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.

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)

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 five 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, Reported Enrollment Data by Race/Ethnicity, cover total original enrollment data 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. Part 3, Adjusted Enrollment by Race/Ethnicity, includes 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 4, Enrollment Data by Age Categories and by Level and Sex of Student, includes enrollment data by age categories and by level and sex of student. Part 5, 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.

This data collection describes the number of institutional faculty and staff in postsecondary institutions of the United States by occupational activity, full- and part-time status, sex, and race/ethnicity. Beginning in 1993, this survey, conducted in odd-numbered years, replaced the EEO-6 survey administered by the Equal Employment Opportunity Commission. Part 1 provides institutional characteristics from Form #IPEDS-IC, such as state, region, and locale codes, and name of institution. A detailed Fall Staff survey (IPEDS-S) was sent to all higher education institutions and all other schools offering a baccalaureate degree or higher. In addition, staff data were collected from the remaining institutions via the consolidated form (IPEDS-CN). Information from the IPEDS-S form (Parts 2 and 3) includes the distribution of full- and part-time staff by primary occupation, sex, and race/ethnicity, full-time faculty by academic rank and tenure, full-time new hires by sex and race/ethnicity, and contracted and donated services (E), (such as executive/administrative, faculty, technical and paraprofessionals, or clerical and secretarial) by occupational activity. Information from the IPEDS-CN form (Part 4) includes number of staff by employment status, primary occupation, and sex.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

This file contains data reported for the IPEDS Completions Survey for academic year 1994-1995. The data was collected for nearly 9,000 institutions. The data include: number of degrees and other awards by institution, field of study, level of award, gender, and race/ethnicity. This survey differs substantially from surveys taken in years past.

This data collection contains data from the Fall Enrollment (FE) survey, which is conducted annually as part of the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS). This survey collects data on the number of students enrolled in postsecondary institutions in the United States and its outlying areas. All institutions on this file are eligible to participate in Title IV programs (financial aid). The data include information for 8,741 institutions in the 50 states, the District of Columbia, and the outlying areas. The level of detail requested on each survey form depended on the highest level of offering of the institution and accreditation status. The types of data include race/ethnicity of student, attendance status, student level, degree-seeking status, year of study, age of student, residence of first-time students, and major field of study.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

This data collection contains information on degrees earned at a sample of postsecondary institutions in the United States. The survey collected data on the number of completions of academic, vocational, and continuing professional educational programs by award category. A major subset of all postsecondary institutions are those institutions that are eligible to participate in Title IV aid. It is this group of institutions that annually receives a Completions Survey. Beginning in 1996, the subset of eligible institutions was validated by matching the IPEDS universe with the Postsecondary Education Participation System (PEPS) file which is maintained by the Office of Postsecondary Education (OPE). OPE grants eligibility to institutions to participate in Title IV federal financial aid programs. This validation process was repeated for determining eligibility, and 6,443 accredited institutions were mailed one of the survey forms. There are four files in the collection. Part 1, Institutional Characteristics, is a comprehensive file pertaining to the characteristics of all the institutions surveyed (i.e., religious affiliation, highest level of offering, enrollment by race/ethnicity, Carnegie classification, etc.). Part 2, Postsecondary Completions: Awards/Degrees Conferred, contains the number of degrees and other awards granted by the institution in each field of study (CIP code), by level of award/degree, and by race/ethnicity and sex of recipient, with totals for full-time and part-time new and continuing students. Part 3, Clarifying Questions, contains responses to the two clarifying questions included in the survey: (1) number of double majors by level of degree and sex of recipient, and (2) number of awards/degrees by branches located in foreign countries, by level of award/degree, and by sex of recipient. Part 4, Postsecondary Completions by Major Discipline (Two-Digit CIP Codes), contains the number of degrees and other awards conferred by major discipline (two-digit CIP code), award level, race/ethnicity, and sex of recipient.

Abstract (en): This data collection contains information on degrees earned at a sample of postsecondary institutions in the United States. The survey collected data on the number of completions of academic, vocational, and continuing professional educational programs by award category. There are four files in this data collection. Part 1, Institutional Characteristics, is a comprehensive file pertaining to the characteristics (i.e., religious affiliation, highest level of offering, enrollment by race/ethnicity, Carnegie classification) of the institutions surveyed. Part 2 contains data for levels from less than one year through doctoral degrees. Part 3, First Professional Degrees, covers first professional degrees and includes racial/ethnic data at the detailed field of study (CIP), unlike the other levels of degree. Part 4, CIP Codes and Titles, provides a detailed list of the Classification of Instructional Programs codes and their titles found in the data files. 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.. All postsecondary institutions in the United States and outlying areas. A national sample of 9,379 institutions was selected. These included 2,612 schools offering at least a baccalaureate degree, 1,478 schools offering a degree or certificate requiring less than four years to complete, and 5,289 nonaccredited schools offering degrees or awards ranging from less than one year to post-master's certificates. 2006-01-18 File CB6931.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

The Fall Enrollment survey is conducted annually by the National Center for Education Statistics (NCES) as part of the Integrated Postsecondary Education Data System (IPEDS). The survey is sent to accredited institutions of higher education and to all other institutions offering bachelor's, master's, doctoral, or first-professional degrees. In odd years beginning in 1987, the Fall Enrollment survey was expanded to collect student enrollment data by 11 age categories. In even years, the survey was expanded to collect residence data for first-time freshmen. There are three data files in this collection. Part 1, Institutional Characteristics, includes variables on control and level of institution, highest level of offering, accreditation status, Carnegie classification, and state FIPS codes and abbreviations. Part 2 covers enrollment data by race/ethnicity and level of student, while the focus of Part 3 is enrollment data for first-time, first-year students by state residence of student.

The purpose of the 12-Month Enrollment component of IPEDS is to collect unduplicated enrollment counts of all students enrolled for credit and instructional activity data in postsecondary institutions for an entire 12-month period. Data are collected by level of student and by race/ethnicity and gender. Instructional activity is collected as total credit and/or contact hours attempted at the undergraduate, graduate, and doctor's professional levels. Using the instructional activity data reported, a full-time equivalent (FTE) student enrollment at the undergraduate and graduate level is estimated.

The data in this collection represent the universe of 9,383 postsecondary institutions in the United States and its outlying areas that were in operation in 1991. The Fall Enrollment survey was sent to the universe of accredited institutions and to all other institutions offering a bachelor's, master's, doctoral, or first professional degree. Part 1 (Institutional Characteristics Data) contains data on demographics, accreditation status, and level of offering. Part 2 (Enrollment Data by Race and Ethnicity) contains information on race/ethnicity, sex, and level of attendance. Part 3 (Age Categories and Level of Students Data) contains data on age categories and level of students.

This collection contains enrollment data only. Racial/ ethnic data are not included as in other years. Part 1, Institutional Characteristics, contains institutional characteristics data along with total enrollment for all institutions in the fall enrollment survey. Part 2, Enrollment Data, contains enrollment data for all institutions by full- or part-time status, level of study, type and control of institution, affiliation, and offered degrees.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

IPEDS collects data on postsecondary education in the United States in seven areas: institutional characteristics, institutional prices, enrollment, student financial aid, degrees and certificates conferred, student persistence and success, and institutional human and fiscal resources. Because enrollment patterns differ greatly among the various types of postsecondary institutions, there is a need for both different measures of enrollment and several indicators of access. In IPEDS, the following enrollment-related data are collected: Fall Enrollment — Fall enrollment is the traditional measure of student access to higher education. Fall enrollment data can be looked at by race/ethnicity; gender; enrollment status (part-time or full-time); and or level of study (undergraduate or graduate). Residence of First-Time Students — Data on the number of first-time freshmen by state of residence, along with data on the number who graduated from high school the previous year, serve to monitor the flow of students across state lines and calculate college-going rates by state. These data are collected in even-numbered years. Age Data — The age distribution of enrolled students offers insight into the relationship between the changing demographics of college-going cohorts and enrollment in different types of postsecondary institutions. They also permit detailed projections of enrollment by institutional type and by age. Because a student’s dependency status is strongly related to age, the data can be used to provide estimates of the number of independent and dependent students attending postsecondary institutions. These data are collected in odd-numbered years. Unduplicated 12-Month Head Count — Enrollment figures based on the unduplicated head count of students enrolled over a 12-month period is particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional Activity — Data on instructional activity is measured in total credit and/or contact hours delivered by institutions during a 12-month period. Total Entering Class — Data on the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body.

The consolidated (CN) survey form was used for the first time in 1990-1991 to collect information from a subset of the 10,500 postsecondary institutions in the Integrated Postsecondary Education Data System (IPEDS) universe. IPEDS collects information on such topics as institutional characteristics, enrollments, completions, finance, staff, and libraries. All schools in the IPEDS universe were asked to complete an institutional characteristics form. Approximately 3,600 institutions of higher education (i.e., those that are accredited at the college level by an agency recognized by the Secretary, United States Department of Education) plus another 400 nonaccredited schools that grant a bachelor's, master's, doctoral, or first-professional degree were asked to complete the full complement of IPEDS surveys. Of the remaining 6,500 postsecondary schools who were eligible to receive the Consolidated (CN) survey form, 2,998 schools were sent the form, of which 2,472 responded. The following data were requested from institutions using the CN survey form: (1) fall enrollment for 1990, by racial/ethnic category and sex of student, (2) completions for the 1989-1990 academic year, by field of study and award level and by racial/ethnic category and sex of recipient, (3) financial statistics for fiscal year 1990, including revenue/tuition fees, expenditures/scholarship, and other expenditures, and (4) selected data on libraries on total FTE staff, operating expenses, and total circulation transactions. The single CN form was substituted for the four more detailed IPEDS surveys that were sent to the accredited/degree-granting institutions. Data for the CN respondent institutions appear on both the CN file and on the individual IPEDS adapt files for the fall enrollment, completions, finance, and libraries surveys.

The consolidated (CN) survey form was used for the first time in 1990-1991 to collect information from a subset of the 10,500 postsecondary institutions in the Integrated Postsecondary Education Data System (IPEDS) universe. IPEDS collects information on such topics as institutional characteristics, enrollments, completions, finance, staff, and libraries. All schools in the IPEDS universe were asked to complete an institutional characteristics form. Approximately 3,600 institutions of higher education (i.e., those that are accredited at the college level by an agency recognized by the Secretary, United States Department of Education) plus another 400 nonaccredited schools that grant a bachelor's, master's, doctoral, or first-professional degree were asked to complete the full complement of IPEDS surveys. Of the remaining 6,500 postsecondary schools who were eligible to receive the Consolidated (CN) survey form, 2,998 schools were sent the form, of which 2,472 responded. The following data were requested from institutions using the CN survey form: (1) fall enrollment for 1990, by racial/ethnic category and sex of student, (2) completions for the 1989-1990 academic year, by field of study and award level and by racial/ethnic category and sex of recipient, (3) financial statistics for fiscal year 1990, including revenue/tuition fees, expenditures/scholarship, and other expenditures, and (4) selected data on libraries on total FTE staff, operating expenses, and total circulation transactions. The single CN form was substituted for the four more detailed IPEDS surveys that were sent to the accredited/degree-granting institutions. Data for the CN respondent institutions appear on both the CN file and on the individual IPEDS adapt files for the fall enrollment, completions, finance, and libraries surveys.