Central Pennsylvania Institute of Science and Technology
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Founded in 1958, Central Pennsylvania Institute of Science and Technology is in a rural area that is a just a few miles from an urban area. It is in the State College PA area.
Address
540 N Harrison Rd
Pleasant Gap, PA 16823
www.cpi.edu
Additional links
Programs offered by this school
Size corresponds to the number of graduates and color indicates field of study
Nursing AidsMechanic and Repair Technologi...Precision ProductionHealthcare Technologists and A...Personal Services
SOURCES:
Programs
This chart shows the number of graduates at all levels in the years shown for each discipline group. Look for a school with steady enrollment and focus in the areas that interest you most.
05010015020025020142015201620172018
Sciences
Health Support
Career
Award Levels
0-1 Year Certificate
1-2 Year Certificate
Quick Facts
Institutional Control
Central Pennsylvania Institute of Science and Technology is a public organization.
Undergraduate Students
Full-time first-time students
Full-time transfer students
Part-time first-time students
Part-time transfer students
Accreditation
good
Accreditation provides important oversight over a school's instructional practices and institutional stability.
Central Pennsylvania Institute of Science and Technology holds an accreditation from one of the national accreditors. Credits earned from the national accreditors are often not accepted by schools holding the more prestigious regional accreditation, and it's important to verify that your credits will transfer if you are considering an eventual switch to another school.
Accreditation History
Pennsylvania State Board of Career and Technical Education, Bureau of Career and Technical Education (Accredited June 15, 2005 - present)
  • The accreditation was recently renewed on March 11, 2016.
  • The next accreditation review is scheduled for April 30, 2021.
Accrediting Commission of Career Schools and Colleges (Accredited February 27, 2017 - present)
  • The next accreditation review was scheduled for February 29, 2020.
Student Attention
Context: Freshman satisfaction
Do most freshman choose to return for a sophomore year?
Context: Students per full-time instructor
Full-time faculty are mostly likely to be on campus and available for interaction, and to craft up-to-date courses and programs.
Context: Instructional expenditures per student
Although spending is not a guarantee of a good classroom experience, high spending can hint at a priority placed on quality in the classroom.
Students on campus
Study Types
About 74% of students are full-time. No students take distance education courses.
Full-time
74%
Online classes
0%
Context: Student body size
Central Pennsylvania Institute of Science and Technology has 310 students.
SOURCES:
Graduation Rate
The majority, all undergraduate students, are full-time and begin as first-time college students. In the last reporting year, 92% of students in this group received a degree within 8 years.
92%
Time to complete
4 years
6 years
8 years
Context: Graduation rate
These numbers reflect eight-year graduation rates for all degrees earned by full-time students who began as first-time freshmen at the colleges and universities in your chosen context group.
SOURCES:
Loan Status
This donut shows the percentage of students who are in good standing (green) in repaying any federal student loans five years after leaving Central Pennsylvania Institute of Science and Technology.
Status of loans
Closed (fully paid)
Currently paying
In default
Not released due to privacy
Context: Loans with good standing
This is better performance than at least 85% of its context schools, and is evidence that alumni earnings-to-debt ratios are better than for most of the context schools' alumni.
student race/origin
Central Pennsylvania Institute of Science and Technology reports that 4% of students are minority, which is less than 97% of the context schools. This school's 0 of international students is near the middle proportion of international students within the context schools.
Race/Origin
White
Black
Pacific Islander
Hispanic
Asian
SOURCES:
student gender
Is the gender balance of Central Pennsylvania Institute of Science and Technology students important to you? You can see the breakdown in this donut chart. For many context groups, the balance is not 50-50, so be sure to check out the context chart below.
Gender
Men
Women
Context: Percentage of women
With 52% women students, Central Pennsylvania Institute of Science and Technology has a lower percentage of women than 79% of context schools.
SOURCES:
Opportunities and Services
Does Central Pennsylvania Institute of Science and Technology offer good activities, services, and academic options for you? Here's what we found!
Undergraduate services offered

Remedial services

Academic/career counseling services

Employment services for current students

Placement services for program completers

Undergraduate Student Satisfaction and Success
Student Satisfaction
Context: Percentage of students who return after their first year

If students come back for a second year, that suggests they are satisfied and able to succeed. The schools with satisfied freshmen should score above that dark gray 50% mark.

83%0%20%40%60%80%100%Full-time
Context: Percentage of students transferring out

How many people transfer out of Central Pennsylvania Institute of Science and Technology within 8 years of entering? If you're considering a school with lots of transfers, be sure to find out why it was a bad fit for so many other students!

0%0%20%40%60%80%100%
SOURCES:
Are students graduating on time?
Let us tell you all about low graduation rates!

Across the country, graduation rates are surprisingly low. In fact, Forbes Magazine suggests that they are unacceptably low. However, from another point of view, sometimes graduation rates simply reflect the relative preparation of the students who enter. Colleges with a mission to help people coming from less advantaged backgrounds, such as first-generation and low-income students, may have low graduation rates despite relatively strong outcomes for students who face many obstacles to success. Without the context provided in these views of completion rates, it can be tricky to separate predatory schools that take financial advantage of under-prepared students from those that are actively seeking to encourage and help those students.

For the consumer choosing a school, once you have narrowed your list to those schools that you can afford and that seem likely to admit you, consider the outcome measures in this section and choose the specific measures that best describe your plans. Very simply, schools with high graduation rates and high loan repayment rates will likely give you the best opportunity to succeed.

Choose a way to look at graduation rates
Rates with need context
Trends in rates
Rates by gender and race
Context: the impact of wealth and transfer status on degree completion

We took a close look lagging success for students with financial need in a case study. Here's a chance to compare schools based on student successes with a better appreciation of how circumstances may impact success. One word of caution: the statistics for some categories may consist of only a handful of students -- see the details by hovering or long-pressing on the bars.

Full-time first-time students
Full-time transfer students
Part-time first-time students
Part-time transfer students
Choose a student group
Full-time first-time students
Percentage with Pell Grants
63%
Full-time first-time students who received a certificate within 4 years after enrolling
92%92%92%0%50%100%Non-PellPellAll
Full-time first-time students who received a certificate within 6 years after enrolling
92%92%92%0%50%100%Non-PellPellAll
Full-time first-time students who received a certificate within 8 years after enrolling
92%92%92%0%50%100%Non-PellPellAll
Do alumni earn enough to repay college loans?

Even if you don't need financial aid, the ability of past students to successfully repay loans speaks to the value of the education received.

Choose how to look at loan repayment
Five year overview
Loan defaults and burden
Success in loan repayment
Student groups and successful repayment
Where do alumni stand after five years?

This snapshot shows the status of students in their federal loan repayments in 2016, having departing from the school in 2012. The green wedges are the alumni in good standing, so look for a school with lots of green!

Student loan status
Closed (fully paid)
Currently paying
In default
Not released due to privacy
Good standing in context

How does the percentage of students who fill those green wedges at Central Pennsylvania Institute of Science and Technology compare to other schools? The interactive bars below show you the distribution of how alumni at other schools are doing.

67%0%20%40%60%80%100%
Classroom Quality
Student attention at Central Pennsylvania Institute of Science and Technology

Schools are required to report the ratio of students per instructor, but look for a small number of students for every full-time instructor as your best indicator of personal attention and a modern well-integrated curriculum.

Context: Number of students per instructor
15.210020406080Full-time inst.Any inst.
Full-time and long-term instructors at Central Pennsylvania Institute of Science and Technology
Full-time faculty are mostly likely to be on campus and available for interaction, and to craft up-to-date courses and programs. Central Pennsylvania Institute of Science and Technology has 100% full-time instructors, and 89% of the context schools have a lower percentage of full-time faculty. Faculty with multi-year contracts provide additional stability and commitment to the school and its students. Within the full-time instructors at Central Pennsylvania Institute of Science and Technology, 100% have multi-year employment contracts. 95% of the context schools have a lower percentage of faculty with multi-year contracts.
Full-time instructors
100%
Long-term instructors
100%
SOURCES:
Faculty Diversity

Here's an opportunity to explore the faculty's diversity. For many schools, attracting a diverse teaching faculty can be a challenge. It's important to judge their success with the reality check of what their peer schools have accomplished.

Choose how to see faculty gender and race/origin
Overview
Context
Number of full-time instructors
The chart shows male instructors to the left, and female to the right, with the races/origins included along the bars. Select the context graph to see how this diversity profile compares to the schools that interest you.
AsianWhite051015Men051015Women
SOURCES:
Student Body
Which students comprise the campus?

Who might be attending school with you? We'll look at what degrees most students have received, whether they are on campus or online, a little about their path, and the overall student body size. Our aim is to give some idea of what the campus culture might be.

See what degrees have been awarded

This donut chart shows you what degrees were awarded by Central Pennsylvania Institute of Science and Technology last year, and gives you a good idea of this school's focus. Make sure this school's focus matches your goals.

0-1 Year Certificate
1-2 Year Certificate
What percentage of students are online and not on campus?

There are performance problems with many online-focused schools -- you can read about this in an Ididio case study, but you may want some online options to give you greater flexibility.

Fall enrollment
0100200300201320142015201620172018
No online courses
Some courses online
All courses online
Where are the other undergraduate students in their studies?

You will be most happy at a school with a large number of students who are like you, whether that's someone who enters right out of high school, or someone who is transferring, or someone who isn't ready to work towards a degree.

Degree-seeking: first-time
Degree-seeking: continuing
Degree-seeking: transfer-in
Non-degree-seeking
Student body size

Another breakdown that can help is a view of the student body size. Here we show student counts, including part-time versus full-time students. If the proportion of students that best describes you is relatively small, then is it possible that another school might be better-prepared to meet your needs?

050100150200250
Part-time
Full-time
SOURCES:
Freshman residences

A high proportion of international and out-of-state students speaks to reputation and offers an opportunity for diverse interactions in and out of class.

Freshman residence
In-state
Out-of-state
International
Not Reported
Choose how to look at freshman residence
Residence in context
Residence over time
Freshman residences in context
How does the geographic diversity at Central Pennsylvania Institute of Science and Technology compare to the context group?
89%11%0%20%40%60%80%100%Not ReportedIn-state
SOURCES:
Student race/origin

The NPR article A Campus More Colorful Than Reality: Beware That College Brochure emphasizes the importance of judging a school's diversity based on solid data as promotional materials are eager to suggest a multicultural student body.

Student race is only categorized for non-international students, and international students are listed separately.

Race/Origin
White
Black
Pacific Islander
Hispanic
Asian
Choose a second viewpoint for student race and origin
Race/Origin in context
Race/origin over time
Context: Student race/origin
Here we offer some context as we compare diversity at Central Pennsylvania Institute of Science and Technology with that of the current context group.
1%96%1%1%1%0%20%40%60%80%100%American IndianMultiracialNot ReportedInternationalPacific IslanderHispanicBlackAsianWhite
Student age distribution

The age distribution at a school can tell you a lot about its mission. If you're looking for a traditional undergraduate experience, you may prefer to see students who are mostly younger than 25 (lighter shades), but if you want support as a returning student, a large number of students 25 and older (darker shades) may better suit your needs.

Age range
Under 18
18-19
20-21
22-24
25-29
30-34
35-39
40-49
50-64
Choose another way to view age at Central Pennsylvania Institute of Science and Technology
Age in context
Age over time
Context: Age distribution
Seeing the age distribution in context lets us evaluate the focus at Central Pennsylvania Institute of Science and Technology compared to the focus for the context schools.
4%9%7%8%17%16%11%27%0%0%10%20%30%40%65 and over50-6440-4935-3930-3425-2922-2420-2118-19Under 18
SOURCES:
Student gender distribution
The donut shows the gender breakdown for students at Central Pennsylvania Institute of Science and Technology.
Why are genders so rarely 50-50?

There are multiple outside factors that can affect the gender balance of students recruited by schools. As an example, within less-affluent families higher education is more frequently attained by women than by men, a phenomenon explored in the Atlantic. Therefore, schools serving lower-income populations may be more likely to see a gender imbalance. On the other hand, some colleges may offer predominantly degrees that are stereotypically associated with a single gender, affecting the ratio of men to women accordingly.

Gender
Men
Women
Choose how to look at gender
Gender in context
Gender over time
Context: Gender Balance
It is very difficult for many types of schools to achieve a gender balance, and this context is valuable in evaluating the balance at Central Pennsylvania Institute of Science and Technology.
48%52%0%20%40%60%80%100%MenWomen
SOURCES:
Programs Offered
Finding a program

In the folders below, you can explore your options for study. The folders are grouped and colored by broad field, and you can see the number of students who have completed degrees in each field by following the colors in our chart showing graduations. You can...

  • Filter the programs by the award level that interests you.
  • Use the search key to limit the listings to all relevant progrmas.
  • Select a specific program from this menu to see some great details!
All current offerings
Award Level
All levels
  • chevron-rightfolder-closeNursing Aids
  • chevron-rightfolder-closeHealthcare Technologists and Aids
  • chevron-rightfolder-closeMechanic and Repair Technologies
  • chevron-rightfolder-closeTransportation and Materials Moving
  • chevron-rightfolder-closePersonal Services
  • chevron-rightfolder-closePrecision Production
Admissions
Admissions Overview

Here are some important dates and little tidbits. Please double-check this information on the Central Pennsylvania Institute of Science and Technology's webpage for the most up-to-date and accurate answers! We update this information with each school's annual reporting, but information can change unexpectedly. Select any item to view the details.

Admissions Criteria & Qualifications
Admissions Criteria & Qualifications
Application Fee & Common App
Application Fee & Common App
Central Pennsylvania Institute of Science and Technology has an undergraduate application fee of $100. We did not find Central Pennsylvania Institute of Science and Technology on the Common Application site. Keep in mind that it never hurts to inquire with an Admissions office to see whether they might be willing to waive your application fee.
Campus overview
No Student Housing Available

This school does not report any housing for students.

SOURCES:
Programs for Veterans

If you are a veteran, it's worth digging around to find a military-friendly campus. We think this article about how colleges might help veterans might be a good starting point for questions to ask the Admissions office before you choose to attend. It's also good to be aware that many for-profit schools are behaving as predators, hungry for GI Bill dollars. Watching out for those schools is no different for veterans than for all students: judge very critically using our "Student Satisfaction and Success" tab for undergraduate programs. We wish we had the same data to support graduate programs; however, we think the undergraduate data is a good starting point for judging overall quality.

Programs offered
  • Dedicated point of contact for support services for veterans, military servicemembers, and their families
SOURCES:
School finances
Central Pennsylvania Institute of Science and Technology: What its budget can tell you about classroom quality

Where a school spends and collects its money can suggest a lot about the educational experience it offers. The tabs below offer a look at spending that is important for the quality of your experience if you attend.

Choose Classroom aspect
Instructional spending
Student services spending
Context and trends: Instructional expenditures per student

Instructional expenses are primarily the salary and benefits paid to the heart of a school: its full-time instructors. High expenditures in this area suggest care in hiring enough highly qualified full-time faculty to provide personal attention and up-to-date subject-area excellence.

200720082009201020112012201320142015201620172018$0$5,000$10,000$15,000$20,000
Chart explanation
Central Pennsylvania Institute of Science and Technology
On the blue curve, we see how the instructional expenses per student at Central Pennsylvania Institute of Science and Technology have changed over the years.
Context Schools
The shading shows the spread of the instructional expenses per student for the context schools. The dark shading shows the middle 50% of context schools, and the light shading shows all but the smallest and largest 10%.
All values have been adjusted for inflation. Customize your context group using the gear at the top of the page!
Does Central Pennsylvania Institute of Science and Technology have stable finances?
You want to attend schools that can meet their annual expenses, and have other indicators of strong financial health.
Should this school's stability matter to you?

The main focus in this section is an analysis of the financial stability of Central Pennsylvania Institute of Science and Technology. However, as a public institution, Central Pennsylvania Institute of Science and Technology doesn't follow the same rules of survival as private institutions. Even if a public college or university closes, we think it's highly likely that you would be presented with multiple good options for transferring your credits fully at a different state institution. The only measure that we believe is likely to impact you is a high dependence on state appropriations.

Choose budget aspect
Core operating margin
Government appropriations
Net assets per student
Tuition dependence
Interest obligations
Context and trends: Government appropriations as a percentage of all revenue

Appropriations are monies provided by local, state, or federal governments generally intended to be applied towards annual operating expenses -- your tax dollars at work! Such state-level funding is what makes public institutions affordable for in-state students. If a school has a high proportion of its budget from appropriations, then it is especially vulnerable to the whims of the government. If you want to see an example of this, check out the public schools in Illinois, whose elected officials decided they wanted to drastically reduce spending on education. The context schools here consist only of public and private-not-for profit schools; for-profit institutions do not report on this category of funding.

2007200820092010201120122013201420152016201720180%20%40%60%80%
Chart explanation
Central Pennsylvania Institute of Science and Technology
On the blue curve, we see how the percentage of revenue from government appropriations at Central Pennsylvania Institute of Science and Technology has changed over the years.
Context Schools
The shading shows the spread of the percentage of revenue from government appropriations for the context schools. The dark shading shows the middle 50% of context schools, and the light shading shows all but the smallest and largest 10%.
Customize your context group using the gear at the top of the page!
Does incoming revenue consistently cover expenses?

Central Pennsylvania Institute of Science and Technology is a public school. Along with private not-for-profit schools, publicly-controlled schools do not have the goal of annual profit, but they do want to have healthy finances with adequate revenue to meet all expenses. On the other hand, private for-profit schools have creating a profit for shareholders as an annual goal.

Total revenue and expenses by category

We divided revenue and expenses for Central Pennsylvania Institute of Science and Technology into categories to give some insight to what may have influenced peaks and ditches in the chart above. The purple shades correspond most directly to student education. The blue shades, auxiliary expenses and revenue, are often related to room and board. We show investment gains and losses in apricot.

200720082009201020112012201320142015201620172018$0$2M$4M$6M$8MRevenue$0$2M$4M$6M$8MExpense
Investment gains
Tuition and fees revenue
Government appropriations etc.
Private and capital gifts
Other revenue
Instructional expenses
Student services expenses
Academic support expenses
Institutional support expenses
Public service expenses
Other expenses
The power of a large endowment

Related to the previous question of whether the annual revenue stream is stable is the question, "How deep are this school's pockets?" For many schools, a major source of annual income is investment growth. Schools with large endowments have a built-in revenue stream, although you'll see in the accompanying graphs that this revenue stream is highly dependent on the nation's economy. You can choose how to examine the depth of Central Pennsylvania Institute of Science and Technology's resources by selecting from the buttons below.

Net Assets Per Student

Here we examine assets at Central Pennsylvania Institute of Science and Technology in context, and it seems most fair to adjust for the size of the institution. We examine the assets per full-time-equivalent student so that we level the playing field for size.

There's a catch to these assets, though. Many gifts to a school's endowment have strings attached; the money is restricted to a specific purpose. Assets shown in green below are unrestricted, and are very important to a school's ability to meet its financial obligations. Some assets are the land and buildings that a school must have in order to function, and these may appear as green (unrestricted assets) but are nonetheless less helpful in meeting annual financial commitments. This look at assets is only a piece of the puzzle as we decide if a school is stable.

$0200720082009201020112012201320142015201620172018
Restricted net assets
Unrestricted net assets
Context: 2018 net assets per student
-$20,000$0$20,000$40,000$60,000