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"Ranking the Rankings August 23, 2010, 9:01 am By Richard Kahlenberg If it's back to school, it must be time for the publication of college rankings. In recent days, U.S. News & World Report released its much-discussed rankings of U.S. colleges and universities, and the Shanghai Jiao Tong University declared its ranking of world universities. As my Innovations Blog colleague Richard Vedder noted recently, Forbes has its own rankings to compete with U.S. News, and Vedder (who helped Forbes come up with its methodology) argues that Forbes's is better-that is, ranks higher. My good friend Ben Wildavsky, a former education editor at U.S. News, discusses the proliferation of rankings in his fascinating new book, The Great Brain Race: How Global Universities Are Reshaping the World. Wildavsky devotes a lengthy chapter to global rankings and compares and contrasts the two main international rankings-the Shanghai rankings, which look primarily at science research (counting factors such as the number of alumni and faculty who have Nobel Prizes and citations in science journals) with those of the Times Higher Education Supplement, which heavily weights academic peer evaluations. Despite their fundamental differences, Wildavsky notes, in 2008, the top 10 in the two lists had seven overlapping institutions. My own favorite in the rankings game is The Washington Monthly, which today released the 2010 rankings of "What Can Colleges Do for the Country." While other guides "help students and parents decide how to spend their tuition dollars wisely," the Monthly says its goal is "to tell citizens and policy makers which colleges [are] spending their tax dollars wisely." The Monthly ranks colleges and universities based on whether they promote social mobility; research, and service. As I've noted elsewhere, one of the intriguing findings of the Monthly's social mobility ranking is that public universities systems where affirmative action by race has bee

"The State of the Rankings November 11, 2010 By Philip G. Altbach With the arrival of the new academic year in much of the world, the rankings season must be under way. The major international rankings have appeared in recent months - the Academic Ranking of World Universities ([ARWU, the "Shanghai Rankings,"), the QS World University Rankings, and the Times Higher Education World University Rankings (THE). Two important U.S. rankings have also been published - the U.S. News & World Report America's Best College Rankings, and the much-delayed National Research Council's Assessment of Research Doctorate Programs. These are but a few of the rankings available on national or regional postsecondary institutions. For example, the European Union is currently sponsoring a major rankings project. In Germany, the Center for Higher Education Development has formulated an innovative approach to rankings of German universities. The list can be extended. The Inevitability of Rankings If rankings did not exist, someone would invent them. They are an inevitable result of mass higher education, and of competition and commercialization in postsecondary education worldwide. Potential customers (students and their families) want to learn which of many higher education options to choose - the most relevant and most advantageous. Rankings provide some answers to these questions. It is not surprising that rankings became prominent first in the United States, the country that experienced massification earliest as a way of choosing among the growing numbers of institutional choices. Colleges and universities themselves wanted a way to benchmark against peer institutions. Rankings provided an easy, if highly imperfect, way of doing this. The most influential and most widely criticized general ranking is the U.S. News & World Report America's Best College Ranking, now in its 17th year. Numerous other rankings exist as well, focusing on a range of variables, from the "bes

"U.S. goes from leading to lagging in young college graduates By Daniel de Vise Washington Post Staff Writer Thursday, July 22, 2010; 6:07 AM The United States has fallen from first to 12th in the share of adults ages 25 to 34 with postsecondary degrees, according to a new report from the College Board. Canada is now the global leader in higher education among young adults, with 55.8 percent of that population holding an associate degree or better as of 2007, the year of the latest international ranking. The United States sits 11 places back, with 40.4 percent of young adults holding postsecondary credentials. The report, to be presented Thursday to Capitol Hill policymakers, is backed by a commission of highly placed educators who have set a goal for the United States to reclaim world leadership in college completion -- and attain a 55 percent completion rate -- by 2025. "