College Planning Blog

Welcome to Best College Fit (BCF) College Planning Blog, an ongoing discussion of the factors that impact the college planning process. This space will keep you abreast of critical planning strategies, introduce you to key resources and comment on timely issues that relate to your college planning effort. We look forward to staying in touch and seeing your comments as we progress through the college planning process together.

Archive for the 'College Rankings' Category

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By Peter Van Buskirk

August is here—and so are college rankings. With a new college admission cycle looming, editors from Money Magazine, U.S. News & World Report, Forbes and The Princeton Review have once again begun to ply us with a parade of ranking guides that presume to reveal the “best values” in education, identify the best “party” schools or, simply, quantify the mythical pecking order of colleges. Before you get out your credit card or rush to print out a list of the “best” colleges, though, take a moment to consider the following:

1.    Rankings are not science. The data collection process relies on self-reported information from colleges and universities. While the use of the Common Data Set has helped to standardize the reporting process, institutions are still able to manage the manner in which their data is assembled.

Moreover, editors are able to creatively interpret the information they do (or don’t) receive. For example, should an institution choose to abstain from submitting data, at least one publication’s editors (U.S. News & World Report) will resort to a formula that creates values for that institution based on the values of its presumed peers.

2.    Rankings are highly subjective. Consider, for example, reputation. In the U.S. News & World Report rankings reputation carries the greatest weight. On the surface, that might make sense—until you come to know how reputation is “measured.”

Each year, U.S. News & World Report sends three ballots to each participating school asking the recipients (president, academic dean and dean of admission) to rate peer institutions on a scale of five to one. The assumption is that these individuals know higher education better than anyone else and are best positioned to make qualitative assessments.

What do you think? Could you provide such a rating for each of the high schools in your state? It is highly doubtful, just as it is highly doubtful that these three voters can make objective assessments of peer institutions across the country. Consequently, fewer than half respond. Many who do complete the rating form admit they are making educated guesses. To address related concerns, the editors now solicit ratings from selected guidance counselors as well. Not surprisingly, the participation rate among all “voters” continues to be abysmally low. That said, what do the rankings really tell you about reputation?

3.    Rankings change each year because …? Change is glacial in nature on college campuses, yet every year the outcome of the rankings changes. Why? At least one ranking guide (U.S. News) admits to changing or “tweaking” its formula each year—further evidence of the subjectivity involved as well as the editors’ need to maintain uncertain outcomes from year to year.

4.    Apples and Oranges. While many institutions might look alike on the surface, they are very different with regard to programs, instructional styles, cultures, values and aspirations—another reason why trying to rank them is a daunting, if not impossible, task.

5.    Be discriminating. The definitions of “best” are essentially editorial opinions dressed up in pseudo-facts. Contrived to sell magazines, they might not—and, in fact, should not—be the beginning point for your college selection process. Don’t become blinded by these definitions of the “best.” You need to arrive at your own definition of the best that is rooted in your needs, interests and learning style.

6.    Project yourself into the picture. You must ask yourself, “What do the editors of ranking guides really know about me/my student?” Where, for example, do they talk about the colleges that are best for the bright, but timid student who wants to study classical archaeology or the student who learns best through engagement in the classroom or the young person whose sense of self and direction is still emerging? What tangible takeaways do college rankings offer that apply to your situation?

7.    Look for evidence that rankings will make a difference in your college planning outcomes. More specifically, ask yourself, “What’s in it for me?” Unlike the purchase process with regard to other commodities (cars, appliances, etc.), the ultimate choice of a college is the product of a mutual selection process. Rankings don’t get kids into college nor do they necessarily point you in the direction that is best for you.

Over the last 30 years, the college-going process has been turned upside down by ranking guides. Whereas the focus should be on the kids—and what is best for them—college ranking guides put the focus on destinations that are presumed to be most desirable. In reality, they are artificial metrics for quality in education that detract from sensible, student-centered decision-making.

Herein lies the disconnect. If ranking guides are truly useful to consumers, why do so many students apply to schools where the chances of gaining admission are less than one out of four? And where is the usefulness of college ranking guides when barely half of the students entering college this fall will graduate from any college during their lifetimes?

Frankly, the rankings phenomenon has grown wearisome. The notion that all of America’s best colleges can be rank ordered in any context (“party schools,” academic reputation,” etc.)—that the mythical pecking order can actually be quantified—is foolhardy. It makes too many wandering assumptions about people and places, cultures and values, quality and—believe it or not—fit.

Among other things, rankings promote a destination orientation and an obsessive approach to getting into highly ranked colleges. Where the student might be headed becomes more important than what is to be accomplished or why that goal might be important or how the institution might best serve the student. When distracted by the blinding power and prestige that rankings bestow upon a few institutions, it is easy to lose sight of one’s values and priorities as well as the full range of opportunities that exist.

Keep rankings in perspective as you proceed with college planning. Resist the temptation to obsess on a set of numbers. Instead, focus on developing a list of colleges based who you are, why you want to go to college and what you want to accomplish during your undergraduate years. And don’t lose sight of how you like to learn. Stay student-centered and you will discover the colleges that are truly best for you.