Morris, Minn., -- U.S. News and World Report has released its 2012 college rankings, and the University of Minnesota, Morris was named to the Top 10 Public Colleges list. Overall, Morris placed 144 of 178 in the top tier of the National Liberal Arts Colleges list.
"We are very proud that the University of Minnesota, Morris continues to score highly in the U.S. News National Liberal Arts Colleges ranking," says Chancellor Jacqueline Johnson. "It is especially gratifying to know that our academic quality 'markers,' and public mission place us among the best liberal arts colleges in the nation."
The U.S. News Top 10 Public Schools in the National Liberal Arts Colleges category include, in order, United States Military Academy, West Point; United States Naval Academy; United States Air Force Academy; Virginia Military Institute; St. Mary's College of Maryland; New College of Florida; University of Minnesota, Morris; University of North Carolina, Asheville; Purchase College, State University of New York; and Massachusetts College of Liberal Arts.
In addition to the Top 10 Public Colleges list, Morris was also included on a list of colleges that recognize and value "spirit and hard work" and "a broad, engaged student body." The A-Plus Schools for B Students unranked list identifies colleges that look at each individual person during the admissions process, not just test scores and class standing.
U.S. News bases its rankings on accepted measures of academic quality chosen through research on measuring quality in education. Data is gathered in a uniform way after colleges are placed into categories based on their missions. Sixteen indicators of academic excellence are assigned a weight, expressed as a percentage. The colleges are ranked based on composite scores in areas such as student retention and graduation rates, faculty resources, student selectivity, class size, financial resources, alumni giving, and assessments by high school counselors.
This year, states U.S News, increased emphasis was placed on output measures, such as graduation rates, to reflect the current emphasis of educators, researchers, and policymakers on results when comparing and evaluating programs.