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• W1567298983 abstract "Background A handful of colleges and universities sit as the uncrowned princes of the U.S. system of higher education. With enormous endowments, renowned faculty, and international prestige, there is no question that a comparative handful of institutions--most of them private--stand above the rest. These colleges are highly selective, such as the prestigious Ivy League schools, which have an average acceptance rate of under ten percent (1). They attract of preponderance of the highest-achieving high school graduates, as evidenced by the average SAT scores of incoming freshman (Hoxby 2009). And, as many of the top schools are private, they tend to be much more expensive to attend: the total charges (including tuition and fees) for in-state four year public colleges in 2010 was $16,000 per year, less than half of that of private non-profits at $37,000 (Baum and Ma 2010). What is less clear is what these bright students and their families are getting for their money. At first blush this might seem a rather odd question. After all, students at elite institutions of higher education tend to graduate at a higher rate, are more likely to pursue advanced degrees, have more prestigious careers, and earn higher salaries than students at other universities (Carnevale and Rose 2003). The disproportionate rewards accruing to students at top colleges have aroused a great deal of concern due to their underrepresentation of women, minorities, and those from families of modest means. However, simply because graduates of the best schools do rather well in life tells us little about the quality of education they have received. First, it should be remembered that education is in part a positional good (Hollis 1982): one need not learn a great deal, only more than one's competitors. Higher incomes associated with having gone to a Harvard or Yale are not necessarily an indicator of having received an objectively excellent education, only that their graduates' educations are deemed superior to that obtained by others elsewhere. Second, the very privileged status of those entering the most prestigious schools raises doubts about the rigor of the instruction provided. The success of those graduating from elite colleges could simply be an instance of selection bias: they attract the best students in part through reputation and price signaling, so it should not be surprising that their alumni do rather well. These postsecondary institutions provide superior social networking advantages and peer effects, real benefits to be sure, but hardly indicators of a strong curriculum. There is every possibility that students at the most selective postsecondary institutions would do just as well having gone somewhere else. These considerations raise the question: is the selectivity of a college necessarily an indicator of the quality of education received? The difficulty to date in judging the quality of higher educational institutions is that the most common metrics are selectivity measures like acceptance rates, input measures such as SAT scores, and outcome measures such as wage and career data. What has been lacking thus far are measures of the value added by these schools. In other words, we need a way of determining how much additional knowledge has been gained by students in a given educational program in comparison with other programs. (2) From the U.S. Teacher Education Study in Mathematics (TEDS), we now have such information. The TEDS yields empirical data on the educational experiences and content knowledge gains of a nationally representative sample of future teachers prepared at a wide variety of institutions. By combining data from the TEDS study with college selectivity measures--specifically the respected Barron's college rankings--it is now possible to estimate the degree to which selective schools provide a superior education, at least in one academic discipline. Other studies, such as that of Arum, Roksa, and Choe (2011), examined learning gains across disciplines using generic measures of cognitive ability such as critical thinking that may or may not be appropriate to specific majors. …" @default.
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• W1567298983 date "2011-09-22" @default.
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• W1567298983 title "Are College Rankings an Indicator of Quality Education" @default.
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