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Institutional Research

Institutional Research data serves as the official source of evidence, research-based information about Virginia Military Institute's cadets, faculty, and staff. We provide data and analysis to internal and external stakeholders such as the federal government, the State Council of Higher Education (SCHEV), and the executive administration of VMI for use in data-informed decision-making. We disseminate actionable information designed to improve operations that affect student learning, both directly and indirectly. We also provide routine and ad-hoc reports and analysis to assist in informed decision-making across the Post.

 

Data Dashboard Icon Data Dashboards are designed to provide current and historical information about various aspects of VMI. Please use the filters to browse through data related to student enrollment and admission. The enrollment dashboard contains detailed tabular summaries of enrollment information. Demographic breakdowns by race/ethnicity, gender, and state. The admission dashboard summarizes and compares the acceptance rates, yield rates, other admission statistics.

 

 

Common Data Sets Icon The Common Data Set (CDS) initiative is a collaborative effort among data providers in the higher education community and publishers as represented by the College Board, Peterson's, and U.S. News & World Report. The combined goal of this collaboration is to improve the quality and accuracy of information provided to all involved in a student's transition into higher education, as well as to reduce the reporting burden on data providers. 


SACSCOC

The Southern Association of Colleges and Schools' Commission on Colleges (SACSCOC) requires institutions to submit an institutional profile for general information and enrollment data each fall and submit financial profile each summer. We coordinate related stakeholders to complete the profiles.

VMI’s SACSCOC Profile


SCHEV

The State Council of Higher Education for Virginia (SCHEV) is the Commonwealth's coordinating body for higher education. SCHEV was established by the Governor and General Assembly in 1956. SCHEV makes higher education public policy recommendations to the Governor and General Assembly in such areas as capital and operating budget planning, enrollment projections, institutional technology needs, and student financial aid. SCHEV administers a variety of educational programs that benefit students, faculty, parents, and taxpayers.

SCHEV has created an institutional profile for each Virginia public college and university, and for each independent college or university participating in the Virginia Tuition Assistance Grant Program. Per the reporting requirements of the Code of Virginia § 23.1-204.1, VMI’s Institutional Profile is available for viewing.

InstitutionStateType

Barnard College

NY

Private

Bucknell University

PA

Private

Calvin College

MI

Private

Claremont McKenna College

CA

Private

Connecticut College

CT

Private

Hampden-Sydney College

VA

Private

Hobart William Smith Colleges

NY

Private

Lafayette College

PA

Private

Macalester College

MN

Private

Mount Holyoke College

MA

Private

Norwich University

VT

Private

Randolph-Macon College

VA

Private

Smith College

MA

Private

Spelman College

GA

Private

St Lawrence University

NY

Private

St Mary's College of Maryland

MD

Public

Swarthmore College

PA

Private

The College of Wooster

OH

Private

Trinity College

CT

Private

Union College

NY

Private

United States Air Force Academy

CO

Public

United States Naval Academy

MD

Public

Walla Walla College

WA

Private

Washington College

MD

Private

Wheaton College

MA

Private


Integrated Postsecondary Education Data System (IPEDS)

The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from all institutions that provide postsecondary education and are eligible to receive Title IV funding across the United States and other U.S. jurisdictions. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator, an online tool to aid in the college search process. Additional information about IPEDS is available, along with VMI's IPEDS data.

The Data Feedback Report (DFR) is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. To view VMI’s DFR reports, visit the Data Feedback Report homepage, find and click Data Feedback Report, then search Virginia Military Institute.


NCAA

The NCAA created the Graduation Success Rate (GSR) for Division I and the Academic Success Rate (ASR) for Division II. The NCAA GSR differs from the federal calculation in two important ways. First, the GSR holds colleges accountable for those student-athletes who transfer into their school. Second, the GSR does not penalize colleges whose student-athletes transfer in good academic standing. Essentially, those student-athletes are moved into another college’s cohort. The Division II ASR additionally includes student-athletes who did not receive athletics aid, but did participate in athletics. GSR is computed over the same 6-year window as the Federal Graduation Rates. We work with VMI’s athletic department to complete the GSR report annually. The searchable database is available online.


IR Statement of Ethical Principles

Data use for decision-making in higher education is critical for improving student success and institutional effectiveness. Those improvements are valuable only when achieved through integrity, professionalism, and fairness. In September 2019, the Association for Institutional Research (AIR) Board of Directors approved the AIR Statement of Ethical Principles to modernize the principles guiding our professional community.

The Association for Institutional Research affirms the overarching principles regarding the use of data to facilitate insights and improve decision-making. These principles guide us as we promote the use of data, analytics, information, and evidence to improve higher education.

Approved by the AIR Board of Directors