Determining ‘Value’ in Higher Education

<a href=""><img class="alignright size-medium wp-image-803" title="55973z0nf14698b" src="" alt="education"width="200" height="300" /></a>By Holly A. Bell Last week <a rel="nofollow" href="" target="_blank">The Princeton Review</a> released their annual list of “<a rel="nofollow" href="" target="_blank">Best Value Colleges</a>”. While the Princeton Review makes their selections based on a formula that includes academics, cost of attendance, and gift aid, it does make you wonder about the definition of “best value”. Many of the colleges and universities on the list have rather high price tags. While some of the usual expensive schools were on the list including <a rel="nofollow" href="" target="_blank">Yale</a>, <a rel="nofollow" href="" target="_blank">Vassar</a>, and <a rel="nofollow" href="" target="_blank">Reed</a>, the top three included <a rel="nofollow" href="" target="_blank">Bates</a>, <a rel="nofollow" href="" target="_blank">Colby</a>, and <a rel="nofollow" href="" target="_blank">Middlebury</a> Colleges. Granted, they make up for their high tuitions with significant student grants, but what if they didn’t? Would they still be a value? How do students measure value in their educations? <h2>How

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