How Duke is ranked both 8 AND 109

Another mass communication corporation has jumped on the rankings bandwagon. Forbes magazine released its second annual report on "America's Best Colleges." According to the authors on Forbes.com, this list is written "from the student's point of view," although I question their methodology. Despite the fact that my alma mater ranked notably high on the Forbes list, my college pride does not overcome my cynicism when it comes to any college ranking system.

While I applaud the Forbes authors for their attempt to look out for the common college applicant, their methodology is questionable. In an introduction to the Forbes list, the authors discuss the questions they sought to answer and also take a deliberate jab at the loved/hated US News & World Report rankings:

"To our way of thinking, a good college is one that meets student needs. While some college rankings are based partly on school reputation as evaluated by college administrators and on the amount of money spent, we focus on things which directly concern incoming students: Will my courses be interesting and rewarding? Will I get a good job after I graduate? Is it likely I will graduate in four years? Will I incur a ton of debt getting my degree?"

The research questions are actually effective counseling tools. College applicants should look at graduation rates, graduate successes, and course descriptions among other evaluative criteria. Every college publishes an annual college catalogue explaining major requirements, department missions, and course descriptions. These thick books are published for an audience of current college students who are selecting their upcoming courses. High school students interested in really learning about the culture of a college should start by reading the catalogue! Luckily, almost all colleges have switched to an online pdf version of this item that is accessible via the college's website. These course descriptions can provide a great perspective in regards to pedagogy, departmental structure, and expectations for students who take those classes.

But back to rankings bashing.... The Forbes methodology is flawed to say the least. Here is a quotation from the Forbes article that details how the rankings components were compiled:

"They based 25% of the rankings on 4 million student evaluations of courses and instructors, as recorded on the Web site RateMyProfessors.com. Another 25% is based on post-graduate success, equally determined by enrollment-adjusted entries in Who's Who in America, and by a new metric, the average salaries of graduates reported by Payscale.com. An additional 20% is based on the estimated average student debt after four years. One-sixth of the rankings are based on four-year college graduation rates--half of that is the actual graduation rate, the other half the gap between the average rate and a predicted rate based on characteristics of the school. The last component is based on the number of students or faculty, adjusted for enrollment, who have won nationally competitive awards like Rhodes Scholarships or Nobel Prizes. (Click here for the complete methodology.)"

I was a college student not too long ago. And I have visited the aforementioned websites. To say the least, these sites are not very statistically sound nor are they strictly regulated. Students who write on ratemyprofessors.com are usually those on the two polars of the spectrum - those who have strong positive feelings for a certain professor and those who have strong negative views. This is not a statistically appropriate sample who can in any way represent the broader population. In regards to the Who's Who list... what overachieving student hasn't received a letter in the mail asking them to pay $40 so he/she can get a copy of the book?! On the plus side, the final criteria listed (professors who have won nationally recognized awards) is an admirable field of examination. It is certainly important for colleges to maintain a competitive edge by boasting an impressive faculty roster. It is more important, however, for students to find out if those professors are accessible at an undergraduate level.

The Forbes report also raises broader implications for the entire ranking system. How does Duke University rank number 8th in the US News & World Report (in 2008), but rank 109th in this week's Forbes list? This further supports my earlier point, that rankings are in the eye of the beholder.

The Rankings are Coming! The Rankings are Coming!

There is a live countdown on the US News & World Report website counting down until the release of the annual college rankings issue. This is probably the only thing that US News is known for now since readership has significantly dropped and the magazine has switched to a monthly publishing schedule. This one annual issue, however, remains a college counseling staple - for better or for worse.

Just mention the words "US News and World Report" around anyone who works in the college admissions field (high school or college side) and you will probably be received with a sigh accompanied with an eye roll; perhaps even some explatives depending on the counselor's professional and academic affiliation. While I can only speak for myself, I have heard similar sentiments echoed by colleagues. College Counselors (high school counselors especially) have a love/hate relationship with the US News rankings. As an educator, I shy away from boxing students into categories or limiting them by scores. One on hand, rankings add to the "boxing" or "categorizing" of students. It creates a caste system by which students and parents judge value and quality. This is then inevitably tied to self-worth with a slew of other psychological implications. College admissions is first and foremost about helping students find their "best fit" post-secondary options. Sometimes it is difficult for parents and students to look beyond the rank and recognize that the child's personal best fit is derived from a variety of factors. While the rankings may help quantify certain data (such as retention rates, cost, diversity on campus, acceptance rates, etc.), it is important for parents and students to interpret the rankings with a grain of salt.

In spite of the negative connotations, there are some benefits of a national ranking system. Before discussing the virtues of college rankings, I want to clarify that I am in no way advocating for a single variable ranking by which colleges are ranked on one list. I am speaking more about the rankings and tables detailing specific aspects of the college experience. There is not, and cannot be, a "best college in the country." The term "best" is subjective and changes based on individual preferences. With that caveat in mind, some tables and listings used in the US News rankings issue are beneficial. For example, in light of the recent economic turmoil, the rankings detailing amounts of aid awarded to students or other financial aid statistics are going to become increasingly helpful for students, parents, and counselors.

In the upcoming issue, US News & World Report will include its listing of "Up and Coming Institutions" for the second year in a row. I find this concept refreshing since I often encourage my students to think outside the box when creating their initial college search list. This list also reminds me of the great Loren Pope book/organization, "Colleges That Change Lives." These lists detail often overlooked institutions that actually provide superb opportunities and educations for the right students. Perhaps they may not compete in DI athletics or be featured on ESPN, but these schools often turn out exquisite student research and help their graduates go on to respectable jobs/grad schools/med schools etc.

Another listing that is worth note is the "A+ Schools for B Students." Although I find the name/title a bit disenchanting (but I may be overly sensitive), I think the intention is good. It is important for college-bound students to feel confident during the application process. Students who are not straight A students or who are not at the top of their classes shouldn't compare themselves to those A students who have been taking tons of AP classes since 10th grade. I think people forget that it's OK to be average! Most of the world is average. As I tell my students, most colleges don't expect every applicant to be the youngest student to climb Mt. Everest or find a cure for cancer. Applicants should highlight their own strengths and be confident in their own skills and passions. This listing prompts applicants to think about more than just their GPA.

Finally, a personal favorite ranking is the National Survey of Student Engagement (NSSE). The NSSE asks college freshmen and seniors about their college experience. I always encourage my students to talk to "real students" when visiting college campuses. As a former college tour guide, I applaud tour guides' enthusiasm for their school, but a broader sample of student opinions is helpful to get the real picture. The NSSE is a glimpse into the "real life" of a college.

In summary, the love/hate relationship most counselors have with the US News & World Report annual college rankings is nothing short of complicated. In a way, it's a necessary evil within our profession. On Robert Morse's US News College Ranking blog post from July 30th, he lists the tables that will appear in this year's issue. When August 20th rolls around, I'm sure another blog will comment on the actual rankings. For now, college counselors and college admissions deans/professionals will just enjoy the calm before the storm.