- Why rank colleges?
- Are the rankings objective and fair?
- Why are rankings helpful in choosing a college?
How U.S. News Ranks Colleges
- In brief, how does U.S. News rank colleges?
- Does U.S. News rank all colleges and universities?
- Why does the methodology change most years?
- What changes, if any, were made this year to the methodology and the rankings?
- Why does U.S. News classify colleges into different categories before ranking them? How are the categories defined?
- What are National Universities?
- What are National Liberal Arts Colleges?
- What are Regional Universities and Regional Colleges?
- What are tiers, and why are some schools listed in tiers and not numerically ranked?
- What measures of academic quality does U.S. News use in its rankings?
- Where do the data used in the rankings come from?
- Which measure of quality is most important?
- How did U.S. News decide how much weight to give each indicator in its ranking formula?
- Why did my school's rank go up – or down – this year?
- Why do private schools fare better than publics in the U.S. News rankings?
- Why doesn't U.S. News rank undergraduate specialty schools in fine arts, engineering and business?
- Does U.S. News consider economic diversity in its rankings?
- What does it mean when a school is marked as Rank Not Published or Unranked?
- How does U.S. News handle for-profits in the rankings?
- How does U.S. News handle schools that refuse to respond to the U.S. News annual statistical survey, given that many of them are still included in the rankings?
How to Use the Rankings
- What is the best way for students and their parents to use the rankings?
- How can I find the rank of a particular school?
- How can I find out a school's rank from last year or an earlier year?
- If a school goes up or down in the rankings, does it mean the school is getting better or worse?
- How can I compare a school in one category with one in a different category?
- How can I compare two schools in the same category but different regions?
- Can I find out all of a school's U.S. News rankings in one place?
Why U.S. News Ranks Colleges
For this reason, the editors of U.S. News believe that students and their families should have as much information as possible about the comparative merits of the educational programs at America's colleges and universities.
The data we gather on colleges – and the rankings of the schools that arise from these data – serve as an objective guide by which students and their parents can compare the academic quality of schools.
When consumers purchase a car or a computer, this sort of information is readily available. We think it's even more important that comparative data help people make informed decisions about an education that can now cost more than $240,000 – including tuition, room, board, required fees, books, transportation and other personal expenses – for a bachelor's degree at some of the more expensive private universities.
We do our utmost to make sure they are. Each school's rank, within its group of peer institutions, is based on the same set of quality measures.
Furthermore, 77.5 percent of a school's ranking in the National Universities, National Liberal Arts Colleges, Regional Universities and Regional Colleges categories is based on a formula that uses objective measures of academic quality such as graduation rates, faculty information and admissions data.
The remaining 22.5 percent is based on a peer assessment among top academics at colleges; in the National Universities and National Liberal Arts Colleges categories, that includes an additional academic reputation survey among high school counselors.
In the peer assessment survey, U.S. News asks the president, provost and dean of admissions at each school to rate the quality of the academic programs for schools in the same ranking category, including their own. Those unfamiliar with a particular school are asked to check a box labeled "don't know."
Peer assessments are subjective, but they are also important: A diploma from a distinguished college can help a graduate get good jobs and gain admission to top-notch graduate programs, just as a high school's reputation can help or harm an applicant's chances of getting into a good college.
Rankings are helpful to applicants because they rate the strength of the academic program at each undergraduate institution. As such, the rankings give applicants information on a key factor to consider when selecting a college.
Furthermore, the rankings are based on accepted measures of academic quality chosen after careful reporting and research on measuring quality in education. U.S. News takes pains to gather data in a uniform way and eliminate any gaps.
Finally, the rankings condense a great deal of information about the quality of the education at each school, making it easier to compare institutions and select the best one for an individual.
How U.S. News Ranks Colleges
To rank colleges, U.S. News first places each school into a category based on its mission (research university or liberal arts college) and – for universities offering a range of master's programs and colleges focusing on undergraduate education at the bachelor's level without a particular emphasis on the liberal arts – by location (North, South, Midwest and West).
National Universities where there is a focus on research and that offer several doctoral programs are ranked separately from National Liberal Arts Colleges, and Regional Universities and Regional Colleges are compared with other schools in the same group and region.
Second, we gather data from and about each school in up to 16 areas related to academic excellence. Each indicator is assigned a weight (expressed as a percentage) based on our judgments about which measures of quality matter most.
Third, the colleges are ranked based on their composite weighted score. We publish the numeric rank of roughly the top three-fourths of schools in each of the 10 categories; the remaining lowest-ranked schools in each category are placed into the second tier and labeled Rank Not Published, listed alphabetically, based on their overall score in their category.
The data for the 2014 edition of Best Colleges were gathered in the spring and summer of 2013.
Not quite. To be included in the rankings, a college or university must be regionally accredited and have a total enrollment of at least 200 students. Also, we do not rank certain schools for school-specific reasons, such as schools that do not use the SAT or ACT in admissions decisions.
In addition, 79 of the 1,596 regionally accredited U.S. institutions that are part of the U.S. News data collection universe are specialty institutions that offer most or all of their degrees in fine arts, performing arts, business or engineering.
We also have gathered information on nearly 200 more schools that include some nontraditional and international students; these schools are not ranked and are also listed as Unranked.
As we have for many years, we have also ranked 467 accredited undergraduate business programs and 393 accredited undergraduate engineering programs. This information can supplement the colleges' overall rankings for students with an interest in these majors.
Once again, we have created groups of Unranked schools that we have listed alphabetically in separate tables at the end of each category in which they would have been ranked.
We have been doing this to some degree since 1990. U.S. News believes that because these schools are unable to report key educational characteristics or because they have certain other characteristics, it would be unfair to try to compare them statistically with the other schools that are part of the rankings.
In addition, for the seventh year in a row, those institutions that have indicated that they don't use the SAT or ACT in admissions decisions for first-time, first-year, degree-seeking applicants were included in the list of Unranked schools. The non-use of the SAT or ACT in admissions decisions is the main reason why schools are listed as Unranked.
In addition, some schools were not ranked because they didn't receive enough responses on the peer assessment survey to allow us to use their peer score as part of their overall rank.
In total, 141 schools in the National Universities, National Liberal Arts Colleges, Regional Colleges and Regional Universities categories are unranked because of the above reasons.
Other types of schools have been unranked in previous years and continue to be listed as Unranked this year. The largest group is the 79 specialized schools in arts, business or engineering. These schools are classified by the Carnegie Foundation for the Advancement of Teaching as "Special Focus Institutions."
U.S. News refines its methodology for one simple reason: to improve it. There is an active and ongoing debate about how best to measure quality in education, and U.S. News pays close attention to that debate. When new or better ideas for measuring quality are proposed, we evaluate them carefully and make changes to ensure that we provide the best possible rankings to our readers.
For example, over time, the ranking model has put less emphasis on input measures of quality (which look at characteristics of the students, faculty and other resources going into the educational process) and more emphasis on output measures (which look at the results of the educational process, such as graduation and freshman retention rates). This shift was consistent with the increased emphasis that educators, researchers and policymakers have placed on results when comparing and evaluating educational programs.
U.S. News made significant changes this year to the Best Colleges ranking methodology to reduce the weight of input factors and increase the weight of output measures.
• High school class standing: We reduced the weight assigned to the high school class standing of newly enrolled students in the ranking model for all categories and gave slightly more weight to SAT and ACT scores.
It is clear from the data that U.S. News collects that, as each year passes, the proportion of high school graduates with class rank on their transcripts is falling. As a result, the measure is less representative of each college's freshman class than it was five or 10 years ago.
The decline in importance of high school class standing in admissions decisions was confirmed in the National Association for College Admission Counseling's 2012 "State of College Admission" report. The report states that since 1993, "the factor showing the largest decline in importance is class rank." For fall 2011, just 19 percent of colleges rated it as considerably important, down from 42 percent in 1993.
This same research shows that SAT and ACT scores are growing in importance in admissions decisions. To better reflect this reality, the student selectivity indicator in our ranking model was adjusted so that the weight of high school class standing dropped from 40 percent to 25 percent, and the weight of SAT and ACT scores increased from 50 percent to 65 percent.
At the same time, the weight of student selectivity overall has declined from 15 percent to 12.5 percent to place less emphasis on inputs. This change reduced the effective weight of class rank in the overall rankings from 6 percent to 3.125 percent; increased the effective weight of SAT and ACT scores in the overall rankings from 7.5 percent to 8.125 percent; and slightly reduced the effective weight of acceptance rate in the overall rankings from 1.5 percent to 1.25 percent.
• Graduation rate performance: We expanded the use of the graduation rate performance indicator to all the Best Colleges ranking categories; this meant that for the first time, it applied to Regional Universities and Regional Colleges, nearly 1,000 additional colleges.
Since 1997, this ranking factor had been used only in the National Universities and National Liberal Arts Colleges ranking categories. It now has a weight of 7.5 percent in the ranking model for all schools.
Incorporating this indicator for all schools improves the Best Colleges ranking methodology, as it's an important outcome measure that focuses on the difference between each school's predicted graduation rate (as calculated by U.S. News based on key characteristics of the incoming class closely linked to college completion, such as SAT and ACT scores and Pell Grants) and its actual graduation rate. The indicator gives credit to schools that have higher-than-expected graduation rates.
• Other ranking factors: We changed other weights in the ranking model to further emphasize outcome measures.
The weight of the peer assessment score was reduced in the Regional Universities and Regional Colleges categories from 25 percent to 22.5 percent; the weight of graduation and retention rates was increased for National Universities and National Liberal Arts Colleges to 22.5 percent from 20 percent.
Since we added graduation rate performance as a ranking factor for Regional Universities and Regional Colleges, the weights for the graduation rates themselves and retention rates dropped from 25 percent to 22.5 percent.
As a result of the changes described above, many schools' ranks changed in the 2014 edition of the Best Colleges rankings compared with the 2013 edition.
If a school's ranking data changed in the 2014 edition compared with the 2013 edition, this could have had an impact on its new overall rank.
Even if a school's ranking data changed little in the 2014 edition compared with the previous edition, if the new methodology placed more emphasis on a ranking factor that the school scored relatively higher in, then its rank may have risen.
Similarly, if the new methodology placed more emphasis on a factor that the school was relatively weaker in, then its rank may have fallen.
In addition, U.S. News made changes in the methodology used to determine which schools made the list of A-plus Schools for B Students and also adjusted the methodology used in the Historically Black Colleges and Universities rankings to reflect some of the changes we made in the main Best Colleges rankings.
Beyond the ranking methodology changes, we used clearer footnotes to indicate the schools that did not report to U.S. News fall 2012 SAT and ACT scores for all first-time, first-year, degree-seeking students with these scores – including athletes, international students, minority students, legacies, those admitted by special arrangement and those who started in the summer of 2012.
The footnotes also include schools that declined to tell us whether all students with test scores were represented.
The value of those footnoted SAT and ACT scores reported by the school was reduced in the Best Colleges ranking model. This practice is not new; since the 1997 rankings, we have discounted the value of such schools' reported scores in the ranking model, since the effect of leaving students out could be that lower scores are omitted.
If a school told U.S. News that it included all students with scores in the reported SAT and ACT scores, then those scores were counted fully in the rankings and were not footnoted.
The purpose of grouping colleges into categories is to compare schools with similar missions. For example, schools that offer graduate programs and emphasize research are generally in different categories from colleges that focus exclusively on teaching undergraduates.
To define the categories, we used the 2010 Basic Classification system developed by the Carnegie Foundation for the Advancement of Teaching, an accepted classification system in higher education.
U.S. News collapses 12 of the Carnegie categories, which are part of the Carnegie Foundation for the Advancement of Teaching's 2010 revision of its Basic Classification, into four: National Universities, National Liberal Arts Colleges, Regional Universities and Regional Colleges. The Regional Universities and Regional Colleges are placed into one of four geographic categories: North, South, Midwest and West.
There are 281 national universities – 173 public, 101 private and seven for-profit – based on the 2010 Basic categories established by the Carnegie Foundation for the Advancement of Teaching.
National Universities offer a full range of undergraduate majors as well as master's and doctoral degrees. In many cases, they place strong emphasis on research and receive federal money to support their research endeavors.
There are 248 National Liberal Arts Colleges – 220 private, 27 public and one for-profit. These schools emphasize undergraduate education.
To be included, colleges must award at least 50 percent of their degrees in liberal arts disciplines, such as languages and literature, biology and life sciences, philosophy, cultural studies and psychology.
Like National Universities, Regional Universities offer a full range of undergraduate programs and provide graduate education at the master's level. However, they differ by offering few, if any, doctoral programs. Of the 621 Regional Universities, 262 are public, 347 private and 12 are for-profit.
The 367 Regional Colleges, including 94 public institutions, 256 privates and 17 for-profits, focus on undergraduate education but grant less than 50 percent of their degrees in liberal arts disciplines. The Regional Colleges category includes institutions where in some cases only a small number of the degrees awarded are at the bachelor's level.
The Regional Universities and Regional Colleges are placed into one of four geographic categories: North, South, Midwest and West.
U.S. News publishes the numbered rankings of approximately the top 75 percent of schools in each of the categories. The remaining schools are placed in the bottom, or second tier, based on their overall score in their category, and listed alphabetically. Schools in the second tier are labeled as Rank Not Published on usnews.com.
The second tier, also referred to as Tier Two, is approximately the bottom 25 percent of schools that are just beneath the numerically ranked schools in the top three-fourths in terms of their ranks in that category. In other words, schools listed in Tier Two are ranked lower than all those that are numerically ranked. In that particular ranking category of schools, the Tier Two schools are the lowest ranked.
We believe that the data are complete enough to numerically rank schools in the top 75 percent of each category, given our robust methodology.
Another key reason we can rank that many schools numerically is that the quality of the data we collect has improved over the years, including our ability to get a school's data from other public sources, such as the U.S. Department of Education, for schools that don't report their data to U.S. News voluntarily.
These extended rankings also reduce ranking volatility, since far fewer schools will now drop in and out of the numerical rankings in any given year.
Schools in Tier Two are not numerically ranked since the data is not as complete and we want the numerical rankings to emphasize the top schools.
Indicators used to measure academic quality fall into seven broad areas: peer assessment; retention and graduation of students; faculty resources; student selectivity; financial resources; alumni giving; and graduation rate performance, the difference between the proportion of students expected to graduate and the proportion who do.
The indicators include both input measures, which reflect the quality of students, faculty and other resources used in education, and outcome measures, such as graduation and freshman retention rates and graduation rate performance, which signal how well the institution educates its student body.
Schools report most of the information directly to us. Each year, U.S. News sends an extensive questionnaire to all accredited four-year colleges and universities in late winter through spring.
This year's data collection for the Best Colleges 2014 edition took place during the spring and summer of 2013. U.S. News is a founding member of the Common Data Set initiative. U.S. News incorporates items from the CDS and unique proprietary items on its survey.
When the surveys are returned, we enter and evaluate the data, checking for possible errors and consistency with related information. For example, SAT scores must fall in a particular range, and the score reported as the 25th percentile must be less than the score reported as the 75th percentile.
Where possible, we double check the data with information from other sources. For example, statistics about faculty salaries are compared with information collected by the American Association of University Professors.
For schools that don't return the questionnaires or don't answer all the questions, U.S. News uses comparable data from the Council for Aid to Education (for alumni giving rates), the National Collegiate Athletic Association (for graduation rates) and the U.S. Department of Education's National Center for Education Statistics (SATs, ACTs, acceptance rates, graduation and freshman retention rates, student-faculty ratios, faculty counts, tuition, room and board, other students fees and financial resources), as well as data collected by U.S. News in previous years and data pulled from those schools' own websites.
In the case of colleges that have refused to fill out the U.S. News statistical survey during the 2013 data collection and are included as a ranked school in the 2014 rankings, we have made extensive use of the statistical data those institutions were required to report to NCES on such factors as SAT and ACT scores, acceptance rates and faculty and retention rates.
First, remember that each measure that U.S. News uses in its rankings captures some important dimension of the academic program. The weight, expressed as a percentage, tells you the relative importance that U.S. News places on each measure.
U.S. News weights outcomes more heavily than any other factor, since measures of graduation and retention are the most heavily weighted factors in the Best Colleges rankings. For National Universities, National Liberal Arts Colleges, Regional Universities and Regional Colleges, the ranking formula gives the graduation and retention measures a weight of 22.5 percent each.
In addition, the ranking model for all categories includes graduation rate performance, with a 7.5 percent weight, measuring whether the school is over- or underperforming in terms of graduating its students.
Overall, the factors that directly relate to graduation and retention have a total weight of 30 percent in the ranking methodology, far outweighing any other factor in the rankings.
The U.S. News ranking formula gives a weight (22.5 percent) to peer assessment scores because a diploma from a distinguished college helps graduates get good jobs or gain admission to top-notch graduate programs.
For National Universities and National Liberal Arts Colleges, in terms of the actual ranking calculations, the peer assessment score among academics and the high school counselor reputation score are computed as separate ranking indicators. This means that the academic peer score is weighted at 15 percent and the high schools counselor rating score counts 7.5 percent, for a total of 22.5 percent.
The Regional Universities and Regional Colleges rankings rely on one assessment score, by the academic peer group.
We recommend that prospective students consider which indicators are especially important to them and look at those individual elements as well as the school's overall rank. Our website's search and sort capabilities make it simple to locate schools that are strong in a particular area.
Analysts at U.S. News have chosen the weights used in the ranking formula. Our views of the appropriate weights may differ from those of other higher education experts. The weights were chosen based on years of reporting about education, on reviews of research about education and after consultation with experts in higher education.
Over time, including the changes we made for the 2014 edition, we have placed greater weight on the outcome measures of quality (such as graduation rate) and de-emphasized the input measures (such as high school standing and financial resources).
This change is consistent with a growing emphasis by education experts on outcomes in assessing the performance of complex institutions such as colleges.
There were some changes in the indicator weights used in the ranking methodology in the 2014 edition compared with the 2013 edition (see No. 4 above).
Each school's circumstances are unique, but we can tell you in general terms why rank changes.
In the 2014 edition of Best Colleges, the main reason why many schools' rankings changed compared with the 2013 edition is the various changes made in this year's ranking methodology, as described in detail in No. 4 above.
These changes include a significant reduction in the weight of high school class standing, adding graduation rate performance as a ranking factor to the Regional Universities and Regional Colleges categories and adjusting other weights of other ranking factors.
A school's ranking data may have changed little in the 2014 edition of Best Colleges compared with the 2013 edition. However, if the new methodology placed more emphasis on a ranking factor that the school scored relatively higher in, then its rank may have risen. Also, if the new methodology placed more emphasis on a factor that the school was relatively weaker in, then its rank may have fallen.
Another reason for why a school can move up or down in the rankings is because some or all of its ranking data moved higher or lower in the 2014 edition of the rankings compared with the 2013 edition. A college's rank may change from one year to the next when its performance and its data, relative to one or more of its peers in its ranking category, varies on one or more measures of academic quality used by U.S. News in the rankings.
In other words, a school's rank can vary because its performance on a measure changes or because the performance of other schools in the same peer group changes. Also, in some cases, schools report fuller and/or less complete data in one year versus the current year.
The changes in how schools report their data are among the key contributing factors why some schools have moved in the rankings.
As stated earlier, many of the changes in rank are likely to reflect the various changes made this year in the U.S. News methodology as described above, which have been made to improve the quality of the rankings. As a result, this may make it hard to identify the precise cause of why a school's rank did change.
Overall, private colleges and universities tend to do better on several measures in our ranking model, including student selectivity, graduation and retention rates and class size. Because of their mission to serve students in their state, publics generally don't score as high on selectivity as private colleges, many of which have more stringent admissions standards.
In addition, public colleges and universities tend to have lower graduation and retention rates and larger classes.
Finally, the public schools often lack the financial resources of the better-endowed private universities or have suffered from continuing budget cuts due to slow-growth economic conditions.
Note: U.S. News publishes separate rankings of the Top Public Schools in each category.
Seventy-nine of the 1,596 accredited undergraduate institutions in the U.S. that are in our data collection universe fall into a specialty category because they award most or all of their degrees in fine arts, performing arts, business or engineering.
These schools offer an important alternative for students aspiring to careers in particular fields. U.S. News provides pertinent data for each school but does not rank these institutions because there are too few in each category to allow a fair comparison and because their specialized focus would require a different system of ranking.
However, U.S. News does annually rank some the largest undergraduate majors. This year, as we have for many previous years, we ranked 467 undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business and 393 undergraduate engineering programs accredited by ABET, formerly the Accreditation Board for Engineering and Technology.
These rankings are based solely on peer assessment surveys that were sent in the spring of 2013. The results of these separate surveys are available on our website.
Yes, for the eighth year in a row, we have included the proportion of the student body receiving Pell Grants in our predicted graduation rate formula. Pell Grants are an important indicator of how many low-income students attend a school, and adding them resulted in a model that better captures the school's student body and improves that indicator.
More about Pell Grants can be found in our Economic Diversity table.
For the third year in a row, U.S. News has labeled all the schools in the second tier of the National Universities, National Liberal Arts Colleges, Regional Universities and Regional Colleges categories as Rank Not Published to explain why some schools don't have a numerical rank and score listed next to them.
Rank Not Published means that U.S. News did calculate a numerical rank and score for that school, but decided for editorial reasons that since the school ranked below the U.S. News cutoff – the top three-fourths of each ranking category are numerically ranked – that U.S. News would not publish the rank and score for that school on usnews.com.
U.S. News will supply schools listed as Rank Not Published with their numerical rank and score, if they submit a request following the procedures listed in the Information for School Officials page. Schools marked as Rank Not Published are listed alphabetically.
Unranked means that U.S. News did not calculate a numerical rank for that school. The school did not qualify to be numerically ranked by U.S. News. Schools marked as Unranked are listed alphabetically and are listed below those marked as Rank Not Published.
U.S. News believes that because these schools are unable to report key educational characteristics or because they have certain other characteristics, it would be unfair to try to compare them statistically with the other schools that are part of the rankings.
There is a more detailed explanation above and in the general methodology for why a school is listed as Unranked.
All regionally accredited for-profit institutions are included in the U.S. News data collection. For the third year in a row, U.S. News has included in the rankings all for-profit colleges and universities that grant bachelor's degrees and are regionally accredited, and where eligible to be ranked, if they met the specific U.S. News ranking criteria to be included in the Best Colleges rankings. These include many schools that have large online bachelor's degree programs.
As a result of the U.S. News eligibility standards to be ranked, almost all of the for-profit institutions have been grouped with the Unranked schools.
Why? Their bachelor's degree candidates are largely nontraditional students in degree completion programs, for example, or they don't use SAT or ACT test scores in admissions decisions – both of which are factors U.S. News uses to decide if a school is eligible to be ranked. Since many of the for-profits generally don't use the SAT or ACT test scores in admissions decisions, they are listed as Unranked.
Nonresponders are still included in the rankings, if they are eligible to be ranked. If they were eligible to be ranked but refused to fill out the U.S. News statistical survey in the 2013 data collection, we have made extensive use of the statistical data those institutions were required to report to the U.S. Department of Education's National Center for Education Statistics on such factors as SAT and ACT scores, acceptance rates, number of faculty and graduation and retention rates.
How to Use the Rankings
Students can use the rankings to create an initial list of schools to consider, to narrow down that list and to compare overall academic quality. Students can also use the data underlying the rankings to identify schools with specific characteristics that they value.
However, the editors of U.S. News believe rankings are only one of many criteria students should consider in choosing a college. Simply because a school is top in its category does not mean it is the top choice for everyone.
A prospective student's academic and professional ambitions, personal preferences, financial resources and scholastic record, as well as a school's size, atmosphere and location, should play major roles in determining a college choice.
Moreover, it is crucial to remember that schools separated by only a few places in the rankings are extremely close in academic quality.
[Get more information on how to use the rankings.]
U.S. News publishes the rankings in two places: in a separate college guidebook, "Best Colleges 2014," and on this website, which also offers the U.S. News College Compass – home to the most complete rankings and data. The guidebook is available for purchase at newsstands, by calling 1-800-836-6397, or visiting the U.S. News store. For discounts on bulk orders of 50 or more copies, please contact email@example.com.
If you are using the college guidebook, the only print version of the rankings, the index – where the schools are listed alphabetically – gives page numbers of any table in which a particular school appears. The index also shows the page number for the school's entry in our directory, which is filled with facts about each college and university.
Our website has the most complete data and, in some cases, more extended rankings than are published in the guidebook. If you are using our website's college search, simply type in the full name of the school, make sure you spell it correctly, and click "Search." That will take you to our online directory. The website also has search and sort features to help customize a college search.
If you can't find a particular school, make sure you are looking under the right category. The school may be too small, enrollment below 200, or too specialized to be ranked – although we do provide data on these institutions in the guidebook and on the Web.
Those interested in the most comprehensive data on each school and the most extensive rankings in each category can subscribe to the U.S. News College Compass.
You can look it up in a past issue of the printed guidebook. Bear in mind that changes in a school's rank may reflect changes in other schools' performance or changes in our methods and not just changes in the school's programs.
If you do want to track down a back issue – despite this warning – here are the publication dates for all the issues of "Best Colleges/America's Best Colleges" and "Best College Values/Paying for College":
|2014 Best Colleges||9/24/2013|
|2013 Best Colleges||9/18/2012|
|2012 Best Colleges||9/20/2011|
|2011 Best Colleges||8/15/2010|
|2010 America's Best Colleges||8/20/2009|
|2009 America's Best Colleges||8/26/2008|
|2008 America's Best Colleges||8/27/2007|
|2007 America's Best Colleges||8/28/2006|
|2006 America's Best Colleges||8/29/2005|
|2005 America's Best Colleges||8/30/2004|
|2004 America's Best Colleges||9/01/2003|
|2003 America's Best Colleges||9/23/2002|
|2002 America's Best Colleges||9/17/2001|
|2001 America's Best Colleges||9/11/2000|
|2000 America's Best Colleges||8/30/1999|
|1999 America's Best Colleges||8/31/1998|
|1998 America's Best Colleges||9/01/1997|
|1997 America's Best Colleges||9/16/1996|
|1996 America's Best Colleges||9/18/1995|
|1995 America's Best Colleges||9/26/1994|
|1994 America's Best Colleges||10/4/1993|
|1993 America's Best Colleges||9/28/1992|
|1992 America's Best Colleges||9/30/1991|
|1991 America's Best Colleges||10/15/1990|
|1990 America's Best Colleges||10/16/1989|
|1989 America's Best Colleges||10/10/1988|
|1988 America's Best Colleges||10/26/1987|
|1986 The Best Colleges in America||11/25/1985|
|1984 Rating the Colleges||11/28/1983|
|2010 Paying for College||9/1/2009|
|2009 Paying for College||9/15/2008|
|2008 Paying for College||9/17/2007|
|2007 Paying for College||9/18/2006|
|2006 Paying for College||9/05/2005|
|2005 Paying for College||9/06/2004|
|2004 Paying for College||9/08/2003|
|2003 Paying for College||9/30/2002|
|2002 Best College Values/Paying for College||10/1/2001|
|2002 Saving for College||7/30/2001|
|2001 Best College Values/Paying for College||9/18/2000|
|2000 Best College Values/Paying for College||9/06/1999|
|1999 Best College Values/Paying for College||9/07/1998|
|1998 Best College Values/Paying for College||9/08/1997|
|1997 Best College Values/Paying for College||9/23/1996|
|1996 Best College Values/Paying for College||9/25/1995|
|1995 Best College Values/Paying for College||10/3/1994|
|1994 Best College Values/Paying for College||10/11/1993|
Don't jump to this conclusion. Again, changes in a school's rank may reflect changes in other schools' performance or changes in our methods and not just changes in the school's programs.
Our primary objective is to serve students searching for the best school for them. With this goal in mind, we have worked with education experts to refine and evolve our ranking system over time. For instance, our ranking model now puts less emphasis on the qualifications of students entering the school as freshmen, such as average high school class rank.
Instead, we now put more emphasis on data that indicate how well each school is educating students once they enroll – such as the percentage of a college's entering class that returns for a second year and graduation rates. Because of such methodological changes, we suggest that college applicants focus on a school's current rank.
You can't really compare the rank of schools in different categories, but you can compare schools by the attributes that are most important to you, such as graduation rates or class size. The exception is the peer assessment score. Peer assessment data are not comparable because we survey different individuals about the schools in each category.
You should also consider such things as the size of each school, the degrees the school offers and other things that are important to you.
As in the previous question, look at how schools fare in the attributes that are most important to you.
Each school has a Rankings tab on the top of the school directory pages that allows you to see all the different categories in which a school is numerically ranked in the Best Colleges, Best Graduate Schools and Best Online Education Programs rankings.
Searching for a college? Get our complete rankings of Best Colleges.