Home > CPP’s Blog > Academics Flunk College Rankings: It’s The Fit Not the Label that Counts
February 4, 2011 No Comments

Academics Flunk College Rankings: It’s The Fit Not the Label that Counts

By Sam Rosensohn

Washington and Lee University’s president is furious with college rankings – I think largely due to the Princeton Review, which ranked his school as one of the nation’s finest party schools.

President Thomas Burish’s anger drove him to pen a defense of Washington and Lee this summer and to critique the national rankings in a brochure entitled, Straight Talk. College Ranking Services: How Useful Are They?

Whether Washington and Lee is the great party school that the Princeton Review says it is, or whether it’s “widely respected as one of the nation’s top liberal arts colleges” as Burish says it is, is of little matter to me.

What’s of importance is that students and parents get a handle on the college ranking game, and for this we have Burish and the Princeton Review to thank.

A terrific high school college counselor, Brad MacGowan, who works at Newton North High School in Massachusetts, noted years ago that besides attempting to quantify the unquantifiable, rankings confused selectivity with quality.

It was MacGowan who wrote that college rankings drove students to look at the label rather than the fit; a sure-fire recipe for disappointment.

“If a student is interested in physical therapy and Harvard is the number one school, it’s not your number one school, because they don’t have physical therapy,” Mike Konopski, director of admissions at Niagara University, said the other day.

“I’m concerned about how much weight those rankings are given by a prospective student and his family. Sure you can look at a ranking, but that’s only one small tool in the college search process. The fit is what’s most important.”

Christian Amport, a young Guilford architect, recalled freshmen orientation at Carnegie Mellon not too long ago. He was excited. The Pittsburgh school’s architectural program had been ranked number one in the nation.

At freshmen orientation Amport discovered he was very different from his classmates. Many had been working since they were 15 at what they wanted to accomplish professionally. They were hyper-focused, said Amport, a gifted student, who wanted to do more than study architecture, and who wasn’t rearing to burn the midnight oil.

Carnegie Mellon, according to this student, isn’t about fun. It’s about learning, learning, learning, and learning at the most demanding levels.

“The professors expected that everyone was going to be competing on the highest level. It’s like going through Marine Corps training,” said Amport, who has high regard for the Pittsburgh school, but who found himself in a program that made it difficult to take a breath or to explore courses outside of his major.

Amport went on to graduate from the University of Vermont in 2003 where he majored in architecture and minored in philosophy.

So the smart thing to do is to review the rankings, but spend most of your time visiting schools and trying to connect with students at those institutions.

A short visit to the school cafeteria, a couple of classes, a look at the school newspaper and a couple hours at a dorm will not do it. Take your time to find students at the schools you’re interested in attending and spend some electronic time together.

You can call a school’s admission’s office and ask to communicate electronically with some sophomores. Freshmen won’t know enough so speak with students who have made it through their freshmen year. They’ll be able to tell you just what the academic and social culture is like.

College publications, national rankings, books on colleges are all good starts, but nothing replaces visiting a school and getting to know some students there.

What follows is a list of ideas for school visits that MacGowan and his colleagues at Newton North High School have compiled:

  • Take a campus tour and attend an information session in the admissions office.
  • Arrive a half-hour before the appointed time and see a little of the campus on your own.
  • See what’s important to you (chemistry lab, radio station, dorms) if they’re not on the tour.
  • You should be neatly attired, but not overdressed.
  • Be honest, sincere, and interested.
  • Soon after the visit, jot down some notes on what impressed you about the school. Also note any particular likes or dislikes you had about the school. Include any additional questions that came up during the visit.
  • Take a few pictures of each campus to help you remember them later on.
  • Eat a meal on campus (check out the cafeteria and the snack bar).
  • Pick up a copy of the school newspaper and other publications.
  • Read the bulletin boards. She what’s happening on campus (concerts, lectures, social events).
  • If you visit when the school is not in session, and you are impressed, you may want to set up a return visit when students are on campus in the fall or after you have been admitted.

If interviews are offered:

  • Set up an interview with an admissions officer. If they only offer student interviews, set up one of these.
  • Arrive early so that you can compose and prepare yourself.
  • Look the interviewer in the eye during the interview.
  • Follow up with a thank you note to the interviewer.

If you attend a class, ask yourself:

  • Are students interested in the material?
  • Do students participate readily in discussion?
  • Are students prepared for class?
  • Were you intellectually challenged by what took place?
  • Do you feel the students learned – either new facts or new ways of thinking about a subject?
  • Is there a good rapport between professors and students?
  • Would you feel comfortable in this setting?

Academic

  • How much flexibility will I have in my curriculum?
  • Can I change majors?
  • Can I double major?
  • What minors are offered?
  • Can I cross-register with other colleges?
  • Is there a “core curriculum”?
  • What is the average class size? What is the average class size for freshmen?
  • What is the faculty-student ratio?
  • Can I get an internship in my major field?
  • How many classes/credirs do students usually take?
  • How often does each class meet per week?

Faculty

  • What percentage of the faculty teach freshmen/sophomores?
  • Will I be taught by graduate students?
  • How accessible are the faculty?
  • Do they have office hours? How many hours per week?
  • Do faculty act as advisors? Are there other academic advisors available?
  • Are faculty available outside the classroom?
  • Are the faculty encouraged to publish research?

Student Life

  • What types of students are here?
  • Are they diverse?
  • How many are from the local area? How many are from in-state?
  • Are they tolerant of different kinds of students?
  • What kinds of student organizations are there on campus?
  • Are there fraternities and sororities? What percentage of students are members?
  • Is there school spirit?
  • What kinds of athletic teams/sports programs are there?
  • Are there intramural or club teams? If so, in what sports?
  • Is there an active and effective student government?
  • What happens on campus on weekends?
  • Do most students leave on weekends?
  • How politically active are the students?

Miscellaneous

  • How are the athletic facilities? Music? Theater? Etc.?
  • Is housing guaranteed for four years?
  • What types of housing are available?
  • What housing would be best for a freshman?
  • Can I change dormitories?
  • What’s the food like? What are the dining options?
  • How convenient are laundry facilities?
  • Is it possible to study in your dorm room?
  • Does this school have a safe campus?
  • How active are the alumni?
  • What kinds of student support services are available?
  • Do I need a computer? What is the computer situation on campus?
  • How do I apply for financial aid?
  • Does this school offer athletic, scholastic, merit, or performance scholarships?

Sam Rosensohn is the founder of College Planning Partnerships, which offers prep classes for the SAT and helps students to prepare for college and write college essays. He can be reached in Clinton at 860-664-9857 or at sam@satprepct.com

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Gary Burgard

Gary Burgard has been an educator for nearly fifty years. After graduating from Yale in 1959, he taught high school English, worked as an assistant high school principal, became Principal of Wethersfield High School, and finished his school career as Assistant Superintendent of New London Schools. More recently he has worked as a Special Education tutor at Waterford High School and as an SAT and LSAT tutor. He joined College Planning Partnerships in 2004.

Gary and his wife Cathy, also a teacher but more recently a librarian, went through the parent side of college placement with their two sons Matthew (Georgetown) and Timothy (Bucknell). Grandson Lucas and granddaughter Zoe now occupy center stage.

Gary, who was accepted at Harvard University but chose to go to Yale because of a better financial package, has an extraordinary intellect and knowledge base in all areas known to the SAT, the ACT and beyond. When there's a question - whether it's about math or grammar or science - Gary is the guy we go to. He has been instrumental in helping us to continually find more productive ways to reach our students and evaluate our programs.

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Zachary Rosensohn

Zac is a graduate from Wesleyan University. A football player, an English major, a lover of music, Zac continues to help us to find faster and more efficient ways to bring the lessons home to students. Nearly all of our tutors are old enough to be our students' parents so it's essential that we gain a young person's perspective on how we instruct. Zac was essential in creating PowerPoint Presentations for the math that allow us to cover more ground in math in each class. Prior to this innovation there was not enough time to diagram every problem on the board. Zac was also instrumental in helping create The Essay Clinic, a self-standing online essay program. His sense of design and pace is impeccable. That, combined with his self-taught computer skills and longtime interest in teaching and business, makes for a perfect fit at CPP, and we are thrilled that he has joined us full time.

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Mike Kapernaros

Mike is a graduate from Macalester College. He took math classes at Wesleyan University when he was in elementary school. He was ranked 15th in the nation in math in the tenth grade. Despite having more math in his little pinky that most people have in their entire beings, Mike was a down-to-earth football player in college, who also happens to be a champion scrabble player with a terrific sense of humor. He has worked with us - as Zac Rosensohn has - to help us provide the easiest and most straightforward forms of instruction for high school students. He has come up with alternative ways to solve problems that many students immediately grasp. He has helped us to develop curriculum, spot quizzes, and math assessments to determine if students learned enough Algebra I, Geometry or Algebra II in school to do well on the SAT. Mike was originally a student here (he taught us a lot) and has worked with us for over three years. When Mike speaks, we listen.

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Jenny Honan-Smith

Jenny Honan Smith is a motivated, dedicated writer and teacher, who is passionate about the power of words both in literature and in writing. She helped create the content for our college essay online clinic, and as editor and writing tutor, she enjoys helping students find their voices and present their best to the admission officers at the colleges of their choice. She also instructs classes and tutors individual students in the verbal portion of the SAT. Jenny is an instructor at Albertus Magnus College, teaching classes in their associate’s, bachelor’s, and master’s degree programs including courses in literature, college and professional writing, and communications. Additionally, she is a freelance writer and is currently engaged in a 2-year website redevelopment project at WPI. Past freelance work has included articles for local newspapers, web projects, and curricula for high school and college courses. She received her BA in English from The Catholic University of America and her MA in English from Southern Connecticut State University. In the summers, she enjoys boating with her husband and two boys and manages the Thimble Islands Ferry Company, co-owned and operated by her husband.

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Emily Harris-Martinez

A native of Albuquerque, New Mexico, Emily recently returned to Albuquerque after a nine year absence. Emily attended Sandia Preparatory School and went on to Macalester College. Emily received a bachelor’s degree in psychology with a minor in sociology and an emphasis in women’s studies. Emily graduated magna cum laude and is a member of Phi Beta Kappa. Emily was president of Psi Chi, the psychology honor’s society while at Macalester. Upon graduation, Emily re-located to Arizona where she earned her master’s degree in social work and was a member of Phi Alpha, the social work honor’s society. Emily worked in child welfare with at-risk children and families in Arizona until her return to Albuquerque. When not tutoring or caring for her infant son, Emily enjoys reading, the outdoors and finding grammatical errors.

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Ann Louise, wife of founder Sam Rosensohn, is the chief financial officer. No business decision is made without it going by Ann Louise. She does the books, pays the bills and works to keep our fees and tuitions as low as possible. As a working mom, she understands how hard it is to keep up with rising prices in a down economy. While Ann Louise is the glue and the special ingredient that keeps our enterprise smart, welcoming, cost efficient, she is a fine arts painter by profession. A graduate of the School of Visual Arts in Manhattan, Ann Louise shows her work locally. Nearly all of the art on the walls in our office has been done by Ann Louise. She is the mother of Zac, who also works in the business, and Trevor Rosensohn, a freshman at CU Boulder.

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Thomas Pipoli

Thomas is a graduate of the College of the Holy Cross and double-majored in History and Italian.He has recently achieved his master’s degree in Global, International, and Comparative History at Georgetown University. From an early age, Thomas developed a fascination for important dates, famous figures, and historical themes. He utilizes these passions to help tutor students in preparation for the AP & SAT II subject tests in World history. A specialist in global historical concepts and transnational themes, Thomas is adept at simplifying history and making it understandable for students. Outside the classroom, Thomas loves to travel and cook.

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Bill Banks

Bill Banks, a former print and online journalist, took up teaching English ten years ago in New York public schools. Since then he has taught history and philosophy at The Wooster School in Danbury, as well as literature, film and business as a private tutor. A graduate of Stanford University, he earned a master’s degree in education at Manhattanville College in Purchase, N.Y. For the past eight years, he has also specialized in teaching prep for standardized tests, including the SAT, PSAT and SSAT. Bill lives in Brewster, N.Y., with his wife of twenty years and the youngest of three kids, who foolishly insists that he can wear his hair a little long if wants to.

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Katherine Ryan

Kathryn graduated form Georgetown University with a bachelor's degree in math from Georgetown University and went on to earn a masters degree in education at Harvard University. After teaching high school math for ten years in Massachusetts and at the acclaimed Horace Mann School in The Bronx, she settled in Ivoryton, Conn., with her husband John where they are currently raising their three children. Kathryn brings intelligence, humor, insight, warmth and understanding to each and every tutorial. When not tutoring students for the SAT or the ACT, Kathryn enjoys running and swimming, and in the summer can often be found with her family sailing on the Connecticut River. She is tireless and gives her students everything she's got - and that's a lot.

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Ilana Straus

Ilana Strauss is a senior at Yale University studying English. Her recent experience with test-taking makes her a primary source of information on scoring high. In high school, she earned a 35 on the ACT (36 Reading, 36 Writing, 34 Math, and 33 Science) and a 2250 on the SAT (780 Writing, 750 Math, 730 Reading), as well as 800 in Biology M, 790 in US History, 750 in Literature. She enjoys imparting knowledge about tests like these onto high school students. Additionally, she is heavily involved in analytical reading and writing. As an English major, she spends most of her time reading books and writing essays. During summers, she has interned at various writing-related companies, such as Reader’s Digest, where she edited articles, the Scripps Howard News Wire, where she wrote features, and FX Networks, where she read and analyzed pilots, screenplays, and plays.

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Alex Gopinathan

Alex Gopinathan scored 800 on the SAT when he took it for the first time during his junior year. Originally a student at College Planning Partnerships, Alex has worked with us for the last three years, helping us to advance our math curriculum and create the signature PowerPoints we use so students can quickly visualize how to solve both verbal and math problems. Alex is completing a five year Combined Plan Program at Fordham University and Columbia University in Electrical Engineering. Alex will earn a degree in engineering physics from Fordham and a degree in electrical engineering from Columbia. Alex, a third degree black belt in Taekwondo, enjoys participating in Mixed Martial Arts. Besides offering Alex another way to express his love for math, Alex believes that tutoring fulfills a learning experience for both the student and himself.

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Malcolm McClain

Malcolm McClain is a senior Black Studies major at Amherst College. A student at a liberal arts college, he has spent a significant amount of time exploring different fields such as economics, political science, Chinese, and urban planning. As a Black Studies major, Malcolm spends most days writing essays and breezing through a couple books a week. He also enjoys traveling and has spent over a year teaching English in both Vietnam and China. With diverse work experience, Malcolm has helped write proposals for multi-million dollar investment banking deals, business plans for small start-ups, and edited official documents for a U.S. Congresswoman. With all of his reading and writing experience, Malcolm truly enjoys teaching the critical reading and essay portion of the SAT.

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Kate Paul

Kate Paul is an Economics and Asian Languages & Civilizations double-major at Amherst College. Kate spent the last two summers working in China, and was thrilled to have the opportunity to go back this past winter to teach SAT prep in Dalian. Kate enjoys teaching and watching students progress, and is particularly looking forward to her next trip to Asia and working with more online students. Kate is a captain of the Amherst Women's Tennis Team, continuing a passion she has had since a young age.

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Sam Rosensohn

Sam Rosensohn is the founder of College Planning Partnerships, a college prep company that is known for its extraordinary results and the care and attention it gives to each and every student.

Sam is a nationally recognized public school teacher. The U.S. Congress, the Connecticut State Legislature, and statewide teacher organizations have recognized Sam for excellence in the field of education.

Harvard University asked Sam to participate in a research project entitled, The College Access Collaborative. After completing a nationwide search, Yale University's School of Management chose College Planning Partnerships as a company for its graduate students to partner with.

Sam wrote a widely-read newspaper column that is entitled, College 101. The veteran public schoolteacher is a recipient of the James Madison Fellowship, issued by the U.S. Congress to one teacher annually in the state of Connecticut. The Connecticut State Dept. of Education asked Sam to help establish the standards for the statewide interdisciplinary CAPT test issued to tenth graders.

The Gilder Lehrman Institute of American History chose Sam to participate in their Summer Seminar at Brown University. He was selected as a fellow for the Amistad American Fellowship, done in conjunction with Yale University.

He is a recipient of the Connecticut Education Association's Presidential Award for Human and Civil Rights for directing a student effort that freed over 25 slaves in the Sudan. Governor Rowland and the Connecticut Senate recognized Sam for organizing a student movement that led to the creation of 16 bills to stem student violence.

President Bill Clinton and U.S. Senator Christopher Dodd recognized Sam and his students for influencing the Connecticut State Legislature on the Sheff vs. O'Neill case. He is a recipient of the Connecticut Celebration of Excellence Award.

Sam has written educational material for the New York Times Learning Network, Prentice Hall, Peregrine Publishers, and the Hartford Courant. He has a Bachelor of Arts Degree from Boston University. He was a newspaper reporter for The New York Post for 10 years, taught for five years at John Winthrop Jr. High in Deep River, served as the executive editor for five Shoreline Newspapers, and was the academic director for an educational program started by Paul Newman.

When not tutoring or working on the next innovation to help students improve their SAT or ACT scores, Sam is often on his road bike or by the water with his wife of 21 years, Ann Louise Rosensohn.

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