the ranking phenomenon
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some cases I know the president and I say, `Oh, gee, that's a real good
president.' But that's not a good reason. I think one of the best presi-
dents I know is [from a college] in the middle of the pack. A great
person. Does a great job. But as for his school, all I know is its admis-
sions selectivity."
Once a college is known to be "good," even presidents have a hard
time going against conventional wisdom. Indeed, a strong reputation is
beguiling because it leads people to believe they "know" an institution
even when all they really know is its reputation. "I don't know anything
about Amherst," Rothkopf says. "I've never been there. But they are at
the top [of the rankings]. So they must be good, right? So I put Amherst
at the top. I could say I don't know, but how could I say that about
Amherst? It's a great school."
Rothkopf's candor reveals what is easily missed in a ranking system
that has a veneer of objectivity and scientific precision and what, in the
end, is the single greatest problem with the industry--rankings do not
establish reputations as much as they reinforce them.
From the "Best" College to the Right College
Prospective students who are lured to top-ranked schools only because
they are considered the "best" do themselves a tremendous disservice.
These students often become the victims of a capricious and cynical
marketing strategy that delivers the opposite of what it promises.
Instead of measuring a college or university's quality, it focuses on
unstable and superficial substitutes--usually reputation and selectivity.
Instead of giving students confidence, it promotes uncertainty and stress
as students try to squeeze into the handful of brand-name institutions.
Instead of empowering students with knowledge and confidence, it
encourages a beggar mentality. Too many students approach the college
admissions process with the attitude, "Tell me who you want me to be
and I'll be that person."
