You Think the Admission Process is Tough? – Just Ask the Dean!

As parents of high school students who will soon embark upon or have just completed the application cycle, we tend to have a myopic view of the admission process. It is all about us (and hopefully our children are included in that plural first person pronoun). We succumb to the anxiety that the admission process can create, and pray that the outcome will be relief and joy rather than disappointment. Would it surprise you to learn that college admission folk are equally stressed this time of year? No, I am not naïve enough to believe I am preaching to a sympathetic audience. However, I think it is useful to see the colleges’ perspective in order to better comprehend how it drives their decision processes.

Eric Hoover, a staff writer for the Chronicle of Higher Education, addressed the topic of greater admission uncertainty in his May 8, 2011 article, “Admissions Deans Feel Crunched by the Numbers.” Through interviews with deans and staff at five colleges, Hoover explored some of the global issues confronting universities and how these institutions are managing in such uncertain times. The bottom line: colleges, like all businesses, must hit their numbers in order to survive. Any shortfall in enrollment, especially without a comparable reduction in costs, can have consequences with material implications for future financial health.

The question facing all universities today is how to instill predictability in a system that has become anything but certain. Larger waitlists and other strategies have been designed to counter the effects of the almost inevitable “summer melt.” Villanova, just one of many such examples, offered a waitlist spot to nearly 5,000 candidates, more than three times the size of its expected freshmen class. Colleges know that they have not finalized the class by the May 1 National Tuition Deposit Day. There will always be students who change their minds mid to late summer because they get off a first-choice waitlist, finally make a late decision after double depositing (which, by the way, runs counter to the National Association for College Admission Counseling’s Statement of Principles of Good Practice), or simply choose to withdraw due to late stage reservations or financial concerns.

So in addition to larger waitlists, colleges are pursuing strategies to discourage double depositing and to increase predictability, evidenced by Beloit College’s decision to increase its deposit fee from $200 to $500 last year. The result: the college’s summer melt shrank by 60%. In its quest for more certainty, Beloit also decided to capitalize on its reputation for having a quirky, offbeat culture. Rather than marketing to everyone, the college is taking the opposite tack; it makes no apologies for consciously not waiving application fees and actually discourages students who probably would not find Beloit the right fit. Theoretically this should be a win for the college while also benefiting students. Applicants are more likely to self select; they apply because they see themselves fitting in, not because it is an easy additional application to submit. With fewer, though more serious applicants, colleges like Beloit that are clear about who they are may have a higher admit rate. Yet they are hopeful that this will translate into a more robust yield too.

Others schools such as the University of Mary Washington in Virginia have adopted a strategy to seek out a group of less traditional applicants: transfer students. As community college enrollment increases due to students' personal financial limitations, colleges such as Mary Washington have begun to establish credit-transfer agreements with certain two-year institutions. The community college route is gaining respectability as a more cost efficient means to a four-year college degree and Mary Washington is capitalizing on that trend.

Land grant universities, which were established to educate in-state residents, are exploring new ways to counter severe budget cuts, including the enrollment of more out-of-state students who pay higher tuition. One university, Colorado State, has begun to offer three levels of scholarships specifically for non-residents who meet certain academic benchmarks. This tuition discounting strategy is designed to attract more out-of-state candidates who will still pay more than their in-state classmates, yet will have the opportunity to attend a desirable state university at a more reasonable cost.

Mr. Hoover’s research reveals ways that colleges are taking a more strategic approach to enrollment in order to effectively navigate an environment of uncertainty and re-focus their recruitment. How does this impact our students and us, as parents? As we help our children through the college admission process and also strive for greater certainty and less stress, making the effort to understand a college’s message, objectives and whether it is the right fit can also lead to better and more predictable outcomes for our kids.

Ten Trends in Higher Education

The economy is limping along and college applications are up. What’s the connection? There may be none or perhaps the increase is driven by students’ concern about not having financial options. More likely the application trend is related to technology, the burgeoning use of social media in admissions and colleges’ obsession with creative marketing as a means to attract students. Whether or not the economy and college admission trends are correlated, both offer insights on what we can expect in the higher education realm in the future. In the absence of a crystal ball, I offer up what I see as 10 notable trends in admission and the strategic paths that colleges have begun to pursue.

- Ivy League and other highly competitive colleges are becoming even more selective, as the number of applications continues to rise at double digit rates. Preliminary reports released several weeks ago were startling, indicating that six of the eight Ivies will admit fewer than 10% of their applicants this year, achieving new all time lows. There are no signs on the horizon that this trend will reverse in the near term.

- Applications across the board are up substantially, despite the fact that the number of students applying has leveled off. Why are students applying to so many schools? The answer is largely that it is easy to submit multiple applications given today's technology, with the rise also fueled by the erroneous belief that more applications improve one's odds of admission. The list of colleges that use the Common Application expands each year and many schools are now making use of “fast” applications. Students are invited to apply by a certain deadline and colleges will waive the application fee AND the essay! What better incentive is there to apply?!

- More students are choosing to know and even commit as soon as possible, taking advantage of early decision and early action applications. Harvard, Princeton and the University of Virginia each recently announced plans to reinstate single-choice early action which they had abandoned just a few years before. Cynics see this move as a reaction to losing high achieving students, especially minorities, to other Ivy League schools that were able to hook desirable candidates earlier in the process. Expect to see the pressure to apply early continue, despite the fact that it may not be the right way to go for every student.

- Social media continues to change the way that students learn about schools and connect with others. Colleges today all have Facebook pages and are taking advantage of social sites to reach out to potential and admitted students. The corollary to this is that students need to be even more careful about what they post on these sites, even on their personal pages!

- The gap year is not just about college readiness anymore. Taking a gap year was literally a foreign concept just a few years ago and was far more common in Europe, but today many students seek outdoor adventure, travel and language study programs, community service, or work experience before pursuing their college degree. The number of organized programs, both nationally and internationally, has proliferated, and opportunities are available at many different price points. Students use the time to do good, mature and pursue something personally fulfilling. Most claim that these sojourns have tremendously enriched their college experiences.

- January admission is an idea that is catching on, and is one way that colleges are choosing to manage enrollment and fill the beds of students taking a spring semester abroad. Many colleges now offer January admission to students who might otherwise be waitlisted or rejected, and the list of schools is rapidly growing. University of Southern California, Northeastern, University of Rochester and the University of Miami are just a handful leading this trend. Students accepted to their dream school as a January admit need to ask themselves: do I want to go to this school even if I must begin mid-year or is it better to enroll for the fall at another college along with the rest of the freshman class? Some schools actually offer the option to start later. At Middlebury College in Vermont a February start date is by choice. By having a separate February admission pool, Middlebury hopes to encourage more to take a gap semester and explore a different type of experience before entering college.

- Enrollment management is here to stay. Colleges can no longer ignore the fact that assembling a class has major bottom line implications. As a result, schools are continually experimenting with new tools to attract and enroll students. Merit aid, also known as tuition discounting, is still the favorite carrot to garner the interest of students they hope will round out the class.

- Demonstrating interest is important to many colleges at all levels of admission selectivity (though many of the most selective do not track this). If yield is important, it follows that being able to gauge student interest is a valuable tool to colleges. Technology today enables colleges to track contact and to record every interaction that students initiate…even if and when they open the e-mails they receive from the school!

- The classroom is now virtual; online programs are proliferating, and not just at for-profit institutions. Just today Fordham announced that it is starting an online masters degree in social work. While online learning programs are primarily at the graduate level, it is only a matter of time before distance learning college degrees become more commonplace and gain greater acceptance.

- Dwindling government support is prompting public universities to question the value of state ties. Several are seeking greater autonomy, especially in the areas of tuition setting, procurement, and public/private partnerships. Flagships in Wisconsin, Oregon and Louisiana have proposed such separation, while the State University of New York (SUNY) frequently revisits the issue, especially in years when state support is cut. While many educators believe that eliminating a bureaucratic layer will reduce costs and improve delivery, critics are concerned that these moves will be detrimental to state systems as a whole. It’s not clear how this will play out, but I think we can expect to see some greater autonomy over the next few years.

You may have noticed that my list of 10 does not include ever-increasing tuition costs and the ongoing endowment pressures at the nation’s colleges. These are driving some of the other trends I've noted. Expect the higher education landscape to continually evolve as colleges develop new ways to manage admissions, their budgets and how they deliver their product.

COWS Take on a New Meaning in Wisconsin

In the world of college counseling, COWS have taken on a different meaning, even in the dairy farm state of Wisconsin. COWS is the acronym for Counselors Observing Wisconsin Schools, a college tour which traverses the southern half of the state and includes 5 colleges. The 5 schools are Ripon College, Lawrence University, the University of Wisconsin (Madison), Beloit College and Marquette University. These colleges have all been around since the mid-1800’s, and were founded just about the time that Wisconsin gained statehood in 1848.

Visiting so many colleges over the course of a year (50 or more), I frequently get the question, how do you keep them straight? Copious notes and the occasional photo on my Blackberry help, but the true benefit to visits and the best memory aid is getting a sense for a college’s mission, what sets it apart and, of course, what type of student would thrive. The facts I commit to paper. The feel of fit is something I get from seeing students, talking to members of the college community and trying to get a sense of the campus vibe.

More and more colleges are stating their mission on the website. A good mission statement will tell you right out what is important to the college community and what it hopes to do for its students. It’s worth taking the time to find and read it when you are exploring colleges.

So I start my tour recap with Ripon College, a residential college of 1,100, where two-thirds of the students come from within the state. Ripon’s mission emphasizes preparing students of diverse backgrounds (ethnically, if not geographically) for lives of productive, socially responsible citizenship. It is an intimate learning community where students truly receive a richly personalized education in the liberal arts. With a tag line of “More, Together,” Ripon fulfills its mission by providing a supportive environment that encourages students to get involved and support each other. Students that thrive at Ripon like the small, close knit community where they feel comfortable assuming leadership roles. The sciences are popular, as is history/government, communications and business. Greek life exists and attracts 40% of the student body, though the focus, not surprisingly, tends to be more community service in purpose. 35% of the student body is involved in Division III sports, which includes the newest addition, cycling. In fact, the new president, a big cyclist himself, has made a unique offer to the student community. Anyone who does not bring a car to campus gets a free bike!

Our journey took us next to Lawrence University in Appleton, a happening town of 70,000 with many interesting restaurants and entertainment venues. Situated on 80 acres along the Fox River, Lawrence, like Ripon, is relatively small with just 1,400 students. Yet despite the size, the college boasts a world renowned music conservatory which offers many of its hallmark programs. Love for music abounds, even among non-music students. Lawrence is also a residential college, a factor that is tied very much into the school’s mission. The college may be small, but that does not imply a homogeneous student body. 12% of its students are international, and 75% are from outside Wisconsin. Given this diversity in a small residential community, acceptance and appreciation for differences is expected and highly valued. Students sign a social code which provides the foundation for respecting others. They are self-described “quirky,” creative and open-minded. All are encouraged to do some type of independent study during their stay at the Lawrence. The student who thrives in this environment is ready to take charge of his or her education and shape it. At the same time, the college provides ample support to ensure that students succeed. In addition to music, popular majors include biology, psychology, English and studio art. 60% of students take advantage of study abroad programs built around their academic curriculum. Do not assume that Lawrence is just for artsy types. With 25% of students participating in 23 Division III varsity sports, their interests are as diverse as the student body itself.

Our next destination was the state capital, Madison, to tour the flagship University of Wisconsin. This is truly an urban university, though bordered by two lakes, Mendota and Menona, which provide a lovely lakeshore region to the campus. U of W is big: 41,000 students with 28,000 undergraduates. There are over 750 clubs and activities and no shortage of things to do, both on campus and in the city. The 8 undergraduate colleges and schools include the College of Letters and Science, College of Agricultural and Life Sciences, School of Business, School of Education, College of Engineering, School of Human Ecology, School of Nursing and School of Pharmacy. Students are admitted to the university rather than to a specific program, and complete at least 2 semesters before applying to a program of study. How do students create a sense of community in such a large academic setting? Students find ways to make the university more personal through clubs they join, their classes and as part of residential life. The university does offer Residential Learning Communities which allow students to live and study within their place of residence. It goes without saying that sports are BIG at Wisconsin. Camp Randall stadium is home to the Division I varsity football team. There are 22 other Division I sports which also draw the crowds. Students at the University of Wisconsin, Madison know how to have a good time. Yet they are also active, involved citizens of the Madison/University of Wisconsin community, with a passion for their causes.

We left the hustle and bustle of Madison and drove southeast to the far more serene town of Beloit, just north of the Illinois/Wisconsin border (90 minutes from Chicago). Beloit College is small with only 1,300 students, but homogeneous it is not. Most students are from outside Wisconsin, hailing from 48 states and 47 countries. Such diversity forces students to get to know people different from themselves, though this is not a chore. After all, Beloit students chose the college for a reason. Beloit curriculum is writing intensive. There are no core courses, but there are distribution requirements. Beloit believes that its First Year Seminar Experience is unique, though others have tried to copy it. Students are free to choose any one of a selection of topics that will challenge them to think critically, articulate their thoughts verbally and in writing, while interacting with a small group of classmates as they explore the topic. Known for its exceptional anthropology program, Beloit is also strong in modern languages, and offers Japanese, Chinese, German, Spanish, Russian, and French. An intensive summer language program also includes Arabic.

What sets Beloit apart? It is amazingly diverse for such a small school in the Midwest. Teachers primarily teach, but also do research with students. Everyone is on a first name basis. Student-centered is the phrase frequently repeated. The feel of the campus from both faculty and students is open, laid-back and casual. Relationships among students and faculty are central to this community, and they endure beyond graduation. Students who thrive at Beloit want to question and challenge. They are engaged, opinionated, politically active, liberal and have a multiple of interests. It is not uncommon for students who choose to double major to pick two subjects that are seemingly unrelated. The student body has a real say in what goes on. There is room to take risks, but the atmosphere is at the same time nurturing. Many students take advantage of the free tutoring offered.

Our last stop before flying home was the city of Milwaukee, home to Marquette University, one of 28 Jesuit higher education institutions in the country. Located in the heart of the city, Marquette is defined by its diversity, urban setting and Jesuit connection and traditions.
Founded in 1881, it is the newest of the 5 schools we visited, though still steeped in history. The center of campus is home to the 15th century St. Joan of Arc Chapel which was dismantled, transported to the U.S. from France and gifted to the university in 1964.

Marquette’s 12,000 students come from all 50 states and 70 countries. About 60% of students are Catholic, though students say that religion is present, yet not imposing. The 8,000 undergraduates are each enrolled in one of the universities 7 colleges which include Liberal Arts, Business, Engineering, Education, Nursing, Communications and Health Sciences. The application process is the same for all students, yet applicants specify which school they wish to attend and may include their second choice. Even after enrolled in a specific college, students throughout the university must complete the same Core of Common Studies. There is a highly selective Honors Program of fewer than 500 students. Sports are very important at Marquette. A Division I Big East Conference member, Marquette’s basketball team always draws a crowd. The school has neither football nor baseball, but that doesn’t seem to do much to dampen school spirit.

Who thrives at Marquette? Students who feel a strong connection to the university really care about community and the Jesuit ideals of caring for the whole person. Overall, students are academically motivated, yet very well grounded.

Whether it is the Midwest location or coincidentally, a core element of each school’s mission statement, the importance of a unified community comes through loud and clear on all of these campuses, despite how different they appear. Students feel connected and valued. When exploring colleges, read the mission statement and ask yourself if it speaks to the essence of what defines the school's philosophy and approach to the academic and social experience. A closing and noteworthy point: all of these colleges, especially the private institutions, offer fairly generous merit aid to qualified students, another reason they are worthy of a closer look!

Canadian Universities - A Great Find North of the Border

Nearly a year ago I posted a piece about the benefits of going to college in Canada. I cited reasonable cost and proximity to the U.S. (at least the northern states), as well as the opportunity to experience a truly international academic environment. My comments on the great value of Canadian universities were based on what I had learned, yet not firsthand knowledge. Last week I had the opportunity to test the accuracy of my impressions; I spent 3 days touring 7 universities in the province of Ontario. I came away even more convinced that Canadian universities provide a high quality and affordable option to students who are motivated, directed and those who desire the international diversity that such an experience offers.

My Canada excursion began on a Sunday which also happened to be Mother’s Day (it was not my preference to be away from my family, but college tour buses do not wait!). First point of note: it is so easy to get to Toronto! Just one hour flying time from the New York City airports and a 20 minute drive into the city made the outbound travel experience far easier than even going to the Midwest. For full disclosure I must note that long U.S. Customs lines in Toronto on the return were aggravating, however a frequent Canada-U.S. traveler standing behind me provided assurance that this was unusual.

But enough about the travel; more importantly, how do Canadian universities compare to U.S. colleges and what type of student would thrive at a school north of the U.S. border? Canadian universities share some common characteristics with each other: they are predominantly public, large by our standards (25,000 is an average size university), research oriented, big on pre-professional programs, and many have co-op learning options (students incorporate and get academic credit for paid work experiences in their course of study). What we label academic departments or programs, the Canadians call “faculties.” Much like in the U.S., students choose a university based upon fit, both academic and social.

For example, the University of Waterloo is well known for its engineering (13 separate disciplines) and math faculties, though the arts (more or less the equivalent of our liberal arts) still draw the largest number of students. The university appeals to students who are innovative, unconventional, and seeking ways to find connections to the world. Did you know that the Blackberry was invented at Waterloo? With greater insight into Waterloo’s academic approach, this no longer comes as a surprise. The university is also proud to tell visitors that all intellectual property belongs to the student, not the school. It’s no wonder Mike Lazaridis, Blackberry’s inventor, gives back generously in time and funding to his alma mater.

If artistry is your thing, Canada’s oldest art school, Ontario College of Art & Design, is an exciting learning environment in the heart of the vibrant city of Toronto. The school is not focused on job training for careers in the arts, but rather educating young people to develop their thought processes, be problem solvers as well as socially responsible citizens, using art and design as the medium; I would call it a cerebral approach to teaching fine and visual arts. Those who thrive at OCAD are artistic, curious, involved in their communities and enjoy the challenge of looking at the creative process from a more intellectual perspective.

I was also pleasantly surprised by Ryerson University in downtown Toronto, a school of 25,000 primarily catering to undergraduates. Talk about diversity: there are 142 countries represented among the students! With a strong pre-professional focus, Ryerson notes that faculty members work in their fields; they do not just teach. There are numerous strong programs, too many to list here, but it is probably fair to describe the university’s vision as discovering ways to marry innovation with the business of whatever discipline one chooses to study. Communications and media are big. If what you want is a focused, pre-professional education, this might be an excellent option.

For those who want the feel of a prestigious UK institution, yet prefer easy access from the States and a more likely chance of admission, the University of Toronto might be just the ticket. Stepping onto the St. George campus with its ivy covered buildings is like being transported to Oxford or Cambridge. It is big (50,000 undergrads, 20,000 grad students on two campuses), but the residential college system, similar to that of Yale and those hallowed institutions across the pond, allows students to feel connected to a community, even in a very large university. Students choose the University of Toronto for its 14 professional faculties (especially strong in engineering and music, but others are equally renowned) and its excellent research opportunities. I am personally indebted to this top notch research institution, for it is here that insulin was invented. This academic powerhouse is part of a cosmopolitan city rich in culture and diversity, with fabulous eclectic cuisine, and sports and athletic venues. Who thrives here? Students at U of T are mature, independent, and want the diversity and vibrancy of a city school community. As with many of the Canadian universities, classes, especially for introductory courses, are very large. Motivation and self-discipline are critical factors for a student’s success.

It would be a serious oversight if I didn’t comment on one of the best things about Canadian universities for foreign students: the cost! Most programs are less than $30,000 a year, and that includes the full cost of attendance. Furthermore, U.S. students attending many Canadian universities can take advantage of the U.S. federal student aid loan programs, as well as federal tax credits. Many of these universities also offer merit aid to academically deserving students.

For those of us raised in the U.S., we too often associate scholarship with the Ivy League and other prestigious American colleges and universities. My recent trip to Canada confirmed my hunch that we should consider looking beyond our borders to discover academic gems. The scholarly environments offered by many Canadian universities make them a very appealing option for students in search of a major research university where a top notch education can be had for a relative bargain.

Changing the Way Public Universities in New York Set Tuition

Did you know that the New York State Legislature controls tuition policy, setting rates and increases for the entire State University of New York system? This means that every four-year SUNY school charges the same tuition, whether it is a highly competitive and selective research institution or a small local college with more limited programs. However, that may all change if Governor Paterson has his way.

The Governor's budget proposal to the legislators last week included a measure that would allow SUNY colleges as well as the City University of New York, or CUNY, to finally determine their own tuition increases. Those advocating for maintaining the close oversight now held by Albany believe that centralization of decision making authority ensures consistent quality across the system. Critics, however, assert that lack of control over something as basic as tuition policy is detrimental to an institution’s ability to respond effectively to the changing needs of students and the community, and to efficiency deliver academic excellence.

My last blog posting discussed the Kiplinger report on the top 100 best values in colleges. Many of you will recall that two of the SUNYs, namely Binghamton and Geneseo, ranked in the top ten for both in-state and out-of-state residents. Would freedom to manage their own tuition rates move them out of the top tier for value? Proponents of Paterson’s plan would argue to the contrary. Competitive and highly sought programs in areas such as business, engineering and information technology are currently not priced according to their caliber or to the demand. Flexibility to increase tuition, while still remaining competitively priced, should only lead to an improvement in quality and value.

Currently the tuition at nearly all of SUNY’s 64 institutions is $5,070, a 14% increase over the prior year. Unfortunately, the SUNY colleges saw very little of that increase. The legislature has traditionally used such hikes as a tool to plug the State’s budget gap which was the case in 2009. Only 20% of the increase actually found its way to the SUNY system. Paterson’s proposed change would discontinue that practice, preventing the use of public college tuition as a state budget management tool. Rate hikes would also be capped as a function of the Higher Education Price Index, keeping tuition rise in check.

That said, it isn’t clear exactly how the proposed changes will impact New York State colleges, from a quality or cost standpoint. Some fear that the larger research institutions will price themselves in a way that makes them no longer accessible to middle income students, similar to what we have seen with many private institutions. The cap on tuition increases should moderate that somewhat. Furthermore, the trend toward diversification of financial resources (i.e., seeking funding beyond just the state) is likely to gain momentum, especially with the severity of the budget deficit issues facing Albany and in fact, all state governments. Greater freedom to manage tuition and raise private capital may be just what the SUNY colleges need to maintain and even possibly improve quality and value.

Best Values in Public Colleges

In my November 23, 2009 blog posting I wrote about finding value in public colleges and universities. As a follow up, I wanted to share the link to Kiplinger’s Personal Finance magazine which recently published its 100 Best Values in Public Colleges 2009-2010. You can find the full list at http://www.kiplinger.com/magazine/archives/best-values-in-public-colleges-200910.html.

The Kiplinger report also includes a one page guide to the methodology used in the rankings, explaining that both academic quality and affordability come into play. The first cut to make the list was academic quality, which for purposes of the listing includes SAT or ACT scores, admission and retention rates, student-faculty ratios, and four and six-year graduation rates. Academics, in fact, are weighted almost two-thirds more than affordability. The schools were then ranked based on cost and financial aid. The cost assessment takes into consideration total expenses for in-state students, and then looks at the average cost for both need and merit aid recipients after subtracting grants. A similar exercise was done to determine out-of-state rankings.

Why is the primary emphasis on academic quality rather than cost? Following the old adage, “you get what you pay for,” Kiplinger is rightfully concerned that state schools are following prudent strategies to maintain or even improve quality while keeping costs down. Are colleges successfully eliminating the fat in their budgets or rather, cutting into their core mission initiatives (reducing or eliminating academic programs that benefit students, for example)? That is an important factor in the quality assessment.

In my prior posting about state universities, I mentioned that many of these institutions, in an effort to increase revenues, are trying to grow their out-of-state enrollment for obvious reasons: non-resident students pay more. As a result, several public “Ivies” and other flagship state universities, unlike some of their private, highly selective counterparts, offer merit aid to entice top non-resident students (A topic, perhaps, for another posting is the criticism public universities have recently received as a result of these policies: see the January 14, 2010 Washington Post http://www.washingtonpost.com/wp-dyn/content/article/2010/01/13/AR2010011302643.html). Schools such as the University of Maryland and UNC-Chapel Hill seek to increase non-resident enrollment and are using merit aid to bring in out-of-state tuition and to shape a class (though North Carolina has an 18% cap on the percentage of students from outside the state).

If you are exploring public colleges for value, then certainly take a look at the Kiplinger list. However, I will offer my usual caveat about rankings. Determining “value” based on a selection of criteria that include such measures as standardized test scores will probably yield results that should be viewed with a critical, if not skeptical eye. The conclusions drawn are not scientific. As I have stated in the past, “value” will largely be influenced by how good a fit the school is for the students attending. Student engagement is often what contributes most to value.

The Public University Option

Financial safeties, or as I prefer to call them, schools that provide good “value,” are now a regular fixture on college lists, having become nearly as commonplace as the academic safeties, or colleges where acceptance is highly likely. Like the academic “likelies,” schools perceived to offer better economic value are those on the list which enable both parents and students to sleep better at night. Typically these are your state universities and private colleges known to give generous merit and need-based aid, the latter should you qualify.

If you are seeking practical financial choices, you probably want to also consider public universities outside your home state. Believe it or not, many of these institutions provide a value option, even with the higher non-resident tuition. There are some exceptions to this, most notably University of Michigan and schools in the University of California system which are priced more like private universities for out-of-state students. However, cost of attendance for non-residents at many state colleges can still be several thousand dollars lower than the private school alternative.

The desire to maintain quality public education in the face of budget cuts is leading some public universities to look beyond their borders and expand enrollment to non-residents as one means to address a funding gap. The University of Massachusetts recently announced that it will increase out-of-state enrollment from 20% to 30% over the next decade. Rutgers plans to raise enrollment of students outside New Jersey from 10% to 25%, while the University of Colorado is talking about removing state caps altogether. All three offer a competitive cost option to out-of-state students. The University of Minnesota, in an effort to grow its non-resident enrollment, has set the out-of-state tuition at only $4,000 higher per year than for residents. You will find a comparison chart with the costs of many state universities in the November 1, 2009 Education Life section of the New York Times and can access it at http://www.nytimes.com/imagepages/2009/11/01/education/01data-edlife.html?ref=edlife Keep in mind that the amounts shown only include tuition and fees, and not the full cost of attendance. To better gauge what you will pay it is best to go to the individual school’s website.

Value must, of course, be considered in the context of selectivity. For example, schools such as the University of North Carolina (Chapel Hill) and the University of Florida have low caps on out-of-state enrollment. So while the cost of attendance is a relative bargain ($36,000 for non-residents at UNC, $34,000 at University of Florida), the admission standards are that much tougher for out-of-state students. Nevertheless, for the strong candidate who seeks the large research university environment, these are worth considering.

Now that I have argued the value in looking beyond your own state to other public universities, let me throw in a few caveats. It is no secret that states across the country are trying to close budget gaps, which has translated to reduced funding for colleges, accompanied by talk of raising tuition. Just last week, the University of California’s Board of Regents approved a whopping 32% increase in fees (tuition) for residents, on top of already higher than average public education costs. Even such a hefty increase will not fully address the system’s deep fiscal problems. My point is that one must evaluate the financial health of state institutions as carefully as one scrutinizes the fiscal state of private colleges, perhaps even more so. Budget cuts have led to staff and class schedule reductions. The impact of this may mean the difference between graduating in four years and needing more time just to schedule all the classes required to complete a major. Some state universities have weathered the financial crisis more successfully due to recent trends towards privatization, meaning they have tapped non-government sources and moved away from reliance on state funding. Inquire about the percentage of the operating budget that is funded by private monies. Greater reliance on state funding may mean higher risk of cutbacks in staff, departments and programs if budget shortfalls persist.

Are states likely to raise tuition on out-of-state students more rapidly than for residents in future years? While public education tuition increases are a potentially sensitive political issue, past experience suggests that out-of-state students will not bear the brunt of tuition hikes. This may even be more true today than in prior years, as states recognize the need to attract non-residents who are the ones they can count on to pay the higher freight.

Honors College Education at a Bargain Price

Don’t rule out state universities in the south if you are looking for honors college experiences at a far more reasonable price than you will find for comparable educations in the northeast. My recent trip down to Georgia and Alabama included four state universities (Georgia Tech, University of Georgia, University of Alabama-Birmingham and University of Alabama, Tuscaloosa), all with top quality honors colleges that are actively seeking to increase their geographic diversification and draw students from outside the southeast. These top-notch programs are well kept secrets just waiting to be discovered. The number of Fulbright, Goldwater, Marshall and Rhodes fellowship recipients is comparable to that at the Ivy League colleges. What’s more, for the student who is looking for a reasonably priced education, small classes, plenty of research opportunities, yet the campus spirit and excitement that come with attending an athletic powerhouse, these schools should not be overlooked. You can go to each university’s website to check out their honors programs and the types of scholarships they offer.

I also had the opportunity to visit several wonderful private colleges and learned that most offer meaningful tuition discounts, especially to candidates they are anxious to recruit (read: out-of-state!). Two of my favorite lesser known colleges were Birmingham-Southern College in Alabama (one of the Colleges That Change Lives), and Agnes-Scott College, a gem of an all-women’s college in the charming Atlanta suburb of Decatur. Its graduating senior class produced two Fulbright scholars this year and more fellowship recipients than the colleges in the Ivy League.

So think about expanding your horizons and looking beyond the colleges in the northeast and mid-Atlantic states. You may be pleasantly surprised by the quality of the education, beauty of the campuses, lifestyle, and cost!