Higher Education Institutions in the United States of America Dataset

This repository contains a dataset of higher education institutions in the United States of America. This dataset was compiled in response to a cybersecurity research of American higher education institutions' websites [1]. The data is being made publicly available to promote open science principles [2].

Data

The data includes the following fields for each institution:

• Id: A unique identifier assigned to each institution.
• Region: The federal state in which the institution is located.
• Name: The full name of the institution.
• Category: Indicates whether the institution is public or private.
• Url: The website of the institution.

Methodology

The dataset was obtained from the Higher Education Integrated Data System (IPEDS) website [3], which is administered by the National Center for Education Statistics (NCES). NCES serves as the primary federal entity for collecting and analyzing education-related data in the United States. The data was collected on February 2, 2023.

The initial list of institutions was derived from the IPEDS database using the following criteria: (1) US institutions only, (2) degree-granting institutions, primarily bachelor's or higher, and (3) industry classification, which includes: public 4 - year or above, private not-for-profit 4 years or more, private for-profit 4 years or more, public 2 years, private not-for-profit 2 years, private for-profit 2 years, public less than 2 years, private not-for-profit for-profit less than 2 years and private for-profit less than 2 years.

The following variables have been added to the list of institutions: Control of the institution, state abbreviation, degree-granting status, Status of the institution, and Institution's internet website address. This resulted in a report with 1,979 institutions.

The institution's status was labeled with the following values: A (Active), N (New), R (Restored), M (Closed in the current year), C (Combined with another institution), D (Deleted out of business), I (Inactive due to hurricane-related issues), O (Outside IPEDS scope), P (Potential new/add institution), Q (Potential institution reestablishment), W (Potential addition outside IPEDS scope), X ( Potential restoration outside the scope of IPEDS) and G (Perfect Children's Campus).

A filter was applied to the report to retain only institutions with an A, N, or R status, resulting in 1,978 institutions. Finally, a data cleaning process was applied, which involved removing the whitespace at the beginning and end of cell content and duplicate whitespace. The final data were compiled into the dataset included in this repository.

Usage

This data is available under the Creative Commons Zero (CC0) license and can be used for any purpose, including academic research purposes. We encourage the sharing of knowledge and the advancement of research in this field by adhering to open science principles [2].

If you use this data in your research, please cite the source and include a link to this repository. To properly attribute this data, please use the following DOI: 10.5281/zenodo.7614862

Contribution

If you have any updates or corrections to the data, please feel free to open a pull request or contact us directly. Let's work together to keep this data accurate and up-to-date.

Acknowledgment

We would like to acknowledge the support of the Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), within the project "Cybers SeC IP" (NORTE-01-0145-FEDER-000044). This study was also developed as part of the Master in Cybersecurity Program at the Instituto Politécnico de Viana do Castelo, Portugal.

References

1. Pending.
2. S. Bezjak, A. Clyburne-Sherin, P. Conzett, P. Fernandes, E. Görögh, K. Helbig, B. Kramer, I. Labastida, K. Niemeyer, F. Psomopoulos, T. Ross-Hellauer, R. Schneider, J. Tennant, E. Verbakel, H. Brinken, and L. Heller, Open Science Training Handbook. Zenodo, Apr. 2018. [Online]. Available: [https://doi.org/10.5281/zenodo.1212496]
3. Integrated Postsecondary Education Data System, "Compare Institutions", Fev 2023. [online]. Available: https://nces.ed.gov/ipeds/use-the-data

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

Abstract (en): The American College Catalog Study Database (CCS) contains academic data on 286 four-year colleges and universities in the United States. CCS is one of two databases produced by the Colleges and Universities 2000 project based at the University of California-Riverside. The CCS database comprises a sampled subset of institutions from the related Institutional Data Archive (IDA) on American Higher Education (ICPSR 34874). Coding for CCS was based on college catalogs obtained from College Source, Inc. The data are organized in a panel design, with measurements taken at five-year intervals: academic years 1975-76, 1980-81, 1985-86, 1990-91, 1995-96, 2000-01, 2005-06, and 2010-11. The database is based on information reported in each institution's college catalog, and includes data regarding changes in major academic units (schools and colleges), departments, interdisciplinary programs, and general education requirements. For schools and departments, changes in structure were coded, including new units, name changes, splits in units, units moved to new schools, reconstituted units, consolidated units, departments reduced to program status, and eliminated units. The American College Catalog Study Database (CCS) is intended to allow researchers to examine changes in the structure of institutionalized knowledge in four-year colleges and universities within the United States. For information on the study design, including detailed coding conventions, please see the Original P.I. Documentation section of the ICPSR Codebook. The data are not weighted. Dataset 1, Characteristics Variables, contains three weight variables (IDAWT, CCSWT, and CASEWEIGHT) which users may wish to apply during analysis. For additional information on weights, please see the Original P.I. Documentation section of the ICPSR Codebook. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. Response Rates: Approximately 75 percent of IDA institutions are included in CCS. For additional information on response rates, please see the Original P.I. Documentation section of the ICPSR Codebook. Four-year not-for-profit colleges and universities in the United States. Smallest Geographic Unit: state CCS includes 286 institutions drawn from the IDA sample of 384 United States four-year colleges and universities. CCS contains every IDA institution for which a full set of catalogs could be located at the initiation of the project in 2000. CCS contains seven datasets that can be linked through an institutional identification number variable (PROJ_ID). Since the data are organized in a panel format, it is also necessary to use a second variable (YEAR) to link datasets. For a brief description of each CCS dataset, please see Appendix B within the Original P.I. Documentation section of the ICPSR Codebook.There are date discrepancies between the data and the Original P.I. Documentation. Study Time Periods and Collection Dates reflect dates that are present in the data. No additional information was provided.Please note that the related data collection featuring the Institutional Data Archive on American Higher Education, 1970-2011, will be available as ICPSR 34874. Additional information on the American College Catalog Study Database (CCS) and the Institutional Data Archive (IDA) database can be found on the Colleges and Universities 2000 Web site.

This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.

College Completion Dataset

Graduation Rates, Race, Efficiency Measures and More

By Jonathan Ortiz [source]

About this dataset

This College Completion dataset provides an invaluable insight into the success and progress of college students in the United States. It contains graduation rates, race and other data to offer a comprehensive view of college completion in America. The data is sourced from two primary sources – the National Center for Education Statistics (NCES)’ Integrated Postsecondary Education System (IPEDS) and Voluntary System of Accountability’s Student Success and Progress rate.

At four-year institutions, the graduation figures come from IPEDS for first-time, full-time degree seeking students at the undergraduate level, who entered college six years earlier at four-year institutions or three years earlier at two-year institutions. Furthermore, colleges report how many students completed their program within 100 percent and 150 percent of normal time which corresponds with graduation within four years or six year respectively. Students reported as being of two or more races are included in totals but not shown separately

When analyzing race and ethnicity data NCES have classified student demographics since 2009 into seven categories; White non-Hispanic; Black non Hispanic; American Indian/ Alaskan native ; Asian/ Pacific Islander ; Unknown race or ethnicity ; Non resident with two new categorize Native Hawaiian or Other Pacific Islander combined with Asian plus students belonging to several races. Also worth noting is that different classifications for graduate data stemming from 2008 could be due to variations in time frame examined & groupings used by particular colleges – those who can’t be identified from National Student Clearinghouse records won’t be subjected to penalty by these locations .

When it comes down to efficiency measures parameters like “Awards per 100 Full Time Undergraduate Students which includes all undergraduate completions reported by a particular institution including associate degrees & certificates less than 4 year programme will assist us here while we also take into consideration measures like expenditure categories , Pell grant percentage , endowment values , average student aid amounts & full time faculty members contributing outstandingly towards instructional research / public service initiatives .

When trying to quantify outcomes back up Median Estimated SAT score metric helps us when it is derived either on 25th percentile basis / 75th percentile basis with all these factors further qualified by identifying required criteria meeting 90% threshold when incoming students are considered for relevance . Last but not least , Average Student Aid equalizes amount granted by institution dividing same over total sum received against what was allotted that particular year .

All this analysis gives an opportunity get a holistic overview about performance , potential deficits &

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How to use the dataset

This dataset contains data on student success, graduation rates, race and gender demographics, an efficiency measure to compare colleges across states and more. It is a great source of information to help you better understand college completion and student success in the United States.

In this guide we’ll explain how to use the data so that you can find out the best colleges for students with certain characteristics or focus on your target completion rate. We’ll also provide some useful tips for getting the most out of this dataset when seeking guidance on which institutions offer the highest graduation rates or have a good reputation for success in terms of completing programs within normal timeframes.

Before getting into specifics about interpreting this dataset, it is important that you understand that each row represents information about a particular institution – such as its state affiliation, level (two-year vs four-year), control (public vs private), name and website. Each column contains various demographic information such as rate of awarding degrees compared to other institutions in its sector; race/ethnicity Makeup; full-time faculty percentage; median SAT score among first-time students; awards/grants comparison versus national average/state average - all applicable depending on institution location — and more!

When using this dataset, our suggestion is that you begin by forming a hypothesis or research question concerning student completion at a given school based upon observable characteristics like financ...

The Institutional Data Archive on American Higher Education (IDA) contains academic data on 384 four-year colleges and universities in the United States. The IDA is one of two databases produced by the Colleges and Universities 2000 project based at the University of California, Riverside. This release, the third compilation of the IDA, is updated through academic year 2010-2011, and includes longitudinal and cross-sectional data from multiple sources. The collection is organized into nine datasets based on the unit of analysis and whether identifiers linking the data to particular institutions are present; seven of the datasets can be linked by a common identifier variable (PROJ_ID), and two cannot be linked due to confidentiality agreements. The seven identifiable datasets contain information on institutions, university systems, programs and academic departments, earned degrees, graduate schools, medical schools, and institutional academic rankings over time. Data regarding student enrollments, average SAT and ACT scores, and tuition and fees has been recorded, as well as institutional information concerning libraries, research activity, revenue and expenditures, faculty salaries, and quality rankings for program faculty. The identifiable datasets also include census information for neighborhoods surrounding IDA colleges and universities. The two non-identifiable datasets contain confidential survey responses from IDA institution presidents, chancellors, provosts, and academic vice presidents; survey questions pertained to governance structures, institutional goals and achievements, and solicited opinions on current and future issues facing the respondent's institution and higher education in general.

Comprehensive dataset containing 22,871 verified College businesses in United States with complete contact information, ratings, reviews, and location data.

Colleges and Universities This feature layer, utilizing data from the National Center for Education Statistics (NCES), displays colleges and universities in the U.S. and its territories. NCES uses the Integrated Postsecondary Education Data System (IPEDS) as the "primary source for information on U.S. colleges, universities, and technical and vocational institutions." According to NCES, this layer "contains directory information for every institution in the 2023-24 IPEDS universe. Includes name, address, city, state, zip code and various URL links to the institution"s home page, admissions, financial aid offices and the net price calculator. Identifies institutions as currently active, and institutions that participate in Title IV federal financial aid programs for which IPEDS is mandatory." University of the District of ColumbiaData currency: 2023Data source: IPEDS Complete Data FilesData modification: Removed fields with coded values and replaced with descriptionsFor more information: Integrated Postsecondary Education Data SystemSupport documentation: Data DictionaryFor feedback, please contact: ArcGIScomNationalMaps@esri.com U.S. Department of Education (ED) Per ED, The mission of the Department of Education (ED) is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access for students of all ages.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

Dataset Description

This dataset was created by collecting publicly available university and college information from the U.S. Department of Education’s College Scorecard. It focuses on higher education institutions across the United States as of 2025.

The dataset provides a comprehensive view of universities and colleges, including details on cost, graduation rates, and post-graduation earnings — helping students, researchers, and policymakers analyze educational outcomes and institutional performance nationwide.

The dataset contains 5546 records and includes the following key features:

University_Name: The official name of the college or university.

Location: The city and state where the institution is located.

Type: Indicates the nature of the institution — Public, Private Nonprofit, or For-Profit.

Place: Describes the campus setting, such as City, Suburban, or Rural.

Group: Represents the size or category of the institution (e.g., Small, Medium, Large).

Graduate_Rate: The percentage of students who successfully complete their degree programs.

Annual_Cost: The average yearly cost of attendance, including tuition and fees.

Earnings: The median annual earnings of graduates after completing their degree programs.

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

In 2023, there were *** institutions of higher education in the state of California. Of these *** institutions, *** were four-year institutions and *** were two-year institutions. California had the most higher education institutions of any state in that year.

This dataset is about universities in the United States. It has 333 rows. It features 4 columns: city, ranking, and foundation year.

A comprehensive dataset of accredited higher-education institutions in the United States and its territories. Includes universities, colleges, community colleges, and specialized schools. Parent universities with multiple constituent colleges (e.g., Rochester Institute of Technology) are included at the individual college/school level.

Purpose: Provide a reference for research, cross-analysis, and program mapping against specialized datasets (e.g., Medical Dosimetry programs).

Source & Provenance:

• Original dataset: Opendatasoft – US Colleges & Universities
• Extracted on: August 17, 2025
• Contains 6,559 institutions.

Schema (selected fields):

• name – Institution or college/school name
• address, city, state – Physical location
• zip – ZIP code
• type – Public/private, 2-year/4-year
• status – Active or closed
• level – Institutional level (e.g., 4-year university, 2-year community college)
• url – Official institution website

Strengths:

• Nationwide coverage, standardized source.
• Enables mapping to sub-colleges under large universities.

Limitations:

• No detailed program-level data (degree offerings, majors).
• Carnegie classification not included in source.
• Requires cleaning for diacritics, name variations, and multiple aliases.

Intended Use:

• Higher education research
• Linking specialized program datasets
• Policy, demographic, and geographic analysis

About this dataset

Context

The dataset tabulates the State College population over the last 20 plus years. It lists the population for each year, along with the year on year change in population, as well as the change in percentage terms for each year. The dataset can be utilized to understand the population change of State College across the last two decades. For example, using this dataset, we can identify if the population is declining or increasing. If there is a change, when the population peaked, or if it is still growing and has not reached its peak. We can also compare the trend with the overall trend of United States population over the same period of time.

Key observations

In 2023, the population of State College was 40,687, a 0.77% increase year-by-year from 2022. Previously, in 2022, State College population was 40,378, a decline of 1.54% compared to a population of 41,011 in 2021. Over the last 20 plus years, between 2000 and 2023, population of State College increased by 1,405. In this period, the peak population was 42,559 in the year 2016. The numbers suggest that the population has already reached its peak and is showing a trend of decline. Source: U.S. Census Bureau Population Estimates Program (PEP).

Content

When available, the data consists of estimates from the U.S. Census Bureau Population Estimates Program (PEP).

Data Coverage:

• From 2000 to 2023

Variables / Data Columns

• Year: This column displays the data year (Measured annually and for years 2000 to 2023)
• Population: The population for the specific year for the State College is shown in this column.
• Year on Year Change: This column displays the change in State College population for each year compared to the previous year.
• Change in Percent: This column displays the year on year change as a percentage. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for State College Population by Year. You can refer the same here

About this dataset

Context

The dataset tabulates the College Park population over the last 20 plus years. It lists the population for each year, along with the year on year change in population, as well as the change in percentage terms for each year. The dataset can be utilized to understand the population change of College Park across the last two decades. For example, using this dataset, we can identify if the population is declining or increasing. If there is a change, when the population peaked, or if it is still growing and has not reached its peak. We can also compare the trend with the overall trend of United States population over the same period of time.

Key observations

In 2023, the population of College Park was 34,187, a 0% increase year-by-year from 2022. Previously, in 2022, College Park population was 34,186, a decline of 0.92% compared to a population of 34,502 in 2021. Over the last 20 plus years, between 2000 and 2023, population of College Park increased by 9,502. In this period, the peak population was 34,698 in the year 2020. The numbers suggest that the population has already reached its peak and is showing a trend of decline. Source: U.S. Census Bureau Population Estimates Program (PEP).

Content

When available, the data consists of estimates from the U.S. Census Bureau Population Estimates Program (PEP).

Data Coverage:

• From 2000 to 2023

Variables / Data Columns

• Year: This column displays the data year (Measured annually and for years 2000 to 2023)
• Population: The population for the specific year for the College Park is shown in this column.
• Year on Year Change: This column displays the change in College Park population for each year compared to the previous year.
• Change in Percent: This column displays the year on year change as a percentage. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for College Park Population by Year. You can refer the same here

About this dataset

Context

The dataset tabulates the College Place population over the last 20 plus years. It lists the population for each year, along with the year on year change in population, as well as the change in percentage terms for each year. The dataset can be utilized to understand the population change of College Place across the last two decades. For example, using this dataset, we can identify if the population is declining or increasing. If there is a change, when the population peaked, or if it is still growing and has not reached its peak. We can also compare the trend with the overall trend of United States population over the same period of time.

Key observations

In 2022, the population of College Place was 9,804, a 0.37% increase year-by-year from 2021. Previously, in 2021, College Place population was 9,768, a decline of 1.57% compared to a population of 9,924 in 2020. Over the last 20 plus years, between 2000 and 2022, population of College Place increased by 1,953. In this period, the peak population was 9,924 in the year 2020. The numbers suggest that the population has already reached its peak and is showing a trend of decline. Source: U.S. Census Bureau Population Estimates Program (PEP).

Content

When available, the data consists of estimates from the U.S. Census Bureau Population Estimates Program (PEP).

Data Coverage:

• From 2000 to 2022

Variables / Data Columns

• Year: This column displays the data year (Measured annually and for years 2000 to 2022)
• Population: The population for the specific year for the College Place is shown in this column.
• Year on Year Change: This column displays the change in College Place population for each year compared to the previous year.
• Change in Percent: This column displays the year on year change as a percentage. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for College Place Population by Year. You can refer the same here

The purpose of this data collection was to provide a more accurate measure of the racial/ethnic enrollment in postsecondary institutions in the United States than was previously available. The National Center for Education Statistics (NCES) collects racial/ethnic enrollment data from higher education institutions on an annual basis. Some institutions do not report these data, and their "unknown" categories have previously been distributed in direct proportion to the "knowns." This resulted in lower than accurate figures for the racial/ethnic categories. With the advent of the Integrated Postsecondary Education Data System (IPEDS), NCES has attempted to eliminate this problem by distributing all "race/ethnicity unknown" students through a two-stage process. First, the differences between reported totals and racial/ethnic details were allocated on a gender and institutional basis by distributing the differences in direct proportion to reported distributions. The second-stage distribution was designed to eliminate the remaining instances of "race/ethnicity unknown." The procedure was to accumulate the reported racial/ethnic total enrollments by state, level, control, and gender, calculate the percentage distributions, and apply these percentages to the reported total enrollments of institutional respondents (in the same state, level, and control) that did not supply race/ethnicity detail. In addition, the original "race/ethnicity unknown" data were also left unaltered for those who wish to review the numbers actually distributed. The racial/ethnic status was broken down into nonresident alien, Black non-Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander, Hispanic, and White non-Hispanic. There are six data files. Part 1, Institutional Characteristics, includes variables on control and level of institution, religious affiliation, highest level of offering, Carnegie classification, and state FIPS code and abbreviation. Variables in Part 2 cover total original enrollment by race/ethnicity and sex and by level and year of study of student. Race/ethnicity data were not imputed for institutions that only reported total enrollment. The "race ethnicity unknown" category was not distributed among the race/ethnicity categories. In Part 3, enrollment data are presented by race/ethnicity and sex of student, and by level and year of study for the following selected major field of studies: architecture, education, engineering, law, biological/life sciences, mathematics, physical sciences, dentistry, medicine, veterinary medicine, and business management and administrative services. This file contains data for four-year institutions only. Part 4 provides summary enrollment data by adjusted race/ethnicity and sex of student and by level and year of study of student. The "race/ethnicity unknown" category data were distributed across all known race categories in this file. Also, race data were imputed for institutions that did not report enrollment by race. Part 5, Residence and Migration, contains enrollment data for first-time freshmen, by state of residence. Part 6, Clarifying Questions on Enrollments, provides information on students enrolled in remedial courses, extension divisions, and branches of schools, and numbers of transfer students from in-state, out of state, and other countries. (Source: downloaded from ICPSR 7/13/10)

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at ICPSR at https://doi.org/10.3886/ICPSR02447.v1. We highly recommend using the ICPSR version as they may make this dataset available in multiple data formats in the future.

This data collection contains information on finances for a sample of postsecondary institutions in the United States. The finance data, collected annually, are used for reporting and projecting capital outlays of two-year and four-year colleges and universities, trends in replacements of plant assets, and performance of endowment funds. The first part of the study, Institutional Characteristics, includes variables on control and level of institution, religious affiliation, highest level of offering, and state FIPS codes and abbreviations. Part A of the study, Current Funds Revenues by Source, provides each institution's current fund revenues by source (e.g., tuition and fees, government, gifts). Part B, Current Funds Expenditures by Function, covers expenditures for instruction, research, and plant maintenance. Part E, Scholarships and Fellowship Expenditures, covers scholarships and fellowships.

The primary research objective of this study was to examine the prevalence, nature, and reporting of various types of sexual assault experienced by university students in an effort to inform the development of targeted intervention strategies. In addition, the study had two service-oriented objectives: (1) to educate students about various types of sexual assault, how they can maximize their safety, and what they can do if they or someone they know has been victimized and (2) to provide students with information about the campus and community resources that are available should they need assistance or have any concerns or questions. The study involved a Web-based survey of random samples of undergraduate students at two large public universities, one located in the South (University 1) and one located in the Midwest (University 2). Researchers drew random samples of students aged 18-25 and enrolled at least three-quarters' time at each university to participate in the study. The survey was administered in the winter of 2005-2006, and a total of 5,446 undergraduate women and 1,375 undergraduate men participated for a grand total of 6,821 respondents. Sampled students were sent an initial recruitment e-mail that described the study, provided a unique study ID number, and included a hyperlink to the study Web site. During each of the following weeks, students who had not completed the survey were sent follow-up e-mails and a hard-copy letter encouraging them to participate. The survey was administered anonymously and was designed to be completed in an average of 15 minutes. Respondents were provided with a survey completion code that, when entered with their study ID number at a separate Web site, enabled them to obtain a $10 Amazon.com gift certificate. The survey was divided into six modules. The Background Information module included survey items on demographics, school classification (year of study, year of enrollment, transfer status), residential characteristics, academic performance, and school involvement. An Alcohol and Other Drug Use module generated a number of measures of alcohol and drug use, and related substance use behaviors. A Dating module included items on sexual orientation, dating, consensual sexual activity, and dating violence. The Experiences module was developed after extensive reviews of past surveys of sexual assault and generated information on physically forced sexual assault and incapacitated sexual assault. For both physically forced and incapacitated sexual assault, information was collected on completed and attempted assaults experienced before entering college and since entering college. For male respondents, a Behaviors module asking about the perpetration of the same types of sexual assault covered in the Experiences module was included. The final module of the survey covered attitudes about sexual assault and attitudes about the survey. The data file contains 747 variables.