Carnegie Classification of Institutions of

Higher Education
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 is often important to identify
groups of roughly comparable institutions.[1] 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).

General description
The Carnegie Classification 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.[1] 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.[1] The 2005 report substantially reworked the classification system, based on data from the 2002–
2003 and 2003–2004 school years.[2]

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.[3] The voluntary Classification on Community Engagement is managed by the
Public Purpose Institute at Albion College.[4] In March 2022, the universal and elective Carnegie
classifications moved to the nonprofit American Council on Education in Washington, D.C.[5]

Information used in these classifications comes primarily from IPEDS and the College Board.

Basic classification
The number of institutions in each category is indicated in parentheses.[6]

Doctorate-granting Universities

Doctorate-granting Universities are institutions that awarded at least 20 research/scholarly doctorates in 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.[7] A detailed list of schools can be found in the list of research universities in the United States.

Doctoral Universities – Very High Research Activity (R1) (146)

 Doctoral Universities – High Research Activity (R2) (133)
Doctoral/Professional Universities (D/PU) (187)

Master's Colleges and Universities

Master's Colleges and Universities are institutions that "awarded at least 50 master's degrees in 2013–14,
but fewer than 20 doctorates."[7]

Master's Colleges and Universities: Larger programs (M1) are larger programs that awarded
at least 200 master's-level degrees (393)
Master's Colleges and Universities: Medium programs (M2) are medium programs that
awarded 100–199 master's-level degrees (207)
Master's Colleges and Universities: Smaller programs (M3) are small programs that
awarded 50–99 master's-level degrees (141)

Baccalaureate Colleges

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)."[7]

Baccalaureate Colleges—Arts & Sciences (249)

Baccalaureate Colleges—Diverse Fields (324)
Baccalaureate/Associate's Colleges: Associates Dominant (149)
Baccalaureate/Associate's Colleges: Mixed Baccalaureate/Associate's (259)

Associates Colleges

Associates Colleges are institutions whose highest degree is the associate degree, or bachelor's degrees
account for fewer than 10 percent of all undergraduate degrees (2013–14-degree conferrals).

Associate's Colleges: High Transfer – High Traditional (166)

Associate's Colleges: High Transfer – Mixed Traditional/Nontraditional (127)
Associate's Colleges: High Transfer – High Nontraditional (84)
Associate's Colleges: Mixed Transfer/Career – High Traditional (110)
Associate's Colleges: Mixed Transfer/Career – Mixed Traditional/Nontraditional (102)
Associate's Colleges: Mixed Transfer/Career – High Nontraditional (130)
Associate's Colleges: High Career – High Traditional (87)
Associate's Colleges: High Career – Mixed Traditional/Nontraditional (123)
Associate's Colleges: High Career – High Nontraditional (184)

Special Focus Institutions

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 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".[7]

Special Focus Two-Year: Health Professions (267)

Special Focus Two-Year: Technical Professions (62)
Special Focus Two-Year: Arts and Design (41)
Special Focus Two-Year: Other Fields (74)
Special Focus Four-Year: Faith-Related Institutions (310)
Special Focus Four-Year: Medical Schools and Centers (54)
Special Focus Four-Year: Other Health Professions Schools (261)
Special Focus Four-Year: Engineering Schools (7)
Special Focus Four-Year: Other Technology-Related Schools (70)
Special Focus Four-Year: Business and Management Schools (94)
Special Focus Four-Year: Arts, Music, and Design Schools (137)
Special Focus Four-Year: Law Schools (36)
Special Focus Four-Year: Other Special Focus Institutions (36)

Tribal Colleges

Tribal Colleges are institutions that belong to the American Indian Higher Education Consortium.

Tribal colleges and universities (Tribal) (35)

Not classified

The Basic Classification omits 26 institutions.

Undergraduate instructional program

The Undergraduate Instructional Program classification combines (a) 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).[8]

Arts and sciences and professional fields

The framework categorizes institutions based on the proportion of undergraduate majors in arts and
sciences or professional fields, based on their two-digit CIP.[8]

Associates Only (Assoc) only award associate degrees.

Associates Dominant (Assoc-Dom) award some bachelor's degrees, but award more
associates's degrees.
Arts & Sciences Focus (A&S-F) award least 80 percent of undergraduate degrees in the arts
and sciences.
Arts & Sciences + Professions (A&S+Prof) award between 80 and 59 percent of
undergraduate degrees in the arts and sciences.
 Balanced Arts & Sciences/Professions (Bal) award 41 to 59 percent of undergraduate
degrees in each domain.
Professions + Arts & Sciences (Prof+A&S) award between 80 and 59 percent of
undergraduate degrees in a professional field.
Professions Focus (Prof-F) award at least 80 percent of undergraduate degrees in a
professional field.

Graduate coexistence

The framework categorizes institutions based on the proportion of undergraduate and graduate programs
(defined by their 4-digit CIP) that coexist.[8]

No coexistence (NGC)—no programs coexist.

Some coexistence (SGC)—some graduate programs coexist with undergraduate programs
but fewer than half.
High coexistence (HGC)—at least half of the graduate programs coexist with undergraduate
programs.

Graduate instructional program

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.[9]

Postbaccalaureate graduate programs

Institutions that offer graduate and professional programs (such as law schools) but do not award the
doctorate are classified as having Postbaccalaureate graduate programs.[9] These programs are classified
by the fields in which the degrees are awarded.

Single postbaccalaureate (education) (S-PostBac/Ed)—only offer graduate training in

education.
Single postbaccalaureate (business) (S-PostBac/Bus)—only offer graduate training in
business.
Single postbaccalaureate (other field) (S-PostBac/Other)—only offer graduate training in a
field other than education or business.
Postbaccalaureate comprehensive (PostBac-Comp)—offer graduate training in the
humanities, social sciences, Science, Technology, Engineering, and Medicine (STEM), and
one or more professional fields.
Postbaccalaureate, arts & sciences dominant (PostBac-A&S)—only offer graduate training
in the arts and sciences.
Postbaccalaureate with arts & sciences (education dominant) (PostBac-A&S/Ed)—offer
graduate training primarily in the arts and sciences with some training in education.
Postbaccalaureate with arts & sciences (business dominant) (PostBac-A&S/Bus)—offer
graduate training primarily in the arts and sciences with some training in business.
Postbaccalaureate with arts & sciences (other dominant fields) (PostBac-A&S/Other)—offer
graduate training primarily in the arts and sciences with some training in a field other than
education or business.
 Postbaccalaureate professional (education dominant) (PostBac-Prof/Ed)—offer graduate
training primarily in professional fields with some training in education.
Postbaccalaureate professional (business dominant) (PostBac-Prof/Bus)—offer graduate
training primarily in professional fields with some training in business.
Postbaccalaureate professional (other dominant fields) (PostBac-Prof/Other)—offer graduate
training primarily in professional fields with some training in a field other than education or
business.

Doctoral degree programs

Institutions that offer doctoral degrees, including medical and veterinary degrees, are classified by the field
in which they award degrees.[9]

Single doctoral (education) (S-Doc/Ed) only award doctoral degrees in education.

Single doctoral (other field) (S-Doc/Other) only award doctoral degrees in a single non-
education field.
Comprehensive doctoral with medical/veterinary (CompDoc/MedVet) (a) award doctorates in
the humanities, social sciences, and STEM fields, (b) graduate or professional degrees in
one or more professional fields, and (c) award medical or veterinary doctoral degrees.
Comprehensive doctoral (no medical/veterinary) (CompDoc/NMedVet) (a) award doctorates
in the humanities, social sciences, and STEM fields, (b) graduate or professional degrees in
one or more professional fields, and (c) do not award medical or veterinary doctoral degrees.
Doctoral, humanities/social sciences dominant (Doc/HSS) award most of their doctorates in
the humanities and social sciences.
Doctoral, STEM dominant (Doc/STEM) award most of their doctorates in STEM fields.
Doctoral, professional dominant (Doc/Prof) award most of their doctorates are awarded in
professional fields other than engineering.

Enrollment profile
The Enrollment Profile of institutions are classified according to (a) the level of the highest degree awarded
and (b) the ratio of undergraduate to graduate students.[10]

Exclusively undergraduate two-year (ExU2)—students are not awarded bachelor's or higher

degrees.
Exclusively undergraduate four-year (ExU4)—students are only awarded bachelor's
degrees.
Very high undergraduate (VHU)—fewer than 10 percent of students are graduate students.
High undergraduate (HU)—more than 10 percent, but fewer than 25 percent of students are
graduate students.
Majority undergraduate (MU)—more than 24 percent, but fewer than 50 percent of students
are graduate students.
Majority graduate/professional (MGP)—fewer than 50 percent of students are
undergraduates.
 Exclusively graduate/professional (ExGP)—students are only awarded degrees higher than
bachelor's.

Undergraduate profile
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.[11]

Enrollment status

The framework classifies Enrollment Status according to the ratio of part-time to full-time students (degree
seeking students in four-year institutions).[12]

PT2: Higher part-time two-year—more than 60 percent of students at this 2-year institution
are part-time.
Mix2: Mixed part/full-time two-year—between 39 and 60 percent of students at this 2-year
institution are part-time.
MFT2: Medium full-time two-year—more than 60 but fewer than 91 percent of students at this
2-year institution are full-time.
FT2: Higher full-time two-year—more than 90 percent of students at this 2-year institution are
full-time.
PT4: Higher part-time four-year—more than 39 percent of students at this 4-year or higher
institution are part-time.
MFT4: Medium full-time four-year—more than 60 percent but fewer than 80 percent of
students at this 4-year or higher institution are full-time.
FT4: Full-time four-year—more than 79 percent of students at this 4-year or higher institution
are full-time.

Achievement characteristics/selectivity

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)[11]

Inclusive (I)—students had a 25th percentile ACT-equivalent score below 18.

Selective (S)—students had a 25th percentile ACT-equivalent score from 18 to 21.
More Selective (MS)—students had a 25th percentile ACT-equivalent score greater than 21.

Transfer origin

Transfer origin characterizes the percentage of students who transfer to the institution, and only applies to
four-year or higher institutions.[11]

Lower transfer-in (LTI)—fewer than 20 percent of students transfer into the institution.
 Higher transfer-in (HTI)—more than 19 percent of students transfer into the institution.

Size and setting

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.[13]

Size

The size of institutions is based on their full-time equivalent (FTE) enrollment. FTEs are calculated by
adding 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.[13]

Very small two-year (VS2)—fewer than 500 FTEs attend this two-year institution.
Small two-year (S2)—at least 500 but fewer than 2000 FTEs attend this two-year institution.
Medium two-year (M2)—at least 2000 but fewer than 5000 FTEs attend this two-year
institution.
Large two-year (L2)—at least 5000 but fewer than 10000 FTEs attend this two-year
institution.
Very large two-year (VL2)—10000 or more FTEs attend this two-year institution.
Very small four-year (VS4)—fewer than 1000 FTEs attend this four-year institution.
Small four-year (S4)—at least 1000 but fewer than 3000 FTEs attend this four-year
institution.
Medium four-year (M4)—at least 3000 but fewer than 10000 FTEs attend this four-year
institution.
Large four-year (L4)—more than 10000 FTEs attend this four-year institution.

Setting

Setting is based on the percentage of full-time undergraduates who live in institutionally-managed

housing.[13] Two-year institutions are not classified by setting.[14]

Primarily nonresidential (NR)—fewer than 25 percent of degree-seeking undergraduates or

fewer than 50 percent enrolled full-time live on campus.[13]
Primarily residential (R): (a)—at least 25 percent of degree-seeking undergraduates live on
campus and (b) at least 50 percent but fewer than 80 percent attend full-time.
Highly residential (HR)—at least half of degree-seeking undergraduates live on campus and
at least 80 percent attend full-time.[13]

2005 edition
In contrast to previous classifications, the 2005 classification scheme provides a "...set of multiple, parallel
classifications."[15] According to Alexander C. McCormick, Senior Scholar at The Carnegie Foundation
for the Advancement of Teaching and director of the classifications project, "The five new classifications
are organized around three central questions: 1) What is taught, 2) to whom, and 3) in what setting?"[16] In
addition to the new classification categories, the previously used classification scheme ("Basic
classification") has been revised.

The Carnegie Foundation is also developing one or more voluntary classification schemes that rely on data
submitted by institutions.[15] The first focuses on outreach and community engagement, and the second on
"...how institutions seek to analyze, understand, and improve undergraduate education."[16]

The Carnegie Foundation has no plans to issue printed editions of the classifications. Their website (https://
web.archive.org/web/20080822012422/http://www.carnegiefoundation.org/classifications/) has several
tools that let researchers and administrators view classifications.[17]

Revisions in the basic classification

The "basic classification" is an update of the original classification scheme. In addition to changing names
of some categories, the 2005 revision differs from previous editions in that it:[7]

1. Splits Associates colleges into subcategories. This is based on the work of Stephen
Katsinas, Vincent Lacey, and David Hardy at the University of Alabama and is an update of
work funded in the 1990s by the Ford Foundation.
2. Categorizes doctorate-granting institutions according to their level of research activity. This
level is calculated using multiple measures, financial and otherwise.
3. Simplifies the measurement of doctorate degrees awarded.
4. Divides Master's colleges and universities into three categories based on the number of
Master's degrees awarded.
5. Deprecates "Liberal Arts" terminology.
6. Modified the criteria separating Master's and Baccalaureate institutions. Institutions formerly
classified as Master's Colleges and Universities are now classified as Baccalaureate
Colleges.
7. Requires institutions to have higher levels of single-field or related-field concentration for
designation as special-focus institutions and utilizes more sources of information to identify
special-focus institutions.
8. Splits the "Schools of engineering and technology" category into two categories and
eliminates the "Teacher's colleges" category.
9. Measures and classifies service academies using the same criteria as other institutions.

Previous editions
Prior to the 2000 edition, the Carnegie Foundation categorized doctorate-granting institutions according to
the amount of federal funding they received. The 2005 edition categorizes doctoral-institutions according to
their research support but uses a more complex formula than used in previous editions. Despite the fact that
it is no longer used by the Carnegie Foundation, the descriptor Research  I is still commonly used in
reference to universities with the largest research budgets, often by the institutions themselves in their
promotional materials.

See also
Association of American Universities
 List of research universities in the United States

References
1. "About Carnegie Classification" (http://carnegieclassifications.iu.edu/). The Carnegie
Classification of Institutions of Higher Education. Indiana University Center for
Postsecondary Research. n.d. Retrieved June 2, 2017.
2. "Basic Classification Technical Details" (http://www.carnegiefoundation.org/classifications/in
dex.asp?key=805). Carnegie Foundation for the Advancement of Teaching. 2005. Retrieved
September 24, 2008.
3. "IU research Center to House Carnegie Classification of Institutions of Higher Education" (ht
tps://www.carnegiefoundation.org/newsroom/news-releases/iu-research-center-house-carne
gie-classification-institutions-higher-education). Carnegie Foundation for the Advancement
of Teaching. October 8, 2014. Retrieved June 2, 2017.
4. Indiana University Bloomington – 2015 Carnegie Classification of more than 4,660
universities and colleges released (http://archive.news.indiana.edu/releases/iu/2016/02/carn
egie-classification-institutions-of-higher-education.shtml)
5. Whitford, Emma (February 9, 2022). "Carnegie Classifications Find a New Home" (https://w
ww.insidehighered.com/quicktakes/2022/02/09/carnegie-classifications-find-new-home).
Inside Higher Ed. Retrieved March 17, 2022.
6. "Basic Classification Tables" (http://www.carnegiefoundation.org/classifications/index.asp?k
ey=805). Carnegie Foundation for the Advancement of Teaching. 2005. Retrieved
September 24, 2008.
7. "Basic Classification" (https://carnegieclassifications.acenet.edu/carnegie-classification/clas
sification-methodology/basic-classification/). Carnegie Classification of Institutions of Higher
Education. Retrieved May 5, 2023.
8. The Carnegie Foundation for the Advancement of Teaching (2005). Technical Details >
Undergraduate Instructional Program (http://www.carnegiefoundation.org/classifications/inde
x.asp?key=793).
9. The Carnegie Foundation for the Advancement of Teaching (2005). "Technical Details >
Graduate Instructional Program" (http://www.carnegiefoundation.org/classifications/index.as
p?key=794).
10. The Carnegie Foundation for the Advancement of Teaching (2005). Technical Details >
Enrollment Profile Program (http://www.carnegiefoundation.org/classifications/index.asp?ke
y=795).
11. The Carnegie Foundation for the Advancement of Teaching (2005). Technical Details >
Undergraduate Profile (http://www.carnegiefoundation.org/classifications/index.asp?key=79
6).
12. The Carnegie Foundation for the Advancement of Teaching (2005). Undergraduate Profile (h
ttp://www.carnegiefoundation.org/dynamic/downloads/file_1_338.pdf) classification flow
chart.
13. The Carnegie Foundation for the Advancement of Teaching (2005). Technical Details > Size
& Setting (http://www.carnegiefoundation.org/classifications/index.asp?key=797).
14. The Carnegie Foundation for the Advancement of Teaching (2005). Size and Setting (http://
www.carnegiefoundation.org/dynamic/downloads/file_1_373.pdf) classification flow chart.
15. The Carnegie Foundation for the Advancement of Teaching (2005). The Carnegie
Classification of Institutions of Higher Education website (http://www.carnegiefoundation.org/
classifications/) Archived (https://web.archive.org/web/20080822012422/http://www.carnegie
foundation.org/classifications/) 22 August 2008 at the Wayback Machine.
16. McCormick, Alexander C. (2005). A New Set of Lenses for Looking at Colleges and
Universities (http://www.carnegiefoundation.org/perspectives/sub.asp?key=245&subkey=88
2), Carnegie Perspectives (http://www.carnegiefoundation.org/perspectives/index.asp?key=
532), November 2005.
17. The Carnegie Foundation for the Advancement of Teaching (2005). Carnegie Classification
FAQs: Will the classifications be available in print? (http://www.carnegiefoundation.org/abou
t/sub.asp?key=18&subkey=405#13).

External links
Official website (https://carnegieclassifications.acenet.edu)

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