This procedures manual provides a guide and selected reference materials for state-level

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3 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

4 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 Coordination Planning Universe Maintenance Data Submission Nonresponse Followup Error Resolution 26 IPEDS Data Dissemination 27 College Navigator ( 27 IPEDS Data Center ( 28 IPEDS Data Feedback Report and Executive Peer Tool ( 30 IPEDS Tables Library ( 30 College Affordability and Transparency Center ( 31 State Spending Charts ( 31 IPEDS Trend Generator ( 31 Reports and Publications ( 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 IPEDS State and System Coordinators 45

5 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

6 IPEDS Directory Name Telephone/ Area of Responsibility Tom Weko Elise Miller, thru 5/19/ Jessica Shedd, eff 5/20/ IPEDS Teams Leaders: Sam Barbett Jan Plotczyk Open IPEDS Staff: Alli Bell Archie Cubarrubia Matt Greene Tara Lawley Colleen Lenihan Andrew Mary Isaiah O Rear Isaiah.O Rear@ed.gov Sabrina Ratchford Sabrina.Ratchford@ed.gov Toll-Free Telephone Numbers Associate Commissioner Postsecondary, Adult, and Career Education (PACE) Program Director, Postsecondary Institutional Studies IPEDS Project Director NPEC Project Director 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 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 Data Collection Team: Finance and 12-month Enrollment Survey Director; College Affordability and Transparency Explanation Form (CATEF) liaison to OPE Data Dissemination Team: Publications; Data quality and dissemination specialist Data Collection Team: Completions Survey Director; Classification of Instructional Programs (CIP) Data Collection Team: Human Resources and Fall Enrollment Survey Director; Standard Occupational Codes (SOC) liaison IPEDS HELP DESKS RESEARCH TRIANGLE INSTITUTE, INC (Data Collection Help Desk) (Data Tools Help Desk) ipedshelp@rti.org (Data Collection Help Desk) ipedstools@rti.org (Data Tools Help Desk) Janice Kelly-Reid Laura Knapp Jamie Isaac Mohamad Sakr Randy Swing IPEDS Project Director IPEDS Technical Review Panels Help Desk Supervisor OTHER CONTRACT SUPPORT LIAISONS IT Innovative Solutions, Corp Association for Institutional Research 2

7 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 from a more limited universe of accredited 3

8 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

9 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

10 IPEDS UNIVERSE OF INSTITUTIONS BY SECTOR: DEGREE/PROGRAM LEVEL AND FINANCIAL CONTROL Degree/program level Public Type of financial control Private not-for-profit Private 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 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. Sector 4 Sector 5 Sector 6 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 7 Sector 8 Sector 9 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., 6

11 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. 7

12 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

13 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 , 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

14 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 ), or defined in any ED regulations implementing Title IX of the Education Amendments of 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 , 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

15 provision of postsecondary education. These components (each with a standard abbreviation or identifier) are outlined in the table on the following pages: 11

16 Fall Collection Winter Collection IPEDS SURVEY COMPONENTS Component Cycle Data Annual Institutional Characteristics (IC) 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 6- digit CIP code. Completions data by race/ethnicity at the 2- digit 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. Student Financial Aid (SFA) Annual 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

17 Spring Collection IPEDS SURVEY COMPONENTS Component Cycle Data Fall Enrollment (EF) Annual 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. Finance (F) Annual 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). Graduation Rates (GR) Annual 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% Graduation Rates (GR200) Annual 200 percent graduation rates, as required by HEOA. Human Resources (HR) Annual Biennial (oddnumbered years) 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 and 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. 13

18 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 Step 3: Locking of Survey Data Step 4: Migration to Collection Level Data Center Step 5: Move to Data Center Additional Early Release Description 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. 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. 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). 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. Data are moved from Collection Level Data Center access to the Additional Early Release level of the IPEDS Data Center (login required) when results from the quality 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 IPEDS Data The public release of IPEDS data is the final step for each survey cycle. The data come 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 14

19 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 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

20 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 (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 , , and 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

21 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 (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

22 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 , 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 , , and 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 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 ) requires that NCES collect the following information about undergraduate students from institutions of 18

23 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 ) 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

24 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

25 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

26 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 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

27 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

28 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

29 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

30 4. Nonresponse Followup Although periodic mail and 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 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

31 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: State coordinators are urged to advertise these resources to data users within their state. College Navigator ( 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

32 IPEDS Data Center ( 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

33 What do you want to do? What should you use? What do you get? Generate reports with predetermined variables 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 Look up an institution (this is the only function that only limits viewing to one institution at a time) Generate pre-defined reports Rank institutions on one variable View trend for one variable Compare individual institutions Create group statistics Download survey data files Download custom data files 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. 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. Allows the user to order a variable based on the values provided by institutions, and can be downloaded or printed using Adobe. 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. 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. 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 the full data files for each survey to use in SAS, STATA, or SPSS. This option also allows access to the data dictionaries. 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. Make simplified peer comparisons or generate a table 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. The Association for Institutional Research has developed a web-tutorial that provides an overview of the Data Center. To access it, go to 29

34 IPEDS Data Feedback Report and Executive Peer Tool ( 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 ed 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 ( 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

35 College Affordability and Transparency Center ( 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 ( 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 ( 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 ( 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

36 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

37 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 Online users. Face-to-Face Online webinars and video tutorials are available to IPEDS data providers and data 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 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

38 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

39 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 ( 35

40 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 ( Dates and subjects for upcoming meetings are also available. 36

41 HELPFUL RESOURCES The IPEDS homepage is a gateway to IPEDS related information. IPEDS home page ( 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

42 IPEDS Data Provider Center 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

43 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 in your contacts o o ipedshelp@rti.org Help menu in IPEDS Data Collection System ( Data Provider Center ( Message Center in IPEDS Data Collection System ( IPEDS Home Page ( 39