The University of Georgia provides comprehensive data to a range of external surveys and reporting platforms that track, benchmark, and evaluate higher education institutions. These submissions ensure accuracy, transparency, and consistency in how UGA is represented in national and international comparisons. Data are compiled and validated by the Office of Institutional Research (OIR) and support reporting for federal requirements, public accountability, and rankings.

Common Data Set

The Common Data Set is a collaborative effort among higher education data providers and publishers, including the College Board, Peterson’s, and U.S. News & World Report. Its goal is to improve the quality and accuracy of information available to students, families, and educators while reducing the reporting burden on institutions. The CDS provides standardized data items and definitions covering enrollment, admissions, persistence, financial aid, and student life. UGA publishes its CDS annually for transparency and for use by external agencies, prospective students, and researchers.

IPEDS

IPEDS is a system of interrelated surveys conducted annually by the U.S. Department of Education’s National Center for Education Statistics (NCES). It is the primary federal source for data on U.S. colleges and universities, with information on enrollment, completions, faculty and staff, finances, institutional prices, and student aid. Policymakers, researchers, accreditation agencies, and the public rely on IPEDS data to evaluate and compare institutions, monitor trends, and inform decision-making.

US News Main Statistical Survey

Each year, UGA submits detailed institutional data to U.S. News & World Report for its main statistical survey. This survey incorporates items from the Common Data Set as well as proprietary measures specific to U.S. News. Data elements include student selectivity, retention, graduation rates, faculty resources, and financial resources. The results inform the U.S. News Best Colleges and Best Graduate Schools rankings, which are widely consulted by prospective students, families, and the broader public as indicators of institutional quality and outcomes.

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