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27-736: The Carnegie Classification of Institutions of Higher Education , or simply the Carnegie Classification , is a framework for classifying colleges and universities in the United States. It was created in 1970 by the Carnegie Foundation for the Advancement of Teaching . It is managed by the American Council on Education . The framework primarily serves educational and research purposes, where it

54-522: A place to begin applying these principles, but also notes that PLC success is often isolated by teams or within schools and remains heavily dependent on the individual educators involved. A mechanism is needed to accumulate, detail, test, redesign knowledge in partnerships like PLCs so that it can be transformed and transferred as collective professional knowledge across diverse and complex settings. Networked Improvement Communities are another form of Improvement Science. Douglas Engelbart originally coined

81-425: A six-digit CIP at the most granular level and are classified according to the two-digit and four-digit prefixes of the code. For example, " Forensic Science and Technology " has the six-digit code 43.0406, which places it in " Security Science and Technology " (43.04) and " Homeland Security, Law Enforcement, Firefighting and Related Protective Services " (two-digit CIP 43). This article relating to education in

108-638: Is a taxonomy of academic disciplines at institutions of higher education in the United States and Canada . The CIP was originally developed by the National Center for Education Statistics (NCES) of the United States Department of Education in 1980 and was revised in 1985, 1990, 2000, 2010, and 2020. The 2020 edition (CIP 2020) is the fifth and current revision of the taxonomy. Instructional programs are classified by

135-457: Is often important to identify groups of roughly comparable institutions. The classification generally focuses on types of degrees awarded and related level of activity such as research. The classification includes all accredited , degree -granting colleges and universities in the United States that are represented in the National Center for Education Statistics ' Integrated Postsecondary Education Data System (IPEDS). The Carnegie Classification

162-605: Is taught, 2) to whom, and 3) in what setting?" wrote Alexander McCormick, a senior scholar at the Carnegie Foundation and director of the classifications project. As of 2005, the Carnegie Foundation was developing one or more voluntary classification schemes that rely on data submitted by institutions. The first focuses on outreach and community engagement, and the second on "how institutions seek to analyze, understand, and improve undergraduate education." The Carnegie Foundation has no plans to issue printed editions of

189-432: Is the associate degree . High transfer Mixed transfer/career and technical Special Focus Institutions were classified "based on the concentration of degrees in a single field or set of related fields, at both undergraduate and graduate levels. Institutions were determined to have a special focus with concentrations of at least 80 percent of undergraduate and graduate degrees. In some cases this percentage criterion

216-780: The Graduate Record Examinations (GRE), initially as an experiment in 1936. It was acquired by the Educational Testing Service in 1948. In 1979, the Carnegie Foundation for the Advancement of Teaching separated from the Carnegie Corporation and came into its own with Ernest L. Boyer as president. Under his leadership, the foundation moved to Princeton, New Jersey , where it remained until 1997 when then-president Lee Shulman relocated it to Stanford, California . The Carnegie Foundation for Advancement of Teaching promotes

243-477: The list of research universities in the United States . Master's colleges and universities are institutions that "awarded at least 50 master's degrees in 2013–14, but fewer than 20 doctorates." Baccalaureate colleges are institutions where " bachelor's degrees accounted for at least 10 percent of all undergraduate degrees and they awarded fewer than 50 master's degrees (2013–14-degree conferrals)." Associate's colleges are institutions whose highest degree

270-592: The Advancement of Teaching outlines six principles for improvement: Carnegie researcher Paul LeMahieu and his colleagues have summarized these six principles as "three interdependent, overlapping, and highly recursive aspects of improvement work: problem definition, analysis and specification; iterative prototyping and testing...; and organizing as networks to...spread learning". Professional learning communities (PLCs) are increasing in popularity in education to promote problem solving and often align with many of these design principles. Researcher Anthony Bryk sees PLCs as

297-676: The Public Purpose Institute at Albion College . In March 2022, the universal and elective Carnegie classifications moved to the nonprofit American Council on Education in Washington, D.C. Information used in these classifications comes primarily from IPEDS and the College Board . The number of institutions in each category is indicated in parentheses. Doctorate-granting universities are institutions that awarded at least 20 research/scholarly doctorates in

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324-666: The classification system, based on data from the 2002–2003 and 2003–2004 school years. In 2015, the Carnegie Foundation transferred responsibility for the Carnegie Classification of Institutions of Higher Education to the Center for Postsecondary Research of the Indiana University School of Education in Bloomington, Indiana . The voluntary Classification on Community Engagement is managed by

351-497: The classifications. Their website has several tools that let researchers and administrators view classifications. The 2005 revision also introduced the "basic classification", an update of the original classification scheme that: Carnegie Foundation for the Advancement of Teaching The foundation was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress under

378-419: The doctorate are classified as having Postbaccalaureate graduate programs. These programs are classified by the fields in which the degrees are awarded. Institutions that offer doctoral degrees, including medical and veterinary degrees, are classified by the field in which they award degrees. The Enrollment Profile of institutions are classified according to (a) the level of the highest degree awarded and (b)

405-525: The ground practitioners, organizational level structures and resources to support the data collection and analysis of practitioners, and inter-institutional resources to share, adapt, and expand on information learned across varied contexts. In education, these communities are problem-centered and link academic research, clinical practice, and local expertise to focus on implementation and adaptation for context. Classification of Instructional Programs The Classification of Instructional Programs ( CIP )

432-452: The leadership of its first president, Henry Pritchett . The foundation credits Pritchett with broadening their mission to include work in education policy and standards. John W. Gardner became president in 1955 while also serving as president of the Carnegie Corporation of New York . He was followed by Alan Pifer whose most notable accomplishment was the 1967 establishment of a task force with Clark Kerr at its helm. The foundation started

459-492: The number of full-time students to one-third the number of part-time students. Two-year colleges are classified using a different scale than four-year and higher institutions. Setting is based on the percentage of full-time undergraduates who live in institutionally-managed housing. Two-year institutions are not classified by setting. The 2005 classification scheme introduced a "set of multiple, parallel classifications" that are "organized around three central questions: 1) What

486-478: The percentage of students who transfer to the institution, and only applies to four-year or higher institutions. Size and Setting classifies institutions according to (a) size of their student body and (b) percentage of student who reside on campus. This does not apply to exclusively graduate and professional institutions and special-focus institutions. The size of institutions is based on their full-time equivalent (FTE) enrollment. FTEs are calculated by adding

513-518: The proportion of undergraduate and graduate programs (defined by their 4-digit CIP) that coexist. The Graduate Instructional Program classification indicates (a) if the institution awards just master's degrees or master's degrees and doctoral degrees, and (b) in what general categories they predominantly award graduate degrees. Institutions that do not award graduate degrees are not classified by this scheme. Institutions that offer graduate and professional programs (such as law schools) but do not award

540-549: The ratio of Arts and sciences and professional fields (as defined in the Classification of Instructional Programs (CIP)) and (b) the coexistence of programs at the undergraduate and graduate levels (again using the CIP). The framework categorizes institutions based on the proportion of undergraduate majors in arts and sciences or professional fields, based on their two-digit CIP. The framework categorizes institutions based on

567-487: The ratio of part-time to full-time students (degree seeking students in four-year institutions). Selectivity is classified according to the SAT and ACT scores of first-time first-year students. This classification only applies to four-year or higher institutions. As of the 2010 edition the criteria were as follows ( http://classifications.carnegiefoundation.org/methodology/ugrad_profile.php ) Transfer origin characterizes

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594-403: The ratio of undergraduate to graduate students. The framework classifies institutions' Undergraduate Profile according to (a) the proportion of part-time undergraduate students to full-time students, (b) the institutions selectivity in admitting undergraduate students, and (c) the percentage of students who transfer into the university. The framework classifies Enrollment Status according to

621-605: The term "Network Improvement Community" in relation to his work in the software and engineering field as network of human and technical resources to enable the community to get better at getting better. Anthony Bryk and his team have defined Networked Improvement Communities as social arrangements that involve individuals from many different contexts working together with a common interest in achieving common goals to surface and test new ideas across varied contexts to enhance design at scale. Douglas Engelbart sees three levels of human and technical resources that need to work together: on

648-469: The update year (the most recent being a minor update in 2021). Professional doctorates (D.D.S., J.D., M.D., Pharm.D., etc.) are not included in this count but were added as a separate criterion in 2018–19. The framework further classifies these universities by their level of research activity as measured by research expenditures, number of research doctorates awarded, number of research-focused faculty, and other factors. A detailed list of schools can be found in

675-512: The use of improvement science as an approach to research that supports system reform. Improvement Science is a set of approaches designed to facilitate innovation and implementation of new organizational practices. Research scholar Catherine Langley's framework builds-off of W. Edwards Deming's plan-do-study-act cycle and couples it with three foundational questions: Approaches may vary in design and structure, but are always rooted in research-practitioner partnerships. The Carnegie Foundation for

702-507: Was created by the Carnegie Commission on Higher Education in 1970. The classification was first published in 1973 with updates in 1976, 1987, 1994, 2000, 2005, 2010, 2015, 2018 and 2021. To ensure continuity of the classification framework and to allow comparison across years, the 2015 Classification update retains the same structure of six parallel classifications, initially adopted in 2005. The 2005 report substantially reworked

729-513: Was relaxed if an institution identified a special focus on the College Board 's Annual Survey of Colleges, or if an institution's only accreditation was from a body related to the special focus categories". Two-year Four-year Tribal Colleges are institutions that belong to the American Indian Higher Education Consortium . The Undergraduate Instructional Program classification combines (a)

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