| This fall, as numerous college rankings
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| | graduation rates are more likely to help
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| hit the bookstores, I was curious to find
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| | attract alumni support and interest from
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| an answer to the question: "What is an
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| | graduate schools and employers than poor
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| 'excellent school'?" after a parent,
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| | ones.
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| prospective student or college recruiter
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| | I set my bar high: an 85 percent freshman
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| sifted through all of this material.
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| | retention rate and a 65 percent six-year
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| There has been debate among admissions
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| | graduation rate. I dislike the idea of
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| officers and college presidents over the
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| | using a six-year graduation rate, but
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| value of ranking one school over another
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| | there are legitimate reasons: leaves of
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| based on statistics, and those debates
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| | absence, military or missionary service,
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| are valid-to a point. The rankings mean
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| | cooperative educational opportunities
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| little to the best of the best; Harvard,
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| | (combine school and work) and interest in
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| for example, will not lose applicants for
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| | multiple degree programs being examples.
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| being the #2 school. They mean little to
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| | In my kitchen table exercise, I found
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| quality schools that charge little or no
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| | that 265 four-year schools met my
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| tuition, such as the military service
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| | standard. Among the nation's 262 Large
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| academies, flagship state universities
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| | Research Universities-these are the large
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| and specialty institutions like Cooper
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| | public and private universities--104
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| Union and Webb Institute. These schools
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| | schools met or exceeded the 85-65
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| will always fill their classes with
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| | standard, including all of the top 72 in
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| excellent students, regardless of their
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| | the rankings. Among 266 National Liberal
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| ranking.
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| | Arts Colleges, 105 met or exceeded both
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| Rankings could however, mean something to
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| | numbers. There were also 37 regional
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| families that have to make a choice
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| | universities and 8 baccalaureate colleges
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| between similar regional or national
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| | that met or bested both marks, as well as
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| schools that appear below the best of the
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| | 11 specialty (fine arts, performing arts,
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| best, for instance a top regional
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| | engineering and business) schools.
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| university versus an excellent national
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| | By my standard, the list of "excellent"
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| university that's listed in the top 100.
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| | schools is larger than some parents might
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| They might also help applicants make a
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| | think. It does include the most selective
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| choice between the flagship state
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| | public and private institutions, but also
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| university in their home state and
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| | 84 schools that admitted more than 65% of
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| similar schools in other states that
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| | their applicant pool for this year's
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| charge low out-of-state tuition and room
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| | entering class. But there is another side
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| and board rates. Being a Rutgers graduate
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| | to this analysis: the verbal and math
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| from New Jersey, I'm especially sensitive
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| | SATs. The higher the school ranked in
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| to this; the University of Delaware and
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| | U.S. News, the higher the range of the
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| West Virginia University have been
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| | scores. A combined 1,050 to 1,100 on the
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| popular destinations for Garden State
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| | verbal and math SATs put most applicants
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| residents for decades.
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| | near the bottom quarter of the pool in
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| Rankings appear to mean a lot to the
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| | most of my excellent schools. Excellent
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| presidents of some schools; high rankings
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| | grades might offset the test scores at
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| can convince trustees to increase their
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| | all except the best of the best, but it's
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| investments in facilities and
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| | best to prepare for the tests.
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| scholarships to build-up the school's
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| | What could I conclude from this?
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| reputation. A boost from 75th to 50th
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| | The best of the best schools deserve the
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| means more to an up-and-coming national
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| | accolades they receive, but there are
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| university than it does for a school that
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| | other schools equally deserving of the
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| has a long-cemented international
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| | same attention. Ask me to name names.
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| reputation. These ambitions are not
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| | Some might surprise you.
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| necessarily bad; a nation can never have
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| | Are these the only numbers a family
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| enough quality schools.
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| | should consider?
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| I did my own "kitchen table exercise"
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| | They're a start. If financial concerns
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| with the most recent U.S. News college
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| | are paramount, then ask about the average
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| guide after sifting through the published
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| | tuition increases and student loan
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| rankings. I set my own standard of
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| | indebtedness for the recent graduating
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| excellence, based on the reported
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| | classes. Also ask about the school's bond
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| graduation and student retention rates.
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| | rating; it reflects the school's ability
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| My thought was that the best schools are
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| | to earn income and cover its costs, while
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| the ones that do the best to attract,
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| | keeping tuition increases as low as
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| retain and graduate their entering
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| | possible. Both of these measures are
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| classes.
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| | important, because scholarships and
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| Graduation and retention rates are not
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| | grants do not always increase as tuition
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| perfect, but they're the results by which
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| | increases; you might have to make up the
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| admissions and student services are best
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| | difference.
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| measured. An excellent school has
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| | There are plenty of choices among
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| rigorous academics, but does all it can
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| | excellent schools, but only you and your
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| to help their students succeed; it serves
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| | financial advisors can determine your
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| no one to make college an intense "boot
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| | ability to pay for college. It might
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| camp" experience to whittle a class down
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| | surprise you to find out which school is
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| to an elite few. High retention and
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| | your best value.
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