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The Higher Education Opportunity Act (HEOA) and New IPEDS Reporting

The Higher Education Opportunity Act (HEOA) and New IPEDS Reporting

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The Higher Education Opportunity Act (HEOA) and New IPEDS Reporting

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  1. The Higher Education Opportunity Act (HEOA) and New IPEDS Reporting J. Keith Brown INAIR 2009 March 26, 2009

  2. Purpose • Race/Ethnicity Reporting • Impact of HEOA on federal reporting requirements • Changes implemented in 2008-09 • Changes to be implemented in the near future • Net Price of Attendance for College Navigator • “Watch lists” • Multi-year Tuition Calculator • Net Price Calculator

  3. Race/Ethnicity

  4. Overview • In October, 2007, the U.S. Department of Education published Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S. Department of Education. • Guidelines published in Federal Register implement 1997 OMB standards

  5. Guidelines • The guidelines involve two separate issues: • Collection of Race/Ethnicity data by institutions • Reporting of aggregate data to the US Department of Education.

  6. Institution Wide Format • Institutions must use a two-question format: • Question 1: is the respondent Hispanic/Latino? • Question 2: is the respondent from one or more races from the following list: • American Indian or Alaska Native • Asian • Black or African American • Native Hawaiian or Other Pacific Islander • White

  7. 2-Question Format One example of the new format is available at: http://nces.ed.gov/statprog/2002/std1_5.asp Ethnicity question must come first Race selection question must read “one or more” and may not read “all that apply”

  8. Additionally… Standards call for self-identification of race/ethnicity Department of Education encourages institutions to allow current students and staff to re-identify their race and ethnicity

  9. Optional Reporting Formats • During optional reporting period, IPEDS will allow these reporting formats: • Exclusively use seven new race/ethnic categories for everyone at the institution • Exclusively use current five race/ethnic categories for everyone at the institution • Use "mixed reporting" - current categories for some individuals and new categories for others

  10. Reporting Aggregate Data Categories

  11. New Reporting Categories • Reporting using new race/ethnic categories will be voluntary during the 2008-09 and 2009-10 Collection Years for all 5 relevant IPEDS components: • Fall Enrollment • Human Resources • Completions • 12-Month Enrollment • Graduation Rates

  12. New Reporting Categories • Reporting using new race/ethnic categories during the 2010-11 Collection Year will be: • Mandatory for • Fall Enrollment • Human Resources • Optional for • Completions • 12-Month Enrollment • Graduation Rates

  13. New Reporting Categories • Reporting using new race/ethnic categories during the 2011-12 Collection Year and beyond will be Mandatory for all 5 relevant IPEDS components : • Fall Enrollment, • Human Resources, • Completions, • 12-Month Enrollment, and • Graduation Rates

  14. Preparing for Fall 2010 • Assess the college “landscape” • Develop an implementation strategy • Develop a reporting strategy • Spread the word

  15. Assess the College “Landscape” • Where is race/ethnicity data collected • Internal sources • External sources • What reports use race/ethnicity data • Internal • External mandated • Other external • What “canned” programs use race/ethnicity data • Who uses race/ethnicity data

  16. Develop an Implementation Strategy • Who should be involved • Registrar, Human Resources, Financial Aid Office, IR Office, etc. • Calendar for implementation • Printing of forms, revision of “canned programs”, modification of database, etc. • Map or Resurvey • Current students • Students who have left the institution • Faculty and Staff

  17. Develop an Implementation Strategy • Collection • Identifying non-resident alien • Subcategories • Storage of information • 6 binary fields • 7th field for federal reporting • Detailed alpha code

  18. Develop a Reporting Strategy • Federal reporting • Non-federal reporting • Use federal guidelines • Use “maximum rule” • Use “trumping rule” • Trend Reports

  19. Spread the Word • Raise awareness of faculty and staff • When and how to communicate changes to students

  20. QUIZ

  21. Question 1 When collecting race/ethnicity data, can you use the choice of “other”?

  22. Question 1 When collecting race/ethnicity data, can you use the choice of “other”? Yes and No…for primary categories you cannot use “other”, but if collecting data on subcategories it is permissible to use “other” as a subcategory

  23. Question 2 Hispanic/Latino trumps all other categories in the federal reporting of race/ethnicity…true or false.

  24. Question 2 Hispanic/Latino trumps all other categories in the federal reporting of race/ethnicity…true or false. FALSE….non-resident alien trumps race/ethnicity, then Hispanic/Latino

  25. Question 3 Can a college add a third question asking a respondent to indicate their preferred primary race/ethnicity category?

  26. Question 3 Can a college add a third question asking a respondent to indicate their preferred primary race/ethnicity category? Yes, however this question cannot be used in federal reporting….it would be for local reporting only.

  27. Question 4 How should an individual from Portugal or Spain respond to the Hispanic/Latino question?

  28. Question 4 How should an individual from Portugal or Spain respond to the Hispanic/Latino question? From Spain, the individual would respond “yes”; from Portugal, the individual would respond “no.”

  29. AIR Resources • Web site (http://www.airweb.org/raceethnicity.html) developed by AIR Research Fellow, Peggye Cohen which includes: • Webinars • Changes to Race/Ethnicity Reporting in IPEDS, by Jan Plotczyk • Implementing New IPEDS Race/Ethnicity Standards in Postsecondary Institutions, by members of AIR R/E task force • Presentations, Papers, and More • Links to relevant sites • Race/Ethnicity FAQ • Race/Ethnicity BLOG

  30. Other Resources • AIR IPEDS Training Web site • IPEDS Race/Ethnicity Info Center (http://nces.ed.gov/IPEDS/reic/resource.asp) • SHEEO website (http://www.sheeo.org/ipeds/race-eth-home.htm) • IPEDS Help Desk • Just to name a few…

  31. Questions??

  32. Changes resulting from theHigher Education Opportunity Act

  33. HEOA Reauthorization Was signed into law 8/14/08 Contains many provisions that will have an impact on IPEDS reporting

  34. Consumer information items Some must be on College Navigator within 1 yr Mandatory items for 2008-09 IPEDS Some have longer time line for implementation Net price Multi-year tuition calculator

  35. HEOA: Consumer Info Already in IPEDS • Mission statement • Admissions data • Pricing data • Completions/top areas of study • Enrollment data by status, level, gender, R/E; transfer-in data • Residency/migration data • Retention rates • Graduation rates

  36. HEOA additional 1-yr itemsMandatory for 2008-09 IPEDS

  37. Institutional Characteristics (IC) • Check-box item: Indicate which of the following alternative tuition plans are offered by your institution: • Tuition guarantee • Prepaid tuition plan • Tuition payment plan • Other (describe in Caveat box) • None of the above • A caveat box was provided for additional contextual information

  38. New Glossary terms • Tuitionguarantee: A program where the institution guarantees, to entering first-time students, that tuition will not increase for the years they are enrolled. These guarantees are generally time-bound for four or five years. • Prepaid tuition plan: A program that allows students or their families to purchase college tuition or tuition credits for future years, at current prices. • Tuition Payment Plan: A program that allows tuition to be paid in installments spread out over an agreed upon period of time, sometimes without interest or finance charges.

  39. Institutional Identification • Instructions added to the current item for reporting institution's website address: • Webpage must contain the following information, or links to this information from that page: • Student activities offered by the institution • Services offered by the institution for individuals with disabilities • Career and placement services offered by the institution to students during and after enrollment • Policies of the institution related to transfer of credit from other institutions • Institutional Identification page is available for updating during ALL collections

  40. Fall Enrollment – 4yr • Data for calculating student-to-faculty ratio (modeled on CDS I-2) • FT students • Minus # in graduate, professional programs • PT students • Minus # in graduate, professional programs • Add FT + 1/3 PT to get FTE • Do same for instructional staff • Ratio = FTE students / FTE instructional staff • Displayed as xx:1 • Students from Pt A EF, instr staff from EAP

  41. Fall Enrollment – <4yr • Data for calculating student-to-faculty ratio (CDS I-2) • Add FT students + 1/3 PT students to get FTE • Do same for instructional staff • Ratio = FTE students / FTE instr staff • Displayed as xx:1 • Students from Pt A EF, instructional staff from EAP

  42. Student Financial Aid (SFA) • All items previously mentioned that were to have been optional in 2008-09 are now mandatory • New items: • Total grant aid $ award to all undergrads • Total # of all students who received Pell grant • Clarification: # of cohort students who received any financial aid now includes Federal Work Study

  43. Supplemental Survey • 2 parts • Students with disabilities • 100%, 150%, 200% graduation rates • In 2009-10 and beyond: • Disabilities question will be on the IC form. • Graduation rate data will be collected separately in a new “GRS200” component.

  44. Supplemental Survey– Disability • % of all undergrads enrolled in fall 2008 who are formally registered with the office of disability services (or the equivalent office) at your institution as students with disabilities: • 3 percent or less • If more than 3 percent: _____%

  45. Supplemental Survey Grad Rates – 4-yr • 2000 bachelor’s cohort • Adjusted cohort • preload • # completed bachelor’s in 4 yrs or less • preload – system calculates 100% rate • # completed bachelor’s in 6 yrs • preload – system calculates 150% rate • # completed bachelor’s in 8 yrs • reported – system calculates 200% rate • Data for this cohort originally reported in 2006-07

  46. Supplemental Survey Grad Rates – <4-yr • 2004 cohort • Adjusted cohort – preload • # completed program in 100% of normal time • Reported -- system calculates 100% rate • # completed program in 150% of normal time • Preload -- system calculates 150% rate • # completed program in 200% of normal time • Reported -- system calculates 200% rate • Data for this cohort originally reported in 2007-08