Integrated Postsecondary Education Data System (IPEDS) - Federal
The Integrated Postsecondary Education Data System (IPEDS), established by the National Center for Educational Statistics (NCES), a division of the U.S. Department of Education, is a system of surveys designed to collect data from all primary providers of postsecondary education. The IPEDS system is built around a series of interrelated surveys to collect institution-level data in such areas as enrollments, program completions, faculty, staff, and finances.
IPEDS has created a brochure to explain the data collection and release procedures - click here.
Please note: Requires IU username and password to access all reports.
Produced by the National Center for Education Statistics, these reports compare data we provided through the IPEDS surveys to data from a peer group of institutions (defined since 2005). The reports consider various indicators related to enrollment, including:
These reports include basic information about the undergraduate selection process for entering first-time, degree-seeking students. This includes information about admissions considerations, admissions yields, and SAT and ACT test scores (if test scores are required for admission).
These reports include the number of degrees and certificates conferred by level (associate, bachelor’s, master’s, doctoral, first professional); race/ethnicity and gender of recipient; and field of study (categorized according to a national taxonomy known as the Classification of Instructional Programs, or CIP codes).
The reporting period reflects the fiscal year, beginning July 1 and ending June 30. For example, the 2018 report includes degrees conferred in the academic year 2017-18.
These reports include the fall semester headcount enrollment of students enrolled in courses creditable toward a diploma, certificate, degree, or other formal award. The information is organized by course-load (full- or part-time), level, race/ethnicity, and gender.
Unduplicated enrollment data for the July 1 - June 30 award year. Data include demographic information on race/ethnicity and gender. Data collected/calculated include headcounts, credit hours, and full-time equivalent (FTE) enrollment (calculated based on instructional activity), which is used in computing expenses by function per FTE and revenues per FTE.
This includes information pertaining to the Governmental Accounting Standards Board (GASB) standards on the finances of each campus, including the assets, liabilities, plant resources, revenues (operating and non-operating), expenses by function, scholarships and fellowships, and endowment.
Please note: Much of Indiana University’s endowment is managed through the IU Foundation, which is a separate corporation not included in these reports.
These reports examine the status of a cohort of traditional beginners (first-time, full-time, fall semester entrants) though 150% of their program length (i.e. 1.5 years for certificates, 3 years for Associates, and 6 years for Baccalaureates). For example, the 2003 report includes the graduation rates through August of 2009. The reports are listed according to the year the students started. Students at IU campuses are tracked according to the campus at which they started and are considered a successful completer if they graduated from any IU campus. A new reporting requirement, "Graduation Rates 200" expands this completion window to 8 years for bachelor's seeking students and is shown on this site.
This survey extends the time to completion from six years (150% of program length) to eight years for bachelor's seeking students. This is an addendum report piece to the standard graduation rates required by IPEDS.
Basic descriptive information (number by full-/part-time status, race/ethnicity and gender) about all employees by type of position (instructional, executive managerial, professional, clerical, etc.), as well as faculty salary averages by rank, but not by discipline.
Please note: This survey began in 2005. It combines the Employees Assigned by Position and Salaries surveys from previous years.
A wide range of characteristics of each campus, including identification information, educational offerings, organization, admissions requirements and services, student charges, and athletic conference membership.
Beginning with 2009, the Student Financial Aid (SFA) survey changed and expanded to reflect the Higher Education Opportunity Act (HEOA) regulations. This survey reports financial aid for the previous academic year among various groups of undergraduate students enrolled at fall census. Data are provided for estimated costs of attendance (i.e. tuition and mandatory fees, books and supplies, on-campus and off-campus (not with family) room and board, and for transportation and personal expenses) and by type of aid, residency, and source. Some of this information will appear in the US Department of Education College Navigator, College Scorecard, and College Affordability websites, as well as the Net Price Calculator for each campus.
Note that in the 2020 and 2021 reports (for the 2019-20 and 2020-21 academic years), figures for Group 1 (all undergraduates) and Group 2 (first-time, full-time degree/certificate-seeking undergraduates) include pandemic relief funds from the federal Higher Education Emergency Relief Fund (HEERF) disbursed to students through Student Financials. Most HEERF funds are excluded from the remainder of the 2020 and 2021 Student Financial Aid reports, including average net price.
IPEDS has created a brochure with a summary of Student Financial Aid Survey student groups, types of aid, and basic FA term definitions for this survey - click here.
Beginning in 2014, IPEDS started gathering library collection data. These reports include information on library collections, library expenditures, and library services for libraries at degree-granting postsecondary institutions.
For 2017-18 IPEDS Outcome Measure reporting, all institutions were asked to report FULL-YEAR cohorts (July 1 - June 30). The reports track the same four undergraduate cohorts (e.g. full-time, first-time; part-time, first-time; full-time, non-first-time; part-time, non-first time), but then also break down into additional subcohorts of Pell Grant and non Pell Grant recipients. Cohorts will be followed through at three points in time: four-year, six-year, and eight year. Enrollment status is also collected at the eighth-year status point now.
Prior to 2017, IPEDS gathered outcome measure data using a typical fall cohort base. These reports tracked the status of four undergraduate student cohorts at degree-granting institutions (e.g. full-time, first-time; part-time, first-time; full-time, non-first-time; part-time, non-first time). Student completion awarded by the reporting institution and enrollment status was collected six and eight years after they entered the reporting institution.
Some links included on this webpage may connect to documents maintained by an outside organization or government entity and may not be in a format that is accessible to all audiences. In such cases, users are encouraged to contact the host organization or government entity to obtain a suitable version.