Over the weekend, tweets from higher ed academics and critics were circulating about a recently published article by Jon Marcus in The Hechinger Report. The article, “Most college students don’t graduate in four years, so colleges and the government count six years as ‘success,’” claimed that colleges have moved the finish line to give themselves credit for success if students graduate in six years. Sometimes, that standard may even be eight years, which is what consumers find reported on the College Scorecard.
When I read the press release that the Georgetown Center on Education and the Workforce had issued another report, I eagerly downloaded “The College Payoff: More Education Doesn’t Always Mean More Earnings.”
I wrote an article about four of the more recently issued rankings of colleges and universities. I had originally planned to write a follow-up article with a few groupings of colleges and universities that are not ranked in the top 25 or so.
It’s hard to keep track of college rankings. These days, it seems like everyone wants into the game from which the U.S. News & World Report team made its fame and fortune (note that I did not say “originated” since I believe there were rankings before U.S. News).
In my last article, I reviewed recommendations for instructional spending policies from The Century Foundation, Third Way and Connecticut Democrat senator Chris Murphy. For this article, I will discuss the Veterans Education Project white paper, referenced in a recent Inside Higher Ed article about the limits of instructional spending tests for college accountability.
Alexis Gravely’s recent Inside Higher Ed article, “The Debate Over Instructional Spending Policies,” reports on a Veterans Education Project white paper detailing the limitations of instructional spending tests for college accountability.
My colleagues and I were in New York City to negotiate a credit agreement for our employer, Sun Healthcare Group. Our meeting was scheduled for 10 a.m. on September 11, 2001, and was to take place in the offices of Goldman Sachs at 85 Broad Street.
A recent article written by Eduventures senior analyst Clint Raine, “What’s Happening in the Business Master’s Market?,” stated that master’s degrees conferrals in the business area had only grown by 3% over the past decade while overall master’s degrees conferrals grew by 11%. In the article, Mr. Raine asked if the lower growth rate in conferrals meant that prospects were losing interest in business or if the lower rate was related to something else.
Last week, Los Angeles Times reporters Teresa Watanabe and Colleen Shalby co-authored an article indicating that more than 65,000 fake students applied to community colleges in California over the past few months.
Institutions of higher education are often compared and judged based on their graduation rates, but it often provides an incomplete picture of institutional success. In this podcast, Dr. Bjorn Mercer and I discuss various metrics used to compare institutions and the many variables that affect those metrics.