Experience at Loyola Maryland- please share
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Anonymous
My kid has ADHD. He applied for a program where you go to school a little bit early and get a jump start on touring the area, meeting professors, and making some friends (Messina groups). I asked if he noticed anyone at school who seems to be on the spectrum (this is part of our family life). He said he noticed one or two students who had some characteristics, and they are doing fine. The school is dedicated to making sure people don't fall through the cracks. |
Anonymous
That is gone. |
Anonymous
Top 100 from WSJ Best Colleges List 1 Princeton 2 Babson 3 Stanford 4 Yale 5 Claremont McKenna 6 MIT 7 Harvard 8 UC Berkeley 9 Georgia Tech 10 Davidson 11 Bentley 12 UC Davis 13 Penn 14 Columbia 15 Lehigh 16 San Jose State 17 Notre Dame 18 UC Merced 19 Virginia Tech 20 Harvey Mudd 21 Cal Poly Pomona 22 Michigan 23 Loyola Maryland 24 Cal State Stanislaus 25 Colgate 26 Delaware 27 Cornell 28 Texas A&M 29 Rice 30 UC San Diego 31 UC Irvine 32 Wash U 33 UVA 34 Georgetown 35 Swarthmore 36 Brown 37 Augustana 38 Santa Clare 39 Cal Tech 40 Towson 41 Texas 42 St. Joseph's 43 University of Detroit Mercy 44 Vanderbilt 45 Duke 46 Cal State San Bernardino 47 University of San Diego 48 Cal Poly SLO 49 USC 50 Washington and Lee 51 Cal State Fresno 52 Manhattan University 53 Illinois 54 Albion 55 Marquette 56 Carnegie Mellon 57 Dartmouth 58 Lafayette 59 UNC 60 Michigan State 61 Baruch 62 Northwestern 63 BYU 64 Colby 65 Holy Cross 66 San Francisco State 67 Cal State Long Beach 68 UCLA 69 Siena 70 JMU 71 University of Portland 72 Cal State Sacramento 73 Wisconsin 74 Bryant 75 University of Chicago 76 George Mason 77 Florida International 78 University of Dayton 79 Villanova 80 University of La Verne 81 Cal State Northridge 82 University of Washington 83 University of Florida 84 University of Rhode Island 85 Cal State Fullerton 86 Wellesley 87 University of the Pacific 88 Haverford 89 Ohio Northern 90 WPI 91 Quinnipiac 92 Johns Hopkins 93 Clemson 94 TCNJ 95 Cal State LA 96 Bucknell 97 Cal State San Marcos 98 Rose-Hulman 99 Connecticut 100 Boston College Methodology The WSJ/College Pulse 2025 Best Colleges in the U.S. ranking was developed and executed in collaboration with our research partners College Pulse and Statista. The ranking scores colleges based on the following components. The weight each component is given in the ranking is indicated as a percentage. Throughout, we use the latest data available for analysis. Student outcomes (70%): Salary impact (33%): This measures the extent to which a college boosts its graduates’ salaries beyond what they would be expected to earn regardless of which college they attended. We used statistical modeling to estimate what we would expect the median earnings of a college’s graduates to be on the basis of the exam results of its students prior to attending the college and the cost of living in the state in which the college is based. We then scored the college on its performance against that estimate. These scores were then combined with scores for raw graduate salaries to factor in absolute performance alongside performance relative to our estimates. Our analysis for this metric used research on this topic by the policy-research think tank the Brookings Institution as a guide. Years to pay off net price (17%): This measure combines two figures—the average net price of attending the college, and the value added to graduates’ median salary attributable to attending the college. The value added to graduates’ median salary by a college was estimated on the basis of the difference between the median earnings of the school’s graduates and the median earnings of high-school graduates in the state where the college is located and across the U.S. in proportion to the ratio of students who are in-state versus out-of-state. We then took the average annual net price of attending the college—including costs like tuition and fees, room and board, and books and supplies, taking into account any grants and scholarships, for students who received federal financial aid—and multiplied it by four to reflect an estimated cost of a four-year program. We then divided this overall net-price figure by the value added to a graduate’s salary, to provide an estimate of how quickly an education at the college pays for itself through the salary boost it provides. Our analysis for this metric used research on this topic by the policy-research think tank Third Way as a guide. Graduation rate impact (20%): This is a measure of a college’s performance in ensuring that its students graduate, beyond what would have been expected of the students regardless of which college they attended. We used statistical modeling to estimate what we would expect a college’s graduation rate to be on the basis of the exam results of its students prior to attending the college and the proportion of their students whose family income is $110,000 per year or higher. We then scored the college on its performance against that estimate. These scores were then combined with scores for raw graduation rates to factor in absolute performance alongside performance relative to our estimates. Learning environment (20%): Learning opportunities (4%): The quality and frequency of learning opportunities at the college, based on our student survey. This includes questions about interactions with faculty, feedback and the overall quality of teaching. Preparation for career (4%): The quality and frequency of opportunities for students to prepare for their future careers, based on our student survey. This includes questions about networking opportunities, career advice and support, and applied learning. Learning facilities (4%): Student satisfaction with the college’s learning-related facilities, based on our student survey. This includes questions about library facilities, internet reliability, and classrooms and teaching facilities. Recommendation score (4%): The extent to which students would recommend their college, based on our student survey. This includes questions about whether students would recommend the college to a friend, whether students would choose the same college again if they could start over, and satisfaction with the value for money their college provides. Character score (4%): New this year, this measures the extent to which students feel the college has developed character strengths that will help them to make a meaningful contribution to society, including moral courage, hopefulness, resilience, wisdom and a sense of justice, based on our student survey. The questions for this score were developed in collaboration with the Oxford Character Project. Diversity (10%) Opportunities to interact with students from different backgrounds (5%): Student satisfaction with, and frequency of, opportunities to interact with people from different backgrounds, based on our student survey. Ethnic diversity (1.7%): The probability that, were you to choose two students or two members of faculty at random, they would be of a different ethnicity from one another; the higher the probability, the higher the score. Inclusion of students with lower family earnings (1.7%): The proportion of students receiving Pell Grants; the higher the percentage, the higher the score. Inclusion of students with disabilities (1.7%): The proportion of students who are disabled; the higher the percentage, the higher the score. We also display the following figures to provide context. These are the components of “Years to pay off net price” as explained above: Average net price: The average annual overall cost of attending the college, including tuition and fees, room and board, and books and supplies, taking into account any grants and scholarships, for students who received federal financial aid. Value added to graduate salary: The value added to graduates’ median salary attributable to attending the college. Estimated on the basis of the difference between the median earnings of the school’s graduates and the median earnings of high-school graduates in the state where the college is located and across the U.S. in proportion to the ratio of students who are in-state versus out-of-state |