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The closest analogue for evaluating the quality of academic education are the annual rankings of colleges and universities by U.S. News and World Report but these rankings have not only been widely and severely criticized,growing numbers of colleges are refusing to supply the data used in such rankings, which itself undermines the validity of the rankings, regardless of the merits of the criticisms. There are similar attempts at ranking academic institutions by journalists in Britain, Germany and other countries, and by Shanghai Jiao Tong University in China, but the same university can have radically different rankings in these various systems, calling into question the validity of all these rankings.
rely on broad-brush indicators of campus resources, such as the number of books in campus libraries and student:faculty ratios— in short, the same kinds of input criteria, rather than measures of educational output, for which U.S. News and World Report has been criticized. But, far from providing reliable indicators of educational quality or efficiency, the use of such indicators can become a barrier against newer and lower-cost ways of educating students that can be reflected in lower tuitions. For example, reading materials available on-line or on DVDs can replace books and bound volumes of academic journals and otherperiodicals that would be more cosdy to buy and require more expensive storage space on library shelves.
最近在看economical facts and fallacies里 academic facts and fallacies这一章里提到的。
顺便提下One of the biggest fallacies about academic institutions is that attendance at big-name colleges and universities is virtually essential for reaching the top in later life.
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