Category Archives: IPEDS

Education Department Urges Colleges to Follow IPEDS Distance Ed Definitions

In an extended conversation with the U.S. Department of Education (US ED) IPEDS personnel, they confirmed which distance education enrollment counts colleges should be reporting to the Department’s IPEDS (Integrated Postsecondary Education Data System) survey. The Department representatives also wondered why we did not highlight some of the errors made by colleges in reporting their […]

Investigation of IPEDS Distance Education Data: System Not Ready for Modern Trends

After billions of dollars spent on administrative computer systems and billions of dollars invested in ed tech companies, the U.S. higher education system is woefully out of date and unable to cope with major education trends such as online & hybrid education, flexible terms, and the expansion of continuing and extended education. Based on an […]

A Response to New NCES Report on Distance Education

By Phil Hill and Russ Poulin, cross-posted to e-Literate blog. Last week the National Center for Education Statistics (NCES) released a new report analyzing the new IPEDS data on distance education. The report, titled Enrollment in Distance Education Courses, by State: Fall 2012, is a welcome addition to those interested in analyzing and understanding the […]

Clearing Misconceptions in Distance Ed Enrollments by Sector: IPEDS Reality Check

March 19, 2014 Let’s play a game.  What percentage of all distance education enrollments occur in for-profit institutions?  In private, non-profits?  In public institutions?  Hold onto your guesses as we’ll get to the answers later in this blog post. The U.S. Department of Education’s IPEDS survey gives us an interesting snapshot of distance education adoption […]

Colleges Crossing Borders – Counts and State Authorization: IPEDS Reality Check

March 11, 2014 This is the third in a series of blog posts examining data recently released by the U.S. Department of Education’s IPEDS survey on distance education (DE) enrollments. Our first blog post in this series looked at students enrolled exclusively or partially in distance education courses.  Our second reviewed the geographic location of […]

Where in the World Are Our Distance Education Students?: IPEDS Reality Check

This is the second in a series of blog posts examining data recently released by the U.S. Department of Education’s IPEDS survey on distance education enrollments. Our first blog post in this series looked at the percentage of students enrolled exclusively in distance education or taking at least one distance education course.  What about the […]

U.S. Distance Education Adoption by the Numbers: an IPEDS Reality Check

This is the first of a series of posts providing insight on data regarding enrollments in distance education that was released by the U.S. Department of Education earlier this year.  Terri Straut crunched the data for WCET.  Terri has a deep knowledge of the distance education world and we appreciate her thorough analysis. As noted […]

Distance Education in IPEDS

There are some exciting changes in the Integrated Postsecondary Data Education System (IPEDS) data collection. Most notably, IPEDS has started to collect more information on postsecondary distance education. In the 2011-12 data collection year, IPEDS began asking institutions if they were exclusively a distance education institution (i.e. all of their programs are offered via distance […]

Learner Progress: Capturing the Adult Learner

Cali Morrison, Transparency by Design Project Director, brings to Frontiers the process by which the Transparency by Design initiative created the recently launched learner progress metrics available on its website College Choices for Adults. The Problem Transparency by Design (TbD) member institutions recognized that the national metrics for measuring learner retention and completion, the Integrated […]


Get every new post delivered to your Inbox.

Join 840 other followers