Tuition, housing (room), and dining (board) are perhaps the most common revenue sources for higher education institutions. Interpretive guidance to assist preparers and practitioners with applying
ASC 606 to revenue contracts for tuition and housing is contained in
AAG-REV 8.6.01 through
AAG-REV 8.6.69. Key considerations are highlighted below.
- Step 1—identify the contract
For higher education institutions, specific considerations in identifying the contract include (1) establishing the date of contract inception, and (2) determining the number of contracts (for accounting purposes) between the institution and a particular student.
When evaluating whether and when an agreement with a student creates enforceable rights and obligations (i.e., a contract), an institution must consider its practices and processes related to admission and registration of students and the payment of nonrefundable deposits to secure enrollment and housing. According to AAG-REV 8.6.05, the Financial Reporting Executive Committee (FinREC) believes that payment of a nonrefundable deposit to secure enrollment or housing generally gives a student the right to receive the instruction or housing, respectively, and obliges the institution to stand ready to provide such instruction or housing, thereby creating an enforceable right.
However, in evaluating whether payment of a deposit triggers contract inception under the revenue standard, institutions should also consider whether substantive termination penalties exist if the student forfeits the deposit. According to ASC 606-10-25-4, a contract does not exist if parties have the unilateral enforceable right to terminate a wholly unperformed contract without compensating the other party. If a student can withdraw during the initial portion of an academic term and lose only their nonrefundable deposit, entities should assess whether the loss of the nonrefundable deposit is a substantive termination penalty. We believe if the forfeiture of the nonrefundable deposit is not substantive (e.g., the amount of the forfeited deposit is inconsequential compared to the amount of the contract), the contract term would not commence until performance begins (see RR 2.7). These matters are discussed in AAG-REV 8.6.03 through AAG-REV 8.6.05.
Entities must also consider whether a single contract with a student exists for accounting purposes, or whether there are multiple contracts. It is common for higher education institutions to enter into separate agreements with a student, often at or near the same time, for tuition, housing, dining, and other services. If the economics of the arrangements are interrelated, they may need to be combined and accounted for as a single contract for purposes of applying ASC 606. If an institution provides a “discount” to a student based on an evaluation of total “need” or the “total cost of attendance,” combining these contracts could result in a different pattern of revenue recognition or a different allocation of revenue between classes of revenue (e.g., tuition and housing), either as presented on the statement of activities or as disclosed in the notes, than would be the case if the multiple contracts were accounted for individually.
Interpretive guidance on the criteria for combining contracts is contained in AAG-REV 8.6.12.
Other matters related to evaluating whether a contract exists under the revenue standard include assessing a contract’s collectability (AAG-REV 8.6.06 through AAG-REV 8.6.11 and AAG-REV 8.6.39 through AAG-REV 8.6.41) and grouping contracts into portfolios when making the collectability assessment (AAG-REV 8.6.13 through AAG-REV 8.6.14).
- Step 2—identify performance obligations
Some contracts may involve a single performance obligation, while others contain multiple performance obligations. For example, depending on its terms, a contract for a student dining plan might embody a single performance obligation (i.e., a stand-ready obligation to provide “unlimited” meals during a term) or multiple performance obligations (i.e., a commitment to deliver a specified number of meals during a term). In the latter situation, the standard provides guidance for determining whether multiple performance obligations in an arrangement are distinct or should be combined. In addition, as noted in Step 1, multiple contracts may need to be combined and evaluated as a single contract in some circumstances, in which case the contract consideration will be combined but, in many cases, the promises in the individual contracts will be distinct. Applying ASC 606’s guidance for identifying performance obligations and whether they are “distinct” requires judgment. AAG-REV 8.6.15 through AAG-REV 8.6.19 discusses considerations related to determining whether tuition, housing, and dining are distinct services promised by the institution, or whether they represent a single performance obligation (and thus, need to be combined).
- Step 3—determine transaction price
For higher education institutions, specific considerations in determining the transaction price include the sources of payment of the consideration under the contract, reductions to the published price, and reductions of revenue for potential refunds.
The amounts to which the entity is entitled under the contract could, in some instances, be paid by parties other than the student (the customer). For example, institutions of higher education typically receive federal financial aid on behalf of students. In those cases, the assessment of the transaction price includes both the consideration paid directly by the student and consideration received from external parties.
Information about a school’s cost of attendance for tuition, fees, housing, and meal plans for a given academic year is typically listed on its website or in its academic catalog. While sometimes the stated prices will prove to be the transaction price for its arrangements with a student, in other situations the school will adjust that price. The transaction price in a contract is based on the specific terms entered into with each student. These matters are discussed in AAG-REV 8.6.20 through AAG-REV 8.6.31.
If an institution provides a student with a reduction to the published, or “list” price, the substance of the reduction and the rationale for offering it will determine whether the reduction should affect the transaction price (and, in turn, revenue). A reduction associated with a scholarship awarded by the school reduces the amount of consideration the school expects to be entitled to and, therefore, is a reduction of the transaction price. A reduction offered in exchange for services provided (for example, certain work-study aid packages awarded to students or tuition remission programs for dependents of a school’s employees) might need to be reported as compensation expense, rather than as a reduction of revenue.
Many institutions have a tuition refund policy that allows students the right to withdraw with a full or partial refund during a stipulated period after classes have begun. In such situations, the consideration is considered “variable” at the contract’s outset, because it is contingent on the occurrence (or non-occurrence) of a future event (i.e., the student’s decision to withdraw). Consideration is variable if there are uncertainties surrounding the price or quantity, or contingencies regarding realization (such as a sale with a right of refund). In general, variable consideration needs to be estimated at the inception of the arrangement and included in the transaction price. Until the withdrawal period lapses, the institution would need to estimate the amount of potential tuition refunds and recognize revenue at a reduced amount with a corresponding refund liability. An institution could estimate the potential refund liability on a portfolio basis—that is, by aggregating its tuition contracts into a portfolio (or portfolios based on different student populations) and estimating the aggregate refund potential of the portfolio (rather than for individual contracts). These matters are discussed in AAG-REV 8.6.32 through AAG-REV 8.6.38.
- Step 4—allocate the transaction price
When multiple performance obligations are associated with a single contract or if multiple contracts are combined into a single contract, institutions will need to allocate the transaction price among the performance obligations. This allocation is made based on the relative standalone selling prices of each performance obligation (the price at which the institution would sell a good or service separately), as described in ASC 606-10-32-29.
If a standalone selling price is not observable, the institution must estimate it. The standard provides examples of suitable methods for estimating standalone selling price. In doing so, institutions will also need to determine how any reductions in amounts charged, such as financial aid awarded to a student as a scholarship, should be allocated, pursuant to ASC 606-10-32-36. That guidance states that except when an entity has observable evidence in accordance with criteria outlined in ASC 606-10-32-37 that the entire discount relates to only one or more, but not all, performance obligations in a contract, the entity shall allocate the discount proportionately to all performance obligations in the contract. AAG-REV 8.6.42 through AAG-REV 8.6.46 discusses these matters. We believe that institutions should consider their policies, practices, and contracts with students to evaluate whether they meet the requirements to allocate the discount (financial aid package) to some but not all of the performance obligations in a contract.
Example NP 12-4 illustrate the allocation of the transaction price and a proportionate allocation of the discount among performance obligations.
EXAMPLE NP 12-4
Allocation of transaction price among performance obligations
A school offers a variety of 12-week courses. The standard tuition for each course is $2,200, which is determined to be representative of the standalone selling price as it represents the price the school would charge to similar students under similar circumstances. In one particular course, students are provided with two textbooks (normally sold in bookstores for $150 each) on the first day of class at no additional charge.
How should the transaction price be allocated between the performance obligations?
Analysis
There are two performance obligations in this arrangement – one to provide instructional services and one to provide the textbooks. The contract's transaction price—the amount of consideration to which the school expects to be entitled—is $2,200, which must be allocated between the two performance obligations based on their relative standalone selling prices. The two textbooks together have a standalone selling price of $300. The standalone tuition for the school's 12-week course is $2,200. In this situation, the student is entitled to goods and services with a total standalone selling price of $2,500 in exchange for paying $2,200. The difference is considered a discount that must be allocated proportionally between the books and tuition based on their relative standalone selling prices. The portion of the transaction price allocated to the books and tuition would be as follows:
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Standalone selling prices
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Allocation of transaction price
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- Step 5—recognize revenue
Revenue is recognized when (or as) control of the promised goods or services transfers to the customer. AAG-REV 8.6.47 through AAG-REV 8.6.56 discuss the notion of “transfer of control” in the context of tuition and housing contracts, and whether that occurs “over time” or at a “point in time.” The determination of the timing of revenue recognition is not an accounting policy election. ASC 606 contains specific criteria for assessing whether control transfers at a point in time or over time. For most institutions, academic services and housing services will be satisfied over time, and sales of goods (e.g., books, apparel and other merchandise, athletic tickets, meals) will be satisfied at a point in time.
When a performance obligation is satisfied over time, the institution must also identify the pattern in which the benefits transfer to the customer (student) in order to develop a measure of the institution’s progress toward satisfying the performance obligation. For most higher education institutions, progress is measured using the proportion of time passed to the duration of the arrangement; other measures of progress include the proportion of costs incurred to date to estimated total costs or some other physical output measure.
Example NP 12-5 illustrates the concepts of point-in-time versus over-time recognition.
EXAMPLE NP 12-5
Point-in-time vs. over-time revenue recognition
A school offers a variety of 12-week courses. In one particular course, students are provided instruction over the 12-week period, along with two textbooks, which are provided on the first day of class. The arrangement has two performance obligations—one for providing instructional services and one for providing textbooks—with a transaction price allocated to each of $1,936 and $264, respectively.
When should revenue associated with each performance obligation be recognized?
Analysis
The pattern of transfer of control for the textbooks and the instruction differs. The $264 of revenue associated with the textbooks would be recognized at the point in time when the books are transferred to the student (generally on the first day of class).
The $1,936 of revenue allocated to the course instruction would be recognized over the period of time that the instructional services are provided to the student. Because the student receives that benefit simultaneously with the instruction being provided and the level of instruction is consistent over the 12-week period, a reasonable measure of progress would be the passage of time. Thus, revenue for the instruction would be recognized straight line over the 12-week period.