| Value-added scores (100 = top score) | |||||
BACK
The "scores" presented alongside the metrics in this profile are centile ranks. They range from 1 to 100, with 100 indicating the highest centile, or top 1 percent of all 2- or 4-year colleges.
At a glance
Detailed institutional quality measures
*The models used to predict mid-career salary and occupational earnings power use log-transformed versions of these indicators. Calculating value-added from the "actual" and "predicted" values displayed above will not match the published value-added amount unless the calculation is run on log-transformed values.
How value-added is calculated
For each college with the required data, value-added equals the difference between actual economic outcomes and predicted outcomes, for the average alumni. It is determined by measured and unmeasured aspects of college quality (see below). Value-added scores range from 1 to 100, with 100 indicating the highest centile, or top 1 percent of 2- or 4-year colleges.
The three economic outcomes considered
Earnings
Mid-career earnings of students whose highest level of degree was earned at the college.
PayScale
Occupational earnings power
The average salary of the college alumni’s occupations. Salary is calcuated by matching LinkedIn occuaptions to national average salary data for workers in similar occupations.
LinkedIn and the Bureau of Labor Statistics' Occupational Employment Statistics (May 2013)
Loan repayment
Rate of repayment on federal students loans within first three years of repayment. This is calculated by dividing the number of students making loan repayments (not being 270 days late for most students) between 2009 and 2014 by the number of students who borrowed from the federal government between 2009 and 2011.
U.S. Department of Education
Aspects of college quality that determine value-added
Curriculum value
The labor market value of the college’s mix of majors, as determined by the earnings of all U.S. graduates with degrees in a given major.
U.S. Census Bureau American Community Survey; the data were obtained from the University of Minnesota's Integrated Public Use Microdata Series (IPUMS).
Share of graduates prepared to work in occupations requiring STEM knowledge
The percentage of graduates who complete a degree in a field of study that prepares them for an occupation demanding high levels of science, technology, engineering, or math knowledge.
Analysis of data from O*NET and the U.S. Department of Education's IPEDS database
Value of alumni skills
The labor market value of the 25 most common skills listed on the LinkedIn resumes of alumni who attended the college.
Analysis of data from LinkedIn for alumni skills by college and from Burning Glass for value of skills (for more information, see: "Still Searching: Job Vacancies and STEM Skills")
Share of students that graduate in twice the normal time
The percentage of enrolled students who graduate from the college in eight years for four-year programs and four years for two-year programs.
U.S. Department of Education's IPEDS database
Retention or re-enrollment rate
The share of students from the full-time and part-time adjusted fall 2012 cohorts still enrolled in fall 2013.
U.S. Department of Education's IPEDS database
Average aid per student provided by institution
Financial aid funded by the college itself, rather than federal or other sources.
U.S. Department of Education's IPEDS database
Average salary of instructors
The average compensation of all instructional staff at the college.
U.S. Department of Education's IPEDS database
X-factor
The unmeasurable qualities or errors in the prediction model that account for the difference between total value-added and the contributions to value-added from the above (measurable) qualities. It can be thought of as intangible school factors that affect student outcomes.
Derived from analysis (see appendix section of report)
Student characteristics that determine predicted outcomes
Enrollment
U.S. Department of Education's IPEDS database
Percent of freshman from same state
U.S. Department of Education's IPEDS database
Foreign-born student share of enrollment
U.S. Department of Education's IPEDS database
Asian student share of enrollment
U.S. Department of Education's IPEDS database
White student share of enrollment
U.S. Department of Education's IPEDS database
Average age of students
U.S. Department of Education's IPEDS database
Percent attending part time
U.S. Department of Education's IPEDS database
Female share of students
U.S. Department of Education's IPEDS database
Percent of students receiving no aid
U.S. Department of Education's IPEDS database
Percent of students receiving federal loans
U.S. Department of Education's IPEDS database
Pell grant aid per student
U.S. Department of Education's IPEDS database
Standardized math scores
ACT and SAT scores on the quantitative sections, standardized to have mean zero and a standard deviation of one, and weighted by number of students taking each exam. For schools with no scores, expected scores were imputed based on student characteristics.
U.S. Department of Education's IPEDS database and author calculations
LinkedIn salary bias
Analysis of data from LinkedIn
College characteristics that determine predicted outcomes
Modal degree is one year
U.S. Department of Education's IPEDS database
Modal degree is bachelor's
U.S. Department of Education's IPEDS database
Modal degree is post-bachelor's
U.S. Department of Education's IPEDS database
Online college (all students enrolled only in distance learning)
U.S. Department of Education's IPEDS database
Carnegie classification
U.S. Department of Education's IPEDS database
Percentage distribution of degrees granted by level
U.S. Department of Education's IPEDS database
College geographic characteristics that determine predicted outcomes
Local price index 2012
The cost of living relative to other metropolitan areas.
Bureau of Economic Analysis
State location
U.S. Department of Education's IPEDS database