"Rethinking Metrics in Higher Ed: Moving Beyond Persistence and Retention": by Jarek JanioThis article highlights a growing crisis of confidence in higher education, driven by an over-reliance on procedural metrics like retention, persistence, and graduation rates, which fail to address the fundamental question: "What do students actually learn?" While these metrics are easily quantifiable, they do not demonstrate whether students are developing essential skills or emerging as capable, adaptable thinkers. The author calls for a fundamental shift toward measuring student learning outcomes, emphasizing the need to assess competencies and align institutional priorities and funding models with fostering genuine intellectual growth. The piece also advocates for a renewed focus on faculty and a re-evaluation of traditional grading systems to ensure they better reflect actual student mastery.Limitations of Traditional Metrics and Grades Metrics such as graduation rates provide a narrow perspective, emphasizing how many students pass through the system rather than measuring their intellectual growth or mastery of skills. Similarly, grades often reflect compliance and test-taking ability rather than genuine mastery. A diploma should signify tangible readiness for a field, yet current grading practices undermine this purpose.Faculty’s Marginalization Faculty, central to the learning process, are often sidelined by institutional priorities focused on procedural outcomes or retention. This diminishes opportunities for pedagogical innovation, richer assessments, and deeper engagement with students. Administrative decisions frequently prioritize compliance over teaching quality.A New Path: Prioritizing Learning Data The article calls for redefining success in higher education through measurable learning outcomes. This requires rethinking course design, assessments, and classroom practices to prioritize skill and competency attainment. It advocates for aligning institutional policies, funding models, and resources with a commitment to improving student learning, moving beyond procedural metrics to reward genuine mastery.Empowering Faculty and Students By focusing on learning data, faculty can refine teaching methods, share best practices, and improve accountability. Students gain clarity on their progress, with a shift from grades as the ultimate goal to skill and competency attainment. Measuring learning provides graduates with evidence of their transformation, fostering transparency and trust.Conclusion The article argues for a fundamental shift in how higher education measures success. By prioritizing student learning over easily quantifiable metrics, institutions can restore public confidence, empower faculty and students, and fulfill their mission to prepare graduates for complex challenges. While these changes require a major shift in mindset, policy, and funding, they are essential for the future of higher education.

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