The current United States government proposes rating institutions for higher education through a system. This rating framework will apparently get billions of taxpayer funds yearly in the form of loans and scholarships from federal organizations. Although some opinions in support of the rating system are fairly justified, it presents trivial limitations such as compromising education quality. The following paper analyzes the views of four New York Times debaters on whether the government should grade colleges. Cruz and Moore's argument hinges on logos because of the logical argument they present, against Bastedo and Vedder's argument that presents an ethical argument (ethos) on the weaknesses of the rating system. The rating of colleges results in different changing aspects owing to its two-edged advantages. Ethos The New York Times has a well-educated audience, mostly professionals, who are going to expect a high degree of ethos in its articles. Ethos (credibility) is an argument that presents believability and ethicality in a believable manner. In this debate, Joseph Moore advances his credibility by asserting that higher learning institutes have different rates of graduation and graduation success. Even so, it is crucial for an administration attempting to rate colleges and universities and connected them to federal aid to understand the different levels (Moore, 2014). On the contrary, Richard Vedder says the Obama administration does not deserve the people's attention since graduation and performance outcomes of higher learning institutes are problems caused by Obamacare. However, this is a disreputable since Vedder implies state governments should determine rating systems of colleges and universities. Vedder does not consider the fact that state authorities have less experience in handling rating systems for the education sector (Vedder 2014). From a different angle, another canvasser, Michael Bastedo argues for the exchange of student assessment for government assessment and it is effective because it deters the deterioration of education standards, which is shown by the improved education standards in learning institutions (Bastedo, 2014). Cruz points out the heterogeneous nature of higher learning and skills grasped by alumni in a given discipline through presenting the unsubstantiated understanding by accrediting powers that led to higher learning institutes releasing immense numbers of students unqualified for high-grossing jobs (Cruz 2014). Pathos The appeal to pathos (emotional)(emotion) has a remarkable way of swaying the opini