Date of Graduation

5-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Higher Education (PhD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Hevel, Michael S.

Committee Member

McCray, Suzanne

Second Committee Member

Basset, Becca S.

Third Committee Member

Lo, Wen-Juo

Keywords

College Rankings; Institutional Theory; Predictive Modeling; Proxy Measures; Quantitative; U.S. News & World Report (USNWR)

Abstract

Since 1983, U.S. News & World Report (USNWR) has published annual college rankings that shape institutional decision-making, student choices, and public perceptions of higher education. While widely utilized, these rankings have been criticized for their reliance on subjective reputation metrics, methodological opacity, and emphasis on factors correlated with institutional wealth rather than student outcomes. This study examines whether publicly available data from sources such as the Integrated Postsecondary Education Data System (IPEDS) and the U.S. Department of Education’s College Scorecard can serve as proxies for the factors used in the USNWR National Universities 2025 Best Colleges rankings. Using statistical correlation analyses and regression modeling, the study assesses the extent to which these proxy measures predict the peer assessment factor, one of the most heavily weighted and controversial components of the rankings. Findings indicate that variables such as selectivity, faculty salaries, and financial resources per student exhibit strong predictive relationships with peer assessment scores, reinforcing concerns that rankings favor institutional affluence and historical prestige. These results provide insight into how rankings may shape institutional decision-making, particularly regarding resource allocation, and suggest that without increased financial investment, climbing the rankings remains challenging. Additionally, this study highlights recent changes to the USNWR methodology, including an increased emphasis on social mobility, and considers their implications for future rankings. By offering a data-driven analysis of ranking methodologies, this research informs ongoing debates about their validity and impact, equipping higher education stakeholders with a clearer understanding of their role in institutional strategy and public perception.

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