Great news for undergraduates in STEM fields: The Barry M. Goldwater Foundation has more than doubled the number of annual scholarships it awards to sophomores and juniors who have outstanding potential to do research. Along with the Truman Scholarship, generally awarded to college juniors, the Goldwater Scholarship is the most prestigious undergraduate award. It is also closely linked to success in achieving prestigious post-graduate scholarships.
More good news: 252 of the Goldwater Scholars in 2019 are young women.
UConn Has Four Goldwater Scholars in 2019
In previous years, only a few public universities had three or more Goldwater Scholars in a given year; the maximum allowable is four scholarships. In 2018, seven public universities had three or more scholars. In 2019, the number increased to 40 public universities.
“From an estimated pool of over 5,000 college sophomores and juniors, 1223 natural science, engineering and mathematics students were nominated by 443 academic institutions to compete for the 2019 Goldwater scholarships. Of students who reported, 241 of the Scholars are men, 252 are women [493 total], and virtually all intend to obtain a Ph.D. as their highest degree objective. Sixty-two Scholars are mathematics and computer science majors, 360 are majoring in the natural sciences, and 74 are majoring in engineering. Many of the Scholars have published their research in leading journals and have presented their work at professional society conferences.”
In 2018, the foundation awarded only 209 scholarships.
“Scholarships of up to $7,500 a year are provided to help cover costs associated with tuition, mandatory fees, books, room and board. A sophomore who receives a Goldwater Scholarship will receive up to $7,500 in each of his/her junior and senior years. A junior who receives a Goldwater Scholarship will receive up to $7,500 in his/her senior year.”
“Many of the Scholars have dual majors in a variety of mathematics, science, engineering, and computer science. Scholars have impressive academic and research credentials that have garnered the attention of prestigious post-graduate fellowship programs. Goldwater Scholars have been awarded 92 Rhodes Scholarships, 137 Marshall Awards, 159 Churchill Scholarships, 104 Hertz Fellowships, and numerous other distinguished awards like the National Science Foundation Graduate Research Fellowships.”
The public universities with four Goldwater Scholars in 2019 are listed below:
Those with three awards in 2019 are below:
The College Board has developed a new data-driven tool designed to give college admissions officers the ability to evaluate test scores in light of an applicant’s educational, social, and economic background. The effort is the Board’s latest attempt to offset criticism that its tests favor the affluent, Asian students, and white students.
The new tool could also increase Latino and African American enrollment without the specific consideration of race or ethnicity, otherwise known as affirmative action, an approach that the Supreme Court might soon disallow.
So far, 50 colleges have been using the tool; it will expand to 150 later this year and be available to all schools in 2020.
The tool utilizes 15 factors (listed below) and provides a spreadsheet for admissions officers to use in analyzing the factors in relation to scores.
The new approach is certain to draw criticism, however. Students who live in relatively affluent neighborhoods, attend strong high schools, and enroll in advanced placement courses will receive low “adversity scores” and may find themselves relatively less likely to be admitted to some colleges.
Another issue: the data is based mostly on census block and other federal data, not on individual financial information. A wealthy white student might live in a gentrified neighborhood with inaccurate data indicating that it is still a lower income area. Similarly, a disadvantaged student might live just inside a census tract with high median income stats. Students will not receive a copy of the score–another area of controversy.
Students who attend highly competitive high schools in states with automatic admission based on high school class standing, such as Texas, already find it relatively harder to graduate in the top 6th or 7th percentile of their class. They are admitted “holistically” if they are not in the top percentiles; low adversity scores might narrow their chances even more. Or help them…who knows?
On the other hand, if the new tool on its own can lead to the higher enrollment of students now benefiting from automatic admission, Texas might be able to abandon the rule altogether.
High School Information–Four Factors
Average senior class size;
Average percentage of students taking the SAT;
Average freshman SAT score at colleges attended by SAT-taking graduates of the applicant’s high school;
Percentage of students at the high school who participate in the free and reduced-price lunch program.
High School AP Opportunity–Four Factors
Number of unique AP courses taught in that high school;
Percentage of the senior class who took at least one AP exam;
Average number of AP Exams taken by graduates who sat for at least one exam;
Average AP scores across all AP Exam takers and exams.
High School Percentiles–One Factor
The 25th, 50th, and 75th old SAT percentiles on Critical Reading, Math,
and Math + Critical Reading scores for graduates.
Neighborhood and High School Context–Six Factors
Undermatch Risk–Academic undermatch occurs when a student’s academic credentials substantially exceed the credentials of students enrolled in the same postsecondary institution.
Crime Risk–The Crime Risk represents the likelihood of being a victim of a
crime–not the likelihood of committing a crime.
Family Stability–Family stability is a combined measure based on the proportion of two-parent families, single-parent families, and children living under the poverty line within each neighborhood, or across the neighborhoods of past students attending that high school.
Educational Attainment–Educational attainment is a combined measure that looks at the pattern of educational attainment demonstrated by young adults in the community. ESL participation.
Housing Stability–Housing stability is a composite measure that includes vacancy rates, rental versus home ownership, and mobility/housing turnover, again based on aggregate population statistics.
Median Family Income — Median family income is based on weighted data from the Census/ American Community Survey.
Overall context is a weighted average of the individual metrics listed above. College admissions officers receive (1) bar graphs showing the applicant’s SAT score relative to others who share the applicant’s overall percentile of neighborhood
adversity and high school adversity and (2) the average freshman SAT score of entering students at the colleges that these respective groups of students attended.
You have already made big decisions about your life, some at least as important as choosing a college. You are not a finished person (no one is while they are alive) but you are a “started” person. You have failed, succeeded, worked hard or not worked hard enough; learned from your mistakes or not learned much at all; taken care of your mind and body or done them damage; and suffered from events beyond your control.
You have probably experienced more of life than most people would suspect. Now you are here. Heed the words of the late tennis star Arthur Ashe: “Start where you are. Use what you have. Do what you can.”
“Now” is mid-April and “Here” at hand is your next big decision if you are among the declining majority who do not make college decisions early.
Advice about what to do now is abundant. Net cost. Distance from home. Strength in your major field. Reputation, ranking. Where do your parents want you to go? Where are your friends going? Your current romantic interest, if any?
But let’s go back to Arthur Ashe. “Start where you are.” Figuring this out can be difficult. Be honest with yourself. You know your grades, your test scores, your recommendations, your likely major. But is that data science major your choice or someone else’s? Are you really prepared for it? How about premed? Do you want people to say, “Look at her, she’s a physician?” Or do you want to do what a physician actually does, after a decade of extremely hard work? Computer science. Do you want to write computer code or get paid to write computer code that you don’t care about? You love your parents, and they love you; but do you want to do what they believe would be best for you or what you truly want to do?
If you choose a STEM field, think about the math involved, the usually strict major requirements, the sometimes narrow career options. Your parents want you to have a good life, and in recent years our culture has increasingly defined such a life as one with a highly remunerative career. Be honest but be prudent about the connection between college and career. If you love history, literature, or philosophy, be assured that those disciplines reflect the best of humanity and that your love of them speaks well of you. Be proud of this profound connection. But this country and the whole world have changed. Attend to the change; minor or double major so that you have a reasonably secure future. And proceed with confidence that your work in the humanities will be as big a part of that secure future as your more vocational minor.
Are your parents hard-pressed for money? Are you a late bloomer? Start at a less selective college, at lower cost, and work hard. A strong start can make up for a lot of setbacks. Point yourself in the right direction. The rest will follow.
“Use what you have.” Having lived more broadly than many people would believe you have lived, you know what you are most afraid of, hurt by, devoted to, strongest at, or confident of. If you are confident in math, you might want to zero in on that subject or hold on to that wonderful ability while pursuing something different. If you are terrified of speaking in front of people, are you willing to see this as an obstacle you now have but are determined to overcome or does the fear reflect a deep-seated and authentic introversion that could lead to artistic or scientific achievement at the highest level without confronting the fear directly? Using what you have requires you to understand that what you assume is a deficiency might turn out to be your own kind of strength.
“Do what you can.” A math deficiency, a fear of public speaking, a loathing for English grammar–they might stand in your way, but be patient. Don’t sell yourself short because you aren’t good at everything. Few people are outstanding in a wide range of endeavors. Some of these people were not outstanding in much of anything until they saw an opening, a way to go forward with just enough confidence or hope to move to the next step. In college, it is often the right instructor leading the way through a subject the student disliked or feared. The student earned a tough B. In the next difficult class she got an A minus. Then an A. Then she did it again. Then it was something that she just did.
If being realistic about starting where you are leaves you in, say, a regional public university that is not among the “public Ivies” or is not well known outside of your own state, doing what you can may still yield astonishing results. In recent years students from Youngstown State, UW-Eau Claire, and the University of Tennessee-Chattanooga have gone on to win Rhodes Scholarships. Did they have to transfer to Princeton in order to be chosen for this most prestigious award? No, they stayed where they were, used what they had to the utmost, and did the very best that any student, anywhere, could do.
“It has become a mantra in some quarters to assert that standardized tests measure wealth more than intellectual ability or academic potential, but this is not actually the case. These tests clearly assess verbal and mathematical skills, which a century of psychological science shows are not mere reflections of upbringing. Research has consistently found that ability tests like the SAT and the ACT are strongly predictive of success in college and beyond, even after accounting for a student’s socioeconomic status.”
For years, U.S. News has used test scores and selection rates as ranking data for the annual “Best Colleges” report. The publication has slightly reduced the impact of test scores in recent editions.
Below I will explain why we do not include test scores as a metric and argue that, for honors and non-honors students, other factors are more important in predicting success. (High school GPA is certainly a major factor; but since almost all honors students have high GPAs, I do not discuss the impact of GPA in this post.)
In their published scholarly work, the authors argue that test scores by themselves correlate very strongly ( r= -.892) with the annual U.S. News Best Colleges rankings for national universities even though the test scores count for only 7.75 percent of the total ranking score. (The authors do not cite the impact of test scores on other ranking factors such as graduation and retention rates, which together account for 22 percent of the total ranking score.)
Our own work for the past eight years, however, shows that test scores do not have a similar correlation to quantitative assessments of honors programs. In our publications we list minimum and average admissions test scores for all programs we rate, but we do not count the scores alone as a rating factor.
Here’s why we do not use test scores as a measure: The factors that make for an excellent honors program are primarily structural. The major building blocks are the credits required for honors completion; the number of honors class sections offered, by type and academic discipline; the availability of priority registration and honors housing; the size of honors class sections; and the number of staff to assist students.
So, don’t the test scores drive the university graduation rates of honors program entrants, just as they do in elite colleges? The answer is not so much; the correlation is r= .50
Admittedly, it is probably difficult for a student with, say, a 1050 SAT score to succeed in an elite college or in most honors programs. But within a fairly large range of SAT scores (~1280-1510), the opportunities for success are more often present given a conducive structure. With every biannual review of honors data, I find great pleasure in discovering outstanding honors programs that are not housed in highly- ranked and extremely selective universities. The golden nuggets of excellence in higher education are scattered much farther and wider than many would have us believe.
I am strongly opposed to the numerical ranking of colleges or their honors programs, whether or not test scores are included in the methodology. I ranked honors program one time, in 2012, and regret doing so. Yes, I have data that allows me to numerically differentiate the total rating scores earned by honors programs. But anyone who wants to provide some kind of assessment of colleges or programs needs to do so with the assumption that their methodology is subjective and imperfect. Ordinal rankings based on distinctions of one point or fractions of a point give readers a veneer of certitude that a qualitative difference exists even if it (often) does not.
Although we do not rank honors programs, we do place them in one of five rating groups, a process that is similar to rating films on a five-star basis but based on quantitative rather than completely subjective data. The seven honors programs in the top group in 2018 (out of 41) had average SAT scores (enrolled students) ranging from 1280 to 1490, a sizable range.
Honors completion rates are something of an issue these days. An honors completion rate is the percentage of first year honors entrants who complete at least one honors program graduation requirement by the time of graduation from the university. About 42 percent of honors students do not complete honors requirements before graduation, although a very high percentage of honors entrants (87 percent) do graduate from the university.
The seven honors programs with honors completion rates of 75 percent or higher in our 2018 ratings had average SAT scores ranging from 1340 to 1510; the mean for this group was 1420. The mean SAT for the 31 (of 41) programs that provided completion rates was 1405, not much lower. And another seven programs with mean SAT scores of 1420 or higher had completion rates below 58 percent, the group mean.
The mean SAT score for all 41 rated programs was 1407; the mean SAT for the top seven programs was only one point higher at 1408.
It is clear, at least with respect to honors programs, that average SAT scores are not the best predictors of program effectiveness. What does this mean for the value of test scores nationwide, if anything?
I think it means that for students who are in the 1280 to 1500 SAT range, success depends as much or more on mentoring, smaller interdisciplinary sections, student engagement, course availability, community (including housing), and advising support than it does on test scores.
The good news here is that even for students who are not in honors programs, high levels of achievement are accessible to students who do not begin college with extremely high test scores, although non-honors students will probably have to assert themselves more in order to benefit from the strongest attributes of their university.
The following post is by site editor John Willingham.
For more than six years I have been fortunate enough to receive large amounts of data from public university honors colleges and programs. The data I received for the 2018-2019 edition of INSIDE HONORS pointed toward a trend in honors education: the partial substitution of experiential learning for traditional academic coursework.
First, what is experiential learning?
Students can earn credit (or “points” or “units”) for the following: doing internships, studying abroad, or conducting mentored research; publishing in journals and making presentations at conferences; applying for national awards (Truman Scholarships, Goldwater Scholarships, etc.); serving on honors committees and in other student groups, and engaging in leadership training; obtaining certification or experience in promoting diversity, social innovation, and group problem solving; and for participating in the many types of “service learning,” usually involving participation in community or university volunteer activities.
Internships, mentored research, and study abroad have long been components of many honors programs; they often carry course credit. (Some of the activities listed above do not award course credit but only points for honors completion.) Since the Great Recession, internships are increasingly important for practical reasons. The same can be said for some training or experience in collective problem solving. Sometimes the latter can take the form of group projects that have a vocational focus (entrepreneurship, engineering); other group projects take a turn toward solving social problems.
So it is clear, at least to me, that part of the focus on experiential learning is a response to changing economic conditions. And the experiential options all appear to have laudable purposes. I believe advocates of experiential learning when they say their programs are “high impact” and can teach lifetime lessons to students. The question is not whether experiential learning is worthwhile but, rather, how much of it is appropriate? Thus far, the trend toward experiential learning appears to be centered almost exclusively in public university honors programs.
I reviewed honors requirements for 40 public university honors programs, many of them in flagship institutions, along with the same number of honors programs in private universities of approximately equivalent reputation. Of the public honors programs, eight have implemented or increased the impact of experiential learning toward honors completion in the last two years. But only one private university honors program has done so.
Note: Below please see the public and private universities I reviewed for experiential learning emphasis. Those in bold have notably increased experiential learning in their honors programs during the past two years. This does mean that, in each instance, experiential learning is necessarily over-emphasized. Some of the programs have retained at least one honors completion option that requires extensive academic coursework.
As recently as two years ago, I observed only two or three public honors programs that featured the emphasis on experiential learning that I see today.
If the trend continues, it could redefine the meaning of public honors education and further differentiate that education from what is offered by private universities in ways that might not appeal to many parents and students. After all, “going to college” has meant earning academic course credits in seminars and the disciplines, with participation in campus groups or volunteer work being left up to the students.
Elite private universities, most of which do not have honors programs, continue to follow the traditional model. Internships and studying abroad are common, sometimes for academic credit; but participation in other activities is based on student choice.
Most public honors programs have promoted themselves by promising the equivalent of an elite college education within a large public research university. I call this the standard hybrid model for honors colleges and programs. Thus far, the elite college part of the hybrid has been grounded in academic coursework.
While it is fully justifiable to augment academic coursework with some experiential opportunities, providing experiential honors credit (but sometimes not course credit) for one-fourth or more of the total honors completion requirement could result in a hybrid within a hybrid: some honors programs will continue to offer mostly traditional academic courses and others will ratchet up experiential learning.
Where experiential learning is prominent, the result will be less academically focused. How will parents and students react to this? They are often trying to decide between elite private colleges, which still emphasize coursework, and honors programs, some of which are becoming more experiential.
Here are some pros and cons regarding this trend:
Pros of Experiential Learning…
A reflection of the public service mission of university (one reason for current absence of experiential learning in private honors programs?)
Personal growth for students through broader engagement outside of the classroom
A stimulating way for students to apply learning outside the classroom
An enhancement to career prospects
An antidote to the self-focused culture around us
Less costly to staff and fund; no teaching faculty involved
Cons of Experiential Learning…
Distraction from core and major requirements
Complaints from students, parents based on above, and on confusing completion options
Challenges of finding meaningful opportunities
More staff to support experiential activities
Less time for academic electives
Duplication of university-wide or other readily available experiential opportunities
Of greatest concern here is the last “Pro” listing: “Less costly to staff and fund; no teaching faculty involved.” How tempting it must be to administrators to offer honors credit without having to beg and borrow faculty and classroom space. If this becomes the primary factor in shifting from academic coursework to experiential learning, the trend could accelerate and have a profound impact on public honors education.
To remain competitive with private colleges and universities, public honors programs should continue to be enhanced academic programs at their core, seeing their central mission as providing highly talented students a top-flight education, often in-state, and almost always at lesser cost than private university alternatives. When experiential learning accounts for more than about one-fourth of honors requirements, the core mission is likely to be compromised.
“Texas CSB provides a rigorous four-year undergraduate curriculum aimed at preparing students for top technology careers. The Texas CSB offers distinct benefits for students looking toward careers in today’s tech-focused business world. University leaders anticipate that it will attract high-achieving students with strong quantitative and technical skills from across the nation. The program is a particularly attractive opportunity for aspiring entrepreneurs and for students interested in data and marketing analytics, financial engineering, and leadership roles in tech companies.”
Rest assured that the selection process is extremely rigorous. The CSB will have to approximate the standards of the Turing Scholars Program and the Business Honors Program. “Turing denies 85% of valedictorian applicants. That means it’s especially important that you demonstrate a breadth and depth of commitment in computer-related activities.” The average SAT for the BHP is north of 1500; the same is true for CSB. Only about 12% of applicants gain admission to the BHP.
Turing Scholars at UT Austin
“Our top-ranked faculty push students to think outside the box and learn the varied business and computer science disciplines,” according to the website. “The curriculum is comprised of 44 classes, taken with 30-40 students, exposing students to all facets of business and computer science.
Two years ago, I began my journey to help my high achievement son find colleges that were a good fit for him and personal enough to challenge him and help him grow as a person. My initial efforts were deeply disappointing. Most elite colleges were far above our ability to pay, yet somehow the school calculators suggested that we could pay the full cost. Only a select few of the top schools offer merit aid, and in most cases it is very competitive. The options seemed to be middling schools (if we were lucky enough to receive a merit award) or our public in-state university system.
Then I stumbled across the website run by John Willingham, which led me to the previous edition of this book. That book was very helpful on our college search. Now my son is a senior in HS and we are in the application process. Soon we will be in the decision process, and some of the schools we discovered in his guide are on the short list. I bought the updated version of this book to help us in making final decisions. I am happy to say the new guide is even more helpful than the previous edition.
Read below for my review and see if this book might help you as much as it did me.
As college costs continue to skyrocket and elite universities eliminate merit scholarships, the opportunity for high achieving students to attend such universities is diminishing. If your family is not wealthy enough to spend $250,000 or more for 4 years of college, it may seem that a public, in-state university is the only choice.
But what if large classes and a focus on research over teaching are not the right fit for your high achieving child?
Thankfully this amazing book by John Willingham will give you mountains of data on a little known option known as the Public University Honors College or Program. These programs differ considerably in their structure and Mr. Willingham’s guide will help you find options that are the best fit for the type of learner and person your child is.
•Looking for a community of like-minded learners and enhanced access to research? This book will lead you to schools you may not have thought of.
•Looking for lots of seminars with a discussion based, interdisciplinary focus? There are options for that as well.
•What if I told you there was a community of less than 900 committed students in a university with over 25,000 undergrads. These lucky students share small classes, gain enhanced advising from the faculty and are groomed for prestigious awards such as Rhodes Scholarships?
Such programs exist. Often these programs offer generous merit awards to assist the nations brightest young minds to attend. Mr. Willingham does an excellent job of separating the best programs from the also rans. He also teaches the reader how to ask the right questions about other Honors programs that may not be reviewed in the book. That way we are empowered with the tools to evaluate any program.
Honors Programs / Colleges can be the best of both worlds; giving the more intimate learning experience of small school with the resources and experience of a large university. We have found schools that we never would have looked at for regular admission that are strong contenders for his decision next spring.
If you have a high achieving child and are unable to afford the elite private colleges, I strongly recommend this book. In fact, I will be donating my copy to our school guidance office when finish with it.
Editor’s Note: The list appears after the introductory section. The list is current as of September 25, 2018.
In a previous post, Based on Academic Reputation Alone, Publics Would Be Higher in U.S. News Rankings, we write that many public universities have a reputation in the academic community that is much higher than their overall ranking by U.S. News. In this post, we will summarize the reasons that prospective honors students and their parents might consider paying more attention to academic reputation than to other factors in the oft-cited rankings. The list also facilitates comparisons of public and private universities.
First, these are factors to consider if the state university’s academic reputation is much stronger than its overall ranking:
1. The overall rankings penalize public universities for their typically larger class sizes, but the average honors class size in our most recent study of honors programs is 24.9 students, much smaller than the average class size for the universities as a whole. Many of these honors classes are lower-division, where the preponderance of large classes is often the norm. First-year honors seminars and classes for honors-only students average 17.5 students per section. Result: the relatively poor rating the whole university might receive for class size is offset for honors students.
2. The overall rankings hit some public universities hard for having relatively low retention and graduation percentages, but freshmen retention rates in honors programs are in the 90% range and higher; meanwhile six-year grad rates for honors entrants average 87%–much higher than the average rates for the universities as a whole. Result: the lower rates for the universities as a whole are offset for honors students.
3. All public universities suffer in the overall rankings because U.S. News assigns ranking points for both the wealth of the university as a whole and for the impact that wealth has on professors’ salaries, smaller class sizes, etc. This is a double whammy in its consideration of inputs and outputs separately; only the outputs should be rated. Result: the outputs for class size (see above) are offset for honors students, and the wealth of the university as an input should not be considered in the first place.
4. For highly-qualified students interested in graduate or professional school, academic reputation and the ability to work with outstanding research faculty are big advantages. Honors students have enhanced opportunities to work with outstanding faculty members even in large research universities, many of which are likely to have strong departmental rankings in the student’s subject area. Result: honors students are not penalized for the research focus of public research universities; instead, they benefit from it.
5. Many wealthy private elites are generous in funding all, or most, need-based aid, but increasingly offer little or no merit aid. This means that families might receive all the need-based aid they “deserve” according to a federal or institutional calculation and still face annual college costs of $16,000 to $50,000. On the other hand, national scholars and other highly-qualified students can still receive significant merit aid at most public universities. Result: if a public university has an academic reputation equal to that of a wealthy private elite, an honors student could be better off financially and not suffer academically in a public honors program.
But…what if the academic reputation of the public university is lower than that of a private school under consideration? In this case, the public honors option should offer the following offsets:
1.The net cost advantage of the public university, including merit aid, probably needs to be significant.
2. It is extremely important to evaluate the specific components of the honors program to determine if it provides a major “value-added” advantage–is it, relatively, better than the university as a whole. Often, the answer will be yes. To determine how much better, look at the academic disciplines covered by the honors program, the actual class sizes, retention and graduation rates, research opportunities, and even honors housing and perks, such as priority registration.
The rankings below are on a 5.0 scale, and there are many ties. We have included national universities with reputations rankings between 2.7 and 4.9.
Editor’s Note: This is the third and final post in our series on honors program completion rates.
In the first post, we wrote about the hybrid structure of honors programs and how that can affect honors completion rates. An honors completion rate is the percentage of honors students who complete all honors course requirements for at least one option by the time they graduate. The second post presented a tentative formula for evaluating honors completion rates.
This post has two parts. The first part compares honors completion rates of main option and multiple option honors programs; the second part (2) a compares completion rates of honors colleges and honors programs.
Main option programs emphasize only one curriculum completion path, usually requiring more than 30 honors credits and often an honors thesis as well. Multiple option programs offer two or more completion paths for first-year students. One option might require 24 honors credits; another might require 15-16 credits. Either of these might also require a thesis.
Many universities are now establishing honors colleges. These usually have a dean and a designated staff of advisors. They typically provide at least enough honors housing space for first-year students. Some began as honors programs and then re-formed into honors colleges. Quite a few honors colleges have significant endowments.
Honors programs do not have a dean, but are administered by a director and staff. Sometimes there are few real differences between honors colleges and programs. In general, however, honors colleges have more staff and offer more access to honors housing.
We received data from 23 honors colleges and eight honors programs, having a combined enrollment of more than 64,000 honors students. The 31 parent universities had an average U.S. News ranking of 126, ranging from the low 50s to higher than 200.
The first summary is below:
PART ONE: SUMMARY STATISTICS
MAIN OPT PROGRAMS VS
MULTI OPTION PROGRAMS
NO. OF PROGRAMS
NO. HONORS STUDENTS
COMPLETION % rate
UNIVERSITY GRAD RT
UNIV GRAD RT>COMPLETION RT
HONORS GRAD RATE
HONORS GR RT>COMPLETION RT
HONORS GR RT>UNIV GR RT
TEST SCORES ADJ TO SAT
CURRICULUM REQUIREMENT AVG
THESIS OPTION Y/N
THESIS REQ ALL OPTIONS Y/N
DORM RMS / FR & SOPH
HON CLASS SEATS / HON STUDENTS
APPLY SEP TO HONORS Y/N
The second summary, comparing honors colleges and honors programs, is below:
Honors completion rates, as we noted in a previous post, are a complicated issue. They represent the percentage of students who enter an honors program and then complete all honors requirements for at least one completion option by the time they graduate.
They are related to university freshman retention rates and university graduation rates, but in order to evaluate them there must be some workable baseline completion rate derived from a significant sample of programs.
Honors deans and directors at 31 public university honors programs contributed the data used to calculate the values in the next paragraph, along with extensive additional data we use in rating honors programs. The 31 programs enrolled more than 64,000 honors students in Fall 2017. At some point we might include completion rates as a metric; if we do, then this formula, or an improved version, might be used.
This tentative formula takes into account (1) the average (mean) honors completion rate for the whole data set (57.88 percent); (2) the mean university-wide freshman retention rate for the whole data set (86.81 percent); (3) the completion rate of each program; (4) the freshman retention rate for the parent university of each program; and (5) the graduation rate of each university.
The formula assumes that a desirable target honors completion rate should at least equal the midway point between the university graduation rate and the adjusted honors completion rate.(See examples below, however, for programs that have honors completion rates that exceed the university graduation rate.) The formula can easily be changed to include lower or higher target levels by increasing or reducing the divisor.
H = the mean honors completion rate for the data set;
F = the mean freshman retention rate for the data set;
P = the program completion rate;
C = the completion rate of each program adjusted to the university freshman retention rate (.67*R);
R = the freshman retention rate of each parent university;
G = the graduation rate of each parent university;
T = the estimated target completion rate after the formula is applied. T = (G + C) /2. This is an estimate of what the minimum completion rate should be, given the university’s freshman retention rate and graduation rate, and the mean completion rate and mean freshman retention rate for this data set. Other data sets would of course have different data, but the formula could still be applied.
The completion rates of ten programs exceeded the graduation rates of their parent universities.
Here is the formula, where P = 61%; R = 92%; G = 83%:
First step = (H/F), or .57.88 / 86.81. The result is .67. This is a constant for this data set.
Second step is to adjust the completion rate in relation to the university freshman retention rate = .67 *R, or .67 *92. The result is 61.64 (C), a bit higher than the actual program completion rate of 61.0 (P), because of the relatively high freshman retention rate.
Third step is to adjust the completion rate C in relation to the university graduation rate in order to calculate the target completion rate. T = (G + C) /2, or (83 + 61.64) /2 = 72.32 (T).
Fourth step is to calculate P – T, which would be 61.00 – 72.32 = –11.32. This step calculates the extent to which the program completion rate varies from the estimated target rate. The program is performing below the estimated target rate. The relatively high university graduation rate is the main reason.
Honors program A had a program completion rate (P) of 84%, a freshman retention rate (R) of 88%, and a university graduation rate (G) of 73%. The C rate would be .67*88, or 58.96. The T calculation would be (G + C) /2, or (73 + 58.96) / 2= 65.98 (T). Now calculate C – T, (or 84 – 65.98) = +18.02. This program is performing far above its estimated target rate.
Honors program B had the same program completion rate (P) of 84% but a much higher freshman retention rate (R) of 95%, and a university graduation rate (G) of 81%. Calculating the C value would be .67*95, or 63.7, and the T would (G + C) /2, or (81 – 63.7) /2 = 73.325. When we calculate C – T, (84 – 73.325), the result is + 11.675. This program is performing well above its estimated rage, but even with the same completion rate as Program A, the impact of higher graduation and freshman retention rates for Program B causes its relative performance rating to be lower than Program A. In other words, the expectations were higher for Program B. Both programs are exceptional in that their honors completion rates exceed their university graduation rates.
Honors program D had a program completion rate (P) of 40%, a freshman retention rate (R) of 82%, and a university graduation rate (G) of 53%. C would be .67*82, or 54.94. T would be (G + C) /2, or (53 + 54.94) /2 = 53.97. Calculating C – T, the result is 40 – 53.97, or -13.97. Program D is significantly underperforming based on the formula.