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WEB

TABLES

U.S. DEPARTMENT OF EDUCATION

JUNE 2014

NCES 2014-023

Enrollment in Distance Education Courses, by State: Fall 2012

Postsecondary enrollment in distance education courses, particularly those offered online, has rapidly increased in recent years (Allen and Seaman 2013). Traditionally, distance education offerings and enrollment levels have varied across different types of institutions. For example, researchers have found that undergraduate enrollment in at least one distance education course is most common at public 2-year institutions, while undergraduate enrollment in online degree programs was most common among students attending for-profit institutions (Radford 2011).

A 2003 study found that historically black colleges and universities (HBCUs) and tribal colleges and universities (TCUs) offered fewer distance education courses compared with other institutions, possibly due to their smaller average size (Government Accountability Office 2003). Rapidly changing developments, including recent institutional and policy focus on massive open online courses (MOOCs) and

other distance education innovations, have changed distance education offerings.

The 2012 Fall Enrollment component of the Integrated Postsecondary Education Data System (IPEDS) survey collected data for the first time on enrollment in courses in which instructional content was delivered exclusively through distance education, defined in IPEDS as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor synchronously or asynchronously." These Web Tables provide a current profile of enrollment in distance education courses across states and in various types of institutions. They are intended to serve as a useful baseline for tracking future trends, particularly as certain states and institutions focus on MOOCs and other distance educa-

tion initiatives from a policy perspective.

Student Enrollment Tables 1-10 of these Web Tables show the numbers and percentages of students at Title IV institutions in fall 2012 who were enrolled exclusively in distance education courses, enrolled in some distance education courses, and not enrolled in any distance education courses, by state and across different types of institutions. Tables 1 and 2 summarize overall enrollment in distance education courses of students at all levels (undergraduate and graduate), by control and level of institution and various institutional characteristics (table 1) and by state (table 2). Table 3 focuses exclusively on degree/certificate-seeking and nondegree/certificate-seeking undergraduates and examines their enrollment in distance education courses by state. Tables 4-9 show undergraduate and graduate enrollment in distance education courses by state across different

This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-09-C-0006 with RTI International. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. These Web Tables were authored by Scott Ginder and Christina Stearns of RTI International. The NCES Project Officer was Richard Reeves. For questions about content or to view this report online, go to .

institutional controls and levels. Table 10 highlights distance education undergraduate enrollment in HBCUs and TCUs, as compared with other institutions.

Student Location One of distance education's cited benefits is wider geographical access to higher education, in that students have flexibility to attend institutions outside of their state of residence. Relevant to this, tables 11-19 present new IPEDS data on the location of students enrolled exclusively in distance education courses in fall 2012. Specifically, these tables show whether these students were located in the same state as the institution they attended, in a different state or U.S. jurisdiction, or outside the United States.

Table 11 summarizes student location by student level, control and level of institution, and other institutional characteristics. Table 12 further displays data on student location by student level and state. Table 13 focuses exclusively on degree/certificateseeking and non-degree/certificateseeking undergraduates and examines their location relative to their institution, by state. Tables 14-19 present location data for undergraduate and graduate students, by state, across the different controls and levels of institution.

These tables are intended to provide a useful baseline for tracking trends in student location, particularly as regulations that affect institutions' ability to offer distance education programs across state lines change. In addition, they shed further light on a problem highlighted in Ginder and Sykes (2013), namely, that state-level analyses are based on the assumption that students live in the state where they attend school, but distance education may render this assumption invalid. These data are intended to help clarify the magnitude of the issue by showing what percentage of distance learners affiliated with various institutions are located out of state.

RELATED NCES REPORTS

Radford, A.W. (2011). Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs (NCES 2012-154). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved July 11, 2013, from .

Ginder, S., and Sykes, A. (2013). Characteristics of Exclusively Distance Education Institutions, by State: 2011-2012 (NCES 2013-172). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved July 11, 2013, from .

DATA

Data in these tables were collected through the Institutional Characteristics and Fall Enrollment components of the IPEDS survey. The Institutional Characteristics component collects basic data on each institution such as institution name, location, educational offerings, control or affiliation, admission requirements, and student services. The Fall Enrollment component consists of six parts, of which data from part A were used in these analyses. Among other details, part A collects the number of students enrolled by level of student (undergraduate or graduate), distance education status (enrolled exclusively in distance education courses; enrolled in some, but not all, distance education courses; or not enrolled in distance education courses), and location of students exclusively enrolled in distance education courses (in the same state as the institution; in the United States, but not in the same state as the institution; outside of the United States; or unknown).

IPEDS is the core postsecondary education data collection program for NCES. Institution-level data are collected from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. For IPEDS, a postsecondary institution is defined as an organization open to the public that has the provision of postsecondary education as one of its primary missions. IPEDS defines post-

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secondary education as formal instructional programs with a curriculum designed primarily for students who are beyond the compulsory age for high school. This includes institutions that offer academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. Data collected via IPEDS cover a variety of areas, including institutional prices, enrollments, graduation rates, program completions, student financial aid, institutional finance, and human resources.

TECHNICAL NOTES

During the 2012-13 IPEDS collection cycle, the level of detail required in the reporting of distance education enrollment for undergraduate students for private less-than-4-year nondegree-granting institutions differed when compared with other types of institutions. In particular, these institutions were not asked to report undergraduate students by degree/ certificate-seeking status. Hence, tables that include these institutions and display data by degree/certificate-seeking status will not sum to the appropriate overall undergraduate total.

IPEDS DATA CENTER

The IPEDS Data Center () is the user interface for retrieving and analyzing IPEDS data on the NCES website. All IPEDS data are released through the Data Center. More IPEDS tables produced by NCES can be found at the IPEDS Table Library at library/.

For more information, contact

Aurora D'Amico Sample Surveys Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006-5652 (202) 502-7334 aurora.damico@

REFERENCES

Allen, I.E., and Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. San Francisco: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved March 4, 2013, from /reports/changingcourse.pdf.

Ginder, S., and Sykes, A. (2013). Characteristics of Exclusively Distance Education Institutions, by State: 2011-12 (NCES 2013-172). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved July 11, 2013, from .

Radford, A.W. (2011). Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs (NCES 2012-154). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved July 11, 2013, from .

U.S. Government Accountability Office. (2003). Distance Education: Challenges for Minority Serving Institutions and Implications for Federal Education Policy (GAO-04-78T). Washington, DC: U.S. Government Printing Office. Retrieved June 3, 2013, from .

These analyses included Title IV postsecondary institutions in the United States. Title IV institutions are those eligible to participate in the Title IV federal financial aid programs (e.g., Pell Grants and Stafford Loans).

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National Center for Education Statistics

Table 1. Number and percentage of students enrolled at Title IV institutions, by distance education enrollment status, student level, control and level of institution, and other selected characteristics: United States, fall 2012

Student level, control and level of institution, region, institution size, institutional category, and Tribal or Historically Black College and University status

Total

Students enrolled

exclusively in distance

education courses

Total Number Percent

21,147,055 2,642,158

12.5

Students enrolled in some

but not all distance

education courses

Number

Percent

2,809,942

13.3

Students not enrolled in

any distance education

courses

Number Percent

15,694,955

74.2

Student level Undergraduate1 Degree/certificate-seeking Non-degree/certificate-seeking Graduate

18,236,340 16,225,545

1,623,082 2,910,715

2,002,815 1,807,860

192,594 639,343

11.0

2,582,475

11.1

2,466,785

11.9

113,683

22.0

227,467

14.2 13,651,050

74.9

15.2 11,950,900

73.7

7.0

1,316,805

81.1

7.8

2,043,905

70.2

Control and level of institution Public 4-year 2-year Less-than-2-year Private nonprofit 4-year 2-year Less-than-2-year Private for-profit 4-year 2-year Less-than-2-year

14,996,482 8,092,727 6,845,174 58,581 3,975,542 3,916,356 47,524 11,662 2,175,031 1,470,191 413,377 291,463

1,249,135 574,709 674,134 292 467,528 466,730 798 0 925,495 901,601 21,711 2,183

8.3

2,406,908

7.1

1,223,442

9.8

1,182,801

0.5

665

11.8

259,843

11.9

257,599

1.7

2,198

0.0

46

42.6

143,191

61.3

121,684

5.3

19,749

0.7

1,758

16.0 11,340,439

75.6

15.1

6,294,576

77.8

17.3

4,988,239

72.9

1.1

57,624

98.4

6.5

3,248,171

81.7

6.6

3,192,027

81.5

4.6

44,528

93.7

0.4

11,616

99.6

6.6

1,106,345

50.9

8.3

446,906

30.4

4.8

371,917

90.0

0.6

287,522

98.6

Region New England Mid East Great Lakes Plains Southeast South west Rocky Mountains Far West U.S. Service Academies

1,033,289

76,350

7.4

83,395

3,141,460

247,161

7.9

333,395

3,125,721

288,678

9.2

378,157

1,737,272

400,134

23.0

228,298

4,949,931

678,313

13.7

824,274

2,730,314

547,349

20.0

450,893

854,971

156,376

18.3

110,624

3,558,870

247,772

7.0

400,906

15,227

25

0.2

0

8.1

873,544

84.5

10.6

2,560,904

81.5

12.1

2,458,886

78.7

13.1

1,108,840

63.8

16.7

3,447,344

69.6

16.5

1,732,072

63.4

12.9

587,971

68.8

11.3

2,910,192

81.8

0.0

15,202

99.8

Institution size Under 1,000 students 1,000-4,999 students 5,000-9,999 students 10,000-19,999 students 20,000 students and above

1,216,335

56,532

4.6

75,394

4,000,019

399,323

10.0

520,956

3,610,476

403,417

11.2

545,045

5,007,338

516,640

10.3

681,841

7,312,887 1,266,246

17.3

986,706

6.2

1,084,409

89.2

13.0

3,079,740

77.0

15.1

2,662,014

73.7

13.6

3,808,857

76.1

13.5

5,059,935

69.2

Institutional category Degree-granting, associate's and certificates Degree-granting, not primarily baccalaureate or above Degree-granting, primarily baccalaureate or above Degree-granting, graduate with no undergraduate Non-degree-granting, sub-baccalaureate Non-degree-granting, above the baccalaureate

7,185,350 1,229,389 12,054,860

173,220 503,808

428

698,427 219,973 1,697,313

22,940 3,505 0

9.7

1,207,073

17.9

173,076

14.1

1,410,147

13.2

15,752

0.7

3,850

0.0

44

16.8

5,279,850

73.5

14.1

836,340

68.0

11.7

8,947,400

74.2

9.1

134,528

77.7

0.8

496,453

98.5

10.3

384

89.7

Tribal or Historically Black College and University status

Historically Black Colleges and Universities

309,248

11,616

3.8

44,785

14.5

252,847

81.8

Tribal Colleges and Universities

18,881

495

2.6

3,149

16.7

15,237

80.7

Other institutions

20,818,926 2,630,047

12.6

2,762,008

13.3 15,426,871

74.1

1Private less-than-4-year non-degree-granting institutions do not report distance education enrollment by degree/certificate-seeking status, hence the 387,713

undergraduate students enrolled at these institutions are included in this row, but not in the detail rows.

NOTE: Title IV institutions are those with a written agreement with the Secretary of Education that allows the institution to participate in any of the Title IV federal student

financial assistance programs. Although they are not Title IV eligible, four of the U.S. service academies are included in the Integrated Postsecondary Education Data

System (IPEDS) universe because they are federally funded and open to the public. Definitions for terms used in this table may be found in the IPEDS online glossary

located at .

SOURCE: U.S. Department of Education, National Center for Education Statistics, IPEDS, Spring 2013, Fall Enrollment component (provisional data).

National Center for Education Statistics

Table 2. Number and percentage of students enrolled at Title IV institutions, by student level, distance education enrollment status, and state or jurisdiction: United States, fall 2012

State or jurisdiction

United States

Total 21,147,055

All students

Enrolled

Enrolled in some

exclusively in

but not all

distance

distance

education

education

courses

courses

Per-

Per-

Number cent Number cent

2,642,158 12.5 2,809,942 13.3

Not enrolled in any distance

education courses

PerNumber cent 15,694,955 74.2

Total 18,236,340

Undergraduate students

Enrolled

Enrolled in some

exclusively in

but not all

distance

distance

education

education

courses

courses

Per-

Per-

Number cent Number cent

2,002,815 11.0 2,582,475 14.2

Not enrolled in any distance

education courses

PerNumber cent 13,651,050 74.9

Total 2,910,715

Graduate students

Enrolled

Enrolled in

exclusively in some but not

distance

all distance

education

education

courses

courses

Per-

Per-

Number cent Number cent

639,343 22.0 227,467 7.8

Not enrolled in any distance

education courses

PerNumber cent 2,043,905 70.2

Alabama Alaska Arizona Arkansas California

311,665 33,859

748,202 181,270 2,692,536

50,008 16.0 5,553 16.4

360,835 48.2 16,702 9.2

170,649 6.3

57,893 18.6 5,817 17.2

122,339 16.4 34,586 19.1

284,307 10.6

203,764 22,489

265,028 129,982 2,237,580

65.4 66.4 35.4 71.7 83.1

267,271 31,080

633,433 162,316 2,430,735

32,348 12.1 4,569 14.7

283,771 44.8 11,996 7.4

146,895 6.0

52,473 19.6 5,379 17.3

113,134 17.9 30,639 18.9

271,216 11.2

182,450 21,132

236,528 119,681 2,012,624

68.3 68.0 37.3 73.7 82.8

44,394 2,779

114,769 18,954

261,801

17,660 39.8 984 35.4

77,064 67.1 4,706 24.8

23,754 9.1

5,420 12.2 438 15.8

9,205 8.0 3,947 20.8 13,091 5.0

21,314 1,357

28,500 10,301 224,956

48.0 48.8 24.8 54.3 85.9

Colorado Connecticut Delaware District of

Columbia Florida

375,488 215,674

60,615

72,801 19.4 14,701 6.8

4,185 6.9

91,340 1,207,817

7,629 8.4 194,696 16.1

35,706 9.5 15,051 7.0

5,993 9.9

2,552 2.8 214,256 17.7

266,981 71.1 185,922 86.2

50,437 83.2

317,728 180,815

50,303

53,904 17.0 11,419 6.3

2,918 5.8

81,159 88.9 798,865 66.1

48,889 1,076,701

3,108 6.4 160,115 14.9

32,640 10.3 13,666 7.6

4,989 9.9

1,769 3.6 196,313 18.2

231,184 72.8 155,730 86.1

42,396 84.3

44,012 90.0 720,273 66.9

57,760 34,859 10,312

18,897 32.7 3,282 9.4 1,267 12.3

42,451 131,116

4,521 10.6 34,581 26.4

3,066 5.3 1,385 4.0 1,004 9.7

783 1.8 17,943 13.7

35,797 62.0 30,192 86.6

8,041 78.0

37,147 87.5 78,592 59.9

Georgia Hawaii Idaho Illinois Indiana

553,969 79,332

110,005 888,148 452,690

53,428 8,736

13,848 90,065 50,893

9.6 11.0 12.6 10.1 11.2

82,751 14.9 12,494 15.7 26,184 23.8 85,759 9.7 67,546 14.9

417,790 58,102 69,973

712,324 334,251

75.4 73.2 63.6 80.2 73.8

485,412 70,148

101,898 734,689 398,053

42,845 8.8 7,796 11.1

11,805 11.6 65,269 8.9 39,597 9.9

77,812 16.0 11,646 16.6 25,031 24.6 75,319 10.3 62,808 15.8

364,755 50,706 65,062

594,101 295,648

75.1 72.3 63.9 80.9 74.3

68,557 9,184 8,107

153,459 54,637

10,583 15.4 940 10.2

2,043 25.2 24,796 16.2 11,296 20.7

4,939 848

1,153 10,440

4,738

7.2 9.2 14.2 6.8 8.7

53,035 7,396 4,911

118,223 38,603

77.4 80.5 60.6 77.0 70.7

Iowa Kansas Kentucky Louisiana Maine

363,359 218,312 285,232 266,167

74,913

144,223 33,339 56,067 11,037 10,053

39.7 15.3 19.7

4.1 13.4

31,807 8.8 33,621 15.4 32,236 11.3 30,279 11.4

9,784 13.1

187,329 151,352 196,929 224,851

55,076

51.6 69.3 69.0 84.5 73.5

317,594 192,394 249,049 234,611

65,187

119,779 37.7 26,519 13.8 44,504 17.9 7,708 3.3 6,568 10.1

29,819 9.4 30,046 15.6 28,303 11.4 27,725 11.8

9,311 14.3

167,996 135,829 176,242 199,178

49,308

52.9 70.6 70.8 84.9 75.6

45,765 25,918 36,183 31,556

9,726

24,444 53.4 6,820 26.3

11,563 32.0 3,329 10.5 3,485 35.8

1,988 4.3 3,575 13.8 3,933 10.9 2,554 8.1

473 4.9

19,333 15,523 20,687 25,673

5,768

42.2 59.9 57.2 81.4 59.3

Maryland Massachusetts Michigan Minnesota Mississippi

386,814 528,217 680,035 455,032 179,008

55,786 14.4 30,930 5.9 48,766 7.2 119,366 26.2 16,371 9.1

43,581 11.3 40,648 7.7 72,707 10.7 57,348 12.6 29,097 16.3

287,447 74.3 456,639 86.4 558,562 82.1 278,318 61.2 133,540 74.6

314,803 393,700 591,720 339,118 157,729

36,207 11.5 15,061 3.8 34,182 5.8 45,784 13.5 12,594 8.0

37,940 12.1 33,036 8.4 66,160 11.2 53,987 15.9 26,855 17.0

240,656 76.4 345,603 87.8 491,378 83.0 239,347 70.6 118,280 75.0

72,011 134,517

88,315 115,914

21,279

19,579 27.2 15,869 11.8 14,584 16.5 73,582 63.5

3,777 17.7

5,641 7,612 6,547 3,361 2,242

7.8 5.7 7.4 2.9 10.5

46,791 65.0 111,036 82.5

67,184 76.1 38,971 33.6 15,260 71.7

Missouri

447,904

Montana

53,807

Nebraska

140,598

Nevada

122,815

New Hampshire

84,328

See notes at end of table

54,859 12.2 3,410 6.3

23,826 16.9 12,038 9.8 14,812 17.6

67,085 15.0 7,604 14.1

22,000 15.6 23,957 19.5

5,202 6.2

325,960 42,793 94,772 86,820 64,314

72.8 79.5 67.4 70.7 76.3

369,790 48,977

116,741 111,369

68,384

40,023 10.8 2,559 5.2

15,859 13.6 11,111 10.0

9,235 13.5

59,766 16.2 7,111 14.5

19,912 17.1 23,153 20.8

4,613 6.7

270,001 39,307 80,970 77,105 54,536

73.0 80.3 69.4 69.2 79.7

78,114 4,830

23,857 11,446 15,944

14,836 19.0 851 17.6

7,967 33.4 927 8.1

5,577 35.0

7,319 9.4 493 10.2

2,088 8.8 804 7.0 589 3.7

55,959 3,486

13,802 9,715 9,778

71.6 72.2 57.9 84.9 61.3

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