Below are some useful higher education information resources identified by the Office of Institutional Analysis. They include external websites displaying Gettysburg data, institution lookup tools to find common data of other institutions, national data trends, and highlights from latest national research related to liberal arts colleges or higher education in general. We will continue to update this site as important new resources become available. Our purpose is to help expand the College community’s knowledge about our College and the higher education landscape.
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The authors found that at the 10-year horizon (i.e., 10 years after enrollment), the median ROI for liberal arts colleges is about 40 percent below the median ROI of all institutions (four-year colleges/universities). However, 40 years after enrollment, the median ROI at liberal arts colleges is about 27 percent above the median ROI of all institutions. Among the 14 types of (four-year) institutions, the 40-year median ROI of liberal arts colleges is the 3rd highest (only lower than doctoral universities with highest or high levels of research activity); the median ROI at the 47 most selective liberal arts colleges (including Gettysburg) is comparable to (about $7000 short) that of doctoral universities with the highest level of research activity (the group with the highest ROI). Overall, liberal arts colleges provide strong ROIs. Meanwhile, median ROIs vary by selectivity and other institutional characteristics. 40-year ROIs of the lowest-ranking liberal arts colleges are far below the average for all institutions. Higher graduation rates, smaller share of students receiving Pell grant, and higher share of STEM majors are all positively correlated with ROIs.
According to the study, Gettysburg College was ranked 50th among liberal arts colleges based on 10-year Net Present Value (or NPV, their measure of ROI), and 33rd based on 40-year NPV/ROI.
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In summer 2019, the Council of Independent Colleges (CIC) and the University of Chicago released a research report “Strengthening the STEM Pipeline: The Contributions of Small and Mid-Sized Independent Colleges”. Gettysburg is recognized among Top 100 U.S. Baccalaureate-Origin Institutions (all types of colleges and universities included) by Institutional-Yield Ratio.
STEM Doctorate Recipients: Gettysburg’s overall Rank was #91 in terms of Institutional-Yield Ratio (Table A5).
By Gender & Broad Field: In terms of Institutional-Yield Ratio,
- Women STEM Doctorate Recipients: Gettysburg’s Rank was #81 (Table A6).
- Women Biological Sciences Doctorate Recipients: Gettysburg’s Rank was #60 (Table A9).
- Women Life Sciences Doctorate Recipients: Gettysburg’s Rank was #72 (Table A24).
- Women Physical Sciences Doctorate Recipients: Gettysburg’s Rank was #68 (Table A25).
Definition of Institutional-Yield Ratio: “number of STEM doctorate recipients per 100 bachelor's degrees awarded in STEM fields nine years earlier. The yield ratio normalizes comparisons across institutions so as to remove the impact of institution size” (p. 15). Limitations of the study: (1) It only captured a 10-year period (2007-2016). (2) As noted under each table, for each category and sub-category, institutions had to meet a certain threshold in terms of their number of baccalaureate recipients receiving STEM doctorate degrees to be included in comparison.
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- What is the CIP?
- What are the CIP codes of Gettysburg College degree programs? (As reported to IPEDS)
- CIP-2020: What are the new/emerging fields of study?
Every year, institutions receiving federal student financial aid (Title IV institutions) are required to report degree completions data to IPEDS under the 6 digit CIP Code for each field of study (if award level is bachelor's degree: major). The CIP taxonomy is organized on three levels: 1) the two-digit series (representing the most general groupings of related programs); 2) the four-digit series (representing intermediate groupings of programs that have comparable content); and 3) The six-digit series (also called six-digit CIP Codes, representing specific instructional programs). In Summer 2019, the National Center for Education Statistics (NCES) announced the release of the 2020 CIP. The 2020 edition of the CIP (CIP-2020) is the 6th version of the CIP and presents an updated taxonomy of instructional program classifications. IPEDS institutions were asked to use the 2020 CIP beginning with the Fall 2020 Completions Survey (gathering data on the number of degrees awarded between July 1, 2019 and June 30, 2020). (For the Fall 2019 Completions Survey, institutions used CIP 2010, or the 5th version.)
The CIP-2020 contains over 300 new six-digit codes. They represent the new/emerging instructional programs (e.g., Data Science, Data Analytics, Institutional Research, Climate Science, Cloud Computing) that exist at institutions but were not included in the 2010 CIP.