by Emily Snyder, IECA Member (Virginia) and Chair, IECA College Committee

In “Inside the College Rankings” in Friday’s US News and World Report, Bob Morse (of the Morse Code), cites the recently released “UCLA Freshman Survey: Fall 2009″ as evidence that students are using a variety of factors—not just national rankings—when making a decision about where to go to college.

The survey asked 219,864 incoming freshman at 297 colleges to rate as many as 22 factors that they considered to be “very important” in influencing their decision to attend a particular college.

The survey results show that financial aid (#3) and cost of attendance (#4) are very important considerations—no surprise given the current economic climate. With other factors, such as campus visits (#5); size (#6); social climate (#7); and location (#9) receiving a higher rating than national rankings (#12—down from #11 last year), it is clear that the groundwork that IECA has laid for educating students and families on making a decision that is right for them has taken hold. Hopefully we won’t have to work as hard to dispel the myth that a university’s national ranking determines it worthiness.

In the data driven age of the 21st century, where statistical comparisons are used for making all kinds of decisions, national education rankings will continue to play a role in most families’ decision-making process. For what it’s worth, in my opinion, to assume otherwise would be shortsighted.

However, as the importance of national rankings shifts, so does our responsibility. Do we even need to continue to debate whether rankings are worthwhile? Can we use this survey as a conversation changer in how we counsel families?

When the conversation surfaces, why not say that rankings are out there, that each one represents one source’s results (and in some cases opinion), and that we would all be better served to focus on the factors that are the most important to each particular student’s situation; let’s be the ones to shift the conversation. The fact that US News is giving coverage to a survey that some could construe as “devaluing” the importance of the national rankings speaks for itself—the timing is right.

The results of the UCLA survey prove that students and families are heeding the advice we provide; something we should all be proud of. It also renews my faith in what we do for students—guide them as they utilize available resources to evaluate their options and make decisions that are right for them.

by Mark Sklarow, Executive Director, IECA

A new national study by Education Trust reports the surprising figure that only 57% of college freshmen (in 1999, the class studied) nationwide has achieved their undergraduate degree within six years. That figure includes students who transferred and graduated elsewhere. Worse still were the numbers for low-income and underrepresented minorities whose six-year graduation rate was just 45%. If ever there was a number that begs for innovation on campus—and for better advising upfront—this is it.

The report also showed that community colleges may not be the answer. There, fewer than 24% of low-income and minority students completed their associates degree within four years.

Clearly we are failing these students. Whether it is not providing the tools they need academically, not enveloping them in the school community, or lack of support systems in place once they arrive, such figures speak clearly and alarmingly of a broken system.

In the field of educational consulting we know one thing: a student is more likely to succeed when there is a great match made between the students needs, interests, and abilities, and the institutions best suited to help them thrive. That’s what great counseling is all about and what the Independent Educational Consultants Association stands for.

Many have believed that the failure to graduate was directly related to the student’s ability to afford tuition. That is,  a low-income or minority student has a more difficult time sustaining the cost of a college education over four, five or six years. However the study looked at those receiving Pell grants. Looking at two-year institutions, even those with grants completed their program at a rate of 32%—the same rate as other students.

Many have heard me say that we must end this focus on where “students get in,” which dominates the media and shift our focus to “where students thrive, succeed, and graduate.”

by Emily Snyder, IECA (Virginia)

Today’s edition of Inside Higher Ed includes a partisan yet objective assessment of both the appreciation for and concerns with the Congressional bill to restructure student aid programs.

It may be somewhat of a long read for anyone not interested in the “how did this come about” politicking that goes on behind the passing of legislation, but it does cover the basics and explain the issues that are generating the most amount of concern.

Even for college consultants who don’t include financial aid counseling and advice as part of the services they offer, this article still provides a sense of the complexity of the issues and will help everyone better understand who will be most impacted and what all students in search of—and most importantly in need of—funding for college will be up against as more families than ever compete for an increasingly smaller pool of available federal and state money.

Today’s announcement by the Obama administration to simplify the FAFSA application (Free Application for Federal Student Aid) is a most welcome admission that the form, with its 150+ questions, has become so complex and cumbersome that the very families the process should be helping has, instead, chased them away. Today’s announcement of minor changes for the coming year—eliminating as many as 20 duplicative questions—will help, but the real benefits will come in another year or two.

The goal is to feed financial information directly from a family’s tax return into the FAFSA form. This obvious move will improve accuracy and make the process far easier for families. In particular, this will greatly assist lower income families (and often those of first-generation college students) who have struggled with areas of the form dealing with net worth, investment portfolios, and the like.

The overall strategy is that this simplified process will bring increased numbers of students into the college search process by demonstrating that college is achievable and affordable. For consultants, this begins one more step in gaining greater expertise in understanding the broad range of financial aid possibilities, including need-based financial aid, merit aid, loans, work-study and 529 plans, among others. Anything that simplifies this process for families is a positive change for all.

Posted by Mark Sklarow, IECA Executive Director