Every fall, U.S. News & World Report published its annual ranking of Best Colleges. This highly anticipated magazine published since 1983 is broadly popular among college-bound students but equally frustrating for college advisors. Many applicants see the Best Colleges Rankings as a validation of their college choices by demonstrating the most brand recognition or favorability among family, friends, and peers. College advisors, like myself, understand these standings are mostly superficial because they barely scratch the surface of meaningful data and qualities necessary for a successful collegiate experience. Similar to a famous 1984 commercial where an elderly woman, while looking at a hamburger from a fast-food competitor of Wendy’s, acerbically asks “Where’s the beef?”, we too can ask U.S. News & World Report, “Where’s the meaningful data?” Where are the facts that help to discern a great college choice from an average one?
At the outset, I wish to make two points. One, my license to speak authoritatively on this subject comes from my role in completing the data portion of the survey sent by U.S. News & World Report each year to all college and universities. For a quadrennial, I collected, computed, and submitted all the raw information requested and used in the ranking methodology of the magazine. Therefore, I have first-hand knowledge of the information they sought and what information they did not. Additionally, I was a Dean of Admissions for twelve years and received the reputational survey annually asking me to rank other universities.
Second, and most importantly, I am not opposed to the U.S. News & World Report – Best Colleges Rankings. I want my audience to recognize it is a snapshot and should be used only as a reference during the early stages of college list building. My constructive observations reflect the many answers families seek when determining the best colleges to consider.
Below I deciphered the significant components of the Best Colleges Rankings* and offered my opinion on its relevance and validity along with possible changes:
Outcomes – 35% of the ranking total – this section includes graduation and retention rates for all students as well as a subgroup for Pell Grant recipients. (Students who are eligible for Pell Grants are part of households where the income level falls below $50K per year.) I have no qualms about this section because graduating is vital if you wish to benefit from a college education fully, however, it does not tell the complete story. Some students drop out, which rightfully impacts retention and graduation rates, but students who transfer out of college also hurts this metric. Should a college be judged by someone who transferred for reasons unknown by the college or unrelated to the college? For example, students may decide to change to majors not offered at the first institution and must transfer. In this case, the college’s retention and graduation rates are negatively affected.
It’s no secret that bright students complete college at a higher rate than less qualified individuals, thus Harvard, Princeton, Yale, and other top-tier universities should have near-perfect graduation rates compared to colleges that accept more at-risk applicants. Should facts such as the academic demands placed on students enter the equation? Yes, I believe so. Stevens Institute of Technology requires 150+ credits to graduate from engineering while, nationally, most engineering graduates need 128 credits to earn a degree. Isn’t this comparing apples to oranges?
Faculty Resources – 20% of the ranking total – this portion contains metrics such as class size, faculty salary, the percentage of faculty who are full-time, the rate of faculty with the highest degree earned (usually a Ph.D.) and student-to-faculty ratio. These are specious data points because they only skim the surface. Do students care how much an instructor earns? Does class size matter if the professor is a domain expert or effective at teaching? Some of my favorite classes were taught in large lecture halls because the instructor brought out the best in us through meaningful dialogue and debate. (Hint: Exceptional professors ask more questions than they answer.) Helpful data would be:
- How many tenured professors teach first-year courses? (That would make a great first impression)
- How many adjuncts teach at the institution? (Adjuncts should be less in number than full-time/tenured faculty – unfortunately, this is often not the case)
- What is the average research output in sponsored grants of the faculty in STEM fields? (Research equals quality)
- What is the average number of articles published in peer-reviewed journals by all faculty? (Publications equal quality)
- What is the average advising load of faculty who mentor students? (Students should have access to faculty in and outside the classroom)
Expert Opinion – 20% of the ranking total – this is comprised of surveys completed by two subgroups. One is Peer Assessment consisting of the President and Dean of Admissions of the colleges in the ranking group (i.e., National Universities category) and the High School Assessment collecting opinions from high school guidance and college counselors. I am delighted they ask the opinion of the high school community; these individuals work closely with colleges and receive feedback from their graduates along with their knowledge and research about the various institutions that recruit their students. The Peer Assessment, however, is flawed, since it contacts college administrators who possess little meaningful or objective information about most intuitions which they are asked to rank. Think about it, do college Presidents and Deans of Admissions have an expert understanding of other colleges beyond their competitors? Perhaps not. As a former Dean of Admissions, I can tell you that my opinion, at the time, of the 300+ other colleges and universities on the list was scant at best and none existent at worst. My job was to market, recruit, and enroll students at the college that employed me and not spend time perusing other college websites. Therefore, I knew about Stevens’ competitors but did not have information about the other colleges on the list that would have qualified me to rank them. For a more accurate ranking, I would solicit opinion from members of the following groups:
- Graduate School Admissions Directors or Deans
- Medical, Dental and Law School Academic Deans
- Provost and other academic administrators
- Corporate CEO, Presidents, Vice Presidents, and hiring managers
These professionals interact with recent college graduates and witness first-hand how well prepared they are for advanced education, research or entry into the workforce.
Other categories – 25% of the ranking total – included are financial resources, student excellence, and alumni giving. Alumni giving is the percentage of alums who give back to their alma mater. What if someone donates to other charitable causes, does that indicate they are unsatisfied with their college experience? I think not. SAT scores and high school ranking define student excellence. With more schools going test optional and a trend by high schools to remove rankings, is this the appropriate measurement of applicant achievement? Probably not. Finally, some important metrics to be considered in the resources category should include:
- How much is spent on career development activities? (Important for post-graduation success and opportunities)
- What is the post-graduation placement rate? (Calculated by the number who reported either gainful employment or graduate school acceptance divided by the total number of graduating students)
- What percentage of students attend medical, law or dental schools?
- What percentage of graduates participated in paid internships, cooperative education or research assignments before graduation?
Picking a college is more than preference. It should be about fit, opportunities, and your improvement. U.S. News & World Report Best Colleges Rankings is one of their best-selling editions, yet the results could be improved with the inclusion of data related to the items noted above. If you are interested in the impact of the questions I have posted, then College Selection can find many of the answers for you. I am an asset to the students who have entrusted me to help them with a more refined understanding of colleges and universities. Contact me if you want more details on the qualities and characteristics of the colleges and universities you are contemplating attending. I am certain that I can deliver the facts and assist you with your college choice.
*Please note this article was originally written in 2018 and various aspects of the ranking may have changed since first published.
yourcollegeselection.com 