The Office of Institutional Research (IR) routinely provides data to the National Center for Educational Statistics in the form of the Integrated Postsecondary Education Data System (IPEDS) survey. Information supplied to the federal government in this form is compiled and shared in a number of ways and to a large number of groups, including scientists, policy-makers, university administrators and media outlets. This information helps us track our progress on a number of key measures including retention rates, graduation rates, educational funding and student demographics, among others.
Historically, our own IPEDS figures have been released to the public through publication on the University of Science and Arts of Oklahoma’s Institutional Research web page. From this point forward, I hope to expand on that tradition by not only publishing IPEDS figures as before, but also explaining some of the bits I find most interesting. It is my hope that this leads to a better understanding of the unique value and promise of an education at USAO, as well as some of the challenges we must conquer if we are to thrive.
Given the length and density of the report in combination of the nature of social media, I will break this review into a number of smaller sections. This approach, I hope, will lead to a greater readability and will help me avoid “tl;dr” syndrome.
I should note that the IPEDS report this series of posts is based upon is primarily a series of comparisons against universities that are deemed most like us. Though I am not completely sure how this comparison group was selected, it appears to be influenced the by Carnegie classification system. Table 1 below summarizes this comparison group for reference in future posts in this series.
Update 2/6/2014: In the event anyone would like to see the source material for this blog series, visit USAO IPEDS Data Feedback Report site. It is maintained by the Institute of Education Sciences.