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Institutional Data and Reporting

In addition to ongoing assessment and data collection activities, the IR Office provides a number of routine institutional reports on a regular basis. Analysis of data and regular reporting provide critical information about various aspects of the institution and are instrumental to ongoing institutional decision-making. 

Examples of institutional reports include:

  • Enrollment statistics
  • Credit hour analyses
  • Graduation rates
  • Retention rates
  • Student to faculty ratios

It is important to understand the source and type of data being presented before beginning any type of analysis.  Below is a description of the different types of data generated by the IR Office. 

  •  

    Official Data vs. Operational Data

    Official Data

    A date is set each term where a snapshot of University data at that point in time is taken. This date is called Census Day and all official numbers for reports to the Federal government, state agencies, and various national organizations are based on this point in time. Census day is set in coordination with other offices each term. Official census data is used to report to the U.S. Department of Education as well as to accrediting agencies, such as the Higher Learning Commission. This information can not be altered or changed.

    Operational Data

    Consists of daily snapshots of university information. Although the content of this information will be consistent from user to user on the same day, it will be updated at approximately 6 a.m. every morning, reflecting Banner system's always changing transaction environment. Thus, replicating the same counts or totals on separate days will most likely not be possible. The content of this data is available to those with access to the Operational Data Store (ODS) at Detroit Mercy or by submitting a request to the IR Office. This information should not be used when reporting official enrollment figures as census data must be used in these situations.

  •  

    Student Information

    Enrollment, Retention & Graduation Information

    Student Right-to-Know Act

         5-Year Enrollment Trend

         Retention, Attrition & Graduation Rates

        150% Graduation Rate Data

    Diversity: Reflecting the fact of the world

    A critical component of helping our students achieve their personal and professional goals is preparing them to live and work in a world that is increasingly diverse and must accommodate a growing array of voices, perspectives and interests. Our mission also compels us to ensure that no one is denied access to a Detroit Mercy education based on their gender, race, religion, national origin or economic status. The composition of our student body reflects this commitment.

    Detroit Mercy students come from large cities and small towns across the United States and represent a broad range of social and economic backgrounds. About 22 percent are minorities. In addition, Detroit Mercy welcomes close to 700 new and returning students from 37 different countries. We believe our international students add a valuable dimension of cultural diversity to university life. And we believe, in turn, that the quality education we offer enriches the lives of our students from foreign lands.

    Fall 2016 Diversity

    Full-Time Enrolled Students

    Category

    Percent

       Male

    42%

       Female

    58%

       Pell Eligible (UG)

    30%

    Ethnicity

    Percent

       Asian

    7%

       Black or African American

    8%

       Hispanic/Latino

    4%

       Nonresident Alien

    16%

       Two or More Races

    3%

       White

    55%

  •  

    Common Data Set

    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.  This goal is attained by the development of clear, standard data items and definitions in order to determine a specific cohort relevant to each item. Data items and definitions used by the U.S. Department of Education in its higher education surveys often serve as a guide in the continued development of the CDS.

    The following sections are contained in each year's CDS:

        A. General Information
        B. Enrollment and Persistence
        C. First-Time, First-Year Freshman Admission
        D. Transfer Admission
        E. Academic Offerings and Policies
        F. Student Life
        G. Annual Expenses
        H. Financial Aid
        I. Instructional Faculty and Class Size
        J. Disciplinary Areas of Degrees Conferred

    Current Year: 

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