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Understanding Changes in Race/Ethnicity Data Collection: IPEDS Guidance Overview

This presentation, led by Gayle Fink, Director of Institutional Research at the University System of Maryland, discusses significant updates to the collection and reporting of racial and ethnic data as mandated by the U.S. Department of Education. It outlines new categories and the mandatory two-question format for data collection, including Hispanic/Latino status and race identification. The session covers implementation timelines, necessary campus teams for effective data collection, and strategies for resurveying students and faculty to align with federal requirements.

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Understanding Changes in Race/Ethnicity Data Collection: IPEDS Guidance Overview

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  1. IPEDS Race/Ethnicity Changes – what’s it all about? Alair Annual Conference April 3-4, 2008 Gayle Fink Director of Institutional Research University System of Maryland

  2. Federal Changes - Background • Final guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S. Dept of ED • Published in Federal Register 10/19/07 • For implementing 1997 OMB standards (new R/E categories) • NCES comment period for R/E implementation timeframe ended March 29th • http://nces.ed.gov/IPEDS/news_room/ana_Changes_to_1_29_2008.asp • Covers 2 separate issues: • Collection of R/E data by institutions • Reporting of aggregate data to US Dept of ED

  3. Federal Changes - Background • Original 1977 standards – single category • New 1997 standards - two question format, separate ethnicity, multiple races • 1998-99 federal studies on implementing • 2000 federal provisional guidance • 2007 federal final guidance

  4. Collection of Race/Ethnicity Data • Covers students, faculty and staff • Encourages re-surveying all students and personnel to collect data in the new reporting format • IPEDS Mandatory Dates: • FY 2011 Collection • Winter - fall 2010human resources • Spring - fall 2010enrollment • FY 2012 Collection- • Fall – AY 2010-2011degrees and 12 month unduplicated headcount • Spring - graduation rate cohorts (years vary with segment)

  5. Collecting New Race/Ethnicity Categories Two-question format REQUIRED: • Is respondent Hispanic/Latino? Y/N • Respondent selects one or more races: • American Indian or Alaska Native • Asian • Black or African American • Native Hawaiian or Other Pacific Islander • White

  6. New Race/Ethnicity Guidance • Non-resident alien (foreign) must be captured through separate citizenship question • A person who is not a citizen or national of the United States and who is in this country on a visa or temporary basis and does not have the right to remain indefinitely.

  7. Reporting New Race/Ethnicity Categories • Nonresident aliens • Race/ethnicity unknown • Hispanics of any race For non-Hispanics only: • American Indian or Alaska Native • Asian • Black or African American • Native Hawaiian or Other Pacific Islander • White • 2 or more races

  8. Reporting New Race/Ethnicity Categories

  9. We know what the categories are but… How do we make it happen?

  10. Suggested Approach • Campus Leadership support • Identify a Project Leader • Create Multiple teams: • System Revision Team (technical) • Points of Entry Team (process) • Re-Surveying/Bridging Team • Reporting Team • Approach needs to fit with institutional culture

  11. Project Leader – Sample Tasks • Coordinate/liaison with work teams • Develop overall implementation calendar • In consultation with teams, develop training materials • Work with Public Relations to develop an educational campaign about the project

  12. System Revision team – Sample Task • Vendor update coordination • Web interface updating • Data storage and retention • Support data collection efforts

  13. “Points of Entry” Team –Sample Tasks • Identify all places where R/E information is entered • Admissions • Academic Departments • Registration • Human Resources • Non-credit registration • File uploads from outside sources • Identify all paper/electronic forms that need to be revised

  14. “Points of Entry” Team • Working with other teams – develop approaches to capturing R/E information • New students • New faculty/staff • Continuing students • Current faculty/staff • Returning students • Part-time faculty • Older GRS cohorts System Team? Re-Surveying or Bridging?

  15. Re-Surveying/Bridging Team • Discuss the pros/cons of re-surveying and bridging • Suggest approaches to re-surveying • As part of the registration process? • As part of an alumni survey? • As part of time-sheet/productivity reporting? • Recommend approaches to missing data/non-responses

  16. Reporting Team • Discuss analysis approaches for multi-race reporting • Discuss whether to include multi-race in the reporting of minority • Work with other institutions/ associations/consortiums/ publications to determine their reporting requirements • Experiment with possible impact as part of an entering student survey or alumni survey

  17. Concluding thoughts… • R/E is a costly enterprise • Dual maintenance of R/E data during transition • Process can not start early enough • DOE will be providing additional guidance in the next couple months on: • Question wording (See URL for example) http://nces.ed.gov/statprog/2002/std1_5.asp • Non-Response • Record retention

  18. Questions? Comments? Gayle Fink Director of Institutional Research 3300 Metzerott Road Adelphi, Maryland 20783 301-445-2737 gfink@usmd.edu

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