The Carnegie Classification of Institutions of Higher Education is a framework for classifying colleges and universities in the United States. The framework primary serves educational and research purposes, where it is often important to identify groups of roughly comparable institutions. 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).
The Carnegie Classification was created by the Carnegie Foundation for the Advancement of Teaching (hereafter referred to as The Carnegie Foundation) in 1973. They issued reports in 1973, 1976, 1987, 1994, 2000, and 2005. The 2005 report substantially reworked the classification system, based on data from the 2002–2003 and 2003–2004 school years.
Read more about Carnegie Classification Of Institutions Of Higher Education: General Description, Undergraduate Instructional Program, Graduate Instructional Program, Enrollment Profile, Undergraduate Profile, Size and Setting, 2005 Edition, Previous Editions
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“The lesson learned here is a costly one: If you stand up for your principles, follow the law, and win massively, you lose totally.”
—Linda J. Carpenter, U.S. educator. As quoted in the Chronicle of Higher Education, p. A38 (July 15, 1992)
“We accept and welcome ... as conditions to which we must accommodate ourselves, great inequality of environment; the concentration of business, industrial and commercial, in the hands of a few; and the law of competition between these, as being not only beneficial, but essential for the future progress of the race.”
—Andrew Carnegie (1835–1919)
“In my short experience of human life, the outward obstacles, if there were any such, have not been living men, but the institutions of the dead.”
—Henry David Thoreau (1817–1862)
“We live between two worlds; we soar in the atmosphere; we creep upon the soil; we have the aspirations of creators and the propensities of quadrupeds. There can be but one explanation of this fact. We are passing from the animal into a higher form, and the drama of this planet is in its second act.”
—W. Winwood Reade (1838–1875)
“The Supreme Court would have pleased me more if they had concerned themselves about enforcing the compulsory education provisions for Negroes in the South as is done for white children. The next ten years would be better spent in appointing truant officers and looking after conditions in the homes from which the children come. Use to the limit what we already have.”
—Zora Neale Hurston (1891–1960)