• ATS schools' spending amid pandemic sheds light on tough decisions made by leaders—An analysis of expenditures over the last year and in the midst of the pandemic provides some insight into the challenging and important decisions ATS school administrators had to make and continue to make to navigate through these unchartered waters; watch a brief video clip to learn more
• Predicting school closures and merger among the ATS membership—patterns in the last 15 years of data yield statistically significant results that may provide some direction for schools as they consider their futures in the midst of economically challenging times; watch a brief video clip to learn more
• Five things we learned about assessing personal and spiritual formation—what does formation mean in ATS schools, and how do we assess whether it is occurring?
  
• How ATS schools are responding to COVID-19 crisis—survey asked participants about the challenges their schools are facing, how they are addressing those challenges, lessons they have learned, and questions that remain
• Changing landscapes—insights from ATS studies on leadership—ATS is presently completing studies of six leadership groups to better understand the state of each role and to gather insight into current and future needs and challenges
• Data visualization: 2019–20 enrollment update now available—ATS published an update to the data visualization tool, adding enrollment data that schools submitted for the 2019–20 academic year
• Data visualization: ATS launches interactive tool—the tool allows engagers to slice and view the data in a variety of ways to address questions that are meaningful to them
• Student religious and denominational affiliation trends in ATS schools—the first of two articles exploring denominational and religious affiliations of students in ATS schools
• The priorities you named—ATS collected member schools' responses on the ATS Strategic Priorities Survey, as part of a strategic prioritization process the ATS Board of Directors initiated 
• Mission & Money: Are yours in alignment?—a practical approach to ensuring that all your resources are working toward your school’s goals
• Six ways ARDA can shed light on schools' religious contexts—the ARDA currently offers many free online and interactive resources that can stimulate important conversations
• Data Collection and Use at ATS Schools—this project report was part of the larger Annual Report Form/Database Comprehensive Revision Project

This collection of research on financial issues, conducted by ATS, participating schools, and other entities, includes topics such as educational debt, financial literacy, and the cost and structure of theological schools.

• Economic realities among seminary graduates—a survey of graduates from 2011 and 2015 to determine their experiences with educational debt, strategies schools are using to address financial literacy and student debt, and the impact of debt on financial decision making—available in Powerpoint or video
• Educational debt among recent graduates—six data slides are updated each year with current data
• School practices around money and student debt—an analysis presented at the 2018 ATS Biennial Meeting of data reported by ECFFM participating schools 
• Theological Education issue dedicated to ECFFM—articles addressed understanding financial issues, research on the impact of financial issues, and practices to address economic challenges

This four-year project incorporated a series of investigations into how schools are engaging and experimenting with various curricular and extra-curricular programmatic efforts.

• What do alums wish they had learned in seminary?—In 2017, as part of the Educational Models Workforce Mapping project, ATS conducted a study on alums from member schools. One of the survey questions explored the preparation gap of alums with the question “What was not offered, but you wish you could have learned, in seminary/theological school?” 
• Mapping survey of program developments and plans—an online survey of 226 schools to determine the full range of programs—beyond degree programs—and their effectiveness, featuring the input of deans and program directors
• Research reports from 18 peer groups—investigations of particular kinds of innovations such as accelerated programs, programs for special constituencies, global engagement, new institutional structures, and alternate delivery methods
• Workforce mapping study—a survey of more than 940 graduates of member schools to determine where they are serving and in what capacities as well as required competencies and adequacy of their preparation—also available is a full report on competencies

• MDiv enrollment declines while MA and DMin enrollments grow among ATS schools—For the first time in the history of ATS, the MA enrollment of 27,790 students exceeded the MDiv enrollment of 27,634 students.
• ATS analyzes fall 2020 admissions statistics of member schools—Did the positive news in overall enrollment increases from fall 2020 result from a good year in new admissions or something else? Perhaps a little bit of both. Watch a brief video clip to learn more.
• An enrollment surprise—more ATS schools grow than decline for first time since 2006—In terms of a year-over-year comparison by school, 54% of ATS schools had enrollment increases and 46% of ATS schools had enrollment decreases; watch a brief video clip to learn more
• Reports of the MDiv's death are greatly exaggerated—“If the MDiv is ‘dying,’ why do 40% of all ATS students continue to enroll in it?”
• Enrollment projections suggest continued long-term shifts among degree programs—with 85% of schools reporting, the news is not so much about totals as it is about distribution
• ATS provides preview of 2018–2019 enrollment—with two-thirds of member schools reporting so far, some patterns have emerged that include both upticks and declines
• Placements: The impact of unknowns on the total picture, Colloquy Online, April 2016—ATS schools will be strongly encouraged to tighten up their placement data collection and reporting through the normal accreditation monitoring process
• What a difference a decade makes: As seminaries reverse a 10-year enrollment decline, what does the future hold? Colloquy Online, March 2016—it can be beneficial to look back at some key data that illustrate the changes of the last decade and to highlight a few areas where those changes might take us in the coming decade
• Seminaries set six enrollment records, Colloquy Online, February 20, 2015—ATS enrollment is actually higher now than it was in 1999, prior to the six-year enrollment boom that peaked in 2006 at 81,180 total students

• Luce Fellowship’s quarter-century impact on the public square—ATS undertook a three-phased research project in the 2019–20 academic year to assess the impact of the ATS Henry Luce III Fellows in Theology Program (Luce Fellowship) that ran from 1994 to 2018
• Faculty development—a three-phase investigation looking at understandings of collective vocation, motivations for scholarship, and perceptions of online teaching—available in a full-length report or a short summary
• Tenure and other faculty facts at ATS member schools, Part 2, Colloquy Online, August 20, 2015—Part 2 examines from which schools faculty have earned their doctorates and what implications these data may have
• Tenure and other faculty facts at ATS member schools, Part 1, Colloquy Online, June 26, 2015—The most recent data reported by member schools in the ATS Annual Report Forms reveal two significant statistics regarding tenure and part-time faculty
• Faculty engagement with multicultural education—a survey of faculty that identifies two models of faculty engagement of diversity inclusivity
• Changes in faculty work—a 2011 survey of 192 faculty members about their work and attitudes in an environment of change

• Teaching online in the age of COVID-19: three findings from ATS survey, Colloquy Online, Spring 2020—“What will theological education look like post-pandemic?” “What will the ‘new normal’ be in terms of teaching and learning?”
• Being where? The shift from onsite to offsite to online education, Colloquy Online, Summer 2018—Two-thirds of all ATS schools now offer online education, and one-third of all ATS students take at least one class online
• (Not) being there: The Auburn study of online distance education, ATS Blog post, December 15, 2017—presents various perspectives, but makes a strong case for the value and effectiveness of online learning in theological education
• Online learning at ATS schools: Part 2—Looking around at our present, Colloquy Online, March 2017—we look around at our present experiences to see what ATS members are learning about the effectiveness of online education in a theological setting
• Online learning at ATS schools: Part 1—Looking back at our past, Colloquy Online, February 2017—we look back briefly at the relatively short history of online learning among ATS schools

• ATS work through the Committee on Race and Ethnicity, 2000–2014—an in-depth examination of history, accomplishments, and future plans in the Theological Education journal
• How well are we doing on race? A realistic assessment rooted in research—results from a 2014–2015 survey of more than 175 past CORE participants
• How'd We Do? A Review of the Research of the Association's Work through CORE—an illustrated presentation on results from a 2014–2015 survey of more than 175 past CORE participants

In late 2019, ATS launched a study of six leadership education groups—presidents, deans, chief financial officers, chief development officers, student personnel administrators, and technology officers—to better understand the state of each role in theological education. Below are the final reports for each group.

• Presidents
• Deans
• Chief Financial Officers
• Chief Development Officers
• Student Personnel Administrators
• Technology Officers

A three-phase project designed to understand the baseline of faculty and institutional engagement at the intersection of science and theology

• Engaging Science in Seminaries Phase 1: Faculty Perceptions—a survey of 739 faculty members at 186 Protestant member institutions regarding the extent of science engagement in the classroom, student interest in scientific topics, potential controversies at the intersection of faith and science, and science and faculty scholarship, featured in both the Theological Education journal and Colloquy Online.
• Engaging Science in Seminaries Phase 2: Institutional Engagement—interviews with key informants at 30 Protestant theological schools featured both in Colloquy Online and a full report
• Engaging Science in Seminaries Phase 3: Document Review—an in-depth look at course syllabi, websites, partnerships, and conferences that evidence institutional engagement featured in Colloquy Online and a full report
• Engaging Science in Seminaries Final Report—the collective findings of all phases of the research project

• Graduating Student Questionnaire reveals more about ATS graduates in third year of COVID-19—the results of the 2021-22 Graduating Student Questionnaire provides an increasingly accurate picture of the landscape of theological education within the ATS membership.
• What do alums wish they had learned in seminary?—the findings from a 2017 Educational Models Workforce Mapping project that explored the preparation gap of ATS school alums.
• Further findings on religious affiliation trends in ATS schools—the second of two articles detailing five key findings on the diverse affiliations of students at ATS schools.
• Student religious and denominational affiliation trends in ATS schools—the first of two articles exploring denominational and religious affiliations of students in ATS schools.
• Lower debt, more hybrid courses, and shifts in vocational goals: A report from the 2018-2019 ATS graduates—feedback from the ATS Graduating Student Questionnaire provides graduate perceptions of their experiences of theological education, and these perceptions help us to evaluate our institutions to improve and enhance how we accomplish our missions as theological schools.
• What do seminary graduates want to do with their degrees?”—ATS recently compiled data from the Graduating Student Questionnaires (GSQ) administered from 2001 through 2017 to understand the vocational goals of graduates and the implication of these goals for theological education.

• Getting there: seven practices to support successful women in theological education—a survey of nearly 600 women reveals the personal habits and institutional practices that work for women aspiring to positions of leadership
• Women in Leadership survey: what we found may not be what you think—a summary of the impact of 20 years of programming
• In Your Own Words—an in-depth look at the perspectives of women in theological education, presented at the WIL 20th Anniversary Celebration
• Women in ATS schools: 8 data points for conversation—select data about women in ATS member schools and religious higher education