Royal Learning Institute: A Comprehensive Overview
Royal Learning Institute (495396) is a higher education institution located in Queens County, NY. This article provides a detailed overview of the institute, covering various aspects such as costs, financial aid, enrollment, graduates, majors, and operations.
Costs and Financial Aid
Understanding the costs associated with higher education is crucial for prospective students and their families. In 2021, the median undergraduate tuition at Royal Learning Institute (495396) was $6,400, which is less than the national average for tuition of $13,813. The cost of tuition at Royal Learning Institute (495396) was $6,400 in 2021.
After factoring in grants and loans, the average net price for students in 2022 was $12,486. Between 2021 and 2022, the average net price of Royal Learning Institute (495396) grew by 4.85%. Average net price is calculated from full-time beginning undergraduate students who were awarded a grant or scholarship from federal, state or local governments, or the institution.
In 2022, a significant percentage of undergraduate students attending Royal Learning Institute (495396) received financial aid. 96% of undergraduate students received financial aid through grants. Comparatively, 64% of undergraduate students received financial aid through loans.
The average yearly cost of room and board at Royal Learning Institute (495396) was $17,190 in 2021. The cost of room and board did not change between 2020 and 2021.
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Enrollment
Enrollment figures provide insights into the student body at Royal Learning Institute. In 2022, Royal Learning Institute (495396) had a total enrollment of 27 students. The full-time enrollment at Royal Learning Institute (495396) is 27 students and the part-time enrollment is 0. This means that 100% of students enrolled at Royal Learning Institute (495396) are enrolled full-time.
The enrolled student population at Royal Learning Institute (495396), both undergraduate and graduate, is diverse: 48.1% Hispanic or Latino, 33.3% Asian, 11.1% Black or African American, and 7.41% White. Students enrolled at Royal Learning Institute (495396) in full-time Undergraduate programs are most commonly Hispanic or Latino Female (50%), followed by Black or African American Female (22.2%) and Asian Female (18.5%).
Retention rate measures the number of first-time students who began their studies the previous fall and returned to school the following fall. The retention rate for full-time undergraduates at Royal Learning Institute (495396) was 50%.
Graduates and Majors
Examining the graduates and their chosen fields of study offers a glimpse into the academic focus of the institution. In 2021, 12 degrees were awarded across all undergraduate and graduate programs at Royal Learning Institute (495396). A significant majority, 83.3%, of these degrees were awarded to women, while 16.7% were awarded to men. The most common race/ethnicity group of degree recipients was hispanic or latino (4 degrees), 2 times more than then the next closest race/ethnicity group, black or african american (2 degrees).
The most common 1 to 2 Year Postsecondary Certificate concentration at Royal Learning Institute (495396) is Medical Assistant (7 degrees awarded). In 2022, the most specialized majors across all degree types at Royal Learning Institute (495396), meaning they have significantly more degrees awarded in that concentration than the national average across all institutions, are Health (7 degrees awarded).
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The most common jobs for people who hold a degree in one of the 5 most specialized majors at Royal Learning Institute (495396) are Registered nurses (1,452,497 people), Medical & health services managers (156,128 people), Nurse practitioners & nurse midwives (152,116 people), Pharmacists (133,517 people), and Physicians (108,029 people).
The most common industries for people who hold a degree in one of the 5 most specialized majors at Royal Learning Institute (495396) are General medical and surgical hospitals, and specialty (except psychiatric and substance abuse) hospitals (1,536,621 people), Outpatient care centers (258,284 people), Elementary & secondary schools (226,258 people), Offices of physicians (202,794 people), and uninformed (201,610 people).
In 2022, 7 degrees were awarded to women at Royal Learning Institute (495396) in Medical Assistant. There were no male recipients with the same degree. The most common race/ethnicity and sex grouping at Royal Learning Institute (495396) is hispanic or latino female (4 degrees awarded). There were 2 times more hispanic or latino female recipients than the next closest race/ethnicity group, black or african american female (2 degrees).
Operations
Operational aspects, including salary expenditure, provide insights into the financial management of the institute. In 2022, Royal Learning Institute (495396) paid a median of $188k in salaries, a 4.32% decline from the previous year.
Comparison group data are included to provide a context for interpreting your institution’s indicators. If your institution did not define a custom comparison group for this report by July 15, 2023 NCES selected a comparison group for you. The characteristics include Control of Institution: Private For-profit; Reporting Method: Program Reporter; Degree-granting Status: Non-degree-granting Institutions; Largest Program by Enrollment: Health; Enrollment of a Similar Size.
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Methodological Notes
This report is based on data supplied by institutions to IPEDS during 2022-23 data collection year. Response rates exceeded 99% for most survey components. Furthermore, data used in this report are provisional level and may be revised for a limited time through the IPEDS Prior Year Revision system.
This report compares your institution’s data to the median value for the comparison group for each indicator shown in the figure. If more than one indicator is present in a figure, the median values are determined separately for each indicator. Medians are not displayed for comparison groups with fewer than three values. Where percentage distributions are presented, median values may not add to 100%.
All IPEDS data are subject to imputation for total (institutional) and partial (item) nonresponse. If necessary, imputed values were used to prepare your report. IPEDS data are not collected under a pledge of confidentiality.
When applicable, some indicators are disaggregated by race/ethnicity. Data disaggregated by race/ethnicity have been reported using the 1997 Office of Management and Budget categories.
Student cohorts for reporting Student Financial Aid and Graduation Rates data are based on the reporting type of the institution. For institutions that report based on an academic year (those operating on standard academic terms), student counts and cohorts are based on fall term data. Student counts and cohorts for program reporters (those that do not operate on standard academic terms) are based on unduplicated counts of students enrolled during a full 12-month period.
Student cohorts for reporting Outcome Measures are based on a full-year cohort from July 1-June 30 for all degree-granting institutions.
Description of Indicators Used in the Figures
Admissions and test score data are presented only for institutions that do not have an open admission policy, and apply to first-time, degree/certificate-seeking undergraduate students only. Applicants include only those students who fulfilled all requirements for consideration for admission and who were notified of one of the following actions: admission, non-admission, placement on a wait list, or application withdrawn (by applicant or institution). Admitted applicants (admissions) include wait-listed students who were subsequently offered admission. Early decision, early action, and students who began studies during the summer prior to the fall reporting period are included.
12-month Enrollment captures a cumulative unduplicated headcount of enrollment over the full 12-month period beginning July 1 and ending June 30. In contrast, Fall Enrollment captures number of students enrolled on a particular date in the fall. Fall enrollment is often referred to as a "snapshot" of an institution’s enrollment at a specific time.
The full-time equivalent (FTE) enrollment used in this report is the sum of the institution’s FTE undergraduate enrollment and FTE graduate enrollment (as calculated from or reported on the 12-month Enrollment survey component). Undergraduate and graduate FTE are estimated using 12-month instructional activity (credit and/or clock hours).
Completions are the counts of postsecondary awards granted where each award reported once but multiple awards may be reported for one recipient. Completers are the counts of students granted postsecondary awards. The count of completers is collected in two ways. The first way counts all completers, while the second way counts completers by award level (e.g., number of associate’s completers, number of bachelor’s completers).
Student Financial Aid collects the counts of undergraduate students awarded different types of financial aid and the total amounts of aid awarded. The average dollar amount of aid awarded is then calculated. In addition, Student Financial Aid collects counts of full-time, first-time undergraduate students awarded aid and amounts of aid, and counts and disbursed amounts for undergraduate and graduate students receiving military education benefits.
Tuition is defined as the amount of money charged to students for instructional services, and required fees are those fixed sum charges to students for items not covered by tuition and that are required of such a large proportion of all students that the student who does not pay the charge is an exception. The amounts used in this report are for full-time, first-time degree/certificate-seeking undergraduate students and are those used by the financial aid office to determine the financial need. For institutions that have differential tuition rates for in-district or in-state students, the lowest tuition rate is used in the figure. Only institutions that operate on standard academic terms will have tuition figures included in their report.
IPEDS collects data to calculate average net price at each institution for two groups of undergraduate students: those awarded grant and scholarship aid and those awarded Title IV federal aid.
Average net price is calculated for full-time, first-time degree/certificate-seeking undergraduate students who were awarded grant or scholarship aid from the federal government, state/local government, or the institution anytime during the academic year. For public institutions, this includes only students who paid the in-state or in-district tuition rate. Other sources of grant aid are excluded. Average net price is generated by subtracting the average amount of federal, state/local government, and institutional grant and scholarship aid from the total cost of attendance. Total cost of attendance is the sum of published tuition and required fees (lower of in-district or in-state for public institutions), books and supplies, and the weighted average of room and board, and other expenses.
For the purpose of the IPEDS reporting, aid awarded refers to financial aid that was awarded to, and accepted by, a student.
Retention rates are measures of the rate at which students persist in their educational program at an institution, expressed as a percentage. For four-year institutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking undergraduate students from the previous fall who are still enrolled in the current fall. For all other institutions this is the percentage of first-time degree/certificate-seeking undergraduate students from the previous fall who either re-enrolled or successfully completed their program by the current fall. The full-time retention rate is calculated using the percentage of full-time, first-time degree/certificate-seeking undergraduate students, while the part-time rate is calculated using the percentage of part-time, first-time degree/certificate-seeking undergraduate students.
Graduation rates are those developed to satisfy the requirements of the Student Right-to-Know Act and Higher Education Act, as amended, and are defined as the total number of individuals from a given cohort of full-time, first-time degree/certificate-seeking undergraduate students who completed a degree or certificate within a given percent of normal time to complete all requirements of the degree or certificate program; divided by the total number of students in the cohort of full-time, first-time degree/certificate-seeking undergraduate students minus any allowable exclusions. Institutions are permitted to exclude from the cohort students who died or were totally and permanently disabled; those who left school to serve in the armed forces or were called up to active duty; those who left to serve with a foreign aid service of the federal government, such as the Peace Corps; and those who left to serve on an official church mission.
A further extension of the traditional Graduation Rates (GR) survey component which carries forward 100% and 150% graduation rates data previously reported in the GR survey component is the Graduation Rates 200% (GR200) survey component, which requests information on any additional completers and exclusions from the cohort between 151% and 200% normal time for students to complete all requirements of their program of study.
Transfer-out rate is the total number of students from the cohort who are known to have transferred out of the reporting institution (without earning a degree/award) and subsequently re-enrolled at another institution within the same time period; divided by the same adjusted cohort (initial cohort minus allowable exclusions) as described above. Only institutions with a mission that includes providing substantial preparation for students to enroll in another eligible institution are required to report transfers out.
Alternative measures of student success are reported by degree-granting institutions to describe the outcomes of four degree/certificate-seeking undergraduate student groups: first-time, full-time entering (FTFT); first-time, part-time entering (FTPT); non-first-time, full-time entering (NFTFT); and non-first-time, part-time entering (NFTPT). Additionally, each of the four cohorts collects data on two subcohorts: Pell grant recipients and non-Pell grant recipients. These measures provide the 4-year, 6-year, and 8-year award rates (or completions rates) after entering an institution. NCES calculates award rates by dividing a cohort’s or subcohort’s adjusted cohort into the number of total awards at 4-year, 6-year, and 8-year status points.
The initial cohort can be revised for allowable exclusions resulting in an adjusted cohort. Institutions are permitted to exclude from the initial cohort students who died or were totally and permanently disabled; those who left school to serve in the armed forces or were called up to active duty; those who left to serve with a foreign aid service of the federal government, such as the Peace Corps; and those who left to serve on an official church mission.
The highest award and the type of award (i.e., certificate, Associate’s, or Bachelor’s) are reported at each status point. For students who did not earn an undergraduate award after 8-years of entry, the enrollment statuses are reported as either still enrolled at the institution, or subsequently transferred out of the institution.
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