Rankings? How college students really perceive their academic experiences

3. Rankings? How college students really perceive their academic experiences George Kuh

4. The U.S. News swimsuit issue (Ann Machung, UCOP)

5. University of California represented on AIR/US News Advisory Committee by Anne Machung, UCOP

6. Change in ranking can affect colleges Improvement in rank associated in subsequent years with: • Decreased admit rate • Increased yield • Increased SAT average • Increase self-help financial aid standard—less aid offered Colleges have changed their rank (e.g., Washington University in St. Louis) Source: 30 COPHE institutions over 11 years

7. Volume 5, Issue 1October 16, 2002Visit Art and Science Online

8. Volume 5, Issue 1October 16, 2002Visit Art and Science Online

9. Very Important Not Important Somewhat Important Source: WISCAPE Forum: The Use and Abuse of College Rankings (November 20, 2003).

10. How Students and Families Use Rankings for College Selection (Walpole, 2003) In sum, used by a minority of students but this minority were: • Students focused on institutional academic reputation • High achieving students • Those more likely to attend a university than a 4-year school • More likely to be Asian Americans, less likely to be Chicano • More likely to be middle- or upper-class • Students with higher degree aspirations And … Generally replicated McDonough, Walpole & Perez, RIHE, 39, 5, 1998

11. How Students and Families Use Rankings for College Selection (Walpole, 2003) • More concerned about paying for college • More favorable self-assessment of academic ability and motivation • More likely to file large number of applications and attend a private school • More likely to rely on advice of high school and private counselors representative. • More likely to be traditional; less likely to be first-generation or commuter • Overwhelmingly less likely to attend unselective schools

12. US News Formula Components Alumni Giving Rate Graduation Rate Performance Peer Assessment Financial Resources Student Selectivity Retention Faculty Resources

13. % in Top Decile (8) Financial Resources (31) Peer Assessment (35) Full-Time Faculty (39) Actual Graduation Rate (41) Freshman Retention (43) UC Davis’ Relative Position on MeasuresFinal Score = Rank 43 of 126 Higher than overall rank

14. Acceptance Rate (71) SAT Scores (74) Student/Faculty Ratio (109) % Classes < 20 (117) % Alumni Giving (120) % Classes > 50 (125) UC Davis’ Relative Position on MeasuresFinal Score = Rank 43 of 126 Lower than overall rank

17. Formula Weight by Rank

18. UC Davis Rank = 35

19. Peer Assessment—The Institutional Rating Form 1 = marginal 4 = strong2 = adequate 5 = distinguished 3 = good UC Davis = 3.8

20. UC Davis Rank = 44

21. UC Davis Rank = 82

22. UC Davis Rank = 40

23. UC Davis Rank = 32

24. UC Davis Rank = 81

25. UC Davis Rank = 120

26. % in Top Decile (8 v 53) Financial Resources (31 v 56) Peer Assessment (35 v 25) Full-Time Faculty (39 v 39) Actual Graduation Rate (41 v 36) Freshman Retention (43 v 38) Acceptance Rate (71 v 56) SAT Scores (74 v 38) Faculty Resources (82 v 87) Student/Faculty Ratio (109 v 50) % Classes < 20 (117 v 117) % Alumni Giving (120 v 108) % Classes > 50 (125 v 102) Relative Position on ScalesFinal Score = Rank 43 v 40 (Illinois at Urbana-Champaign)

28. In no way considered transfer students 25%-30% of all new undergraduates or quality of student life

30. Methodology: Best business programs U.S. News surveyed deans and senior faculty at undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business. Participants were asked to rate the quality of all programs they are familiar with on a scale of 1 (marginal) to 5 (distinguished). The rankings are based solely on this survey; 46 percent of those surveyed responded. We also asked for nominations of the best programs in specialty areas. Schools offering any courses in a specialty are eligible to be ranked in that specialty.

31. Methodology: Best undergraduate engineering programs The U.S. News rankings of undergraduate programs accredited by the Accreditation Board for Engineering and Technology are based solely on the judgments of deans and senior faculty who rated each program they are familiar with on a scale from 1 (marginal) to 5 (distinguished). We have separate rankings for schools that offer doctoral degrees in engineering and schools whose terminal degree in engineering is a bachelor's or master's. Research at the graduate level often influences the undergraduate curriculum, and schools that have doctoral programs in engineering tend to offer the widest possible range of offerings. Students who prefer a program focused on undergraduates can consult the list of top programs at schools whose terminal degree is the bachelor's or master's. Fifty-four percent of those surveyed returned ratings of the group whose terminal degree in engineering is a bachelor's or master's; 58 percent did so for the doctorate group. We also asked for nominations of the best programs in specialty areas; those receiving the most mentions in each appear here. Schools offering any courses in a specialty are eligible to be ranked in that specialty.