College Ranking Article

Opportunities For Average Graduates

 

 

 

 

College Bound Vol. 16 No. 5 February 2002
Where Do The "C" Students Go?


Opportunities For Average Graduates

THEY MAY NOT get into Harvard, Yale or any of the top name brand colleges. But for college-bound students with just average grades, there are still many schools of higher learning that welcome them.
Early this year, COLLEGE BOUND looked at the admissions policies at several representative colleges and universities around the country and found that, despite the current competitive atmosphere, high school students with a 2.0 GPA, SATs of 850 to 1050 or ACTs of 18 or above still have a variety of educational options open to them.

While much of the attention in the media focuses on the top colleges and the status of "A" and "B" students, "We should care about 'C' students because they're the backbone of our country," says Claire D. Friedlander, a college consultant at Bedford Central School District in New York and with Jewish Family Service in Stamford, Connecticut. She observes that half the students she counsels are "C" students. "That means they're average-the guy next door, the gal next door."


WHERE DO THEY GO?

It is important to remind parents that in every region of the country, that state, city and private four-year colleges and universities accept "C" students.
Most two-year schools also offer an alternative for the student with average grades and SATs. Religious colleges and universities are an option as well, and often have no religious restrictions on admissions.
Equally important, CB found that numerous affordable colleges and universities are available to the average student, and that "C" students needn't be denied the chance to obtain a higher education because of finances.

What admissions officers know is that average students, if given the opportunity to attend college, frequently excel academically. Peggy Richmond, director of admissions, Keene State College in New Hampshire, notes that these days many students may need to work while in high school or they become involved in activities, and they should not be penalized for that. "If students have worked hard and then had 'C's' across the board, they are likely to do well in college," she says.


LATE BLOOMERS


Admissions officers also point out that many "C" students go on to earn postgraduate degrees. Why do so many average students end up doing well in college? The reasons vary, but experts cite the following: Mandated academic requirements to remain in school; an increased student maturity after leaving high school; intensified motivation; career path motivation; and from the students' point of view, more interesting classes and more knowledgeable, interesting and highly motivated faculty. Unlike the high school student, the college student also has the option to chose classes suited to his or her personal or career interests.
For students away from home for the first time, there may be a new sense of independence and responsibility that inspires a major academic effort. For students on a rural campus, an absence of distractions, including nightlife and shopping malls, was cited as a principal reason for a new academic success.
There is also a consensus among admissions officers that student attitudes often change radically after high school graduation; many become more studious and more serious about school and life.
Friedlander also notes, "The higher you go, the easier it gets, because you're beginning to get into the areas that interest you. When you're in compulsory education...you're taking what the state says is important to be considered educated at a minimum level, which is what a high school diploma is." As students go on with their education, they focus on what they like, she says, "and what you like is highly correlated with what you're good at."

 


MANY BLOSSOMS

According to Thad Robey, manager of education, College Coach, a commercial consulting firm based in Newton, Massachusetts, "There are many schools out there that accept 'C' students. They're not the top schools, and they're not name brands. But they can provide an excellent education, good support services and in most cases financial aid. There's also an emphasis at these schools on what students at this level need to succeed academically. Most offer counseling that helps them to fully develop their fundamental skills."
Also, students who did not perform well academically in high school have the potential to excel. "Students who haven't blossomed yet in high school may nevertheless have the potential and skills to do well and make a contribution," Robey explains. "Many of these students have gone on to earn advanced degrees, and some have become physicians, lawyers and other professionals."
When searching for a college where "C" students are admitted, keep in mind that there's more than 4,000 schools of higher learning in the country and numerous choices are available, Robey points out.


SOME EXAMPLES

In New England, Castleton State College, Castleton, Vermont, admits students with "C" average high school grades and 1000-level SATs. Founded in 1787, and one of the country's oldest institutions of higher learning, Castleton has a student population of about 1,700, 45 percent of which is from out-of-state.
"Students who come in with average grades are a significant portion of our freshman population," says Bill Allen, dean of enrollment at Castleton. "Many of them go on to earn a Phi Beta Kappa. For us, it's a common occurrence." Small class sizes and a 17-to-1 student-to-faculty ratio are among the factors which promote academic success at Castleton, according to Allen. Financial aid is also available for incoming "C" students, and about 80 percent of these receive some form of financial assistance.


IN THE SOUTH

The University of West Alabama, Livingston, has an open door admission policy for average students, according to Miles Hester, director of admissions.
"Basic requirements are a minimum ACT of 18, and/or an 870 minimum SAT, and a 2.0 GPA," says Hester. "Students will also be admitted if they submit proof of high school graduation, and if their grades are below requirements, they'll be admitted on a probationary basis." Financial aid is available on a per-need basis, and additional in-house scholarship programs are also offered.
About half of the student population of nearly 2,000 are in the average high school category, according to Hester. But many do well in college and some go on to post-graduate degrees, Hester says. Average class size is about 25, and the student-to-faculty ratio is about 18-to-1. Approximately 30 percent of the student body is from out-of- state.


MIDWEST OPTIONS
In the heart of the Midwest is Chadron State College, Chadron, Nebraska, a school with a very hospitable admission policy. "We have no SAT requirements, no grade requirements," says Tena Gould, director of admissions. "We're open admissions, as long as the applicant has graduated from high school. But some students will be required to take remedial courses in English and mathematics before they can take regular college courses." Roughly half of the student population of 2,600 came in as average students, according to Gould.

Chadron State College is part of a three-college Nebraska state system which also includes Peru State College and Wayne State College, both of which have the same admissions policy.
"Average students do very well at Chadron," Gould says. "We're in a small rural community so there's no nightlife, no malls and no distractions. Students get a lot of personal attention from faculty and from local residents in a host-parent program. And students can get involved right away in all student activities. They don't have to wait to join clubs, run for office or participate in other programs."
Financial aid on a per-need basis is available to all students. About 21 percent of the student population is from out-of-state, mainly from the surrounding states of South Dakota, Kansas, Colorado and Iowa.

 


WEST OF THE CONTINENTAL DIVIDE

Rocky Mountain College in Billings, Montana, is another institution where the average student is welcomed.
"We get a lot of students out of high school who want to do something more with their education, and we tell them we have a lot to offer," says Steph Loughney, an admissions officer at Rocky Mountain College.
Admission requirements are a 2.5 GPA, a SAT score of at least 800 and an ACT minimum of 18. "All students get a lot of one-on-one attention from their professors, so they can grow academically, emotionally and spiritually," says Loughney. Financial aid is available and about 95 percent of the roughly 800 students receive it in some form.

In the Far West, Eastern Oregon University, La Grande, Oregon, has no minimum SAT requirement, but requires a 2.75 GPA for admission, although the application of a 2.5 student will also be considered. Admission will be granted the 2.5 GPA student if there are extenuating circumstances, explains Christian Steinmetz, director of admissions. "If the 2.5 student had family issues, moved a lot or even worked part time, he or she could still be admitted."

With a low class size, a student-to-faculty ratio of 14-to-1 and free tutoring, average students can and do excel academically, Steinmetz points out.
Of the 2,000 students, about 70 percent are Oregon residents. But there's no additional out-of-state tuition charges and so students are drawn here from as far away as Alaska and Hawaii.


CITY COLLEGES

Average students who live in or near large or medium size cities should also consider attending a city college. Many have hospitable admission policies. In New York City, for example, Kingsborough Community College of the City University of New York, a two-year college, will accept anyone with a high school diploma or a general equivalency diploma, and average grades. Financial aid is available, and tuition costs are reasonable for both residents of New York State and out-of-state residents. Full-time New York resident students with 12 or more credit hours pay $1,300, full-time out-of-state students pay $1,588, exclusive of all required fees.

Located in the Brooklyn community of Manhattan Beach, Kingsborough Community College has a student enrollment of about 15,000. The school offers 28 degrees and two certificates. Among the degrees offered are, biology, business, nursing, computer science, exercise science, physical therapy and tourism and hospitality.

"Unless they have a [passing] level on SATs, incoming students are given placement tests in reading, writing and mathematics to determine if they need remedial courses," says Robert Ingenito, director of recruitment and development. "We give all these students an opportunity to move forward in their academic life. We have a free tutoring laboratory, a bilingual program for Spanish-speaking students and an office which helps students with learning disabilities... We also have an eight-story research library. And every student... has an academic advisor."

With this full range of student services, including no-cost tutoring, Kingsborough has one of the highest graduation rates among city colleges of New York, says Ingenito. "Any student who graduates from Kingsborough is guaranteed admission to a four-year school within the City University of New York system."


TWO-YEAR ROUTE

Private two-year schools which offer associate degrees and professional training programs are another option. Argosy University, for example, now has 12 main campuses in nine states: Arizona, California, Florida, Georgia, Hawaii, Illinois, Minnesota, Virginia and Washington.
Admission requirements at Argosy University/Twin Cities in the Minneapolis-St. Paul area, for example, do not exclude students with average grades, SATs and ACTs.

"High school grades are not always the best indicators of a student's future level of success," says Jeanne Stoneking, director of admissions of Argosy University/Twin Cities.

"Many students who have not done well in high school have gone on to take certain courses and find a career path that they truly desire and...many times these students turn out to be the best students."
The eight two-year undergraduate allied health care programs offered at Argosy/Twin Cities are dental hygiene, diagnostic medical, medical assisting, medical laboratory technology, histotechnology, radiology technology, radiation therapy and veterinarian technician.

"We have a high pass rate on professional state exams, and a hire rate of 90 to 100 percent, depending on the associate degree," says Stoneking. A significant percentage of these students came to Argosy University/ Twin Cities as average students, she notes.
Finally, it is worth remembering that Albert Einstein dropped out of high school with poor grades in history, geography and languages. Later, he resumed his education, earned a four-year degree in physics, and eventually was recognized as one of the most creative intellects in human history.

 



Guide Book Lists 100 Colleges

A variety of guides are also available for an efficient nationwide search for colleges and universities where average students are welcome. Among them: 100 Colleges Where Average Students Can Excel, by Joe anne Adler, published by Arco, an imprint of Peterson's.

The majority of American high school students are in the middle tier of SAT scores," says Michael H. Fleischner, vice president, business development and marketing for Peterson's. "That's why we created this guide - because the majority of students are at this level."

100 Colleges Where Average Students Can Excel, lists schools around the country where an average student can not only gain admission, but can attain a high level of academic achievement.

Comprehensive data is given on degrees offered, student population size, faculty-to-student ratio and class size. Each entry also describes the history of the college, the campus and community, students and student life, activities and admission requirements.

The guide is available for $14.95, paperback. It is also obtainable at a 20 percent discount, plus a shipping and handling charge, at Peterson's website, www.Petersons.com


Web References
For more info see the web sites for:

Argosy U.: www.Argosyu.edu
Castleton State C.: www.Castleton.edu
Chadron State C: www.Csc.edu
Eastern Oregon U.: www.Eou.edu
Kingsborough Community C.: www. Kbcc.cuny.edu
Peru State C.: www.Peru.edu
Rocky Mountain C.: www.Rocky.edu
U. of West Alabama: www.Uwa.edu
Wayne State C.: www.Wsc.edu

 

 

 

College Ranking Article

Learning Beyond Measure
September 17, 2002
By RICHARD R. BEEMAN


PHILADELPHIA - When the U.S. News & World Report annual rankings of undergraduate programs at American colleges and universities appeared this week, I breathed a sigh of relief that my university continued to appear among the top 10 in the "national universities" category. As the dean responsible for undergraduate education at the University of Pennsylvania, I have found that the task of keeping alumni and donors happy about Penn's status has been made much easier by our rise to prominence in those rankings. And of course a good ranking has also played a significant role in driving both the numbers and quality of our student applicant pool steadily upward.
These would appear to be good things - perhaps even cause for joy as well as relief. But I certainly felt no joy upon the appearance of the annual rankings, for, like so many college administrators, I believe these rankings are flawed in their conception and pernicious in their effect on prospective students and their parents.
I spend most of every day working to improve the quality of educational opportunity that we offer our undergraduates, and I know that my counterparts at other research universities do the same. How can we improve the quality and rigor of our writing programs? How can we involve faculty more effectively in advising our students? How can we provide more of our undergraduates with the opportunity to work with faculty on research projects? How should our liberal arts curriculum address the increasing preoccupation of both our students and their parents with vocational concerns? How should our curriculum reflect the ongoing revolution in information technology?
There is little in the U.S. News ranking categories - or in the rankings done by other publications - that bears on these questions of educational opportunity. One might think that two of the most important categories - "peer assessment" and "faculty resources" - would measure the actual quality of an institution's educational programs, but they don't. Peer assessments, in which college presidents, provosts and deans rate other schools' overall academic quality, do not evaluate educational effectiveness. And the "faculty resources" category, while a reasonably reliable index of overall faculty strength and class sizes, does not measure the quality of effort expended by faculty in teaching undergraduates.
Even if the methodology were foolproof, the very idea that universities with very different institutional cultures and program priorities can be compared, and that the resulting rankings can be useful to students, is highly problematic. But perhaps even worse is that the rankings further exacerbate the rampant consumerism that is now so prevalent among entering students and their parents, encouraging an attitude that admission (and payment of tuition) to one of the "top 10 schools" is somehow a guarantee of a "top 10 education."
The one consistent source of satisfaction in my job is watching some of our students make the most of the educational opportunity the university offers them. Conversely, the most frustrating aspect of my work is seeing students respond passively, treating their education at Penn as something that is given to them rather than as something they must aggressively fashion for themselves.
I believe that intellectually curious and motivated students can achieve excellent educations at many different kinds of colleges and universities around the country, and those students will be much better educated than students who pass through "top 10" universities passively and without intellectual passion.
It may be the case that the U.S. News rankings are as conscientiously and fairly constructed as anything that has yet come along. But I fear that even if meaningful rankings were possible, they do more harm than good in serving the needs of prospective students. Rankings contribute to the erroneous notion that a first-rate college education is something that one is handed upon admission. But a student's success in acquiring an education depends much less on consumer ratings of the product being offered than on the effort, dedication and creative energy a student invests in learning. Rankings both underestimate the amount of work it takes to get a college education and overestimate the importance of a university's prestige in that process. In that way, they may do considerable harm to the educational enterprise itself.

Richard R. Beeman is dean of the College of Arts and Sciences at the University of Pennsylvania.