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Integrated
Postsecondary Education Data System (IPEDS) 2024-25
2025-26 through 2026-27
Appendix
A
Detailed
Proposed Changes to Forms by IPEDS Survey Component
OMB
No. 1850-0582 v. 33
Submitted
by:
National
Center for Education Statistics (NCES)
Institute
of Education Sciences
U.S.
Department of Education
Fall
Collection
A1.
Institutional Characteristics (includes Identification)
The
proposed changes to the Institutional Characteristics
(IC)/Identification (ID) survey component are minor structural
changes for improved alignment of data collection and data quality.
This includes removing the cost of attendance (COA) and tuition
elements to the new Cost (CST) survey component, combining IC
elements with IC Header elements, and moving some screening questions
to the impacted surveys. These changes are made based on NCES QC
review and input from data reporters.
2024-25
(no longer
applicable)
Removal
of Cost of Attendance (COA) and Tuition Elements. The
COA and tuition elements are moved to the new CST survey component.
This survey component will open in the Fall to allow COA data to be
reported and then updated on College Navigator. The component will
reopen in the Winter to collect selected information on financial aid
awards to calculate an institutional Average Net Price (ANP), at
which time COA data elements can be updated or corrected. This will
minimize the challenges related to making changes in different survey
components (IC and SFA) to calculate the ANP.
Combined
IC and IC Header Elements.
The remaining IC elements are combined with the IC Header elements to
create the IC survey component that collects institutional directory
information, including institution name, address, telephone number,
control or affiliation, calendar system, levels of degrees and awards
offered, types of programs, students services, athletic association,
and accreditation. This survey component will need to be completed
prior to the completion of the other fall survey components.
Dual
Enrollment Screening Question.
The screening question to indicate whether the institution enrolled
high school students in college courses for credit during the
12-month reporting period has been moved to the 12-month Enrollment
(E12) survey component. The change is made to better align the timing
of this screening question to the reporting of the enrollment counts.
This change was promoted by feedback from the IPEDS Help Desk and the
IPEDS data reporters that separating the screening question and
enrollment count reporting on two different survey components led to
confusion and timing misalignment.
2025-26
Admissions
Screening Question.
The screening question on the Open Admissions is moved to the
Admissions survey component to better align the timing of this
screening question to the reporting of the Admissions (ADM) data
elements and allow for additional data elements for institutions with
the open admission policy.
Academic
Libraries Expenses Screening Question.
The screening question on the Academic Libraries expenses is removed
to reflect the retirement of the Academic Libraries survey component.
Table
1. Proposed changes to the Institutional Characteristics survey
component (includes Institutional Identification)
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Removal of the Cost
of Attendance and Tuition elements to the new Cost (CST) survey
component.
|
2024-25
|
NCES-initiated
based on QC review; Survey alignment
|
Decrease
for IC
|
Combined remaining
of IC elements with IC Header elements
(no longer applicable)
|
2024-25
|
NCES-initiated
based on QC review; Survey alignment
|
None
|
Move
of Dual Enrollment screening question from IC to E12
(no
longer applicable)
|
2024-25
|
NCES-initiated
based on QC review; Survey alignment
|
Improvement
|
Move
of Admissions screening question from IC to ADM
|
2025-26
|
NCES-initiated
based on QC review; Survey alignment
|
Improvement
|
Removal
of Academic Libraries Expenses screening question from IC
|
2025-26
|
NCES-initiated
based on QC review; Retirement of Academic Libraries survey
component
|
Improvement
|
A2.
Completions
(no
longer applicable)
The
proposed change to the Completions survey component for the 2024-25
is minor revision to the Gender Unknown or Another Gender than
Provided Categories screen and instructions.
Gender
Question.
The Gender Unknown or Another Gender than Provided Categories screen
and instructions are revised to improve clarity. This change was
prompted by feedback from the IPEDS Help Desk and the IPEDS data
reporters. It includes a clarification on the purpose of this section
and the reporting period.
Table
2. Proposed changes to the Completions survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Gender
Unknown or Another Gender than Provided Categories
The
purpose of this supplemental section is to determine whether
institutions are able to report the number of students for whom
gender is unknown and the number of students for whom gender
does not align with the ‘Men’ and ‘Women’
categories. Note that these students must still be allocated
into the ‘Men’ and ‘Women’ categories in
all other sections of the survey component.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Is
your institution able to report another gender for the July 1,
2023 to June 30, 2024 reporting period 2024-25 data collection?
If you indicate ‘No, my institution is not able to report
does not collect data on another gender,’ leave the cells
in the rows for ‘Another gender’ blank (i.e., do not
report 0). If you indicate ‘No, some cells will have a
value of less than 5 students,’ your institution collects
data on another gender, but some cells have a value of less than
5 students, do not report the data and leave the cells in the
rows for ‘Another gender’ blank. If you indicate
‘Yes’, but no students identified as another gender,
please enter ‘0’.
Undergraduate
students:
-
RB
|
No,
my institution is not able to report another gender (do not
report) Yes
|
RB
|
No,
some cells will have a value of less than 5 students (do not
report)
|
RB
|
Yes
No, my institution does not collect data on another gender
|
Graduate
students:
-
RB
|
No,
my institution is not able to report another gender (do not
report) Yes
|
RB
|
No,
some cells will have a value of less than 5 students (do not
report)
|
RB
|
Yes
No, my institution does not collect data on another gender
|
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improvement
|
A3.
12-month Enrollment
(no
longer applicable)
The
proposed changes to the 12-month enrollment (E12) survey component
for 2024-25 are minor. The changes are made based on NCES QC review
and input from data reporters.
Screening
Question. The
screening question is added to indicate whether the institution
enrolled high school students in college courses for credit during
the 12-month reporting period. This screening question originally
appeared on the Institutional Characteristics (IC) survey component
when first added in the 2023-24 data collection. This item was moved
to the E12 component in the 2024-25 data collection to better align
the timing of this screening question to the reporting of the
enrollment counts. This change was prompted by feedback from the
IPEDS Help Desk and the IPEDS data reporters that separating the
screening question and enrollment count reporting on two different
survey components led to confusion and timing misalignment.
New
FAQ. FAQ
has been added to better clarify the relationship between
‘transfer-in’ enrollment status on the Fall Enrollment
(EF) and 12-month Enrollment (E12) survey components and the
‘non-first-time’ cohort on the Outcome Measures (OM)
survey component. This change was prompted by feedback from the
Technical Review Panel #69, IPEDS data reporters, and data users that
the IPEDS survey materials conflated the concepts of “transfer-in”
and “non-first-time,” which led to misunderstanding in
interpretation. This change will clearly separate these two concepts
in IPEDS survey materials to improve clarity and understanding of
these terms.
Removed
‘Non-first-time.’
Removed mention of “non-first-time” on survey screens and
instructions when discussing “transfer-in” student
enrollment status to clarify the distinction between these two terms.
This change was prompted by feedback from the IPEDS data reporters
and data users that IPEDS survey materials conflated the concepts of
“transfer-in” and “non-first-time,” which led
to misunderstanding in interpretation. This change will clearly
separate these two concepts in the IPEDS survey materials to improve
clarity and understanding of these terms.
Sex
Question.
The Sex Unknown or Another Gender than Provided Categories screen and
instructions are revised to improve clarity. This change was prompted
by feedback from the IPEDS Help Desk and the IPEDS data reporters. It
includes a clarification on the purpose of this section and the
reporting period.
Table
3. Proposed changes to the 12-month enrollment survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Screening
Question
Enrolled
High School Students
2.
Did
your
institution enroll high school students in college courses for
credit during
the 12-month Enrollment (E12) reporting period of July
1, 2023 - June 30, 2024?
If
you answer
Yes to
this question, you will be
able to
report the unduplicated count of high school students enrolled
in college courses for credit on Part
C of the
12-month
Enrollment (E12)
survey component during
the Fall collection.
-
RB
|
No
|
RB
|
Yes
|
|
|
CB
|
Within a
dual enrollment program
|
|
|
CB
|
Outside a
dual enrollment program
|
|
Note: Within
a dual enrollment program
is defined as within an organized system with special
guidelines that allows high school
students to take
college-level courses. The guidelines might have to do with
entrance or eligibility requirements, funding, limits
on course taking,
etc.
Outside
a dual enrollment program
is defined as high school students who simply enroll in credit
courses through your
institution, and
are treated as regularly enrolled college students.
|
|
2024-25
|
NCES-initiated
based on QC review
|
Improvement
|
New
FAQ (no
longer applicable)
What
is the relationship between “transfer-in” enrollment
status on the Fall Enrollment (EF) and 12-month Enrollment (E12)
components and the non-first-time cohort on the Outcome Measures
(OM) component?
The
count of transfer-in enrollment collected on the EF and E12
components includes the subset of undergraduate students who are
1) degree/certificate-seeking, 2) new to the IPEDS reporting
institution (i.e., entering) during the relevant reporting period
(e.g., fall term, 12-month reporting period) and
3) were previously enrolled at a different postsecondary
institution (not as a high school student). Note that for IPEDS
reporting purposes, current high school students enrolled in
college courses for credit are reported as
non-degree/non-certificate-seeking and therefore are not eligible
to be classified as transfer-in students.
The
non-first-time cohort on the OM component includes transfer-in
students. However,
non-first-time students also include students who are not new to
the IPEDS reporting institution because they first entered the
institution as non-degree/non-certificate-seeking (not as a high
school student), but then changed their status to
degree/certificate-seeking.
|
2024-25
|
NCES-initiated
based on QC review & TRP #69
|
None
|
Removed
‘Non-first-time’
Removed
mention of ‘Non-first-time’ on the survey screens and
instructions.
|
2024-25
|
NCES-initiated
based on QC review
|
None
|
Sex
Unknown or Another Gender than Provided Categories
The
purpose of this supplemental section is to determine whether
institutions are able to report the number of students for whom
sex is unknown and the number of students for whom gender does
not align with the ‘Men’ and ‘Women’
categories. Note that these students must still be allocated
into the ‘Men’ and ‘Women’ categories in
all other sections of the survey component.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Is
your institution able to report another gender for the July 1,
2023 to June 30, 2024 reporting period 2024-25 data collection?
If you indicate ‘No, my institution is not able to report
does not collect data on another gender,’ leave the cells
in the rows for ‘Another gender’ blank (i.e., do not
report 0). If you indicate ‘No, some cells will have a
value of less than 5 students,’ your institution collects
data on another gender, but some cells have a value of less than
5 students, do not report the data and leave the cells in the
rows for ‘Another gender’ blank. If you indicate
‘Yes’, but no students identified as another gender,
please enter ‘0’.
Undergraduate
students:
-
RB
|
No,
my institution is not able to report another gender (do not
report) Yes
|
RB
|
No,
some cells will have a value of less than 5 students (do not
report)
|
RB
|
Yes
No, my institution does not collect data on another gender
|
Graduate
students:
-
RB
|
No,
my institution is not able to report another gender (do not
report) Yes
|
RB
|
No,
some cells will have a value of less than 5 students (do not
report)
|
RB
|
Yes
No, my institution does not collect data on another gender
|
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improvement
|
A4. Cost
(no
longer applicable)
The
Cost (CST) survey component is the new survey component encompassing
the elements needed to calculate net price and other tuition and fee
questions. This change is based on the NCES QC review and the
feedback from NPEC research.
Combined
IC and SFA Elements.
The data elements are moved from IC and SFA survey components to the
new CST survey component. This
new survey component will open in the Fall to allow Cost of
Attendance (COA) data to be updated on College Navigator. The
component will reopen in the Winter to collect selected information
on financial aid awards to calculate an institutional Average Net
Price (ANP), at which time COA data elements can be updated or
corrected.
Student
Financial Information.
Two questions will be added to determine and make publicly available
the information on whether postsecondary institutions ask for other
financial information not on the FAFSA form
and whether they collect asset data even when students qualify for
having their assets exempted from the federal need analysis as this
information required by the FAFSA Simplification Act.
Table
4. Proposed changes to the Cost survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
This survey
component combines parts of IC and SFA. To create this new survey
component, the following parts from IC and SFA were moved to CST:
IC:
Part C – Student Charges
SFA (all
from Section 1): Part C page 1, Cost of Attendance, Part D, Part
E, Part F, Part G
|
2024-25
|
NCES-initiated
based on QC review; Survey alignment; Technical Review Panel #61,
NPEC research
|
Decreased
burden through better alignment
|
Screening Questions
9.
For the purposes of awarding institutional financial aid, does
your institution require asset information from students who
qualify for the exemption from asset reporting on the FAFSA form?
-
10.
For the purpose of awarding
institutional financial aid, does your institution require
additional financial information separate from the FAFSA form?
-
RB
|
No
|
RB
|
Yes (please
include a website link to where your institution’s
website explains what additional financial information is
required.
|
|
Link:
|
|
2024-25
|
The
FAFSA Simplification Act
|
Minimal
|
Winter
Collection
A5.
Student Financial Aid
(no
longer applicable)
The
proposed changes to the Student Financial Aid (SFA) survey component
for 2024-25 include the removal of all cost of attendance and net
price elements (moved to new survey component – the Cost survey
component) and other minor changes that are the results of NCES QC
review. The proposed changes are based, in part, on U.S. Department
of Education guidance and clarifications and changes in industry
practices since 2008. They are also based on National Education
Postsecondary Cooperative (NPEC) research papers, Technical Review
Panel (TRP) recommendations and feedback; IPEDS Help Desk feedback
and suggestions; and NCES’ internal testing and quality control
processes spanning the same time period.
Other
notable changes include the clarification and distinction of federal,
state and local pass-through funds from institutional and private
funds for IPEDS reporting purposes; clarification on when and where
to report private education loans.
The
proposed changes to the SFA for 2025-26 are based on National
Education Postsecondary Cooperative (NPEC) research papers and
Technical Review Panel (TRP) recommendations and IPEDS internal
discussions on improving the collection burden and the usability of
IPEDS data. In addition, the changes will provide better information
for students in categories other than full-time, first-time
degree/certificate-seeking students. NCES will collect the same award
types in Section 1 for each of the existing student categories (all
undergraduates, degree/certificate-seeking undergraduates,
non-degree/certificate-seeking undergraduates, and full-time,
first-time degree/certificate-seeking undergraduates). To accomplish
this, the proposed changes include the combination of aid types
collected previously for all undergraduate,
degree/certificate-seeking undergraduate, and
non-degree/non-certificate-seeking undergraduate students with the
aid types collected for full-time, first-time
degree/certificate-seeking undergraduates. This will increase the
number of major financial aid program/program groups previously
reported in Section 1 for these student categories but will result in
net reduction in reporting burden over the next two data collections
since institutions will no longer need to pull different data for
each student category. This will also improve data integrity and
comparability since NCES calculated values will be based on the same
methodology for each institution type.
Other
notable changes include the clarification of the Post-9/11 VA and
Department of Defense benefit amounts reported in Section 2 of the
SFA Survey and other minor grammatical edits. Finally, Section 1 of
SFA Survey Form is simplified and the detailed instructions are
condensed since the same data elements are collected for all
categories and of undergraduate students.
2024-25
(no
longer applicable)
Removal
of Cost of Attendance and Average Net Price Data Elements. The
Cost of Attendance (COA) and Average Net Price (ANP) elements are
moved to the new Cost (CST) survey component. This survey component
will open in the Fall to allow COA data to be reported and then
updated on College Navigator. The component will reopen in the Winter
to collected selected information on financial aid awards to
calculate an institutional ANP, at which time COA data elements can
be updated or corrected.
Participation
in U.S. Department of Veterans Affairs Post-9/11 GI Bill or U.S.
Department of Defense Military Tuition Assistance Benefit Programs
Screening Question. Applied
the screening question and context box from Section 2 to all
institutions.
Inclusion
of Private Education Loans.
Clarified that loans to students reported in Section 1, Part C, Line
7 include private education loans.
Enrollment
Counts. Clarified
Fall Enrollment (EF) student counts are carried forward and used to
calculate average aid amounts and percentages for academic reporters
whereas 12-Month Enrollment (E12) student counts are carried forward
and used to calculate average aid amount and percentages for program
reporters throughout the survey.
Other
minor changes. Review
the attached survey forms for other minor changes meant to clarify
screens, instructions, and FAQs.
2025-26
Categories
of Undergraduate Students. Changed
Section 1 of the SFA Survey to the collect the same student counts
and aid amounts for all of the existing categories of undergraduate
students.
IASG
awards. Instruct
institutions to include Iraq and Afghanistan Service Grant (IASG)
awards in Federal Pell Grant student counts and award amounts
reported to IPEDS due to a change mandated under the Fostering
Undergraduate Talent by Unlocking Resources (FUTURE) Act.
Instructions
in Section 2.
Clarified institutions should report Department of Veteran Affair’s
Post-9/11 GI Bill tuition and fee, books and supplies, and housing
benefits disbursed known to the institution in Section 2 of the SFA
Survey.
Table
5. Proposed changes to the Student Financial Aid survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
(no
longer applicable) Removed
all Cost of Attendance and Average Net Price data elements to new
survey. This includes the following in Section 1:
Part C page
1, Cost of Attendance, Part D, Part E, Part F, Part G
|
2024-25
|
NCES-initiated
based on QC review; Survey alignment; Technical Review Panel #61,
NPEC research
|
Decreased
burden on SFA
|
(no
longer applicable) Applied
the screening question and context box from Section 2 to all
institutions
Section
2 – Military Servicemembers’ and Veterans’
Benefits - Undergraduate and Graduate Students
[Applicable
to all institutions]
Section
2: Screening Question
|
1.
Did
your institution participate in the U.S. Department of
Veterans Affairs Post-9/11 GI Bill or U.S. Department of
Defense Military Tuition Assistance benefit programs during
the
2023-24
award period? (You
are required to complete Section 2 of the SFA Survey if you
answer “Yes” to this screening question.)
|
|
Radio
button option
|
No
|
|
Radio
button option
|
Yes,
please check programs all available to students at your
institution.
|
|
|
Checkbox
option
|
U.S.
Department of Veterans Affairs Post-9/11 GI Bill
|
|
|
Checkbox
option
|
U.S.
Department of Defense Military Tuition Assistance
|
|
2024-25
|
NCES-initiated
based on QC review
|
Minimal
|
(no
longer applicable) Clarified
that loans to students reported in Section 1, Part C, Line 7
include private education loans.
Loans to
students. This
aid type is disaggregated into two program groups—Federal
loans to students
and Other
loans to students (including
private loans).
Report
loans awarded to and accepted by the student. Include money
borrowed by the student from the federal government that must be
repaid. Include all Title IV federal student loan programs.
Include all institutionally sponsored short-term and long-term
education loans to students made by the institution or its
Schools, Colleges, or student organizations.
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improvement
|
Changed Section 1 of the SFA
Survey to the collect the same student counts and aid amounts for
categories of undergraduate students (all undergraduates,
degree/certificate-seeking undergraduates,
non-degree/certificate-seeking undergraduates, and full-time,
first-time degree/certificate-seeking undergraduates). The
following aid types, which were combined from previous
collections, will be reported for these categories:
Grant
or scholarship aid from the federal government, state/local
government, the institution, and other sources known to the
institution (Do NOT include student loans)
Grants
or scholarships from the federal government, state/local
government, or the institution (Do NOT include student loans)
Grant
or scholarship aid from other sources known to the institution
(Do NOT include student loans)
Federal
grant and scholarship aid
Federal
Pell Grants
Other
federal grant and scholarship aid
State/local
government grant or scholarship aid (includes fellowships,
waivers, and employee exemptions)
Institutional
grant or scholarship aid
(includes
fellowships, waivers, and employee exemptions)
Loans
to students
Federal
loans to students
Other loans to
students (including private loans)
|
2025-26
|
NCES-initiated
based on QC review
|
Moderate,
long term decrease due to simplified and consistent reporting
|
Clarified instructions for
institutions to include Iraq and Afghanistan Service Grant (IASG)
awards in Federal Pell Grant student counts and award amounts
reported to IPEDS due to a change mandated under the Fostering
Undergraduate Talent by Unlocking Resources (FUTURE) Act.
|
2025-26
|
NCES-initiated
based on review of legislation
|
Moderate
|
Clarification.
Post-9/11
GI Bill Benefits:
A federal education benefit for veterans, who served on active
duty after September 10, 2001, administered by the Department of
Veteran’s Affairs that provides up to 36 months of
education benefits at an approved institution for tuition and
fees; books and supplies; and housing. The tuition and fees
payment, which is the cost for an in-state student attending a
public institution, is made directly to the postsecondary
institution whereas payments for books and supplies and housing
are sent directly to the student. Some benefits may be
transferred to dependents. Do not include Yellow Ribbon Program
institutional match.
|
2025-26
|
NCES-initiated
based on QC review
|
None
|
Revised
FAQ.
Should
Iraq and Afghanistan Service Grant, or IASG funded under the
Children of Fallen Heroes Scholarship Act be reported to IPEDS?
Yes, IASG should
be reported to
IPEDS as federal grants, not scholarships. Beginning
with the 2025-26 IPEDS data collection, IASG awarded should be
included
in
Federal Pell Grant student counts and award amounts reported to
IPEDS.
Even though the grants are awarded, in part, based on Federal Pell
Grant methodology, the U.S. Department of Education does not
consider these amounts to be Federal Pell Grants prior to the
2024-25 award year. As such, IASG awards should be excluded
from
Federal Pell Grant student counts and award amounts reported to
IPEDS
|
2025-26
|
NCES-initiated
based on review of legislation
|
Moderate
|
A6.
Outcome Measures
(no
longer applicable)
The
proposed changes to the Outcome Measures (OM) survey component are
minor and are the results of NCES QC review and the Technical Review
Panel (TRP) #69. The changes include clarification to instruction on
including students who change from non-degree/non-certificate-seeking
to degree/certificate-seeking at the IPEDS reporting institution, as
well as a new and several revised FAQs.
Instructions
Clarification.
Clarified instructions about including students who change from
non-degree/non-certificate-seeking to degree/certificate-seeking at
the IPEDS reporting institution. This change is added to clarify that
the term “entering” does not just apply to students who
are new to the reporting institution (i.e., students who change their
degree/certificate-seeking status are included despite having already
attended the reporting institution).
New
FAQ.
Added a new FAQ to better clarify the relationship between
“transfer-in” enrollment status on the Fall Enrollment
(EF) and 12-month Enrollment (E12) components and the
“non-first-time” cohort on the Outcome Measures (OM)
component.
Revised
FAQs.
Revised FAQ about “non-first-time”
degree/certificate-seeking undergraduate students in response to
recommendations from Technical Review Panel #69 to further clarify
how non-first-time students should be reported in IPEDS.
Added
a new example to FAQ about students who change from
non-degree/non-certificate-seeking to degree/certificate-seeking at
the IPEDS reporting institution in response to recommendations from
Technical Review Panel #69 to further clarify how non-first-time
students should be reported in IPEDS. Finally, added additional
information to FAQ about resources for tracking subsequent enrollment
based on the IPEDS Help Desk recommendations for OM.
Other.
Other minor changes include a changed of the term “Attendance
level” to “Cohort status” in the instructions to
improve clarity and consistency with terminology used in IPEDS
publications and data tools.
Cross-cutting.
NCES
is making some other minor cross-cutting edits. Cross-cutting
changes are described in the cross-cutting table.
Table
6. Proposed changes to the Outcome Measures survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Instruction
Clarification (no
longer applicable)
Who
to Include in the Cohorts
All
degree/certificate-seeking undergraduate students entering the
institution (during the 12-month period as described in the
"Reporting Period Covered" section above) should be
reported in one of the subcohorts. All degree/certificate-seeking
undergraduates should be reported in one of the subcohorts in the
12-month reporting period they become degree/certificate-seeking.
This typically aligns to when students enter the IPEDS reporting
institution. However, students who begin at the IPEDS reporting
institution as non-degree/non-certificate-seeking and change to
degree/certificate-seeking during the 12-month reporting period
should also be included in the relevant OM cohort. All
institutions will report using a full-year cohort, which counts
all students who entered the institution between July
1, 2016 - June 30, 2017
(i.e., the coverage cohort year). For academic reporting
institutions, report students who were enrolled through the
term's Census Date for enrollment purposes. For program/hybrid
reporting institutions, report students who were enrolled for at
least 15 days in a program of up to, and including, one year in
length, or 30 days in a program of greater than one year in
length.
|
2024-25
|
NCES-initiated
based on QC review and TRP #69
|
None
|
New FAQ (no
longer applicable)
What
is the relationship between “transfer-in” enrollment
status on the Fall Enrollment (EF) and 12-month Enrollment (E12)
components and the non-first-time cohort on the Outcome Measures
(OM) component?
The
count of transfer-in enrollment collected on the EF and E12
components includes the subset of undergraduate students who are
1) degree/certificate-seeking, 2) new to the IPEDS reporting
institution (i.e., entering) during the relevant reporting period
(e.g., fall term, 12-month reporting period) and
3) were previously enrolled at a different postsecondary
institution (not as a high school student). Note that for IPEDS
reporting purposes, current high school students enrolled in
college courses for credit are reported as
non-degree/non-certificate-seeking and therefore are not eligible
to be classified as transfer-in students.
The
non-first-time cohort on the OM component includes transfer-in
students. However,
non-first-time students also include students who are not new to
the IPEDS reporting institution because they first entered the
institution as non-degree/non-certificate-seeking (not as a high
school student), but then changed their status to
degree/certificate-seeking.
|
2024-25
|
NCES-initiated
based on QC review and TRP #69
|
None/
Improvement
|
Revised FAQs (no
longer applicable)
What
is a “non-first-time” degree/certificate-seeking
undergraduate student?
A
non-first-time degree/certificate undergraduate student has
previously enrolled at a postsecondary institution (not as a high
school student) before enrolling at the IPEDS reporting
institution as a degree/certificate-seeking student. This student
cohort includes entering transfer-in students and
students
who entered the institution as non-degree/non-certificate-seeking
(not as a high school student) but became
degree/certificate-seeking during the OM cohort reporting period.
is
new to your institution but has prior postsecondary experience.
This term will most likely refer to students who transferred-in
during the entry year of the cohort. Transfer-in students may
enter with or without credit.
17.
How do I report students who change from
non-degree/non-certificate-seeking
to degree/certificate-seeking at my institution?
Students’
statuses for OM reporting purposes are determined in their first
full term as a degree/certificate-seeking student. For example:
A
student who began as non-degree/non-certificate-seeking
in fall 2016
(not
as a high school student) and
became degree/certificate-seeking in spring 2017
would
be included in the 2016-17
OM
cohort as a non-first-time entering student.
A
student who began as non-degree/non-certificate-seeking in fall
2012 (not as a high school student), stops out for four years,
and ultimately re-enrolls in fall 2016 as
degree/certificate-seeking would be included in the 2016-17 OM
cohort as a non-first-time entering student.
A
student who began as non-degree/non-certificate-seeking
between July
1, 2015 and June 30, 2016
(not
as a high school student),
and became degree/certificate-seeking after July
1, 2016 would
not be included in the 2016-17
OM
cohort. This student should be reported in the OM cohort year in
which they became degree/certificate-seeking as a non-first-time
entering student.
Note:
These
instructions do not apply to
dual
enrolled students, who High school students enrolled in college
courses for credit should
be reported as first-time entering students upon receipt of their
high school diploma and becoming degree/certificate-seeking
students.
39.
What other resources are available to help me report on
subsequent enrollment?
For
institutions that report student unit-record data to a
coordinated-system office (e.g., coordinating board, system
office, state department of higher education, board of
regents/trustees, etc.), those offices may be a resource to help
identify subsequent enrollment at another institution within that
coordinated system. Administrative
data records, such as the National Student Loan Data System
(NSLDS), may also be used to verify subsequent enrollment.
|
2024-25
|
NCES-initiated
based on QC review, TRP #69, IPEDS Help Desk recommendations
|
None/
Improvement
|
Term Change (no
longer applicable)
Determining
Cohort
Status Attendance Level
The
A
student’s
cohort status
attendance
level of students is
determined in
on
the first full term (i.e., semester or quarter) that
a student becomes degree/certificate-seeking (typically
as
an entering student).
For example, if a degree/certificate-seeking
transfer-in student entered an institution in the Spring term of
the coverage cohort year as part-time, this student should be in
OM's part-time, non-first-time cohort.
Degree/certificate-seeking
undergraduate students who take a summer session preceding the
start of OM coverage cohort year (July
1, 2016 - June 30, 2017)
should be reported in the full year 2016-17
cohort.
The cohort status
attendance
level of
a summer session student is determined by that student's
immediate full-term enrollment. For example, a first-time
student takes a summer session that starts May
31, 2017
and enrolls the following fall term as a full-time student. This
student should be in OM's full-time, first-time cohort.
|
2024-25
|
NCES-initiated
based on QC review
|
None
|
A7.
Graduation Rates
(no
longer applicable)
The
proposed change to the Graduation Rates (GR) survey component
includes the removal of the Sex
Unknown or Another Gender than Provided Categories question.
Gender
Question. The
Gender Unknown or Another Gender than Provided Categories question is
removed due to
concerns with privacy and ability of institutions to change data
submitted numerous years prior.
Table
7. Proposed changes to the Graduation Rates survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Removed (related
FAQs also removed).
Section
I - Establishing cohorts - Gender Unknown or Another Gender than
Provided Categories
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout
the forms where required. One method commonly used by
institutions is to allocate these students to the binary
categories required in other parts of the form using the
proportion of men to women reported.
Is
your institution able to report another gender for the 2024-25
data collection? If you indicate ‘No, my institution does
not collect data on another gender,’ leave the cells in the
rows for ‘Another gender’ blank (i.e., do not report
0). If you indicate ‘No, some cells will have a value of
less than 5 students,’ your institution collects data on
another gender, but some cells have a value of less than 5
students, do not report the data and leave the cells in the rows
for ‘Another gender’ blank. If you indicate ‘Yes’,
but no students identified as another gender, please enter ‘0’.
-
RB
|
Yes
|
RB
|
No,
some cells will have a value of less than 5 students (do not
report)
|
RB
|
No,
my institution does not collect data on another gender
|
Of
the total students in the revised
cohort,
how many students did you allocate to a binary gender category
(Men/Women) because their gender was unknown or another gender
than the provided categories?
Undergraduate
Students
|
Number
of students
|
Grand
total [CF]
|
CF
|
Gender
unknown (i.e., gender information is not known or not
collected).
|
RV
|
Another
gender (i.e., gender information is known but does not fall
into either of the
mutually
exclusive binary categories provided [Men/Women]).
|
RV
|
Total
of Gender unknown + Another gender [CV]
|
CV
|
Total
of Students for whom gender is known and falls into one of the
mutually exclusive
binary
categories provided [Men/Women] [CV]
|
CV
|
You
may use the box below to provide additional context for the data
you have reported above. Context notes will be posted on the
College Navigator website. Therefore, you should write all
context notes using proper grammar (e.g., complete sentences with
punctuation) and common language that can be easily understood by
students and parents (e.g., spell out acronyms).
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Decreased burden
|
A8. 200%
Graduation Rates
There
are no proposed changes to 200% Graduation Rates (GR200).
A9.
Admissions
(no
longer applicable)
The
proposed change to the Admissions (ADM) survey component for 2024-25
is a minor revision to the Sex
Unknown or Another Gender than Provided Categories screen
and instructions to improve clarity.
Based
on the feedback received during the 60-day public comment period,
clarifications regarding the meaning of “considered” and
description of the options are added to the survey screens and
instructions for Admission Considerations part, as well as the FAQ on
reporting “legacy status” is revised for clarity. The
proposed changes to ADM for 2025-26 are substantial and based on the
TRP #64 on Modernizing
the Admissions Component that took place in June 2021. The changes
include collection of admission considerations data for transfer-in
degree/certificate-seeking students, expansion of Part C to collect
applicants, admits, and enrolled counts for transfer-in
degree/certificate-seeking students, disaggregate applicants, admits,
and enrolled counts by race/ethnicity, and full-time/part-time
enrollment status, expansion of Part D to collect test score data for
transfer-in degree/certificate-seeking students, and addition of the
new Part E to collect data on Waitlist, Early Decision, and Early
Action (if applicable). The data are being added to better understand
institutional admission policies. Based
on the feedback received during the 60-day public comment period,
several revisions were done to the proposed Waitlist, Early Decision,
and Early Action screens and instructions.
2024-25
(no
longer applicable)
Sex
Question. The
Gender Unknown or Another Gender than Provided Categories is revised
to improve clarity. This change was prompted by feedback from the
IPEDS Help Desk and the IPEDS data reporters. It includes a
clarification on the reporting period.
Meaning
of “Considered.”
A clarification about the meaning of “considered” is
added to the Admission Considerations screen and instructions based
on the feedback received during the 60-day public comment period.
Description
of Admissions Considerations Options.
A description of the admission considerations options is added to the
Admission Considerations screen based on the feedback received during
the 60-day public comment period.
Revised
FAQ. FAQ
#12 on how to report “legacy status” is revised to
clarify what legacy status and “considered” mean based on
the feedback received the 60-day public comment period.
2025-26
Screening
Questions. Several
screening questions are added to determine whether an institution has
an open admission policy, whether an open admission institution uses
an
Ability to Benefit (ATB) or similar test beyond the high school
diploma/equivalent, whether an institution has admission requirements
for first-time and/or transfer-in students, whether admission
requirements for both first-time students and transfer-in students
are same. In addition, there are questions on whether an institution
enrolled first-time and/or transfer-in students in Fall [ADM
reporting period], and additional data on transfer credits (if
applicable).
Admission
Considerations.
Expanded Part B to collect admissions considerations information for
transfer-in degree/certificate-seeking students at institutions that
do not have an open admission policy and for students in program(s)
with admissions requirements at institutions that are primarily open
admission but have at least one program that is not open admission
(if applicable).
Applicants,
Admits, and Enrolled.
Expanded Part C to collect applicants, admits, and enrolled counts
for transfer-in degree/certificate-seeking students at institutions
that do not have an open admission policy and for students in
program(s) with admissions requirements at institutions that are
primarily open admission but have at least one program that is not
open admission (if applicable). In addition, expanded Part C to
disaggregate applicants, admits, and enrolled counts by
race/ethnicity and full-time/part-time enrollment status. Finally,
revised
Another
Gender section to include “Gender unknown” and “Total
of Gender unknown + Another gender” as it was accidently
omitted in the initial package submitted for the 60-day comment
period.
Test
Scores. Expanded
Part D to collect test score information for transfer-in
degree/certificate-seeking students at institutions that do not have
an open admission policy (if applicable).
New
Part E. Added Part
E – Waitlist, Early Decision, and Early Action (if applicable).
This part asks questions about institutional admissions policies
related to waitlists, early decision, and early action. These
policies are important factors in equitable access to institutions.
Table
9. Proposed changes to the Admissions survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Gender
Question (no
longer applicable)
The
‘gender unknown’ category will be determined by
subtracting (men + women + another gender) from the Total.
Is
your institution able to report another gender for the Fall
2024-25 data collection? If
you indicate ‘No, my institution does not collect data on
is not able to report another gender,’ you will not receive
the screen for another gender leave the cells in the rows for
‘Another gender’ blank (i.e., do not report 0). If
you indicate ‘No, some cells will have a value of less than
5 students,’ your institution collects data on another
gender, but some cells will have a value of less than 5 students,
do not report you will the data and leave the cells in the rows
for ‘Another gender’ blank. not receive the screen
for another gender (note: another gender is not disaggregated by
race/ethnicity). If you indicate ‘Yes’, but no
students identified as another gender, please enter ‘0’.
Can
Is your institution able to report another gender?
|
RB
|
Yes
No, my institution is not able to report another gender (do
not report)
|
RB
|
No,
some cells will have a value of less than 5 students (another
gender not disaggregated by race/ethnicity)
|
RB
|
No,
my institution does not collect data on another gender Yes
|
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improved
|
Instructions
– Added clarification about meaning of “considered”
(no
longer applicable)
Considered
means that an institution includes an item in the admission
materials that are reviewed by admissions officers during the
review process and the item may factor into a decision for
admission.
Admissions
Considerations screen – Added instructions (no
longer applicable)
Select
the option that best describes how your institution used any of
the following data in its selection process for the Fall 2025
student cohorts indicated. The options are:
Required
to be considered for admission (not applicable for legacy
status)
Not
required for admission, but considered if submitted
Not
considered for admission, even if submitted
Considered
means that an institution includes an item in the package that is
reviewed by admissions officers during the review process and the
item may factor into a decision for admission.
Admission
Considerations
|
Required to be
considered for admission
|
Not required for
admission, but considered if submitted
|
Not considered
for admission, even if submitted
|
Secondary school
GPA
|
RB
|
RB
|
RB
|
Secondary school
rank
|
RB
|
RB
|
RB
|
Secondary school
record
|
RB
|
RB
|
RB
|
Completion of
college-preparatory program
|
RB
|
RB
|
RB
|
Recommendations
|
RB
|
RB
|
RB
|
Formal
demonstration of competencies (e.g., portfolios, certificates
of mastery, assessment instruments)
|
RB
|
RB
|
RB
|
Work experience
|
RB
|
RB
|
RB
|
Personal
statement or essay
|
RB
|
RB
|
RB
|
Legacy status
|
N/A
|
RB
|
RB
|
Admission
test scores
Select
options based on whether scores are required for admissions,
not placement once admitted.
|
Required to be
considered for admission
|
Not required for
admission, but considered if submitted
(Test
Optional)
|
Not considered
for admission, even if submitted
(Test
Blind)
|
SAT/ACT
|
RB
|
RB
|
RB
|
Other Test (ATB,
Wonderlic, WISC-III, etc.)
Note: If this
is the only requirement other than a diploma or equivalent,
and few students are not admitted due to this test, your
institution is open admission. Please contact the Help Desk to
correct your response to this question.
|
RB
|
RB
|
RB
|
English
Proficiency Test (for applicable students)
|
RB
|
RB
|
RB
|
You
may use the box below to provide additional context for the data
you have reported above. Context notes will be posted on the
College Navigator website. Therefore, you should write all
context notes using proper grammar (e.g., complete sentences with
punctuation) and common language that can be easily understood by
students and parents (e.g., spell out acronyms).
Revised
FAQ
12)
How
should I report for the ‘legacy status’ admissions
consideration?
If
your institution
includes the answer to any application questions about where
relatives of an applicant completed college in the materials that
admissions offices review in making admissions decisions,
considers legacy status in making admissions decisions, select
“Not required for admission, but considered if submitted.”
If your institution does not consider legacy status (or it is not
applicable to your institution), select “Not considered for
admission, even if submitted.” Considered
means that an institution includes an item in the package that is
reviewed by admissions officers during the review process and the
item may factor into a decision for admission.
|
Feedback
received during the 60-day public comment period
|
None/
Improved
|
Screening Questions
Part
A. Screening Questions
1.
For the Fall
2025 admission
cycle, did your institution have an open
admission policy
under which virtually all students that completed a high
school diploma (or received a GED/other equivalent) were
admitted for all or most entering undergraduate-level
programs?
Institutions
that require only an Ability to Benefit (ATB) or similar test
beyond the high school diploma/equivalent, and only reject a
very small number of students based on the test, are also
considered open admission.
If
your institution has one or more programs with admissions
requirements, you should select ‘no’ to this
question.
|
Data
reported to the Admissions survey component will vary based on
response to this question.
|
RB
|
Yes,
all undergraduate-level programs at the institution are open
admission.
|
RB
|
No,
all or nearly all undergraduate-level programs at the
institution have admission requirements (i.e., all or nearly
all entering students are evaluated against admission criteria
to be granted admission to the institution).
|
RB
|
No,
only one or a few undergraduate-level programs at the
institution have admission requirements (i.e., all or nearly
all programs are open admission; only students applying to a
limited number of programs are evaluation against admission
criteria to be granted admission to the institution).
|
2. Does your
institution use an Ability to Benefit (ATB) or similar test
beyond the high school diploma/equivalent?
[Open
Admission institutions only]
RB
|
Yes,
please indicate test(s) used.
|
|
CB
|
Wonderlic
Basic Skills Test (WBST)
|
|
CB
|
Combined
English Language Skills Assessment (CELSA)
|
|
CB
|
ACCUPLACER
|
|
CB
|
Assessment
and Learning in Knowledge Spaces (ALEKS)
|
|
CB
|
Texas
Success Initiative (TSI) Assessment
|
|
CB
|
Other
|
RB
|
No
|
|
3. For which
entering degree/certificate-seeking undergraduate student type(s)
does your institution have admissions requirements? [Institutions
that are not open admission]
|
CB
|
First-time
students
|
|
CB
|
Transfer-in
students
|
4. If your institution has admission
requirements for both first-time students and transfer-in
students, are these requirements the same? [Institutions
that are not open admission; if applicable based on Question #3]
-
5.
Did your institution enroll first-time
degree/certificate-seeking undergraduate students in Fall 2025?
If no, you will not report admissions data for first-time
students. [Institutions
that are not open admission; if applicable based on Question #3]
-
6.
Did your institution enroll transfer-in
degree/certificate-seeking undergraduate students
in
Fall 2025? If no, you will not report admissions data for
transfer-in students. [Institutions
that are not open admission; if applicable based on Question #3]
-
RB
|
Yes
|
|
CB
|
Students
may transfer credits earned from coursework completed at
another postsecondary institution (e.g., college,
university).
|
|
CB
|
Students
must complete a minimum number of credit or clock hours to
enter as a transfer-in student.
|
|
|
Report
the minimum number of credit or clock hours
|
RV
|
RB
|
Credit
hours
|
RB
|
Clock
hours
|
RB
|
No
|
|
2025-26
|
TRP
#64
|
Minimal
|
Admissions
Considerations – adding for transfer-in students
Applicable
student type [First-time students, Transfer-in students]
|
Admission Considerations
|
Required to be
considered for admission
|
Not required for
admission, but considered if submitted
|
Not considered for
admission, even if submitted
|
Secondary school GPA
|
RB
|
RB
|
RB
|
Secondary school rank
|
RB
|
RB
|
RB
|
Secondary school record
|
RB
|
RB
|
RB
|
Completion of
college-preparatory program
|
RB
|
RB
|
RB
|
College/other
postsecondary GPA
[transfer-in students only]
|
RB
|
RB
|
RB
|
College/other
postsecondary transcripts [transfer-in
students only]
|
RB
|
RB
|
RB
|
Recommendations
|
RB
|
RB
|
RB
|
Formal demonstration of
competencies (e.g., portfolios, certificates of mastery,
assessment instruments)
|
RB
|
RB
|
RB
|
Work experience
|
RB
|
RB
|
RB
|
Personal statement or
essay
|
RB
|
RB
|
RB
|
Legacy status
|
N/A
|
RB
|
RB
|
Admission test scores
Select options based
on whether scores are required for admissions,
not placement once admitted.
|
Required to be
considered for admission
|
Not required for
admission, but considered if submitted
(Test
Optional)
|
Not considered for
admission, even if submitted
(Test
Blind)
|
SAT/ACT
|
RB
|
RB
|
RB
|
Other Test (ATB,
Wonderlic, WISC-III, etc.)
Note: If this is the
only requirement other than a diploma or equivalent, and few
students are not admitted due to this test, your institution
is open admission. Please contact the Help Desk to correct
your response to this question.
|
RB
|
RB
|
RB
|
English Proficiency Test
(for applicable students)
|
RB
|
RB
|
RB
|
|
2025-26
|
TRP
#64
|
Minimal
|
Applicants, Admits, and
Enrolled – adding race/ethnicity
This
screen collected for ‘Women’ and ‘Men’ and
a ‘Total’ is calculated (Include ‘sex
unknown’ students allocated to this category)
|
Applicable
student type [First-time students, Transfer-in students]
|
Applicants
|
Admits
|
Enrolled
|
Full-time
|
Part-time
|
Total enrolled
|
Percent enrolled
|
U.S. Nonresident
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Hispanic/Latino
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
American Indian or
Alaska Native
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Asian
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Black or African
American
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Native Hawaiian or
Other Pacific Islander
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
White
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Two or More Races
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Race and Ethnicity
Unknown
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Total women
|
CV
|
CV
|
CV
|
CV
|
CV
|
CV
|
Total women prior year
|
PY
|
PY
|
PY
|
PY
|
PY
|
PY
|
Sex
|
Applicable
student type [First-time students, Transfer-in students]
|
Applicants
|
Admits
|
Enrolled
|
Full-time
|
Part-time
|
Total enrolled
|
Percent enrolled
|
Sex
unknown (i.e. gender information is not known or not collected)
|
RV
|
RV
|
RV
|
RV
|
CV
|
CV
|
Total of
Sex unknown prior
year
|
PY
|
PY
|
PY
|
PY
|
PY
|
PY
|
|
2025-26
|
TRP
#64
|
Moderate
|
Test Scores
Part
D. Test Scores
Provide
data for all
students for whom a test score was used in the admissions decision
for Fall
2025.
Include new
entering
students
admitted the summer prior to Fall
2025.
If you
report less than 5 students for any of the scores, do not report
percentiles.
Institutions
that use test scores for admissions decisions for some students
report the number of students for whom test scores were used.
Screen
below will show for each applicable student type (based on
responses to screening questions).
First-time
students
Transfer-in
students
|
2025-26
|
TRP
#64
|
Minimal
to
Moderate
|
Waitlist, Early Decision,
and Early Action
Part
E. Waitlist, Early Decision, and Early Action [institutions
that indicate they have admission criteria for first-time students
and enrolled first-time students during reporting period]
Waitlist
For
Fall
2025,
did your institution maintain a waitlist for first-time students?
A waitlist is a list of applicants who met admission requirements
but were only to be admitted if space became available.
[Applicable
to first-time students at institutions that are not open
admission]
-
RB
|
Yes. If so, check below
if your waitlist is ranked.
|
|
CB
|
Waitlist is ranked.
Indicate whether students are notified of their place on the
list, as well as the number of applicants placed on the listed
and admitted, accepted, and enrolled.
|
|
|
RB
|
Students
are notified of their place on the list.
|
|
|
|
RB
|
Students
are NOT notified of their place on the list.
|
|
|
|
Number of applicants
placed on waiting list
|
RV
|
|
|
Number of applicants
from waiting list admitted
|
RV
|
|
|
Number
of applicants from waiting list that accepted
|
RV
|
|
|
Number
of applicants from waiting list that enrolled
|
RV
|
RB
|
No
|
Early
Decision
For
Fall
2025,
did your institution permit first-time students to apply and be
notified of an admission decision in advance of the regular
notification date if the student commits to attending if accepted
(Early Decision)?
[Applicable
to first-time students at institutions that are not open
admission]
-
RB
|
Yes
|
|
Number
of applicants received for Early Decision
|
RV
|
|
Number
of applicants admitted for Early Decision
|
RV
|
|
Number
of applicants admitted for Early Decision that subsequently
enrolled
|
RV
|
RB
|
No
|
Early
Action
For
Fall
2025,
did your institution permit first-time students to apply and be
notified of an admission decision in advance of the regular
notification date that did not require the student to commit to
attending if accepted (Early Action)? [Applicable
to first-time students at institutions that are not open
admission]
-
RB
|
Yes
|
|
Number
of applicants received for Early Action
|
RV
|
|
Number
of applicants admitted for Early Action
|
RV
|
|
Number
of applicants admitted for Early Action that subsequently
enrolled
|
RV
|
RB
|
No
|
|
2025-26
|
TRP
#64; Feedback received during the 60-day public comment period
|
Moderate
|
Spring Collection
A10. Human
Resources
(no
longer applicable)
The
proposed changes to the Human Resources (HR) survey component for
2024-25 are minor and are based on NCES-initiated QC review and
feedback from data reporters. The changes include the removal of
references to new hires in the instructions and a clarification for
the Part G4 instructions. The changes were promoted by feedback from
the IPEDS Help Desk.
New
Hires.
For
the Human Resources Instructions for Degree-granting Institutions
with Less than 15 Full-Time Staff and Non-degree-granting
institutions for the 2024-25 through 2026-27 Data Collections,
removed
references to New Hires in the instructions. This change was made to
reduce confusion as “New Hire” information is not
collected in the
Human
Resources Instructions for Degree-granting Institutions with Less
than 15 Full-Time Staff and Non-degree-granting institutions survey
form.
Instruction
Clarification.
Added a clarification to Part G4 instructions to report full year
salaries, even if the employee did not work a full year (regardless
of when hired). This change was made to clarify the intent of the
previous instructions is that salaries should be reported based on
their yearly amount, regardless of when hired.
Table
10. Proposed changes to the Human Resources survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New Hires
Reporting
Period Covered
The
HR component is intended to provide both a snapshot of your
institution's human resources/payroll data at a specific point in
the fall. As such, report employees and
new hires on
the payroll of the institution as of November
1, 2024.
Report salaries for 2024-25.
Context
Boxes
Context
boxes are provided to allow institutions to provide more
information regarding survey component items. Note that some
context boxes are posted on the College Navigator website, which
is the college search tool offered by NCES. NCES will review
entries in these context boxes for applicability and
appropriateness before posting them on the College Navigator
website; institutions should check grammar and spelling of their
entries.
Coverage
Who
to Include in this Report
Persons
on the payroll of the institution as of November
1, 2024.
For
New hires, report the number of persons who were hired for
full-time permanent employment either for the first time (new to
the institution) or after a break in service for persons that
are on the payroll of the institution as of November 1, 2024.
For
additional information relevant to reporting Salaries data in
Part G, please refer to the Key Reporting Concepts section of
these instructions below.
New
hires:
Even if staff were not employed for an entire year as of the
snapshot date, their entire base annual salary should be reported
in Part G, as applicable.
|
2024-25
|
NCES-initiated
QC review and feedback from institutions
|
None
to Improvement
|
Instruction
Clarification
Part
G4: Salary Outlays for Full-time Non-instructional Staff by
Occupational Category
On
this screen, report the TOTAL ANNUAL salary outlays for
full-time, non-medical school, non-instructional staff at the
institution by occupational category. (The total number of
full-time, non-medical school, non-instructional staff is CF from
the previous screens for your reference.) These totals are not
disaggregated by race/ethnicity and sex.
Please
report full year salaries, even if the employee did not work a
full year (regardless of when hired).
Please
refer to the survey materials for 'Who to include/exclude' and
'SOC Classification Principles and Coding Guidelines'.
|
2024-25
|
NCES-initiated
QC review and feedback from institutions
|
None
to Improvement
|
A11.
Academic Libraries
There
are no proposed changes to Academic Libraries (AL) for 2024-25.
IPEDS
will retire AL after the 2024-25 collection.
A12.
Fall Enrollment
(no
longer applicable)
The
proposed changes to the Fall Enrollment (EF) survey component for
2024-25 are minor and are the results of NCES QC review and TRP #69.
The changes are made based on NCES QC review and input from data
reporters.
New
FAQ. FAQ
has been added to better clarify the relationship between
‘transfer-in’ enrollment status on the Fall Enrollment
(EF) and 12-month Enrollment (E12) survey components and the
‘non-first-time’ cohort on the Outcome Measures (OM)
survey component. This change was prompted by feedback from the
Technical Review Panel #69, IPEDS data reporters, and data users that
the IPEDS survey materials conflated the concepts of “transfer-in”
and “non-first-time,” which led to misunderstanding in
interpretation. This change will clearly separate these two concepts
in IPEDS survey materials to improve clarity and understanding of
these terms.
Removed
‘Non-first-time.’
Removed mention of “non-first-time” on survey screens and
instructions when discussing “transfer-in” student
enrollment status to clarify the distinction between these two terms.
This change was prompted by feedback from the IPEDS data reporters
and data users that IPEDS survey materials conflated the concepts of
“transfer-in” and “non-first-time,” which led
to misunderstanding in interpretation. This change will clearly
separate these two concepts in the IPEDS survey materials to improve
clarity and understanding of these terms.
Screen
Clarifications.
Clarified in Part E - First-time Bachelor's Cohort Retention Rates
(Line E4) that students from Fall 2023 cohort who completed their
bachelor’s degree as of Fall 2024 are to be reported as
retained. This change will now align the survey screen with text
changes that were made to the EF instructions in 2023–24, when
this guidance was first provided. This change is made address an
inconsistency between the survey item and the related instructions;
now both will be aligned. This change is applicable to 4-year
degree-granting institutions with bachelor’s cohorts only.
Instruction
Clarifications.
Added a note to the instructions for Part D to indicate that high
school students enrolled in college courses for credit should not be
included in any calculations to determine an institution’s
entering class. This change was prompted by feedback from the IPEDS
Help Desk and IPEDS data reporters that it was unclear if and how
non-first-time students who were high school student fit into an
institution’s entering class. This change clarifies who should
and should not be included in an institution’s entering class.
The change is applicable to degree-granting institutions only.
Sex
Question.
The Sex Unknown or Another Gender than Provided Categories is revised
to improve clarity. This change was prompted by feedback from the
IPEDS Help Desk and the IPEDS data reporters. It includes a
clarification on the purpose of this question and the reporting
period.
Table
12. Proposed changes to the Fall Enrollment survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
New FAQ
(no
longer applicable)
What
is the relationship between “transfer-in” enrollment
status on the Fall Enrollment (EF) and 12-month Enrollment (E12)
components and the non-first-time cohort on the Outcome Measures
(OM) component?
The
count of transfer-in enrollment collected on the EF and E12
components includes the subset of undergraduate students who are
1) degree/certificate-seeking, 2) new to the IPEDS reporting
institution (i.e., entering) during the relevant reporting period
(e.g., fall term, 12-month reporting period) and
3) were previously enrolled at a different postsecondary
institution (not as a high school student). Note that for IPEDS
reporting purposes, current high school students enrolled in
college courses for credit are reported as
non-degree/non-certificate-seeking and therefore are not eligible
to be classified as transfer-in students.
The
non-first-time cohort on the OM component includes transfer-in
students. However,
non-first-time students also include students who are not new to
the IPEDS reporting institution because they first entered the
institution as non-degree/non-certificate-seeking (not as a high
school student), but then changed their status to
degree/certificate-seeking.
|
2024-25
|
NCES-initiated
based on QC review & TRP #69
|
None
|
Removed
‘Non-first-time’
(no
longer applicable)
Removed mention
of ‘Non-first-time’ on the survey screens and
instructions.
|
2024-25
|
NCES-initiated
based on QC review
|
None
|
Screen
Clarifications
(no
longer applicable)
FULL-TIME,
FIRST-TIME BACHELOR'S COHORT RETENTION:
|
Prior year data
(Fall
2022 cohort)
|
E1
|
Full-time,
first-time Fall
2023
bachelor's cohort
|
RV
|
|
PY
|
|
E2a
|
Exclusions
from the Fall
2023
cohort
|
RV
|
|
PY
|
|
E2b
|
Inclusion to the
Fall
2023
cohort
|
RV
|
|
PY
|
|
E3
|
Adjusted
Fall
2023
cohort (line E1- E2a + E2b)
|
CV
|
|
PY
|
|
E4
|
Students from
Fall
2023
cohort still
enrolled
as of Fall
2024 +
students from Fall
2023
cohort
who completed
their bachelor’s degree as
of
Fall
2024
|
RV
|
|
PY
|
|
E5
|
Full-time,
first-time Fall
2023
bachelor's cohort retention rate (line E4 / line E3)
|
CV
|
%
|
PY
|
%
|
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improvement
|
Instruction
Clarifications
(no
longer applicable)
In
Line D5,
report the subset of non-degree/non-certificate-seeking
undergraduate students displayed on line D4, who are new to the
institution in Fall
2024.
Note:
high school students enrolled in college courses for credit
should not be included in any calculations to determine an
institution’s entering class.
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improvement
|
Sex Unknown or
Another Gender than Provided Categories
(no
longer applicable)
The
purpose of this supplemental section is to determine whether
institutions are able to report the number of students for whom
sex is unknown and the number of students for whom gender does
not align with the ‘Men’ and ‘Women’
categories. Note that these students must still be allocated
into the ‘Men’ and ‘Women’ categories in
all other sections of the survey component.
Institutions
should not ask students that do not select a binary gender to
allocate themselves to a binary gender category; it is up to the
institution to allocate unknown students and students that
indicate another gender into the binary categories throughout the
forms where required. One method commonly used by institutions is
to allocate these students to the binary categories required in
other parts of the form using the proportion of men to women
reported.
The
‘gender unknown’ category is to report students for
whom the institution does not know a gender.
Is
your institution able to report another gender for the Fall 2024
reporting period 2024-25 data collection? If you indicate ‘No,
my institution is not able to report does not collect data on
another gender,’ leave the cells in the rows for ‘Another
gender’ blank (i.e., do not report 0). If you indicate ‘No,
some cells will have a value of less than 5 students,’ your
institution collects data on another gender, but some cells have a
value of less than 5 students, do not report the data and leave
the cells in the rows for ‘Another gender’ blank. If
you indicate ‘Yes’, but no students identified as
another gender, please enter ‘0’.
Undergraduate
students:
-
RB
|
No, my
institution is not able to report another gender (do not
report) Yes
|
RB
|
No, some cells
will have a value of less than 5 students (do not report)
|
RB
|
Yes No, my
institution does not collect data on another gender
|
Graduate students:
-
RB
|
No, my
institution is not able to report another gender (do not
report) Yes
|
RB
|
No, some cells
will have a value of less than 5 students (do not report)
|
RB
|
Yes No, my
institution does not collect data on another gender
|
|
2024-25
|
NCES-initiated
based on QC review
|
None/
Improvement
|
A13.
Finance
(no
longer applicable)
The
proposed change to the Finance (F) survey component for 2024-25 is
minor clarification to the instructions. The change is based on
NCES-initiated QC review and is designed to simplify reporting for
institutions.
Scholarships
and Fellowships Expenses: Clarified
for GASB reporting institutions (Part C-1, Line 10) that it is
private awards to students where the selection of the student
recipient is not made by institution are not included, as opposed to
any awards/grants. This clarification was prompted by the feedback
from the IPEDS data reporters.
Term
Clarification. Replaced
all references to the State Student Incentive Grants (SSIG) with
Leveraging
Educational Assistance Partnerships or LEAP (formerly State
Student Incentive Grant or SSIG) to reflect renaming of the program.
Table
13. Proposed changes to the Finance survey component
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Scholarships
and fellowships expenses, excluding discounts and allowances
This
amount is carried forward from Part E: Scholarships and
Fellowships, line 11. Scholarships and fellowships expenses in
the form of outright grants to students selected and awarded by
the institution. This is the amount that exceeds fees and charges
assessed to students by the institution and that would not have
been recorded as discounts and allowances. This classification
will include the excess of awards over fees and charges from Pell
grants and other resources, including funds originally restricted
for student assistance. Do not include loans to students or
amounts
private awards where
the institution is given custody of the funds but is not allowed
to select the recipients; these are transactions recorded in
balance sheet accounts and not revenues and expenses.
|
2024-25
|
NCES-initiated
QC review
|
None/Improvement
|
Grants
by state government
— Report the amount of state grants received for funding
scholarships and fellowships such as the state share of
Leveraging
Educational Assistance Partnerships or LEAP (formerly State
Student Incentive Grant or
SSIG). Report portable student aid from another state as a state
source.
|
2024-25
|
NCES-initiated
QC review
|
None/Improvement
|
All
Collections
A14.
Cross-cutting changes
(no
longer applicable)
Several
proposed changes are being made across multiple survey components.
Cross-cutting
– Glossary.
NCES is adding and removing some terms from the glossary based on
NCES
QC review, TRP #64 on Modernizing the Admissions Component (June
2021), and TRP #69 (October 2023). There are also some terms that
have minor edits that can be reviewed in the glossary attachment.
Transfer-in
(non-first-time entering) student.
Revised
definition for “Transfer-in student” Glossary term to
improve clarity. This change was prompted by feedback from the TRP
#69 recommendations, the IPEDS data reporters, and data users that
the current definition for “Transfer-in student” led to
misunderstanding in interpretation. This change will clarify this
term for greater understanding among the IPEDS audiences.
Non-first-time
entering student (undergraduate).
Revised definition for “Non-first-time student (undergraduate)”
Glossary term to improve clarity. This change was prompted by
feedback from the TRP #69 recommendations, IPEDS data reporters, and
data users that the current definition for “Non-first-time
student (undergraduate)” led to misunderstanding in
interpretation. This change will clarify this term for greater
understanding among the IPEDS audiences.
Continuing/Returning
student (undergraduate).
Revised definition for “Continuing/Returning student
(undergraduate)” Glossary term to improve clarity. This change
was prompted by feedback from the IPEDS data reporters and data users
that the current definition for “Continuing/Returning student
(undergraduate)” led to misunderstanding in interpretation.
This change will clarify this term for greater understanding among
the IPEDS audiences.
Entering
students (undergraduate).
Revised definition for “Entering students (undergraduate)”
Glossary term to improve clarity. This change was prompted by
feedback from the TRP #69 recommendations, the IPEDS data reporters,
and data users that the current definition for “Entering
students (undergraduate)” led to misunderstanding in
interpretation. This change will clarify this term for greater
understanding among the IPEDS audiences.
Undergraduate
student.
Revised the ‘Undergraduate student’ term for improved
clarity and consistency with the survey instructions.
New
Terms.
Added several new terms to the Glossary to improve clarity,
consistency, and reflect the addition of the new CST survey
component.
Table
14. Proposed cross-cutting changes that impact multiple survey
components
|
Change
|
Implementation
year
|
Source
|
Estimated
burden
|
Additions to
glossary
Cost
(CST), Student aid assets, attendance status, student level
Edits
Transfer-in
student, transfer-out student, non-first-time student
(undergraduate), continuing/returning student (undergraduate),
entering students (undergraduate), undergraduate student.
|
2024-25
|
NCES-initiated
based on QC review; TRP #64 on Modernizing the Admissions
Component (June 2021); TRP #69 (October 2023).
|
None/Improvement
|
Appendix
A – IPEDS 2024-25
2025-26 THROUGH 2026-27 DETAILED PROPOSED CHANGES | 16
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| Author | Aida Ali Akreyi |
| File Modified | 0000-00-00 |
| File Created | 2025-07-16 |