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Widespread panic was created around the country by various articles that said Chinese and Indian Universities are overtaking American Universities in providing students with quality engineering and other education. Research also apparently says European countries have much more graduation rates than America putting the country’s economy at great risk. Reports went on to proclaim that this is a shame for American institutions.

All of us hear of comparisons and many times just panic not really speculating as to whether the claims are actually authentic and valid or not. Most of us in fact are even pleased with such claims as it really helps emphasize the need for quality higher education. According to a shocking report released recently, most of these figures cited are questionable. In most cases, flaws in American higher education system are over stated. In many others, data given is of no use in furthering the exact kind of reforms necessary today in the field of higher education.

This study named ‘The Spaces Between Numbers” released by the Institute for Higher Education Policy is not really opposed to inform policy utilizing data obtained from international comparisons. Author of this significant study Clifford Adelman was previously US Education Department’s educational statistician before he moved on to the institute.

He says that these vital flaws in statistics could seriously impact any country’s chances to benefit from such comparisons. Adelman suggests that it is very important bringing in absolutely new data analysis and collection methods to set right the current system.

This report mainly targets the most cited Organization of Economic and Cooperative Development’s data. Adelman also points out that economically advanced democracy members of the OECD are predominantly used as a good comparison option which they are not.
 
The very fact that the comparison is between European countries students studying in sub-baccalaureate degrees were compared to students from community colleges in America. Data analyzed in studies related to degree completion take into consideration only those who complete their degrees from the institution they first enrol in as compared to data from other countries that take into account system completion also considering those who transfer.

Certain countries’ total takes the foreign students into account, which means in certain European countries, the figure is bound to be high where there are major enrolments from outside the country. ‘Beginning students’ is defined in certain countries as students who are already post secondary graduates.

Another flaw in the data is that irrespective of whether the degree is earned in five, four or three years all bachelor’s degrees are counted by OECD in the same manner. Data ratios also do not take into account expansion of systems of higher education and population spurts. These ratios therefore do not hold any significant value. These flaws have resulted in a completely negative propaganda regarding the American higher education scenario. According to Adelman, unless the entire system of data collection and analysis is revamped, it is not possible to obtain the right figures and a clear picture.