Acuitus delivers strong results to students across the board, combining:
- Much deeper level of expertise and practical experience
- Much higher graduation rates than two and four year programs
- Much less time from starting our program to graduating and finding a job
These benefits will make a significant difference to your future career in IT as they address the five factors that are critical to valuing your education.
- How long you are in school – months or years. Every year in school is a year without income.
- As an example, if you graduate with a salary of $65,000 per year, then the advantage of attending a school that lasts six months versus a school that lasts 4 years amounts to over $220,000 that you will have earned over the 3.5 years you were finishing your 4-year degree.
- The likelihood you will complete your program and graduate.
- Graduation rates vary widely for different types of schools; the typical 4-year college graduates less than half of its students on-time (in 4 years).
- The likelihood you will be employed in your field of study.
- Similarly, as we look at students who have received bachelor’s degrees from four-year colleges, over half of these graduates under the age of 25 are unemployed or underemployed – working as cashiers or clerks. Our history to date: 40% of our graduates receive offers of employment within the first month; 90% within the first 6 months.
- The economic value of your career path; and
- Your starting salary.
If we compare Acuitus to a college program, we see the following important differences:
- 95% graduate, all on time
- $60-65K average starting salary after six months of school
- Over $200K earned by the time a student at a 4-year University graduates.
- 80% employed within 3 months
- Working in a challenging, leading-edge career in a high-tech field
- Depending on type of college, 20-50% graduate, many taking longer than four years
- $45-50K average starting salary after four years of school
- 50% employed in their field within 3 years
Graduates of our school have competed in five major trials over the past four years—against graduates of traditional schools, against these school’s instructors, and against experts who have an average of seven and ten years of experience. These competitions focused on tackling hard and challenging problems under intense time pressure in actual work environments as well as laboratory settings; rapidly designing and implementing Enterprise-class systems and networks, as well as oral exams before a panel of experts.
In every case, in every trial, in every competition—the graduates of our school dominated.
These trials were all run by an independent third party, the Institute for Defense Analyses (IDA). As an example of the challenge, IDA collected 26,000 trouble tickets from the Navy—problems that were reported onboard ships, but where the ITs on these ships couldn’t solve the problem. These problems had then been sent to an elite team for resolution; the hard problems often took weeks to get fixed.
For the competition, each competitor was responsible for the computers and network you would find in a company with a thousand employees. IDA then secretly broke each competitor’s system, using one of the 26,000 trouble tickets, randomly selected. The challenge was then to see if any of the competitors could find and then fix the problem; if they could—or they gave up—IDA would break the system again, using another randomly selected trouble ticket. This continued for two weeks.
The competitors were scored similar to the way competitors are scored in ice-skating or diving competitions. Scoring was based on the quality of their solution (did they really solve the problem or just get the system running), the difficulty of the problem, whether they unknowingly broke something else while trying to solve it, etc.
In one of the competitions, our school’s graduates scored 267. The experts scored 43. The students from a traditional classroom scored -7. The results were stunning—after just five months of school and no prior experience.