Institutional Data & Student Outcomes

The Office of Institutional Research collects, maintains, and analyzes institutional data about students and academic programs. The data below are accessible to the campus community and the public.

  • IR Reports & Dashboards

  • Institutional Measures

  • IPEDS Data

  • Common Data Sets

Institutional Measures Dashboard

Vision Components and Performance Metrics

The University's Mission and Vision includes four pillars centered on academic excellence, student engagement and success, enrollment and external funding, and metropolitan impact. Key performance metrics for the pillars have been identified to monitor progress and success. Further information about each metric and their data sources can be found by viewing the Institutional Measures Dashboard.

  • Deepen Academic Excellence- Instructional Cost Percentage

  • Enhance Student Engagement and Success- Fall Credit Hours per Student

  • Increase Enrollment and External Funding- In-State Undergraduate Market Share

  • Achieve Metropolitan Impact- Wayne County Market Share

IR Reports & Dashboards

The following allows for the campus community and public to access commonly requested data that are used in various ways throughout the University to monitor progress and success.

IR Reports:


  • What's in IR Reports & Dashboards?

    The reports and dashboards contain counts based on the enrollment status of students as of the university's census day based on first declared major. To be counted in enrollment reporting, students must be registered and enrolled in at least one course as of the term census day. These data become the official reporting record and are used to provide information not only internally, but to outside parties such as government agencies, accrediting bodies, and associations.

    The official census date at the University of Michigan-Dearborn is generally the 15th day of classes in each full term.


    • Student Profiles and Enrollment:

      • Fall Enrolled Student Profile articulates the number of distinct students officially enrolled (termed "headcount") on the census date in a particular semester. The graphics are displayed in 3 columns and 3 rows according to what is most commonly requested.

        • The 3 columns correspond to student populations (blue = new undergraduates, white = all enrolled students, yellow = new graduates).

        • The 3 rows display data by types of student in a population, by sex, and by age. The data can be filtered by term, college, and credit load (full- vs. part-time).

      • Academic Proficiency describes the preparedness of incoming students. The graphics display incoming student mean GPA and ACT scores:

        • high school GPA for first time in any college (FTIAC) students

        • prior school GPA for transfer students

        • ACT for FTIAC students only


    • Retention and Graduation Rates:

      • Retention is displayed as first fall to second fall rates.

      • Graduation is displayed as 4-year and 6-year rates.

    • Completions & Completers:

      • Student graduation can be represented three ways.  The dashboards display two of them: completions and completers.

        • Completers- the number of unique students who graduate at a level in a term.

        • Degrees Awarded- the number of unique degrees award at a level in a term.

        • Completions - the total number of all awards conferred in each major distinctly in a level in a term.

          • The three total counts can be, and usually are, different in each term and fiscal year. The differences are due to dual degrees and double majors, and the need to count all completions for each major.

          • This student graduating results in:

            • one completer (student X),
            • two degrees (BA and BS)

            • three completions (mathematics, computer information science, and philosophy)

              • An example explaining the differences:

              • An undergraduate student (student X) graduates with not only a double major but also a dual degree. The student earns a bachelor of science (BS) double majoring in mathematics and in computer information science and also earns a bachelor of arts (BA) in philosophy.

IPEDS Data Feedback Reports

The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions across the United States. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data.

  • What's in IPEDS Data Feedback Reports?

    IPEDS Data Feedback Reports present institutional data in a way that also allows for comparison to other institutions. These reports give a context for peer analysis showing areas in which we excel and areas that may need development. In the annual IPEDS Data Feedback Reports, survey data figures are placed side-by-side to allow for a helpful visual and statistical comparison.  The data in these reports are "provisional" and may change within the first year following submission of data. 

    IPEDS collects institution level data on topics such as:

    • Student enrollment
    • Graduation rates
    • Student charges
    • Program completions
    • Faculty
    • Staff
    • Finances

Common Data Set

The Common Data Set (CDS) -- a collaborative data collection effort initiated by the College Board, Peterson's, and U.S. News & World Report -- provides a set of standards and definitions of commonly used data on enrollment, retention, class sizes, and more. Please click on the links below to download our CDS for 2016-2017 or 2017-2018.

  • What's in the Common Data Set?

    Common Data Sets include useful information on items such as:

    • Enrollment counts
    • Graduation rates
    • Retention rates
    • Admission Information
    • SAT and ACT score distribution
    • Student Life data
    • Faculty and class sizes
    • Degrees and CIP codes
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