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Integrated
Postsecondary Education Data System (IPEDS) 2022-23 through 2024-25
Appendix
A
Detailed
Proposed Changes to Forms by IPEDS Survey Component
OMB
No. 1850-0582 v.30
Submitted
by:
National
Center for Education Statistics (NCES)
Institute
of Education Sciences
U.S.
Department of Education
February
2022
revised
May 2022
revised
July 2022
Fall Collection
A1.
Institutional Characteristics (includes Header and Identification)
The
proposed changes to the Institutional Characteristics (IC)/IC-Header
(IC-H)/Identification (ID) survey component are minor and are the
results of NCES review and additions to screening questions to
streamline data collection. This includes screening questions to
determine whether institutions report on noncredit students and on
dual enrolled students starting with the 2023-24 data collection
based on input from the IPEDS TRPs
on Noncredit Enrollment (March 2008, October 2020) and the TRPs on
Capturing and Clarifying Dual Enrollment Data (March 2018, March
2021). Other changes
are made based on NCES QC review, input from institutions, needs for
database improvement, and an NPEC paper on Improving the IC Survey
Component.
Unique
Entity Identifier. GSA
is changing the identifier for entities that work with the federal
government.
Student
Services. The NPEC
paper on Improving the IC Survey Component suggested NCES consider
adding/clarifying some of the options in the Student Services portion
of the IC survey component. NCES has made some additions and
clarifications after review of the NPEC paper and other sources.
Noncredit
Education. NCES
is also adding a checkbox question about noncredit education; the
results of responses to that question will help NCES to better
understand the impact of noncredit education on Human Resources and
Finance calculations such as student-to-faculty ratio and
revenues/expenditures per FTE by allowing NCES to identify
institutions that offer noncredit education. An optional data
collection on noncredit education is being considered by NCES to
supplement the IPEDS data collection.
Dual
Enrollment. While
dual enrolled students have been captured in the
non-degree/non-certificate-seeking E12 collection, E12 will add a new
Part to collect data specifically on dual enrolled students. Due to
this additional collection, it is necessary to edit some existing
checkbox items in IC and to add a new screening question to determine
applicability of reporting in E12.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Table
1. Proposed changes to the IC-Header, Institutional
Characteristics, and Institutional Identification survey
component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
IC/ICH:
Mission Statement (or URL) collection will be moved from IC to
ICH.
For
ICH: This will become the
first question in Part B and subsequent questions in Part B will
be renumbered from B1-B7 to B2-B8. This can be reviewed through
the attached survey forms.
For
IC: This was previously
Part A, so Parts have been reordered.
This
can be reviewed through the attached survey forms.
|
2022-23
|
Database
improvement
|
None
|
ICH:
Addition of a question to
help NCES understand the impact of noncredit education on Human
Resources and Finance calculations such as student-to-faculty
ratio and revenues/expenditures per FTE by allowing NCES to
identify institutions that offer noncredit education. Clarified
that Question 1 is asking about ‘for-credit’
activities and added remedial as an option.
4.
Which of the following categories of noncredit education are
offered by your institution? [Check all that apply]
Note:
Categories below may not be mutually exclusive.
Workforce
Education
Contract
Training/Customized Training
Remedial
Education
Recreational/Avocational/Leisure/Personal
Enrichment
Adult
Basic Education
Adult
High School Diploma or Equivalent
English
as a Second Language
Continuing
Professional Education
None
of the above
|
2022-23
|
TRPs
on Noncredit Enrollment (March 2008, October 2020)
|
None/Minimal
|
ID:
Change from collecting Dun & Bradstreet (DUNS) numbers to
collecting Unique Entity Identifiers (UEIs). This can be reviewed
through the attached survey forms.
|
2022-23
|
Government
Transition from DUNS Number to new EI
|
Minimal
|
IC:
Addition of pre-defined
context options that institutions can select. Options are
detailed in the attached survey form.
|
2022-23
|
NCES-initiated
based on QC review
|
Improvement
|
IC:
Addition of new checkbox
options in Student Services and language clarifications.
2. Special Learning
Opportunities
What types of
special learning opportunities are offered by your
institution? [Check all that apply]
|
|
ROTC
|
|
|
Army
|
Navy
|
Air Force
|
|
|
|
Marine option
|
|
|
Study abroad
|
|
Weekend/evening
college
courses or programs
|
|
Undergraduate
research (co-curricula)
|
|
Teacher
certification
(for the elementary, middle school/junior high, or secondary
level)
Do not include
certifications to teach at the postsecondary level.
|
|
|
Students can
complete their preparation in certain areas of specialization
|
|
|
Students must
complete their preparation at another institution for certain
areas of specialization
|
|
|
This
institution is approved by the state for the initial
certification or licensure of teachers
|
|
Comprehensive transition
and postsecondary program for students with intellectual
disabilities
|
4. Which of the
following selected student services are offered by your
institution? [Check all that
apply]
|
|
Remedial
services
|
|
Academic/career
counseling
services
|
|
Employment
services for current students
|
|
Placement
services for program completers
|
6.
Indicate whether or not any of the following alternative tuition
plans are offered by your institution.
o
No
o
Yes [Check all that apply]
Tuition guarantee
Prepaid tuition plan
Tuition payment plan
Promise
program
Other (specify in box
below)
|
2022-23
|
NCES-initiated
based on QC review; NPEC paper on Improving the IC survey
component
|
Minimal
|
IC:
For public institutions, add checkboxes for institutions that
select ‘Yes’ to charging multiple tuition rates.
In-district
In-state
Out-of-state
|
2022-23
|
NCES-initiated
based on QC review
|
None/
Improvement
|
IC: Remove
dual Enrollment option from Question 1 (Starting in 2023-24
covered by dual enrollment screening question)
1.
Does your institution accept any of the following? [Check all
that apply]
|
2023-24
|
TRPs
on Capturing and Clarifying Dual Enrollment Data (March 2018,
March 2021)
|
None
|
Add/edit
associated instructions for new/edited questions. These can be
reviewed through the attached survey forms.
|
2022-23
and 2023-24
|
All
of the above sources
|
None
|
A2.
Completions
The
proposed changes to the Completions (C) survey component are minor
and are the results of NCES QC review. The Completions survey
component is also impacted by cross-cutting changes as indicated.
New
FAQ. A new FAQ has
been added to clarify reporting of undocumented and DACA students in
race/ethnicity reporting.
Cross-cutting
– Race/ethnicity. NCES
is changing terminology from ‘Nonresident alien’ to ‘U.S.
Nonresident’ in response to Executive Orders related to using
more inclusive terminology. There are other proposed changes related
to DACA and undocumented students and race/ethnicity reporting.
Cross-cutting changes are described in the cross-cutting table.
Cross-cutting
– Gender. NCES
is asking a new gender question on student surveys that currently
collect data by the mutually exclusive binary Men/Women categories
but do not have options for ‘Gender Unknown’ or ‘Another
gender than Provided Categories (Men/Women)’. NCES has taken
the approach of adding a question based on totals, since adding those
categories to every screen that is currently collected by the
Men/Women categories would create both a high level of increased
burden and lead to very small cell sizes. NCES expects this question
to provide important information for future improvements to the IPEDS
data collection. Cross-cutting changes are described in the
cross-cutting table.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
2. Proposed changes to the Completions survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New FAQ
In
which race/ethnicity category do I report undocumented and
Deferred Action for Childhood Arrivals (DACA) students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
For
Non-Hispanic/Latino individuals:
American
Indian or Alaska Native
Asian
Black
or African American
Native
Hawaiian or Other Pacific Islander
White
Two
or more races
If a student’s
race/ethnicity is unknown, you can include them in the
race/ethnicity unknown category.
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
A3.
12-month Enrollment
The
proposed changes to the 12-month enrollment (E12) survey component
for 2022-23 are minor and are the results of NCES QC review. The
proposed changes to the 12-month enrollment (E12) survey component
for 2023-24 are substantial and are the results of input from the
IPEDS TRPs on Noncredit
Enrollment (March 2008, October 2020) and the TRPs on Capturing and
Clarifying Dual Enrollment Data (March 2018, March 2021).
Other changes are made based on NCES QC review and input from
institutions.
2022-23
New
FAQ. FAQ has been
added to clarify reporting of undocumented and DACA students in
race/ethnicity reporting.
Updated
FAQ. FAQ has been
added to clarify reporting across EF, E12, and OM.
Addition
of part-time column for Graduate students. Based
on NCES QC review, this will allow comparable totals for
undergraduate and graduate students and allows for potential
improvements to full-time equivalent (FTE) calculation.
Cross-cutting
– Race/ethnicity. NCES
is changing terminology from ‘Nonresident alien’ to ‘U.S.
Nonresident’ in response to Executive Orders related to using
more inclusive terminology. There are other proposed changes related
to DACA and undocumented students. Cross-cutting changes are
described in the cross-cutting table.
Cross-cutting
– Gender. NCES
is asking a new gender question on student surveys that currently
collect data by the mutually exclusive binary Men/Women categories
but do not have options for ‘Gender Unknown’ or ‘Another
gender than Provided Categories (Men/Women)’. NCES has taken
the approach of adding a question based on totals, since adding those
categories to every screen that is currently collected by the
Men/Women categories would create both a high level of increased
burden and lead to very small cell sizes. NCES expects this question
to provide important information for future improvements to the IPEDS
data collection. Cross-cutting changes are described in the
cross-cutting table.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
2023-24
Dual
Enrollment. A new
part will be added to collect an unduplicated count of dual enrolled
students by race/ethnicity and gender. Dual enrolled students are
currently included as part of the non-degree/non-certificate-seeking
(NDNCS) count in Part A. However, it is impossible to know how much
of the NDNCS count is made up of dual enrolled students. Since dual
enrollment is growing and has important implications for future
college attendance and credential attainment, NCES is adding this
collection to better understand the impact of dual enrollment.
Table
3. Proposed changes to the 12-month enrollment survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New FAQ
In
which race/ethnicity category do I report undocumented and
Deferred Action for Childhood Arrivals (DACA) students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
For
Non-Hispanic/Latino individuals:
American
Indian or Alaska Native
Asian
Black
or African American
Native
Hawaiian or Other Pacific Islander
White
Two
or more races
If a student’s
race/ethnicity is unknown, you can include them in the
race/ethnicity unknown category.
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
Updated FAQ.
How
can I ensure consistent reporting of degree/certificate-seeking
undergraduates across EF, E12, and OM survey components?
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 months
term).
If
students enroll in the summer immediately preceding the fall
term, students’ enrollment status (i.e., part-time or
full-time, first-time or non-first-time,
degree/certificate-seeking or
non-degree/non-certificate-seeking, undergraduate or graduate)
should be determined by their fall enrollment (not their summer
enrollment). Note that recent
high school graduates and other students without prior
postsecondary experience will still be considered “first-time
students” for EF reporting purposes even if they enrolled
in the summer prior to fall enrollment.
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 months and at no other time during
the 12-month reporting period, then the summer term session 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-certificate-seeking 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).
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
Addition of part-time
column for graduate students
Old
collection
Unduplicated
Headcount of graduate students collected separately by Men and
Women and by race/ethnicity categories:
New
collection
Unduplicated
Headcount of graduate students collected separately by Men and
Women and by race/ethnicity categories:
[
New reported value] Total
full-time
[
New reported value] Total
part-time
[Calculated
value that was previously reported] Total
graduate students
|
2022-23
|
NCES-initiated
based on QC review
|
Minimal
|
New Part C for Dual
Enrollment collection
Part
C – Unduplicated count of dual enrolled students
12-month
Unduplicated count of dual enrolled students
July
1, 20XX – June 30, 20XY
Reporting
Reminders:
The
number of dual enrolled students was reported in Part A as part
of the non-degree/non-certificate-seeking unduplicated
enrollment.
The
number of dual enrolled students reported in Part C will have
some duplication with the non-degree/non-certificate-seeking
enrollment students reported in Part A.
The
number of dual enrolled students reported in Part C should be
less than the number of non-degree/non-certificate-seeking
students reported in Part A unless all
non-degree/non-certificate-seeking students at your institution
are dual enrolled students.
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.
Preloaded
value: Total number of students in
non-degree/non-certificate-seeking unduplicated headcount
reported in Part A
New
reported values: Unduplicated headcount of high school students
enrolled in college courses for credit (dual enrolled):
|
2023-24
|
TRPs
on Capturing and Clarifying Dual Enrollment Data (March 2018,
March 2021)
|
Moderate
to Substantial
|
Instructions/FAQs
Add/edit
associated instructions and FAQs for new/edited questions and
Parts. These can be reviewed through the attached survey forms.
|
2022-23
and 2023-24
|
All
of the above sources
|
None
|
Winter Collection
A4.
Student Financial Aid
The
proposed changes to the Student Financial Aid (SFA) survey component
for 2022-23 are minor and are the results of NCES QC review. The
proposed changes are based on the TRP on Improving the SFA survey
component and NCES review of federal student aid requirements.
Updates
based on changes to federal student aid policy.
The Office of Federal Student Aid (FSA) at the Department of
Education (ED) has made changes to the types of Title IV aid
available to students.
Clarification
that public institutions should report the lower of in-state or
in-district tuition.
While institutions have always been expected to report the lower of
in-state or in-district tuition, this was not always clear on screens
and within instructions. This has been clarified throughout the
screens, instructions, and FAQs.
Addition
of degree/certificate-seeking (DCS) and
non-degree/non-certificate-seeking (NDNCS) students. In
Parts A & B, NCES currently collects counts of ‘All
undergraduate students’ as required by the Higher Education Act
of 1965 as amended by the Higher Education Opportunity Act (2008).
Because this category of students includes both
degree/certificate-seeking (DCS) and
non-degree/non-certificate-seeking (NDNCS) students, and NDNCS
students are ineligible for some Title IV aid programs including
Federal Pell Grants, it is not currently possible to calculate an
accurate percentage of students receiving Federal Pell Grants at the
institution without using data from the Fall Enrollment (EF) survey
component. To simplify this calculation and provide a better
percentage on College Navigator, NCES is adding a collection of the
counts of the DCS and NDNCS students in Part A, and
collecting/calculating information on associated aid amounts (as
relevant) in Part B. This was recommended by the TRP on improving the
IPEDS SFA component.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
4. Proposed changes to the Student Financial Aid survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Updates based on changes
to federal student aid policy. Some
programs have been removed or added from federal student aid.
For
the ‘What to Include’ section and FAQ #4, the
following updates were made
The
following types of financial aid should be reported in this
component:
Title
IV aid:
Title IV aid includes Federal Pell Grant, Federal Supplemental
Educational Opportunity Grant (FSEOG), Teacher Education
Assistance for College and Higher Education (TEACH) Grant,
Federal Work Study (FWS), and the Subsidized and Unsubsidized
Direct Loan programs. Report 100% of student FSEOG and FWS award
amounts. That is, include the federal and matching share,
regardless of the source of the match. Also, FSEOG and FWS award
amounts should not exceed program amounts budgeted for the award
year. That is, if the institution’s packaging policy
includes an over-awarding strategy to account for attrition to
make sure all funds are expended, exclude these amounts from
award amounts reported to IPEDS.
Federal
grants (grants/educational assistance funds):
Grants provided by federal agencies such as the U.S. Department
of Education, including Title IV federal student aid program
grants such as Federal Pell Grants, Federal Supplemental
Educational Opportunity Grants (FSEOG),
Academic
Competitiveness Grants (ACG), National Science and Mathematics
Access to Retain Talent (National SMART) Grants,
and
Teacher Education Assistance for College and Higher Education
(TEACH) Grants. Also include need-based and merit-based
educational assistance funds and training vouchers provided from
(a)
other
federal agencies and/or (b)
federally-sponsored
educational benefits programs.
Do
not include veterans’ education benefits, as defined in
section 480(c) of the HEA, as they are no longer treated as
Estimated Financial Assistance (EFA) for Federal Student Aid's
purposes. For more information, visit
https://ifap.ed.gov/electronic-announcements/08-13-2009-general-subject-guidance-federal-veterans-education-benefits.
Federal
Work Study: Money
earned by students based on financial need to meet postsecondary
education costs who are employed part-time, typically in
education related employment or community service activities on-
campus or off-campus at the institution, or a private for-profit
or nonprofit business, agency, or organization. Earnings include
the federal and nonfederal share of wages, benefits,
withholdings, and other employment deductions. It includes
credit and non-credit employment. Examples of types of
employment include, but is not limited to, assistantships,
apprenticeships, internships, externships, and cooperative
education experiences. While it does not include institutional
and state work study programs, the non-federal share includes
all state and local funds used to match these programs. See
applicable federal, state, local, and institutional program
rules for additional information.
Federal
loans to students:
Money borrowed from the federal government that must be repaid
for which the student is the designated borrower. This type of
aid includes all Title IV federal student programs such as
Federal
Perkins Loans,
Subsidized
Direct or
FFEL Stafford Loans,
and
Unsubsidized Direct or
FFEL Stafford
Loans. It
also includes Health Professions Student Loans, Loans for
Disadvantaged Students, Nursing Student Loans, and Primary Care
Loans. Do
not include PLUS loans and other federal loans not made directly
to the student.
State/local
government grants (grants/scholarships/waivers): Grants
that were awarded by your state such as Leveraging Educational
Assistance Partnerships (LEAP) (formerly SSIGs),
the Special Leveraging Educational Assistance Program (SLEAP),
the Grants for Access and Persistence (GAP) Program, and
Robert C. Byrd Honors Scholarships. Include merit-based grants
or scholarships that were provided by your state or local
government. Also include tuition and fee waivers for which your
institution was reimbursed by a state or local government
agency.
Institutional
grants or scholarships (scholarships/waivers): Grants,
scholarships, and fellowships granted and funded by the
institution and/or individual departments within the institution
and are limited to students attending your institution. Include
scholarships targeted to certain individuals (e.g., based on
state of residence, major, or participation in athletic
activities) for which the institution designates the recipient.
Also include institutional tuition and fee waivers for which
your institution was not reimbursed by a state or local
government agency. This is not intended to include Federal Work
Study.
Institutional
loans to students: Short-term
and long-term education loans to students made by the
institution or its Schools, Colleges, or student organizations,
including emergency education loans backed by a surety (i.e.,
financial guarantee). Exclude loans not made directly to the
student, loans contingent on the student’s financial aid
(also known as payment deferments) not backed by another source
of security, and Income share agreements.
Private
grants or scholarships:
Grants or scholarships to students awarded and paid by an
outside organization but directed through the institution's
financial aid office and/or
business office (e.g.,
Rotary Club Scholarship).
Private loans to
students:
Monies that must be repaid to the lending institution for which
the student is the designated borrower. Include all
institutionally and privately sponsored loans. Do not include
loans that are not made directly to the student. Do
not include loans contingent on the student’s financial
aid (also known as payment deferments) not backed by another
source of security.
|
2022-23
|
NCES
review of financial aid changes
|
None
|
Clarification that
public institutions should report the lower of in-state or
in-district tuition
Added
‘lower
of’
throughout screens, instructions, and FAQs to make sure
institutions understood how to report. E.g.,
|
2022-23
|
Feedback
from institutions
|
None/
Improvement
|
Addition of DCS and NDCS
counts in Part A
Part
A - Establish Your Groups [Instruction
‘paying the lower of in-state or in-district tuition rate’
applicable to public institutions only]
|
2022-23
|
TRP
on Improving the SFA survey component and feedback from
institutions
|
Minimal
|
Old collection
Of
those in Group 2, those who were awarded any Federal Work Study,
loans to students, or grant or scholarship aid from the federal
government, state/local government, the institution, or other
sources known to the institution
Of
those in Group 2, those who were awarded any loans to students
or grant or scholarship aid from the federal government,
state/local government, or the institution
Group
3 Of those in Group 2, those paying
the in-state or in-district tuition rate who
were awarded grant or scholarship aid from the federal
government, state/local government, or the institution
Group
4 Of those in Group 2, those paying
the in-state or in-district tuition rate who
were awarded any Title IV federal student aid
|
New collection
[New
reported value] Of those in Group 1, those who are
degree/certificate-seeking
[New
calculated value] Of those in Group 1, those who are
non-degree/non-certificate-seeking
Of
those in Group 2, those who were awarded any Federal Work Study,
loans to students, or grant or scholarship aid from the federal
government, state/local government, the institution, or other
sources known to the institution
Of
those in Group 2, those who were awarded any loans to students
or grant or scholarship aid from the federal government,
state/local government, or the institution
Group
3 Of those in Group 2, those paying
the in-state or in-district tuition rate who
were awarded grant or scholarship aid from the federal
government, state/local government, or the institution
Group
4 Of those in Group 2, those paying
the in-state or in-district tuition rate who
were awarded any Title IV federal student aid
|
Addition of DCS and NDCS
aid amounts in Part B
|
2022-23
|
TRP
on Improving the SFA survey component
|
Minimal
|
Old collection
Preloaded
values for context
Data
collected/calculated for above group:
Grant
or scholarship aid from the federal government, state/local
government, the institution, and other sources known to the
institution (Do NOT include federal student loans)
[Reported
value] Number of students awarded aid
[Calculated
value] Percentage of students receiving aid
[Reported
value] Total amount of aid awarded
[Calculated
value] Average amount of aid awarded
[Reported
value] Number of students awarded aid
[Calculated
value] Percentage of students receiving aid
[Reported
value] Total amount of aid awarded
[Calculated
value] Average amount of aid awarded
[Reported
value] Number of students awarded aid
[Calculated
value] Percentage of students receiving aid
[Reported
value] Total amount of aid awarded
[Calculated value]
Average amount of aid awarded
|
New collection
Preloaded
values for context
[New
preloaded value] Of those in Group 1, those who are
degree/certificate-seeking
[New
preloaded value] Of those in Group 1, those who are
non-degree/non-certificate-seeking
Data
collected/calculated for above groups:
Grant
or scholarship aid from the federal government, state/local
government, the institution, and other sources known to the
institution (Do NOT include federal student loans)
[Calculated
value] Percentage of students receiving aid
[Reported
value] Total amount of aid awarded
[Calculated
value] Average amount of aid awarded
[New
reported value] Number of students awarded aid
[New
calculated value] Percentage of students receiving aid
[New
reported value] Total amount of aid awarded
[New
calculated value] Average amount of aid awarded
[New
calculated value] Number of students awarded aid
[New
calculated value] Percentage of students receiving aid
[New
calculated value] Total amount of aid awarded
[New
calculated value] Average amount of aid awarded
[Reported
value] Number of students awarded aid
[Calculated
value] Percentage of students receiving aid
[Reported
value] Total amount of aid awarded
[Calculated
value] Average amount of aid awarded
[New
calculated value] Number of students awarded aid
[New
calculated value] Percentage of students receiving aid
[New
calculated value] Total amount of aid awarded
[New
calculated value] Average amount of aid awarded
[Reported
value] Number of students awarded aid
[Calculated
value] Percentage of students receiving aid
[Reported
value] Total amount of aid awarded
[Calculated
value] Average amount of aid awarded
[New
calculated value] Number of students awarded aid
[New
calculated value] Percentage of students receiving aid
[New
calculated value] Total amount of aid awarded
[New
calculated value] Average amount of aid awarded
|
A5.
Outcome Measures
The
proposed changes to the Outcome Measures (OM) survey component
include a minor change to FAQs and a clarification about the timeline
for tracking subsequent enrollment status, along with other minor
changes and cross-cutting changes.
Updated
FAQ. FAQ has been
changed to clarify consistent reporting across EF, E12, and OM.
Clarification
of the timeline for tracking students’ subsequent enrollment
statuses. Feedback
from institutions suggested they did not understand that students
were to be tracked over all 8 years, so a clarification was added.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
5. Proposed changes to the Outcome Measures survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Updated FAQ.
How
can I ensure consistent reporting of degree/certificate-seeking
undergraduates across EF, E12, and OM survey components?
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 months
term).
If
students enroll in the summer immediately preceding the fall
term, students’ enrollment status (i.e., part-time or
full-time, first-time or non-first-time,
degree/certificate-seeking or
non-degree/non-certificate-seeking, undergraduate or graduate)
should be determined by their fall enrollment (not their summer
enrollment). Note that recent
high school graduates and other students without prior
postsecondary experience will still be considered “first-time
students” for EF reporting purposes even if they enrolled
in the summer prior to fall enrollment.
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 months and at no other time during
the 12-month reporting period, then the summer term session 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-certificate-seeking 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).
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
A6. Graduation Rates
The
proposed changes to the Graduation Rates (GR) survey component
include the addition of a new FAQ to clarify reporting for
undocumented and DACA students, cross-cutting changes and minor
changes to FAQs.
New
FAQ. A new FAQ has
been added to clarify reporting of undocumented and DACA students in
race/ethnicity reporting.
Cross-cutting
– Race/ethnicity. NCES
is changing terminology from ‘Nonresident alien’ to ‘U.S.
Nonresident’ in response to Executive Orders related to using
more inclusive terminology. There are other proposed changes related
to DACA and undocumented students. Cross-cutting changes are
described in the cross-cutting table.
Cross-cutting
– Gender. NCES
is asking a new gender question on student surveys that currently
collect data by the mutually exclusive binary Men/Women categories
but do not have options for ‘Gender Unknown’ or ‘Another
gender than Provided Categories (Men/Women)’. NCES has taken
the approach of adding a question based on totals, since adding those
categories to every screen that is currently collected by the
Men/Women categories would create both a high level of increased
burden and lead to very small cell sizes. NCES expects this question
to provide important information for future improvements to the IPEDS
data collection. Cross-cutting changes are described in the
cross-cutting table.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
6. Proposed changes to the Graduation Rates survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New FAQ:
In
which race/ethnicity category do I report undocumented and
Deferred Action for Childhood Arrivals (DACA) students?
Undocumented
and DACA students who completed high school or a GED equivalency
within the United States and who were not on an F-1 non-immigrant
student visa at the time of high school graduation are considered
eligible non-citizens and their race/ethnicity should be reported
using the seven race/ethnicity categories provided:
For
Non-Hispanic/Latino individuals:
American
Indian or Alaska Native
Asian
Black
or African American
Native
Hawaiian or Other Pacific Islander
White
Two
or more races
If
a student’s race/ethnicity is unknown, you can include them
in the race/ethnicity unknown category.
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
A7.
200% Graduation Rates
There
are no proposed changes to 200% Graduation Rates (GR200).
A8.
Admissions
The
proposed changes to the Admissions (ADM) survey component for 2022-23
are minor to moderate and are the results of the TRP on Modernizing
the Admissions Component (June 2021).
Updated
categories used for admissions considerations. Based
on feedback from the TRP, the current categories are not mutually
exclusive and can create confusion. In addition, because of these
issues they do not provide the most useful data for students and
others. NCES has developed new categories based on the TRP’s
feedback.
Additional
options for admissions considerations. The
TRP suggested that the current admissions considerations be expanded
to include considerations that have become more commonly used by
postsecondary institutions in making admissions decisions.
Addition
of a 50th percentile (median) test score. The
TRP suggested that the addition of a 50th percentile, or median, test
score would allow for a better understanding of the breadth of test
scores used in admissions decisions. In addition, they recommended
this addition because a median score is better understood by students
and the general public than the 25th and 75th percentiles currently
collected.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
7. Proposed changes to the Admissions survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Updated categories used
for admissions considerations
Old
options
New
options
|
2022-23
|
TRP
on Modernizing the Admissions Component (June 2021)
|
Minimal
|
Additional options for
admissions considerations
Three
new considerations have been added:
|
2022-23
|
TRP
on Modernizing the Admissions Component (June 2021)
|
Minimal
|
Addition of a 50th
percentile (median) test score
Old
percentiles collected:
New
percentiles collected:
|
2022-23
|
TRP
on Modernizing the Admissions Component (June 2021)
|
Minimal
to Moderate
|
Added note to collect of
applicants/admits/enrollees regarding another gender and gender
unknown:
The
‘gender unknown’ category will be calculated based
on the reported total minus the total of (men + women + another
gender).
Institutions should
not ask students that do not select a binary gender to allocate
themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One commonly used method to allocate
students is to use the known portion of men to women.
|
2022-23
|
NCES
initiated based on feedback
|
Minimal
to moderate
|
Updated FAQ #3 for Admissions to provide more detailed guidance
for reporters.
What
do I do about students that were considered for admission, even
though they did not submit all application materials?
If
a student provided enough information that a decision could be
made (admitted, not admitted, waitlisted), they should be
included in the counts. However, institutions should only report
this way if it is part of their institution’s formal
application review process.
Institutions
should report applicants based on the IPEDS glossary definition.
If an institution’s formal application review process
considers students for admission, even in the event when not all
application materials are submitted, and a formal admission
decision is made based on the information provided (e.g.,
admitted, not admitted, waitlisted), students can be included in
the reported applicant count. If a student is automatically not
admitted because they do not submit all application materials
(i.e., an incomplete application file does not allow a student to
be considered for admission), the student should not
be included
in the applicant count.
Institutions
are reminded that reporting data accurately to IPEDS is
statutorily mandated. Artificially inflating the number of
applicants by counting students who are not given full
consideration for admission because they do not submit all
application materials is an example of not reporting accurately
to IPEDS.
|
2022-23
|
NCES
initiated based on feedback from the IPEDS Help Desk
|
None
|
Spring
Collection
A9.
Human Resources
The
proposed changes to the Human Resources (HR) survey component for
2022-23 are minor and are based on NCES-initiated QC review and
feedback from institution as well as cross-cutting survey changes.
The change to new hires is designed to simplify reporting for
institutions.
New
Hires: The timeline
for reporting new hires in changing to align with the rest of the
reporting in the HR survey component.
Cross-cutting
– Race/ethnicity. NCES
is changing terminology from ‘Nonresident alien’ to ‘U.S.
Nonresident’ in response to Executive Orders related to using
more inclusive terminology. NCES has also removed the language that
is only applicable to students from the HR instructions.
Cross-cutting changes are described in the cross-cutting table.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
8. Proposed changes to the Human Resources survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New Hires
Old
reporting period:
New
reporting period:
Hired full-time
between November 1, 20XX - October 31, 20XY and
on the payroll as of November 1, 20XY
|
2022-23
|
NCES-initiated
QC review and feedback from institutions
|
None
to Improvement
|
A10. Academic
Libraries
There are no
proposed changes to Academic Libraries (AL).
Table
9. Proposed changes to the Academic Libraries survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New Hires
|
2022-23
|
NCES-initiated
based on feedback from Academic Libraries task force
|
None
to Improvement
|
A11.
Fall Enrollment
The
proposed changes to the Fall Enrollment (EF) survey component include
only minor changes to FAQs and cross-cutting changes.
Updated
FAQ. FAQ has been
changed to clarify consistent reporting across EF, E12, and OM.
Cross-cutting
– Race/ethnicity. NCES
is changing terminology from ‘Nonresident alien’ to ‘U.S.
Nonresident’ in response to Executive Orders related to using
more inclusive terminology. There are other proposed changes related
to DACA and undocumented students. Cross-cutting changes are
described in the cross-cutting table.
Cross-cutting
– Gender. NCES
is asking a new gender question on student surveys that currently
collect data by the mutually exclusive binary Men/Women categories
but do not have options for ‘Gender Unknown’ or ‘Another
gender than Provided Categories (Men/Women)’. NCES has taken
the approach of adding a question based on totals, since adding those
categories to every screen that is currently collected by the
Men/Women categories would create both a high level of increased
burden and lead to very small cell sizes. NCES expects this question
to provide important information for future improvements to the IPEDS
data collection. Cross-cutting changes are described in the
cross-cutting table.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
Table
10. Proposed changes to the Fall Enrollment survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Updated FAQ.
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 months
term).
If
students enroll in the summer immediately preceding the fall
term, students’ enrollment status (i.e., part-time or
full-time, first-time or non-first-time,
degree/certificate-seeking or
non-degree/non-certificate-seeking, undergraduate or graduate)
should be determined by their fall enrollment (not their summer
enrollment). Note that recent
high school graduates and other students without prior
postsecondary experience will still be considered “first-time
students” for EF reporting purposes even if they enrolled
in the summer prior to fall enrollment.
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 months
and
at no other time during the 12-month reporting period, then the
summer term
session
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-certificate-seeking 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).
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
A12.
Finance
The
proposed change to the Finance (F) survey component for 2022-23 is
minor and are based on NCES-initiated QC review and is designed to
simplify reporting for institutions.
Intercollegiate
Athletics screening question: The
screening question has been reorganized to streamline question and
clarify related data.
Table
11. Proposed changes to the Finance survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Intercollegiate
Athletics screening question
Reorganization of
question
4.
Intercollegiate
Athletics
Does
your institution participate in intercollegiate athletics?
[Applicable
to degree-granting institutions only]
No
|
Yes – answer
part a and b below
|
|
a)
) If
your institution participates in intercollegiate athletics,
are
Are the
intercollegiate athletics expenses accounted for as? [check
all that apply]
Auxiliary
enterprises
|
Student
services
Does not have
intercollegiate athletics revenue
|
Other
(specify in box below)
|
b)
Does
your institution have intercollegiate athletics revenue?
No
|
Yes – select
category(s) where these revenues are included [check all
that apply]
Are
the intercollegiate athletics expenses accounted for as?
[check all that apply]
|
Sales
and services of educational activities
|
Sales
and services of auxiliary enterprises
Does not have
intercollegiate athletics revenue
|
Other
(specify in box below)
|
|
|
2022-23
|
NCES-initiated
QC review
|
None
to Improvement
|
All
Collections
A13.
Cross-cutting changes
Several
proposed changes are being made across multiple survey components.
Cross-cutting
– Race/ethnicity. NCES
is changing terminology from ‘Nonresident alien’ to ‘U.S.
Nonresident’ in response to Executive Orders related to using
more inclusive terminology. There are other proposed changes related
to DACA and undocumented students and race/ethnicity. Cross-cutting
changes are described in the cross-cutting table.
Cross-cutting
– Gender. NCES
is asking a new gender question on student surveys that currently
collect data by the mutually exclusive binary Men/Women categories
but do not have options for ‘Gender Unknown’ or ‘Another
gender than Provided Categories (Men/Women)’. NCES has taken
the approach of adding a question based on totals, since adding those
categories to every screen that is currently collected by the
Men/Women categories would create both a high level of increased
burden and lead to very small cell sizes. NCES expects this question
to provide important information for future improvements to the IPEDS
data collection.
Cross-cutting
– Glossary.
NCES is adding and removing some terms from the glossary based on
NCES QC review, TRPs on
Noncredit Enrollment (March 2008, October 2020), TRP on Modernizing
the Admissions Component (June 2021), and TRP on Improving the
Student Financial Aid Component (June 2020). There are also some
terms that have minor edits that can be reviewed in the glossary
attachment.
Cross-cutting
– Other minor edits. NCES
is making some other minor cross-cutting edits.
Table
12. Proposed cross-cutting changes that impact multiple survey
components
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Race/ethnicity (E12,
C, EF, GR, HR)
Remove
‘alien’ terminology throughout screens and
instructions. E.g.:
|
2022-23
|
NCES-initiated
based on Executive Orders related to inclusive terminology
|
None
|
Change the existing
instructions for r/e reporting in student surveys to include
information on reporting DACA and undocumented students (E12, C,
EF, GR)
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,
residents
aliens,
and other eligible non-citizens. Eligible
noncitizens includes all students who completed high school or a
GED equivalency within the United States (including DACA and
undocumented students) and who were not on an F-1 non-immigrant
student visa at the time of high school graduation. More
information about other eligible (for financial aid purposes)
non-citizens is available at
https://studentaid.gov/understand-aid/eligibility/requirements/non-us-citizens.
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:
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
U.S.
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. Do
not include DACA, undocumented, or other eligible noncitizens in
this category. NOTE
- U.S. Nonresidents aliens
are to be reported separately, in the boxes provided, rather
than included in any of the seven racial/ethnic categories.
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 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.
|
2022-23
|
Feedback
from the 60-day comment period
|
None
|
Gender – Student
Surveys (E12, C, EF, GR)
Gender
Unknown or Other than Provided Categories
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One commonly used method to allocate
students is to use the known portion of men to women.
Is
your institution able to report another gender for the 2022-23
data
collection? If you indicate ‘No’, your institution
should leave the cells in the rows for ‘Another gender’
blank (i.e., do not report 0). If you indicate ‘Yes’,
but no students identified as another gender, please enter ‘0’.
Undergraduate
students:
Yes
No
Graduate
students:
Yes
No
Of
the total students reported, how many students did you allocate
to a binary gender category (Men/Women) because their gender was
unknown or another gender than the provided categories?
Undergraduate
students
[Preload]
Grand total
[New
reported value] Gender unknown (i.e., gender information is not
known or not collected).
[New
reported value] Another gender (i.e., gender information is
known but does not fall into either of the mutually exclusive
binary categories provided [Men/Women]).
[Calculated
value] Total of Gender unknown + Another gender
[Calculated
value] Total of Students for whom gender is known and falls into
one of the mutually exclusive binary categories provided
[Men/Women]
Graduate
students [Not
applicable to GR] [Applicable to institutions with graduate
students only]
[Preload]
Grand total
[New
reported value] Gender unknown (i.e., gender information is not
known or not collected).
[New
reported value] Another gender (i.e., gender information is
known but does not fall into either of the mutually exclusive
binary categories provided [Men/Women]).
[Calculated
value] Total of Gender unknown + Another gender
[Calculated
value] Total of Students for whom gender is known and falls into
one of the mutually exclusive binary categories provided
[Men/Women]
|
2022-23
|
Feedback
from institutions and TRP on Gender (October 2016)
|
Minimal
|
Gender
New FAQs for E12, C, EF, GR, ADM
Which
students should be included in ‘another gender’?
Students
who self-identify as having a single binary gender identity
(i.e., men or woman) should be reported in the appropriate binary
gender category. Students who self-identify as having a gender
identity that does not fall into either of the mutually exclusive
binary categories provided (i.e., men or women) should be
reported in the “another gender” category.
Institutions are not limited to the options available for IPEDS
reporting purposes and should determine the best way for their
institution to collect and aggregate this information.
For
some students, it may be challenging to place them in either a
binary category or another gender. For example, for students that
indicate they are transgender and provide a binary gender,
institutions may ask the student whether they identify as
transgender or as the binary gender they selected. If they
identify as transgender, they would be reported in another
gender. If they identify as a binary gender, they should be
placed in the appropriate binary gender category.
Which
students should be included in ‘gender unknown’?
Institutions
should report all students who do not self-report a gender (i.e.,
missing data) as ‘gender unknown’.
Students
that selected a binary gender or another gender than the binary
‘men’ and ‘women’ category should not be
included in gender unknown.
Should
our institution resurvey students if we previously only collected
binary gender categories?
Institutions
should resurvey students so that they can report an accurate
number of students in the ‘another gender’ category.
Institutions that cannot report the ‘another gender’
category can indicate they are not able to report these students
using the radio buttons at the top of the screen. It is expected
that institutions should be able to provide a count of ‘gender
unknown’.
Our
institution uses the Common App to identify student gender, and
the Common App only collected male and female. How should we
report gender?
Currently,
the Common App only allows students to select male or female.
Starting with the 2023-24 application cycle, the Common App will
also allow ‘Gender X or another legal sex’ (more
information can be found at
https://www.commonapp.org/blog/common-app-update-gender-identity-questions-college-application).
Institutions can resurvey students or indicate that they cannot
currently report ‘another gender’.
|
|
|
|
Additions to glossary
50th
percentile (median); Allowable Costs; Average cost of attendance;
Cross-over award period; Nonstandard term; Nonterm program;
Standard term; Total cost of attendance; Total student charges;
Unique Entity Identifier; Promise Program; Noncredit education;
Noncredit workforce education; Noncredit contract training;
Noncredit customized training
Deletions
from glossary
Summer
term; Noncredit course; Remedial course
Edits
(other than the cross-cutting edits)
Net
price (now Average
net price); Cost of attendance; Federal Work Study (FWS); High
school student; New hires; Title IV aid; Data Universal Numbering
System (DUNS) number; Remedial
education; Noncredit education
|
2022-23
|
NCES-initiated
based on QC review; TRP on Modernizing the Admissions Component
(June 2021); TRP on Improving the Student Financial Aid Component
(June 2020)
|
None
|
Edits (other than the
cross-cutting edits)
12-Month
Enrollment
|
2023-24
|
NCES-initiated
based on QC review; TRPs on Noncredit Enrollment (March 2008,
October 2020); Modernizing the ADM Component (June 2021);
Improving the SFA Component (June 2020)
|
None
|
Other minor edits
Summer
term changed to summer session (except for SFA).
Regular term changed to
full term.
|
2022-23
|
NCES-initiated
based on QC review
|
None
|
Other minor edits
Non-credit changed to
noncredit (for consistency)
|
2023-24
|
NCES-initiated
based on QC review
|
None
|
Appendix
A – IPEDS 2022-23 THROUGH 2024-25 DETAILED PROPOSED CHANGES
| 11
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| Author | Lawley, Tara |
| File Modified | 0000-00-00 |
| File Created | 2023-09-15 |