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When the time comes to purchase a car, the old folks recommend that you give the tires a good kick and that you take a peek under the hood. It is an expression that reminds us to look beyond the shadow and the glitz to what really matters. In the case of a car, the most important element is not how it looks but whether it gets you where you need to go.

Likewise, when it comes to attending college, it is important to remember what the ultimate goal is: earning a degree. As with that automobile, it is imperative that prospective college students look beyond the shadow and the glitz to the substance. In the case of a college education, one of the most important elements is completing your college program.

New Report

With the purpose in mind, we turn to the American Enterprise Institute for Public Policy Research and the results of their recent study, Diplomas and Dropouts – Which Colleges Actually Graduate Their Students (and Which Don’t). And we offer directly the words from the Executive Summary:

In the fall of 2001, nearly 1.2 million freshmen began college at a four-year institution of higher education somewhere in the United States. Nearly all of them expected to earn a bachelor’s degree. As a rule, college students do not pack their belongings into the back of a minivan in early September wondering if they will get a diploma–only when.

For many students, however, that confidence was misplaced. At a time when college degrees are valuable–with employers paying a premium for college graduates–fewer than 60 percent of new students graduated from four-year colleges within six years. At many institutions, graduation rates are far worse. Graduation rates may be of limited import to students attending the couple hundred elite, specialized institutions that dominate the popular imagination, but there are vast disparities–even among schools educating similar students–at the less selective institutions that educate the bulk of America’s college students.

In simplest terms, the report notes the incredible “variation in graduation rates across more than 1,300 of the nation’s colleges and universities.” What makes the report so important for prospective students is that the folks at AEI found such variations within colleges of similar admissions criteria and students. Not only did the researchers find that four-year American colleges had a graduation rate of 53% within six years, they determined that rates below 50%, 40% and even 30% were distressingly easy to find.

The report offers a very tantalizing summation statement:

…..while student motivation, finances and ability matter greatly when it comes to college completion, the practices of higher education institutions matter, too.

And as for the impact for higher education in the long run, AEI reports:

…graduation rates as calculated here do convey important information–information that should be readily available to students selecting a school, parents investing in their child’s education, and policymakers and taxpayers who finance student aid and public institutions. We believe that the graduation rate measure included here should be just the beginning of a deeper inquiry into college success.

Schools with low graduation rates are not necessarily “bad” schools. A low graduation rate could reflect any number of factors, including a high degree of quality control. A low graduation rate at a school with a special focus on engineering, for instance, could be a signal of the rigor of its curriculum. Low graduation rates also reflect transfer rates, and students could be transferring to more selective schools out of these transfer institutions, thus depressing their graduation rates.

In general, however, we would argue that low graduation rates are an important indicator that
a given school may not be serving the needs of its degree-seeking students. When schools
that admit similar students have vastly different graduation rates, consumers should wonder
what this implies about institutional practices and quality.

Growing Recognition of a Major Issue

The latest report from AEI further raises questions related to America’s higher education system. Given a pass for many years, the paltry graduation rates of many colleges and universities are only now coming to light.

Students considering an institution of higher learning should give careful consideration to this data and information available from AEI. We certainly agree with the latter judgment expressed by the institute:

Low graduation rates are an important indicator. To us, a poor graduation rate reveals a lack of commitment by the school to provide the necessary supports required to ensure the success of degree-seeking students.

Our hat goes off to Sam Lee, a graduate student, and to Inside Higher Ed, for shedding some more light on the shaky college rankings game. Lee had noticed that the University of Southern California ranked lower than seventh on all of the graduate level engineering category subfields yet somehow managed to earn the number seven slot on the U.S. News and World Report College Rankings.

Lee’s questioning led Inside Higher Ed to contact both U.S. News and USC to see if it could get to the bottom of the matter. Turns out the large number of the engineering school’s professors that were reportedly also members of the National Academy of Engineering helped push the USC rankings to seventh.

But while USC reported to U.S. News 30 professors belonging to the academy and the school’s web site listed 34 such professors, Inside Higher Ed, through a very simple fact check, was able to determine that these figures were entirely inaccurate.

For reporting purposes, the school was supposed to be sending along the number of full-time faculty members that met the prestigious status. Turns out, of the 34 listed on the web site, 17 did not meet the criteria set forth by U.S. News.

U.S. News immediately acknowledged that if the school did have fewer faculty members in the academy than had been reported, the engineering college’s ranking would indeed fall. The exact drop would of course depend on the final numbers reported and how they related to competitor schools.

And in one of the most important acknowledgments for students to hear, officials for the magazine also indicated they were not in the business of verifying the accuracy of the reports from schools. Instead, they trust the schools to be institutions of integrity and simply take what is reported at face value. Of course, they also base their rankings on the information provided.

This episode comes on the heels of the surprising candor of a Clemson official who publicly expressed how the rankings could be gamed (including the very issue expressed here, the accuracy of the reported data). That story was all over the internet in prompt fashion as was a followup admonishment from school officials.

Ultimately, the lesson for students is not to put too much emphasis on these rankings. Especially now that it is clear that those doing the ratings acknowledge they do not verify the information provided.

Many times, when students begin researching scholarship opportunities, they are extremely disappointed to learn that many require an essay.

If you happened to be one of those students for whom writing just a letter is an enormously challenging prospect, this essay requirement is a non-starter. In other words, instead of considering the requirement, you skip over each and every scholarship application that expects you to write such a document.

We think no one should ever look past any scholarship opportunity. It goes without saying that free money is the best kind of money you can obtain so writing an essay is a very small task with a potentially large payoff.

Especially given the fact that as long as you progress in an appropriate manner towards earning your degree most scholarships are renewable for your entire four years.

Getting Help

The key for many students is to find some help with the essay process. In today’s internet age, it is important for students to realize that an enormous amount of help is available for students.

There are a number of web sites offering sound advice and helpful tips. Certain sites feature a focus on creating ideas, others on making your work more distinctive.

One free site, InternationalStudent.com, actually is an excellent, one-stop possibility for those seeking a particular scholarship. First if offers four distinct categories regarding types of essays, admissions, scholarships, etc. Most importantly it features a great, three-step break down of the essay process.

For many students, the most difficult aspect is coming up with an essay topic. Internationalstudent begins with an in-depth look at the process of brainstorming a list of topics.

Once you have constructed a potential list, the site coaches you through the process of winnowing that list to a single topic to pursue. All too often, this step is omitted on other sites but it actually represents one of the most critical and difficult aspects for students (certainly harder than brainstorming possible topics).

Lastly, the site walks a student through the process of turning that selected topic into a meaningful essay. It even provides a list of review questions to consider to ensure that the final document meets expectations.

We also like the site because it gives detailed explanations of the areas students should focus on during each step. The site even provides suggestions as to the amount of time students should spend on each of the three aspects.

While we like this particular site, there are many more worthy ones available. For other free options, simply do a Google search of “free essay advice.”

Essay Editing Help Also Available

While you may hate to write that essay, these documents are used by scholarship committees to narrow their choice. In the case of where there are limited funds, these essays are the determining factor as to who will receive the money.

In virtually all cases, the need of each student is real and significant. So to decide from among many qualified applicants, scholarship committees examine a student’s personal essay very carefully.

Therefore, once you have constructed your essay, you may want to have one of the fee per service sites or a teacher help you put some finishing touches on the document. Spending $50, $75 or even $100 can be well worth the money when scholarships are often in the four-figure range yearly and the five-figure range for the four-year period you are in school.

These essay services can help you polish your product. Their professionals can help make your document sing and eliminate any chance that you have grammatical or spelling errors. They can even make helpful suggestions as to how you might be able to improve the content of the essay.

Just remember, having experts assist you is acceptable. It is totally appropriate to work with essay-editing services as you pursue scholarship applications.

However, under no circumstances should a student pay to have someone else, a professional service or a fellow student, to write their essay for them. Placing your name on a document as if it is one you wrote when in fact you did not will put you in serious jeopardy regarding all forms of aid. Claiming something as yours when it is not can lead to serious discipline issues and may even result in a school terminating your student status.

Pursue those Scholarships!

Given the cost of college today, no student can afford to ignore any potential scholarship option. Ignoring a scholarship opportunity just because the application process requires an essay is something you simply cannot afford to do.

Moreover, students should realize that in some cases simply completing the process will result in a certain amount of money coming their way. The fact is, many students will not apply when an essay is required.

Therefore, these scholarships offer less competition in the long run. In addition, most scholarship committees really want to help students. In many cases everyone completing the application process receives careful consideration and at times even a small sum from a larger pool of dollars.

There is little doubt that test preparation can affect your SAT exam scores. Students seeking admission to the most selective universities have been known to pay significant sums of money for personal tutorials to ensure they are well-prepared for these all-important tests.

While it is clear that preparation does matter, those with limited budgets simply cannot afford the costs associated with private tutorial services. But those on a budget should not ignore this important test preparation – they just need to seek out the most cost-effective options.

Options to Consider

First, students should gain access to sample tests. These practice exams help students become acquainted with the format of the tests and the styles of questions being asked. Familiarity is a real key to reducing the overall anxiety that comes with taking such important standardized tests.

Students can gain access to one copy of the exam free at the Peterson’s College site. You will need to register and you will be limited to but one sample but it is a great place to start and again the point of emphasis is that the test can be accessed free of charge.

Two of the agencies offering private tutorial options have entered the video game market. Students looking for additional test prep practice options can turn to the Princeton Review for My SAT Coach and to Kaplan Test Prep for the game FutureU.

The games are from two gaming industry giants, Ubisoft and Aspyr. FutureU which is currently available for download to a PC or Mac computer but the My SAT Coach is available only for Ninetendo DS. Both will set the user back about thirty bucks.

A standard, cost-effective option that many students and parents swear by is the College Board’s $19.95 “Official SAT Study Guide.” The reason that most find it the item to purchase is the booklet provides four critical elements.

The guide first offers a basic tutorial on the test-taking process. Second, it contains a math review of the key topics that students can expect to see.

Third, it gives students the chance to practice taking timed tests. Finally, it is similar in format to the real process: it is done without a computer using the traditional pencil and paper format that is a hallmark of the SAT.

Other such options do exist. There is the Princeton Review’s Cracking the SAT, Barron’s SAT 2400, Gruber’s Complete SAT Guide, and Kaplan SAT Premier Program. Each works in a similar manner.

Other Important Considerations

If students find that they are weak in the vocabulary areas, they can turn to another tech option, a new site called VerbaLearn. While there is no attempt to tie the building of vocabulary to the actual style of testing one faces on the SAT, access is free and the site is designed to prepare students for any nationally-normed test (SAT, ACT, and/or GRE). The key to making this site effective is to spend time on vocabulary building then return to the actual sample tests to determine if you have indeed built your fundamental vocabulary to a more appropriate level.

Lastly, there is always the issue of self-motivation. Those with a desire to prepare and an ability to structure their own time will find all of these more cost-effective tools great options to consider.

If on the other hand structure isn’t your strongest suit and procrastination an issue, you may well want to consider the test-preparation classes and their related-tutorials. The only issue to remember is that this latter option is the most expensive way to go.

It was a practice that I made great use of over the years, especially the latter years of high school and college.

To determine if I truly knew my material, I would close my book and put away my notes. I would find a quiet place and begin imaging in my mind the text and the notes.

Pen in hand, I would write down what I could recall, section by section using an outline format. To make the task manageable I used abbreviations, summary language, whatever I could to make the time writing things down minimal. The key of course was to be able to determine, upon further review, if I had committed the critical elements to memory.

Lastly, a simple comparison would allow such a determination. Upon consulting my notes and book and contrasting, any aspects that were too thin or omitted were re-reviewed at that juncture.

Later, I would do the same process without the writing, trying to recall the original block that I had written down but adding those new areas that came from the comparison review.

This last time I simply recited it verbally though my sense is that if I had been so motivated as to have written it down once again it might have been even better.

Practice De-Emphasized

That sort of thinking seems to be going by the wayside. Without a doubt, professors today place substantially less emphasis on information recall.

The rationale for the change is that the process I used quite successfully is deemed to focus too much on rote learning and not enough on a process that seeks deeper levels of learning. The primary basis for the assertion is the reliance on Bloom’s Taxonomy as a teaching and learning model. In that context, recall is placed substantially lower on the taxonomy than is the idea of comparing and synthesizing information.

New theories of learning insist that the internet has essentially changed everything. Today’s workers must be able to process new information at lightning speed and in the 21st century we are going to have to reinvent our knowledge base multiple times. That leads some to insist that the memorization of facts and figures is a major waste of time.

While there can be no debate on those general assertions (processing at a greater rate and reinventing our knowledgeable base many times over), there is growing evidence that successful students must first have a strong knowledge base. Without internalizing some critical, fundamental facts, we could never properly synthesize information.

In addition, some educators insist that the process of rote learning, especially in younger learners, is a catalyst to the development of the brain as a whole. In other words, higher thinking skills and connections are possible only if the brain has been exposed first to recall demands.

Rethinking Practices

David Glenn recently took a look at this issue at one of the most respected of higher education publications: The Chronicle. Glenn uses the following slogan to describe the method I found great success with:

Close the Book. Recall. Write It Down.

Glenn then goes on to take an in-depth look as to why professors no longer preach this method of learning. As he does so, Glenn offers strong contradictions to the notion that the internet-based information age demands that this prior practice be summarily tossed aside.

Accordingly, the writer cites two recently published papers from psychology journals that note this age-old practice is in fact extremely effective. In simplest terms, the process of active recall is the most effective method “to inscribe something in long-term memory.”

Reciting or writing down what you recall is also the best method for determining whether you truly grasp the material. According to the folks Glenn references, the mistake that most students make is to simply reread material, either the text or their notes, and think that the familiarity they have gained represents real understanding.

That is simply not so. The only way to determine whether you truly can deconstruct the material, then actually synthesize in a test or quiz setting, is by going through an active recall process. Otherwise, as a learner, you may have a false sense of security that may come undone in the test setting.

And as for knowledge and the idea of rote learning, a simple contrast is to consider the study of biology. While there is no doubt that professors should ask that higher level or critical thinking skills be placed into action, it only stands to reason that the terms and concepts that form an understanding of the subject must first be internalized.

Drawing inferences and analyzing ideas can only take place when fundamental materials are fully grasped. And to be fully grasped, the person must have them mentally in place.

Exemplary Learning Practice

I could not agree more. The advice: Close the Book – Recall – Write It Down – definitely has enormous merit and served me very well over the years.

Students who utilize this approach will demonstrate superior levels of understanding. Not only will they be able answer any fact-related questions more readily, they will in turn find their ability to answer inference-related questions to be vastly improved as well.

While your professors may no longer espouse this practice, I am convinced that every student would perform much better in any test or quiz setting if they were to incorporate this technique into their ongoing study habits.

Last week we featured the impact of the credit card legislation recently enacted by Congress, particularly the impact that legislation would have on college students.

Many have noted that for students, the changes represent a “throw the baby out with the bath water” approach. Certainly, college students and credit cards have not been an ideal mix as a universal rule.

One of the changes makes great sense, limiting credit lines to a student’s ability to pay makes perfect sense. But the changes will make credit more difficult to obtain for all individuals.

In what is dubbed as a move to protect students, the new legislation will require those under the age of 21 to have a cosigner to have access to a reasonable credit line. Without one, there will be exceptionally little credit available.

While such a step appears to make sense, the fact is not every student will be able to secure a cosigner. And those unable to obtain adult assistance are likely to be the group of students most in need of a basic credit line to be able to attend college.

Better Approach

Karen Gross, the president of Southern Vermont College in Bennington, Vt., recently offered a simple suggestion that would deal with the propensity for college students to get into credit card difficulties. Gross told Sandra Block of the USA Today that the new rules may well have very negative impacts on low-income students, the group that truly rely on credit cards to help them secure their opportunity for a degree.

She notes that those students that are unsuccessful finding a cosigner may well turn to other borrowing formats when money is short. Though the cosigner process is designed to protect students, those unable to secure a cosigner could end up turning to an even worse form of credit, payday lenders to help with expenses.

Instead, Gross believes it is time to develop a credit card specifically for college students. The concept she proposes allows for credit access but has two globally agreed upon limits that make sense for college age individuals.

She proposes both a limited credit line and an even lower monthly spending cap. Her suggestions were in the vicinity of a $600 credit limit combined with a $250 spending cap.

While those two numbers could be open for debate, such a design makes great sense. First and foremost, it allows low-income individuals limited access to credit even without a cosigner. Second, it would help students get started on a path to learning how to use a card without placing their future at significant risk.

As Gross notes, such a concept “would help students learn to use credit responsibly in ways that would maximize their credit score.”

Legislation Drawing Criticism

The new legislation has been drawing criticism in some circles. The key negative point centers upon the belief that the new regulations will result in higher rates and ongoing fees for those with excellent credit ratings.

But few are speaking out on behalf of college students. Students agreeing with the suggestions of Gross should contact their representative accordingly.

Perhaps with a little push from students Congress could revisit the issue and tweak the legislation accordingly.

The new credit card protections signed into law recently by President Obama have been both praised and belittled. On the positive side there is little doubt that the steps will eliminate some of the most contentious billing practices currently in place (raising interest rates without prior warning).

However, one group of critics insists that the costs of the new protections will be passed on to more reliable credit card holders. A second group of naysayers stipulates that some of the biggest issues have simply not been addressed.

In either case it is important for college students to understand that the legislation will have an enormous impact on their access to credit even as it seeks to protect them from predatory lending practices.

Credit No Longer as Easy to Get

In recent years, credit card companies have almost been throwing cards at students that were willing to sign up for one. Offering everything from t-shirts to iPods, these companies sought to develop brand recognition that they hoped would remain when college students began their post-campus lives.

Those days are likely over as the new legislation greatly reduces the availability of credit for students. Without a co-signer, full-time college students under 21 will now be able to obtain a line of credit only up to 20% of current income.

To get the full access that students once had a co-signer will be required. If a card holder does have a co-signer, most likely a parent, they will have enormous protection under the new law. The most recent legislation requires that any interest rate increase be approved by the co-signer.

Given the general financial status of most college students, the bottom line is that credit cards will be far more difficult for a student to obtain without a signature from a parent.

Major Negative Practice Still Permitted

The new law does not address one of the long-standing, college credit-card issues called affinity-card contracts. In simplest terms, colleges and universities can still sell a student’s contact information to a credit-card company.

According to BusinessWeek.com, this information represents incredible sources of money for colleges. The site notes that the e-mail addresses and contact information of the students at the University of Michigan are provided to Bank of America for the astonishing sum of $25.5 million.

The 11-year deal provides the Michigan Alumni Association 0.5% of the total purchases made using one of the school-branded cards. Therefore, the school has an incentive for students to acquire and use a specific credit card.

Given the current issues of mounting credit card debt for college students, the idea that schools would encourage debt accumulation is akin to heresy in many quarters. But the new law does not address this troubling issue.

General Positives for All Card Holders

For those holding credit cards and debt, the new law offers several protections. First, under the new legislation, interest rates may not be increased on outstanding balances until a person is 60 days late with a payment.

Second, the changes provide card holders a chance at redemption. If a card holder does become delinquent and is thus subject to a rate increase, they can regain their initial lower rate by paying on time for the next six months.

In yet another critical aspect for all card holders, the legislation also eliminates fees for paying balances online.

Changing Rules

Given the current status of credit card debt and the need for greater financial knowledge among college students, the restriction on predatory charges and the reduction in ease of credit will both be positives in the long run.

Easy credit has often meant the accumulation of debt and the potential for long term financial challenges for college students. Those challenges were then exacerbated by exorbitant interest rate charges.

Making credit tougher to get while reigning in rate increases represent a two-fold step in the right direction.

There is little doubt that the conventional financial wisdom is changing amid the current economic uncertainty. Dave Copeland of the Boston Globe recently highlighted a number of thoughts that today’s families will find noteworthy.

Quoting Larry Glazer, managing partner of Boston-based Mayflower Advisors, and Adam Bold, author of “The Bold Truth about Investing,” Copeland raised a number of issues, two of which pertain directly to parents and college students.

Good Debt, Bad Debt

Glazer, presenting to 100 public school teachers in New Hampshire, insisted it was time to rethink a number of longstanding financial practices. Those educators all taught personal finance classes in the state.

Glazer informed his audience that he took exception to the longstanding notion that there was such a thing as good debt, particularly the idea that “mortgage debt is good debt.”

The financial advisor noted that many experts still touted mortgage debt as being good. This is in large part due to two current factors.

First, the interest on mortgage debt is tax deductible. Second, current interest rates on home mortgages are at historic lows. Ultimately, those experts insist investment returns over time should outpace those mortgage rates of four percent plus.

Glazer thinks differently, pushing his clients to retire mortgage debt as soon as possible, suggesting they double up on payments whenever possible. In addition, Glazer frowns on another traditional aspect of home mortgages, taking the biggest loan that one can qualify for.

“Over the past two decades, ‘good debt’ became a buzzword, and if you could get debt, you took it,” Glazer told Copeland. “That is part of what got us into trouble. Maybe no debt in retirement is the new standard for good debt. ”

Saving for College

While another conventional practice has been to insist that families begin funding a 529 college savings plan as soon as possible, Bold insists that saving for college should come only after a number of other savings options has been addressed. The author notes that many families have followed that advice and made the placement of money in a college fund their number one priority.

Bold indicates the number one priority for parents should instead be their 401(k) and IRA plans. The author insists the first priority should be to maximize retirement contributions.

Only after they have met that commitment should they consider setting money aside for college. The rationale for that recommendation comes from one simple fact.

Bond correctly notes that there are multiple options for paying for college including scholarships and grants. In contrast, there are no scholarships or grants for retirement.

Bond also notes that students can take out loans for college or families can opt for a pay as you go philosophy during the college years using the funds that might otherwise be set aside for retirement.

Current Crisis Offers Some Lessons

While Bond advocates that families make their retirement contributions the first priority, he by no means is advocating that students turn to indiscriminate borrowing for their education. The continuing theme from the current downturn is to rethink some longstanding financial strategies, especially the notion that there is such a thing as “good debt.”

Debt represents a claim on future earnings. If the current economic downturn has taught us anything, it is that borrowing represents a risky financial strategy.

Whether it is to borrow for a house or a college education, such debt should be minimized and paid off as soon as is possible.

It appears that those auto dealers have been right all along.

A new study reveals the car a man drives is critical to getting a second look from a member of the opposite sex. It must be noted that this is a UK study and well, we all know that those European’s are just a wee bit different.

But the results are unequivocal. What a fella’ drives really does matter.

Car Gets a Lady’s Motor Running

A team of university researchers showed a substantial number of women pictures of a male model. In one instance, the model was pictured in a silver Bentley Continental, a luxury car that would set a car buyer back more than a hundred grand.

In the second instance, he was pictured in a “battered Ford Fiesta.”

The 120 women, aged 21 to 40, were asked to rate the man’s attractiveness. In a sign that women rated the motor over the man, they selected the model when he was seated in the fancy Bentley.

One of the researchers, Dr. Michael Dunn of the University of Wales Institute in Cardiff, put it this way: women will rate a man higher if he happens to be driving a “fancy motor rather than in an old banger”.

Lady Gets the Male Motor Running

Dunn went on to repeat the experiment in reverse, picturing a female model in the Bentley and the Fiesta. For the male assessors, they were not inclined to select the women in one setting over the other.

Instead, the men proved more interested in the woman, specifically her face and figure. Status had no bearing on the views of the men, a fact that could prove very interesting as women become more independent and wealthy.

Dunn noted this in both instances, this was an evolutionary and not a social trait. He stated:

“There’s a wide variety of evidence that does suggest that females are more influenced by wealth and status. It’s not a recent phenomenon. It is very ingrained and the evidence is not just anecdotal.

“Females focus on questions of wealth and status because if the male possesses those, that male would be in a better condition to rear healthy offspring.”

On the flip side, those same evolutionary trends caused men to view women in terms of reproductive attractiveness. Wealth or status simply does not enter into the equation.

Next Study

Sorry ladies, but not only does Dunn suggest these basic human traits will not change in the future, most will interpret these results as evidence that women are shallower than men.

In an effort to take the idea one step further, Dunn plans to follow up with another status-type study to determine what happens when a middle-aged man chooses to purchase one of the more expensive cars. Specifically, Dunn would like to determine if the high-status car can actually overcome the current negative impact of age on attractiveness.

The question: can the right car overcome a receding hairline and a corresponding growing waistline.