ipeds 2012-13 - National Association of Independent Colleges and

 PREFACE
This procedures manual provides a guide and selected reference materials for state-level
coordinators for the Integrated Postsecondary Education Data System (IPEDS), administered by
the National Center for Education Statistics (NCES). It includes a general description of IPEDS,
survey schedules, and other materials that may be of use to coordinators and others, including
data providers at the institution level and data users at all levels.
This document was prepared by the IPEDS staff at NCES as a handout for the annual
IPEDS Coordinator Workshop and State Data Conference. Comments, questions, or requests for
additional information should be directed to:
Elise S. Miller
Program Director
Postsecondary Institutional Studies Program
TABLE OF CONTENTS
Introduction
1
IPEDS Description
3
Introduction
3
Scope of the Integrated Postsecondary Education Data System
4
Data Collection Principles and Instruments
8
The Data Collection and Dissemination Cycle
14
Data Uses
14
Statutory Requirements for Reporting IPEDS Data
15
State Roles in Coordinating IPEDS
20
General Information
20
Submitting a State Coordination Plan (Coordination Tree)
22
Roles of the IPEDS Coordinator
23
1. Coordination Planning
24
2. Universe Maintenance
24
3. Data Submission
25
4. Nonresponse Followup
26
5. Error Resolution
26
IPEDS Data Dissemination
27
College Navigator (http://collegenavigator.ed.gov)
27
IPEDS Data Center (http://nces.ed.gov/ipeds/datacenter/)
28
IPEDS Data Feedback Report and Executive Peer Tool (http://nces.ed.gov/ipeds/datacenter/)
30
IPEDS Tables Library (http://nces.ed.gov/datalab/tableslibrary/home.aspx/)
30
College Affordability and Transparency Center (http://collegecost.ed.gov/catc/)
31
State Spending Charts (http://collegecost.ed.gov/statespending.aspx)
31
IPEDS Trend Generator (http://nces.ed.gov/ipeds/trendgenerator)
31
Reports and Publications (https://nces.ed.gov/pubsearch/getpubcats.asp?sid=010)
31
IPEDS Training and Outreach Activities
33
IPEDS Research and Development: National Postsecondary Education Cooperative (NPEC)
35
IPEDS Technical Review Panel (TRP)
36
Helpful Resources
37
Data Collection Calendar: IPEDS 2012-13
44
IPEDS State and System Coordinators
45
INTRODUCTION
The National Center for Education Statistics (NCES), in the Institute of Education
Sciences (IES), is the statistical agency of the U.S. Department of Education and the primary
federal provider of education statistics on the condition of American education. NCES is
responsible for analysis and dissemination of all data collected through the Integrated
Postsecondary Education Data System (IPEDS), in report format and through release of the data
files in various formats. The IPEDS Help Desk staff provides assistance to IPEDS data providers
on the use of the IPEDS web-based Data Collection System and related issues. There is also an
IPEDS Data Center Help Desk, which provides assistance to data users on how to retrieve and
analyze IPEDS data online.
Inquiries may be made to either NCES or to the IPEDS help desks, depending on the
nature of the question. The table on the following page includes names, areas of responsibility,
and contact information for NCES and for the IPEDS data collection contractor.
1
IPEDS Directory
Name
Telephone/E-mail
Area of Responsibility
Tom Weko
202-502-7323
[email protected]
202-502-7318
[email protected]
202-502-7446
[email protected]
Associate Commissioner
Postsecondary, Adult, and Career Education (PACE)
Program Director, Postsecondary Institutional
Studies
• IPEDS Project Director
• NPEC Project Director
202-502-7305
[email protected]
Data Dissemination Team: File development, data
quality and dissemination; College Navigator and
IPEDS Data Center
Data Collection Team: Data collection system
updates, collection preparation and processing
Research and Development (R&D), Training, and
Outreach Team; annual IPEDS Workshop, National
Data Institute, research & dissertation grant
programs
Elise Miller, thru 5/19/12
Jessica Shedd, eff 5/20/12
IPEDS Teams Leaders:
Sam Barbett
Jan Plotczyk
Open
IPEDS Staff:
Alli Bell
202-502-7459
[email protected]
202-502-7413
[email protected]
Archie Cubarrubia
202-502-7601
[email protected]
Matt Greene
202-502-7428
[email protected]
202-502-7476
[email protected]
Tara Lawley
Colleen Lenihan
Andrew Mary
Isaiah O’Rear
Sabrina Ratchford
Toll-Free Telephone
Numbers
Email
Janice Kelly-Reid
Laura Knapp
Jamie Isaac
Mohamad Sakr
Randy Swing
Data Collection Team: Graduation Rates Survey
Director; IPEDS Trend Generator; IPEDS Data
Feedback Report
R&D Team: National Postsecondary Education
Cooperative (NPEC) liaison; Net Price Calculator;
Committee on Measures of Student Success
designated Federal officer
R&D Team: Data integration specialist; FSA liaison
Data Collection Team: Institutional Characteristics
and Student Financial Aid Survey Director; Universe
manager
202-502-7481
Data Collection Team: Finance and 12-month
[email protected]
Enrollment Survey Director; College Affordability
and Transparency Explanation Form (CATEF) liaison
to OPE
202-502-7337
Data Dissemination Team: Publications; Data quality
[email protected]
and dissemination specialist
202-502-7378
Data Collection Team: Completions Survey Director;
Isaiah.O’[email protected]
Classification of Instructional Programs (CIP)
202-502-7436
Data Collection Team: Human Resources and Fall
[email protected]
Enrollment Survey Director; Standard Occupational
Codes (SOC) liaison
IPEDS HELP DESKS
RESEARCH TRIANGLE INSTITUTE, INC.
1-877-225-2568 (Data Collection Help Desk)
1-866-558-0658 (Data Tools Help Desk)
[email protected] (Data Collection Help Desk)
[email protected] (Data Tools Help Desk)
IPEDS Project Director
IPEDS Technical Review Panels
Help Desk Supervisor
OTHER CONTRACT SUPPORT LIAISONS
IT Innovative Solutions, Corp
Association for Institutional Research
2
IPEDS DESCRIPTION
Introduction
The National Center for Education Statistics (NCES) is directed by law “to collect,
analyze, and disseminate statistics and other information related to education in the United
States…” (Education Sciences Reform Act of 2002, Section 153). In addition, it is also part of
NCES’ mandate to assist states and local education agencies in improving their education
information systems. In carrying out these responsibilities, NCES supports a wide range of
statistical reporting and analysis activities including annual surveys of institutional activity and
resources; quick response surveys on specific educational concerns or issues; representative cross
sectional and longitudinal studies of students as they progress through formal education; various
special surveys and studies; and cooperative programs for both the elementary/secondary and
postsecondary levels, which provide funding to states, institutions, and/or organizations to foster
data development, data sharing, and analysis. Various divisions within NCES administer the
programs for elementary/secondary and postsecondary education, as well as areas that cut across
these levels, such as libraries, educational assessment, longitudinal studies, and vocational
education.
The Integrated Postsecondary Education Data System (IPEDS) is the core postsecondary
education data collection program sponsored by NCES. IPEDS is a single, comprehensive survey
system designed to encompass all institutions and educational organizations whose purpose is to
provide postsecondary education. The IPEDS system is built around a series of interrelated survey
components that collect institution-level data in such areas as enrollments, program completions,
graduation rates, faculty, staff, finance, and institutional price and student financial aid.
IPEDS supersedes the Higher Education General Information Survey (HEGIS), a similar
set of surveys that collected data from 1965-1986 from a more limited universe of accredited
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institutions of higher education.1 The transition to the IPEDS system expanded the survey
universe to include many additional providers of postsecondary education and training. In
addition to the approximately 3,600 HEGIS institutions, IPEDS includes many schools that
provide postsecondary training in occupational and vocational programs, including proprietary
schools and institutions, and some that are not accredited. This expanded universe consists of
some 7,400 postsecondary education providers, most of which are Title IV institutions. All are
identified as “institutions” within the IPEDS system based on two key definitions: the definition
of “postsecondary education” and the definition of an “institution” as the primary unit for data
collection.
IPEDS DEFINITION OF POSTSECONDARY EDUCATION
“The provision of a formal instructional program whose curriculum
is designed primarily for students who are beyond the compulsory age
for high school. This includes programs whose purpose is academic,
vocational, and continuing professional education, and excludes
avocational and adult basic education programs.”
Scope of the Integrated Postsecondary Education Data System
Organizations that provide instructional programs as described in the definition are
considered institutions within the IPEDS universe if they provide postsecondary education. The
size of the institution, diversity of program offerings, degree levels, collegiate or non-collegiate
curricula, type of accreditation, or other distinguishing criteria are characteristics of particular
institutions; they are not used to determine which institutions are included or excluded from the
IPEDS universe.
1
Prior to 1993, the Office of Postsecondary Education identified institutions of higher education as those institutions accredited at
the college level by an agency recognized by the Secretary, U.S. Department of Education.
4
All institutions that have a Program Participation Agreement (PPA) with the U.S.
Department of Education to participate in Title IV federal student financial aid programs are
required to report data to IPEDS, and are listed as separate entities in IPEDS. Branch campuses
and additional locations that conform to the IPEDS definition of branch campus and that share a
PPA may also be listed in IPEDS as separate entities.
The broad universe of postsecondary education institutions is divided into three categories
based on the highest degree awarded or the length of the longest program:

baccalaureate or higher degree- and certificate-granting institutions;

two-year award institutions (that is, institutions that have at least a 2-year program
but less than a 4-year program); and

less than two-year institutions.
Each of these three categories is further disaggregated by type of financial control (public, private
not-for-profit, and private for-profit) resulting in nine institutional categories or “sectors” (See the
table on the following page).
Despite the diversity of institutions across these sectors, since institutions are the primary
unit for data collection, institutional units must be defined as consistently as possible. IPEDS does
not request separate reports from more than one component within an individual institution;
however, separate branch campuses are asked to report as individual units. Following the HEGIS
model, IPEDS is intended to report data for each institution in a multi-institutional system and
each separate branch in a multi-campus system. IPEDS defines a branch institution as “a campus
or site that is not temporary, is located in a community beyond a reasonable commuting distance
from its parent institution, and offers organized programs of study, not just courses.” This last
criterion is the most important. It means that at least one degree or award program can be
completed entirely at the site, without requiring any attendance at the main campus, or any other
institution within the system.
5
IPEDS UNIVERSE OF INSTITUTIONS BY SECTOR:
DEGREE/PROGRAM LEVEL AND FINANCIAL CONTROL
Degree/program level
Public
Type of financial control
Private
Private
not-for-profit
for-profit
Baccalaureate or higher institutions
Institutions or subsidiary elements that provide
postsecondary education and award
at least a baccalaureate or higher
degree or award in one or more programs.
Sector 1
Sector 2
Sector 3
Sector 4
Sector 5
Sector 6
Sector 7
Sector 8
Sector 9
Two-year award institutions
Institutions or subsidiary elements
that provide postsecondary education and
confer at least a two-year formal
award (certificate or associate's degree)
or have a two-year program that is
creditable toward a baccalaureate or
higher degree in one or more programs,
but do not award a baccalaureate degree.
Less than two-year institutions
Institutions or subsidiary elements
that provide postsecondary education and whose
programs are less than two years in
duration and result in a terminal
occupational award, or are creditable
toward a formal two-year or higher award.
Administrative units that oversee any group of
institutions within or across sectors. These units do not
enroll students or grant degrees or awards, but may
have staff or financial data to report.
Sector 0
The IPEDS universe of postsecondary institutions includes only those institutions that
are open to the general public. Therefore, training sites at prisons, military bases, corporations,
etc., are not considered as separate institutions or branches in IPEDS, regardless of how they are
classified within their own institutional system. Data on enrollment, finance, completions, etc.,
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from such locations or training sites should be incorporated into the data reported by the main
campus or whichever institution or branch campus in the system that is most appropriate.
With respect to postsecondary education provided in conjunction with hospitals, the
intent of IPEDS is to include only those hospitals that contain one or more separate entities
whose purpose is the provision of postsecondary education. Schools of nursing or radiology are
two examples of such entities. Hospitals offering only internships or residency programs should
not be included, nor should hospitals that only offer training as part of a medical school
program. Training conducted as part of a medical school program should be included in the
reports of the postsecondary institution offering the medical program. Hospitals operating more
than one school should be treated as a single postsecondary entity, unless the schools are
separately eligible for Title IV federal student financial aid. This is consistent with the practice
for all other postsecondary institutions, where NCES only requests reports for the institution as
whole, not separate reports for each program within the institution.
Institutions that offer both secondary and postsecondary education are included in the
IPEDS universe, and are asked to report data for their postsecondary operations only.
Since the definition of postsecondary education excludes non-credit continuing
education programs and education units, organizational entities that provide only these
educational services should not be included as institutions. Schools whose only mission is to
prepare students to take a particular test, such as the CPA examination or the Bar examination,
are not included in IPEDS. These programs are not considered academic, vocational or
continuing professional. Organizations that offer training at many sites (such as H&R Block)
may be consolidated into a single institutional unit when deemed appropriate by NCES.
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Data Collection Principles and Instruments
The collection of IPEDS data from this diverse universe of institutions is based upon
several principles. First, data elements identify characteristics common to all providers of
postsecondary education. Within these data elements, specific values define characteristics of
different types of providers of postsecondary education.
Second, the data elements, and the components within IPEDS through which they are
collected, are interrelated to avoid duplicative reporting and thus enhance the analytic potential
of the database. For example, enrollment data from one component may be used in conjunction
with data on degrees granted, faculty, or financial resources from other components. To deal
with the problems of data comparability involved in inter-state and inter-institutional
comparisons, IPEDS allows respondents to provide context notes that help to clarify what is or
is not included in a reported count or total.
Third, the components are compatible but are adapted to meet the needs and
characteristics of the different sectors or characteristics of postsecondary education providers. In
general, postsecondary institutions granting baccalaureate and higher degrees provide more
data, while less data are requested from other institutions. This feature accommodates the varied
operating characteristics, program offerings, and reporting capabilities of postsecondary
institutions, while yielding comparable statistics for all institutions.
Prior to 1993, NCES sampled the private, less than two-year sectors. However, the
Higher Education Act of 1992 mandated the completion of IPEDS surveys, in a timely and
accurate manner, for all institutions that participate or are applicants for participation in any
federal student financial assistance program authorized by Title IV of the Higher Education Act
of 1965, as amended (20 U.S.C. 1094(a)(17)). Thus, beginning with the 1993 survey year,
8
NCES began to collect detailed data from all Title IV postsecondary institutions that met this
mandate. Institutions that were not eligible to participate in Title IV programs were asked to
complete only the Institutional Characteristics survey.
Beginning in 2000–01, the IPEDS program was completely redesigned and all surveys
were converted to a web-based data collection system. The data collection screens are tailored
based on each particular institution’s needs. For example, institutions that do not enroll full-time
first-time degree/certificate-seeking undergraduates do not get prompted for retention rates or
Graduation Rates data. Also, different versions of the data collection screens are seen by the
institutions, based on their institutional sector, levels of award offerings, and institutional
control. This allows for further tailoring of the data collection to the individual institutions.
IPEDS attempts to minimize institutional respondent burden by coordinating data
collection with the state education agencies and other Federal offices and agencies that regularly
collect data from institutions. These coordinating efforts are listed on the following page.
9
IPEDS COORDINATED COLLECTION EFFORTS FOR INSTITUTIONAL DATA
• State Agencies — In many states, IPEDS institutional data are provided by the state
higher education agency from data submitted to state databases and/or collected on state
surveys. Alternatively, state agencies may extract data from IPEDS surveys rather than
conduct their own data collections.
•
Office for Civil Rights (OCR) — Racial/ethnic degree and enrollment compliance data
are incorporated into IPEDS surveys and are provided annually to OCR.2
• Equal Employment Opportunity Commission — In 1993, NCES began collecting staff
data by race, ethnicity, and gender for EEOC in much the same way that data are
collected for OCR.3
• Bureau of Economic Analysis (BEA), U.S. Department of Commerce — Incorporates
much of the finance data and information from other surveys to estimate the educationrelated consumer and state and local government spending components of the gross
domestic product (GDP), as well as other indicators.
• Bureau of the Census, U.S. Department of Commerce — Develops estimates of state and
local governments’ finances to provide to the Bureau of Economic Analysis for calculation
of the gross national product (GNP), and supplements their Census of Governments data
with IPEDS finance data.
• State Occupational Coordinating Committees and Career Information Systems —
IPEDS Institutional Characteristics survey incorporates many data elements required by
State Career Information Delivery Systems (CIDS), thereby reducing or eliminating the
need for these organizations to conduct their own surveys.
Only the 7,400 institutions that participate in Title IV federal student financial aid
programs, and are not in foreign countries, are required to submit IPEDS data. Other institutions
may provide data on a voluntary basis.
IPEDS includes a number of annual and periodic components that obtain data on who
provides postsecondary education (institutions), who participates in it and completes it
(students), what programs are offered, and the human and financial resources involved in the
2
The Office for Civil Rights is required to monitor compliance with the Department of Education regulations implementing
Title VI of the Civil Rights Act of 1964 (34 CFR 100.13), or defined in any ED regulations implementing Title IX of the
Education Amendments of 1972. In addition, the collection of racial/ethnic data in vocational programs is mandated by Section
421(a)(1) of the Carl D. Perkins Vocational Education Act. The reporting of these mandated data is incorporated into IPEDS.
3
The collection of fall staff data from institutions with 15 or more full-time staff is mandated by P.L. 88-352, Title VII of the
Civil Rights Act of 1964, as amended by the Equal Employment Opportunity Act of 1972 (29 CFR 1602, subparts O, P, and Q).
10
provision of postsecondary education. These components (each with a standard abbreviation or
identifier) are outlined in the table on the following pages:
11
Winter Collection
Fall Collection
IPEDS SURVEY COMPONENTS
Component
Institutional Characteristics
(IC)
Cycle
Annual
Data
Address; telephone number; tuition and required fees; room
and board charges; control or affiliation; calendar system;
levels of awards offered; types of programs; and admissions
requirements. In addition, the IC component collects the
institutional cost/pricing data from institutions with full-time,
first-time, degree/certificate-seeking undergraduate students,
that is displayed on the College Navigator website and is
used to calculate the institution’s average net price of
attendance. In 2005, IPEDS began collecting an early
preliminary estimate of Fall Enrollment on the IC during the
fall collection.
Completions (C)
Annual
Degree completions by level (associate’s, bachelor’s,
master’s, and doctor’s) and other formal awards by length of
program, by race/ethnicity and gender of recipient, and by 6digit CIP code. Completions data by race/ethnicity at the 2digit CIP level became an annual collection in 1990;
currently, race/ethnicity is collected at the 6-digit CIP level.
In 2001, IPEDS began collecting information on the number
of double majors, by 6-digit CIP code (for the second major)
and by race/ethnicity and gender of recipient. In 2012, IPEDS
began to collect data on completers.
12-Month Enrollment (E12) Annual
Collects the instructional activity and unduplicated headcount
data (by level of student and by race/ethnicity and gender),
which are needed to compute a standardized, full-time
equivalent (FTE) enrollment statistic for the entire academic
year. FTE is useful for gauging the size of the educational
enterprise at the institution.
Number and percent of undergraduate students and of fulltime, first-time, degree/certificate-seeking undergraduate
students receiving student financial aid, by type of aid and
average amount of aid received during the prior academic
year. These are displayed on the College Navigator website.
Additional data required to calculate institutional net price
and net price by income, as required by HEOA, were added
in 2009-10.
Student Financial Aid
(SFA)
Annual
12
Spring Collection
IPEDS SURVEY COMPONENTS
Component
Fall Enrollment (EF)
Cycle
Annual
Finance (F)
Annual
Graduation Rates (GR)
Annual
200% Graduation Rates
(GR200)
Annual
Annual
Human Resources (HR)
Biennial
(oddnumbered
years)
Data
Full- and part-time enrollments by level (undergraduate,
graduate), and by race/ethnicity and gender of student.
Beginning in 1990, racial/ethnic data were collected
annually. (Prior to 1990, racial/ethnic data were collected in
even-numbered years.) Age distributions are collected in
odd-numbered years by student level; data on state of
residence of first-time freshmen (first-time first-year
students) are collected in even-numbered years. Four-year
institutions are also required to provide enrollment data by
level, race/ethnicity, and gender for 9 selected fields of study
in even-numbered years for the Office for Civil Rights. The
EF also collects the total number of students in the entering
class and fall-to-fall retention rates of full-time and part-time,
first-time degree/certificate-seeking undergraduate students
for less-than-4-year institutions, and first-time bachelor’s
degree-seeking students for 4-year institutions.
Revenues by source (e.g., tuition and fees, government,
private gifts); expenses by function (e.g., instruction,
research, plant maintenance and operation); scholarships,
physical plant assets and indebtedness; and assets, liabilities
and net assets. Different formats are used based on the
institution’s accounting standards (GASB or FASB).
Numbers of students entering the institution as full-time,
first-time, degree- or certificate-seeking in a particular year
(cohort), by race/ethnicity and gender; number completing
within 150% of normal time to program completion; number
transferred to other institutions. Worksheets are provided to
calculate rates, including average rates over 4 years. This
survey was developed to help institutions comply with
requirements of Student Right-to-Know.
200 percent graduation rates, as required by HEOA.
Number of employees at the institution by primary
occupational activity, faculty status, tenure status, full and
part time. Collected separately for medical schools. Salary
outlays for full-time instructional faculty by gender and
academic rank, and calculations of weighted average monthly
salaries. Salary outlays for other full-time staff by
occupational category. The survey became annual in 1990,
but was not collected in 2000 due to budgetary constraints.
Major changes were made in 2011-12 and 2012-13.
Number of full-time faculty by tenure, rank, race/ethnicity
and gender; number of other persons employed full time by
primary occupational activity, race/ethnicity, and gender;
part-time employees by primary occupational activity,
race/ethnicity and gender; new hires by primary occupational
activity, race/ethnicity, and gender.
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The Data Collection and Dissemination Cycle
The table below describes the step-by-step data collection and dissemination cycle for
IPEDS. The various, important roles state coordinators can play in this process are discussed in
the section titled State Roles in Coordinating IPEDS beginning on page 20.
Step
Step 1: Data Entered by
Data Providers
(keyholders and/or
coordinators)
Step 2: Editing Survey
Data
Description
Step 3: Locking of
Survey Data
Once all of the edits have been resolved, the survey is ready to be locked by the
keyholder. Locking the survey indicates that the data for that survey component are
complete and correct.
Step 4: Migration to
Collection Level Data
Center
After data are locked for a particular survey, the data are reviewed by the Help Desk
before being copied over to the Collection Level Data Center (available only through
the Data Collection System).
For each of the three survey collection periods throughout the year (Fall, Winter, and
Spring), respondents from institutions enter data by direct entry or file upload into the
IPEDS Data Collection System (DCS).
Once data have been entered into the Data Collection System, a series of edit checks are
processed. These edit checks result in a list of issues that must be resolved by the
respondent before the particular survey can be ‘locked.’
Through the Collection Level Data Center, any respondent whose data have already
been migrated can see their own data, as well as the data for all of the other institutions
that have already been migrated.
Step 5: Move to Data
Data are moved from Collection Level Data Center access to the ‘Additional Early
Center ‘Additional Early Release’ level of the IPEDS Data Center (login required) when results from the quality
Release’
control (QC) procedures on the migrated data have been reviewed and accepted. These
QC procedures are designed to check that edits within the IPEDS Data Collection
System are working properly, data are being migrated correctly, and that institutions
that have data anomalies have provided valid explanations to verify such anomalies.
This process is generally completed about 2 months after all institutions' data have been
migrated. Early Release data are provided for use at the institution level only, and must
not be published or used to provide aggregate estimates.
Step 6: Public Release of The public release of IPEDS data is the final step for each survey cycle. The data come
IPEDS Data
in two forms. Tables are produced as part of an online publication called "First Look"
and the data are moved from the Early Release level of the Data Center to the Publicly
Released area of the Data Center, which can be accessed by the general public without
the need for a username or password.
Data Uses
IPEDS provides data for analyzing and reporting on such subjects as trends in enrollment
and degree completions by gender and race/ethnicity, patterns of expenses and revenues of
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institutions, changes in tuition and fees charged, faculty salaries and compensation, and types and
numbers of institutions. The data are used by NCES for annual reports to Congress on the condition
of postsecondary education, statistical digests, profiles of higher education in the states, and other
publications. Federal program staff use IPEDS data to address policy issues on financial aid
programs. Policy makers at the state level use IPEDS data for planning and comparative analysis as
well as for budgeting. Government commissions have used these data to monitor compliance with
federal legislation or to examine educational programs. In addition, many requests for information
based on IPEDS and other postsecondary programs are received by NCES each year from
Congress, federal agencies and officials, state agencies and officials, education associations,
individual institutions, the media, and the general public. The requests cover a broad range of data
uses, educational issues, and public concerns.
NCES also encourages the use of IPEDS data and data sets in institutional research, at state
and regional levels for policy analysis and planning, and by the academic research community.
Extensive statistical tables published in regular NCES reports provide access to the most frequently
used summary statistics. IPEDS data sets are available via the Internet.
Statutory Requirements for Reporting IPEDS Data
General Mandate
IPEDS, conducted by the National Center for Education Statistics, plays a major role in
responding to the Center’s Congressional mandate under the Education Sciences Reform Act of
2002. The mandate states, “The duties of the Center are to collect, analyze, and disseminate
statistics and other information related to education in the United States and in other nations,
including —
15
•
collecting, acquiring, compiling (where appropriate, on a state by state basis),
and disseminating full and complete statistics on the condition and progress of
education, at the pre-school, elementary, secondary, and postsecondary levels in
the United States, ...;
•
conducting and publishing reports and analyses of the meaning and significance
of such statistics;
•
collecting, analyzing, cross-tabulating, and reporting, to the extent feasible, so as
to provide information by gender, race, ...; and
•
assisting public and private educational agencies, organizations, and institutions
in improving and automating statistical and data collection activities..."
Mandatory Reporting for Institutions with Program Participation Agreements
The completion of all IPEDS surveys, in a timely and accurate manner is mandatory for
all institutions that participate in or are applicants for participation in any Federal financial
assistance program authorized by Title IV of the Higher Education Act (HEA) of 1965, as
amended. The completion of the surveys is mandated by 20 USC 1094, Section 487(a)(17) and
34 CFR 668.14(b)(19).
The Department of Education relies on postsecondary institutions to accurately report
data to IPEDS, and nearly all institutions do. Institutions themselves sometimes identify
misreporting issues and work with ED to correct those problems without the need for further
action by the Department. The Department is concerned about any instances of intentional or
significant misreporting. Under these circumstances, the Office of Federal Student Aid may
take administrative action to appropriately address the issue.
Title IV, HEA program regulations 34 CFR 668.84, 668.85, and 668.86 provide that the
Department may initiate a fine action or other administrative action, such as a limitation,
suspension, or termination of eligibility to participate in the Title IV, HEA programs, against
institutions that do not comply with the requirement to complete and submit their IPEDS
surveys. The regulations permit a fine of up to $27,500 for each violation of any provision of
16
Title IV, or any regulation or agreement implementing that Title. In determining the amount of
a fine, the Secretary considers both the gravity of the offense and the size of the institution (34
CFR 668.92(a)).
Each year, the Office of Federal Student Aid issues fine notices to institutions for not
completing their IPEDS surveys in a complete and accurate manner within the required
timeframes. Other institutions are sent warning letters. According to the Office of Federal
Student Aid, an institution's failure to accurately complete and submit these surveys is a serious
violation of its obligations under the Higher Education Act, and appropriate action will be
taken.
Vocational Education Data
IPEDS responds to certain of the requirements pursuant to Section 421(a)(1) of the Carl
D. Perkins Vocational Education Act. The data related to vocational programs and program
completions are collected from postsecondary institutions known to provide occupationally
specific vocational education.
Data on Race/Ethnicity and Gender of Students
The collection and reporting of racial/ethnic data on students and completers are
mandatory for all institutions which receive, are applicants for, or expect to be applicants for
Federal financial assistance as defined in the Department of Education (ED) regulations
implementing Title VI of the Civil Rights Act of 1964 (34 CFR 100), or defined in any ED
regulation implementing Title IX of the Education Amendments of 1972 (34 CFR 106). Section
421(a)(1) of the Carl D. Perkins Vocational Education Act mandates the collection of
racial/ethnic data in vocational programs.
17
Data on Race/Ethnicity and Gender of Staff
The collection and reporting of racial/ethnic data on the Human Resources (HR)
component are mandatory for all institutions which receive, are applicants for, or expect to be
applicants for Federal financial assistance as defined in the Department of Education (ED)
regulations implementing Title VI of the Civil Rights Act of 1964 (34 CFR 100). The collection
of data are also mandated by Public Law 88-352, Title VII of the Civil Rights Act of 1964, as
amended by the Equal Employment Opportunity Act of 1972 (29 CFR 1602, subparts O, P, and
Q).
Student Right-to-Know
Sections 668.41, 668.45, and 668.48 of the Student Assistance General Provision were
amended to implement the Student Right-to-Know Act, as amended by the Higher Education
Amendments of 1991 and further by the Higher Education Technical Amendments of 1993 and
1999. These final regulations require an institution that participates in any student financial
assistance program under Title IV of the Higher Education Act of 1965, as amended, to disclose
information about graduation or completion rates to current and prospective students. Data must
also be reported to the Secretary of Education; this is accomplished through the IPEDS
Graduation Rates survey component. The final regulations also require such institutions that
also award athletically related student aid to provide certain types of data regarding the
institution’s student population, and the graduation or completion rates of categories of studentathletes, to potential athletes, their parents, coaches, and counselors.
Consumer Information
Section 101 of the Higher Education amendments of 1965 (P.L. 105-244) requires that
NCES collect the following information about undergraduate students from institutions of
18
higher education: tuition and fees, cost of attendance, the average amount of financial assistance
received by type of aid, and the number of students receiving each type.
Section 132 of the Higher Education Opportunity Act of 2008 (P.L. 110-315) requires
that NCES make the following consumer information about postsecondary institutions available
on the College Navigator college search web site: the institution’s mission statement; a link to
the institution’s website that provides, in an easily accessible manner, information on student
activities, services for individuals with disabilities, career and placement services, and policies
on transfer of credit; admissions rates and test scores; enrollment by race and ethnicity, gender,
enrollment status, and residency; number of transfer students; students registered with the
disability office; retention rates; graduation rates within normal time of program completion and
150% and 200% of normal time; number of certificates and degrees awarded, and programs
with the highest number of awards; student-to-faculty ratio and number of faculty and graduate
assistants; cost of attendance and availability of alternative tuition plans; average grant aid and
loans, and number of students receiving such aid, by type; total grant aid to undergraduates;
number of students receiving Pell Grants; three years of tuition and fees and average net price
data; three years of average net price disaggregated by income; a multi-year tuition calculator;
College Affordability Lists and reports; Title IV cohort default rate; and campus safety
information. Some of these items will be phased in over a 5-year period from passage of the
bill. State spending charts and a link to Bureau of Labor Statistics information on starting
salaries are also required.
19
STATE ROLES IN COORDINATING IPEDS
General Information
The National Center for Education Statistics/IPEDS works with state-level higher
education agencies and organizations to coordinate the collection and reporting of IPEDS data.
State coordination roles vary significantly in relation to the governance structure for higher
education in the state, the agency’s operating authority, the size and regulation of the private
not-for-profit and for-profit sectors, and other factors. In many cases, the IPEDS coordination
role is assumed by the SHEEO agency (State Higher Education Executive Officers). In states
with more than one SHEEO agency or a department of higher education, the coordination role is
typically exercised by an organization or division that is directly involved in higher education
data collection and use. In many states, the SHEEO agency shares the coordination role with
other organizations (for example, a state association of independent colleges and universities).
The use of state data coordinators was established under the Higher Education General
Information Surveys (HEGIS), the predecessor to IPEDS, and reflects the fact that states are the
principal sources of funding, governance, and data collection for public higher education. Many
states also exercise limited regulatory authority with respect to private colleges and universities,
and provide specific forms of financial support, such as student financial aid, to eligible private
institutions. With the expansion of IPEDS to focus on all postsecondary institutions that
participate in Title IV federal student financial assistance programs, state coordination roles have
become more complex and varied. Many state higher education agencies have only limited
contact with the non-collegiate postsecondary schools, for which state regulatory and licensing
authority is often exercised by other agencies. As a result, state coordination of IPEDS data
collection and reporting frequently involves at least two distinct roles. Data coordination for the
accredited degree-granting institutions is relatively consistent with existing state roles and
20
agency authority. Coordination for the primarily non-collegiate, accredited postsecondary
providers (those with occupational and vocational programs) included in the IPEDS universe,
however, is not well-defined in many states, not within existing agency responsibilities, and
inherently more difficult to establish and maintain.
State coordination of IPEDS is a voluntary state role. There is no statutory requirement
that states undertake these responsibilities. State agencies may adopt, decline, or limit IPEDS
coordination to specific sectors and roles, as indicated by the state coordination plans or “trees.”
Despite the voluntary nature of IPEDS coordination, many states have a substantial selfinterest in data coordination. As data coordinators, states may be more alert to and able to guard
against inconsistencies in the reported state and federal data. While not all inconsistencies can be
avoided, states tend to have a strong self-interest in assuring data quality and consistency. The
edit checks run on IPEDS data can, in turn, point out inconsistencies in the data reported by states
and institutions.
States also use IPEDS collection instruments and data element definitions as components
of their own state-level postsecondary education data systems. State coordination of IPEDS
provides state agencies an opportunity to build their data systems around common core
components. To the extent that both states and institutions now use comparative analysis and
peer-group comparisons, the standard definitions and common survey instruments in IPEDS
provide a basic framework.
The benefits to NCES from state-level coordination are also substantial. Some states are
capable of generating much of the IPEDS institutional data from their centralized databases, thus
reducing institutional reporting burden. Second, state IPEDS coordinators may take on substantial
roles during follow-up for nonresponse and in verification of data. This provides states with more
control over the data and ensures a more complete picture of postsecondary education in the state.
21
Third, state coordination involves state agencies in the identification and maintenance of the
IPEDS universe within their state.
Submitting a State Coordination Plan (Coordination Tree)
Each spring, state coordinators are asked to update their state coordination plans for the
following collection cycle. Typically, this takes the form of an email notification to coordinators,
asking them to review the group of institutions they currently coordinate and their access
permissions within the IPEDS data collection system. Any modifications to the coordination plan
or changes in the designated coordinator should be immediately communicated to NCES and the
IPEDS Help Desk. Changes to a coordination plan can generally be made at any time the data
collection system is open, but major changes to coordination groups or access rights are best
made prior to the start of the data collection cycle.
Responsibilities are assumed for any group of institutions specified by the coordinator.
Institutions may be specified by name, sector, degree-granting status, and Title IV status.
State coordinators may also choose which type of access to the Data Collection System
they wish, as described in the following box. Access levels can vary by institution, and by
component.
LEVELS OF ACCESS AVAILABLE TO STATE COORDINATORS
Locking access — where the coordinator has update access to institutional
data through key entry and/or file upload, and responsibility for assuring the
data are clean prior to locking.
Update access — where the coordinator has update access concurrently with
the institution, to allow for file upload (the coordinator may or may not have
subsequent locking responsibility). In some instances, coordinators may
provide all of the information with no input from the institution.
View-only access — where the coordinator can view, print out, and download
institutional data, but has no update capability or responsibility for locking.
22
Roles of the IPEDS Coordinator
State IPEDS coordinators are normally staff members of a state-level (or other) higher
education agency. While both the agency and individual circumstances vary, in most cases that
agency has responsibility for some aspects of governing, coordinating, or supervising colleges
and universities and/or other providers of postsecondary education and training. State IPEDS
coordinators also come from state associations of independent colleges and universities, and large
national for-profit postsecondary educational systems.
State IPEDS coordination requires the management skills, time, and staff resources
commensurate with the coordinating responsibilities agreed to with NCES. The individuals in this
position are expected to have a good working knowledge of postsecondary education statistics,
exceptional abilities to communicate and coordinate several activities simultaneously, and a
willingness to carry out certain key responsibilities in the collection and reporting of national data
on postsecondary education. State IPEDS coordinators may wish to participate in many (if not all)
of the activities indicated in the following box:
POSSIBLE STATE COORDINATOR ACTIVITIES
 Coordination Planning — to develop the state’s IPEDS data
coordination plan;
 Universe Maintenance — to maintain the list of providers of
postsecondary education and training in the state and to communicate to
NCES any additions, deletions, or changes to this list;
 Data Submission — to help ensure that the IPEDS surveys are
completed by or for the institutions in a timely and accurate manner;
 Nonresponse Followup — to follow up with nonresponding
institutions so that data are forthcoming from all postsecondary
institutions eligible for Federal student financial aid in a timely manner;
 Error Resolution — to help resolve errors (or incomplete data)
discovered in the data editing process by working with the institutions
and submitting corrections or changes in the IPEDS web-based Data
Collection System.
23
The IPEDS coordinators are encouraged to attend the annual IPEDS Coordinator Workshop and
State Data Conference and other training sessions sponsored by NCES for state coordinators, and
provide state comments on the NCES data collection plans and activities.
1. Coordination Planning
Coordination planning includes the development of the state’s data coordination plan,
which is reviewed annually and updated when necessary. This plan specifies which institutions
are to be coordinated. It also specifies the level of access the coordinator will have to institutional
data in the web-based data collection system.
It is important to convey any changes to NCES immediately. Coordinators may submit
changes at any time during the year; however, for purposes of preparing for the next collection
cycle, changes should be received in the spring so that they may be incorporated into the data
collection software.
2. Universe Maintenance
Universe maintenance is a key function of IPEDS coordination. It involves an ongoing
update of the list of postsecondary schools in the state that should be submitting data through
IPEDS. Although universe updates are primarily made through the Title IV eligibility process, it
is also useful for NCES to receive additional information about institutions that open, close, and
merge during the year in order to keep the universe current. The following information is
important:

New institutions since the last collection of Institutional Characteristics data.
•
•
•
•
•
Name of school (or reporting unit)
Physical address
Mailing address, if different from physical address
Telephone number
IPEDS institutional sector (e.g., public four-year, private for-profit less-than-twoyear), if known
24

Institutions closed or merged since the last distribution of the Institutional
Characteristics survey.
•
•
•
•
•

UNITID (6-digit IPEDS Unit Identification Number)
Name of school (or reporting unit)
Date of closure or merger
Names of all schools involved in merger
Reason for closure, if known
Name, address, or phone number changes, if the data collection system is closed. (If
the system is open, the institutions should make these changes themselves.)
•
•
•
•
•
•
UNITID
Former name of school (or reporting unit)
New name of school (or reporting unit)
Former address (or phone number)
New address (or phone number)
Any changes in other “Identification” information
Adds, splits, mergers, and sector changes can only be made prior to the close of the
Fall data collection. This ensures that the universe of institutions represented in all three data
collections in a cycle will remain constant. Closures and changes in Title IV eligibility can be
reflected at any time so that the information on College Navigator will be current.
3. Data Submission
Some state coordinators are responsible for providing some institutional data. This can be
done through uploading files in a fixed length, key value, or XML format into the data collection
system. Records or entire files with formatting problems or unexpected variable values are
rejected with an explanation of the cause of the rejection. The file can then be fixed, and upload
attempted again. Once the file has been uploaded successfully, edits are run on the data. The data
must, of course, be cleaned and locked.
25
4. Nonresponse Followup
Although periodic mail and email followup reminders are sent through the data collection
system, most IPEDS coordinators choose to perform their own followup with nonresponding
institutions. Coordinators can produce reporting status listings, including email addresses for
keyholders, of the institutions they coordinate from the data collection system. Coordinators
should contact any remaining nonresponding institutions to remind them of impending deadlines
for data submission.
5. Error Resolution
State IPEDS coordinators play central roles in resolving inconsistencies or errors in
reporting and are a resource to the institutions both in interpreting error messages and in
suggesting methods for problem resolution. Copies of the edits performed by the data collection
system are available in narrative form from the IPEDS website, and state coordinators are urged
to alert their institutions to their availability.
26
IPEDS DATA DISSEMINATION
Statistical data from the Integrated Postsecondary Education Data System (IPEDS) are
widely used for reporting on postsecondary education at the national level by a variety of
organizations and researchers. NCES relies on IPEDS data to compile its annual mandated
reports, such as the Digest of Education Statistics and the Condition of Education, as well as
numerous special reports and studies. NCES also provides access to the IPEDS data through a
variety of other media as described below.
State IPEDS coordinators are important dissemination and access points for these data.
The data files and the appropriate documentation can be accessed by linking to the NCES
website: http://nces.ed.gov/ipeds. State coordinators are urged to advertise these resources to data
users within their state.
College Navigator (http://collegenavigator.ed.gov)
College Navigator is a consumer information and college search tool. It was designed
to help college students, prospective students, and their parents understand the differences
between colleges and how much it costs to attend college. Users can select colleges based on
location, programs, degree offerings, and a number of other characteristics, and obtain
information on admissions, estimated student expenses, student financial aid awarded, retention
and graduation rates, enrollment, completions, accreditation status, campus security, and varsity
athletic teams. It allows users to designate favorite institutions, compare up to four institutions
side-by-side, save sessions, and download and print out information on institutions.
27
IPEDS Data Center (http://nces.ed.gov/ipeds/datacenter/)
The Data Center is the “one-stop-shop” for retrieving and analyzing IPEDS data on the
NCES website. All IPEDS data are released through the Data Center, with the Publicly Released data
generally available and Early Release data available with a login. Data are available for all institutions
required to report to IPEDS, as well as some institutions that choose to report to IPEDS. The Data
Center offers many ways to select institutions. Within all functions (with the exception of ‘Download
survey data files’), users can select a group of institutions by entering names or IPEDS UnitIDs. Users
can define special groups based on commonly used variables with EZ Group or by selecting any IPEDS
variable(s) from the variable tree. Additionally, NCES generated and/or institutionally selected peer
groups are available for use when a comparison institution is selected, and users can upload an
institution group (*.uid file) they saved in a previous session. The institution group can be saved to the
desktop (variable lists can also be saved), and users can save an entire session for 30 days on the NCES
server. The Data Center also offers users a variety of ways to retrieve IPEDS data; these are detailed in
the table on the next page.
28
What do you want to do?
What should you use?
What do you get?
Generate reports with
predetermined variables
Look up an institution
(this is the only function
that only limits viewing to
one institution at a time)
Allows users to select a single institution and view
predetermined data for that institution. The ‘Institution
Profile’ option provides a quick ‘snapshot’ of a single
institution. The ‘Reported Data’ option provides the actual
reported data, and is great for keyholders who need to
know how the data were reported in previous years. ‘Data
Feedback Reports’ are also available under this function.
All options can be printed or downloaded with Adobe.
Generate pre-defined
reports
Generates packaged reports for the institution(s) selected.
The user simply selects institutions and then selects a
template of interest for a quick and easy report. An Excel
file can be downloaded via a Zip file.
Rank institutions on one
variable
Allows the user to order a variable based on the values
provided by institutions, and can be downloaded or printed
using Adobe.
View trend for one
variable
Use this function to quickly look at a single variable over
multiple years. Graphs can be viewed for each institution,
the report can be downloaded in Adobe, or users can
download the data into a comma separated file.
Compare individual
institutions
Select variables using the IPEDS variable tree, and
download into a comma separated file to manipulate in
Excel. Users can select as many variables as they like –
but should remember that Excel has limits, and computer
connections may time out.
Create group statistics
Generate statistics including sum, minimum and
maximum, mean and median, percentiles, and standard
deviation. View results on screen to access a graph, or
download into comma separated format to create your
own. Recent enhancements allow the user to obtain
separate analyses for subgroups and create more detailed
analyses by groups, and to weigh comparison institution
variable values against multiple subgroups.
Download survey data
files
Download the full data files for each survey to use in SAS,
STATA, or SPSS. This option also allows access to the
data dictionaries.
Download custom data
files
Select data using all available IPEDS variables, including
variables not in the IPEDS variable tree, and use in SAS,
STATA, or SPSS. This option also allows access to the
data dictionaries.
Executive Peer Tool
(ExPT) and Data
Feedback Report (DFR)
Create a peer report, including statistical reports and
graphs, using the variables used in the IPEDS DFR, or
download the IPEDS DFR.
Generate reports with
one user selected variable
Generate reports by
selecting multiple
variables using the
IPEDS variable tree
Generate large data files
in multiple formats using
all available IPEDS
variables
Make simplified peer
comparisons or generate
a table
The Association for Institutional Research has developed a web-tutorial that provides
an overview of the Data Center. To access it, go to http://www.airweb.org/?page=1910.
29
IPEDS Data Feedback Report and Executive Peer Tool (http://nces.ed.gov/ipeds/datacenter/)
The data feedback project was initiated in 2004 by the National Postsecondary Education
Cooperative (NPEC) to provide each institution a context for examining the data they submitted
to IPEDS. NPEC’s goal was to produce a report that was useful to institutional executives and
that could help improve the quality and comparability of IPEDS data. In 2005, IPEDS took over
production of this annual report. The report is mailed to Chief Executive Officers and emailed to
IPEDS institutional keyholders and coordinators each fall. PDF versions of all reports issued
since 2005 are available for download in the Executive Peer Tool (ExPT).
The ExPT, which users can access through the IPEDS Data Center, allows users to do
comparisons between one institution and a comparison group on a select set of IPEDS
variables/derived variables. Users can recreate figures in the Data Feedback Report or choose
from additional ones that were not included in the printed report due to space limitations. Users
can also produce a customized version of the Data Feedback Report as a .pdf file, using a
different peer group or selecting a different combination of figures.
IPEDS Tables Library (http://nces.ed.gov/datalab/tableslibrary/home.aspx/)
The Tables Library contains easy-to-access tables that focus on various topics in
postsecondary education. These topics include degrees and certificates awarded; employees and
instructional staff; enrollment; faculty salaries; institutional expenses; institutional revenues;
postsecondary institutions: general information; retention, transfer, and graduation rates; student
financial aid; tuition, fees, price of attendance, net price. Within the Tables Library are included
all the tables produced for the First Look publications, the IPEDS Compendium, and the IPEDS
State Tables.
30
College Affordability and Transparency Center (http://collegecost.ed.gov/catc/)
Here you will find information about tuition and net prices at postsecondary institutions.
The site highlights institutions with high and low tuition and fees as well as high and low net
prices (the price of attendance minus grant and scholarship aid). It also shows institutions where
tuition and fees and net prices are increasing at the highest rates.
State Spending Charts (http://collegecost.ed.gov/statespending.aspx)
This site contains summary information on changes in state appropriations for
postsecondary education, state aid for students, and tuition and fees. Annual percentage changes
are given for the last six years for the United States as a whole, as well as individual states. State
spending indicators are calculated for public institutions.
IPEDS Trend Generator (http://nces.ed.gov/ipeds/trendgenerator)
The Trend Generator is an online tool that can be used to create tables of selected IPEDS data
over time. Users select a question within a general subject area to be answered. The subject areas
include institutions, students, degrees and certificates awarded, graduation rates, institutional
finances, and staff. Users can build tables with national level trends or create groups to show
trends at a more detailed level. Users can download data as Excel files and print data tables and
charts.
Reports and Publications (https://nces.ed.gov/pubsearch/getpubcats.asp?sid=010)
NCES releases data in a wide variety of formats, including basic tables, descriptive
reports, and more detailed analysis. A few of these types of reports are detailed on the following
page:
31
NCES REPORTS THAT INCLUDE IPEDS DATA
•
First Look Reports — Concurrent with the release of the data file for each
IPEDS component, a predetermined set of tables called a First Look is
produced and disseminated to the public. These reports include basic data
tables of broad interest and selected findings from the surveys. The report
provides national data; no institution- or state-level data are included.
•
Descriptive Survey Reports — Annual reports highlighting additional
findings from the survey may be produced for various components. These
reports are widely distributed to policymakers as well as the general public.
•
Analytic Reports — Comprehensive reports are produced periodically to
analyze major policy issues, such as trends in minority enrollment and
degrees, trends in faculty salaries, and trends in degrees by field of study
•
Other NCES Reports — Besides the Digest of Education Statistics and the
Condition of Education, NCES also publishes Projections of Education
Statistics. These publications have large distributions to a broad spectrum
of users of postsecondary education statistics.
32
IPEDS TRAINING AND OUTREACH ACTIVITIES
The National Center for Education Statistics provides funding support for the
Association for Institutional Research (AIR) to provide training and research opportunities to
the postsecondary education community. More information about the activities listed below
can be found on the AIR website at http://www.airweb.org/.
Online
Online webinars and video tutorials are available to IPEDS data providers and data
users.
•
For data providers, training materials cover how to prepare and submit data for
all IPEDS survey components, and include information for new keyholders on
reporting responsibilities and how to use the data collection system.
•
For data users, instruction covers use of the IPEDS data tools for analysis:
College Navigator, the IPEDS Data Center, and the Executive Peer Tool.
Face-to-Face
Face-to-face IPEDS training workshops are offered throughout the country. The
workshops are generally in the form of hands-on computer training on reporting IPEDS data
and using the various IPEDS data tools for benchmarking and analysis. Topics currently
available are: IPEDS as the Public Face of an Institution, IPEDS Data and Benchmarking,
Leading (Managing) an IPEDS Cycle, New Keyholder Training, and IPEDS Finance
Training. Modules for Student Financial Aid and IR Best Practices: Reporting and Using
IPEDS Data for Office Efficiencies are currently under development. Special IPEDS topics
are available as well.
Training is provided by certified IPEDS trainers, and the workshops are coordinated
by AIR. The workshops are usually part of larger conferences sponsored by different state
33
higher education offices or national and regional education associations. More information on
hosting and attending IPEDS workshops is available from the AIR website.
National Data Institute
The National Data Institute: Using Federal Data to Support Research on Science,
Engineering, and Postsecondary Education is a one-week intensive introduction to NCES and
NSF datasets and research methodologies using large national data sources. The Institute is
typically held over the summer in the Washington, DC area. It is open to institutional research
practitioners, faculty and graduate students with research interests in postsecondary education,
and staff from state and national associations with interests in postsecondary education data
sources. Go to AIR's website for more information on applying to the National Data Institute.
34
IPEDS RESEARCH AND DEVELOPMENT: NATIONAL
POSTSECONDARY EDUCATION COOPERATIVE (NPEC)
IPEDS research and development (R&D) activities are the responsibility of the
National Postsecondary Education Cooperative (NPEC). NPEC was established by NCES in
1995 as a voluntary organization that encompasses all sectors of the postsecondary education
community including federal agencies, postsecondary institutions, associations, and other
organizations with a major interest in postsecondary education data collection. NPEC's
mission is to promote the quality, comparability, and utility of postsecondary data and
information that support policy development at the federal, state, and institution levels. NPEC
does this by developing a research and development agenda for IPEDS, identifying topics that
will help improve the quality, comparability, and utility of IPEDS data for the postsecondary
education community, consumers, and policymakers, as well as providing expertise to NCES
on related IPEDS R&D projects. Reports and publications can be downloaded from the NPEC
website (http://nces.ed.gov/npec/).
35
IPEDS TECHNICAL REVIEW PANEL (TRP)
As the contractor for IPEDS data collection, RTI conducts meetings of the IPEDS
TRP to identify technical improvements to IPEDS data collection and to foster
communication with data providers and data users. As experts in IPEDS, members of the
National Postsecondary Education Cooperative (NPEC) are invited to each meeting. RTI also
invites additional panelists to serve as technical experts, depending on the topic to be
discussed. Panelists may include institutional researchers from various institution types and
system offices that report data to IPEDS, representatives from state higher education offices,
members of the research community who use IPEDS data, as well as individuals with specific
expert knowledge of the topic under discussion. Additionally, NCES staff and staff from other
federal agencies in the DC area may attend these meetings.
IPEDS TRP meetings are typically held three times per year in the Washington, DC
area. Summaries of all meetings and suggestions of the TRP are posted on the TRP website
(https://edsurveys.rti.org/IPEDS_TRP). Dates and subjects for upcoming meetings are also
available.
36
HELPFUL RESOURCES
The IPEDS homepage is a gateway to IPEDS related information.
IPEDS home page (http://nces.ed.gov/ipeds)
Start here for information on:
About IPEDS
College Navigator
IPEDS Data Center
IPEDS Trend Generator
IPEDS Resources
IPEDS Tables Library
IPEDS Online Glossary
IPEDS Publications
IPEDS Newsroom
• This Week in IPEDS
• Announcements and Alerts
• Technical Review Panel Information
37
IPEDS Data Provider Center
https://surveys.nces.ed.gov/ipeds/
Start here for
Access to the Data Collection System and Prior Year Revision System
Collection Schedule
Survey materials: Screens, instructions, edit and file import specifications, FAQs
Changes to data collection items
Statutory requirements for reporting IPEDS
Procedures for Respondents
38
New IPEDS Coordinator Checklist
 Check out the Coordinator Handbook
o IPEDS Directory
o IPEDS Description
o State Roles in Coordinating IPEDS
o IPEDS Data Dissemination
o IPEDS Training and Outreach; Research & Development; Technical Review Panel
o Helpful Resources, including Coordinator Reports & Tools
o List of IPEDS State Coordinators
 Check out the New Keyholders Handbook
o IPEDS Overview; Description of Survey Components and Data; Key Concepts
o Importance of Keyholder’s Job; Keyholder Responsibilities
o Getting Ready for Data Submission
o Using the Data Collection System
o Tips from Veteran Keyholders and the Help Desk
o Where to Get Help
o And more
 Sign up for the IPEDS Listserv
 Sign up for the Coordinator Listserv
 Use the Ad Hoc Support for New Coordinators List
 Put the IPEDS Help Desk number in speed dial, and email in your email contacts
o 877-225-2568
o [email protected]
Help menu in IPEDS Data Collection System (https://surveys.nces.ed.gov/IPEDS/)
Data Provider Center (https://surveys.nces.ed.gov/IPEDS/)
Message Center in IPEDS Data Collection System (https://surveys.nces.ed.gov/ipeds)
IPEDS Home Page (https://nces.ed.gov/IPEDS/)
39
How IPEDS State and System Coordinators Can Assist Keyholders
IPEDS Keyholder responsibilities:
• Submit accurate data on time.
• Manage and coordinate all aspects of data submission at the institution.
• Act as the institutional point of contact with NCES.
• Work with the state and system.
• Stay informed.
How coordinators can assist keyholders:
• Provide training
o Go over collection process with new keyholders.
o Before the IPEDS collection cycle begins, discuss changes in survey
components.
o Go over common mistakes in IPEDS reporting.
o Answer questions, especially those that are system-specific.
• Provide guidance
o Encourage keyholders to begin working on surveys early. If there
are problems, there is then time to correct them.
 Have you established earlier deadlines?
o Provide guidelines for each component on how your state or
system typically reports.
 Are there uniform guidelines for how your institutions
report or define data? Who interprets those definitions to
align them with IPEDS definitions?
• Provide assistance
o Explain how to resolve the various types of error messages. In
some cases, you may want keyholders to call the system officer
first before calling the IPEDS Help Desk.
o Assist with the survey if needed.
 Does the state or system office upload data on behalf of the
institutions?
~Adapted from Leading and Managing an IPEDS Cycle for State and System Coordinators,
an AIR/IPEDS Workshop presented at the SHEEO/NCES conference, May 3, 2011
40
Coordinator Reports & Tools in the Data Collection System
How Can They Help You?
REGISTRATION PERIOD & DATA SUBMISSION PREPARATION
REPORT/TOOL
Registration
Registration Summary
Unregistered Users
Request Additional Users
State List of Institutions
Not Coordinated by Your
Office
Reporting and Review
Plan
View Access Profile
Set Locking Email
Preference
FUNCTIONS
Form where coordinators register in the Data Collection System and update contact
information when necessary.
Report providing aggregate data on the registration status of keyholders and
additional users at coordinated institutions.
Institution level report of unregistered keyholders at coordinated institutions.
Contact information is included.
Allows coordinators to obtain user ids and passwords for the Data Collection
System for others in their office with IPEDS responsibilities.
Report lists institutions in the coordinator’s state that are not under their
coordination. The institution’s status in the IPEDS universe (new, active, etc.), Title
IV status, and sector are included.
Report displays the “coordination tree” for each coordinated institution. UserIDs,
access level (view, update, lock), and locking order are displayed by survey.
Report displays coordinator’s access level for each survey and the survey status
(No Data, Has Data, Edited, Locked, Complete) for each coordinated institution. A
list of all coordinated institutions can be generated or a customized list can be
created using the search fields.
Allows locking coordinators to opt to receive an email each time a coordinated
institution locks a survey or to receive a daily summary of locking activity.
41
COMMUNICATIONS
REPORT/TOOL
Contact Phone List
Email List
Mailing List
FUNCTIONS
Provides UnitID, institution, keyholder name, phone & fax numbers, and lock
order. Generate a customized list using the search fields or list all coordinated
institutions. Lists can be exported to a .csv file.
Provides UnitID, institution, keyholder name, email address, phone & fax numbers,
and lock order. Generate a customized list using the search fields or list all
coordinated institutions. Lists can be exported to a .csv file and batch emails can be
sent through this report.
Provides the UnitID, institution, keyholder name, and mailing address of
coordinated institutions. Lists can be exported to a .csv file.
DATA COLLECTION
REPORT/TOOL
File Import/Upload
Institution Reporting
Status
Institution and Survey
Status Summary
Edit Report
Locking
FUNCTIONS
Tool to import survey data in a key value pair, fixed length, or XML file format
into the Data Collection System.
Displays each coordinated institution’s survey status (No Data, Has Data, Edited,
Locked, Complete) for each survey. A list of all coordinated institutions can be
generated or create a customized list using search fields.
Displays an aggregate report of coordinated institutions’ survey status by survey.
Drill-down capability brings the user to the underlying institution level report.
Displays a coordinated institution’s edits received in a survey and the edit
explanation provided by the institution.
Tool for coordinators to lock institutions’ surveys. Batch capability allows the
locking of multiple institutions’ surveys at once.
POST SURVEY LOCK
REPORT/TOOL
File Export
Export Caveats, Edits, etc.
FUNCTIONS
Allows coordinated institutions’ submitted survey data to be exported into fixed
length, comma separated, or XML file format. Submitted data for a survey can be
exported for all coordinated institutions or for a customized list by using the search
function.
Export edit explanations, edit override comments, or context box text for a
particular survey for all coordinated institutions into a .csv file.
42
Additional Resources:
HEOA information
http://www.ed.gov/policy/highered/leg/hea08/index.html
Committee on Measures of Student Success
http://www2.ed.gov/about/bdscomm/list/acmss.html
NCES Annual Publications (including Digest of Education Statistics, Condition of Education,
and Projections of Education Statistics)
http://nces.ed.gov/annuals/
Other NCES Publications & Products Search
http://nces.ed.gov/pubsearch/
OPE Institutional Accreditation System
http://www.ope.ed.gov/accreditation/
Accrediting Agencies Recognized by the Secretary, U.S. Department of Education
http://www.ed.gov/admins/finaid/accred/accreditation_pg4.html#Nationally%20Recognized
Closed School Search
http://wdcrobcolp01.ed.gov/CFAPPS/FSA/closedschool/searchpage.cfm
Student-Right-to-Know Regulations
http://ifap.ed.gov/qahome/qaassessments/consumerinformation.html
OPE Campus Security Statistics
http://ope.ed.gov/security/
OPE Equity in Athletics Disclosure website
http://ope.ed.gov/athletics/
43
DATA COLLECTION CALENDAR: IPEDS 2012-13
2012-13
Collection Opens
Registration
Winter
9 weeks
Spring
18 weeks
September 5
December 5
December 5
Collection Closes
for Keyholders
October 17
February 6
April 10
Collection Closes
for Coordinators
October 31
February 20
April 24
Institutional
Characteristics;
Completions;
12-month
Enrollment
Student
Financial Aid
Fall Enrollment;
Graduation
Rates; 200%
Graduation
Rates; Finance;
Human
Resources
Components
included
August 8
Fall
6 weeks
Registration;
Report
Mapping;
Institution ID;
IC-Header
UserIDs and passwords for 2012-13 will be distributed to all institutions on August 8. Those
with designated keyholders will receive information via email. All institutions for which there
is no designated keyholder will receive a letter directed to the CEO containing registration
information.
Institutions are encouraged but not required to complete Report Mapping, Institution
Identification, and IC Header during the Registration period.
Report Mapping and Institution Identification must be completed, and IC Header must
be locked before the Fall surveys can be started. IC Header is available until the end of the
Fall collection. Institution Identification is available through Spring.
On August 29, NCES will review the registration status of each institution. If an institution
has not registered, a letter will be sent to the CEO requesting appointment of a new keyholder.
During each collection, NCES will:
• Send announcements when collections open
• Remind keyholders at 4, 2, and 1 week before close
• Call keyholders or CEOs if no data have been entered 2 weeks before close
Coordinators will receive one copy of each prompting email, but will need to use the report
functions in the data collection system to determine which of their institutions is receiving the
email.
44
IPEDS STATE AND SYSTEM C OORDINATORS
ALABAMA
ARIZONA
Jeff Jones
IPEDS Coordinator - Director of IT
Alabama Department of Postsecondary Education
135 South Union Street
PO Box 302130
Montgomery, AL 36130-2130
[email protected]
334-293-4543
Dan Anderson
Director Institutional Research
Arizona Board of Regents
2020 N Central Ave, Ste 230
Phoenix, AZ 85004
[email protected]
602-229-2544
Diane Sherman
Director of Research Services
Alabama Commission on Higher Education
100 N Union St, Ste 778
Montgomery, AL 36130-2000
[email protected]
334-242-2742
Donna Silber
Coordinator, Institutional Effectiveness
Maricopa Community College District
2411 W 14th St
Tempe, AZ 85281-6941
[email protected]
480-731-8689
ARKANSAS
Carol Vucovich
Director of Member Services & Research
Alabama Association of Independent Colleges and
Universities
5950 Carmichael Road, Suite 213
Montgomery, AL 36117
[email protected]
334-356-2220
Sharon Butler
Data Analyst
Arkansas Department of Higher Education
114 E Capitol
Little Rock, AR 72201
[email protected]
501-371-2069
ALASKA
CALIFORNIA
Brian Rae
Asst. Director, R&A / IPEDS Coordinator
Alaska Commission on Postsecondary Education
PO Box 110505
Juneau, AK 99811-0505
[email protected]
907-465-6672
Chris Furgiuele
Institutional Research Manager
University of California
Office of the President
1111 Franklin, 11th Floor
Oakland , CA 94607-5200
[email protected]
510-987-9883
Isabelle Tissier
Senior Research Analyst
University of Alaska System of Higher Education
PO Box 755260
910 Yukon Dr, Ste 108
Fairbanks, AK 99775-5260
[email protected]
907-450-8195
Waddell Heron
Associate Director, Analytic Studies
California State University
401 Golden Shore
Long Beach, CA 90802-4210
[email protected]
562-951-4755
45
CALIFORNIA, continued
CONNECTICUT, continued
Tonia Lu
State IPEDS Coordinator
California Community Colleges Chancellor’s Office
1102 Q St, 3rd Fl
Sacramento, CA 95811
[email protected]
916-322-2802
Susan Grant
Senior Finance Officer
CT Community Technical Colleges
61 Woodland Street
Hartford, CT 06105
[email protected]
860-244-7628
Danyelle Norman
Assoc of Independent CA Colleges & Universities
1100 11th St, Ste 315
Sacramento, CA 95814
[email protected]
916-446-7626
Mark Koncewicz
Webmaster
CT State Department of Education
25 Industrial Park Road
Middletown, CT 06457
[email protected]
860-807-2173
COLORADO
Jennifer Widness
Vice President
CT Conference of Independent Colleges
21 Talcott Notch Rd
Farmington, CT 06032
[email protected]
860-678-0005 x13
Jim Broyles
Database Administrator
Colorado Department of Higher Education
1560 Broadway
Denver, CO 80202
[email protected]
303-866-4083
DELAWARE
Toni Larson
Executive Director
Independent Higher Education of Colorado
1177 Grant Street, 102
Denver, CO 80203
[email protected]
303-571-5559
Chesiree Wise
Data Analyst
DE Dept of Education, Higher Education Office
401 Federal Street
Dover, DE 19901
[email protected]
302-735-4120
Rachel Robinson
Director of Institutional Reporting
Colorado Community College System
9101 East Lowry Boulevard
Denver, CO 80230
[email protected]
720-858-2859
DISTRICT OF COLUMBIA
Kim Celay
Management Analyst, Higher Ed Financial Services
Office of the State Superintendent of Education
810 First Street, 3rd Floor
Washington, DC 20002
[email protected]
202-654-6107
CONNECTICUT
Braden Hosch
Director of Policy and Research
Connecticut Board of Regents for Higher Education
39 Woodland Street
Hartford , CT 06105
[email protected]
860-493-0235
FLORIDA
Michael Brooks
Systems Project Consultant
Florida College System
325 W Gaines, Suite 1432
Tallahassee, FL 32399-0400
[email protected]
850-245-9501
46
FLORIDA, continued
IDAHO
Elizabeth McAuliffe
Director of Research Programs
Independent Colleges and Universities of Florida
542 E Park Ave
Tallahassee, FL 32301
[email protected]
850-681-3188
Leah Schultz
Director of Research
Idaho State Board of Education
650 W State St, PO Box 83720
Boise, ID 83720-0037
[email protected]
208-332-1563
Terricka Washington
Application Database Administrator
State University System of FL, Board of Governors
325 W Gaines St, Suite 1625
Tallahassee, FL 32399-0400
[email protected]
850-245-9581
ILLINOIS
GEORGIA
Doug Franklin
Assistant Director
Illinois Board of Higher Education
431 E Adams
Springfield, IL 62701-1418
[email protected]
217-557-7337
Sandra Kinney
Research Manager
Technical College System of Georgia
1800 Century Pl NE
Atlanta, GA 30345-4304
[email protected]
404-327-6839
Nathan Wilson
Director for Research and Policy Studies
Illinois Community College Board
401 E Capitol Ave
Springfield, IL 62701-1711
[email protected]
217-558-2067
Susan Campbell Lounsbury
Asst Vice Chancellor, Research & Policy Analysis
Board of Regents of University System of Georgia
Office of Research and Policy Analysis
270 Washington St, SW
Atlanta, GA 30334
[email protected]
404-657-8883
INDIANA
Patrick Alles
Director of Research and Technology
Independent Colleges of Indiana
3135 N Meridian
Indianapolis, IN 46208
[email protected]
317-236-6090
Carolyn Sawtell
Director of Research
Georgia Independent College Association
600 W Peachtree St NW, Ste 1510
Atlanta, GA 30308
[email protected]
404-233-5433 x23
Molly Chamberlin
Associate Commissioner for Information and Research
Indiana Commission for Higher Education
101 W Ohio St, Ste 550
Indianapolis, IN 46204-1971
[email protected]
317-464-4400
HAWAII
Tim Escue
Institutional Research Analyst
Ivy Tech Community College of Indiana
50 West Fall Creek Parkway North Drive
Indianapolis, IN 46208
[email protected]
317-921-4688
David Mongold
Senior Analyst
System Office of Human Resources
University of Hawaii
1633 Bachman Pl, SA1, Rm 6
Honolulu, HI 96822
[email protected]
808-956-0335
47
IOWA
LOUISIANA
Anthony Girardi
Statistical Research Analyst
Iowa College Student Aid Commission
603 E 12th Street , 5th Floor
Des Moines, IA 50319-9017
[email protected]
515-725-3471
Mary Ann Coleman
President
LA Assoc of Independent Colleges and Universities
320 3rd St, Ste 104
Baton Rouge, LA 70801-1307
[email protected]
225-389-9885
Diana Gonzalez
Chief Academic Officer
Board of Regents, State of Iowa
11260 Aurora Ave
Urbandale, IA 50322-7905
[email protected]
515-242-6116
Kim Harvey
Assistant Commissioner, Information Services
Louisiana Board of Regents
PO Box 3677
Baton Rouge, LA 70821-3677
[email protected]
225-342-4253, ext 640
KANSAS
Albertha Lawson
Asst VP of Institutional Research and Planning
Louisiana Community & Technical College System
265 S Foster Dr
Baton Rouge, LA 70806
[email protected]
225-922-1416
Dawn Ressel
Assoc VP, Accountability, Planning, Inst Effect
Kansas Board of Regents
1000 SW Jackson, Ste 520
Topeka, KS 66612-1368
[email protected]
785-368-7464
MAINE
KENTUCKY
Jim McGowan
Executive Director
Center for Career Development
Maine Community College System
2 Fort Rd
South Portland, ME 04106-1698
[email protected]
207-767-5210, ext. 4107
Mason Dyer
VP External Affairs and Information
Assoc of Independent KY Colleges & Universities
484 Chenault Rd
Frankfurt, KY 40601
[email protected]
501-695-5007
Harry Osgood
Higher Education Specialist
Maine Department of Education
State House Station No 23
Augusta, ME 04333
[email protected]
207-624-6846
Heidi Hiemstra
Asst VP, Information and Research
Kentucky Council on Postsecondary Education
1024 Capital Center Dr, Ste 320
Frankfort, KY 40601-8204
[email protected]
502-573-1555 x351
MARYLAND
Christina Whitfield
Director of Research and Policy Analysis
Kentucky Community and Technical College System
300 N Main St
Versailles, KY 40383
[email protected]
859-256-3184
Parris Jackson
Information Systems Director
Maryland Higher Education Commission
839 Bestgate Rd, Ste 400
Annapolis, MD 21401
[email protected]
410-260-4526
48
MARYLAND, continued
MINNESOTA, continued
Pat Scherer
Senior Research Policy Analyst
MD Independent College and University Association
60 West St
Annapolis, MD 21401
[email protected]
410-269-0306
Nathan Lassila
Vice President for Research and Policy Development
Minnesota's Private Colleges
Bremer Tower
445 Minnesota Street, Suite 500
St. Paul, MN 55101
[email protected]
651-228-9061
MASSACHUSETTS
MISSISSIPPI
Sandra Riley
Massachusetts Board of Higher Education
One Ashburton Pl, Rm 1401
Boston, MA 02108-1696
[email protected]
617-994-6957
Jim Hood
Senior Research and Statistical Analyst
MS Board of Trustees of State Inst of Higher Learning
Office of Policy Research and Planning
3825 Ridgewood Rd
Jackson, MS 39211-6453
[email protected]
601-432-7011
MICHIGAN
Rhonda Burke
Higher Education Consultant
Michigan Department of Workforce Transformation
Victor Building - 2nd Floor
201 N. Washington Square
Lansing, MI 48913
[email protected]
517-335-0402
Raul Fletes
Assistant Exec. Director for Research and Planning
State Board for Community and Junior Colleges
3825 Ridgewood Road
Jackson, MS 39211
[email protected]
601-432-6219
MISSOURI
Robert Murphy
State Budget Office
111 S Capitol, 6th Fl
Lansing, MI 48913
[email protected]
517-373-3552
Donna Evans
Research Analyst
Metropolitan Community Colleges
3200 Broadway
Kansas City, MO 64111-2429
[email protected]
816-604-1167
MINNESOTA
Brenda Bailey
Associate Director for Research
Minnesota State Colleges and Universities
30 7th St E, Ste 350
St Paul, MN 55101-7804
[email protected]
651-201-1857
Damon Ferlazzo
Research Associate
Coordinating Board for Higher Education
P.O. Box 1469
Jefferson City, MO 65102-1469
[email protected]
573-751-1793
Alexandra Djurovich
Research Associate
Minnesota Office of Higher Education
1450 Energy Park Dr, Ste 350
St Paul, MN 55108-5227
[email protected]
651-259-3962
MONTANA
Tyler Trevor
Associate Commissioner for Planning & Analysis
Montana Commissioner of Higher Education
2500 Broadway
PO Box 203201
Helena, MT 59620-3201
[email protected]
406-444-0307
49
NEBRASKA
NEW MEXICO
Barbara McCuen
Research Coordinator
Coordinating Commission for Postsecondary Ed
PO Box 95005
Lincoln, NE 68509-5005
[email protected]
402-202-6955
Dina Advani
Information Systems Administrator
Commission on Higher Education
2048 Galisteo St
Santa Fe, NM 87501-4295
[email protected]
505-476-8408
NEVADA
NEW YORK
Sally Jackson
IPEDS Coordinator
Nevada System of Higher Education
2601 Enterprise Rd
Reno, NV 89512
[email protected]
775-784-3443
Keith Cushing
Director of Research
Commission on Independent Colleges and Universities
17 Elk St, PO Box 7289
Albany, NY 12224
[email protected]
518-436-4781
NEW HAMPSHIRE
Bernard Fryshman
Assoc of Advanced Rabbinical & Talmudic Schools
11 Broadway Suite 405
New York, NY 10004
212-363-1991
Beth Doiron
Director of Perkins Program
Community College System of New Hampshire
26 College Drive
Concord, NH 03301
[email protected]
603-271-6743
Rick Miller
Vice President for Institutional Effectiveness and
Enrollment Management SUNY Potsdam
712 Raymond Hall
Potsdam, NY 13676
[email protected]
315-267-2484
Heidi Gifford Hedegard
Research Analyst
The University System of New Hampshire
Dunlap Center
25 Concord Road
Durham, NH 03824
[email protected]
603-862-0967
Glenwood Rowse
Coordinator
New York State Education Department
Rm 966 Education Building Annex
Albany, NY 12234
[email protected]
518-474-5091
Amy Slattery
Grants and Research Coordinator
New Hampshire Postsecondary Education Commission
101 Pleasant Street
Concord, NH 03301-8543
[email protected]
6032712695
Christine Wade
CUNY System Office
555 W 57th St
New York, NY 10019
[email protected]
212-541-0350
NEW JERSEY
NORTH CAROLINA
Gary Nigh
New Jersey IPEDS Coordinator
New Jersey Commission on Higher Education
PO Box 542, 20 W State St
Trenton, NJ 08625-0542
[email protected]
609-984-6335
Frances Fontaine
Director of Research & Programs
North Carolina Independent Colleges & Universities
530 N. Blount Street
Raleigh, NC 27604
[email protected]
919-832-5817
50
NORTH CAROLINA, continued
OKLAHOMA
Billy Helton
Director of Institutional Reporting
University of North Carolina
PO Box 2688
Chapel Hill, NC 27515-2688
[email protected]
919-962-4552
Steve Robison
Information Analyst
Oklahoma Department of Career & Technical Education
1500 W 7th Ave
Stillwater, OK 74074-4364
[email protected]
405-743-5134
Bill Schneider
Assoc VP, Research and Performance Management
North Carolina Community College System
200 W Jones St
Raleigh, NC 27603-1379
[email protected]
919-807-6979
Michael Yeager
Director of State System Research
Oklahoma State Regents for Higher Education
PO Box 108850
655 Research Pkwy, Ste 200
Oklahoma City, OK 73101-8850
[email protected]
405-225-9164
NORTH DAKOTA
OREGON
Aimee Copas
Academic Affairs Associate
North Dakota University System
600 E Boulevard Ave, Dept 215
Bismarck, ND 58505-0230
[email protected]
701-328-4136
Susan Degen
Administrator, Oregon Opportunity Grant Program
Oregon Student Assistance Commission
1500 Valley River Dr, Ste 100
Eugene, OR 97401-2185
[email protected]
541-687-7451
OHIO
Paul Schroeder
Institutional Researcher
OR Dept of Community Colleges & Workforce Dev
255 Capitol St NE, 3rd Fl
Salem, OR 97310-1300
[email protected]
503-947-2432
Darrell Glenn
Director, Data Management and Analysis
Ohio Board of Regents
30 E Broad St, 36th Floor
Columbus, OH 43215
[email protected]
614-387-1466
Abdus Shahid
Associate Director, Institutional Research
Oregon University System
PO Box 3175
Eugene, OR 97403-0175
[email protected]
541-346-8240
Karen Duffy
Ohio IPEDS Coordinator
Ohio State Board for Career Colleges & Schools
4020 E Fifth Ave
Columbus, OH 43219
[email protected]
614-644-0800
PENNSYLVANIA
Robert Burke
Director of Research
Assoc of Indep Colleges & Universities of Ohio
41 S High St, Ste 2720
Columbus, OH 43215
[email protected]
614-228-2196
Wil DelPilar
Educational Statistics Associate
Pennsylvania Department of Education
333 Market St
Harrisburg, PA 17126-0333
[email protected]
717-783-6793
51
PENNSYLVANIA, continued
TENNESSEE
Charlotte Osmolenski
Manager of System Reporting
Pennsylvania State System of Higher Education
2986 North Second Street
Harrisburg, PA 17110-1201
[email protected]
717-720-4226
Patrick Meldrim
Vice President
TN Independent Colleges & Universities Association
1031 17th Ave S
Nashville, TN 37212-2201
[email protected]
615-242-6400 x204
Ronald Uroda
Director of Research
Assoc of Indep Colleges & Universities of PA
101 N Front St
Harrisburg, PA 17101-1405
[email protected]
717-232-8649
Indrani Ojha
Associate Director of Student Information Systems
Tennessee Higher Education Commission
404 James Robertson Pkwy
Nashville, TN 37243-0830
[email protected]
615-253-7462
RHODE ISLAND
Gregory Schutz
Associate Vice Chancellor, Research & Assessment
Tennessee Board of Regents
1415 Murfreesboro Rd, Ste 350
Nashville, TN 37217-2829
[email protected]
615-366-3933
Deanna Velletri
Executive Assistant
Rhode Island Office of Higher Education
The Shepard Building
80 Washington St, Ste 524
Providence, RI 02903
[email protected]
401-456-6010
TEXAS
Doug Parker
Director, Educational Data Center
Texas Higher Education Coordinating Board
PO Box 12788
Austin, TX 78711-2788
[email protected]
512-427-6287
SOUTH CAROLINA
Camille Brown
CIO/Director for Finance, Facilities, & MIS
South Carolina Commission on Higher Education
1333 Main St, Ste 200
Columbia, SC 29201
[email protected]
803-737-2149
Elizabeth Puthoff
Director of Research and Policy Analysis
Independent Colleges & Universities of Texas, Inc.
PO Box 13105
Austin, TX 78711-3105
[email protected]
512-472-9522 x103
Russ Bumba
Assoc. VP, Student Services and Research
South Carolina State Board for Technical &
Comprehensive Education
111 Executive Center Drive
Columbia, SC 29210
[email protected]
803-896-5367
UTAH
Joseph Curtin
Director, Institutional Research & Analysis
Utah System of Higher Education
60 South 400 West
Board of Regents Bldg
Salt Lake City, UT 84101-1284
[email protected]
801-321-7121
SOUTH DAKOTA
Paul Turman
Associate VP for Academic Affairs
South Dakota Board of Regents
306 E Capitol Ave, Ste 200
Pierre, SD 57501-2545
[email protected]
605-773-3455 x2616
52
UTAH, continued
WASHINGTON
Stephanie Rikard
Director of Data and Information Systems
Utah College of Applied Technology
4501 South 2700 West, Bldg 3
PO Box 147900
Salt Lake City, UT 84114-7900
[email protected]
801-955-2176
Christie England-Seigerdt
IPEDS Coordinator, State of Washington
Higher Education Coordinating Board
917 Lakeridge Way, PO Box 43430
Olympia, WA 98504-3430
[email protected]
360-753-7864
Sandra Main
Director, SB Technology Department
State Board for Community and Technical Colleges
PO Box 42495
Olympia, WA 98504-2495
[email protected]
360-704-4373
VERMONT
Hope Swanson
Director of Institutional Research
Vermont State Colleges
PO Box 359
Waterbury, VT 05676-0359
[email protected]
802-241-3574
WEST VIRGINIA
Jeannie Reed
Research Analyst & Data Coordinator
West Virginia Higher Education Policy Commission
1018 Kanawha Blvd E
Charleston, WV 25301
[email protected]
304-558-1112 x260
Jane Kimble
Assistant Director of Institutional Research
Association of Vermont Independent Colleges
Forest 132, Middlebury College
Middlebury, VT 05753
[email protected]
802-443-5351
WISCONSIN
VIRGINIA
Lisa Ghidotti
Director of Government Relations & Member Services
Council of Independent Colleges in Virginia (CICV)
P.O. Box 1005
Bedford, VA 24523
[email protected]
540-586-0606
Sue Buth
Policy and Planning Analyst
University of Wisconsin System
1220 Linden Dr
1534 Van Hise Hall
Madison, WI 53706
[email protected]
608-262-1751
Rebecca Kittelberger
Coordinator of Reporting and Assessment
Virginia Community College System
101 N 14th St
Richmond, VA 23219
[email protected]
804-819-4980
Karin Wells
Vice President for Research
WI Assoc of Independent Colleges & Universities
122 W Washington Ave, Ste 700
Madison, WI 53703-2723
[email protected]
608-256-7761 x234
Wendell Pai
Assistant Director for Policy Research
State Council of Higher Education for Virginia
101 N 14th St, 10th Floor
Richmond, VA 23219
[email protected]
804-371-2457
WYOMING
George Pitt
Wyoming Community College Commission
2020 Carey Ave, 8th Floor
Cheyenne, WY 82002
[email protected]
307-777-7226
53
PUERTO RICO
NATIONAL SYSTEMS, continued
Margarita Rivera
Statistics Analyst
Puerto Rico Council on Higher Education
PO Box 19900
San Juan, PR 00910-1900
[email protected]
787-641-7100 x2077
Vickie Linne-Robinson
Corporate Financial Aid Director
Corinthian Colleges Inc.
6 Hutton Centre Drive, Suite 4
Santa Ana, CA 92707-5764
[email protected]
714-427-3000
Nahed Rivera
Directora Auxiliar
Instituto Technologico de Puerto Rico
Departmento de Educacion
PO Box 190759
San Juan, PR 00919-0759
[email protected]
787-773-6687
Mark LoGrasso
Institutional Outcomes Assessment Analyst
Bryant and Stratton College
2410 North Forest Road, Suite 101
Getzville, NY 14068
[email protected]
716-250-7500
Suzanne Maslamani
Federal Regulations Manager
Kaplan Higher Education Corporation
1015 Windward Ridge Parkway
Alpharetta, GA 30005-2231
[email protected]
770-360-6879
NATIONAL SYSTEMS
Shawn Crawford
Vice President, Regulatory Affairs
ITT Educational Services, Inc.
13000 North Meridian Street
Carmel, IN 46032-1404
[email protected]
317-706-9446
Rebecca Sanders
University of Phoenix
4025 South Riverpoint Parkway
MS: CF-K808
Phoenix, AZ 85040
[email protected]
602-557-7154
Jill DeAtley
Vice President of Regulatory Review
Career Education Corporation
231 North Martingale Road
Schaumburg, IL 60173
[email protected]
847-585-2627
Rajat Shah
VP - Organizational Effectiveness & Research
Lincoln Educational Services
200 Executive Drive, Suite 340
West Orange, NJ 07052
[email protected]
973-766-9099
Stephen Haworth
Manager, Govt Relations - Research & Reporting
DeVry, Inc.
3005 Highland Parkway
Downers Grove, IL 60515
[email protected]
630-353-1434
Dawit Teklu
Dean Research, Assessment and Evaluation
Strayer University
1133 15th Street, NW
Washington, DC 20005
[email protected]
202-419-0402
Belinda Leon
VP, Registrar Operations
Education Management Corporation
5850 NW 111 Ave
Doral, FL 33178
[email protected]
305-463-9477
Mary Rose Tonkin
Vice President of Student Account Services
Empire Beauty School
396 Pottville / St. Clair Highway
Pottsville, PA 17901-2800
[email protected]
570-429-4321
54