Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications

Jaquette, Ozan; Parra, Edna

doi:10.1007/978-94-017-8005-6_11

Cited by 61 publications

(40 citation statements)

References 21 publications

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“…Additional restricted-use data on project abstracts and per institution award amounts came from an FOIA submitted to the U.S. Department of Education. My selection of variables for analysis in this study was informed by Jaquette and Parra's suggestions for correcting potential misuses of IPEDS data given parent-child relationships and mismatches between academic and fiscal years, depending on particular IPEDS surveys [71]. Variable selection includes enrollment by race and ethnicity, finance categories, and completion.…”

Section: Methodsmentioning

confidence: 99%

The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

Boland

2018

Education Sciences

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To date, there has been little analysis of MSI Title III and V grant-funded programs across all MSI categories. For researchers, practitioners, and policymakers, it is imperative to explore the contributions of MSIs as manifested in Title III and V grant-funded programs. The purpose of this study is to analyze MSI Title III and V programs based on project abstracts. This study is driven by three research questions: How have MSIs used their Title III and V grants? What are the expressed outcomes of MSI grant funding? Using restricted-use data obtained from the U.S. Department of Education, NCES IPEDS, and the Office of Postsecondary Education, this study uses a quantitative content analysis strategy to respond to the research questions in ways that can help stakeholders begin to understand the impact of the federal grant on MSIs.

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Section: Methodsmentioning

confidence: 99%

The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

Boland

2018

Education Sciences

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“…In those instances, variation among observations may contain relatively little true-score variance and substantial measurement error. In the present study, measurement error was not a serious concern because of the reliance on IPEDS-based counts concerning Fall enrollments and cohort characteristics (Jaquette and Parra 2014). IPEDS variables based on parent-child relationships (i.e., system v. institution measures), which can lead to measurement error, were not included in this study (Jaquette and Parra 2014).…”

Section: Discussionmentioning

confidence: 99%

Examining the Effects of Institutional and Cohort Characteristics on Retention Rates

Pike

Graunke

2014

Res High Educ

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Despite being criticized as unrepresentative and misleading, retention and graduation rates are an important part of college-search web sites and accountability systems, and they frequently have been used as indicators of institutional quality and effectiveness in educational research. Retention and graduation rates are often compared over time and across institutions. However, such comparisons can be confounded by differences in entering student cohorts and differences among the institutions being compared. This research examined the effects of institutional and cohort characteristics on one-year retention rates using random-effect and fixed-effect regression models for panel data. The use of a fixed-effect model allowed the researchers to account for omitted variables (unobserved heterogeneity) in the analyses. Results indicated that unobserved heterogeneity was a significant issue in the study, and that traditional regression methods may overstate the effects of institutional characteristics on retention rates. Results also indicated that the effects of institutional and cohort characteristics were essentially stable over time and across cohorts.

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“…Therefore, in order to explain the problem with the DCP Database, we must define some core concepts in IPEDS data collection. These concepts are described in more detail by Jaquette and Parra (2014).…”

Section: Background On the Delta Cost Projectmentioning

confidence: 99%

“…These flaws may make the DCP Database inappropriate for certain analyses. Although Jaquette and Parra (2014) describes the problem briefly, as part of a broader project, prior research has not provided a detailed analysis of which institutions were affected or whether this problem can substantively affect the results of empirical analyses.…”

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confidence: 96%

“…6) stated that ''far more higher education researchers are now studying college costs because they now have an accessible and understandable avenue to the data.'' However, Jaquette and Parra (2014) argued the DCP Database contains important flaws. In short, observations associated with particular institutions actually contain data from multiple institutions while other institutions are excluded from the DCP Database.…”

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confidence: 98%

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The Problem with the Delta Cost Project Database

Jaquette

Parra

2016

Res High Educ

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The Integrated Postsecondary Education System (IPEDS) collects data on Title IV institutions. The Delta Cost Project (DCP) integrated data from multiple IPEDS survey components into a public-use longitudinal dataset. The DCP Database was the basis for dozens of journal articles and a series of influential policy reports. Unfortunately, a flaw in the construction of the DCP Database may make it inappropriate for particular analyses. Specifically, the DCP Database often collapsed data from state systems, which consist of multiple Title IV institutions, into a single observation. For example, the University of Texas-Austin observation contained data from all Title IV Institutions in the UT system (e.g. UT-Dallas, UT-Brownsville). This research note investigates how many institutions were affected by this problem, identifies the extent to which published research used the DCP Database in potentially inappropriate ways, and conducts selected analyses to understand whether the problem can affect empirical results. Results show that the problem was concentrated in the public sector but only affected a small proportion of public institutions. However, analyses suggested that this problem can substantively affect empirical results. Therefore, we argue that the DCP Database should not be used to analyze public institutions. We conclude by discussing the creation of alternative databases.

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Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications

Cited by 61 publications

References 21 publications

The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs

Examining the Effects of Institutional and Cohort Characteristics on Retention Rates

The Problem with the Delta Cost Project Database

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