NATIONALCENTERFOREDUCATIONSTATISTICS

NATIONAL CENTER FOR EDUCATION STATISTICSAPRIL 2002Classification ofInstructional Programs:2000 EditionU.S. Department of EducationOffice of Educational Research and Improvement NCES 2002-165U.S. Department of EducationRod PaigeSecretaryOffice of Educational Research and ImprovementGrover J. WhitehurstAssistant SecretaryNational Center for Education StatisticsGary W. PhillipsDeputy CommissionerThe National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significanceof such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries.NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public.We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences.You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to:National Center for Education StatisticsOffice of Educational Research and ImprovementU.S. Department of Education1990 K Street, NW Washington, DC 20006April, 2002The NCES World Wide Web Home Page is: http:/nces.ed.govThe NCES World Wide Web Electronic Catalog is: http:/nces.ed.gov/pubsearch/index.aspSuggested CitationClassification of Instructional Programs 2000:(NCES 2002-165) U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.Questions or comments should be directed to: National Center for Education Statistics (NCES) U.S. Department of EducationEmail: CIPed.govTo order this report, write:U.S. Department of EducationED PubsP.O. Box 1398Jessup, MD 207941398or call toll free 1-877-4ED-PUBS.FOREWORDThe purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. CIP was originally developed by the U.S. Department of Educations National Center for Education Statistics (NCES) in 1980, with revisions occurring in 1985 and 1990. The 2000 edition of the CIP (CIP-2000) is the third revision of the taxonomy and presents an updated taxonomy of instructional program classifications and descriptions.Revisions to national and international coding schemes such as the CIP require that users be given ample opportunity to comment on proposed changes as well as sufficient time to make these changes in their reporting systems. In developing the CIP-2000, public comment was invited on two review drafts. This final publication reflects the comments that were received or agreements that were reached on the approach to particular revisions. Additionally, to allow sufficient time for users to implement the CIP-2000in their databases and reporting systems, NCES will give users at least 2 years from the date of publication of the CIP-2000 to implement the revised taxonomy in reporting on postsecondary program completions.The CIP is the accepted federal government statistical standard on instructional program classifications and is used in a variety of education information surveys and databases. Since 1980 when it was first published, the CIP has been used by NCES in the Integrated Postsecondary Education Data System(IPEDS) and its predecessor, the Higher Education General Information Survey (HEGIS). It is also usedby other Department of Education offices, such as the Office for Civil Rights, the Office of Vocational and Adult Education, and the Office of Special Education, and serves as the standard on instructional programs for other federal agencies, including the (former) National Occupational Information Coordinating Committee (NOICC), the National Science Foundation and the Department of Commerce(Bureau of the Census), the Department of Labor (Bureau of Labor Statistics), and others. The CIP is also used by the National Academy of Sciences, state agencies, national associations, academic institutions, and employment counseling services as the basis for collecting, reporting, and analyzing instructional program data.The CIP-2000 has been adopted as the standard field of study taxonomy by Statistics Canada. The decision to adopt the CIP-2000 was based on the comprehensiveness and detail of the CIP and the potential for enhanced comparability with U.S. education data. The CIP will be phased in to replace Statistics Canadas University Student Information System (USIS) and Community College Student Information System (CCSIS) as well as the Canadian Census major field of study classification. Transition from the USIS, CCSIS, and Canadian Census codes to CIP-2000 will begin with the implementation of the postsecondary Enhanced Student Information System (ESIS) by the Canadian Centre for Education Statistics (CES).Consultations between the CES and the NCES and National Library of Education (NLE) have resulted in the inclusion of Canadian content within the CIP-2000.The number of instructional programs added to the CIP-2000 is a testament not only to the changingnature of postsecondary education in the United States and Canada but also to the completeness that this publication has achieved. We are pleased to present this edition of the CIP.C. Dennis CarrollRoslyn KorbT. Scott MurrayAssociate CommissionerProgram DirectorDirector GeneralPostsecondary Studies Division,Postsecondary CooperativeInstitutions and Social Statistics, NCESSystems, DisseminationStatistics Canadaand Analysis, NCESiiiACKNOWLEDGMENTSThe two principal technical authors of the CIP- 2000 are Dr. Robert L. Morgan, Senior Statistician, Officeof the National Center for Education Statistics and Dr. E. Stephen Hunt, Director for Planning and Policy Manager, International Programs, National Library of Education. Brenda Ashford, Research Manager, with the American Association of Collegiate Registrars and Admissions Officers (AACRAO), also contributed to the textual content and provided both technical and logistical support to the project.Canadian content was contributed by Mr. Alan Goodall and Mr. Dennis Cusak, Postsecondary Education section, Centre for Education Statistics, Statistics, Canada. Authorized translations into French were prepared by Statistics Canada.We would like to also acknowledge and thank the representatives of the academic and professional associations, accrediting bodies, and federal and state offices who provided valuable assistance towards the development of the CIP-2000.ivTABLE OF CONTENTSSectionPageI. Introduction .I-1Development of the CIP-2000: Process and Procedures .I-1Defining the CIP: Its Contents, Structure, Purposes, and Uses.I-1Organization of the CIP-2000 .I-1Organization of the Taxonomy. I-2Series and Code Titles. I-3Principles Governing the Inclusion of Programs in the CIP. I-4Revisions to the CIP-2000 .I-5Other Major Changes to the CIP-2000.I-6Cross-References.I-7Table 1: New Programs (Programs Added to the CIP-2000 Taxonomy) .I-9Table 2: Summarization of CIP-2000 Program Movements . I-23Table 3: Crosswalk of CIP-1990 to CIP-2000 Codes and Programs . I-29II.Index of CIP-2000 Codes and Program Titles . II-1III.CIP-2000 Taxonomy: Full Listing of Program Codes, Titles, and Descriptions . III-1Guide to Using the CIP Taxonomy . III-1Chapter I: Academic and Occupationally-Specific Programs . III-3Series 01. Agriculture, Agriculture Operations, and Related Sciences. III-3Series 03. Natural Resources and Conservation. III-14Series 04. Architecture and Related Services . III-18Series 05. Area, Ethnic, Cultural, and Gender Studies . III-21Series 09. Communication, Journalism, and Related Programs . III-32Series 10. Communications Technologies/Technicians and Support Services . III-36Series 11. Computer and Information Sciences and Support Services . III-39Series 12. Personal and Culinary Services . III-44Series 13. Education . III-49Series 14. Engineering . III-63Series 15. Engineering Technologies/Technicians . III-72Series 16. Foreign Languages, Literatures, and Linguistics . III-82Series 19. Family and Consumer Sciences/Human Sciences . III-96Series 22. Legal Professions and Studies . III-102Series 23. English Language and Literature/Letters . III-105Series 24. Liberal Arts and Sciences, General Studies and Humanities . III-107Series 25. Library Science .III-107Series 26. Biological and Biomedical Sciences . III-108Series 27. Mathematics and Statistics. III-122Series 29. Military Technologies . III-124Series 30. Multi/Interdisciplinary Studies . III-124Series 31. Parks, Recreation, Leisure and Fitness Studies . III-129Series 38. Philosophy and Religious Studies . III-130Series 39. Theology and Religious Vocations . III-132Series 40. Physical Sciences . III-134Series 41. Science Technologies/Technicians . III-140Series 42. Psychology . III-142vTABLE OF CONTENTSChapter I. Programs, continued.Series 43. Security and Protective Services . III-147Series 44. Public Administration and Social Service Professions . III-150Series 45. Social Sciences . III-151Series 46. Construction Trades . III-157Series 47. Mechanic and Repair Technologies/Technicians . III-161Series 48. Precision Production . III-166Series 49. Transportation and Materials Moving . III-168Series 50. Visual and Performing Arts . III-171Series 51. Health Professions and Related Clinical Sciences . III-179Series 52. Business, Management, Marketing, and Related SupportServices. . III-215Series 54. History. . III-229Chapter II. Dental, Medical and Veterinary Residency Programs. III-231Series 60.Residency Programs . lll-231Series 60.01 Dental Residency Programs . III-231Series 60.02 Medical Residency Programs . III-232Series 60.03 Veterinary Residency Programs . III-241Chapter III. Technology Education/Industrial Arts Programs . III-244Series 21.Technology Education/Industrial Arts .III-244Series 21.01 Technology Education/Industrial Arts Programs . III-244Chapter IV. Reserve Officer Training Corps (JROTC, ROTC) Programs . III-244Series 28.Reserve Officer Training Corps (JROTC, ROTC) III-244Series 28.01 Air Force JROTC/ROTC . III-244Series 28.03 Army JROTC/ROTC . III-245Series 28.04 Navy/Marine Corps JROTC/ROTC . III-245Chapter V. Personal Improvement and Leisure Programs. III-245Series 32.Basic Skills . III-245Series 33.Citizenship Activities . III-246Series 34.Health-Related Knowledge and Skills . III-246Series 35.Interpersonal and Social Skills . III-247Series 36.Leisure and Recreational Activities . III-247Series 37.Personal Awareness and Self-Improvement . III-249Chapter VI. High School/Secondary Diplomas and Certificate Programs . III-250Series 53.High School/Secondary Diplomas and Certificates . III-250Appendices: .A-1Appendix A.French (Canadian) Language and Literature/Letters .A-2Series 55: Langue et Littratures Franaises/Lettres .A-2Appendix B. Programs Deleted from CIP TaxonomiesB-1. Codes and Titles Deleted in CIP-2000, in Numerical CodeSequence .A-5viTABLE OF CONTENTSAppendices, continuedB-2. CIP Codes and Titles Deleted in CIP-1990, In Numerical CodeSequence .A-8B-3. CIP Codes and Titles Deleted in CIP-1985, In Numerical CodeSequence . . . A-17Appendix C.CIP Codes Added to the CIP-2000 Taxonomy . A-21Appendix D.Alphabetical Listing of CIP-2000 Programs . A-39Appendix E.Glossary of Terms and Abbreviations . A-63viiThis page is intentionally left blankviiiIII: CIP-2000 TAXONOMY: FULL LISTING OF PROGRAM CODES, TITLES, AND DEFINITIONSGuide to Using the CIP TaxonomyA brief guide for using the CIP-2000 taxonomy follows. The Guide delineates the organizational structureand standard conventions used to develop the CIP-2000 taxonomy.Organization of the CIP Taxonomy. The programs within the CIP taxonomy are organized on 3 levels:1) a 2-digit series, 2) a 4-digit series, and 3) a 6-digit program level. The CIP codes and theircorresponding programs are listed in ascending order by the code number. Skips or breaks in codecontinuity result from codes/programs that have either been moved within the taxonomy or deleted.Refer to table 2 and appendices B-1 through B-3 for listings of code/program moves and deletions.The 2-digit Series codes and programs represent summary groups of related programs. The 2-digit codesand programs are located at the beginning of each program group; the program titles appear in bold typeand capital letters (Examples: 01. AGRICULTURE, AGRICULTURE OPERATIONS, AND RELATEDSCIENCES; 13. EDUCATION, and 22. LEGAL PROFESSIONS AND STUDIES). Each 2-digit groupcontains both 4-digit series and 6-digit code programs.The 4-digit Series codes and programs represent an intermediate aggregation of programs. The 4-digitseries and the programs that comprise them are listed in numerical sequence. Program titles at this levelappear in bold type.Examples: 01.00 Agriculture, General; 01.01 Agricultural Business andManagement, and 01.02 Agricultural Mechanization.The 6-digit codes and program listings represent single instructional programs. These are the mostdetailed program classifications within the CIP; they are also the codes and programs used by institutionsto report degree completions and fields of study data. The numbering sequence at this level is similar tothe 4-digit Series sequence, with two more digits added after the 4-digit Series number. The standardformat for the 6digit programs is as follows: 01.0101 Agricultural Business and Management,General; and 19.0707 Family and Community Services. Programs with a more general focus appear atthe be