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as "recognition of attendance or performance in an instructional activity (course or program) that
can be applied by a recipient toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
The 12-month Enrollment (E12) survey component collects an institution’s cumulative unduplicated headcount enrollment for the entire 12-month period beginning
July 1 and ending June 30. In contrast, the Fall Enrollment (EF) survey component collects an institution’s “snapshot” enrollment count in the fall. For academic
reporters, EF enrollment counts reflect the institution’s official fall reporting date or October 15. For program reporters, EF enrollment counts reflect students enrolled
during the period August 1 to October 31. The EF enrollment counts, for both academic reporters and program reporters, should be viewed as a subset of the larger
E12 counts. The E12 survey component captures all unduplicated student enrollments, including fall-enrolled students (i.e., reported on the EF survey component)
plus all other unduplicated student enrollments not captured on the EF survey component but that enrolled during the July 1 to June 30 time period.
4)
Should I report students who are studying abroad?
Students who are enrolled in your institution and attend classes in a foreign country should be included in your institution's enrollment report if your institution
provides instructional resources (classroom, instructors), even though the education occurs abroad. Students who are enrolled in your institution and attend classes
in a foreign country should NOT be included in your enrollment report if:
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if the student pays tuition to your institution. Their enrollment
at your institution serves only as an administrative record.
5)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary, students who are ONLY enrolled in ESL programs,
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
6)
I have a certificate-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start date
of July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
For students who start in the summer, the summer term is typically not considered a full term. Please use the following guidance:
If a student starts in the summer of 2020 (prior to July 1), and they do NOT enroll in any additional terms in 2020-21, they are not included in the July 1, 2020 –
June 30, 2021 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2020 (after July 1), and they do NOT enroll in any additional terms in 2020-21, they are still included in the 2020-21 E12
counts, at the attendance status (i.e., full-time or part-time) in which they were enrolled during the summer.
If a student starts in the summer of 2020 (prior to July 1 or after July 1), and the student continues enrollment beyond summer, either into the fall term or reenrolls in the spring term, the institution should use the full term (e.g., fall or spring) to determine if the student is full-time or part-time, and the student should
be included in the 2020-21 E12 counts.
7)
How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
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The Fall Enrollment (EF) survey component is a “snapshot” of the institution’s enrollment in the fall. The 12-month Enrollment (E12) survey component
captures the institution’s total unduplicated headcount enrollment for an entire 12-month period (July 1 to June 30).
EF enrollment counts are a subset of the E12 enrollment counts, as the E12 survey component captures students enrolled in the fall plus any other
unduplicated students not captured in the EF survey component (e.g., students who first enroll in the spring term or enroll only in the summer term).
Because the EF survey component is a subset of the E12 survey component, all student enrollment counts (total and by disaggregate) reported in the
current year’s E12 survey component should be greater than or equal to the prior year’s EF survey component. Note that the prior year’s EF survey
component matches the “data year” of the current year’s E12 survey because there is a greater “time lag” in reporting E12 data.
Because the fall term is considered a full term for IPEDS reporting purposes, students enrolled in the fall term and captured in the EF survey component
should retain their same enrollment statuses (e.g., part-time or full-time, first-time or non-first-time, degree/certificate-seeking or non-degree/non-certificate
seeking, undergraduate or graduate) in the E12 survey component.
For example, a full-time, first-time student reported on the EF survey would also be reported as a full-time, first-time student in the E12 survey. Similarly,
a part-time, non-degree/non-certificate-seeking student reported in the EF survey component would retain those statuses in the E12 survey component.
For both program reporters and academic reporters, student enrollment statuses as reported on the current-year EF survey should be retained for E12
reporting in the following data collection year when the data coverage periods align (i.e., you should not change students’ statuses between EF and E12
reporting).
For students not reported on the EF survey component (i.e., not enrolled in the fall and therefore not captured), default to the student’s first full term at
entry to determine enrollment statuses (typically spring in this scenario). If the student enrolls only in the summer and at no other time during the 12month reporting period, then the summer term may be used to determine student statuses.
While the E12 survey component captures unduplicated enrollment counts during the 12-month period of July 1 to June 30, the Outcome Measures (OM)
survey component captures the 4-, 6-, and 8-year academic outcomes for the cohort of degree/certificate-seeking students during the same 12-month period.
Like the E12 survey component, students’ statuses (i.e., first-time/non-first-time, Pell/Non-Pell, full-time/part-time) are determined by students’ first full term
(i.e., fall or spring).
Unlike the E12 survey component, the OM survey component captures only degree/certificate-seeking students. For this reason, students’ statuses for OM
reporting purposes are determined in their first full term as a degree/certificate-seeking student. For example, students enter as non-degree/non-certificateseeking students in the fall and in the following spring term enroll as degree/certificate-seeking students, these students would be reported as:
In EF as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term).
In E12 as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term). Note
that students reported on both the EF and E12 survey components should be reported with the same enrollment statuses (i.e., they do not change).
In OM as degree/certificate-seeking students with the statuses (i.e., first-time/non-first-time, Pell/non-Pell, full-time/part-time) determined at their first
full term as degree/certificate-seeking students (i.e., spring term). Because the OM survey component is designed to capture academic outcomes for
degree/certificate-seeking students, students who are non-degree/non-certificate-seeking in the fall (and reported as such for both EF and 12 survey
components) but then become degree/certificate-seeking after the fall term should be reported for OM reporting purposes. Only in this scenario and
only for OM reporting purposes should fall-enrolled students’ enrollment statuses then be determined from a non-fall term to align with when they
became degree/certificate-seeking.
Therefore, OM counts should be same or slightly greater than degree/certificate-seeking student counts reported in E12 because there is the potential for
some students to enroll as non-degree/non-certificate-seeking in the fall term (and reported as such for EF and E12 survey components) but then change their
enrollment to degree/certificate-seeking in the spring term (and thus need to be captured in the OM survey component).
Unduplicated Count (Part A)
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall 2020 lies within the 12-month period
currently being reported on the 12-Month Enrollment survey component (2020-21), the 12-month unduplicated count must be equal to or greater than the Fall
2020 reported enrollments.
2)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported with the new race/ethnicity reporting method. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified in the Race/Ethnicity Unknown category. Only
U.S. citizens are to be categorized in the specific Race/Ethnicity categories. The non-resident alien category is reserved specifically for students that are in the U.S.
under that specific legal status.
3)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS. It is up to the institution to decide how best to handle reporting individuals whose gender does not align with the
‘Men’ and ‘Women’ categories. However, a common method used is to allocate these students based on the known proportion of men to women.
4)
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is a legal status for students with specific types
of visas, undocumented students would not be reported under any of these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the
race/ethnicity FAQ for more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
5)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
Credit for military service/training from an association such as the American Council on Education,
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., dual enrollment credits),
Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's,
bachelor's, etc.), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval
Academy, etc.) would NOT be considered first-time students.
6)
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
7)
How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
For the 12-month Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not
entering the institution for the first time in the fall. (Applies only to academic
reporters)
8)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in
the institution and those who have stopped out and re-enrolled, without
having transferred to another institution.
9)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
Report students based on their attendance status in their first full term enrolled (i.e., typically the fall or spring terms for academic reporters), even if that
status
changed during the 12-month period.
10)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school and
enrolled in my institution?
If the college credit or postsecondary award was earned prior to the student graduating high school, then this student would
be considered a first-time student. The
definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school
graduation. (Applies only to academic reporters)
11)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
if appropriate.
12)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be degree/
certificate-seeking.
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13)
Where do I report students who are seeking a second certificate?
Report these students in the column labeled "Other certificate-seeking students (column 2). This column is
intended to capture all certificate-seeking undergraduate
students who are not first-time to
the institution during the July 1- June 30 reporting period.
14)
How do I report an undergraduate student who took courses as a non-certificate-seeking student and reenrolls
as a certificate-seeking student at the same reporting
institution?
This student should be reported as a "Other certificate-seeking" student.
15)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not
creditable for an award:
Students enrolled in remedial courses that are not creditable toward an award but have been admitted into an eligible
Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted into an eligible Title-
IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of remedial and
ESL courses may be used in the
determination of a student's full-time status if the remedial or ESL course is part of a
program that leads to a postsecondary award. In these cases, the remedial or
ESL courses should count the same as the
comparable full-credit class. For co-op students, the work portion of a cooperative education program in which the
amount
of work performed is equivalent to the academic workload of a full-time student will also count toward the determination of
full-time status.
16)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as first-time
degree/certificate-seeking, if appropriate.
17)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2020 – June 30, 2021 12-month Enrollment reporting period.
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student
considered enrolled in exclusively distance education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusively distance
education courses.
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted
in the distance education portion of 12-month Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance
education courses.”
Instructional Activity and FTE (Part B)
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
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If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900.
Quarter Calendar System: Undergraduate credit hours are divided by 45.
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30.
3)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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IPEDS HELP DESK
(877) 225-2568 | [email protected]
OMB NO. 1850-0582 v.27 : Approval Expires 8/31/2022
2021-22 Survey Materials Package
12-month Enrollment for private 2-year and less-than-2-year non-degree-granting institutions
Overview
12-month Enrollment Overview
The 12-Month Enrollment component collects unduplicated student enrollment counts and instructional activity data for an entire 12-month period. Using the
instructional activity data reported, a full-time equivalent (FTE) student enrollment is estimated. NCES uses the FTE enrollment to produce indicators such as
expenses by function per FTE as reported in the IPEDS Data Feedback Report.
Data Reporting Reminder:
All institutions must use the July 1 - June 30 reporting period.
Report data to accurately reflect the time period corresponding with the IPEDS survey component, even if such reporting is seemingly inconsistent with prioryear reporting. For example, if a summer term began later than usual due to Coronavirus Pandemic postponements, continue to report using the timeframes
as defined in the IPEDS instructions. NCES expects that some data reported during the 2021-22 data collection year will vary from established prior trends
due to the impacts of Coronavirus Pandemic. 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 Coronavirus Pandemic.
Changes to reporting for 2021-22:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather determined at
their first full term of enrollment (i.e., fall or spring).
Resources:
To download the survey materials for this component: Survey Materials
To access your prior year data submission for this component: Reported Data
If you have questions about completing the survey, please contact the IPEDS Help Desk at 1-877-225-2568.
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Undergraduate Instructional Activity Type
Which instructional activity units will you use to report undergraduate instructional activity?
Undergraduate instructional activity data in Part B may be reported in units of clock hours or credit hours.
Please note that any graduate level instructional activity must be reported in credit hours. (4-year institutions only)
Clock hours
Credit hours
Both clock and credit hours (some undergraduate programs measured in clock hours and some measured in credit hours)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part A - Unduplicated Count for Full-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Full-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Students enrolled for credit
First‑time, certificate‑seeking
Total,
Full‑time undergraduate
students
All Other
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Students enrolled for credit
First-time, certificate-seeking
Total,
Full-time undergraduate
students
All Other
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women) prior year
Total Full-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is
expected to be greater than total Full-time undergraduate enrollment Fall 2020.
Grand total (2020-21)
Prior year data:
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Part A - Unduplicated Count for Part-time Undergraduate Students
12-month Unduplicated Count by Race/Ethnicity and Gender - Part-time Undergraduate Students
July 1, 2020 – June 30, 2021
Reporting Reminders:
The 12-month unduplicated count must be equal or greater than the corresponding prior year fall enrollment.
Report Hispanic/Latino individuals of any race as Hispanic/Latino
Report race for non-Hispanic/Latino individuals only
Even though Teacher Preparation certificate programs may require a bachelor's degree for admission, they are considered subbaccalaureate undergraduate
programs, and students in these programs are undergraduate students.
Men
Students enrolled for credit
First‑time, certificate‑seeking
Total,
Part‑time undergraduate
students
All Other
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total men
Total men prior year
Women
Students enrolled for credit
First-time, certificate-seeking
Total,
Part-time undergraduate
students
All Other
Nonresident alien
Hispanic/Latino
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
Race and ethnicity unknown
Total women
Total women prior year
Grand total (men+women) prior year
Total Part-time undergraduate enrollment Fall 2020
NOTE: Grand total (2020-21) calculated above is
expected to be greater than total Part-time undergraduate enrollment Fall 2020.
Grand total (2020-21)
Prior year data:
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Part A – 12-month Enrollment by Distance Education Status
12-month Unduplicated Count - Distance Education Status
July 1, 2020 – June 30, 2021
All Undergraduate Students
Students enrolled exclusively in distance education courses
Students enrolled in at least one but not all distance education courses
Students not enrolled in any distance education courses
Total (from prior part A screens)
You may use the box below to provide additional context for the data you have reported above. Context notes will be posted on the College Navigator website.
Therefore, you should write all context notes using proper grammar (e.g., complete sentences with punctuation) and common language that can be easily
understood by students and parents (e.g., spell out acronyms).
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Part B - Instructional Activity
12-month Instructional Activity
July 1, 2020 - June 30, 2021
Instructional Activity Reporting Reminder:
Instructional activity is used to calculate an IPEDS FTE based on the institution’s reported calendar system.
FTE Reporting Reminder:
Institutions need not report their own calculations of undergraduate FTE unless IPEDS FTE calculations would be misleading for comparison purposes
among all IPEDS reporting institutions.
Instructional Activity
2020-21 total activity
Prior year data
Undergraduate level:
Clock hour activity
Credit hour activity
Full-Time Equivalent (FTE) of Students
Calendar system (as reported on the prior year IC Header survey component):
If the IPEDS calculated FTE estimates below are not reasonable, AND you have reported the correct instructional activity hours above, enter your best FTE estimate in the
"Institution reported FTE" column below and save the page. This option should be used ONLY if the calculated estimate is not reasonable for your institution and IPEDS
comparisons.
Please provide your best estimate of undergraduate FTE for the 12-month reporting period only if the calculated FTE estimate below is not reasonable for IPEDS
comparison purposes. Please provide an explanation in the context box if the option is used due to Coronavirus Pandemic.
Calculated FTE
2020-21
Institution reported
FTE 2020-21
Prior year FTE
2019-20
Undergraduate student FTE
Context notes will be posted on the College Navigator website. Therefore, you should write all context notes using proper grammar (e.g., complete sentences with
punctuation) and common language that can be easily understood by students and parents (e.g., spell out acronyms).
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12-Month Enrollment Full Instructions
Purpose of the Survey
Changes in Reporting
General Instructions
Reporting Period Covered
Context Boxes
Coverage
Who To Include
Who To Exclude
Where to Get Help for Reporting
IPEDS Help Desk
AIR Website
IPEDS Website Resources
Where the Reported Data Will Appear
Institution Level
Aggregate Level
Reporting Directions
Screening Question
Reporting Individuals by Racial/Ethnic Categories
Part A: Unduplicated Count by Student Level, Race/Ethnicity, and Gender
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Purpose of Survey
The purpose of the 12-month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional
activity data in postsecondary institutions for an entire 12-month period. Data are collected by gender, attendance status (full-time, part-time), race/ethnicity,
first-time (entering), all other (non-first-time entering or continuing/returning), and certificate-seeking statuses for undergraduate students. Instructional activity
is collected as total credit and/or clock hours attempted at the undergraduate levels. Using the instructional activity data reported, a full-time equivalent (FTE)
student enrollment at the undergraduate level is estimated.
Changes in reporting
The following changes were implemented for the 2021-22 data collection period:
New FAQ has been added to clarify reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components.
Edited FAQs to clarify student enrollment statuses (e.g., full-time/part-time) are typically not determined by summer term enrollment, but rather
determined at their first full term of enrollment (i.e., fall or spring).
General Instructions
Reporting Period Covered
The 12-month reporting period is July 1, 2020 - June 30, 2021.
Context Boxes
Context boxes are provided to allow institutions to provide more information regarding survey component items. Note that some context boxes are posted on
the College Navigator Website, which is the college search tool offered by NCES. NCES will review entries in these context boxes for applicability and
appropriateness before posting them on the College Navigator Website; institutions should check grammar and spelling of their entries.
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Coverage
Who to Include
Include all students enrolled for credit (enrolled in instructional activity, courses or programs, that can be applied towards the requirements for a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential), regardless of whether or not they are seeking a degree or
certificate. This includes:
Students enrolled for credit in off-campus centers
High school students taking regular college courses for credit
Students taking remedial courses if the student is degree-seeking for the purpose of student financial aid determination
Students from overseas enrolled for credit at your institution (e.g., online students)
Who to Exclude
Exclude students who are not enrolled for credit. For example, exclude:
Students enrolled exclusively in courses that cannot be applied towards a recognized postsecondary credential
Students enrolled only in ESL programs (programs comprised exclusively of ESL courses)
Students enrolled exclusively in Continuing Education Units (CEUs)
Students exclusively auditing classes
Students in Experimental Pell Programs
In addition, the following students should be excluded:
Any student studying abroad (e.g., at a foreign university) if their enrollment at the 'home' institution is serves as an administrative record
Students enrolled in any branch campus located in a foreign country
Where to Get Help with Reporting
IPEDS Help Desk
Phone: (877) 225-2568
E-mail: [email protected]
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 Use the Data portal
IPEDS Data Feedback Reports
College Affordability and Transparency Center Website
At the aggregate-level, data will appear in:
IPEDS Data Explorer
IPEDS Data Feedback Reports
The Digest of Education Statistics
The Condition of Education
Reporting Directions
Screening Question
Before entering any data, a screening question will need to be answered.
Instructional Activity Units
Select which units your institution will use to report undergraduate instructional activity for this component. Institutions are given the option to report
undergraduate instructional activity in clock hours, credit hours, or a combination of the two.
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Clock hours are a unit of measure that represent an hour of scheduled instruction given to students. Credit hours are a unit of measure representing the
equivalent of approximately one hour of instruction per week over the entire term. Select the method that best describes the units used to measure
instructional activity at your institution.
The option for both clock and credit hours should only be used if some programs are measured in clock hours while others are measured in credit hours. If your
institution measures courses or programs in a unit of measure other than standard credit or clock hours, select credit hours and convert the instructional
activity offered to credit hour equivalents for reporting in Part B of this component.
Reporting Persons by Racial/Ethnic Category (1997 OMB)
This information is being collected in compliance with Title VI of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 and Sec. 421(a)
(1) of the Carl D. Perkins Vocational Education Act. These instructions correspond with the Final Guidance on Maintaining, Collecting, and Reporting Racial and
Ethnic Data to the U.S. Department of Education, published in the Federal Register on October 19, 2007.
Method of collection - Institutions must collect race and ethnicity information using a 2-question format. The first question is whether the respondent is
Hispanic/Latino. The second question is whether the respondent is from one or more races from the following list: American Indian or Alaska Native, Asian,
Black or African American, Native Hawaiian or Other Pacific Islander, and White. Institutions should allow students and staff to self-identify their race and
ethnicity. For further details on the guidance for collecting these data, please see the full Federal Register notice.
Method of reporting aggregate data - Institutions must report aggregate data to the U.S. Department of Education using the NINE categories below.
Racial/ethnic designations are requested only for United States citizens, resident aliens, and other eligible non-citizens.
Hispanic or Latino, regardless of race
For Non-Hispanic/Latino individuals:
American Indian or Alaska Native
Asian
Black or African American
Native Hawaiian or Other Pacific Islander
White
Two or more races
In addition, the following categories may be used:
Nonresident alien
Race and ethnicity unknown
Racial/ethnic descriptions - Racial/ethnic designations as used in this survey do not denote scientific definitions of anthropological origins. The categories
are:
Hispanic or Latino- A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
American Indian or Alaska Native- A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
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.
Determining Attendance Status (Full-Time vs. Part-Time)
The attendance level of students is determined on the first full term (i.e., semester or quarter) at entry. For example, if a
transfer-in (all other non-first-time
entering) undergraduate student entered an institution in the Spring term of the July 1 – June 30 reporting period as
part-time, this student should be reported
as a part-time, all other (non-first-time entering) undergraduate student Or, if certificate-seeking undergraduate student who took a summer term preceding
the start of the July 1 – June 30 reporting period
enrolled in following fall term as a full-time students should be reported as a full-time, first-time certificate
seeking undergraduate student.
Note: Even if the student’s attendance status changes (i.e., full-time to part-time, or vice versa) of if the student drops
out,
transfers out, or transfers back into the institution during the 12-month period, the student’s attendance status is
reported as of entry to the institution for the
first full term.
Part A: Unduplicated Count of Full-Time Undergraduate Students by Race/Ethnicity and Gender
On this screen, include all students enrolled for credit, full-time at the undergraduate level at any time during the July 1,
2020 – June 30, 2021 reporting
period. The undergraduate level includes students enrolled in undergraduate level courses, in 4 or 5 -year bachelor’s degree programs, associate’s degree
programs, or any certificate programs below the baccalaureate level. Students who have already earned a bachelor’s degree but are taking undergraduate
courses for credit
should be included as undergraduates.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of
each short program.
To determine the unduplicated 12-month enrollment, count each student only once during the 12-month period. For
example: If a student enrolls in the fall
term, drops out in winter, but enrolls again in spring, count that student once.
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Full-time, first-time certificate-seeking students
In column 1, report undergraduate students who have no prior postsecondary experience and have enrolled full-time with the intent to earn a certificate, or
other recognized postsecondary credential. The following are also considered first-time:
Students enrolled and attended college for the first time at any time during July 1 – June 30 reporting period
Students who entered with advanced standing (any college credits or recognized postsecondary credential earned before graduation
from high school)
Full-time, Non-certificate-seeking undergraduate students
In column 2, report the total number of all other (i.e. not first-time) full-time undergraduate students. This includes:
transfer-in (non-first-time entering) certificate-seeking students. These are students who enter the reporting institution for the first time but known to
have previously attended a postsecondary institution at the undergraduate level.
Include students enrolled in the institution who transferred into the
institution at least once during the July 1 – June 30 reporting period.
continuing certificate-seeking students. These are students who are not new to the institution at the beginning of July 1 – June 30
reporting period, but
instead are continuing their studies at the institution.
non-certificate-seeking students. These students are enrolled for credit but not with the intent of earning a certificate or other recognized postsecondary
credential for a whole July 1 – June 30 reporting period.
Note: High school students enrolled in creditable courses prior to high school graduation are considered non-degree/non-certificate-seeking students.
Once you save the data by clicking the ‘Verify and Save’ button, the ‘Total, full-time undergraduate students (column 3) will be calculated by the system and
display on the survey screen.
Student Level Reporting Reminders:
Students who already hold an undergraduate degree but are enrolled as an undergraduate for additional undergraduate courses should be reported as
undergraduate students
To provide context, two prior year enrollment totals are displayed at the bottom of the screen. The first is the total 12-month unduplicated count reported last
year (2020-21). The second is the total fall enrollment from Fall 2020, as reported on the Fall Enrollment survey component. Since the Fall 2020 enrollment
falls within the 12-month period currently being reported (2020-21), the 12-month unduplicated count must be greater than or equal to the Fall 2020 total
enrollment.
Part A: Unduplicated Count of Part-Time Undergraduate Students by Race/Ethnicity and Gender
Report part-time students using the same definitions and instructions provided for full-time undergraduate students.
Part A: Unduplicated Count by Distance Education Status
On this screen, report all students reported on previous Part A screens who, are at least once during the July 1 – June 30
reporting period:
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.
Not enrolled in any distance education courses offered at your institution: This number represents the students who are
not enrolled in any distance
education courses at your institution. It will be calculated by subtracting the (students
enrolled exclusively in distance education courses + students
enrolled in at least one but not all distance education
courses) from the total enrolled students from previous Part A screens, which is the totals for
certificate-seeking
undergraduate (first-time + all other (non-first-time entering + continuing) and, non-certificate-seeking undergraduate students.
Note: Requirements for coming to campus for orientation, testing, or academic support services do not exclude a course
from being classified as exclusively
distance education. Similarly, if a student is taking instructional portions of their program
entirely online, but are then required to complete a practicum,
residency, or internship, the student can still be considered
enrolled in entirely distance education courses.
Part B: Instructional Activity and Full-Time Equivalent Enrollment
Report the total clock hour and/or credit hour activity attempted during the 12-month period of July 1, 2020 - June 30, 2021. The instructional activity data
reported will be used to calculate full-time equivalent (FTE) student enrollment at the institution.
Reporting Clock Hour Activity
To determine the clock hour activity for a course, multiply the clock hour value of the course by the number of students enrolled in the course for credit.
When computing total clock hour activity for the institution, include all courses offered for credit (see the IPEDS Glossary for the definition of "credit
course") that are measured in clock hours, do not convert credit hour activity into clock hour activity.
Clock Hour Activity of a Course = Course Clock Hour Value * Number of Students Enrolled for Credit
Clock Hour Value of a Course: The clock hour value of a course is the number of hours per week that the course meets multiplied by the number of
weeks the course is given. For example, a 3-week real estate licensure course that meets 15 hours per week has a value of 45 clock hours.
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each program. If there is no
official add period, report as of the 15th day of each regular program, and the 5th day of each short program.
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Example Calculation: Total clock hour activity for Institution ABC.
Institution ABC offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 50-week course with 30 clock hours per week and 10 students.
Course 2 is a 20-week course with 35 clock hours per week and 5 students.
Course 3 is a 15-week course with 20 clock hours per week and 10 students.
Compute the clock hour activity for each course:
Course 1: 50 * 30 * 10 = 15,000 hours
Course 2: 20 * 35 * 5 = 3,500 hours
Course 3: 15 * 20 * 10 = 3,000 hours
Compute the total clock hour activity for the institution by summing the clock hour activity for all courses offered for credit that are measured in terms of
clock hours:
15,000 hours + 3,500 hours + 3,000 hours = 21,500 hours
Note: If a course does not start and end within the same 12-month reporting period, the clock hour activity reported should be only for the number of
weeks which fall within the July 1 - June 30 period. For example, if only 40 weeks of a 64 week course (which meets 15 hours per week and has an
enrollment of 30 students) falls within the 12-month period, the clock hour activity for this course would be computed as follows: 40 weeks x 15 hours per
week x 30 students = 18,000 clock hours.
Reporting Credit Hour Activity
To determine the credit hour activity for a course, multiply the credit hour value of the course by the number of students enrolled in the course for credit
(see the IPEDS Glossary for the definition of "credit course"). When computing total credit hour activity for the institution, include only those courses offered
for credit that are measured in credit hours, do not convert clock hour activity into credit hour activity.
Credit Hour Activity of a Course = Course Credit Hour Value * Number of Students Enrolled for Credit
Number of Students Enrolled for Credit: The number of students enrolled for credit at the close of the official add period for each term. If there is no
official add period, report as of the 15th day of each regular term and the 5th day of each summer or short term.
Example Calculation: Total credit hour activity for Institution DEZ.
Institution DEZ offers 3 courses during the July 1, 2020 - June 30, 2021 reporting period:
Course 1 is a 3 credit hour course with 20 students.
Course 2 is a 5 credit hour course with 10 students.
Course 3 is a 4 credit hour course with 15 students.
Compute the credit hour activity for each course:
Course 1: 3*20 = 60 hours
Course 2: 5*10 = 50 hours
Course 3: 4*15 = 60 hours
Compute the total credit hour activity for the institution by summing the credit hour activity for all courses offered for credit and measured in credit
hours:
>60 hours + 50 hours + 60 hours = 170 hours
Note: If a course does not start and end within the same 12-month reporting period, report all credit hour activity for the course in the 12-month period in
which the course began. Because course enrollment counts (necessary for calculating total credit hour activity) are typically taken at the close of the official
add/drop period for a course, this date can also be used as the course start date for the purposes of determining the appropriate 12-month period. If there
is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be used.
Full-Time Equivalent (FTE) Calculation
Full-time equivalent (FTE) student enrollment will be calculated for the institution using the instructional activity data (total clock hour and credit hour
activity) reported in Part B. This FTE student count will be used in computing indicators such as expenses by function per FTE and revenues per FTE, which
are reported on the IPEDS Data Feedback Report (DFR). A FTE student is a unit of measurement intended to represent one student enrolled full time for one
academic year.
Calculated Full-Time Equivalent (FTE) Estimate. After entering the instructional activity, the FTE estimate will be calculated as follows:
For institutions reporting clock hours, the number of clock hours is divided by 900. For example, the FTE for Institution ABC would be 1150/900,
or approximately 1 student.
For institutions operating on a Quarter calendar system (as reported in the prior year IC Header survey component), undergraduate credit hours
are divided by 45. If Institution DEZ from the example above was an undergraduate program on the quarter system, the FTE would be 170/45, or
approximately 4 students.
For institutions operating on a semester, 4-1-4 Plan, or other calendar type (as reported in the prior year IC Header survey component),
undergraduate credit hours are divided by 30. If Institution DEZ was an undergraduate program on one of these systems, the FTE would be 170/30, or
approximately 6 students.
If the calculated estimate is not reasonable for the institution, please double check the credit and/or clock hours reported to ensure their accuracy. If the
instructional activity data reported are inaccurate, then the calculated FTE amount will also be inaccurate.
After double checking the instructional activity data reported, if the FTE estimated for the institution is still not reasonable the system will allow you to enter
more accurate FTE data for the institution in the "Institution reported FTE" column. This option should be used ONLY if the system calculated estimate is
not reasonable for the institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
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Glossary
date: 06/29/2021
Term
Definition
12-month enrollment (E12)
These data were collected in the Enrollment component prior to the 2007 IPEDS collection. Data are collected for the entire 12month academic year, while enrollment data collected in the Fall Enrollment component are fall data. Institutions report an
unduplicated head count for the total number of students by gender, attendance status (full-time, part-time), race/ethnicity, level
(undergraduate, graduate, first-professional), first-time (entering), transfer-in (non-first-time entering), continuing/returning, and
degree/certificate-seeking statuses enrolled throughout the reporting period. Students included are those enrolled in any
courses leading to a degree or other recognized postsecondary credential, as well as those enrolled in courses that are part of a
terminal vocational or occupational program. Institutions also report the total instructional activity for the same 12-month period
for both undergraduate and graduate programs. Instructional activity data are reported in units of clock hours or credit hours.
12-month period
A 12-month period defined by an institution for reporting a full year of activity (All institutions must use the July 1 - June 30
reporting period). This time period should be consistent across all IPEDS data collections and from year-to-year.
4-1-4 (calendar system)
The 4-1-4 calendar usually consists of 4 courses taken for 4 months, 1 course taken for 1 month, and 4 courses taken for 4
months. There may be an additional summer term.
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.
Audit/auditing (a class)
Term used when a student elects to take a course, but does not wish to receive credit for the course toward a degree or other
recognized postsecondary credential.
Black or African American
A person having origins in any of the black racial groups of Africa.
Calculation of FTE students
(using instructional activity)
The number of FTE students is calculated based on the credit and/or clock hours reported by the institution on the IPEDS 12month enrollment (E12) component and the institution's calendar system, as reported on the IC Header component. The
following table indicates the level of instructional activity used to convert the credit and/or clock hours reported to an indicator
of full-time equivalents (FTE students):
- Quarter calendar system
- Enrollment level (One FTE over 12-month period)
-Undergraduate 45 credit hours, 900 clock hours
-Graduate 36 credit hours
- Semester/trimester/4-1-4 plan/other calendar system
-Enrollment level (one FTE over 12-month period)
-Undergraduate 30 credit hours 900 clock hours
-Graduate 24 credit hours
For institutions with continuous enrollment programs, FTE is determined by dividing the number of clock hours attempted by
900.
The total 12-month FTE is generated by summing the estimated or reported undergraduate FTE and the estimated or reported
graduate FTE and reported Doctor's Professional Practice FTE.
Calendar system
The method by which an institution structures most of its courses for the academic year.
Clock hour
A period of time consisting of (1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute
faculty-supervised laboratory, shop training, or internship in a 60-minute period; or (3) Sixty minutes of preparation in a
correspondence course.
Clock hour activity
The provision of coursework to students which can be measured in terms of clock hours.
Cohort year
The year that a cohort of students begins attending college.
Contact hour (old definition)
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour.
Continuing/Returning student
(undergraduate)
A student who is not new to the institution in the fall, but instead is continuing his or her studies at the institution (i.e., not firsttime and not transfer-in).
Continuous basis
A calendar system classification that is used by institutions that allow students to enroll/start classes at any time during the
year. For example, a cosmetology school or a word processing school might allow students to enroll and begin studies at
various times, with no requirement that classes begin on a certain date.
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Credit
Recognition of attendance or performance in an instructional activity (course or program) that can be applied by a recipient
toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential,
irrespective of the activity's unit of measurement.
Credit course
A course that, if successfully completed, can be applied toward the number of courses required for achieving a
postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of
measurement.
Credit hour
A unit of measure representing the equivalent of an hour (50 minutes) of instruction per week over the entire term. It is applied
toward the total number of credit hours needed for completing the requirements of a degree, diploma, certificate, or other
recognized postsecondary credential.
Credit hour activity
The provision of coursework to students which can be measured in terms of credit hours.
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.
Differs by program (calendar
system)
A calendar system classification that is used by institutions that have occupational/vocational programs of varying lengths.
These schools may enroll students at specific times depending on the program desired. For example, a school might offer a 2month program in January, March, May, September, and November; and a 3-month program in January, April, and October.
Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to
support regular and substantive interaction between the students and the instructor synchronously or asynchronously.
Distance education
Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through open
broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio
conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used in a course in conjunction
with the technologies listed above.
Distance education course
A course in which the instructional content is delivered exclusively via distance education. Requirements for coming to campus
for orientation, testing, or academic support services do not exclude a course from being classified as distance education.
Distance education program
A program for which all the required coursework for program completion is able to be completed via distance education
courses.
Dual enrollment
Refers to students who enroll in college courses offered by an institution of higher education while enrolled in high school or
seeking a recognized equivalent. Student performance is recorded on a college transcript and postsecondary credit is awarded
for a passing grade in the course.
- Includes: All postsecondary courses, independent of course delivery mode, course location, course instructor, whether
secondary credit is also offered, and whether the student enrolls through a formal state/local program or enrolls outside a
formal state/local program.
- Excludes: Credit-by-exam models such as Advanced Placement and International Baccalaureate in which the student is not
enrolled in a postsecondary institution.
Enrolled for credit
Credit can be measured in units such as clock hours or credit hours. Credit is the recognition of attendance or performance in
an instructional activity (course or program) that can be applied by a recipient toward the requirements for a postsecondary
degree, diploma, certificate, or other recognized postsecondary credential, irrespective of the activity's unit of measurement.
Entering students
(undergraduate)
Students at the undergraduate level, both full-time and part-time, coming into the institution for the first time in the fall term (or
the prior summer term who returned again in the fall). This includes all first-time undergraduate students, students transferring
into the institution at the undergraduate level for the first time, and non-degree/non-certificate-seeking undergraduates entering
in the fall.
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.
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High school diploma or
recognized equivalent
A document certifying the successful completion of a prescribed secondary school program of studies, or any of the following:
- recognized attainment of satisfactory scores on the GED or another state-authorized examination
- recognized completion of homeschooling at the secondary level as defined by state law
-
completion of secondary school education in a homeschool setting which qualifies for an exemption from compulsory
attendance requirements under state law, if state law does not require a homeschooled student to receive credential for their
education
Hispanic/Latino
A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Instructional activity
The total number of credit and clock hours all students are engaged in during the specified period.
Integrated Postsecondary
Education Data System
(IPEDS)
The Integrated Postsecondary Education Data System (IPEDS), conducted by the NCES, began in 1986 and involves annual
institution-level data collections. All postsecondary institutions that have a Program Participation Agreement with the Office of
Postsecondary Education (OPE), U.S. Department of Education (throughout IPEDS referred to as "Title IV") are required to report
data using a web-based data collection system. IPEDS currently consists of the following components: Institutional
Characteristics (IC); 12-month Enrollment (E12);Completions (C); Admissions (ADM); Student Financial Aid (SFA); Human
Resources (HR) composed of Employees by Assigned Position, Fall Staff, and Salaries; Fall Enrollment (EF); Graduation Rates
(GR); Outcome Measures (OM); Finance (F); and Academic Libraries (AL).
Native Hawaiian or Other
Pacific Islander
A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Non-degree-seeking student
A student enrolled in courses for credit who is not recognized by the institution as seeking a degree or recognized
postsecondary credential.
Non-first-time entering
student (undergraduate)
A student who has prior postsecondary experience before attending the reporting IPEDS institution. This cohort of students may
closely reflect the transfer-in (non-first-time entering) enrollment from Fall Enrollment (EF), 12-month Enrollment (E12) and
Outcomes Measures (OM) components.
Noncredit course
A course or activity having no credit applicable toward a degree, diploma, certificate, or other recognized postsecondary
credential.
Nonresident alien
A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does
not have the right to remain indefinitely.
Other academic calendar
system
Category used to describe "non-traditional" calendar systems at 4-year and 2-year degree-granting institutions. These can
include schools that offer primarily on-line courses or "one course at a time."
Part-time student
Undergraduate: A student enrolled for either less than 12 semester or quarter credits, or less than 24 clock hours a week each
term. Graduate: A student enrolled for less than 9 semester or quarter credits.
Quarter (calendar system)
A calendar system in which the academic year consists of 3 sessions called quarters of about 12 weeks each. The range may
be from 10 to 15 weeks as defined by the institution. There may be an additional quarter in the summer.
Race and ethnicity unknown
The category used to report students or employees whose race and ethnicity are not known.
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
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.
Remedial courses
Instructional courses designed for students deficient in the general competencies necessary for a regular postsecondary
curriculum and educational setting.
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Resident alien (and other
eligible non-citizens)
A person who is not a citizen or national of the United States but who has been admitted as a legal immigrant for the purpose of
obtaining permanent resident alien status (and who holds either an alien registration card (Form I-551 or I-151), a Temporary
Resident Card (Form I-688), or an Arrival-Departure Record (Form I-94) with a notation that conveys legal immigrant status such
as Section 207 Refugee, Section 208 Asylee, Conditional Entrant Parolee or Cuban-Haitian).
Semester (calendar system)
A calendar system that consists of two sessions called semesters during the academic year with about 15 weeks for each
semester of instruction. There may be an additional summer term. Note: the standard term length range is defined by the Office
of Postsecondary Education. More information can be found at: https://ifap.ed.gov/electronicannouncements/110519RevisionGuidelinesApplicableStandardTerms
Study abroad
Arrangement by which a student completes part of the college program studying in another country. Can be at a campus abroad
or through a cooperative agreement with some other U.S. college or an institution of another country.
Summer Term
A summer term is typically not considered a full term. It is not the third term of an institution operating on a trimester system or
the fourth term of an institution operating on a quarter calendar system. The institution may have two or more sessions
occurring in the summer term. Some schools, such as vocational and beauty schools, have year-round classes with no separate
summer term.
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).
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.
Trimester (calendar system)
An academic year consisting of 3 terms of about 15 weeks each.
Undergraduate
A student enrolled in a 4- or 5-year bachelor's degree program, an associate's degree program, or a vocational or technical
program below the baccalaureate.
Unduplicated count
The sum of students enrolled for credit with each student counted only once during the reporting period, regardless of when the
student enrolled.
White
A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
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12-month Enrollment for private non-degree-granting institutions
Click one of the following questions to view the answer.
General
1) Who should I include in my enrollment reporting?
2) What is the reporting period for 12-month enrollment?
3) What is the difference between 12-month enrollment and Fall enrollment?
4) Should I report students who are studying abroad?
5) Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
6)
I have a certificate-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start
date of July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
7) How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
Unduplicated Count (Part A)
1) Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
2) How do I report foreign students living outside the U.S. who are enrolled in my institution?
3)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
4) In which race/ethnicity category do I report undocumented students?
5) What is NOT considered "prior postsecondary experience" when reporting first-time students?
6) Where do I report students if I don't know whether or not they are first-time?
7) How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
8) Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
9) How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
10)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school
and enrolled in my institution?
11) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
12)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificateseeking?
13) Where do I report students who are seeking a second certificate?
14)
How do I report an undergraduate student who took courses as a non-certificate-seeking student and reenrolls
as a certificate-seeking student at the same
reporting institution?
15) How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
16) Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
17)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the
student considered enrolled in exclusively distance education courses?
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be
counted in the distance education portion of 12-month Enrollment?
Instructional Activity and FTE (Part B)
1) How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
2) How is the estimate of full-time equivalent (FTE) students calculated?
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3) The calculated FTE is not a reasonable estimate for my institution. What should I do?
General
1)
Who should I include in my enrollment reporting?
All students enrolled for credit should be reported. Credit is defined as "recognition of attendance or performance in an instructional activity (course or program) that
can be applied by a recipient toward the requirements for a postsecondary degree, diploma, certificate, or other recognized postsecondary credential, irrespective of
the activity’s unit of measurement."
2)
What is the reporting period for 12-month enrollment?
The reporting period for the 12-month enrollment component is July 1 - June 30. In the past, institutions had the option to report using the July 1 - June 30 period or
the September 1 - August 31 period. Since the 2011-12 collection year, institutions have been required to use the July 1 - June 30 reporting period.
3)
What is the difference between 12-month enrollment and Fall enrollment?
The 12-month Enrollment (E12) survey component collects an institution’s cumulative unduplicated headcount enrollment for the entire 12-month period beginning
July 1 and ending June 30. In contrast, the Fall Enrollment (EF) survey component collects an institution’s “snapshot” enrollment count in the fall. For academic
reporters, EF enrollment counts reflect the institution’s official fall reporting date or October 15. For program reporters, EF enrollment counts reflect students enrolled
during the period August 1 to October 31. The EF enrollment counts, for both academic reporters and program reporters, should be viewed as a subset of the larger
E12 counts. The E12 survey component captures all unduplicated student enrollments, including fall-enrolled students (i.e., reported on the EF survey component)
plus all other unduplicated student enrollments not captured on the EF survey component but that enrolled during the July 1 to June 30 time period.
4)
Should I report students who are studying abroad?
Students who are enrolled in your institution and attend classes in a foreign country should be included in your institution's enrollment report if your institution
provides instructional resources (classroom, instructors), even though the education occurs abroad. Students who are enrolled in your institution and attend classes
in a foreign country should NOT be included in your enrollment report if:
The students are enrolled ONLY in courses offered by another institution;
The students are enrolled at a branch campus of your institution in a foreign country;
Your institution does not provide the instructional resources (i.e., classrooms, instructors), even if the student pays tuition to your institution. Their enrollment
at your institution serves only as an administrative record.
5)
Do I include students enrolled only in ESL programs (programs comprised exclusively of ESL courses) in enrollment?
ESL has never been considered a postsecondary program by IPEDS. Since it is considered non-postsecondary, students who are ONLY enrolled in ESL programs,
regardless of whether or not they are receiving Title-IV aid, should NOT be counted in enrollment.
6)
I have a certificate-seeking undergraduate student who took a summer term in 2020. However, the start date of the summer term was prior to E12 period start date
of July 1 (prior to July 1). Should I include this student in the 2020-21 E12 counts?
For students who start in the summer, the summer term is typically not considered a full term. Please use the following guidance:
If a student starts in the summer of 2020 (prior to July 1), and they do NOT enroll in any additional terms in 2020-21, they are not included in the July 1, 2020 –
June 30, 2021 E12 counts (as they would have been included in the prior E12 counts).
If a student starts in the summer of 2020 (after July 1), and they do NOT enroll in any additional terms in 2020-21, they are still included in the 2020-21 E12
counts, at the attendance status (i.e., full-time or part-time) in which they were enrolled during the summer.
If a student starts in the summer of 2020 (prior to July 1 or after July 1), and the student continues enrollment beyond summer, either into the fall term or reenrolls in the spring term, the institution should use the full term (e.g., fall or spring) to determine if the student is full-time or part-time, and the student should
be included in the 2020-21 E12 counts.
7)
How can I ensure consistent reporting of degree/certificate-seeking undergraduates across EF, E12, and OM survey components?
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The Fall Enrollment (EF) survey component is a “snapshot” of the institution’s enrollment in the fall. The 12-month Enrollment (E12) survey component
captures the institution’s total unduplicated headcount enrollment for an entire 12-month period (July 1 to June 30).
EF enrollment counts are a subset of the E12 enrollment counts, as the E12 survey component captures students enrolled in the fall plus any other
unduplicated students not captured in the EF survey component (e.g., students who first enroll in the spring term or enroll only in the summer term).
Because the EF survey component is a subset of the E12 survey component, all student enrollment counts (total and by disaggregate) reported in the
current year’s E12 survey component should be greater than or equal to the prior year’s EF survey component. Note that the prior year’s EF survey
component matches the “data year” of the current year’s E12 survey because there is a greater “time lag” in reporting E12 data.
Because the fall term is considered a full term for IPEDS reporting purposes, students enrolled in the fall term and captured in the EF survey component
should retain their same enrollment statuses (e.g., part-time or full-time, first-time or non-first-time, degree/certificate-seeking or non-degree/non-certificate
seeking, undergraduate or graduate) in the E12 survey component.
For example, a full-time, first-time student reported on the EF survey would also be reported as a full-time, first-time student in the E12 survey. Similarly,
a part-time, non-degree/non-certificate-seeking student reported in the EF survey component would retain those statuses in the E12 survey component.
For both program reporters and academic reporters, student enrollment statuses as reported on the current-year EF survey should be retained for E12
reporting in the following data collection year when the data coverage periods align (i.e., you should not change students’ statuses between EF and E12
reporting).
For students not reported on the EF survey component (i.e., not enrolled in the fall and therefore not captured), default to the student’s first full term at
entry to determine enrollment statuses (typically spring in this scenario). If the student enrolls only in the summer and at no other time during the 12month reporting period, then the summer term may be used to determine student statuses.
While the E12 survey component captures unduplicated enrollment counts during the 12-month period of July 1 to June 30, the Outcome Measures (OM)
survey component captures the 4-, 6-, and 8-year academic outcomes for the cohort of degree/certificate-seeking students during the same 12-month period.
Like the E12 survey component, students’ statuses (i.e., first-time/non-first-time, Pell/Non-Pell, full-time/part-time) are determined by students’ first full term
(i.e., fall or spring).
Unlike the E12 survey component, the OM survey component captures only degree/certificate-seeking students. For this reason, students’ statuses for OM
reporting purposes are determined in their first full term as a degree/certificate-seeking student. For example, students enter as non-degree/non-certificateseeking students in the fall and in the following spring term enroll as degree/certificate-seeking students, these students would be reported as:
In EF as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term).
In E12 as non-degree/non-certificate-seeking students with the statuses (e.g., full-time/part-time) determined at their first full term (i.e., fall term). Note
that students reported on both the EF and E12 survey components should be reported with the same enrollment statuses (i.e., they do not change).
In OM as degree/certificate-seeking students with the statuses (i.e., first-time/non-first-time, Pell/non-Pell, full-time/part-time) determined at their first
full term as degree/certificate-seeking students (i.e., spring term). Because the OM survey component is designed to capture academic outcomes for
degree/certificate-seeking students, students who are non-degree/non-certificate-seeking in the fall (and reported as such for both EF and 12 survey
components) but then become degree/certificate-seeking after the fall term should be reported for OM reporting purposes. Only in this scenario and
only for OM reporting purposes should fall-enrolled students’ enrollment statuses then be determined from a non-fall term to align with when they
became degree/certificate-seeking.
Therefore, OM counts should be same or slightly greater than degree/certificate-seeking student counts reported in E12 because there is the potential for
some students to enroll as non-degree/non-certificate-seeking in the fall term (and reported as such for EF and E12 survey components) but then change their
enrollment to degree/certificate-seeking in the spring term (and thus need to be captured in the OM survey component).
Unduplicated Count (Part A)
1)
Why does the total 12-month enrollment need to be larger than the corresponding prior year fall enrollment?
The 12-month unduplicated count must be equal to or greater than the corresponding prior year fall enrollment. Since Fall 2020 lies within the 12-month period
currently being reported on the 12-Month Enrollment survey component (2020-21), the 12-month unduplicated count must be equal to or greater than the Fall
2020 reported enrollments.
2)
How do I report foreign students living outside the U.S. who are enrolled in my institution?
There has been no change to how these students should be reported with the new race/ethnicity reporting method. Foreign students living outside the U.S., such as
a foreign student living outside the U.S. who is enrolled in distance education at your institution, should be classified in the Race/Ethnicity Unknown category. Only
U.S. citizens are to be categorized in the specific Race/Ethnicity categories. The non-resident alien category is reserved specifically for students that are in the U.S.
under that specific legal status.
3)
My institution has students for which gender does not align with the ‘Men’ and ‘Women’ categories in IPEDS (e.g., non-binary, unknown). Since there is no place to
report other gender categories on the IPEDS data collection screens, how should we report these individuals?
These individuals are still to be reported to IPEDS. It is up to the institution to decide how best to handle reporting individuals whose gender does not align with the
‘Men’ and ‘Women’ categories. However, a common method used is to allocate these students based on the known proportion of men to women.
4)
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In which race/ethnicity category do I report undocumented students?
Because the race and ethnicity designations are reported only for U.S. citizens and the "nonresident alien" category is a legal status for students with specific types
of visas, undocumented students would not be reported under any of these statuses. Instead, they should be reported as "Race/ethnicity unknown." Please visit the
race/ethnicity FAQ for more information: https://surveys.nces.ed.gov/ipeds/visFaq_re.aspx.
5)
What is NOT considered "prior postsecondary experience" when reporting first-time students?
Credit for military service/training from an association such as the American Council on Education,
Credit from any non-credit courses, as defined by the institution,
Credit received for completion of tests/assessments,
Credit received before the student has earned a high school diploma (i.e., dual enrollment credits),
Postsecondary award received before the students earned a high school diploma (e.g., certificate, associate's,
bachelor's, etc.), or
Credit for life experience.
Students with prior postsecondary experience credit from attending a military academic institution (e.g., Community
College of the Air Force, West Point, U.S. Naval
Academy, etc.) would NOT be considered first-time students.
6)
Where do I report students if I don't know whether or not they are first-time?
If their status is not indicated directly and the student does not enroll with prior credits or transcripts from another
institution, then assume the student is first-time.
7)
How do I treat new students who transferred into the institution the prior summer term and take courses in
the fall?
For the 12-month Enrollment survey, count the student as a "transfer-in," even if the student transferred into the institution
during the prior summer term and is not
entering the institution for the first time in the fall. (Applies only to academic
reporters)
8)
Does "continuing/returning student" include those students who have stopped out and re-entered the same
institution?
Yes, "continuing/returning student" is meant to capture students who are not first-time or transfer-in. This includes
students who have been continuously enrolled in
the institution and those who have stopped out and re-enrolled, without
having transferred to another institution.
9)
How do I report students who changed attendance status (part-time to full-time or full-time to part-time)
during the July 1-June 30 reporting period?
Report students based on their attendance status in their first full term enrolled (i.e., typically the fall or spring terms for academic reporters), even if that
status
changed during the 12-month period.
10)
How do I report a student who earned college credit or postsecondary award while in high school (a dual
enrolled student) and has now graduated high school and
enrolled in my institution?
If the college credit or postsecondary award was earned prior to the student graduating high school, then this student would
be considered a first-time student. The
definition of “first-time” allows for students to still be classified as first-time if the
college credit they have previously earned was prior to their high school
graduation. (Applies only to academic reporters)
11)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled
student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or
recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as degree/certificate-seeking,
if appropriate.
12)
If a student enrolled for credit has not indicated whether they intend to earn a degree or certificate, how
do I determine whether they are degree/certificate-seeking?
If the student has not indicated any intent but is applying for Title IV federal financial aid, assume the student to be degree/
certificate-seeking.
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13)
Where do I report students who are seeking a second certificate?
Report these students in the column labeled "All Other certificate-seeking students (column 2). This column is
intended to capture all certificate-seeking
undergraduate students who are not first-time to
the institution during the July 1- June 30 reporting period.
14)
How do I report an undergraduate student who took courses as a non-certificate-seeking student and reenrolls
as a certificate-seeking student at the same reporting
institution?
This student should be reported as a "All Other certificate-seeking" student.
15)
How does enrollment in non-credit or zero-credit remedial/ESL and co-op courses count in the
determination of a student's full-time status?
Students in the following categories are considered degree-seeking in IPEDS, though they may be enrolled in courses not
creditable for an award:
Students enrolled in remedial courses that are not creditable toward an award but have been admitted into an eligible
Title-IV program and receive Title-IV aid
Students enrolled in ESL courses that are not creditable toward an award but have been admitted into an eligible Title-
IV program and receive Title-IV aid
Co-op students enrolled in courses that are not creditable toward an award but are required for award attainment
In determination of the student's full-time status, credit or contact hours (up to one academic year's worth) of remedial and
ESL courses may be used in the
determination of a student's full-time status if the remedial or ESL course is part of a
program that leads to a postsecondary award. In these cases, the remedial or
ESL courses should count the same as the
comparable full-credit class. For co-op students, the work portion of a cooperative education program in which the
amount
of work performed is equivalent to the academic workload of a full-time student will also count toward the determination of
full-time status.
16)
Where do I report a high school student who is enrolled for credit at my institution (a dual enrolled student)?
This student would be reported as non-degree/non-certificate-seeking. Prior to receipt of a high school diploma or recognized equivalent (see glossary definition), a
student is non-degree/non-certificate-seeking. After receipt of the high school diploma or recognized equivalent, they can be classified as first-time
degree/certificate-seeking, if appropriate.
17)
How do I count a high school student who enrolls for credit at my institution in Spring 2020, takes courses for credit during Summer 2020 after graduating high
school, and subsequently enrolls in the institution in Fall 2020?
This student would be reported as “first-time” degree/certificate-seeking student for the July 1, 2020 – June 30, 2021 12-month Enrollment reporting period.
Distance Education (Part A)
1)
If a student is taking the instructional portions of their program entirely online, but are then required to complete a
practicum, residency, or internship, is the student
considered enrolled in exclusively distance education courses?
Yes, if the instructional portions are entirely online, the student is considered to be enrolled in exclusively distance
education courses.
2)
We offer courses that combine distance education and traditional teaching methods (“hybrid” courses). How should
students enrolled in these courses be counted
in the distance education portion of 12-month Enrollment?
Hybrid courses are not considered by IPEDS as distance education. Students enrolled in “hybrid” courses should be
reported as “not enrolled in any distance
education courses.”
Instructional Activity and FTE (Part B)
1)
How do I report instructional activity for courses that start in one 12-month reporting period and end in the next 12-month reporting year?
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If a course does not start and end within the same 12-month reporting period, report that activity using the following guidelines:
Clock Hour Reporting:
Report only the activity for the number of weeks that fall within the 12-month period being reported on. For example, if only 40 weeks of a 64 week course occurred
before the June 30 end of the current reporting period, then report only those 40 weeks worth of activity. Next year, report the 24 weeks worth of activity for that
course that occurred after July 1. For guidance on calculating total clock hour activity, refer to the 12-month Enrollment survey component instructions.
Credit Hour Reporting:
Report all activity for a course in the 12-month period in which the course began. Because course enrollment counts (necessary for calculating total credit hour
activity) are typically taken at the close of the official add/drop period for a course, this date can also be used as the course start date for the purposes of
determining the appropriate 12-month period. If there is no official add/drop period, the 15th day of a regular term and the 5th day of a summer or short term can be
used.
2)
How is the estimate of full-time equivalent (FTE) students calculated?
The FTE enrollment estimate is calculated based on the total credit and/or clock hours reported in Part B and the institution's calendar system, as reported on the
prior year Institutional Characteristics (IC) component. The following method is used to convert the credit and/or clock hours reported to an indicator of full-time
equivalent students:
Clock Hour Reporters: Clock hours are divided by 900.
Quarter Calendar System: Undergraduate credit hours are divided by 45.
Semester/Trimester/4-1-4 Plan/Other Calendar System: Undergraduate credit hours are divided by 30.
3)
The calculated FTE is not a reasonable estimate for my institution. What should I do?
First, double check the instructional activity data reported on the Part B screen. If your instructional activity data is accurate and the FTE calculation is not providing
a reasonable FTE estimate for your institution, there is the option to report a more accurate FTE in Part B. This option should be used ONLY if the system calculation
is not a reasonable estimate for your institution and would be misleading for comparison purposes among all IPEDS reporting institutions.
If a more accurate FTE is provided and an edit is received on that data entry, make sure to detail the methodology used to arrive at the reported FTE and explain why
this is a better measure for the institution.
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| File Type | application/pdf |
| Author | Lawley, Tara |
| File Modified | 2021-07-06 |
| File Created | 2021-06-29 |